Kent Denver School Curriculum Guide by Kent Denver School

Kent Denver School Curriculum Guide

2017-18 Course List and 2017 For-Credit Summer Classes

Kent Denver Teachers Head of School

Rand Harrington, B.S., B.S., M.S., Ph.D.

Arts Sarah Mitchell, B.A., M.A. (chair) Kathleen Cribari, B.A., M.M. Corky Dean, B.F.A., M.A. Pete Ellis, A.B., M.S. Jon Fortmiller, B.A. Steve Holley, B.A., M.M. Margaret NeJame, B.F.A. Taylor Pringle, B.A., M.F.A Ted Reece, B.A. Steve Root, B.A., M.A.

Athletics

Scott Yates, B.S., M.Ed. (chair) Laura Bordeaux, B.A. Richard Judd, B.A., M.S.M. Stephanie Kyser, B.A. Celena Otero, B.A. Jack Pearman, B.S. Sady Tobin

College Counseling

Katie Thomas, B.A., B.A., M.A. (chair) Matt Doyle, B.A. Jessica Raab, B.A., M.A.

Computer Studies

Michael Ehrenfried, B.S.E., M.A. (chair) Alex Clement, B.A. Lillian Haynes, B.S.

Counseling Services

Patrick Lang, B.A., M.A.T., M.A. (chair) Audra Benjamin, B.A., M.S., M.S. Jacqueline Dauw, M.A., LPC

English

Loni DesJardin, B.Ed., M.Ed. (chair) Andrea Caulfield, B.A., M.A. Henry Clark, B.A. Greg Chalfin, B.A., M.A. Marti Champion, B.A., B.A., M.Ed. Koryeh Cobb, B.A. Page 2

ENGLISH cont. Christina Fakharzadeh, B.A., M.A. Annie Hansen, B.A., M.A., M.F.A. Aniele Hawkins, B.S., M.S. Katie Hurley, B.A., M.A., Ph.D. Nick Lefferts, B.A., M.A. Anne Moyer, B.A., M.A. Nabil Odulate, B.A. David Rollman, B.A., M.A. Casey Selover, B.A., M.A. Todd Schayes, B.S., M.A. Eddie Young, B.A., M.A. History & Social Science Ginna Halverson, B.A., M.A. (chair) Wesley Ballantyne, B.A., M.A. Lee Barrow, B.A., M.A. Michael Bausch, B.A., M.A. Sarah Campbell, B.A. Henry Clark, B.A. James Covi, B.A., M.A. Miya Dickman, B.A. Christina Fakharzadeh, B.A., M.A. Bradley Jackson, B.A., B.A., Phil Klein, B.A., M.B.A. Chris Michaud, B.A., M.A. Jason Mundy, B.A., M.A.L.S. Terry Rubin, B.A. Todd Schayes, B.S., M.A. Ben Simmons, B.A. Jerry Walker, B.A., M.S.

Mathematics

Cheryl Askay, B.S., M.S. (interim chair) Bruce Collamore, B.S. Melissa Devlin, B.A. Pete Ellis, A.B., M.S. Kelsey Gustafson, B.A., B.A. Carl Horwitz, B.S. John Kuntz, B.A., M.A. Whitney McMurtry, B.A., M.S. Wendy Miscall, B. Sc., M. Sc. Steve Newman, B.S., M.S. Miriam Singer, B.A., M.Ed. Arty Smith, B.A., M.S.T. Danielle Reycer, B.A., M.A. Julie Van Wright, B.S. Marty Wittmer, B.A., M.A. Kim Wysong, B.A., M.A.

KENT DENVER TEACHERS

Science

Jeff Caulfield, B.S., Ph.D. (chair) Mark Bosick, B.A., M.Ed. Emily Danitz, B.S., M.Ed. Deanna Detmer, B.S., M.Ed. Chrissy Frederick, B.S. Evan Gaffney, B.S. Kristy Garfoot, B.H.S. Ryan Gray, B.A., B.S.,M.A., M.S. Rand Harrington, B.S., B.S., M.S., Ph.D. Shealyn Malone, B.A., M.A. Wendy Miscall, B. Sc., M. Sc. Steve Newman, B.S., M.S. Mary Fran Park, B.S, M.S. Craig Petersen, B.S., M.S., M.B.A. Raquel Sherman, B.Ed. Marty Wittmer, B.A., M.A.

World Languages

Eric Dawson, B.A., M.A. (chair) Sam Baumgarten, B.A. Matt Bentley, B.A., M.A., Ph.D. Allison Cain, B.A., M.Ed., M.A. Andrea Caulfield, B.A., M.A. Annick Chen, B.A., M.A. Mark Modak, B.A., M.A. Scott Myers, B.A., M.A., M.A., M.A. Piedad Rodriguez, B.A., M.A. Holly Smiekel, B.Ed. Maud Sullivan, L.dâ&#x20AC;&#x2122;A., M.A. Virginia Tuma, B.A., M.A., Ph.D.

school Division Heads

Eric Chandler, B.A., Ph.D. (Upper School) John Kuntz, B.A., M.A. (Middle School)

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Our Core Values All members of the Kent Denver communityâ&#x20AC;&#x201D;students, staff, parents, faculty and administratorsâ&#x20AC;&#x201D;are encouraged to embrace the following core values together as essential elements of the Kent Denver School identity. These values function as touchstones for the community and as key objects in their own right of inquiry and contemplation.

Integrity

We strive to be honest with others and ourselves. We work from a foundation of strong ethical principles, which we use, explore, and develop.

Respect

We seek to appreciate and consider the feelings, wishes, rights, traditions, and attributes of others. We work to respect ourselves, our fellow community members, the educational vision of the School, our connection to the larger world, and the human diversity among and around us.

Personal Growth

Through mindfulness, creativity, and curiosity, we strive to participate, to grow, to find our voice, and to help each other thrive.

Community

We are actively committed to the learning fellowship of the School. With a sense of shared responsibility, empathy, and compassion, we seek to understand, engage, and help our diverse local, regional, national, and global communities.

Wisdom

We seek the development of experience, knowledge, and good judgment.

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KENT DENVER VALUES

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Table of Contents Kent Denver Teachers....................................................................................................................................................2 Our Core Values..................................................................................................................................................................3 Table of Contents..............................................................................................................................................................4 KDS Curriculum Evolves..............................................................................................................................................6 New or Enhanced This Year.......................................................................................................................................7 Course Listing Features................................................................................................................................................7 Middle School Program.............................................................................................................................................10 Upper School Program...............................................................................................................................................11 Graduation Requirements.........................................................................................................................................11 Academic Requirements, Credit, Grades and Summer Reading...............................................12 How to Select and Schedule Your Kent Denver Courses.................................................................13 Sample Middle School 3-Year Plan...................................................................................................................14 Sample Upper School 4-Year Plan....................................................................................................................15 Advisory Program, Student Services and Other Resources...........................................................16 Academics............................................................................................................................................................................17 Computer Studies..........................................................................................................................................................18 English....................................................................................................................................................................................22 History and Social Science.....................................................................................................................................30 Page 4

TABLE OF CONTENTS

Table of Contents Mathematics......................................................................................................................................................................38 Science..................................................................................................................................................................................44 Visual and Performing Arts.....................................................................................................................................52 World Languages..........................................................................................................................................................62 Athletics.................................................................................................................................................................................70 Additional Offerings and Requirements........................................................................................................73 Advisories and Wellness*.........................................................................................................................................74 Career Intern Experience*........................................................................................................................................75 College Counseling......................................................................................................................................................76 Community Service*.....................................................................................................................................................77 Digital Learning and Online Courses...............................................................................................................78 Electives (Middle School)*.......................................................................................................................................79 Entrepreneurial Opportunity Network............................................................................................................80 Field Trips and Interim (Middle School)*........................................................................................................81 For-Credit Summer Courses..................................................................................................................................82 Information and Innovation.....................................................................................................................................85 Peer Tutoring and Leadership...............................................................................................................................86 Yearbook Publication..................................................................................................................................................87 TABLE OF CONTENTS

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KDS Curriculum Evolves Personal Growth is one of Kent Denver School’s most cherished core values. The challenge to stretch oneself beyond current boundaries—be they self-imposed or projected by others—is a mantle our students, teachers and administrators assume gladly and pursue inside the classroom and beyond. For that reason, developing Kent Denver’s curriculum is a vibrant, continuously evolving process. Students, parents and guardians will notice a number of programmatic updates, new and enhanced classes, extracurriculars and for-credit summer courses in the 2017-18 Curriculum Guide. That said, this publication is only a snapshot of our living curriculum. If there are topics you want to pursue or courses you would like to take that don’t appear here now, please speak with your advisor, dean or division head. We’ll investigate adding that area of study to our current offerings. The 2017-18 Curriculum Guide also includes a list of our teachers on page 2. As I’ve said many times, teachers are the foundation of any school, and Kent Denver teachers are among the best, brightest and most dedicated in the country. Most of our teachers have multiple degrees, almost 70% have advanced degrees, and several have achieved Ph.D.s, the highest academic degree one can earn. Their expertise and delight in teaching is proffered to our students every day. I would be remiss if I didn’t call your attention to Kent Denver’s Student Wellness program, which is described on page 74. I’m very proud of our school’s leadership in integrating wellness programs into a robust college preparatory curriculum. At the end of the day, our goal is to ensure our students are prepared to be successful, both in college and as adults, and our Student Wellness program helps provide that foundation. I look forward to your comments and feedback about our curriculum. Thank you for being part of Kent Denver’s exceptional learning community! Best regards, Rand Harrington, Ph.D. Kent Denver Head of School

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MESSAGE FROM THE HEAD OF SCHOOL

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New or Enhanced This Year • at a glance course listings

For a quick look at every class in our 6-12 program offered during the regular academic year, see At a Glance on pages 8-9.

• For-Credit Summer Courses

A full list of for-credit courses offered during the summer of 2017 is available on pages 82-84.

• middle school and upper school classes

Academic department sections now include a list of both Middle School and Upper School classes. See department sections for sequence maps and detailed course listings. See pages 14-15 for sample Middle School and Upper School plans.

• English

The English department is providing juniors with their own course that will respond to their needs as third-year high schoolers while exploring the nature of community, service, action, empathy and voice in the context of American literature and local history. See page 24 for details.

• Mathematics

The math department section now includes FAQs about course offerings and options for progression through the program. See page 38 for details.

• Science

Curricular changes allow the different sub-disciplines of science to build more logically on each other. Students’ experience in biology better informs their work in chemistry, and their experience in chemistry better supports their learning in physics. See pages 44-51 for details.

Course Listing Features

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NEW AND ENHANCED THIS YEAR

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Our 6-12 Program Middle School Sixth Grade • English 6: Reflection • History 6: Ancient Identities and Comparative World Religions • Mathematics 6 • Physical Education • Science 6: Explore, Design, Discover • Visual and Performing Arts • World Languages: Latin Seventh Grade • English 7: Identity • History 7: Foundations in U.S. History and Government • Math: Mathematics 7A or 7B • Preparatory 7 • Science 7: Earth and Environ-

Upper School

• •

mental Science Visual and Performing Arts World Languages: • French 7 • Mandarin 7 • Spanish 7

Eighth Grade • English 8: Choices • History 8: Foundations in Global History • Math: Algebra 8A or 8B • Preparatory 8 • Science 8: Human Biology • Visual and Performing Arts • World Languages • French 8 • Mandarin 8 • Spanish 8

Ninth Grade • English 9: Discovering Voice • Global History of the Modern World • Mathematics (See Courses) • Molecular and Cellular Biology • Visual and Performing Arts Class (See Courses) • World Languages (See Courses)

Eleventh Grade • English 11: Diverse Voices of America • U.S. History OR History Course (See Courses) • Mathematics (See Courses) • Chemistry OR Chemistry Honors • Visual and Performing Arts Class (Unless Requirement is Fulfilled; See Courses) • World Languages (See Courses)

Tenth Grade • English 10: Exploring Voice • Revolution and Conflict OR Global Politics in the 21st Century OR Advanced Debate (with department approval) • Mathematics (See Courses) • Newtonian Physics OR Physics OR Physics Honors (with department approval) OR Chemistry OR Chemistry Honors • Visual and Performing Arts Class (See Courses) • World Languages (See Courses)

Twelfth Grade • Two English Seminars (See Courses) • History Course (if Desired; See Courses) • Mathematics (See Courses) • Science Course (If Desired; See Courses) • Visual and Performing Arts Class (Unless Requirement is Fulfilled; See Courses) • World Languages (Unless Requirement is Fulfilled; See Courses)

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AT A GLANCE

Yearlong Courses Computer Studies • AP Computer Science A • AP Computer Science Principles • Computer Architecture English • AP English Literature History • Advanced Debate • AP Art History • AP European History • AP Economics • AP U.S. History • Global Poitics in the 21st Century • Modern Asia, Honors • Revolution and Conflict • U.S. History Mathematics • Algebra I • Algebra II (and Honors) • Algebra II S • AP Calculus AB • AP Calculus BC • AP Statistics • Functions, Statistics and Trigonometry (FST) • Geometry (and Honors) • Honors Multivariable Calculus • Pre-Calculus (and Honors) • Calculus • Advanced Course Options Science • AP Biology • AP Chemistry • AP Physics C: Mechanics • AP Psychology • Computer Architecture Visual and Performing Arts • Acting I-II • AP Music Theory • Ceramics, Level I • Concert Choir • Filmmaking, Levels I-IV Back to Table of Contents

Yearlong Courses, Continued • • • • • •

Guerilla Reperatory Theater Guitar, Levels I-IV Jazz Combo (0.25 credit) Jazz Ensemble Latin Ensemble Metals, Level I

• • • •

Photography, Levels I-IV R&B Ensemble Sculpture Levels I-IV Technical Theater Workshop, Levels I-IV

World Languages French • French I-IV • AP French Language

• Advanced Topics Mandarin • Mandarin I-V • AP Mandarin Spanish • Spanish I-V • AP Spanish Language • AP Spanish Literature • Independent Study

Fall Courses

Spring Courses

AP Courses

Computer Studies • Advanced Topics: Data Structures • The Internet of Things • Technology, Ethics and Society

Computer Studies • Advanced Topics: Servers and Data • Computational Art

Computer Studies • AP Computer Science A • AP Computer Science Principles

English • Experiments in Writing • Honor in Literature • Modern Drama • The Monster Without, the Monster Within • The Power of Politics • The Writing Life

English • African American Literature • Based on Actual Events • Hero with a Thousand Faces • Latin American Literature • Mythology • Stories of School

History • Business Economics & Ethics • Business of the Entertainment Industry • Technology, Ethics and Society Science • Astronomy and Astrophysics • Biomechanics • Engineering: Design & Build • Forensic Science • Rocky Mountain Field Ecology Visual and Performing Arts • Business of the Entertainment Industry • Ceramics, Levels II-IV • Digital Art - Photoshop, Levels I-IV • Drawing, Levels I-IV • Metals, Levels II-IV

History • Business Economics & Ethics • Music, Culture and Society Science • Anatomy & Physiology • AP Physics C: Electricity and Magnetism • Astronomy and Astrophysics • Biomechanics • Engineering: Design & Build • Infectious Disease & Epidemiology Visual and Performing Arts • Ceramics, Levels II-IV • Digital Art - Graphic Design, Levels I-IV • Metals, Levels II-IV • Painting, Levels I-IV

English • AP English Literature History • AP Art History • AP Economics • AP European History • AP U.S. History Mathematics • AP Calculus AB • AP Calculus BC • AP Statistics Science • AP Biology • AP Chemistry • AP Physics C: Electricity and Magnetism • AP Physics C: Mechanics • AP Psychology Visual and Performing Arts • AP Music Theory World Languages • AP French Language • AP Mandarin • AP Spanish Language • AP Spanish Literature

For information on athletics requirements, see page 11.

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AT A GLANCE

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Middle School Program The Middle School strives to attend to the unique developmental needs and talents of each student. Through personalized attention and a broad curriculum specifically designed for each age level, the faculty seeks to foster ethical, responsible, creative and empathetic behavior. Middle-Schoolers are expected to complete eighth grade capable of meeting new challenges and equipped with a strong academic foundation, enhanced self-esteem and a commitment to the larger community. The Middle School curriculum encompasses traditional and experiential offerings, the fine arts, community service, trips, a broad electives program and a participatory sports program.

Sixth-Grade Program The goal of the sixth-grade program is to develop excellence in scholarship and character. Responsibility to self and community, respect for othersâ&#x20AC;&#x2122; ideas and property, trustworthiness and compassion to act on behalf of others are promoted in all of our activities. The program employs an interdisciplinary approach to the study of the development of humankind and culture. This academically rigorous, yet developmentally appropriate program uses a variety of educational materials and methods to teach skills, content and concepts. Students study language arts, social studies, math and science with four core teachers. These teachers also serve as advisors, Students are regrouped their other coursework, thus helping in the transition from elementary to Middle School.

Seventh- and Eighth-Grade Programs Seventh- and eighth-grade students move to a departmentalized structure with distinct classes in English, history, math, science, world languages, and fine arts. Additionally, all students choose from a varied list of Elective offerings and Club offerings. Advisors play a critical role in guiding students through these transitional middle school years. A distinct advisory curriculum includes sessions on topics ranging form digital literacy to friendships to gratitude. Developing independence, organizational skills and self-advocacy are stressed throughout these years.

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MIDDLE SCHOOL PROGRAM

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Upper School Program The Academic Program Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the grade-level Dean of Students and the Head of Upper School.

Course Choice and College Counseling Our Upper School courses fulfill course requirements for admission to the most demanding U.S. colleges. Students should exercise care in selecting their courses so they both satisfy high school graduation and college admission requirements. Most college candidates will pursue a high school course of study that has the academic pillars of English, world languages, history, math and science while also exploring the wide array of elective courses. When in doubt, students should confer with the College Counseling team before making final decisions.

Graduation Requirements English

Four years of Upper School study.

Additional Courses

In addition to the graduation requirements for the various departments, students must complete two years of additional coursework in any subject or combination of subjects of their choice.

History and Social Science

Three years of Upper School study, during which time Global History and Geography, U.S. History and either one yearlong History & Social Sciences elective or two semester-long History & Social Sciences electives.

Mathematics

Four years of Upper School study.

Science

Three years of Upper School study, including one year each of Biology, Chemistry and Physics.

Visual and Performing Arts

Two years of Upper School study.

World Languages

Three consecutive years of Upper School study in a single language (French, Mandarin Chinese or Spanish).

Athletics/Health and Wellness

• Grade 9: two seasons of a sport or one season of a sport and one season of health • • •

and wellness. Grade 10: two seasons of a sport or one season of a sport and one season of health and wellness. Grade 11: one season of a sport or two seasons of health and wellness. Grade 12: one season of a sport or two seasons of health and wellness.

Career Intern Experience (CIE)

Required in senior year.

Community Service

All students are required to independently complete service hours outside of school. These individual volunteer projects completed with pre-approved organizations must total a minimum of 80 hours. Of these hours, at least 40 must be completed with a single organization.

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UPPER SCHOOL PROGRAM AND REQUIREMENTS

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Academic Requirements, Credit, Grades and Summer Reading Attendance and Assignments Students are expected to attend classes each day. Students who are absent and unexcused are not allowed to make up missed assignments or tests. Students with excused absences must complete assignments within a reasonable number of days as determined by their teachers. Major assignments are due on assigned dates unless an extension is granted by the teacher. For every school day an assignment is late, it will be penalized at least one third of a letter grade (e.g, from an A to an A-). After five school days, the teacher will report the tardy assignment to the student’s advisor and dean and give no grade higher than “C.”

Credit Credit will be earned in any class by obtaining a passing grade (D- or better). Students earn one credit for successful completion of most yearlong courses and one-half credit for semester courses. Students may not drop a course after the first four weeks of the year (or the first four weeks of the semester for semester-long courses).

Homework Students are expected to prepare for classes and generally spend 30 minutes per subject per class meeting. Advanced Placement students and students in Honors courses may spend up to 45 minutes per class meeting.

Independent Study Upper School students may propose to do an independent study on a topic of his or her choice and receive Pass/Fail credit upon the independent study program’s completion. Independent study proposal forms are available in the Upper School Registrar’s Office. Proposals must include specific information about the time the independent study requires, the material to be studied, the work to be completed and the methods for evaluating that work.

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ACADEMIC REQUIREMENTS AND MORE

Students may not do an independent study to satisfy graduation requirements or course load expectations. Students may choose to do an independent study only as an extra course, beyond academic requirements and the standard five courses per semester expectation. Completed proposals must include all required signatures and must be submitted to the Upper School division head by the following deadlines:

• Fall deadline: First Friday in May or during the first week of school.

• Spring deadline: Prior to the first Friday in January. Summer Reading Kent Denver urges students and faculty to read widely during the summer. Studies indicate a direct correlation between academic success and leisure reading. For that reason, if no other, college-bound students should read extensively. Summer should be a time to rediscover reading for pleasure. Choice of texts forms the foundation of the shift from “what do I have to read” to “what do I want to read.” Research on the efficacy of summer reading overwhelmingly supports that students get more from summer reading when they choose their own texts, pick books at reading levels appropriate to where they really are and choose topics and genres about which they truly care. Our summer reading program embraces rediscovering the joy of reading through choice. Please refer to the Middle School Summer Reading Guide and Upper School Summer Reading Guide on our website for specific grade recommendations.

Kent Denver’s Grading System Detailed information about our grading system is available to current students, parents and guardians in the Kent Denver Family Handbook. Prospective families should contact the Admission Office for details.

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How to Select and Schedule Your Kent Denver Courses Students are to choose appropriate courses of study in consultation with their faculty, advisors, grade-level dean and parents.

Middle School Students in Middle School will be enrolled in a broad offering of courses across multiple disciplines. While many of the courses are required of all students, there are some elements of choice for middle-schoolers in areas such as Health and Wellness in Grades 7-8 and in Electives in all Middle School grades.

Sixth- and Seventh-Grade Students New students will arrange their academic program through the Admission office. Returning Middle-School students make course choices with the assistance of their advisors. When choices are available, students are asked to rank order preferences. We cannot guarantee first choices.

Eighth-Grade and Upper School Students consult with their teachers, advisor and class dean on course selection. Eighth-, ninth- and 10th-graders should write out a full program plan for graduation to be sure they have enough credits when June of their senior year arrives. A master schedule will be created after students submit their course requests. Student preferences receive highest priority, but the School cannot fulfill every studentâ&#x20AC;&#x2122;s request due to the limitation in periods and the wide variety of course offerings. The master schedule for each academic year is constructed to meet the needs of as many students as possible.

Students in Grades 9-12 For students in Grades 9-12, offerings are available in English, history, mathematics, science, world languages, computer studies, visual and performing arts and athletics/health and wellness. Except in special circumstances, we expect students in Grades 7-8 to enroll in an offering from each of the fields. In Grades 9-12, students begin to specialize and their programs become more varied. Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the grade-level Dean of Students and the Head of Upper School.

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SELECTING AND SCHEDULING COURSES

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Sample Middle School 3-Year Plan Grade 6

Grade 7

Grade 8

English (3 years required)

Language Arts

English 7 or Preparatory 7

English 8 or Preparatory 8

History and Social Science (3 years required)

Ancient Civilizations and Comparative World Religions

History 7: Foundations in U.S. History and Government

History: Foundations in Global History

Math (3 years required)

Sixth-grade Mathematics

Math 7A or Math 7B

Algebra 8A or Algebra 8B

Science (3 years required)

Science 6: Explore, Design, Discover

Science 7: Earth and Environmental Science

Science 8: Human Biology

World Languages (3 years required)

Latin

French 7, Mandarin 7 or Spanish 7

French 8, Mandarin 8 or Spanish 8

Visual and Performing Arts (3 years required)

Two blocks of music, visual arts and theater required. Additional electives options available.

Athletics and Fitness Fall

Winter

Spring

Grade 6

Non-competitive Physical Education course

Grade 7

Sport activity or interscholastic sport required each season

Grade 8

Sport activity or interscholastic sport required each season.

See pages 73-87 for Community Service, Field Trips and Interim requirements.

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MIDDLE SCHOOL PLAN

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Sample Upper School 4-Year Plan English (4 years required)

Grade 9

Grade 10

Grade 11

Grade 12

English 9

English 10

English 11

Seminars or AP

Revolution & Conflict or Global Politics

U.S. History or AP United States History

Additional courses optional (AP Economics, AP European History, Business Ethics, etc.)

History and Social Global History Science (3 years required; 4 years advised) Math (4 years required)

Required/Course options customized for student

Science (3 years required; 4 years advised)

Biology

Chemistry (H-R) or Physics (H-R-N)

Chemistry (H-R) or Physics (H-R)

Additional courses optional

World Languages (3 years required)

Three years of Upper Three years of Upper School study required School study required

Three years of Upper School study required

Many students complete a fourth year of Upper School study

Visual and Performing Arts (2 years required)

Student chooses when to complete this requirement

Student chooses Student chooses Student chooses when to complete this when to complete this when to complete this requirement requirement requirement

Athletics and Fitness Fall

Winter

Spring

Grade 9

Yearlong Wellness seminar plus 2 seasons of interscholastic sports or Fitness (1 season must be a sport).

Grade 10

2 seasons of interscholastic sports or Fitness (1 season must be a sport). Student chooses when to complete this requirement.

2 seasons of interscholastic sports or Fitness (1 season must be a sport) Student chooses when to complete this requirement.

Grade 11

1 sport or 2 Fitness. Student chooses when to complete this requirement.

1 sport or 2 Fitness Student chooses when to complete this requirement.

Grade 12

1 sport or 2 Fitness. Student chooses when to complete this requirement.

See pages 73-87 for Community Service and Career Internship Experience requirements.

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UPPER SCHOOL PLAN

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Advisory Program, Student Services and Other Resources The cornerstone of Kent Denver’s advisory program is the lasting relationships developed between students, faculty and peers. Every Kent Denver student has a faculty advisor who provides guidance, support and encouragement in all aspects of school life.

Class Deans Class of 2023:

Marty Wittmer

Class of 2022:

Mark Bosick

Class of 2021:

Marti Champion

Class of 2020:

Bradley Jackson

Class of 2019:

Wesley Ballantyne

Class of 2018:

Greg Chalfin

Class of 2017:

Krista Pearman

Advisory Program Advisors meet regularly with their advisees, both as a group and individually. An age-appropriate advisory curriculum provides forums for deep discussions and encourages social-emotional growth. Advisors also collaborate closely with teachers, class deans and parents to monitor student well-being and academic progress.

Middle School Sixth-grade students are assigned to an advisor group of 17 students. The advisor is the student’s homeroom teacher. Students in Grades 7-8 are assigned to an advisor group composed of approximately nine seventh-graders and nine eighth-graders. Students usually have the same advisor for two years. Advisors meet with advisees in assembly, study hall or specific advisor time. The advisor is the person who monitors each student’s progress at school and is the first line of communication with the student’s parents or guardians in academic and social matters.

Upper School Upper School students are assigned to grade-specific advisory groups which remain together for four years, allowing advisors to focus on the evolving opportunities and challenges of each grade level. Class retreats at the beginning of the year help encourage community in advisory groups, and regular meetings help deepen these relationships during the school year. Advisors also meet frequently with individual students to discuss academic progress and address challenges that may arise.

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ADVISORY PROGRAM AND STUDENT SERVICES

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Academics

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ACADEMICS AND ELECTIVES

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Computer Studies

Philosophy The Computer Studies department offers elective coursework to students in the areas of technology and computing. Courses in this discipline develop computational thinking, programming and computer science skills through algorithmic development, collaborative thinking and creative expression. Through topics such as web development, electronics and digital citizenship, courses are anchored in real world problems, content and ideas.

Computational thinking offers a broad understanding of algorithms, information and data, and current technology concepts. Programming applies computational thinking to a formal coding language, diving deeper and learning to navigate and write code. Finally, other computer science skills including design, data storage and optimization provide students a foundation for a college major in computer science.

The Computer Studies sequence begins with either a computational thinking or programming course. Page 18

COMPUTER STUDIES

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Full-Year Electives AP Computer Science Principles* AP Computer Science A* (T825; 1 credit, Grades 9-12) This course uses the Java programming language as a tool for understanding the main principles of object-oriented software design and programming. Students learn how to write logically-structured, well-documented computer programs in preparation for the Advanced Placement exam. Topics include methodology, data structures, searching and sorting algorithms, file handling, testing and debugging techniques and social and ethical issues. Students will also complete the required AP Computer Science A laboratory work and accompanying exercises and questions provided by The College Board.

(T845; 1 credit, Grades 9-12) This course prepares students for the AP Computer Science Principles through the study of computational thinking through mobile computing. Students consider big ideas in computational thinking, including concepts of abstraction, algorithms, information storage and processing, and the software development cycle using MITâ&#x20AC;&#x2122;s app inventor. Additionally, students will tackle understanding the basics of programming including control structures such as branching, iteration and methods and data structures such as primitives, Strings and arrays. The programming topics will be taught in the Python language.

Prerequisite: Permission of instructor. Co-requisite: Algebra II Back to Table of Contents

COMPUTER STUDIES

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Computer Architecture (T400: 1 credit, Grades 10-12) This course explores how computers work starting from physical first principles. Starting from conduction, students will explore how computers work as they build one from the silicon up. Students will learn how to construct digital circuits and then simulate those circuits on their computers as the designs become more complex. The course will also explore how modern programming languages are translated to electrical signals in a machine. The course culminates in simulating a simple computer and writing a program for it.

Fall Electives Advanced Topics: Data Structures (T711; 0.5 credit, Grades 10-12) This course is designed to be a foundation for all advanced work in computer science through familiarizing students with a broad range of ways to store information in computer science. Students will explore commonalities in data structures among languages, discuss algorithm and program design based on problem requirements, and they will come to understand how to use data-structure selection to optimize program runtime and storage.

Finally, students examine their own use of technology and the presuppositions they bring to the table as they learn general computational thinking skills using the Scratch environment.

The Internet of Things (T511; 0.5 credit, Grades 9-12) This course focuses on the technologies and skills used to create smart devices, colloquially referred to as The Internet of Things. Students will learn how to programmatically interact with different data services and give users feedback based on that data. They use microprocessors to blur the line between software and hardware, creating their own smart devices that can enrich our lives through seamless integration with the wider web. Students will learn basic programming techniques and electronics and explore the ethical questions surrounding The Internet of Things.

Spring Electives Advanced Topics: Servers and Data (T712; 0.5 credit, Grades 10-12)

Prerequisite: AP Computer Science A or AP Computer Science Principles.

This course engages with the rapidly changing world of servers and data through the lens of games, distributed computing and APIs.

Technology, Ethics, and Society

Students will cover topics including threading, asynchronous requests and HTTP as they learn how computers communicate over the Internet. They will then apply these skills to implement their own servers, build games and use APIs to access and provide computer-readable data.

(T501; 0.5 credit, Grades 11-12) This course engages social ethics and how technology brought new and uncharted territory to that field. It explores how technology shrunk the world by providing an increased access to information. Topics covered include Internet privacy, digital property, crime and security, artificial intelligence and virtual reality. Students learn how to examine and defend a position through the writing of position papers and policy problem statements. Students also learn how to develop technology recommendations in light of the mission of an institution and how to present those recommendations in written and oral form to a board, CEO or other decision makers. Page 20

COMPUTER STUDIES

Prerequisite: Advanced Topics: Data Structures

Wearable Technology (T514; 0.5 credit, Grades 9-12) This project-based course will cover the basics of electrical engineering, computer science and costume design in the context of the fast expanding field of wearable technology. Students will learn the basics of circuit design, breadboard testing, soldering and sewing with conductive thread as they integrate a wearable micro Back to Table of Contents

computer with sensors, lights, switches and a power source to create a wearable innovation. Basics of hardware, software and programming will be introduced as students augment their technology with useful control structures and technical behaviors. Students will use the programming language C to gather and interpret sensor data and design the behaviors of their wearable. Throughout the course, students will complete small side projects to drive home the principles they will need as they work on their overarching final project. Final projects will be demonstrated in an end of the course “fashion show of the future” where they will be able to show off the usefulness, originality and design qualities of their piece. Additional technologies that students will get to experience include laser cutting and 3D printing, as well as basics of machine sewing.

After School Computer Studies Skills and Design Coursework The Computer Studies department offers after-school coursework on topics around computer programming, robotics, design, media and engineering. These 0.5 credit courses may be taken for passing credit. Topics and times vary from year to year and will be published closer to the beginning of the academic year. Each course represents 60 hours of academic work and requires a lab notebook, final product and oral defense of skills learned. Once a student has completed and passed all of these requirements, he or she may elect to earn a “P” on his or her transcript.

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

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English

Philosophy In the English department, we value critical and appreciative reading, lucid and beautiful writing, logical and imaginative thinking. Through personalized attention and a broad curriculum specifically designed for each age level, the faculty seeks to foster ethical, responsible, creative and empathetic behavior. Moreover, by engaging in works of literature, students can begin to ponder human nature, the world around them, and their place in it.

The study of literature also engages us in questions related to craft and composition. To communicate their insights, ideas and questions, students need a clear sense of sentence, paragraph and essay structure; they will also need to be aware of the many choices available to them as writers and speakers. To that end, the department teaches a range of writing, reading and speaking skills at all levels designed to foster precision and elegance in composition and in thought.

We hope to develop reverence forâ&#x20AC;&#x201D;and understanding ofâ&#x20AC;&#x201D;literature as a direct path to these skills and habits.

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Course Map - English 6th Grade •

English 6: Reflection

7th Grade • •

9th Grade •

English 9: Discovering Voice (1 credit)

English 7: Identity Prep 7: Written Expression

8th Grade • •

10th Grade •

English 10: Exploring Voice (1 credit)

English 8: Choices Prep 8: Written Expression

11th Grade •

English 11: Diverse Voices of America (1 credit)

12th Grade Full-Year Seminars (1 credit) • AP English Literature

Fall 2017 Seminars (0.5 credit) • Experiments in Writing • Honor in Literature • Modern Drama • The Monster Without, the Monster Within • The Power of Politics • The Writing Life

Middle School Courses English 6: Reflection Literature in English 6 often complements the culture under study within the History 6 curriculum. The themes of the texts relate back to the sixth-grade theme: “Who Am I?” The students focus on building and understanding appreciation for cultural differences through the exploration of their own thoughts and feelings, while learning to analyze literature. Great emphasis is placed on writing in the sixth grade. In addition to the English 6 class, students take a complementary writing class, in which they develop an understanding of the importance of writing as a tool for thinking. They experiment with various genres, such as Back to Table of Contents

Spring 2018 Seminars (0.5 credit) • African American Literature • Based on Actual Events • Hero with a Thousand Faces • Latin American Literature • Mythology • Stories of School

poetry, fiction, essays and editorials, working through all stages of the writing process. Students also examine rules of grammar and mechanics in their writing, and they work extensively on sentence, paragraph and essay structure. Extensive time is given to oratory, library and research skills, as well as word-processing and editing techniques.

English 7: Identity Through whole group and small group active engagement structures, this course seeks to develop students’ critical reading and thinking skills through the study of such titles as The Scorpio Races, Outsiders, The Secret Life of Bees, To Kill a Mockingbird and Lord of the Flies. These titles, as well as additional texts, serve to explore issues of adolescence, identity and personal belief systems. Students will write often and in varied forms, ENGLISH

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including expository, creative and poetic writing.

Upper School Courses

Additional course goals include developing effective study skills, improving spoken communication, understanding grammar and expanding vocabulary.

English 9: Discovering Voice (E100; 1 credit)

Preparatory 7 and Preparatory 8: Written Expression Prep 7 is designed to provide support in executive functions including planning, organization, task initiation, self-advocacy and time management. Students also practice active reading and annotation strategies along with the microskills of academic conversations. In addition, the course provides opportunities to strengthen language skills with an emphasis on written expression. This course is only open through teacher recommendation.

English 9 emphasizes both literature and language while discovering the nature of justice, shifting perspectives, blindspots, truth and identity. Works range from short-story and poetry selections to Macbeth, Oedipus Rex, The Catcher in the Rye, and When the Emperor was Divine. Students study literary selections as contributions to our cultural heritage and as a process of discovering voice. Students continue to develop their powers of expression through speaking, reading and writing. The goals of the course include mastery of core grammar, basic writing skills and an increase of students’ vocabulary.

English 10: Exploring Voice (E110; 1 credit)

English 8: Choices This course seeks to develop students’ critical reading, thinking, and public speaking skills. With the study of The Book Thief and The Power of One students analyze the literature, track character development and the choices they make in a novel Shakespeare’s Romeo and Juliet is also introduced in English 8 to give students an appreciation of the play’s literary and dramatic significance. Students work on an interdisciplinary project in English and history where they research a topic of choice, write a paper and then craft a formal persuasive speech to deliver to their classmates. Grammar and writing skills are taught throughout the year, and students experiment with both expository and creative writing forms. Our small, seminar-style classes encourage students to improve their ability to express themselves articulately in a supportive and positive atmosphere.

English 10 builds on the foundational skills established in ninth grade and emphasizes the development of critical-thinking skills. Reading in the fall reflects on identity questions raised in English 9 while exploring inclusion and exclusion of individuals from community in the texts of The Bible (primarily Genesis), Frankenstein and The Merchant of Venice. While students will practice several types of writing, there is a focus on crafting cogent analytical arguments. Reading in the spring semester focuses on the iconic American texts Adventures of Huckleberry Finn and The Great Gatsby. Further readings may include Toni Morrison’s Sula, Nella Larsen’s Passing, and August Wilson’s Fences, along with poetry selections. Analytical writing, vocabulary and grammar are integral to the course throughout the year.

English 11: DIVERSE VOICES OF AMERICA (E130; 1 credit) English for the eleventh grade is an innovative course that explores the nature of community, service, action, empathy and voice in the context of American literature and local history. Coming off of the class retreat of mini-community service projects, students will explore the idea of service, investigate populations in need, and imagine experiences of the world other than their own. With a focus on the many diverse visions of America, we will do interdisciplinary work with U.S. history and litera-

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ture. During first semester, students will be performing community service work: identifying, empathizing, investigating, and understanding opportunities to help others in need. Second semester will focus on student agency, putting first semester’s learning into action.

AP English Literature* (E815; 1 credit; full-year) Advanced Placement English is for seniors who have a special appetite for the study of language and literature. The course asks for time, energy, effort and zest beyond the usual. Students who enroll in AP English signal that they are eager for vigorous practice in reading, thinking, talking and writing, and for finding pleasure and purpose in doing those things. Expectations are high. Hopes are high. Texts in recent years have included Inferno, Hamlet, Leaves of Grass, Heart of Darkness, Under the Net, The Sound and the Fury, Tess of the d’Urbervilles, Wuthering Heights, Portrait of the Artist as a Young Man, To The Lighthouse, The Sun Also Rises, The Theban Plays, and a great deal of poetry, especially works by the English Romantic and Metaphysical poets. Prerequisite: Students must apply and be approved by the English department.

Seminars for Grade 12 Seniors will select two semester-long classes during their 12th-grade year. All seniors must enroll in an English class each semester. If space allows, students may add an extra elective class to their schedules. Students in every English course will be expected to write different types of essays along with a minimum of two analytical papers per semester, complete nightly reading and/or writing assignments and participate in classroom discussions. Most classes will read from a variety of genres—poetry, novels, short stories and plays. Seminars afford students the opportunity to study a period, author or theme in depth. Students move well beyond just theme- and characterization-study to develop an aesthetic appreciation of language—the artistry of writing—while exploring the creative possibilities of analytical thought. Seminar students will also continue their study of vocabulary and grammar.

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Fall Seminars Experiments in Writing (E548; 0.5 credit) This course is an opportunity for students who love to write. We will put our thoughts and words to three different genres, in order: personal narrative, poetry and fiction. We will write, share, revise and write some more. We will take our inspiration from published pieces, our beautiful campus and each other. We will form a community of writers! Required texts: Pushcart Prize Anthology and Skid (poetry) by Dean Young.

Honor in Literature (E546; 0.5 credit) In this course, we trace the development of the concept of honor in Western literature and to a certain extent in Japanese culture. We begin with Homer’s Iliad and examine the motives of Achilles, reading Book IX in detail. We continue the Greek tradition and read Sophocles’ Antigone, looking at the idea of honor as it applies to a female protagonist, and examining the conflict between personal honor and the demands of civil society. We read the medieval English narrative poem Sir Gawain and the Green Knight, in which the sense of honor shifts from the external world to the arena of the human soul. We continue this theme with Sir Thomas Moore’s expression of integrity in his conflict with Henry VIII, as depicted in the Academy Award-winning film A Man for All Seasons. Then we read Shakespeare’s Henry IV Part 1, where three main characters embody contrasting views on the subject of honor. After following the evolution of the concept of honor in the Greek and English traditions, we turn our attention to the idea of honor in Japanese culture as embodied in the code of Bushido. We watch Kurosawa’s film The Seven Samurai and read Yukio Mishima’s short novel Patriotism. At the close of the semester, we see the two cultures’ ideas of honor brought into contrast and conflict in the film The Bridge on the River Kwai.

Modern Drama (E615; 0.5 credit) The 20th Century ushered in dramatic (pun intended) new developments in the theater. Although the realism of the 19th Century continued to flourish, new movements and ideas about the theatrical expeENGLISH

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rience arose, such as expressionism and the Theater of the Absurd. In this class we will read a number of the most important and influential plays of the modern theater, both works in English and translations, including Waiting for Godot, Rhinoceros, A Raisin in the Sun, The Caucasian Chalk Circle, The Birthday Party and Art. We will attend at least one production of a contemporary play and talk to professionals in Denver’s lively theater scene about current directions in the dramatic arts.

The Monster Without, the Monster Within (E617; 0.5 credit) This course will examine if the monsters and villains presented in literature symbolize our fears of the external world or whether the true danger lurks within our own mercurial minds. Students will meet apparitions, two-faced (literally) murderers, pulchritudinous demons, and hapless damsels. They will analyze the human psyche and create their own monstrous progeny. They will be confronted with moral conundrums and the specter of death. In the end, as a class, we will attempt to answer the question of what it is about the horrific and macabre that tantalizes readers to this day.

The Writing Life (E578; 0.5 credit) On some level, all writing is about writing. It is bound to be because it is writing. But some writers of fiction bring questions about writing to the fore. Their protagonists are writers, or they take writing as their subject, or they can’t help expressing—directly or indirectly—their feelings about writing. We will read works that seem acutely aware of the problems, pleasures, perils and possibilities in writing, in doing that banal and awesome thing: putting words on a page. Texts will likely include Ian McEwan’s Atonement, Valeria Luiselli’s The Story of My Teeth, Brian Friel’s Translations, Kurt Vonnegut’s Slaughterhouse-Five, Melville’s Bartleby the Scrivener and poems and short stories by various authors.

The Power of Politics (E592; 0.5 credit) What is the perfect society? Is it possible to achieve such a society? What is the proper role of government in it? Will dominant governments or corporations crush individual freedom? Will we become slaves to technology? What will the future look like? In this course, students will examine their ideas about the way society should be constructed and their place in it through the political literature of utopias and dystopias. Exploring topics from individualism to government intrusion to population control to book banning, students will reflect on their own beliefs and behaviors and self-reflect on their own views. Additionally, students will use a variety of rhetorical strategies to develop their analytical writing and critical thinking skills. Participation in class discussion and extensive journaling will be expected. Readings may include the following: 1984 and Animal Farm by George Orwell, Fahrenheit 451 by Ray Bradbury, Brave New World by Aldous Huxley, and The Circle by Dave Eggers.

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(E616; 0.5 credit)

had thought to be alone, we shall be with all the world.” In this class we will go on the hero’s journey through reading modern literature and applying Campbell’s concepts to our own lives. We will read books such as Song of Solomon, Watchmen and The Woman Warrior. In the end students will walk away with ideas about what it has meant to be a hero across time and cultures.

America has always strived for inclusiveness, exemplified in the enduring idea of a “melting pot”. But this ideal of having everyone’s voice heard has always been a struggle and nowhere is this more evident than in American literature.

Latin American Literature

Spring Seminars African American Literature

Through focusing on a traditionally marginalized group, African-American writers, and their relationship to dominant discourses, we will explore what it means to be American and what it takes to establish and maintain a valid authorial voice. From slavery to segregation to the civil rights movement, we will explore how writers have emulated, affected, subverted and experimented with the definitions of American literature and culture. We will read varied texts in order to get an idea of the range of expression demonstrated by African-American writers and their impact on how we view and approach the study of English.

BASED ON ACTUAL EVENTS (E608; 0.5 credit) Why are we compelled to listen more closely when we discover that a story is based on an actual event? Maybe because we wonder whether the same thing could happen to us. Probably because we wonder how we ourselves would have responded. In this course we will explore the many forms of creative nonfiction. We will adopt mentors whose work will guide us to create our own essays and to explore, for ourselves, where we draw the line between fact and fiction, and what that line means. Required text: Touchstone Anthology of Creative Nonfiction.

Hero with a Thousand Faces (E528; 0.5 credit) Joseph Campbell, famous anthropologist, once said of the heroic adventure: “We have not even to risk the adventure alone; for the heroes of all time have gone before us; the labyrinth is thoroughly known; we have only to follow the thread of the hero-path. And where we had thought to find an abomination, we shall find a god; where we had thought to slay another, we shall slay ourselves; where we had thought to travel outward, we shall come to the center of our own existence; and where we Back to Table of Contents

(E686; 0.5 credit) The middle of the last century saw a great flowering in Latin American literature. Writers of the so-called Boom Generation produced a spate of fascinating, innovative fictions, experimenting with the forces of time and memory, narrative point of view, and the relation of author and text to reader. Many of these writers deal in the fantastical, a practice sometimes called “magical realism.” The Colombian writer Gabriel García Márquez has said the fantastical is a natural and necessary means of conjuring the very real strangeness of Latin American societies— the confluence of folkloric and mythic traditions, life under dictatorships, confounding and enchanting physical landscapes, and waves of colonialism—to say nothing of the strangeness of life itself. We will make a small survey of fictions from that large swath of the globe called Latin America, fictions that may teach us, too, something of the history and spirit of the region and of the diverse nations that comprise it. Our authors will include Márquez, Jorge Luis Borges, Julio Cortázar, Mario Vargas Llosa, Isabel Allende, Carlos Fuentes, Gabriela Mistral and Valeria Luiselli.

Mythology (E588; 0.5 credit) The myths of the Greeks and Romans are twined with the roots of Western culture, and an understanding of these myths helps to illuminate many recurring themes in literature and art. In this course, we will read the most famous collection of stories of the Greek and Roman gods and goddesses, Ovid’s Metamorphoses. Interspersed with this reading, we will read short selections and poems that refer to or retell the Greco-Roman originals, and we will look at examples of painting and sculpture inspired by mythology. We will also examine creation stories from many cultures around the world, ranging from Ancient China to the Big Bang theory, and attempt to draw connections between humans’ beliefs about their origins and their sense of themselves and their destiny. ENGLISH

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Participation in class discussion and writing about personal and community educational experiences will be hallmarks of the course.

Stories of School (E589; 0.5 credit) What is the purpose of education? And how do we achieve such aims? In this course, students will begin to hone their personal beliefs about the role of education and the role of teachers and learners in society through fiction and nonfiction literature, current articles and film. Using a variety of modes of writing, including persuasive, narrative and analytical, students will reflect on their own education and the various influences shaping it.

Readings may include the following: Teacher Man by Frank McCourt, Excellent Sheep: The Miseducation of the American Elite and The Way to a Meaningful Life by William Deresiewicz, Experience and Education by John Dewey, How Children Succeed by Paul Tough, Doing School by Denise Pope, Prep by Curtis Sittenfield, excerpts from W.E.B. DuBois and Ralph Waldo Emerson and other educational articles.

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

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History and Social Science

Philosophy The History and Social Science department helps students understand the complexity of the current world and prepares them to engage in it. Students learn the importance of thinking, writing, collaborating and speaking knowledgeably and confidently. By using historical methods to form and advance their own arguments and recognize multiple points of view, students gain a broader perspective of global cultures and issues past and present, as well as an understanding of the United States, its history and its role in the modern world. Through a progressive interdisciplinary approach, students develop increased awareness of the patterns of historical cause and effect, while improving their ability to explore history through research, work with primary and secondary sources, note-taking, written and verbal expression, and analytical and systems thinking.

understanding of American government and history and the larger context of global history. A primary focus of these Middle School classes is to guide students as they hone the skills and analytical framework necessary for further work in history. Students go on to refine these skills in Global History of the Modern World in Grade 9 and complete their course of study with a challenging analytic review of American history in Grade 11 and an additional two semesters of history/social science coursework. Students in Grades 10 and 12 continue to explore their interests and refine their skills through a combination of the several history and social science electives that are designed and taught to match faculty passions with student interests.

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Course Map - History 6th Grade •

Ancient Identities and Comparative World Religions

7th Grade •

9th Grade •

Global History of the Modern World (1 credit)

Foundations in U.S. History and Government

10th Grade • • •

Revolution and Conflict (1 credit) Global Politics in the 21st Century (1 credit) Advanced Debate (1 credit)*

8th Grade •

Foundations in Global History

11th Grade

12th Grade

Full-Year (1 credit) • United States History • Advanced Debate* AP Art History • AP Economics • AP United States History • Modern Asia, Honors

Full-Year (1 credit) • Advanced Debate* • AP Art History • AP European History • Modern Asia, Honors REQUIRED: If no history in 11th Grade, then: • United States History • AP United States History

Fall 2017 (0.5 credit) • Business of the Entertainment Industry • Technology, Ethics and Society

Kent Denver’s History Sequence Kent Denver students are required to take three years of history, though most colleges like to see four years of history on a transcript. Students must take Global History in ninth grade and U.S. or AP U.S. in 11th or 12th grade—we highly recommend they take it in 11th. Therefore, students may choose to take their third year of history in either 10th or 12th grade, though most students do choose to take history all four years.

Spring 2018 (0.5 credit) • Music, Culture and Society Fall 2017 or Spring 2018 (0.5 credit) • Business Economics and Ethics

Fall 2017 (0.5 credit) • Business of the Entertainment Industry • Technology, Ethics and Society Spring 2018 (0.5 credit) • Music, Culture and Society Fall 2017 or Spring 2018 (0.5 credit) • Business Economics and Ethics

*PREREQUISITE FOR ADVANCED DEBATE: Students must compete at a minimum of three tournaments and attend weekly practices the prior year. The Director of Speech and Debate must give authorization for entry into the course.

Middle School Courses History 6: Ancient Civilizations and Comparative World Religions The focus of sixth-grade history is to help students understand the historical and cultural roots of their personal identities and anchor their understanding of different identity markers in the origins of different beliefs, values and institutions found in ancient civilizations. Students are introduced to the major world civilizations and key social studies terms, ideas and concepts. For example, students learn about the beliefs and traditions of the major world religions and visit various local houses of worship.

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History 7: Foundations in U.S. History and Government The primary goal of this course is to help students develop a fundamental understanding of the origins, development and growth of the United States. Students study the country’s beginnings from the Colonial period through the Civil War and into the 20th century with a focus on the Constitution, civics and civil rights. Resources include traditional textbooks, secondary and primary source handouts, multimedia and current events. Critical thinking, analytical reading, oral and written expression, solid study habits, and basic research techniques are assessed using tests, presentations, debates and writing assignments throughout the year. A research paper assigned in the second semester offers the students an opportunity to pursue their own course of study while integrating these skills in a formal paper.

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History 8: Foundations in Global History At the heart of this class is the question, “How did the world get to be the way it is today?” By engaging in a global, world systems, “Big History” approach, students gain an understanding of the larger patterns of human history: interaction and exchange, increasing complexity and interconnectivity. Within a chronological framework, students investigate these patterns and explore how they formed the “web of interaction” between civilizations and brought about the political, economic, social and cultural evolution of societies around the world. Beginning with human prehistory and ending with our own modern era, students study the factors that transformed human societies, intensified humanity’s impact on the environment and laid the foundations for the modern world. Throughout the year, students develop their reading, writing, research and analytical skills. Collaboration and discussion are emphasized as students learn to make historical arguments and support them with evidence.

Upper School Courses Grade 9: Global History of the Modern World (H190; 1 credit—Required) The Global History course introduces all ninth-graders to the study of historical processes, interconnecting nations, regions and civilizations across space and time. Students engage with several key frameworks: human potential, movement, innovation, humans and the environment, power and conflict. These frameworks will shape the students’ study of foundational events, issues and perspectives during the early-modern to modern periods of world history while also connecting to current events. This course emphasizes critical thinking, analytical writing and effective public speaking. Student-centered lessons and activities are designed to foster collaboration, stimulate creativity and encourage intellectual risk-taking. Skill development culminates in an extensive research project that compels students to direct their own learning and demonstrate responsible historical inquiry. Most importantly, the classroom dynamic nurtures the development of students’ nuanced and flexible understanding of the world in which we live.

Students in Grade 11 or 12 : Either AP U.S. History or U.S. History are required during your junior or senior year. Descriptions of both courses follow. AP U.S. History (H835; 1 credit; Grade 11 or 12) This course is offered to students who have keen interest and strong ability in the reading and writing of history. The course moves at a fast pace in an environment that fosters collaboration, engagement and student-led inquiry. Students analyze and interpret social, economic, political and cultural events in American history. Teachers emphasize students’ ability to understand multiple interpretations of primary and secondary documents throughout the year. A major research project assigned in the second semester offers students a formal opportunity to pursue Page 32

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their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research, interpret historiography and produce a written historical argument. Upon completion of this course, students are well-prepared for college-level history seminars. Prerequisite: An application and a recommendation from the current history teacher are required for admission to the course.

History and Social Science electives requirement: One (1) elective credit is required to graduate. Descriptions of all elective courses follow. History and Social Science electives are listed first by season (yearlong; fall: spring) then by the grade(s) during which students may enroll. They are not listed alphabetically.

U. S. History (H130; 1 credit; Grade 11 or 12) This course offers students a challenging analytical examination of the role of political, social and economic factors in United States history from the Colonial period to the present. Instruction emphasizes in-depth research using primary and secondary sources, a variety of oral and written assignments, and opportunities for more open discussion. Students are encouraged to develop their ability to interpret sources and to form an individual understanding, while tests and analytical essays ensure the development of a fundamental appreciation of issues in American history.

Yearlong Electives

A major research project, assigned in the second semester, offers students a formal opportunity to pursue their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research and produce a written historical argument.

The course is structured around a series of intensive case studies in the non-Western world. In particular, students will examine human rights issues, including genocide.

Revolution and Conflict in the Modern World (H110; 1 credit, Grade 10) This history elective for sophomores examines the causes of modern conflicts and how, when and why the U.S. and the world intervenes.

Areas of study include the following: Vietnam, Rwanda and the Middle East. Students read a variety of primary and secondary sources and examine literature, autobiographies and films that pertain to each unit. The course also focuses on developing and strengthening critical reading and thinking skills and on the improvement of analytical writing.

Global Politics in the 21st Century (H270; 1 credit, Grade 10) This course offers students the opportunity to analyze and create foreign policy to address issues currently under deliberation by states and major international organizations, providing them with insight into the real-world practice of international relations. Students study the history, structure and function of the international system, including sovereign states, disputed territories, the United Nations, international law and banking systems, and humanitarian aid and human rights organizations.

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Students learn how to apply international relations theories to foreign policy by evaluating the actions of states in contemporary case studies. Students take on roles as diplomats, research current global issues and work with others to draft resolutions offering collaborative solutions. This course also provides support to students interested in participating in local, national and international Model United Nations conferences as well as serves students seeking to broaden their understanding of global politics.

tors borrow traditions and ideas from past cultures as a means to remain in power. Biweekly chapter exams are designed to prepare students for the AP Exam in May. This course cannot be used to satisfy the Fine and Performing Arts graduation requirement. Prerequisite: An application and a recommendation from the current history teacher are required for admission to the course.

AP Economics* (H865; 1 credit, Grades 11-12)

Advanced Debate (H200; 1 credit, Grades 10-12) Students in the Advanced Debate course practice public speaking, research, writing and analytic thinking skills. Students engage in advanced research that covers global politics, economics, government and current events. Students practice listening to, and critiquing, the speeches of other students. Students are required to attend a minimum of six debate tournaments throughout the school year. Students may take the class multiple years, either in a row or non-consecutively. This course is worth one credit; only a student’s first year in Advanced Debate counts toward the three History classes required for graduation. Prerequisite: Students must compete in a minimum of three speech tournaments and attend weekly speech practices the prior year. Additionally, permission from the Director of Speech and Debate is required.

The goals of AP Economics at Kent Denver are to enable students to master the fundamentals of economics and prepare students to take the AP Microeconomics and AP Macroeconomics exams in May. This class covers the following broad economic concepts: the production possibilities frontier, comparative advantage, supply and demand, measurements of economic performance, national income and price determination, the financial sector, inflation, unemployment, stabilization policies, business cycles, economic growth and productivity, and international trade and finance. We combine exposure to classical economic concepts via a core economic text, as well as discussions of current domestic and international economic events and developments via sources such as The Wall Street Journal, The Economist and The New York Times. The course also features micro-market simulations—including the exciting Breakfast Wars—to allow students the opportunity to merge economic theory with business skills. Prerequisite: An application (including a diagnostic session) and a recommendation from the current history teacher are required for admission to the course.

AP Art History* (H815; 1 credit; Grades 11-12) If you’ve ever wondered why a building looks the way it does, what motivates artists to create, or how those in power use various images and objects to control others, this class is for you. The newly-revised AP Art History curriculum surveys the history of world art from cave paintings to the present. Daily discussions will focus on developing students’ awareness of how religion, politics, technology and social development all combine to produce changes in works of art, architecture and decorative objects. Learn why similar ways of image-making emerge simultaneously on opposite sides of the world. See how various forms of belief create very different looking places of worship. Learn how kings and dictaPage 34

HISTORY AND SOCIAL SCIENCE

AP European History* (H840; 1 credit, Grades 11-12) This survey course examines the political, economic, social, religious and intellectual aspects of European civilization from the Renaissance to the present. Models of government, industrialization, revolution and the evolution of the modern world will be considered through extensive secondary and primary source readings, seminar discussions and workshops. Critical essay writing and the analysis of documents will be stressed in preparation for the advanced placement exam in May. Prerequisite: An application and a recommendation from the current history teacher are required for admission to the course. Back to Table of Contents

Modern Asia Honors (H710; 1 credit; Grades 11-12) Modern Asia offers students a chance to explore both the historical roots and the current trends in greater Asia. Starting with a study of the impact of 19th century imperialism and industrialization, we will dive into a study of Asian cultures, states and supranational organizations as both active and reactive agents throughout the 20th century. The Middle East, Persia, India/Pakistan, South East Asia and the Pacific Rim will all be subjects of our study. Amongst many fun simulations, gripping excerpts of memoirs, films and informative readings, the course will also contain a rigorous research project that will allow you to delve deeply and independently into issues impacting the development and future of Asian nations. This course will be offered in 2017-18 and will be offered in alternating years thereafter.

Semester Electives

Business of the Entertainment Industry (H351; 0.5 credit, Grades 11-12; fall semester) The entertainment industry is a multi-billion dollar business that showcases the work, services, talent and creativity of a cross-section of the international workforce. To better understand the inner workings of business, we discuss the industries of music, movies, television, radio, internet, video games, theater, art and merchandising as a template to further our awareness and knowledge of entrepreneurship. Real-world analysis of current issues will be a focus of the course as well, including both landmark and recent copyright infringement lawsuits, marketing campaigns and trademark litigation. The course culminates with the creation of a business plan and presentation to the class and possible investors. Guest speakers will include industry professionals, such as Grammy Award-winning musicians, advertising executives, TV news anchors, artist management for internationally-known acts and CEOs of local/national media conglomerates, among others.

Business Economics and Ethics

Technology, Ethics and Society

(H241-fall/H242-spring) Both seasons: 0.5 credit, Grades 11-12

(T501; 0.5 credit, Grades 11-12; fall semester)

Business Economics and Ethics covers the essential financial, economic, ethical and business factors that helps students thrive both in college and in their careers.

This course engages social ethics and how technology has brought new and uncharted territory to that field. It explores how technology has shrunk the world by providing an increased access to information.

The philosophical and theoretical foundations of economics are blended with the fast-paced realities of business in a lively and engaging way that includes simulations, game theory, behavioral economics, videos, case studies and guest speakers.

Topics covered include Internet privacy, digital property, crime and security, artificial intelligence and virtual reality. Students learn how to examine and defend a position through the writing of position papers and policy problem statements.

Personal finance topics include savvy short- and long-term decision-making, basic financial self-defense, FICO credit scores and lifestyle considerations of â&#x20AC;&#x153;being on your own.â&#x20AC;? The language and guiding principles of business, ethics and leadership are covered in a very practical manner that is essential for personal success but rarely appears in textbooks.

Students also learn how to develop technology recommendations in light of the mission of an institution and how to present those recommendations in written and oral form to a board, CEO or other decision maker.

Students explore and analyze their strengths and personal growth opportunities as they reflect on demands of different careers.

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Finally, students examine their own use of technology and the presuppositions they bring to the table regarding them as they learn general computational thinking skills using the Scratch environment.

HISTORY AND SOCIAL SCIENCE

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Music, Culture and Society

Wisdom of Ancient Traditions honors

(H382; 0.5 credit; Grades 11-12; spring semester)

(H712; 0.5 credit, Grades 11-12; spring semester 2018-19)

This course focuses on the history of the United States in the 20th century and how culture, art and music affected politics, economics, crime and military conflicts of the time and vice versa. Discussions include the Cuban Missile Crisis, the Vietnam Conflict, World War II, the LGBT movement, Prohibition, the Great Depression, the Civil Rights Movement, the Great Migration, the Harlem Renaissance, the counterculture movement of the 1960s and other topics as chosen by the class. Class discussions explore the connective tissue between these historic events and the cultural environment that surrounded them. Guest speakers include locally, nationally- and internationally-known artists, authors, chefs and musicians to help provide us with a remarkable inside look at the history and the radical changes brought about by the social interplay between our history and culture.

Have you ever met a Buddhist monk with the ability to control his reincarnation, or Jewish rabbis and Islamic imams whoâ&#x20AC;&#x2122;ve developed deep friendships? This class will look at the wisdom that has given such people the will to do these things, and it will give us the opportunity to meet and talk with some of them in person about the ancient and modern wisdom they possess. This class is great for devout believers and skeptics alike. Students will read about these traditions, talk with deep thinkers and visit sacred places. Each person takes their own journey toward understanding and experiencing various facets of ancient, global wisdom regardless of personal faith. The course focuses on Buddhism, Daoism, Hinduism, Judaism, Christianity and Islam. Students will have the opportunity for a rigorous research project that will allow them to delve deeply and independently into issues impacting Ancient Traditions. This course will be offered in 2018-19 and in alternating years thereafter.

2018-19 Electives Power and America Today Honors: Whatâ&#x20AC;&#x2122;s Dividing The Nation? (H711; 0.5 credit, Grades 11-12; fall semester 201819) American society is filled both with freedoms and barriers to opportunity that at times seem to conflict. Is it possible that Americaâ&#x20AC;&#x2122;s greatest strengths also present some of its greatest weaknesses in the 21st century?

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

This course looks at the social and historical roots of these oppositions, using current events as a lens to measure their impact on our everyday life today. It considers an America that is seemingly opening its arms in one place and closing them in another, expanding its economy while creating dramatic economic divisions, graduating more women than men from universities while a glass ceiling to advancement still exists for women, stumbling politically due to partisan gridlock, and suffering from deepening racial tensions and divergent beliefs on policing policies. The intersection of opportunity, prejudice, identity and power in America is the main focus in this one-semester course. Students will have the opportunity for a rigorous research project that will allow them to delve deeply and independently into class issues. This course will be offered in 2018-19 and in alternating years thereafter.

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HISTORY AND SOCIAL SCIENCE

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Mathematics

Philosophy

The aim of the Kent Denver mathematics curriculum is to provide students with a foundation in logical and quantitative thinking and to help them develop the ability to reason and think clearly. The goal of teachers in the mathematics department is to help students embrace challenges, learn to work collaboratively and become creative in developing problem solving strategies. Additionally, we hope all students will find success and be appropriately challenged.

Students may switch between course sequences such as non-honors and Honors with appropriate preparation and after meeting departmental requirements. Multiple types of technology are used in our classes. These technologies include, but are not limited to, TI-84/TI-84 Plus graphing calculators, SMART interactive whiteboards, Fathom Statistical Package, Geometer Sketchpad, Geogebra, Google Sketchup, Desmos, Khan Academy, Quia and Prezi.

By graduation, all students should be competent problem-solversâ&#x20AC;&#x201D;able to use technology as a tool for investigation and explorationâ&#x20AC;&#x201D;and understand mathematical concepts analytically, numerically and graphically. Our flexible course sequencing allows students to select the series of courses that suit their needs. Page 38

MATHEMATICS

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Course Map - Math Kent Denver’s Math Sequence Kent Denver’s Math deparment offers a wide variety of courses for students of all skill levels. In the Middle School, all students’ courses are based on their grade, and movement between the two levels is quite common. Students are required to take math courses each year of high school. Students who attend Kent Denver’s Middle School are most frequently placed in either Algebra I, Geometry or Geometry Honors during their ninth grade year at the discretion of their teacher. There is no set course trajectory throughout a student’s mathematical career; students mathematical paths vary greatly based on recommendation of teachers and student preference. Upon graduation, all students will have had instruction in Geometry, Algebra and Trigonometry. Most will continue on to the study of Calculus or Statistics.

6th Grade •

7th Grade

Mathematics 6

• •

Algebra 8A Algebra 8B

Upper School Algebra Courses • Algebra I • Algebra II • Algebra II Honors • Algebra II S

Advanced Algebra and Trigonometry Courses • Functions, Statistics and Trigonometry (FST) • Pre-Calculus • Pre-Calculus Honors

Geometry Courses • Geometry • Geometry Honors

Calculus Courses • AP Calculus AB • AP Calculus BC • Calculus • Honors Multivariable Calculus

Statistics Courses • AP Statistics

9th Grade

10th Grade

11th Grade

12th Grade

Algebra I

Geometry

Algebra II

Pre-Calculus

Geometry

Algebra II

Pre-Calculus

AP Calculus AB

Algebra II Honors

Pre-Calculus Honors

AP Calculus BC

Honors Multivariable Calculus

Geometry

Algebra II S

FST

Pre-Calculus

Geometry Honors

Algebra II

Pre-Calculus

AP Statistics

Middle School Courses Math 6 The sixth-grade math program focuses on skills, terms and concepts surrounding the understanding and application of decimals, fractions, ratios, proportions and percents. Units on algebra, geometry, statistics, financial literacy, basic trigonometry, data analysis and graphing are examined. Solving first-degree algebraic equations, Cartesian graphing of linear equations, and an examination of number theory including binary systems are key areas of study. Throughout the course, students develop the skills of articulating and demonstrating their thinking both orally and through clear and concise written form.

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Mathematics 7A Mathematics 7B

8th Grade

Math 7A

In Math 7A, the primary focus is to develop a deeper conceptual understanding of the practical tools necessary for success in algebra and geometry. Major topics of study include introductory algebraic concepts (evaluating variable expressions, solving linear equations, graphing equations), proportional relationships, measurement and conversion skills and general fluency in geometry topics (area, perimeter, volume, angle relationships, properties of geometric figures). In addition to developing computational skills, this class emphasizes problem-solving techniques and abstract reasoning skills.

Math 7B This course covers essentially the same topics as Math 7A, but in greater depth and with more abstraction and extensions. As much of the class time is dedicated to problem-based learning, this course promotes creative and independent thinking skills. MATHEMATICS

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This class is designed for students who are both capable of an accelerated program in pre-algebra skills and who demonstrate sophisticated abstract reasoning ability. Extension topics include logarithms, advanced exponents with radicals and negative indices, non-base 10 number systems, systems of equations, and permutations/combinations with probability. Department permission is required for admission to the course.

Algebra 8A This course provides students with their first formal course in algebra, covering topics typically associated with a theoretical Algebra I class. Topics covered include writing and solving linear equations, graphing, operations with polynomials (including factoring, solving and completing the square), powers and exponents, absolute value, inequalities, quadratic functions, exponential functions, rational functions and an introduction to radical expressions.

Algebra 8B This course covers the same topics as Algebra 8A but does so with a greater level of abstraction and a greater complexity of problems. The course also includes topics associated with Algebra 2 in the upper school including asymptotes, completing the square to rationalize denominators, and an introduction to imaginary numbers. The concepts of Algebra 8B require students to make connections and process material with a high degree of independence and self-initiative. Conducted at a more rapid pace than a standard Algebra I course, Algebra 8B is designed for students with a true passion for mathematics and the desire to engage in higher-level thinking. Department permission is required for admission to the course.

Upper School Courses Algebra I (M110; 1 credit) This first-year algebra course emphasizes the fundamental skills necessary to develop confidence in using variables and solving equations. It allows the flexibility to partially tailor the curriculum to individual student needs. It includes the concepts and applications of linear and quadratic relations, inequalities, word problems while building upon foundational mathematical skills and adding an increased focus on abstract ideas..

Geometry (M120; 1 credit) Topics in this course include properties of polygons, congruence and similarity, geometric reasoning, angles, right triangle trigonometry, surface area and volumes of solids, and properties of circles. Algebra 1 skills are applied to solve geometric problems. Formal proofs are introduced early and are utilized throughout the year; however, they are not a main focus of the course. Prerequisite: Algebra 1

Geometry Honors (M720; 1 credit) This course covers the same topics as Geometry, but in greater depth and with more abstraction. Critical thinking and solving novel problems is central to the course, and students approach problems with high levels of complexity and creativity. Topics in this class are taught through an integrated, spiraling curriculum. Justification and proof are highly emphasized. Department permission is required for admission to the course.

Algebra II S (M630; 1 credit) This course essentially covers the same topics as Algebra II, but allows students more time for review, reflection and practice. The course is designed for students who have taken Algebra I and Geometry but need a stronger algebraic foundation before moving on to FST or Pre-calculus. Prerequisite: Algebra 1 and Geometry Page 40

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Algebra II

Pre-Calculus Honors

(M130; 1 credit)

(M740; 1 credit)

This course reinforces and builds upon the skills and problem-solving techniques learned in Algebra I. It emphasizes the relationship between functions and their graphs. The course explores many types of functions including linear, quadratic, exponential and logarithmic, polynomial, and rational. Additional topics include sequences, series and probability.

The first part of this course will cover trigonometry topics including trigonometric functions, equations, applications, identities and graphs. Then, after a short review of important algebraic concepts, students will delve into calculus topics including limits, differentiation and applications of differentiation.

Algebra II Honors (M730; 1 credit) This course will cover the same topics as Algebra II, but does so with a greater level of abstraction and a greater complexity of problems. Conducted at a more rapid pace than Algebra II, this course is designed for students with the desire to engage in higher-level thinking who demonstrate persistence and confidence in their mathematical abilities. Department permission is required for admission to the course.

Functions, Statistics & Trigonometry (M640; 1 credit) Functions, Statistics and Trigonometry (FST) is intended for students who have completed Algebra II or an equivalent course. It is intended to prepare students for Pre-Calculus, AP Statistics or a college-level-mathematics course. FST revisits and expands upon Algebra II topics with a focus on functions. Additionally, students study trigonometric functions and graphs, data collection, analysis and descriptive statistics with an emphasis on real-world applications. Prerequisite: Algebra 2

Pre-Calculus (M140; 1 credit) The first semester of this course will revisit and extend Algebra II concepts. Topics include solving advanced equations and inequalities; polynomial, rational, exponential and logarithmic functions; and modeling with graphing techniques. The second semester will focus on trigonometry. Topics will include trigonometric functions, equations, applications, identities and graphs. Back to Table of Contents

Prerequisite: Algebra II. Department permission is required for admission to the course.

Calculus (M150; 1 credit) Calculus has long been heralded as one of the most useful branches of mathematics. While the utilization of calculus can often focus on physics and engineering applications, in recent years these same skills have helped address issues spanning from biology and medicine to economics and finance. This course is an introduction to concepts and applications in both integral and differential calculus. Students will utilize and continue to hone their pre-calculus skills as they master and apply derivatives, integrals and the fundamental theorem of calculus. The focus will be on a conceptual understanding of the dynamic relationship between varying quantities while continuing to exercise and refine their pre-calculus skills as they master and apply derivatives, integrals and the fundamental theorem of calculus. Prerequisite: Pre-calculus

AP Calculus AB* (M855; 1 credit) This course is a college-level introduction to the theory and applications of Calculus, designed to prepare students for taking the AP Calculus AB examination in May. Calculus is a branch of mathematics that deals with rates of change in continuous and varying quantities. The class will include exercises in the graphical, numerical, analytical and verbal representation of functions. The first portion of the class will be spent on derivatives; the second will be spent on integrals. Students will communicate mathematical solutions both orally and with the written word; use technology to help solve problems, interpret results, and verify conclusions; and determine the reasonableness of solutions. Department permission required for admission. MATHEMATICS

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AP Calculus BC* (M865; 1 credit) This course completes the AP Calculus BC curriculum designed by the College Board AP Program. It embraces a multi-representational approach to calculus and technology is used for exploration, interpretation and support in the solving of problems. While symbolic manipulation and technical skill are highly valued, regularly practiced, and consistently evaluated, students are also expected to effectively communicate their findings orally and in well-written sentences. Ultimately, we endeavor to provide a course of study that helps students understand and appreciate the beauty of calculus while developing the analytical and mechanical skills necessary to successfully negotiate its rigors. Prerequisite: Pre-calculus Honors. Department permission is required for admission to the course.

AP Statistics*

Advanced Course options: These may include Honors Multivariable Calculus, Number Theory, and Linear Algebra For students who have successfully completed AP Calculus BC, options for further extension in mathematical courses exist contingent upon offerings through Kent Denver’s memberships in Global Online Academy and One Schoolhouse, through availability at local colleges and/or through the possibility of independent study with Kent Denver faculty. Students interested in this option should consult with their class dean and the Chair of the Mathematics Department. Note: Any math course taken out of sequence or concurrent with another math course must have the approval of the chair and division head. Prerequisite: AP Calculus BC. Department permission is required for admission to the course.

(M810; 1 credit) This non-calculus-based course will follow the AP Statistics syllabus designed by the College Board AP Program. It includes exploring and measuring data, observing patterns, using probability and simulation, producing and confirming models. Prerequisite: Algebra II, Algebra II Honors or Algebra II S.

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

Frequently asked questions about the KDS Math Program Q: When are decisions made about what class students take next year, and who makes the final choice? A: During each spring semester, teachers have an individual conversation with each student to discuss their math placement for the following year. Teachers make a recommendation based upon the student’s performance. While students’ desires are also taken into account, teachers make the final decision regarding students’ courses for the following year. Q: What if I’m recommended for a class that I don’t think is a good fit? A: You should express any concerns or aspirations during your placement conversation with your teacher. If you or your family disagree with the teacher’s recommendation, you may appeal to the mathematics department chair before June 1, 2017. The department chair will work with the teacher, you and your family to gather information and make a decision. The decision of the department chair is final.

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MATHEMATICS

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Q: What if I think I can take a more challenging class than the one recommended? A: Appeal to the math department chair before June 1, 2017 if you or your family disagree with the recommendation. The department chair will gather information from the teacher, you and your family and make an informed decision. Q: How do I make sure I get to take calculus before I graduate? A: The goal of the mathematics department is to foster a love and understanding of math at an appropriate level and pace for each student. While the majority of students enter Kent Denver School with a possible path in place to lead to calculus (or beyond) prior to graduation, it is crucial they have a solid mathematical foundation as a weak base can lead to continued difficulties. We work diligently to ensure all students find success while being prepared for any mathematical tasks ahead. This means there are many paths our students may take during their time here. You should always feel free to discuss your particular path with your math teacher or the department chair. Q: Does the math department offer summer classes for credit? A: Yes. The Upper School math department does offer a summer geometry course for credit through our Summer Session program. There are two options: on-campus or online through One Schoolhouse. Discuss your thoughts with your math teacher to confirm this is an appropriate option. Q: Can I do additional work over the summer to move ahead in my courses? A: That may be an option. If you are passionate about math and anticipate a role for math in your academic and professional life, you can seek opportunitites to supplement or accelerate your current program during the summer. To do so, you and your family must meet with the department chair and dean, complete and acceleration contract, complete a summer study program and pass a final, on-campus exam before school starts in August. The department chair will determine if you have exhibited a strong enough grasp of the material to move on to a subsequent course. Q: What course offerings do you have for exceptional math students? A: Our mathematics department takes pride in providing appropriately challenging courses for all students. Most courses are taught at multiple levels, allowing for differentiation and customized instruction. Our most advanced students will complete a Multivariable Calculus and Advanced Topics course prior to graduation and generally continue their study of mathematics in college as either engineering or math majors. Q: My children are new to Kent Denver. How do they get placed in a course? A: Students new to the middle school are primarily placed by grade. Students new to the Upper School will take a math placement test the spring before their enrollment. This test will be play a part in the placement decision; however, all new placements also take prior teacher recommendations into account. If the placement decision is still ambiguous, the math department chair may request a meeting with students and family. Q: Can I change math courses mid-semester or mid-year? A: There is a designated add/drop period each semester. During this time you and your teacher can assess whether or not the placement seems right for you. If appropriate, you may switch courses. After this period ends, your placement is set for the length of the course. Q: Where can I get more information? A: Look for additional information on the math page in the Academic section of the Kent Denver website. Back to Table of Contents

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Science

Philosophy Science education should embrace all of the sciences, mathematics and their attendant technologies. Furthermore, science education should weave a rich tapestry that is both pertinent to, and relevant for, todayâ&#x20AC;&#x2122;s students and that forms bridges to their future. Such are the goals of the Kent Denver science department. These goals imply a strong curriculum, rigorous collaboration between teachers and students, proper sequence and connectivity between each of the science disciplines. Well-chosen concepts and content are essential; they incorporate issues of technology and society and include discovery, inquiry, critical thinking and problem solving experiences.

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SCIENCE

The science department faculty assume responsibility for helping adolescents learn to use their minds well, for seeing that students master essential skills and areas of knowledge, for asking students to apply and extend their understanding and for ensuring that these essentials apply to all students. The science department believes that teaching and learning must be challenging and personalized to the maximum feasible extent, and that students must have the opportunity to excel in both fundamental and advanced course work. Advanced courses and honors designations are available to students who excel in the sciences.

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Course Map - Science 6th Grade •

Explore, Design, Discover

9th Grade •

Molecular and Cellular Biology (1 credit)

7th Grade •

Earth and Environmental Science

8th Grade •

10th Grade* Physics to Chemistry Sequence: • Newtonian Physics (1 credit) • Physics (1 credit) • Physics Honors (1 credit) OR Chemistry to Physics Sequence: • Chemistry (1 credit) • Chemistry Honors (1 credit)

Human Biology

11th Grade • •

Chemistry (1 credit) Chemistry Honors (1 credit)

Electives • Students in 11th grade also have the option to take science electives in addition to their required chemistry or chemistry honors course. See 12th grade for a full listing of science electives.

Kent Denver’s Science Sequence

In the 2017-18 school year, Kent Denver’s science department will transition to a new model. With this switch, we will offer two sequences for students in grade 10 this year, the Physics to Chemistry Sequence and the Chemistry to Physics Sequence. Sophomores in the Physics to Chemistry Sequence will take physics their sophomore year, chemistry their junior year. Students in the Chemistry to Physics Sequence will take chemistry their sophomore year, physics their junior year. Students in the Class of 2020 who want to take Newtonian Physics will need to do so during their sophomore year, as this course will not be offered for their junior year. In addition, juniors are allowed to enroll in science electives if they wish to take science classes in addition to the required chemistry or physics course. These courses will be taken alongside members of the senior class.

Middle School Courses Sixth-Grade Science: Explore, Design, Discover This program will serve as an introduction to inquiry across the scientific disciplines. It is project-based and blends learning experiences that expose students to central ideas in archeology, chemistry, physics and biology. Activities range from controlled laboratory experiments to field observations and correlational studies. Students use the Scientific Method to explore a variety of concepts, skills and terms. Examples of lab titles are Mystery Cemetery Analysis, Heat Keeper Design and Building Bridges. Many of the experiments, discussions and concepts complement our social studies curriculum.

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12th Grade Full-Year (1 credit) • AP Biology • AP Chemistry • AP Physics C: Mechanics • AP Psychology • Computer Architecture Fall 2017 (0.5 credit) • Forensic Science • Rocky Mountain Field Ecology Spring 2018 (0.5 credit) • Anatomy & Physiology • AP Physics C: Electricity and Magnetism • Infectious Disease and Epidemiology Fall 2017 or Spring 2018 (0.5 credit) • Astronomy and Astrophysics • Biomechanics • Engineering: Design & Build

Science 7: Earth and Environmental Science This seventh-grade science course presents fundamental scientific principles and practices in the context of earth science topics. Specific emphasis is placed on the development of a rich understanding of the scientific method along with extensive practice in its execution. Problem-solving strategies and data-analysis techniques are developed in the context of laboratory and field experiments which are concurrently designed to encourage interest in the natural world and provide a foundation that will help students make ethically responsible decisions about themselves and the world in which they live. Specific areas of inquiry include astronomy, geology, meteorology, hydrology and environmental stewardship. Computer technology, extensive outdoor research on the Kent Denver campus and the seventh-grade spring trip to Rocky Mountain National Park are integral aspects of this lab science course. SCIENCE

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Science 8: Human Biology This eighth-grade science course continues studentsâ&#x20AC;&#x2122; exposure to scientific inquiry and experimental design in the context of the human organism and its interaction with the larger world. The course is designed around the unifying concepts of biology: evolution; ecology; homeostasis; matter, energy and organization; reproduction and development. Each of these large ideas is explored through inquiry-based instruction with an emphasis on the relevance of these concepts to human beings. Students are asked to research topics, conduct experiments, synthesize information from multiple sources and demonstrate their knowledge in a variety of project and performance-based assessments. This course challenges students to think critically, become scientifically literate citizens, and to develop confidence in their scientific abilities.

Upper School Courses Molecular and Cellular Biology (S205; 1 credit, Grade 9) This course explores the fundamental principles of biological systems from the microscopic to the macroscopic. From the molecular details of photosynthesis, cellular respiration and genetics to the large-scale processes of evolution and ecology, this course exposes students to foundational material at all levels of biological organization through lecture, collaborative learning and laboratory activities. Through relevant, hands-on experimental investigation, this course reinforces foundational elements of biology and provides students with a firsthand appreciation for these processes in action. Pragmatic skills in numeracy, data analysis and presentation, and scientific writing are also emphasized throughout this course.

Newtonian Physics (S610; 1 credit, Grade 10) From the whirling turbine in an energy-generating power plant, to a roller coaster at Six Flags, to the Space X Falcon 9 rocket, physics is everywhere. With that notion firmly in mind, this laboratory-based course uses real-world examples, laboratory investigations and design-and-build projects to illustrate the physics concepts at work in the world around us. Specific attention will be devoted to classical mechanics, including forces and kinematics. Energy, waves, optics and circuits will also be explored through a multitude of learning modalities including projects, labs, demonstrations and lectures. While mathematical analysis and modeling is an integral component of this class, Newtonian Physics does not require the same degree of mathematical confidence and acumen that is expected in Physics. While this project and laboratory-based class provides a comprehensive introduction to fundamental topics in physics, it does not serve as a qualifying pre-requisite for AP Physics C: Mechanics. Co-requisite: Geometry or higher.

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Physics (S110; 1 credit, Grade 10) This laboratory course explores mechanics including the nature of motion, forces, gravity, momentum, work, energy; wave phenomena including sound and electromagnetic waves; optics using mirrors and lenses; and electricity including static charges and simple circuits. Students have the opportunity to refresh and develop their mathematical skills by applying methods they have learned in Algebra I to the solution of interesting, real-world physical problems. The course also incorporates several engineering challenge projects that are analyzed and assessed using the concepts mastered in class. The class extends mathematical concepts with the introduction of vectors and basic trigonometry. Students use graphing calculators, Excel software and Vernier computer-based probeware and software for laboratories, problem solving and demonstrations. This course provides students with all the requisite knowledge for AP Physics C: Mechanics. Co-requisite: Geometry or higher

Physics Honors (S710; 1 credit, Grade 10) In addition to those concepts addressed in Physics (see above), this laboratory course explores additional concepts involving two dimensional vector addition and utilizes increased algebraic complexity. Students in Physics Honors are expected to demonstrate greater academic independence, be more fluent in the language of mathematics, and have high, internally-motivated goals for the study of physics.

Department Note Regarding Chemistry Courses: Kent Denver will offer two Chemistry courses in 2017-18. â&#x20AC;˘ Course S120 is designed for sophomores who have satisfied a prerequisite biology course but have not had a significant exposure to physics. â&#x20AC;˘ Course S125 is designed for juniors who have satisfied prerequisite biology and physics courses.

Chemistry (Course S120; 1 credit, Grade 10) (Course S125; 1 credit, Grade 11) The air you breathe, the clothes you wear, the medicines you takeâ&#x20AC;&#x201D;all involve chemicals and chemistry. In all, Chemistry studies the composition of matter and the changes that matter undergoes. In this context, it is clear to see why chemistry is central to modern science and to almost all human endeavors. Principal topics of this laboratory course include atomic structure, chemical bonding, chemical quantification, chemical reactions, thermochemistry, chemical periodicity, as well as acid and base interactions. In the extensive laboratory work of the course, close attention is given to both quantitative and qualitative data collection and analyses. Social issues such as environmental chemistry are interwoven throughout the course as well.

Students use graphing calculators, Excel software and Vernier computer-based probeware and software for laboratories, problem-solving and demonstrations. This course provides students with all the requisite knowledge for AP Physics C: Mechanics. Co-requisite: Algebra II or higher and departmental approval.

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Department Note Regarding Chemistry Honors Courses:

Electives

Kent Denver will offer two Chemistry Honors courses in 2017-18.

Anatomy & Physiology

â&#x20AC;˘ Course S720 is designed for sophomores who have satisfied a prerequisite biology course but have not had a significant exposure to physics. â&#x20AC;˘ Course S725 is designed for juniors who have satisfied prerequisite biology and physics courses.

The human body is an amazing machine that works in perfect harmony, most of the time. This class explores the organization of the human body and how its diverse systems function to sustain life. Select organ systems are studied to understand their structure, location in the body and function. Furthermore, the course explores how disease-states and environmental factors affect their function. Students should anticipate dissection opportunities!

Chemistry Honors

AP Biology*

(Course S720; 1 credit, Grade 10) (Course S725; 1 credit, Grade 11)

(S855; 1 credit, Grades 11-12)

The honors designation for this laboratory course is offered to excellent and committed students who wish to engage in a more detailed and challenging pursuit of course concepts. Students in Chemistry Honors are expected to demonstrate greater academic independence and fluency in the language of mathematics. Students must have high, internally-motivated goals for the study of chemistry in order to take on the greater responsibility in the design and execution of laboratory experiments. In addition to those concepts addressed in Chemistry (see above), the honors course includes the topics of equilibrium, acid/base chemistry, and kinetics. This course provides students with all the requisite knowledge and skills for AP Chemistry.

(S618; 0.5 credit, spring semesters, Grades 11-12)

AP Biology is an introductory, college-level biology course designed to review and extend concepts typically addressed in a first-year college biology course. Students cultivate their understanding of biology through study, research, experimental design and active investigations as they explore the following topics: evolution, the cellular processes of energy use and communication, genetics, information transfer, ecology and organismic interactions. Prerequisite: one full year of Biology.

AP Chemistry* (S825; 1 credit, Grade 12) AP Chemistry moves from the wealth of chemical concepts and processes presented during the first year of Chemistry to an advanced understanding of this scientific discipline. Specifically, this course investigates the multifarious aspects of stoichiometry, thermochemistry, atomic periodicity, thermodynamics, chemical kinetics and equilibria, acid/base relationships and electrochemistry. A strong emphasis is placed on developing the informational and laboratory skills necessary for success on the mandatory, year-end AP Chemistry exam. Advanced Placement level work necessitates a fusion between highly-motivated students and dedicated teachers. As such, the course facilitates a collaborative spirit and self-supporting learning environment. Prerequisite: Chemistry or Chemistry Honors and departmental approval.

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AP Physics C: Electricity and Magnetism* (S845; 0.5 credit, spring semester, Grade 12) Electricity and Magnetism is divided into eight units covered between mid-January and the administration of the AP Exam. Concepts and problem-solving techniques are introduced through a combination of lectures, demonstrations, lab experiments, question–answer sessions, assignments from Mastering Physics and tutorials. Calculus is used throughout and where appropriate. Prerequisite: Previous or concurrent enrollment in Calculus and AP Physics C: Mechanics.

Astronomy and Astrophysics (S631-fall/S632-spring) Both seasons: 0.5 credit, Grades 11-12 You are a being composed of debris from the explosion of a long dead star, inhabiting a 4.5 billion year old rock, hurtling around a perpetual nuclear explosion at 19 miles per second, riding the shockwave of the Big Bang into the vastness of deep space. Want to know more? This course will explore the physics of massive objects in space, the life cycle of stars, and the very origins of our universe. Black holes, dark matter, supernovae, interstellar travel, and special relativity; We’ll cover them all and more as we seek to understand our place in a complex universe.

AP Physics C: Mechanics* (S815; 1 credit, Grades 11-12)

Biomechanics

The second-year physics course significantly extends concepts and principles developed in Physics or Physics Honors. The course is intended for juniors and seniors who wish to pursue physics, engineering or other physical science programs in college. As such, students can expect to be fully prepared to take and succeed on the mandatory Advanced Placement “C” Mechanics exam. Students will also find the course an ideal companion to Pre-Calculus or Calculus because it affords them an opportunity to apply differentiation and integration to the solution of physical problems at a level of complexity that could not be approached by algebraic techniques alone. Half the labs use lab equipment and Vernier probes and software, while the other half use physics computer simulation software to conduct experiments.

(S633-fall/S634-spring) Both seasons: 0.5 credit, Grades 11-12 The human body is a marvel of evolutionary engineering. In this activity-driven elective, students will analyze the mechanics of their own bodies while engaging in a variety of physical activities. We will examine student data using kinematics to analyze forces related to human movement, and we will investigate how stress on muscles and joints leads to common injuries. Additionally, we will investigate how extreme athletes are able to accomplish impressive feats through a biological lens. Other topics include the biochemistry of performance-enhancing drugs and an investigation of animal biomechanics across various species.

Prerequisite: Physics or Physics Honors. Co-requisite: Pre-Calculus or higher and departmental approval.

Computer Architecture AP Psychology*

(T400; 1 credit, Grades 11-12)

(S835; 1 credit, Grades 11-12)

This course explores how computers work starting from physical first principles. Starting from conduction, students will explore how computers work as they build one from the silicon up. Students will learn how to construct digital circuits and then simulate those circuits on their computers as the designs become more complex. The course will also explore how modern programming languages are translated to electrical signals in a machine. The course culminates in simulating a simple computer and writing a program for it.

Why do we do what we do? How do nature and nurture play a role in our thoughts and behaviors? AP Psychology attempts to address questions like these by introducing students to the systematic and scientific study of behavior and mental processes. Students delve into the psychological facts, principles and phenomena associated with each of the major subfields within psychology. Topics explored include: biopsychology, sensation and perception, learning, cognition, motivation and emotion, personality, and developmental, abnormal and social psychology. While taking this course, students learn to examine their world in a new light and begin to understand themselves and others better. Back to Table of Contents

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Engineering: Design & Build

Infectious Disease and Epidemiology

(S611-fall/S612-spring) Both seasons: 0.5 credit, Grades 11-12

(S615; 0.5 credit, spring semester, Grades 11-12)

Have you ever wondered how a mechanical device works? Do you have a desire to build something of your own design with your own hands then have a project competition with your classmates? At a time when you canâ&#x20AC;&#x2122;t even open your cell phone to change a battery, do you have a desire to see how something actually works? If so, then this course might be for you. This is a project-based course that will study some basic concepts of civil, mechanical, electrical and aerospace engineering. We will design, build, test, modify and compete with one another in a variety of different projects. Where applicable, we will use computer aided design software to help with our projects. Possible projects may include: radios, woodworking projects, trebuchets, mousetrap cars and gliders.

Infectious diseases remain a leading cause of morbidity and mortality worldwide, with HIV, tuberculosis and malaria estimated to cause 10% of all deaths each year. New pathogens continue to emerge in animal and human populations, as demonstrated by the emergence of SARS in 2003, swine flu in 2009 and the Zika virus in 2016. In this course, students will learn basic epidemiological skills such as tracing the source of an outbreak. They will also be able to identify the basic characteristics and properties of bacteria, viruses, and parasites including their structures, chemical composition, metabolism and replication, and demonstrate knowledge of the diseases they cause in humans and the mechanisms by which they cause disease.

Forensic science

Rocky Mountain Field Ecology

(S619; 0.5 credit, fall semester, Grades 11-12)

(S635; o.5 credit, fall semester, Grades 11-12)

While the popular TV-show CSI glamorize forensics, it is exceptionally serious work. Drawing on multiple scientific disciplines (genetics, entomology, chemistry, microscopy and physics, to name a few), this laboratory-intensive discipline seeks to draw connections, justify conclusions and yield conclusive answers to questions where the outcome can literally mean life or death. In this course, students explore and utilize the techniques available to identify individuals, analyze assorted biological samples and generate the data necessary to solve a host of mysteries, not all of which are crime-based. Ideal candidates for the course are inquisitive, organized, engaged and meticulously attentive to detail. Just like in a real forensics lab, there is no room for sloppy procedures, assumptions, and half-hearted dedication to figuring out just who dunnit. Are you in?

This one semester environmental science course combines science and outdoor pursuits. The class consists of three major units of study: 1) geology and climate of mountain systems, 2) life at high elevations and 3) societyâ&#x20AC;&#x2122;s interactions with our worldâ&#x20AC;&#x2122;s unique mountain landscapes. Exploration of these topics will allow students to develop skills in field research, data analysis, teamwork and basic alpine/sub-alpine travel. Throughout the course, students will engage in ongoing reflection about environmental ethics and their personal relationship with the natural world. The class will culminate in a student-inspired project that allows them to dig deeper into their personal inquiries; students may choose to design authentic research projects or lead community outreach initiatives related to environmental stewardship. Above all, students will leave the course invigorated by a newfound reverence for the mountains.

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

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Changes to the Science Curriculum Current 2016-17 Current sequence of science classes in the Upper School: • 9th Grade: Biology • 10th Grade: Physics • 11th Grade: Chemistry • 12th Grade: Senior science electives and/or AP classes

Why we’re changing... The new sequence of science classes allows the disciplines to build more logically on each other. Students’ work in biology will enhance their understanding of chemistry; their work in chemistry will enhance their grasp of physics. The new sequence also better aligns with Kent Denver’s math curriculum, allowing students to deepen their proficiency in both subjects. For example, Physics is moving to the 11th grade, when most students will have completed Algebra II. This will allow Physics teachers to incorporate a more sophisticated mathematical approach to observing and understanding the nature and properties of matter and energy.

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New 2017-18+ New sequence of science classes in the Upper School: • 9th Grade: Biology • 10th Grade: Chemistry • 11th Grade: Physics • 12th Grade: Senior science electives and/or AP classes

Classes of 2020 & 2021 During a two-year transition period, students will be assigned to either chemistry or physics in 10th grade. This determination will be made by the Science Department and Class Dean based on each student’s needs.

Class of 2022 & Beyond All students will follow the new science sequence with chemistry in 10th grade and physics in 11th grade.

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Visual and Performing Arts

Philosophy The arts at Kent Denver are an active and important part of our community. Through the disciplines of visual art, theater and music, students develop creative thinking skills and the ability to express themselves. Classrooms are student-centered and encourage active learning, creative problem-solving, risk taking and critical self-evaluation. Art classes also foster flexibility and decision making while helping to develop the whole student. Classes are designed to teach both technical and conceptual skills while encouraging growth at appropriate levels. It is our hope that students will expand their capacity to perceive, understand and appreciate life through the arts.

in Middle School is enrolled in music, theater and visual art. Exposure to the variety of expressive modes, tools and materials in the visual and performing arts enables students to make more informed decisions about which classes they choose in Upper School. Students also gain a solid technical and conceptual foundation for more advanced work in the Upper School. Upper School students are offered a wide range of choices in the arts. Some may choose to specialize in a preferred arts discipline while others may continue sampling a variety of classes in drama, music or the visual arts. Students are required to have two years of art for graduation, but many choose to pursue studies in the arts beyond the required credits throughout their Upper School career.

The Middle School arts curriculum fulfills several important needs of an adolescent learner. Every student Page 52

VISUAL AND PERFORMING ARTS

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Course Map - Arts Kent Denver’s Arts Sequence The Middle School art curriculum fulfills several important needs of an adolescent learner. Every student in the Middle School is enrolled in music, theater and visual art. Exposure to the variety of expressive modes, tools and materials in the visual and performing arts enables students to make more informed decisions about which classes they choose in Upper School. Students are required to have two years of Upper School art for graduation, but many choose to pursue studies in the arts beyond the required credits throughout their high school career. Upper School students are offered a wide range of choices in the arts. Some may choose to specialize in a preferred arts discipline while others may continue sampling a variety of classes in drama, music or the visual arts.

6th Grade • • •

Music 6 Visual Arts 6 Theater 6

7th Grade • • •

Visual Arts 7 Theater 7 Music 7

8th Grade • • •

Theater 8 Music 8 Visual Arts 8

Upper School Music Full-Year Electives (1 credit) • AP Music Theory • Concert Choir • Guitar, Levels I-IV • Jazz Combo (0.25 credit) • Jazz Ensemble • Latin Ensemble • R&B Ensemble

Theater Full-Year Electives (1 credit) • Acting I-II • Guerrilla Repertory Theater • Technical Theater Workshop, Levels I-IV

Visual Arts Full-Year Electives (1 credit) • Ceramics, Levels I-IV • Filmmaking, Levels I-IV • Metals, Levels I-IV • Photography, Levels I-IV • Sculpture, Levels I-IV Fall 2017 Electives (0.5 credit) • Digital Art - Photoshop, Levels I-IV • Drawing, Levels I-IV

Fall 2017 Electives (0.5 credit) • Business of the Entertainment Industry

Spring 2018 Electives (0.5 credit) • Digital Art - Graphic Design, Levels I-IV • Painting, Levels I-IV

Kent Denver also offers a number of extracurricular activities in the arts in both the Middle and the Upper School.

Middle School Courses

Sixth-Grade Music

The Middle School arts program nurtures artistic growth at all levels. Through an array of arts offerings, teachers and students work together to help each student find their individual voice in a safe and caring environment. Students explore various arts genres through these foundational classes. Exposure to world cultures and the broadening of student perspectives both within and beyond the local community are integral elements of the Middle School arts experience.

Sixth-grade students begin their Kent Denver music experience by developing a working understanding of musical practices and concepts through the Orff Schulwerk approach to music education. Students continuously work to make music through both improvised compositions as well as published works. Pentatonic sight singing and note recognition are taught within the context of the pieces that are studied in class. The Orff Schulwerk approach incorporates music, movement, improvisation and exploration to give students ownership of their creations and also stretch students to move beyond the notes on the page.

The Middle School arts curriculum encompasses all aspects of both the visual and performing arts. To that end, a student in middle school (6-8) will experience a trimester each of music, visual arts, and drama every academic year. The end result is that by the time a student has completed the eighth grade, they will have had one year in each of the arts disciplines offered at Kent Denver.

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Seventh-Grade Music Seventh-grade music will focus on meter and rhythm. Specifically, compound and mixed meters will be explored through both instrumental and body percussion pieces with the goal of ensemble performance experiences both in and out of class. Students will explore music notation as a way to record their compositions and demonstrate fundamental understanding. VISUAL AND PERFORMING ARTS

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Cross curricular units tie in with other academic courses presented in the Middle school to bridge the gap between arts courses and the rest of the seventh-grade student experience.

Sixth-Grade Theater

Eighth-Grade Music

The trimester culminates in a performance of world myths which students adapt for the stage and present in different theatrical styles. All students participate either by taking the stage as actors or by operating the light and soundboards for the performance.

Eighth-grade students are introduced to a new method of music making through the study of guitar. To start, students learn basic playing techniques and introductory lessons on the fundamentals of the guitar. Music theory is addressed by dissecting guitar ensemble pieces, looking at form, tonality and chord structure. Tablature will also be introduced. In addition, students will play in class on a daily basis honing their beginning skills. Once the basic techniques are mastered, students will expand their guitar playing through the exploration of chord strumming. First position chords will be studied through classic rock songs with an emphasis on proper hand position, posture, strumming technique and chart reading.

In sixth grade, the fundamentals of theatre are introduced while students build ensemble, practice communication skills, and gain confidence on stage. Students learn theatre terminology, elements of performance, and components of design.

Seventh-Grade Theater In seventh grade, students build upon the knowledge from sixth grade. Emphasis is placed on vocal performance, character development, playwriting and design. Through dialects, improvisation, and small group performances, students continue to hone their acting skills. Seventh-grade projects include dialect scenes, original radio plays, and shadow puppet construction and performance.

Middle School Band The ensemble is open to student musicians interested in learning an instrument in the context of a performance group. The focus of the ensemble is to develop the skills necessary to rehearse and perform popular styles including funk, R&B and pop. In addition, the ensemble explores basic music theory, ear training, history, and ensemble techniques in order to involve both the creative and academic aspects of the medium. The MS R&B Band performs four on-campus concerts during the year. Students may repeat this course each year. Private lessons are not required, but are strongly recommended. Admission with permission of instructor.

Middle School Choir Middle School choir offers students in grades six through eight the opportunity to collaborate with other students in a choral setting. Basic vocal techniques including breath control, vocal placement, and articulation are addressed through the study of a variety of musical genres. The ensemble is open to all students in the Middle School. Rehearsals are spent preparing for performances both on and off campus. This group also has a travel component that takes students to places such as New York City, New York and Orlando, Florida.

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Eighth-Grade Theater In eighth grade, students build on their experiences and skills developed throughout their middle school education. Focus is placed on public speaking, audition techniques, character motivation and self-expression. Projects include script analysis, devising original work and monologues.

Middle School Fall Play The Fall Play cast and crew members work together to construct a polished production. Actors experience the creativity, effort and dedication it takes to see a production through, from the audition process to the final curtain call, in a safe and supportive environment. Students analyze the script, stage the story and bring the world of the play to life for the community. Stage managers, lighting and sound technicians, and stage crew make important contributions to the success of the show. The Fall Play performs in El Pomar Theater and also travels to perform at an elementary school. Participation in the Fall Play is offered in lieu of a sport during the fall season for seventh- and eighth-grade students.

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Middle School Musical The Middle School musical is a yearly production open to all seventh- and eighth-grade students. A different musical production is featured each year, which allows students to experience a variety of musical theater pieces and styles. Students are taken through an audition process at the beginning of the rehearsal sequence, followed by organized, meaningful rehearsals. Full costumes, lights and musical soundtrack add to the final product giving students a full Broadway-style experience here on campus.

Sixth-Grade Visual Art In sixth grade, students are presented with a basic introduction to the elements and principles of art. Emphasis, however, is placed on using and becoming comfortable with a variety of materials and approaches to artistic creation. Students also explore how art functions in different cultures by creating projects that complement units of study in other disciplines of the sixthgrade curriculum.

Seventh-Grade Visual Art In seventh grade, technique and process are stressed throughout the trimester. Through the continued study of the elements and principles of design, students will develop the necessary skills for successful art production. While students build upon creative skills, particular emphasis is placed on the formulation of ideas. Students will learn how to evaluate, critique and collaborate with others while gaining confidence as an artist.

Eighth-Grade Visual Art In eighth grade, students are pushed to think more conceptually. Students will develop ideas and concepts through more intensive creative exploration and expression. A broader study of the elements and principles of design is integral in preparing middle school students for visual art in high school. The goal is for students to have a solid understanding of what makes a work of art successful while continuing to improve their artistic skills.

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Upper School Courses Performing Arts: Music AP Music Theory* (P855; 1 credit, Grades 10-12; offered in 2017-18 and alternating years thereafter) The ultimate goal of AP Music Theory is to develop a studentâ&#x20AC;&#x2122;s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score or on a recording. This course covers a full-year, introductory, college-level course emphasizing aural and visual understanding of musical structure and compositional procedures in regards to four part chorale writing, composition/arranging, melodic and harmonic dictation and sight-singing. This class will not count toward the two-credit requirement in Visual and Performing Arts. Prerequisite: Enrollment in a Kent Denver music ensemble for two years or permission of the instructor. Must be able to sing or play an instrument.

Business of the Entertainment Industry (H351; 0.5 credit, Grades 10-12, fall) The entertainment industry is a multi-billion dollar business that showcases the work, services, talent and creativity of a cross-section of the international workforce. To better understand the inner-workings of business, we discuss music, movies, television, radio, fashion, gaming, theater, art and merchandising industries as a template to further our awareness and knowledge of entrepreneurship. Real-world analysis of current issues will be a focus of the course as wellâ&#x20AC;&#x201D;including both landmark and recent copyright infringement lawsuits, marketing campaigns and trademark litigation. The course culminates with the creation of a business plan and presentation to the class and investors. Guest speakers will include industry professionals such as Grammy Award-winning musicians, advertising executives, TV news anchors, and CEOs of local/national media conglomerates, among others..

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Concert Choir

Guitar, Level IV

(P220; 1 credit, Grades 9-12)

(P490; 1 credit, Grades 10-12)

This yearlong course is designed for students who would like to participate in a vocal ensemble. The repertoire is chosen from a wide variety of styles of choral music, including classical, traditional, Broadway, jazz and pop music. The chorus performs at least two required evening concerts per year. Assemblies and off-campus performances will be at the discretion of the instructor. No audition is required.

This course introduces students to a higher level of acoustic guitar, fingerpicking and plectrum style. They will review the styles covered in levels I-III, and they will explore more advanced playing depending on their interest. Permission from the instructor is required to enter this class, as the completion of lower levels does not guarantee entrance into Level IV. Students new to Kent Denver should contact Mr. Reece for proper level placement.

Guitar, Level I (P410; 1 credit, Grades 9-12) Guitar I is a fully integrated ensemble performance class. Music styles covered include blues, folk, rock and pop. Ensembles are established based on the varied playing abilities of the class. As well, a student may elect to sing vocals for the ensemble periodically throughout the year. Students learn basic chording, strumming technique, and finger style guitar. Proper playing technique is stressed to ensure the continued success on the guitar. Students will also learn to read standardized guitar sheet music. Performances are held several times during the school year and are a required part of the class.. Students wishing to repeat Guitar I to further develop basic skills are encouraged to do so. Students new to Kent Denver should contact Mr. Reece for proper level placement.

Jazz Combo (P914; 0.25 credit, Grades 9-12) The Jazz Combo class is comprised of the top jazz musicians at Kent Denver to study various significant periods, styles and/or artists in jazz history. While the combo exposes students to a wide variety of artists and styles, combo members are encouraged to develop their own arranging and composing skills and to use the ensemble as a vehicle for their own creative efforts. The Jazz Combo performs numerous on and off-campus concerts during the year. Students may repeat this course each year. Admission with permission of instructor.

Jazz Ensemble (P310; 1 credit, Grades 9-12)

Guitar, Levels II-III (Level II: P440, Level III: P470; 1 credit, Grades 9-12) Guitar students continue developing their skills learned in the previous level. Concepts explored include a more in-depth look at chord structures, strumming techniques, finger picking and soloing. Music styles covered are based on student interest but include blues, folk, rock and pop. Ensembles and vocalists are established based on the varied playing abilities of the class. Performances are held several times during the school year and are a required part of the class. Permission from Mr. Reece is required to enter this class as the completion of lower levels does not guarantee entrance into Level II-III. Students new to Kent Denver should contact Mr. Reece for proper level placement.

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The Blackmer Big Band is one of the principal instrumental ensembles at Kent Denver. The focus is the study of the performance practices and history of the music of the Big Band era from Louis Armstrong to Count Basie, and from Duke Ellington to Charles Mingus. The ensemble discusses theory, arranging, history and ensemble techniques in order to involve both the creative and the academic aspects of the medium. The ensemble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensemble performs four on-campus and numerous off-campus concerts during the year. Students may repeat this course each year. Audition is required. Admission with permission of instructor.

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Latin Ensemble

Performing Arts: Theater

(P330; 1 credit, Grades 9-12) The Azucartones is a Latin/salsa/reggae group that utilizes vocalists, as well as horn and rhythm section players. The focus of this ensemble is to study of the history and performance practices of popular music styles of the Caribbean, Latin America and South America. These styles include salsa, reggae, mambo, cha cha, and rock/Latin fusion. The ensemble discusses theory, arranging, history and ensemble techniques in order to involve both the creative and the academic aspects of the medium. The ensemble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensemble performs four on-campus and numerous off-campus concerts during the year. Students may repeat this course each year. Audition and permission of instructor required.

Private Lessons (Grades 9-12, no credit) Students may elect to sign up for weekly private lessons. Instruments offered will depend on enrollment. Sign up will occur at the beginning of the school year with lessons commencing the first week of October. Lessons can be scheduled at a variety of times, including before school, during a free period/study hall or after school. Scheduling preference is given to students currently enrolled in an ensemble. A lesson fee will apply.

R&B Ensemble

Acting I (P140; 1 credit, Grades 9-12) This course introduces basic techniques in acting through movement, physical and vocal exercises, improvisation, script analysis, scene work, monologues and short plays. Emphasis is placed on ensemble work, communication through effective speaking and meaningful gesture, concentration on stage and listening skills. A sampling of the methods and techniques of the masters (including Stella Adler, Antonin Artaud, Michael Chekhov, Uta Hagen, Bobby Lewis, David Mamet, Sandy Meisner, Mary Overlie, Richard Schechner, Viola Spolin, Constantine Stanislavski, Lee Strasberg and Loyd Williamson) is practiced and explored.

Acting II (P160; 1 credit, Grades 9-12) This course continues the conservatory-style sequence of Acting I, extending basic acting techniques through movement, physical and vocal exercises, improvisation, script analysis, scene work, monologues, and short plays. Emphasis is placed on ensemble work, communication through effective speaking and meaningful gesture, concentration on stage, and listening skills. A sampling of the methods and techniques of the masters (including Stella Adler, Antonin Artaud, Michael Chekhov, Uta Hagen, Bobby Lewis, David Mamet, Sandy Meisner, Mary Overlie, Richard Schechner, Viola Spolin, Constantine Stanislavski, Lee Strasberg and Loyd Williamson) is practiced and explored. Prerequisite: Acting I

(P320; 1 credit, Grades 9-12) The Quincy Ave. Rhythm Band is a pop/rock/soul group that utilizes vocalists, as well as horn and rhythm section players. The focus of this ensemble is the study of the history and performance practices of popular music styles including soul, funk, R&B and blues. The ensemble discusses theory, arranging, history, and ensemble techniques in order to â&#x20AC;&#x2DC;involve both the creative and the academic aspects of the medium. The ensemble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensemble performs four on-campus and numerous off-campus concerts during the year. Students may repeat this course each year. Audition and permission of instructor required.

Guerrilla Repertory Theater (P180; 1 credit, Grades 11-12) This course is designed for the advanced acting student. Guerrilla Rep students work in ensemble to collaboratively devise and stage original theatrical pieces for performance. Following the creation of a long form improvisational structure, subsequent shows are developed through improvisation, literary adaptation and student playwriting. Ensemble members are responsible for all creative and technical elements of production, and non-traditional narrative forms and staging are encouraged and explored. Prerequisite: Acting I and permission of the instructor.

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Technical Theater Workshop, Levels I-IV

Ceramics, Levels II - IV

(Level I: P505) (Level II: P506) (Level III: P507) (Level IV: P508)

(Level II: V731-fall/V732-spring) (Level III: V733-fall/V734-spring) (Level IV: V735-fall/V736-spring)

All levels: 1 credit, Grades 9-12 This yearlong course will train students on the various technologies that are utilized in the Student Center for the Arts, including carpentry tools and materials, lighting instruments and controllers, and sound systems and consoles. This class is geared toward the student who enjoys working with their hands, who prefers to be up on their feet, and who is excited about problem-solving in an active and fast-paced way. Students in Technical Theatre Workshop will work together, along with their instructor, to design, build and implement the technical aspects of entertainment production for the various musicals, plays, concerts and special events in the Anschutz Family Theatre and beyond. Students will be highly encouraged, although not required, to work as a crewmember on extracurricular productions.

All levels: 0.5 credit, Grades 10-12 This course allows students who have a basic understanding of clay processes to explore their work in a more personal and challenging environment. Students are exposed to a variety of techniques, artists and firing methods. As students’ skills progress to the next level, they begin working with glaze formulations, kiln preparation and procedures, and mold-making techniques. Students investigate form through the elements and principles of art while researching works of contemporary and historical artists. Students are encouraged to develop a personal voice using the medium. Prerequisite: Successful completion of Ceramics, Level I and department permission.

Digital Art–Photoshop, Level I (V161; 0.5 credit, Grades 9-12; fall semester)

Visual Arts Ceramics, Level I (V130; 1 credit, Grades 9-12) This course explores the medium of clay through wheel-throwing and hand-building techniques. The class focuses on developing students’ understanding of the principles of composition in three dimensions as well as building conceptual skills. Students begin by working on simple clay slabs then move to more complex constructions. Throwing on the wheel is introduced as an assignment early in the year and students may build upon those skills when solving subsequent assignments. Throughout the year, students learn about surface treatments, steps of firing clay and glaze application. Students typically work with high-fire stoneware clay but will also be introduced to the traditional Japanese raku firing process.

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This course focuses on exploring the tools and techniques of the powerful digital imaging program, Adobe Photoshop. Students learn how to repair, manipulate and optimize their own photos and images downloaded from the Internet. They use layering and blending modes to create seamless, believable collages assembled from a variety of sources. Students learn to be media savvy, draw inspiration from the artwork of professionals, and gain technical skills that will be valuable to them for many years to come, regardless of their chosen area of study or career.

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Digital Art–Photoshop, Levels II-IV

Drawing, Level I

(Level II: V163) (Level III: V165) (Level IV: V167)

(V111; 0.5 credit, Grades 9-12; fall semester)

All levels: 0.5 credit, Grades 9-12; fall semester Advanced Photoshop students move beyond discovering the tools and techniques of the program. They make a deeper exploration into the artistic and practical applications. Assignments require more complex and innovative thinking, encouraging students to develop their own perspective and style. Students gradually build a portfolio that demonstrates creative problem solving, visual communication skills, and attention to detail. Prerequisite: Successful completion of Digital ArtPhotoshop, Level I and department permission.

This course focuses on the use of line, value and texture using drawing media such as pencil, ink, pastels and charcoal. Skills covered include contour line drawing, value studies and shading, linear perspective, life drawing, and composition. Beyond technical skills, students also learn how to develop content and narrative.

Drawing, Levels II-IV (Level II: V113) (Level III: V115) (Level IV: V117) All levels: 0.5 credit, Grades 9-12; fall semester

Digital Art–Graphic Design, Level I (V162; 0.5 credit, Grades 9-12; spring semester) This class focuses primarily on the use of the computer program Adobe Illustrator and the particular advantages it offers to graphic designers. Students explore how to effectively communicate ideas to specific target audiences through the use of text and images. Possible assignments include designing advertisements, logos, posters, packaging, T-shirts, board games and publications. The ability to create powerful, convincing, professional-looking presentations is an essential skill for every student and professional.

Digital Art–Graphic Design, Levels II-IV (Level II: V164) (Level III: V166) (Level IV: V168) All levels: 0.5 credit, Grades 9-12; spring semester Advanced students have the opportunity to explore an even wider variety of applications for the graphic designer’s skill set. They broaden their portfolio of projects that demonstrate their marketable skills in visual communication. As students further hone their technical skills, they also learn to develop both personal style and the versatility to adapt to the needs of a client.

Advanced drawing students have the freedom to explore nearly any scale or medium they desire, including collage, sculpture and the incorporation of found objects. Assignments at this level challenge students to strengthen their innovative problem solving skills. Students develop the hands and mind of an artist, becoming more sophisticated in their ability to communicate specific moods and points of view to their audience. Prerequisite: Successful completion of Drawing, Level I and department permission.

Filmmaking, Level I (V170; 1 credit, Grades 9-12) Filmmaking students learn to write, direct, act in, shoot and edit their own movies. Video content is everywhere today, and creating compelling, clear, concise and convincing visual narratives combined with moving music is essential for every school, business or charity organization. Students learn how to organize long term complex team projects. They use the program Final Cut Pro to edit their video and music. Students study both Hollywood features and independent films to gain an understanding of how filmmaking techniques affect the viewer’s reading of a story.

Prerequisite: Successful completion of Digital ArtGraphic Design, Level I and department permission.

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VISUAL AND PERFORMING ARTS

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Filmmaking, Levels II-IV

Painting, Level I

(Level II: V770) (Level III: V780) (Level IV: V790)

(V112; 0.5 credit, Grades 9-12; spring semester)

All levels: 1 credit, Grades 9-12 Advanced students explore increasingly challenging assignments that will require greater mastery of pacing, directing and plot construction. They also experiment with more outlandish shooting and editing techniques to enliven their films. Prerequisite: Successful completion of Filmmaking, Level I and department permission.

This course focuses on conceptual and technical skill development using a variety of media including acrylic paint and mixed media. Specific areas covered include color theory and mixing, paint application, composition and the development of content and narrative. Through the production of original works of art students gain knowledge about art history, aesthetics and criticism. Advanced students concentrate on developing a personal point of view and investigating specific media and styles.

Painting, Levels II-IV Metals, Level I (V120; 1 credit, Grades 9-12) This course strengthens studentsâ&#x20AC;&#x2122; imaginative spirit and design capabilities by allowing them to explore the medium of metal using a variety of techniques. Emphasis is placed on understanding the foundational skills and technical aspects of the medium as well as the use of composition and content. Students explore methods of construction with sheet metal, surface textures, basic stone setting, lost wax casting, and forming and forging using copper, nickel, brass and silver. Students may construct wearable objects, functional objects and small- scale sculptures.

(Level II: V114) (Level III: V116) (Level IV: V118) All levels: 0.5 credit, Grades 9-12; spring semester The primary goal for an advanced painting student is to discover how to let form follow function, finding the optimal presentation to address the specific goals of each assignment. How can they use value, color, texture, and space to communicate a particular idea, or answer/ ask a distinct question to the viewer? Advanced painters will continue to consolidate an individual artistic voice, while diversifying their portfolio. Prerequisite: Successful completion of Painting, Level I and department permission.

(Lab fee $40)

Photography, Level I Metals, Levels II - IV

(V150; 1 credit, Grades 9-12)

(Level II: V721-fall/V722-spring) (Level III: V723-fall/V724-spring) (Level IV: V725-fall/V726-spring)

This course provides an introduction to the technical and conceptual aspects of black-and-white, film-based photography. Emphasis is placed upon learning basic shooting, processing and darkroom skills. Students develop their conceptual skills using the camera as a means to achieve creative and expressive works of art. Emphasis is placed on the discussion and application of the elements of art, composition, point of view, narrative, and critical thinking. An introduction to intermediate processes is included. Students must provide their own 35 mm (film) SLR camera, film and photographic paper.

All levels: 0.5 credit, Grades 10-12 This course allows students who have a basic knowledge of metalworking to explore more complex constructions. Students refine basic techniques through the use of sophisticated fabrication methods. Emphasis is placed on building oneâ&#x20AC;&#x2122;s technical abilities as well as developing conceptual ideas through research and design work. Students learn advanced techniques such as fold-forming, gemstone setting, raising, forging, casting, fabrication of links and hinge mechanisms, hollow form and assemblage constructions. Students are encouraged to develop a personal voice using the medium.

(Approximate cost is $150 per semester.)

(Lab fee $40) Prerequisite: Successful completion of Metals, Level I and department permission. Page 60

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Photography, Levels II-IV (Level II: V751-fall/V752-spring) (Level III: V761-fall/V762-spring) (Level IV: V771-fall/V772-spring) All levels: 0.5 credit, Grades 10-12 Advanced coursework in photography refines students’ technical skills and develops individual strengths and areas of interest. Students are introduced to digital imaging in Photo II. Students in their third and fourth year gradually develop more individual-based projects and preferred mode of representation. Advanced Photo classes use both traditional and nontraditional media including a variety of presentation methods and largescale works. Students complete both visual and written work. Students provide their own SLR camera. A digital SLR camera is recommended, but not required. (Approximate cost is $100 per semester.) Prerequisite: Successful completion of Photography Level I.

Sculpture, Level I (V140; 1 credit, Grades 9-12) This class introduces and develops students’ problem-solving skills using three-dimensional works as a means for creative expression. Although the focus is primarily on contemporary forms of art, students are introduced to historic and cultural backgrounds of sculpture

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at the beginning of each project. Students learn how the three-dimensional form alters the physical environment through the display of individual works and sculptural installations. Students learn the safe operation of hand and power tools while working with wood, metal, found objects and wax. Large-scale group installations and/or works of public art culminate each school year.

Sculpture, LevelS II-IV (Level II: V781-fall/V782-spring) (Level III: V783-fall/V784-spring) (Level IV: V785-fall/V786-spring) All levels: 1 credit, Grades 9-12 Advanced levels of sculpture further develop students’ problem-solving skills using three-dimensional works as a means of creative expression. Students will be introduced to a wider variety of construction materials, processes and conceptual problems. Our focus will be to continue exploration of how sculpture alters the physical environment through the display of individual works and large scale installations. As students progress in their technical and conceptual development, they will pursue more individualized projects. Throughout the class, students will learn the safe operation of hand and power tools.

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World Languages

Philosophy World Languages as a discipline goes beyond the mere teaching of language and culture. We provide a vital foundation to key skills for life, with listening, critical thinking, effective public speaking, writing and collaborative work forming part of that foundation. Simply, proficiency in a language other than one’s native tongue is an essential skill in a constantly changing world. Such proficiency—the ability to see the world and the self through a more global prism—is also a foundational component of a liberal arts education. While never forgetting the need to help our students do well in college, we also keep our collective eye on an even more important goal—specifically, to allow our students to communicate effectively with people from other cultures.

literature, which begins at the intermediate level, we encourage our students to not only improve their vocabulary and analytic skills, but also to see the world from different cultural perspectives. Moreover, while we actively integrate technology into the classroom, we never lose sight of the fact that human interaction exists at the core of what we do. Perhaps above all, we value curiosity about the world. Kent Denver offers three languages, from beginner-level through the AP level: French, Mandarin and Spanish. Additionally, all Grade 6 students take Latin as an introduction to the study of language, etymology and mythology.

We develop the skills of aural comprehension, reading, speaking and writing in all levels. The study of culture plays a major role as well. Through the study of Page 62

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Course Map - World Languages 6th Grade •

7th Grade

Latin

• • •

French 7 Mandarin 7 Spanish 7

8th Grade • • •

French 8 Mandarin 8 Spanish 8

Upper School French Courses (1 credit) • French I • French II • French III • French III Honors • French IV • AP French Language • Advanced Topics

Mandarin Courses (1 credit) • Mandarin I • Mandarin II • Mandarin III • Mandarin III Honors • Mandaring IV • Mandarin IV Honors • Mandarin V • AP Mandarin

Spanish Courses (1 credit) • Spanish I • Spanish II • Spanish III • Spanish III Honors • Spanish IV • Spanish V • AP Spanish Language • AP Spanish Literature • Independent Study

Kent Denver’s World Languages Sequence Kent Denver’s Upper School students are required to take three years of the same world language, changing course levels as their language skills advance, though not necessarily sequentially. Students who take world languages courses in Kent Denver’s Middle School typically enter the Upper School in the second tier of that language (i.e. French II, Mandarin II, Spanish II). During the Spring Semester of each school year, world languages teachers will speak with their students to determine their placement for the following year. Though students will often proceed directly to the next level, it happens that students will “jump” a level if it fits their skill level. Please see below for examples of Upper School course trajectories: 9th Grade

10th Grade

11th Grade

12th Grade

Spanish II

Spanish III Honors

Spanish IV

AP Spanish Language

French I

French II

French III

French IV

Mandarin II

Mandarin III

Mandarin IV Honors

AP Mandarin

Middle School Courses Latin All sixth-grade students take introductory Latin. The curriculum is intended to provide all students with a foundation of grammar and word origins to benefit future studies in both the Romance languages and English. This course will offer students experience in the following: many of the stories of Greek mythology, Roman culture and history, syntax of a sentence (subject, predicate nominative, direct object, etc.); derivative study (word origin); Latin phrases that are often used in English (e.g. per diem and et cetera); elementary Latin vocabulary; and language study skills (organization, memorization, attention to detail and quiz preparation).

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French 7 In this introductory course, students begin to communicate in French. They acquire vocabulary relevant to their own lives as well as basic grammar and pronunciation. Listening comprehension and oral skills are emphasized. Through games, songs, dialogues, skits and other activities, they gain proficiency in a fun and natural way. Through a range of short, authentic readings in a variety of media (newspapers, websites and poems, for example), students become acquainted with French, Canadian, African and other Francophone cultures while developing their reading and writing skills.

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Mandarin 7

French 8

This course will introduce students to the fundamentals of Mandarin with an integrated approach of listening, speaking, reading and writing. Through games, songs, activities, role-plays and projects, students will learn vocabulary and grammar that would allow them to conduct conversations in Chinese.

French 8 builds on the oral and written communication skills acquired during seventh grade. Students continue to improve their vocabulary, grammar, pronunciation, listening comprehension and writing skills through the use of songs, stories, skits, short novels and journal writing.

By the end of the year, the students will have learned to read and write 200 Chinese characters. The students will also learn about Chinese culture through festivals, arts and crafts, calligraphy and food making. This course also employs various technological tools to enhance studentsâ&#x20AC;&#x2122; learning.

Spanish 7 This course seeks to lay a solid foundation in the Spanish language by focusing on the basic elements of learning a Romance language (gender agreements, verb endings, etc.). Through songs, dialogues, games, skits and activities, students begin to communicate in Spanish. Basic vocabulary, grammar, pronunciation, listening comprehension and writing in the present tense are emphasized. The course uses both formal verbal and written testing and creative projects as a means of assessing language acquisition. The understanding of cultural differences and similarities among native Spanish speakers are embedded in the curriculum.

Both historical and present-day culture of Frenchspeaking countries are embedded in the curriculum. Students are encouraged to express themselves creatively through a variety of projects and presentations as well as regular communication with pen pals in France. Prerequisite: French 7.

Mandarin 8 Mandarin 8 continues to build studentsâ&#x20AC;&#x2122; abilities and confidence in the integrated skills of listening, speaking, reading and writing. Students will learn more grammatical structures and vocabularies that enable them to express themselves through more complex dialogues. Building on their knowledge of Chinese characters from Mandarin 7, students learn to read and write 200 new characters. Students also explore a deeper understanding of Chinese culture through festival celebrations, calligraphy, research projects and documentaries. In this course, we also use technology to enhance and share our learning and appreciation of the Chinese language and culture. Prerequisite: Mandarin 7.

Spanish 8 Spanish 8 builds on the oral and written communication skills acquired during seventh grade. Students continue to improve their grammar, pronunciation, listening comprehension and writing skills through the use of songs, stories, skits, short novels and journal writing. Classes are conducted primarily in Spanish, and a strong emphasis is placed on students speaking Spanish as much as possible. The curriculum also includes some geography and culture of Spanish-speaking countries. Students are encouraged to express themselves creatively, both orally and in writing, through a variety of projects and presentations. Students successfully completing Spanish 8 will be well prepared to proceed to Spanish II in the Upper School. Prerequisite: Spanish 7. Page 64

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Upper School Courses French French I (L210; 1 credit) This beginning course emphasizes conversation, listening comprehension, writing and reading. Grammar lessons follow a carefully integrated progression. Students reinforce speaking and active listening through collaboration, role-playing, and person-to-person interaction. The course combines simple newspaper articles, songs, short novels, use of the internet, realia, videos and a variety of culture projects for a varied approach. Both the history and culture of Francophone countries are embedded in the curriculum. This course is taught almost entirely in French with the exception of grammar explanations.

French II (L220; 1 credit) This course continues the development of the four essential skills in world language learning: reading, writing, listening and speaking. Students interact with the language and cultures of the Francophone world authentically, through global simulation, collaborative activities, tasks and projects mirroring the real world. There is an emphasis on major grammar tenses beyond the present tense. By the end of French II, students have studied the major grammatical structures of the language, increased their comprehension and speaking ability, and read French prose of general interest. Classes are taught in French with the occasional exception of grammatical explanations. This course is taught almost entirely in French with the exception of grammar explanations. Prerequisite: French 7 and 8 or French I.

French III (L230; 1 credit, Grades 10-12) This course reviews and expands the grammar learned in the previous years through written and oral practice in the classroom. Reading, writing and speaking are reinforced through tasks based on thematic units. Back to Table of Contents

Students learn to communicate meaningfully through various activities mixing reality, make-believe, critical thought and social concern. The course also introduces the students to French literature. Readings, songs, films, video clips and television continue to broaden the students’ awareness of the Francophone world. This course is taught entirely in French. Prerequisite: Two years of French.

French III Honors (L720; 1 credit, Grades 10-12) Conducted at a faster pace, French III Honors expands grammatical concepts in order to allow students to express more advanced thoughts. The course also introduces the students to French literature. In addition, listening comprehension, speaking, reading and writing are reinforced with considerable rigor. Role-playing, and simulating are encouraged through projects that mirror the real world. Readings and films increase students’ awareness of the diverse cultures of the Francophone world. Writing activities include descriptive narratives and formal essays. This course is taught entirely in French. Prerequisite: Two years of French and department permission.

French IV (L240; 1 credit, Grades 10-12) The work of French IV is to continue developing students’ accuracy in French. This is done through the study of important details of French grammar and through ample practice. Students read a wide variety of texts to increase analytical abilities, improve vocabulary, and provide a springboard for classroom discussion that is conducted entirely in French. A strong emphasis is also placed on listening comprehension. Films, songs, video clips about current events and thematic units increase students’ awareness of the diverse cultures of the Francophone world. Classes are taught entirely in French. Prerequisite: Three years of French and department permission.

WORLD LANGUAGES

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AP French Language and Culture*

Mandarin

(L825; 1 credit, Grades 11-12) In this course, students further develop and refine reading, writing, listening and speaking skills. Use of authentic podcasts, television, music, periodical literature and film further expands the studentsâ&#x20AC;&#x2122; understanding of the Francophone world. Stress will be placed on the building of a broad, working French vocabulary. Topics are frequently related to the six core themes of the French Language AP exam, and time will also be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with French over the summer. Classes are taught entirely in French. Prerequisite: A minimum of three years of French and department permission.

Mandarin I (L410; 1 credit) Mandarin I introduces students to the fundamentals of the Chinese language with an integrated approach of listening, speaking, reading and writing. Students engage in direct communication from day one, gaining the skills and confidence needed to effectively conduct conversations in Mandarin. By the end of the year, students will have achieved mastery of a variety of high-frequency words and grammar patterns. Students will also learn about Chinese culture through festivals, arts and crafts, calligraphy and food making. This course also employs various online technological tools to enhance studentsâ&#x20AC;&#x2122; interest and learning.

Advanced French Conversation and Culture

Mandarin II

(L960; 1 credit, Grades 9-12)

Mandarin II continues to build studentsâ&#x20AC;&#x2122; abilities and confidence in the integrated skills of listening, speaking, reading and writing. Students will learn more grammatical structures and vocabulary that will enable them to express themselves through more complex dialogues and discourses. Building on their knowledge of Chinese characters from Mandarin I, students will learn to read and write new characters while exploring a deeper understanding of Chinese culture through festival celebrations, calligraphy, research projects and discussions on documentaries about contemporary China.

This course focuses primarily on French culture and on understanding the reasons behind certain attitudes and behaviors. It emphasizes the study of cultural perspectives and cross-cultural perceptions. Students regularly watch and discuss French news, video clips, and read newspaper and magazine articles. They also watch and discuss a variety of films related to each major topic. The curriculum also includes a unit on business French, in which students learn to apply for a job, write their resume, and interview for a position. The final component of the course involves student choice. Since students at this level already have acquired an indepth knowledge of important grammatical concepts, no formal grammatical study is required. References to grammatical concepts are made in the course of normal conversation. Classes are taught entirely in French. Prerequisite: Students need to have successfully completed French IV or AP French Language and department permission.

(L420; 1 credit)

In this course, we will also utilize technology to enhance and share our learning and appreciation of the Chinese language and culture. Prerequisite: Mandarin 7 and 8 or Mandarin I.

Mandarin III (L430; 1 credit) Building on the foundation of their previous two years of study in Chinese, Mandarin III allows students to consolidate and further master their use of the language and understanding of the culture. This course expands on their grammar and vocabulary and introduces students to a variety of new topics, such as asking directions, and engaging in sports and travel. Reading, writing, listening and speaking skills are reinforced through task-based assignments and activities,

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allowing students to function in various real life situations. Students will also engage in independent research projects that integrate their language skills and cultural knowledge. Prerequisite: Mandarin II or Mandarin 8.

Mandarin III Honors (L730; 1 credit, Grades 9-12) With similar content to Mandarin III, this course will be conducted at a faster pace. In addition, more challenging assignments will reinforce reading, writing, listening and speaking skills. Students will also be required to write weekly journals, read short stories, perform oral presentations and explore intercultural communication topics. At this level, students will be able to engage in meaningful communication using a wide range of vocabulary and language patterns. Classes are taught entirely in Mandarin with the exception of occasional grammar explanations. Prerequisite: Mandarin II or Mandarin 8.

Students will be exposed to essays on traditional and contemporary Chinese culture, feature films, documentaries, news, podcasts and other authentic materials to expand their understanding of the modern usage of the language in real life contexts. They will be required to write weekly journals and engage in writing assignments on the topics of discussion, recordings, video and research projects to further hone their language skills. At this level, students will have learned to read and write 1200+ Chinese characters. Prerequisite: Mandarin III or Mandarin III Honors.

Mandarin V (L450; 1 credit, Grades 10-12) Designed for students coming from Mandarin IV (or IV Honors for those not going on to AP Chinese Language and Culture), this course will allow students to continue to explore more nuanced aspects of Mandarin language and culture but with greater curricular flexibility than AP. All four major skills will be practiced every day, and students will be able to explore Mandarin through a range of projects, readings and discussions about current events.

Mandarin IV (L440; 1 credit, Grades 10-12) This course will build upon the foundation of Mandarin III. Mandarin IV continues to consolidate grammar and pronunciation as well as expand vocabulary. Students will read chapter books, write creative stories, engage in role-plays, perform oral presentations and produce projects that reflect their understanding of various Chinese cultural topics. Classes are taught entirely in Mandarin with exception of occasional grammar explanations. Prerequisite: Mandarin III or Mandarin III Honors.

Mandarin IV Honors (L740; 1 credit, Grades 10-12) Building on the foundation of Mandarin III and III Honors, Mandarin IV Honors expands grammatical concepts to allow students to express more advanced thoughts in oral and written forms. We will revisit some topics that were discussed in previous Mandarin courses, but this time, adding more depth.

AP Chinese Language and Culture* (L855; 1 credit, Grades 11-12) In this course, students will continue to increase their range of Chinese vocabulary to solidify grammar and pronunciation and strive for higher spoken/written fluency. In addition to enhancing language skills, heavy emphasis will be placed on expanding knowledge of Chinese cultural products, practices, and perspectives while increasing the ability to make comparisons to their own culture and society. Additional topics include customs, entertainment, family, environment and economy. Students will also engage in debates, role-plays, presentations and research projects to further hone their language skills and intercultural competence. Prerequisite: A minimum of four years of Mandarin and department permission.

We will also learn new topics such as contemporary life in China, Chinese education and Chinese geography.

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Spanish Spanish I (L110; 1 credit) This beginning course emphasizes conversation, listening comprehension, writing and reading. Grammar lessons follow a carefully integrated progression. Students use a range of technology and person-to-person interaction to reinforce speaking. The main focus of the year is the present tense with attention to details. There is an introduction to the preterit tense at the end of the year. Acquisition of vocabulary is a very important part of the first year language course. The course uses both formal testing as well as projects as a means of assessing language acquisition. Highlights include creative writing assignments, performing dramatic skits and presentations, reading authentic materials and using Spanish in real-life situations.

Spanish II (L120; 1 credit) This course continues the development of the four essential skills in World Language learning: reading, writing, listening and speaking. There is an emphasis on grammar tenses beyond the present tense, including past tenses (imperfect and preterit) and commands (informal and formal). Meaningful activities are designed to engage students with the target language and with Hispanic cultures. By the end of Spanish II, students have studied the major grammatical structures of the language and increased their comprehension and speaking ability. Classes are taught in Spanish with the occasional exception of grammatical explanation. Prerequisite: Spanish I or Spanish 7 and 8.

Readings, films and television strengthen the students’ awareness of the Spanish-speaking world’s culture. Classes are taught in Spanish with the occasional exception of grammatical explanations. The major new grammatical concept introduced at this level is the subjunctive, which allows students to react, express doubt, and question. Prerequisite: Two years of Spanish.

Spanish III Honors (L710; 1 credit, Grades 10-12) Conducted at a faster pace, Spanish III Honors introduces students to literature, culture, folklore and current events while simultaneously reviewing and expanding both vocabulary and grammar. Listening, reading, writing and speaking skills are honed nearly every class period, and classes are conducted in Spanish—giving students ample opportunity to converse, express opinions and analyze materials. The major new grammatical concept introduced at this level is the subjunctive, which allows students to react, doubt, and question. Prerequisite: Two years of Spanish and department permission.

Spanish IV (L140; 1 credit, Grades 10-12) This course includes a review and in-depth study of all verb tenses through contextualized activities. An emphasis during the second semester is placed on listening and writing in preparation for AP or college-level courses. All activities are realized in Spanish. This course includes a focus on theater, short stories, history, current events and a range of cultural topics. Prerequisite: Three years of Spanish and department permission.

Spanish III (L130; 1 credit, Grades 10-12) This course reviews and expands the grammar and vocabulary learned in previous years. Reading, writing, listening and speaking skills are reinforced through various task-based assignments and activities. Students learn to communicate meaningfully through various activities mixing reality, make believe, critical thought and social concerns. Page 68

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Spanish V

AP Spanish Literature and Culture

(L150; 1 credit, Grades 10-12)

(L865; 1 credit, Grades 11-12)

This course is designed for students who have successfully completed either Spanish IV or AP Language. While students will review grammar, the focus of the course will be on advanced composition and conversation. To that end, students will be exposed to a range of literature, current events, cultural topics, art and history from the Spanish-speaking world.

This course helps students develop a deeper understanding and appreciation of Spanish and Latin American prose and poetry. Literary analysis strengthens written control of the language and understanding of the literature, especially as it relates to art, cultural movements, and major themes (Societies in Contact, Gender Construct, Time and Space, Interpersonal Relationships, Duality of Identity, and Literary Creation). The class operates as a seminar, and it is conducted entirely in Spanish. All students prepare for the Advanced Placement examination in Spanish Literature. Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring.

AP Spanish Language and Culture* (L815; 1 credit, Grades 10-12) In this course, students further develop and refine reading, writing, listening and speaking skills. Texts focus on the literature, art, and culture of Hispanic countries. Use of authentic podcasts, television, music, periodical literature and film further expands the studentsâ&#x20AC;&#x2122; understanding of the Spanish-speaking world. These topics are frequently related to the six core themes of the Spanish Language AP exam.

Prerequisite: Four years of Spanish and department permission.

Time will be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with Spanish over the summer through reading, conversation, film and/or music.

This course allows students who have completed the entire Spanish curriculum (through AP Literature) to continue fine-tuning and polishing their skills through news, literature, creative presentations and advanced-level composition.

Prerequisite: A minimum of three years of Spanish and department permission.

Prerequisite: Spanish IV or AP Spanish Language and Culture.

Spanish Advanced Topics (L970; 1 credit, Grades 10-12)

* Kent Denver Policy Regarding AP Classes Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

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Athletics

Middle School Options

Upper School Options

Sixth-Grade Physical Education

Interscholastic Athletics

The sixth-grade physical education program is designed to be noncompetitive. The program is co-educational and develops basic skills and teamwork in a wide variety of sports activities.

Freshman and â&#x20AC;&#x153;Câ&#x20AC;? Teams: All members should have a chance to play in each game. Players earn the privilege to play increasing amounts of time.

Seventh- and Eighth-Grade Sports Seventh- and eighth-grade students participate in a sport activity or interscholastic sport each season. We believe every student should participate in a sports experience that is both meaningful and successful. Because we feel all students should be able to compete at their own level, we have instituted, wherever possible. Programs are supplemented at times with various sports-related electives offered in the Athletic period.

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ATHLETICS

Junior Varsity (JV) Teams: JV team members earn the privilege to play. Skill development is especially important since the main objective of the Junior Varsity program is to prepare for future Varsity play. Team membership does not guarantee more than limited game time. Varsity Teams: Team selection is based on fitness, ability, attitude, effort, knowledge of fundamentals and commitment. Students earn the privilege to play. The best players play as much as necessary to compete at the highest level.

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Athletics and Fitness Fall

Winter

Spring

Grade 6

Non-competitive Physicial Education course

Grade 7

Sport activity or interscholastic sport required each season

Grade 8

Sport activity or interscholastic sport required each season.

Grade 9

Yearlong Wellness seminar plus 2 seasons of interscholastic sports or Fitness (1 season must be a sport).

Grade 10

2 seasons of interscholastic sports or Fitness (1 season must be a sport). Student chooses when to complete this requirement.

Grade 11

1 sport or 2 Fitness. Student chooses when to complete this requirement.

Grade 12

1 sport or 2 Fitness. Student chooses when to complete this requirement.

Athletics Programs Fall

Winter

Spring

Boys

Cross-Country Football Golf* Soccer Tennis

Basketball Ice Hockey*

Baseball Lacrosse Track and Field Tennis - Middle School Only

Girls

Cross-Country Field Hockey Volleyball Tennis - Middle School Only

Basketball Swimming and Diving*

Golf* Lacrosse Soccer Tennis Track and Field

*Upper School only

Participant Restrictions: Due to restrictions on facilities and available competition, the following sports have limits on the number of participants:

â&#x20AC;˘ Golf (Girls and Boys): 12 â&#x20AC;˘ Basketball (Girls and Boys): 15 for Grade 9; 25 for

Extra Fees: Kent Denver and our students share the cost of ice hockey and swimming rental fees for practice and game facilities. Students participating in swimming will purchase their team swim suits.

Grades 10-12

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ATHLETICS

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Fitness Courses Strength and Conditioning

No experience necessary. Students will learn how to safely belay and will do a combination of bouldering, top-roping and lead climbing.

(A413-fall; A423-winter; A433-spring) All seasons: 1 fitness credit, Grades 9-12 During this course, students will participate in an hour-long workout twice a week that is designed to improve fitness and athletic ability, by establishing a strong foundational understanding of the many different components of fitness: strength, aerobic and anaerobic endurance, flexibility, coordination, speed, agility and power. Workouts will incorporate varying formats: High Intensity Interval Training (HIIT), Tabata, strength training, circuit training, plyometrics, etc. Students should complete this course with a definitive understanding of how to execute functional movements properly and safely; and feel comfortable using Kent Denver’s weight room for personal use. Space is limited to 10 students.

Mountain Biking (A343; 1 sports credit, Grades 9-12; spring season) Meeting weekdays after school, 3:30-5:30 p.m., this course introduces new mountain bike riders to basic skills and sharpens the skills of experienced riders. Time is devoted to conditioning on and off the bike, bike skills and safety, and bike maintenance. Students must provide their own bikes in good working order, appropriate clothing, a helmet and a simple breakdown kit.

Independent Sport Proposals

Yoga (A183-fall; A283-winter; A383-spring) All seasons: 1 fitness credit, Grades 9-12 The practice of yoga has been around for thousands of years but has recently grown in popularity due to the realization of its immense benefits. Through this physical asana (posture) practice, students will learn to improve their breath, strength, flexibility and endurance. This class teaches students full awareness through the connection of body and breath. Students will learn patience, discipline, and both mental and physical engagement. Yoga is a great way to de-stress from your day while getting more comfortable in your own body. This is a non-competitive, yet challenging physical activity available to all experience levels, and is a great way to cross-train for other sports seasons. Yoga meets every Monday and Wednesday from 3:30-5 p.m. and is offered every sports trimester.

Other Athletic Offerings Climbing

The Independent Sports curriculum is designed to complement a student’s interest and pursuit of a sport that Kent Denver School does not offer during the school year. The sport must be one that a student has participated in for more than three years and in which he or she has reached a highly competitive level. Requests are evaluated on an individual basis by the Athletic Director.* To be considered, a proposal must meet the following minimum standards:

• Instruction by a qualified instructor/coach approved by the Athletic Director

• Instruction hours comparable to a Kent Denver team

• Competition and/or performance schedule * Kent Denver School does not encourage academic or sports specialization at the high school level. We provide an exceptional liberal arts education, both physically and academically. The Athletics department discourages students from requesting independent sports at the cost of this well-rounded athletic experience.

(A245; 1 fitness credit; winter) The climbing team will be offered as a Health and Wellness credit during the winter season. Space is limited to 10 students. Students will develop strength and movement through a variety of climbing exercises and cross-training programs. Page 72

ATHLETICS

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Additional Offerings and Requirements

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ADDITIONAL OFFERINGS AND REQUIREMENTS

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Advisories and Wellness*

Kent Denver is committed to educating the whole child–mind, body and heart. Our Health and Wellness programs provide support and help students build the social and emotional skills they need to lead happy, balanced and productive lives. At each grade level, Advisors engage students with age-appropriate activities to encourage social and emotional growth. Additionally, ninth-graders participate in a year-long Wellness Seminar* addressing unique academic, social and emotional needs of students as they transition to the Upper School. We recognize that sometimes students need additional support to thrive. When students and families require specialized assistance to meet their academic, emotional or psychological needs, Kent Denver has a team of caring professionals ready to help:

Academic Support

Counseling

Kent Denver’s full-time, on-site Learning Specialist offers academic support and resources to ensure students of all learning styles find academic success. Support provided by the learning specialists includes:

Kent Denver’s school counselors help meet the psychological needs of students in grades 6-12. Our counselors provide developmentally appropriate support and consultation for students, parents and faculty including:

• Homework, test-taking and organizational strategies

• Peer-tutoring • Referrals for testing to identify potential learning challenges

• Student support plans with appropriate accom-

modations based on documented learning challenges

• • • • •

Short-term counseling Crisis intervention and assessment Referrals for mental health providers and services Coordination with outside mental health providers Manage student mental health support plans with accommodations as needed

* All ninth-graders must complete the yearlong Wellness Seminar. Page 74

ADVISORIES AND WELLNESS

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Career Intern Experience*

The Career Intern Experience (CIE) enables seniors to experience a real-world employment opportunity within the greater Denver community. This opportunity allows seniors to explore career possibilities while broadening their understanding of the professional world. Kent Denver seniors typically spend the final three weeks of the year working in the Career Intern Experience program as their final graduation requirement. Students arrange their own internships to work, without pay, alongside professionals for six hours each day, five days each week. Students have faculty advisors who generally monitor the experience by visiting them on the job and reading their required journal entries and final paper. These faculty advisors also determine if the seniors have successfully completed the program. Back to Table of Contents

Student Project Option Students may complete a pre-approved in lieu of participating in an internship. To secure approval, students must submit a written proposal to the CIE director prior to spring break, complete the project goals satisfactorily and deliver a presentation on their experiences and project results.

* Successful completion of either an internship or a Student Project is a graduation requirement

CAREER INTERN EXPERIENCE

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College Counseling

At Kent Denver, college preparation is embedded in every aspect of a student’s experience. We challenge our students and help them grow intellectually, and we provide them with an array of activities, from the arts to athletics, and from clubs to service organizations. These opportunities encourage students to explore their interests and talents. In order to be ready for the college selection process, Kent Denver students should seek challenges, work hard at their studies, pursue their interests, and enjoy their high school experience. Kent Denver juniors are assigned a dedicated college counselor during the first week of fall semester. Our College Counseling program empowers students to find the appropriate next step for their continued education and lifelong learning through a process of reflection, research and exploration of options.

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COLLEGE COUNSELING

We work together with students, parents and faculty to guide students in the process of finding a school that will further develop their academic and personal growth. Both the college search and the application process can be challenging. Parents and college counselors play an important role in the college selection process; however, it is the student who plays the primary role. Kent Denver’s website contains a broad overview of our College Counseling program. Additional, detailed information—including access to past issues of our weekly College Counseling e-newsletters and the most recent edition of the Kent Denver College Counseling Handbook—is available on the College Counseling page on the Parent Portal.

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Community Service*

Middle School

Upper School

The sixth grade staffs and financially supports a meal site for the homeless in downtown Denver. Each Wednesday, one advisor group helps serve a meal for the homeless at Trinity United Methodist Church and clean the kitchen following the activity.

All students are required to independently complete service hours outside of school. These individual volunteer hours must be completed with pre-approved organizations and must total a minimum of 80 hours. Of these hours, at least 40 must be completed with a single organization. Documentation of hours needs to be completed by the students through an online community service form. Required hours are prorated to 20 hours/ year for Upper School students who enter Kent Denver after ninth grade.

Students also raise funds to support Capitol Hill Community Services through a Middle School-wide fundraising event held every spring. There is a different program for seventh- and eighthgrade students. Older Middle-Schoolers join their advisors four times per year on a variety of community service opportunities. The students return to the same organization throughout the year and spend roughly four hours volunteering each visit.

* Community service is a requirement for all sixthgrade students Back to Table of Contents

Students can begin accumulating hours toward this requirement at the beginning of their freshman year. All service hours and documentation must be completed by spring break of senior year.

* Graduation requirement COMMUNITY SERVICE

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Digital Learning and Online Courses

Partner Online Coursework

The Information and Innovation Team identifies, evaluates and endorses partner online coursework that contains exceptional individualized content, fosters strong connections with the global community of learners and provides maximum benefit to Kent Denver participants. This online coursework is approved for either placement, transcript acknowledgment and/or credit and conferred upon the student by the appropriate division head. Overviews of each of our partnerships are below. Students may propose coursework outside of this for placement or prerequisite consideration.

Global Online Academy

Geared toward the top independent schools in the country, Global Online Academy serves approximately 50 schools worldwide. All courses are capped at no more than 18 students. Kent Denver provides a site director who works with students enrolled in the program. Courses and final grades for semester and fullyear coursework are represented on the Kent Denver transcript. Students may enroll in any course not offered at Kent Denver School. Click here or paste the following URL in your browser for current course catalog: http:// www.globalonlineacademy.org/the-goa-experiencecourses/.

One Schoolhouse

Our partnership with the One Schoolhouse allows us to expand the number of AP courses that Kent Denver School can offer to our students while still providing a small teacher-to-student ratio. All One Schoolhouse online courses are capped at 25 students. Kent Denver School also provides a site coordinator as a resource.

Students may apply through the Information and Innovation Team to take any AP course One Schoolhouse offers that is not offered at Kent Denver School. Courses and final grades for semester and full-year coursework are represented on the Kent Denver transcript. Click here or paste the following URL in your browser for a current course catalog: https://www.oneschoolhouse.org/for-students.html.

the ethical leadership institute

Kent Denver juniors and seniors may enroll in The Ethical Leadership Instituteâ&#x20AC;&#x2122;s new, online, Design for Action: Design Thinking and Adaptive Leadership. Offered in fall semester, this course will appeal to those interested in being leaders and/or changemakers in their community. The course is designed to help students develop a working understanding of adaptive leadership in an ethical framework, use design thinking to identify and solve a challenge in the community as adaptive leaders, and collaborate with peers, advisors and Students Shoulder to Shoulder teachers to create real world solutions. Click here to enroll.

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DIGITAL LEARNING; ONLINE COURSES

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Electives (Middle School)*

The Middle School Electives program provides students the opportunity to explore areas of interest not otherwise available.

Specific offerings vary year-to-year. Various offerings will be available to students who either take two semester-long courses or a yearlong course.

These multi-age offerings are, by design, creative and content-rich, encouraging investigative and experiential learning. In contrast to extracurricular offerings, these courses are fundamentally academic in nature.

Specific offerings vary year-to-year. All Middle School students make elective choices in March or April for the following year. Note that students rank order their choices and not all students receive their first choice.

This program is designed to uphold and further develop Kent Denverâ&#x20AC;&#x2122;s core values. Various offerings will be available to students who either take two semester-long courses or a yearlong course.

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* Required of all Middle School students

MIDDLE SCHOOL ELECTIVES

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Entrepreneurial Opportunity Network (EON)

Ideas Into Action! Under the chairship of Phil Klein, Director of Development and AP Economics Teacher, EON is a resource for students who are interested in pursuing the study of entrepreneurship and/or are looking for support and recognition of their own entrepreneurial projects. EON supports a combination of classes, extracurricular clubs, independent projects, faculty professional development and contacts outside Kent Denver to foster and grow the spirit of entrepreneurship across our School community. EON is also supported by the EON Advisory Board, a network of Kent Denver Teachers, Kent Denver alumni, and successful for-profit and nonprofit entrepreneurs that informally advise our program and provide relevant industry support and guidance to Kent Denver student entrepreneurs.

EON’s Entrepreneurial Principles • Do something important • Make the world a better place by solving real• •

world problems View failure as an opportunity to grow and learn Learn by doing on teams

Life Skills applied through entrepreneurship that are learned in the classroom • Focus, discipline and time management • Confidence, determination and tenacity • Critical thinking and problem-solving • Empathy and listening • Resilience and thick skin • Communication, collaboration and team leadership

2017-18 Entrepreneurially-oriented classes, clubs and programs Courses • AP Economics • Business Economics and Ethics • Business of the Entertainment Industry • Design & Build • Entrepreneurial Studies Clubs • Sports Business • Entrepreneurship • Finance & Investment • Outstanding Women in Business Other Programs • Independent Study in Entrepreneurship • CIE—Senior Project

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ENTREPRENEURIAL OPPORTUNITY NETWORK

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Field Trips and Interim (Middle School)*

Sixth-Grade Field Trips

Sixth-grade students participate in a variety of field trips throughout the year. These trips provide learning experiences outside the classroom that support the curriculum inside of the classroom. Visits to the Denver Zoo, Denver Museum of Nature and Science and Downtown Aquarium are a few of our past field trips. In the fall, sixth-graders go on a three-day camping trip to the Buena Vista area to build class unity. In the spring, they take a four-day trip to the YMCA’s Camp Shadybrook in Sedalia. Students celebrate the year’s achievements and further develop class unity through hiking and group-building activities.

Seventh- and Eighth-Grade Field Trips

Each fall the seventh- and eighth-grades travel to the Fairplay area for a two-night camping experience. The goals of this trip are largely interpersonal: the incorporation of new students into Middle School and the chance for advisor groups to work together. In the spring, seventh-graders participate in an ecological study in Rocky Mountain National Park in early May. Back to Table of Contents

Topics examined include glaciation, stream erosion and an examination of the history of the Park. This trip is the focus of the final quarter of work in seventh-grade science. At the conclusion of final exams, eighth-graders travel to the Moab, Utah area for hiking, white water rafting and mountain biking. This trip serves as the culmination of the Middle School experience.

Interim

In addition, in February all Middle-Schoolers sign up for a two-day mini-course entitled “Interim.” Middle School faculty offers a variety of non-traditional learning experiences to be examined in-depth during the two days. Past offerings have included cross-country ski instruction, an advanced painting experience, a backcountry ski trip to a 10th Mountain Division hut and a behind-the-scenes look at various Denver-area attractions. While students designate preferences among the various options, top choices cannot be guaranteed.

* Required of all Middle School students MIDDLE SCHOOL FIELD TRIPS AND INTERIM

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For-Credit Summer Courses

Starting in 2017, Kent Denver will offer summer courses for credit as part of our “Summer Session” program. These courses—offered by Kent Denver teachers, or through our partner programs, Global Online Academy (GOA) and One Schoolhouse—are intended for students who want to advance their coursework in the coming year. They are offered over different periods of time each summer, and several will involve online coursework in addition to classroom sessions. Look for additional information on the Summer Session page on Kent Denver’s website and register online here. Note: Summer courses are not included in Kent Denver’s annual tuition.

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FOR-CREDIT SUMMER COURSES

Courses offered by Kent Denver school Entrepreneurial Studies (July 17-August 11)

In this course, students will solve real-world problems using teamwork, collaboration, critical thinking, creativity and research while partnering with local startup businesses. Students will learn from the Lean LaunchPad® methodology developed by serial-entrepreneur and academician Steve Blank, as well as the proven teaching methods used at the Hawken School. This course will require active engagement and will be academically Back to Table of Contents

rigorous, and students will work as a team to succeed. Students in this course will experience the real challenges of entrepreneurship, and will learn to identify their strengths and the strengths of others in a way that fosters true collaboration. The local startups we work with will focus on both doing good for the community and doing well as a company.

Explorations in Geometry (July 17-August 11) In this course, students will explore major topics in Geometry including properties of polygons, congruence and similarity, geometric reasoning, angles, transformations, right triangle trigonometry, vectors, surface area and volumes of solids, and properties of circles. Critical thinking and solving novel problems is central to the course, and students approach problems with high levels of complexity and creativity. Multiple solution methods are encouraged. Explorations in Geometry emphasizes both written and verbal communication of mathematical ideas. Individual work, group work, projects, games and explorations will be incorporated into the course. Throughout this process, students will utilize and build upon their algebraic skill set, including solving linear and quadratic equations. There will also be an online component to the class, through which students will be expected to post videos and commentary on problems each week.

Experiential learning and work with various different literature and assorted media will take place during the first two weeks of the course. The final two weeks will be spent researching and writing on a historical topic of interest from the course that deals with humans and the environment either in Colorado or the immediate area.

Wearable Technology (July 17-August 11) This project-based course will cover the basics of electrical engineering, computer science and costume design in the context of the fast expanding field of wearable technology. Students will learn the basics of circuit design, breadboard testing, soldering and sewing with conductive thread as they integrate a wearable micro computer with sensors, lights, switches and a power source to create a wearable innovation. Basics of hardware, software and programming will be introduced as students augment their technology with useful control structures and technical behaviors. Students will use the programming language C to gather and interpret sensor data and design the behaviors of their wearable. Throughout the course, students will complete small side projects to drive home the principles they will need as they work on their overarching final project. Final projects will be demonstrated in an end of the course ‘fashion show of the future’ where they will be able to show off the usefulness, originality and design qualities of their piece. Additional technologies that students will get to experience include laser cutting and 3D printing, as well as basics of machine sewing.

Man and the Environment: A History of Colorado (June 12-July 17) Considering this passion many Coloradoans share for the environment, Man and the Environment seeks to encourage a much deeper appreciation for the history of the relationship between humans and the natural world in Colorado. Recognizing that our values, understandings and behaviors are shaped by social factors, the course will use historical time periods as jumping off points to understand the epistemology of humans and the environment in Colorado. Beginning with the American Indians to the first European settlers to present day, students will be asked to critically analyze the identity of others as well as their own in relation to the natural world. Students will be introduced to the true understandings of sustainability and conservation with a deeper understanding of their place in their immediate community and its relationship with all living things. Back to Table of Contents

Courses Offered by Global Online Academy Full course descriptions are available in Global Online Academy’s digital course catalog.

Computer Science I: Computational Thinking (June 19-August 4) This introductory level course focuses on thinking like a computer scientist, especially understanding how computer scientists define and solve problems. Students begin the course by developing an understanding of what computer science is, how it can be used by people who are not programmers, and why it’s a useful skill for all people to cultivate. Within this context, students are exposed to the power and limits of computational thinking. Students are introduced to entry level programming FOR-CREDIT SUMMER COURSES

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constructs that will help them apply their knowledge of computational thinking in practical ways. They will learn how to read code and pseudocode as well as begin to develop strategies for debugging programs. By developing computational thinking and programming skills, students will have the core knowledge to define and solve problems in future computer science courses. While this course would be beneficial for any student without formal training as a programmer or computer scientist, it is intended for those with no programming experience.

Throughout, we will increasingly focus on helping students express their personal outlooks and develop their unique styles as filmmakers. We will review and reference short films online and discuss how students might find inspiration and apply what they find to their own works. Prerequisite: Students must have access to an HD video camera, tripod or other stabilizing equipment, and editing software such as iMovie, Premiere Pro, etc.

Medical Problem Solving I Introduction to Psychology (June 19-August 4) What does it mean to think like a psychologist? In Introduction to Psychology, students explore three central psychological perspectives – the behavioral, the cognitive, and the sociocultural – in order to develop a multi-faceted understanding of what thinking like a psychologist encompasses. The additional question of “How do psychologists put what they know into practice?” informs study of the research methods in psychology, the ethics surrounding them, and the application of those methods to practice. During the first five units of the course, students gather essential information that they apply during a group project on the unique characteristics of adolescent psychology. Students similarly envision a case study on depression, which enables application of understandings from the first five units. The course concludes with a unit on positive psychology, which features current positive psychology research on living mentally healthy lives. Throughout the course, students collaborate on a variety of activities and assessments, which often enable learning about each other’s unique perspectives while building their research and critical thinking skills in service of understanding the complex field of psychology.

Filmmaking (June 19-August 4) This course is for students interested in developing their skills as filmmakers and creative problem-solvers. It is also a forum for screening the work of their peers and providing constructive feedback for revisions and future projects, while helping them to develop critical thinking skills. The course works from a set of specific exercises based on self-directed research and builds to a series of short experimental films that challenge students on both a technical and creative level.

(June 19-August 4) In this course students collaboratively solve medical mystery cases, similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and treat patients. Students use problem-solving techniques in order to understand and appreciate relevant medical/biological facts as they confront the principles and practices of medicine. Students explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning experiences include studying current issues in health and medicine, building a community-service action plan, interviewing a patient, and creating a new mystery case.

One Schoolhouse Course The full course description is available in One Schoolhouse’s digital course catalog.

Summer Geometry (June 12-August 4) Geometry forms the foundation for key concepts in advanced math courses. This course covers a full year of geometry in eight weeks by addressing traditional geometry topics including lines, angles, polygons, and circles. Students explore concepts directly through their own investigations, make and test conjectures about what they observe, and apply these conjectures to solve problems and create new conjectures. Multiple and varied tools—from folded paper, to straightedge and compass, to interactive geometry software—are used for the investigations, which are designed to develop students’ cooperation, problem-solving, spatial reasoning and communication skills. Assessments include multiple-choice and short-answer test questions, discussion prompts, and both group and individual projects. Prerequisite: Successful completion of Algebra I

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FOR-CREDIT SUMMER COURSES

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Information and Innovation

Having access to a computer has become essential to students at every grade level in education. In the classroom, Kent Denver teachers leverage computer-based activities to enhance the overall learning experience. Outside of class, students are able to access the internet via our secure, filtered and monitored WiFi network to continue relevant educational pursuits. Additionally, Kent Denver uses an intuitive online learning management system called Canvas that allows teachers to post course descriptions, homework assignments and other relevant information online and empowers students to ask questions after school, upload homework quickly, easilyâ&#x20AC;&#x201D;and always on time.. Back to Table of Contents

Duncan Center The Duncan Center is more than a library. It is the information and innovation hub of the school, and it is also an interactive and collaborative learning commons. This space includes virtual reality equipment; a design floor with laser cutting, 3D printing and Maker supplies; technology projects that integrate with and support curriculum; information and digital literacy instruction; 30 databases for academic research; access to 100 Colorado libraries and 110,000 e-books; a robust fiction and graphic novel collection for independent reading; and more than 30 print and online magazines and newspapers. INFORMATION AND INNOVATION

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Peer Tutoring and Leadership

Peer Tutoring

Student Leadership

Peer Mentoring hopes to improve the Kent Denver community by building connections between students of different grade levels and by providing a substitute to expensive tutoring services. Peer Mentoring consists of a committed group of tutors that will be paired with an underclassman using dean suggestions and course preferences. The peer tutoring program will be fundamental in helping improve the Kent community and studentâ&#x20AC;&#x2122;s individual academic experience.

Kent Denver provides many opportunities for students in grades 6-12 to expand their leadership potential outside of the classroom. As a member of our student leadership councils, students develop public speaking and responsible decision-making skills while working with adults to promote and enhance our schoolâ&#x20AC;&#x2122;s core values. Students in leadership roles act as liaisons between their peers, teachers and administrators. Additionally, every year students elect a representative to sit on the board of trustees. Student leadership councils receive guidance and support from our Kent Denver School deans.

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PEER MENTORING; STUDENT LEADERSHIP

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Yearbook Publication

0.25 credit: Grades 9-12 This course involves the in-depth study of the processes and procedures involved with the media of publications. All students are exposed to photojournalism, copy writing, layout design and blue-line proofing. Students also have an opportunity to gain practical journalistic experience. From conducting interviews to writing, editing and proofing copy, selecting photos that engage viewers and tell a story without words, managing staff, juggling multiple and sometimes conflicting priorities and operating within tight deadlines, yearbook management provides a valuable addition to a young personâ&#x20AC;&#x2122;s developing resume.

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Students use InDesign software in generating spreads and signatures, and they learn and apply the financial aspects of publications. The final product of this course is the annual Kent Denver yearbook. Applications to join the staff are available in the spring.

YEARBOOK PUBLICATION

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