Curriculum Guide 2009-2010

LA JOLLA COUNTRY DAY SCHOOL

Curriculum Guide — Mission Statement — The mission of La Jolla Country Day School is to prepare individuals for a lifetime of intellectual exploration, personal growth, and social responsibility.

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La Jolla Country Day School Curriculum Guide La Jolla Country Day School is a premier college preparatory, co-educational school serving students in Nursery through Grade 12 that shapes students into creative intellectual thinkers through enriched global engagement, a nurturing environment, and a commitment to good character and the development of responsible young citizens.

La Jolla Country Day School attracts and retains a world-class faculty comprised of diverse and award-winning teachers, including 71% with postgraduate degrees. They are committed and passionate about providing their students a superior educational experience and quality of life that goes beyond the classroom. Our teachers build strong life-long relationships with their students at Country Day and, in many cases, continue serving as mentors in the post-graduation years.

We stimulate our students to develop the habits of the mind that ensure future success, build individual character, and prepare them for the ever-changing global economy. All students are expected to take an active role in their education, as they learn to ask the right questions and make pertinent connections.

Within the visual and performing arts program, students are able to explore areas of particular interest, choosing from a rich array of visual and performing arts offerings. The physical education and athletic programs are designed to meet the physical needs, abilities, and interests of the students within each division. A Grades 7 through 12 no-cut athletic policy encourages active participation on 35 Middle School and 47 Upper School athletic teams during the fall, winter, and spring seasons.

In the Lower School, children develop fundamental social and educational skills in a warm, nurturing environment. It is a child-centered community, with faculty focusing on the specific needs of students while utilizing diverse teaching methods to encourage interest, creativity, and imagination in young minds. The joy of learning is as important as the mastery of the skill or task.

The Middle School curriculum is designed to address the intellectual, physical, and social growth that defines the Grade 5 through Grade 8 years. The program maintains a rigor that promotes academic excellence while accommodating students with diverse talents and levels of maturity. Through a wide variety of core classes and electives, Middle School instructors stimulate and challenge students to explore beyond traditional parameters of learning.

The Upper School academic program is ambitious, and we regard consistent hard work by all students as a fundamental habit leading to growth and success. Our goal is to prepare our graduates to become confident, independent scholars who have a curiosity for knowledge and a passion for learning. Eighteen Advanced Placement courses are offered in seven subject areas.

Our school offers a wide diversity and depth of programs for the scholar, artist, and athlete alike. Together, our exceptional students, supportive parents, and invaluable faculty thrive on the individual relationships, performance, and growth of our students from Nursery to Grade 12.

La Jolla Country Day School Philosophy We believe that within our academically rigorous environment the demonstration of good character is of paramount importance. We believe that we are strengthened by our diversity. To carry out our mission we believe in recruiting and retaining an excellent faculty, administration, and staff.

Within the framework of a traditional liberal arts education, La Jolla Country Day School values the art of questioning, the refinement of critical thinking skills, and the ability to communicate effectively. We believe that in a rapidly changing world it is necessary to understand and use information technology to reach these academic objectives.

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La Jolla Country Day School is a welcoming place where a diverse group of people is strengthened by their differences while forging a common identity. A respect for and appreciation of diversity are at the heart of our philosophy.

To prepare for a lifetime of intellectual exploration, our students must understand that the development of human knowledge is only possible with the creative tension that arises from different points of view. To prepare for personal growth, they must learn that compassion is essential and only possible with awareness of the human condition across the globe. To prepare for social responsibility, they must recognize that it is only possible to fulfill one’s responsibilities as a world citizen by understanding the needs of others.

We are committed to educating the whole person and value a healthy mind in a healthy body. We recognize that as a school we need the support of our families and that a school functions best when parents partner with the school for the well being of the child.

Early Childhood Center Curriculum In the Early Childhood Center (ECC), children learn together in a warm, spirited, caring, child-centered environment. The sound of children’s laughter, the joy of discovery, and a sense of pride in one’s accomplishments are celebrated. Whether unearthing dinosaur bones buried in the sandbox, blending letter sounds to read a first word, navigating the challenges of friendship, or learning to identify and express emotions, at La Jolla Country Day School, the intellectual, social and emotional life of each child is honored.

Through diverse styles and interests, the ECC teachers inspire creativity and imagination. They provide choices and encourage risk-taking opportunities in a safe, nurturing setting. Each child’s unique qualities are recognized and embraced, similarities and differences are celebrated. Teachers cultivate the gift of curiosity and provide the tools to access information and knowledge. Their goal is to foster a love of knowledge and enhance the wonder of learning with a rich and varied curriculum.

The ECC’s curriculum is child-centered and focuses on age-appropriate learning activities in the following areas: social, emotional, physical, cognitive (pre-reading, pre-math, social studies, and science), language development, creative expression, personal responsibility, self-health/safety, and the development of personal identity. The curriculum is integrated and experiential and is based upon the children’s needs and interests.

Children are encouraged to think, reason, question, develop ideas, experiment and problem solve, as well as make choices and display independence.

To support all stages of a child’s development, a number of curriculum models are incorporated. Play is the work of the young child and is understood to be the primary means of learning. The teachers prepare the environment and offer materials that encourage learning and exploration.

The classrooms are arranged by learning areas or centers: blocks, dramatic play, manipulatives, language, math, science, art, sensory table, library, music center, and writing. The daily schedule and routines include a balance of indoor and outdoor activity time.

The ECC’s curriculum helps develop important language, literacy and reasoning skills that prepare the child for more formal education in the primary grades. To the greatest extent, children learn these skills in the context of activities, projects, and play. As necessary to meet learning goals, teachers use teacher-directed instruction with the whole group, a small group, or an individual child. These lessons may focus on pre-reading, pre-math, language and fine motor skills.

To broaden children’s exposure to and understanding of the world, themes are introduced. Using an integrated approach, children explore topics though language arts, dramatic play, social studies, math, science, music and art. The themes are successful means by which to invite new learning and inspire creativity.

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Goals of the Early Childhood Center Program The goal of the ECC is to provide each child an environment which offers developmentally appropriate activities to encourage social, emotional, cognitive and physical growth. Creative expression, personal responsibility, and the development of personal identity are key goals for a lifetime of intellectual exploration, personal growth, and social responsibility. The curriculum is designed to: • • • • • • • • •

Provide a relaxed transition from home to school Provide an atmosphere in which the child feels safe to ask questions Help children develop a positive sense of self and independence Extend and deepen each child’s understanding of the world around him/her Guide each child toward positive relationships with his/her peers and adults Teach acceptable outlets for emotions and the skills of communication Develop each child’s creativity through music, literature, and the visual arts Develop each child’s cognitive skills, such as the ability to see relationships, to generalize, to arrange and rearrange information, and to think critically so as the child grows, he /she is able to synthesize new information and concepts.

Foster each child’s love of learning.

Language Arts Reading is an essential component of all learning. The program is designed to foster in children a love of books, an understanding of how to care for and use books properly, the desire to read and be read to, and an appreciation of literature.

The reading readiness curriculum utilizes many hands-on materials to support sound-symbol correspondence and beginning writing. The ECC classrooms are print-rich environments which introduce D’Nealian manuscript.

Many of the activities provide experiences which help develop fine motor skills.

Circle time incorporates several activities such as story time, Secret Sharing, science, the introduction of new concepts/themes, and provides opportunities to increase vocabulary and develop public speaking and listening skills.

Mathematics The math readiness curriculum utilizes many hands-on, concrete experiences to teach classification, pattern recognition, numeral recognition, number concept development, shape identification, and estimation. Students develop skills to sort and classify by color, shape, size and number. They gain and extend the ability to sequence, count and develop one-to-one correspondence. Students learn the concept of skip counting by two’s and tens. The concept of number as well as numeral recognition and writing numerals is emphasized.

Science The ECC science program, “Discover the Wonder”, is experiential, based on natural phenomenon that can be observed by the child. An important part of the science experience is asking questions, speculating, and experimenting with materials to discover possible answers. The ECC’s science program is part of the comprehensive program that spirals in depth of understanding from Nursery through Grade 4. The units of study for Nursery include: The Five Senses, Growing Plants, Earth, Moon and the Sun, Animals and Insects and Health and Hygiene. Pre-Kindergarten’s units of study include: Wonderful Water, the Five Senses, Solar System, Growing Plants, Geology, Marine Biology, Animals, Insects and Spiders.

Art Children have daily opportunities to experiment and enjoy a variety of art media, such as markers, crayons, paints, clay, play dough and paper. The program emphasizes the process and creative expression more than the end product.

Music Music is a vital part of every Nursery and Pre-kindergarten child’s school day. Children sing songs and respond rhythmically to music through creative movement and instrumental expression. They explore and play simple

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instruments and develop attentive listening habits. Nursery students spend 20 minutes per week and Prekindergarten students spend 30 minutes per week in the music room for a formal lesson with the music teacher.

The music specialist provides a formal curriculum that includes basic rhythm, pitch and beats for various notes, and an introduction to a variety of instruments and types of music.

Dramatic Play The goal for dramatic play is to support children as they integrate meaning derived from their experience with knowledge and skills from all developmental domains while creating roles or scenarios. In their play, children mimic behaviors they have seen or experienced. They assign symbolic meaning to real or imaginary objects using language or gestures. The dramatic play area is changed throughout the school year to reflect the unit of study or theme. Children are given the opportunity to experiment with a variety of objects, roles (leader, follower, and mediator) and characterizations (animal, mother, astronaut, etc.) The ECC recognizes the great value of dramatic play for children’s language, cognitive, and social development. Teachers actively foster and extend play though a variety of strategies and by providing a range of play props, both realistic replicas and open-ended materials.

Social/Emotional Healthy social and emotional development supports and enhances all other areas of learning and development.

Many new social and emotional skills are required of Nursery and Pre-Kindergarten children as they move into the world beyond their home and families. They are learning more about who they are as individuals and how to get along with others.

They develop new strategies for meeting basic daily needs, learn to share the attention of an adult, and develop the ability to wait, and take turns. The program supports the development of first friendships and the necessary skills to play and work cooperatively in a group of peers. Children are supported in controlling their impulses, expressing their emotions in socially acceptable ways, and forming satisfying social relationships with others.

Character Education A major emphasis of the ECC is on socialization and learning the skills to become a good citizen, which includes being responsible and a respectful, caring individual. Opportunities occur naturally with young children to practice conflict resolution, feelings identification and communication skills with the guidance of the teacher.

Nursery and Pre-Kindergarten classes have weekly lessons and discussions from the Second Step and Heartwood curricula. Second Step focuses on behaviors while Heartwood emphasizes values.

Social Studies In the ECC, the social studies program builds on the natural curiosity that children have about the world around them. Most of what is known is tied to their personal experience. Children are encouraged to gain knowledge by discussing what is closest to them- their family- including customs practiced and holiday traditions.

Health and Safety The program provides for opportunities to incorporate an emphasis on nutrition and health through everyday routines such as snack and lunch times. The importance of washing hands, eating healthy foods and how to maintain a healthy body are stressed. Children learn about earthquake and fire safety.

Specialty Classes World Languages – Spanish Spanish is taught in Pre-kindergarten twice per week, for 30 minutes each session. The Pre-kindergarten program is experiential, with vocabulary and conversation taught through stories, puppetry, music, art, movement and simple dialogue. The emphasis at this age is on listening and speaking.

Physical Education The physical education department utilizes a variety of movement activities to prepare individuals for a lifetime of sports, intellectual exploration, personal growth, and social responsibility. This is accomplished by incorporating age-appropriate games that develop game strategies, sportsmanship and cooperation with others.

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Physical Education at the Nursery level consists of learning fundamental skills, following 1 and 2 step directions and working together. The children have physical education 5 days a week for 25 minutes each day. Children work on basic loco motor skills like jumping, sliding, galloping, hopping, running and skipping. Also, they work on developing correct techniques in throwing, catching and kicking. Simple organized games are also introduced to provide the children the opportunity for game play, sportsmanship and fun.

The primary objective of the Pre- Kindergarten Physical Education program is to develop a strong motor skill foundation and perceptual skills. Group interaction, following directions, and social development also are emphasized. The overall curriculum is designed to develop a positive attitude towards physical education. The children have physical education five days a week for 25 minutes in the gymnasium.

Library The Lower School library programs are intended to encourage a love of language and story and to kindle enthusiasm for books and for reading. The Lower School Librarian visits the nursery classes weekly, bringing a wagon full of books to leave in the classroom, and to read a story. The Pre-Kindergarten children make weekly visits to the Lower School Library where they participate in story time and select books to take back to their classrooms. Parents are encouraged to visit the library to check out books to share with their children at home.

Lower School Curriculum In the Lower School, students learn together in a warm, spirited, caring environment. The sound of children’s laughter, the joy of discovery, and a sense of pride in one’s accomplishments are celebrated.

The Lower School community is child-centered. We honor the intellectual, social, and emotional life of each child. Our goal is to foster a love of knowledge and enhance the wonder of learning with a rich and varied curriculum.

Our faculty, through diverse styles and interests, inspires creativity and imagination. The faculty provides choices and encourage risk-taking opportunities in a safe, nurturing setting. By recognizing and embracing each child’s unique qualities, we celebrate the similarities and differences among us.

We cultivate the gift of curiosity and provide the tools to access information and knowledge.

We view learning as a journey, valuing the process and product. We utilize small group work and individual instruction in our classrooms. We use a developmental approach where concepts are taught at appropriate stages. The result is a secure learner and a confident, well-rounded individual.

We encourage, model, and develop the process of active listening and clear communication. We prepare children to resolve conflicts, to make thoughtful decisions, and to engage in responsible behavior.

La Jolla Country Day is a college preparatory school. The core curriculum includes the introduction and mastery of basic skills, with an emphasis on the language arts, mathematics, science and social studies. Incorporated into the curriculum are the visual and performing arts, foreign language and culture, physical education, and computer and library education. The varied curricula truly enrich the child’s experiences in Lower School and serve as a foundation for the development of critical and creative thinking.

The achievement of our goals is dependent upon the faculty, administration, Board of Trustees, parents, and students. Communication is vital to this process as it facilitates the growth and development of our studentsintellectually, socially, and emotionally.

We are deeply committed to our goals and place an immeasurable value on each individual student’s intellectual exploration, personal growth, and social responsibility.

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Our students prepare to move beyond the Lower School as competent, secure, and effective members of their future communities.

Language Arts The Lower School language arts curriculum is built upon four interrelated strands in language development: reading, writing, speaking, and listening. The teachers employ a variety of reading materials in each grade.

Current and classic literature, phonetically-based selections, and books reflecting all academic subjects are housed in each classroom. There is a shift in emphasis from decoding to more advanced comprehension skills between Grades 1 and 2. Grades 3 and 4 students are more independent and secure in their reading endeavors. Every teacher utilizes daily read-alouds to introduce students to different genres of literature and promote interest in reading. All students are expected to pursue independent reading at home.

The Lower School classrooms are print-rich environments. Purposeful and meaningful writing is incorporated in all subject areas. Children are encouraged to share their writing with classmates.

Oral communication and listening skills are valued in the Lower School. From sharing opportunities in PreKindergarten to formal oral reports in Grade 4, the children learn to speak with poise and confidence.

A safe, respectful environment is cultivated. Listening to one’s peers and being able to carry out teacher directions are expected. Children are encouraged to participate freely in class discussions and to give their peers the same attention and courtesy.

It is the goal of all Lower School teachers to help children develop those skills necessary to communicate effectively as informed members of their community. We enable our students to appreciate the power of language and to discern what constitutes fine literature. Ample room is provided for the innovation and creativity essential to language arts learning and instruction.

Kindergarten Kindergarteners are provided with a variety of pre-reading and reading materials. This includes exposure to poetry, stories, songs, recipes and a wide variety of fiction and non-fiction text. When a child is ready, he/she receives an individualized, phonics-based reading program. As children become more fluent readers, they work on comprehension skills. An additional component of the reading curriculum is journal writing. Children are expected to transfer acquired phonetic understanding to their writing. As an integral part of the program, parents are expected to maintain a daily read-aloud time with their children. Direct instruction of D’Nealian Handwriting is given in Kindergarten.

Grade 1 Grade 1 students use various levels of reading materials to learn appropriate skills such as comprehension and reading fluency. Phonics skills are taught through phonics activities, games, spelling lessons and a rich literature-based reading program. A love of literature in valued and instilled. Children are encouraged to read silently and orally, both alone and in small groups. Writing skills such as capitalization in sentences, ending punctuation and organization of ideas are taught through direct instruction and creative writing. Reading and writing skills are reinforced through writing stories, letters, poetry and informational text. First graders memorize and recite poetry. They become familiar with rhyme, rhythm, repetition and imagery. Daily read-alouds are utilized in the classroom and expected at home. Direct instruction in D’Nealian Handwriting is given throughout the year.

Grade 2 Grade 2 students are exposed to a balanced literacy program. The literature-based instruction consists of whole group read-alouds with emphasis on comprehension skills, small group guided reading, and individualized reading instruction. There is consistent focus on high level comprehension including inferring, making connections, summarizing, comparing and contrasting texts, and building mental images. The children practice reading fluently with expression. Each child is expected to read nightly with his/her parent for a

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minimum of 20 minutes. Spelling instruction focuses on the 100 most frequently used words in the English language and common spelling patterns through word analysis. Students expand their knowledge of these words for writing, spelling and thinking. Writing instruction is direct and systematic. Students are guided through the writing process, which includes brainstorming and organizing ideas, teacher modeling, drafting, small group editing and instruction, and creating a final product. There is a focus on creating narratives, a friendly letter and descriptive paragraphs. All students are exposed to the D’Nealian Handwriting and begin instruction in cursive writing mid-year.

Grade 3 Grade 3 students encounter a literature-based reading program that encompasses discussion and written work.

Some of the book selections correlate with the social studies program. Evaluative thinking skills are taught.

Vocabulary-building activities, readers’ theater, plays, choral readings, role-playing, and story mapping become integral parts of the program. Throughout the year, Grade 3 students read a variety of books that are then shared with the class through various projects, written reports, and oral presentations. Silent reading is part of the daily schedule, and students are expected to read at home for at least 20 minutes a day. Writing expands each student’s thinking and learning; journal entries, stories, poems, plays, letters, and reports foster the ability to express ideas with clarity and fluency. The spelling program reviews phonics, links spelling to the language arts, and emphasizes the reading-writing connection. The Grade 3 teachers begin the year with a review of D’Nealian upper and lower case cursive letters. The children are expected to be secure in their use of cursive writing by the end of Grade 3.

Grade 4 Grade 4 students read a variety of literature and integrate listening, speaking, reading, and writing skills in meaningful contexts. Many of the books coordinate with the year-long study of California history. In addition to classroom reading, independent reading is expected. Students learn grammar both formally and in context.

Vocabulary development is accomplished through the literature program, as well as in weekly vocabulary study.

Spelling is based on a program that builds upon the general skills and concepts of word study and integrates these into students’ everyday writing. Instruction in “writing as a process” from pre-writing to a finished product enhances each student’s achievement in spelling, vocabulary development, and reading comprehension skills.

Students are expected to write exclusively in cursive, with periodic review of D’Nealian Handwriting. There is an emphasis on longer term, research-based projects as students prepare to enter middle school.

Mathematics The Lower School math program offers a logical balance of computation, problem-solving, and critical thinking skills. It blends discovery and discussion, projects, explorations, and investigations into a curriculum that recognizes and augments the children’s capabilities. The curriculum builds on the fundamental mathematical strands of numeration and counting, operations and relations, and problem-solving. It is achieved by integrating mathematics instruction into multiple curricula areas, with emphasis on applications in science and social studies, the origins and uses of the language of mathematics, and its close relationship with visual perception.

Moreover, it explores the mathematical spectrum by investigating data gathering and analysis, probability, geometry, and algebra.

Mathematical concepts and skills are revisited and elaborated upon as children progress through the Lower School. Mathematical ideas are interwoven into daily experiences so that thinking with mathematics becomes as comfortable as thinking with language. The kindergarten curriculum is based on the Math Their Way program and grades 1-4 utilize the Everyday Mathematics program. There is a wide variety of supplemental materials in every classroom to meet each child’s individual needs.

Kindergarten In Kindergarten, the Math Their Way program is the basis for introducing mathematical concepts through the use of manipulatives. This program is an introduction for reading and writing numbers, counting on from a number, counting backward and skip-counting. The children combine, compare, and measure. They perform simple addition and subtraction problems using manipulatives. They work with money, clocks, calendars, and a

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number line. Geometric shapes are constructed, compared, and used in various projects, while threedimensional shapes and symmetry are also explored. Classifying, patterning, estimating, and graphing become part of their daily vocabulary. The students begin simple problem-solving.

Grade 1 Grade 1 students learn math concepts through real life experiences, hands-on activities, and written exercises.

Problem-solving and logical reasoning are balanced with computational facts. This balance permits each child to feel secure in all the mathematical strands. The children are expected to master addition and subtraction facts to 15. Beginning time concepts as well as coin identification and counting different denominations are taught.

Counting by multiples serves as an informal introduction to basic multiplication. Measurement of everyday objects is done in both standard and metric units. Place value is taught to the hundreds place through the use of manipulatives, games and written exercises. Geometric shapes are drawn and built by the students.

Fractions are explored through activities that use real objects, such as food and coins. Data is collected, tallied, and analyzed daily. The students interpret data based on probability, predictability, and pattern. Standard math vocabulary is incorporated into every strand of the math program.

Grade 2 Grade 2 students build upon the concepts taught in first grade, which spiral and scaffold throughout the year.

Students are expected to count by 25’s and 100’s, recognize odd and even numbers and show equivalent fractions. Second graders are expected to demonstrate automaticity of addition and subtraction facts to 20, as well as solve double-digit addition and subtraction problems. Students learn how to interpret graphs, use standard units of measurement, make coin and dollar exchanges and read time and temperature. In geometry, the focus is on recognizing two and three dimensional shapes, creating line segments and parallel lines, and identifying geometric symmetry. Students learn problem-solving strategies throughout the curriculum. All concepts are taught through hands-on and experiential learning. Mathematical language becomes part of the everyday vocabulary.

Grade 3 Grade 3 students practice multiplication and division facts with the expectation of quick recall. Students compute using larger numbers in addition and subtraction, double- digit multiplication, and short division. The emphasis that fractions are parts of a whole, as demonstrated with groups of objects, leads to the addition and subtraction of mixed numbers with like denominators. Decimals are introduced and related to money notation. Estimation and rounding are used to determine the reasonableness of an answer. Computation is checked by using inverse operations. Algebraic equations and mental math give the students practice in fluency with numbers. Real-life situations are used in constructing practice in problem-solving strategies and computational skills. Geometry is related to the students’ surroundings. Experience with perimeter and area, two- and three-dimensional figures, and correct terminology continue to be explored. Coordinate graphing, organization and interpretation of data, and measurement using standard and metric units are used in both the math and science programs.

Grade 4 Grade 4 students continue to expand their knowledge and understanding of number through the spiraled curriculum that brings deeper exploration with each grade level. The curriculum explores a wide variety of mathematical content and offers opportunities for students to apply their skills and understandings to the study of numbers, their operations and computations, geometry, measurement, data and probability, patterns, functions and algebra. The instructional approach revisits topics regularly to ensure full concept development and long-term retention. Students are expected to master addition, subtraction, multiplication and division facts and algorithms. Students will add and subtract positive and negative numbers, use exponential notation for powers of 10, round numbers to the nearest million, write ratios as fractions, and recognize and interpret percents in everyday life. Students solve problems that allow them to select an efficient strategy to represent the problem and to find a solution that is reasonable and correct. Math vocabulary is enriched in every strand throughout the math program. Students use models, diagrams, procedures, and inventions to successfully solve operational problems.

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Science Inquiry is central to learning science in the lower school. Each unit of study is designed to teach scientific inquiry while incorporating traditional scientific methods and the California state standards for science. When engaging in scientific inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas with others. These process skills spiral from one unit to the next and build upon each other with increasing complexity. Each year’s coursework is designed to include aspects from physics, biology and chemistry. The science program coordinates and integrates skills and concepts with the math and socials studies curricula. With hands-on investigations, students will use scientific reasoning and critical thinking skills to develop their understanding of science.

Kindergarten At the Kindergarten level, children study the properties of water, simple machines, and magnets. The program also includes units on the human body, the solar system, the five senses, and animals of San Diego. This is an age of wonder, and the children are encouraged to ask and explore while learning science. This highly integrated curriculum enables students to relate the study of science to their immediate world.

Grade 1 A significant amount of the Grade 1 science program centers around the garden, located just outside the classroom door. Students learn about life cycles of plants and animals, make observations about the interaction between animals and plants, and record data as the garden continues to grow and change. Also included in the Grade 1 program is and the study of magnets and the study of matter, primarily focused on solids and liquids.

Grade 2 The Grade 2 curriculum covers topics such as: Rocks and Minerals, Oceans, Balance and Motion, and Simple Machines. Students further develop their scientific process skills through squid dissections, using metric tools to weigh rocks and measure volumes of water, explore concepts of position, balance, counterweight, and stability, and construct scientific models of catapults and other simple machines.

Grade 3 When in Grade 3, students investigate Light and Lenses, Magnetism and Electricity, Solid Earth (a geology unit) and Living Systems (cells and human body systems). As the year progresses, experimentation becomes more involved and the students use a wider range of scientific equipment. Computer technology and scientific documentation are incorporated to a greater extent during science studies.

Grade 4 In Grade 4, experiments and discussions become increasingly more sophisticated as students study Chemistry, Weather, Robotics, and Environments and Ecosystems. Students will create chemical reactions, learn the cause and effects of severe weather, build and program Lego robots, and describe how organisms compete for resources in an ecosystem.

Social Studies Major goals of the Lower School social studies program are to develop caring, literate citizens as students grow into their roles of decision-makers in our democracy and our world, and to establish a keen sense of global awareness. Basic knowledge, the attainment of skills, and an understanding of involved citizenship will produce a future in which the principles we value will flourish. In order to reach these goals, there is a key emphasis on character education at all grade levels. Responsibility and accountability are stressed. Students in Grades K-4 are exposed to the Heartwood curriculum, which utilizes literature to teach values such as trustworthiness and compassion. “The Best Me I Can Be� series in Kindergarten and the Ophelia Project curriculum in Grades 1-4 emphasize behaviors that build good character, with a focus on friendships and conflict resolution.

Grades K-3 do in-depth studies of foreign countries that includes traditions, culture, language, food, customs, clothing, history, geography, and literature. Students are immersed in global learning that develops an appreciation for and celebration of our differences and similarities. Through their study of California history,

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Grade 4 students focus on immigration and the cultures that were brought to the United States to form our vast “melting pot.”

Kindergarten There are three main components to the Kindergarten social studies program. The children are introduced to the life and times of several prominent American figures. They also explore the art of various Great Masters.

This is accomplished through books, videos, and their own recreations of famous works of art. In the spring, students study some of the history, culture and traditions of Italy. In the course of each day, discussions and role-play take place to reinforce positive social interactions and conflict resolution. For many of the children, Kindergarten is their first encounter with a larger group of peers, necessitation the acquisition of new and appropriate social skills.

Grade 1 Grade 1 students study the child’s world through individual “Spotlight” weeks. Each child learns to respect each other’s background as well as share about his/her own cultural heritage. World geography is taught with elementary map skills including identification of continents and oceans. The children are immersed in the study of Australia, ancient Egypt and ancient Greece. This is achieved through folklore, legends, mythology, geography, science, habitats and animals. The Grade 1 social studies program is enriched through drama, dance, cooking, art, music, literature, and both creative and informational writing.

Grade 2 Grade 2 students explore three main units throughout the school year. The children participate in an in-depth study focusing on the Kumeyaay nation as well as other Native American tribes. A second area of focus is a study of U.S. symbols and government. The main goal of this unit is a basic understanding of Americans and their place in history. The unit also consists of key items and places that represent the United States. The final unit is an exploration of modern day China. This study focuses on culture, geography, and Chinese proverbs and literature.

Grade 3 Grade 3 students explore social studies through a creative and interdisciplinary approach that includes the integration of mathematics, language arts and technology. Students begin the year with an introduction to geography and mapping skills as they relate to the children’s understanding of the global community. The foundation of American history is explored through simulations and journal activities with an emphasis on character education. To gain awareness of and appreciation for global understanding, the children participate in an in-depth study of India’s culture and history through creative dramatics, writing and technology projects.

Grade 4 Grade 4 students are immersed in a year-long study of California, the main focus of their social studies program.

The year begins with the geography of the state. Students learn the physical features of the land and end the unit by making a paper maché relief map. The units that follow are the important explorers of California, the Mission and Rancho periods, the Westward Movement and the Gold Rush, statehood, and the Transcontinental Railroad. Projects include multi-media presentations, simulations and oral and written reports. Literature selections help students understand a diverse range of human experiences in California’s past and present.

Field trips to local historical sites contribute to the richness of the curriculum. The in-depth study of California culminates with Mission Fiesta Day, a day trip to Sacramento for a tour of the capitol and a visit to the original site where gold was discovered, and a California Pageant starring every Grade 4 student.

World Language – Spanish In the Lower School, Spanish is taught in Pre-Kindergarten through Grade 4; twice a week for 30 minutes and for 30 minutes, three times per week in Grades 1-4. Classes are taught exclusively in Spanish for maximum exposure. The Kindergarten program is experiential, with vocabulary and conversation taught through stories, puppetry, music, art, movement and conversation. There is an alternative option in the Lower School for native Spanish language speakers.

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In Grades 1-4, Spanish is taught through an integrated program called "Bravo, Bravo." This is an elementary, research-based program designed to teach younger children Spanish as a second language. It provides a sequential, spiraled approach to language learning, using authentic language and literature in context, as well as colorful and engaging materials. The "Bravo, Bravo" program not only promotes second language learning but also facilitates cultural awareness in a number of ways. The text and student activity books are studentcentered and contain both non-fiction and fiction stories as well as activities designed primarily to promote oral language proficiency and develop reading skills.

Spanish at La Jolla Country Day School, as a specialty class, is designed to lay the foundations for future proficiency in Middle School and beyond. It is important to remember that language proficiency and literacy development is a lifetime commitment.

The goals of the Lower School Spanish program are for students to develop the following: 1. An ear for recognizing and pronouncing the sounds, intonations, and rhythms of the Spanish language when speaking or listening 2. The capacity to recognize and use basic vocabulary and grammatical concepts, allowing for communication pertinent to a child’s daily life 3. An understanding of the richness of Hispanic cultures and history and an appreciation for cultural differences 4. Motivation and commitment to engage in Spanish (and other language) learning beyond Lower School and throughout life Kindergarten Kindergarten students continue to expand their base of vocabulary and simple conversation acquired in PreKindergarten through a wide variety of activities including drama, music, movement, puppetry, stories, art and conversation. It is an experiential program designed to motivate students to listen and produce as much language as possible.

Grade 1 Grade 1 begins with a foundational level text and student activity book called Comienzos which promotes the development of oral language and self-exploration. There is also an emphasis on fine motor skills.

Grades 2 and 3 These grades use, respectively, Book A and Book B of the next sequential level of the “Bravo, Bravo� series, a text and student activity books called Canciones (A / B). This level continues to stimulate the students' appreciation of Spanish language and culture while reviewing, reincorporating, and expanding upon language learned in Grade 1.

Grade 4 Grade 4 uses Book A of the text and student activity books entitled Animales to continue their spiraled, sequential learning of Spanish. Animales is taught through thematic lessons surrounding animals and animal characters. In Grade 4, students are introduced to verbs and begin to develop grammatical awareness, while at the same time revisiting and reinforcing the learning and foundational building blocks of the previous years.

Community Service A major goal of the Lower School experience is to ensure that students understand the need to help others and give back to the community. To this end, all students in grades K-4 participate in community service activities that are appropriate for their grade level. From beautifying the campus or participating in a beach clean up to making regular visits to Head Start or the Food Bank, the students come to realize that they are a part of a bigger community and there is much they can do to make it a better place

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Art The formal Lower School art program begins in Grade 1 and continues through Grade 4. Students rotate through the art studio weekly. The program emphasizes art as a process for communicating ideas. To be most effective, students must learn concepts and skills that facilitate individual expression with a wide variety of materials in two and three dimensional formats. Students are introduced to concepts as “artist tricks”. Through examination and discussion of art prints from a variety of artists, students learn to look for detail and to formulate questions and ideas about art. Through the studio work, they learn to use the concepts or “artist tricks” such as overlapping, and bigger and smaller, in their own work.

As students progress through the grades, they build their working knowledge of the language of art with its elements and principles. At the same time, they engage in discussion about artists from different periods of history while discovering how that work relates to art and artists of today. Students learn to draw using a variety of techniques combined with careful observation skills. Individual expression, self-confidence and creativity are encouraged as students progress through the program at all levels.

Technology Lower School Technology Students in Grades 1-4 participate in a technology class once a week in the computer lab. The goals of the program include: • To teach children age appropriate skills to use the computer and common software applications independently • To teach children to use technology as a tool for learning, communication, research, analysis, problem solving and creative expression • To integrate technology throughout the Lower School curriculum • While in Lower School, students progress through the Microsoft Office Suite (Word, Power Point, Excel and Publisher), and learn how to best access the Internet for educational purposes. They also use specialized software designed for painting, sound recording, animating (including claymation), graphing, mapping, digital story-telling, and photo management/manipulation. Most projects are planned in collaboration with the classroom teachers and directly relate to the curriculum. Students in Grade 4 receive additional classes in keyboarding.

Technology 5-6 This twice-weekly class gives all students in Grades 5 and 6 skills that can be applied in many areas of their lives, including academics, hobbies, and activities. Most of the objectives are taught through project-based learning where students use technology skills as they work their way into, through, and beyond relatively largescale projects that are directly integrated with their core subjects. Topics covered include keyboarding, word processing, spreadsheet, graphing, database, multimedia, animation, presentations, Web site authoring, and digital arts.

Technology 7-8 This course enhances the skills that students acquired through the Grade 5 and 6 curriculums. Students in this elective learn advanced PowerPoint skills, such as adding music and video, and how to set timings and create auto-run shows. They use digital cameras and scanners to capture digital images that they edit to create unique pieces of photographic art. These creations are placed in a Web gallery as they learn more about organizing and making Web pages and sites. Students learn how to use digital video cameras and how to edit video. Using Q.T.V.R. software, they create a virtual tour by conducting research, assembling content, and placing it all into an interactive Web site. All of the projects allow individual students to explore the intricacies of many software programs as well as their own imaginations.

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Students in Kindergarten through Grade 4 meet with the Lower School music teacher twice a week. The Lower School music curriculum covers three domains: singing and instrumental experiences, music rudiments, and music appreciation. Students learn a wide variety of repertoire with movement and/or instruments for Grandparents' Day and Spring Sing performances. Younger students use classroom percussion instruments with singing, Grade 3 students learn recorders, and Grade 4 students participate in group violin classes.

Music reading is an important skill for lifelong musicianship, so students learn symbols and terms for both solfeggio ("do, re, mi") and traditional note names. Listening and music history units lead students to explore periods of music history and the traditional music styles of world cultures. The music skills accumulated during the Lower School years help to build confident and independent music makers.

Instrumental Music Instruction in Lower School (Fee-Based) String Instrument Instruction - In addition to the beginning violin program offered to all grade 4 students, elective violin and cello lessons are offered for a fee in Grades 3 and 4. Children receive two group lessons each week, which take place during one P.E. class and one recess period. Elective string students in Grades 3 and 4 perform in several group concerts each year. Grade 2 students who are interested in beginning violin or cello may participate in an after-school beginning strings class on Tuesdays from 3:15 p.m. to 4 p.m.

Participation in the second grade after school beginning strings class is contingent upon the student taking private lessons concurrently outside of the school. In all string classes, a combination of string methods is taught with an emphasis on note reading.

Lower School Orchestra - Advanced Grades 3 and 4 string students who become more competent with note reading may be invited to join the Lower School Orchestra, which meets after school on Thursdays from 3:15 p.m. to 4:45 p.m. These students will also participate in the two group lessons offered during the school day each week. Incoming Grade 3 students and new students with previous experience may audition for the Lower School Orchestra. In addition, Grade 2 students who demonstrate developmental readiness and an advanced level of proficiency, and who are also studying privately outside the school, may audition for the Lower School Orchestra.

Library The goal of the Lower School library program is to create a climate that fosters a love of literature and reading.

The library maintains a quality collection of reading materials and provides the children with motivating activities and individual guidance in selecting books. The Lower School librarian meets regularly with each class in the Lower School, reading age-appropriate stories from a variety of genres. It is valuable for the students to feel that they belong to a community of readers, and they are encouraged to discuss, share, and recommend books to their classmates as they select books to check out and take home, becoming discerning readers as they make selections with the guidance of teachers and the librarian. The Junior Great Books program, in Grades 3 and 4, teaches children how to analyze literature, which leads to a greater appreciation of books and the relationship of story to our lives. The teachers and librarians collaborate in researching materials for classroom use and library presentations, and teachers check out books for classroom use and home use. The library also supports the informational needs of students, teachers, and parents. The library sponsors a variety of events for members of the Country Day community, including All School Book Group and author events.

Physical Education Physical education instruction for Kindergarten students focuses on motor development. Students learn fundamental skills, how to follow one and two step directions, and cooperative play. The curriculum includes balance, loco motor skill development, throwing, catching, tracking, kicking, striking, rope jumping, tumbling and mat skills. A variety of low-key, organized games are also incorporated into the curriculum. Students have 30minute physical education classes, five times per week.

Physical education classes for Grades 1-4 students include emphasis on sportsmanship, cooperative teamwork and skill development. Students continually work on their individual skills in partner and small group activities and by participating in low-key, organized games that lead up to team games. Focus is on the development of

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greater physical control and motor efficiency that will be useful in life-long, everyday activities. The curriculum includes softball, track and field, rhythms, tumbling, jump rope and tennis. Students in Grades 1-4 have 30minute physical education classes, five times per week.

Middle School Curriculum The Middle School academic curriculum provides a broad base of course offerings to challenge and promote the intellectual, artistic, and physical development of each child. Course offerings include English, mathematics, science, history, and foreign language. These core subjects are augmented by enriching courses that include a variety of exploratory electives, life skills, Facing History and Ourselves, and athletics. Each course expands students’ knowledge of the subject studied and develops the skills necessary for the success with the college preparatory research and study expected of students in the Upper School. The progress of each student is monitored by the child’s advisor, the grade level team of teachers, the dean of students, and the Middle School director.

Grade 5 English Geography and World Cultures Math Science Latin Art Technology Music Life Skills Physical Education Outdoor Education: Low Desert Ecology Anza Borrego State Park Grade 6 English United States History Math Science Latin Art Technology Music Life Skills Physical Education Outdoor Education: High Desert Ecology Joshua Tree Grade 7 English Ancient History and Mythology Pre–Algebra, Algebra IA, Algebra IA Honors* Life Science Arabic, French, or Spanish Electives** Facing History & Ourselves Physical Education Outdoor Education: Marine Ecology Catalina Island Grade 8 English

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Medieval History Algebra IA, Algebra IB, Algebra IB Honors* Earth Science Arabic, French, or Spanish Electives** Facing History & Ourselves Physical Education Outdoor Education: Alpine Ecology Sequoia National Park *Math placement is based on cumulative math achievement. Recommendations for placement are made by the faculty and department chair and approved by the director. ** In order to be promoted to the Upper School, students must take at least two semesters of an elective from the Fine and Performing Arts Department.

English The goal of the English program is to develop the process by which students learn to read, write, speak, and think clearly and creatively. The curriculum has been designed to take the students through a logical progression where skills and concepts are introduced, reinforced, and mastered. By the end of Grade 8, students will be able to write an intelligent, mechanically-sound essay and research paper; read and discuss literature with insight and perception; understand the underlying structure of the English language; deliver a formal speech; and effectively participate in a discussion.

Grade 5 The Grade 5 English course exposes students to strategies, skills, applications, and genres that expand and enrich reading, writing, and speaking. Critical thinking and discussions are incorporated through literary and non-fiction material and especially during “Junto Club” meetings. The rigorous writing program focuses on six traits of good writing (ideas, sentence fluency, word choice, voice, organization, and correct conventions).

Students practice a variety of styles and formats including poetry, creative writing, essays, reflections and letter writing. Students keep their final drafts for a culminating book project, which is bound in art class. Vocabulary is expanded with the use of the Vocabulary Cartoon textbook. Literature based reading is expected both in class and as homework. The literature is used as a springboard for dramatic interpretation, class discussion, and inspiration as students incorporate their own lives, experiences, and new information into their writing. Special projects in Grade 5 English include the reading and performing of Shakespeare’s "Twelfth Night," a fairy tale mock trial and the culminating all day event, the Model UN. Grade 6 The Grade 6 English curriculum includes reading, vocabulary, grammar, speech, and composition. The reading program emphasizes comprehension skills each quarter through the detailed analysis of three novels and a free reading book report. Students write, share, and display their own stories, poems, and expository essays. In addition, students read and act out scenes from a Shakespeare play. Grammar includes a complete review of parts of speech. Students keep track of and correct their own spelling and mechanical errors. For the annual Biography Fair, Grade 6 students select, research, and write autobiographies about influential people in history.

The project culminates when the students dress in costume to “become” the characters and meet with parents, students, and faculty to answer questions about their lives.

Grade 7 Skills learned in earlier grades are honed in Grade 7. Grammar includes a review of the parts of speech and instruction in the parts of a sentence, including complements, prepositional phrases, and verbals. Students review paragraph writing and development and then write unified essays using a variety of organizational patterns, including compare/contrast, classification, process, and description. Literature focuses on a Shakespeare play, current novels, drama, and poetry. In preparation for more formalized public speaking,

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students give a series of short book talks on outside reading assignments. Study and organizational skills include note-taking, outlining, and essay test-taking.

Grade 8 The main course objective of English 8 is to further develop the skills of organized thinking and clarity of expression through a study of some of the ways we use formal language. Students have the opportunity to experiment with writing short stories, essays, letters, journal entries, poetry, and reviews, and they collect these pieces in writing portfolios. Literature study includes drama, historical fiction, science fiction, the novel, short stories, and poetry. Many of the reading selections support the themes of the Facing History and Ourselves curriculum, a course designed to teach tolerance. In the second trimester, students complete a research paper in conjunction with their history class on a topic regarding issues of intolerance. Class discussions focus on literary interpretation and the moral dilemmas people face. Students are encouraged to read for pleasure, and free reading is incorporated into the curriculum. Grammar and vocabulary are taught through required assignments from texts as well as through the study of literature and writing.

History The goal of the Middle School history curriculum is to foster love of learning as well as to build a knowledge base and provide for the acquisition of skills that will enable the children to be successful students of history, geography, and other related fields of inquiry in Upper School and beyond. Particular attention is paid to the progressive growth of the students’ research and writing ability. All of the courses challenge the students to continually hone their analytical skills through essays, class discussion, and debates. Several interdisciplinary projects allow the students to see the greater picture of learning. Current events are a major component of each class.

Grade 5 – Geography and World Cultures Students focus on an overview of world geography and cultures in the Grade 5 history course. They begin learning the fundamentals of geography, including the five themes of geography and map-reading skills. They examine the concept of culture including their own individual cultures, and they also engage in cultural comparisons. Within these contexts, they study the seven continents and learn about their physical and human characteristics. Major skills practiced include map comprehension, spatial ordering, cross-cultural understanding, reading comprehension, expository writing, library and Internet research, creative thinking, and oral communication. Projects include family geography, national geographic bee, create your own country, middle America travel brochure (using HyperStudio), and an Asia research project.

Grade 6 – United States History The Grade 6 course begins with the three accidental discoveries of America and concludes with the discussion of the Vietnam conflict. The last 20 years are examined through daily discussions of current events. Particular emphasis is put on the study of our Constitution. This course content is centered around five basic goals: knowledge, comprehension, application, comparison, and analysis. Thorough knowledge of terms and key concepts is accomplished through questions and answers, descriptions, outlines, and games. Comprehension is achieved through debates and dramatizations and is applied by the creation of time lines, posters, sketches, compare and contrast reflection, interviewing, and group presentations. The concept of compare and contrast is also used to strengthen analysis along with outlining and the discussion of current issues. Reading historical novels helps students to develop the skill of evaluation. Films, music, use of the library and computers for research, and field trips further stimulate students’ interest in United States history and the Constitution.

Grade 7 – Ancient History and Mythology The Stone Ages through the beginning of Christianity and the Roman Empire are the focus of this Grade 7 survey course. Political, military, intellectual, and social history is explored along with ancient mythology and religion. The general concept of cause and effect is emphasized throughout the year. Current events are used consistently to link the past with the present. The skills presented include note-taking, organization, library research, individual and small group work, and comparison and analysis. The research paper on topics from ancient history is the means through which these skills are developed and demonstrated. The course also

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improves students’ abilities in world and regional geography and in analysis through the discussion of current events. In all phases of the course, students are encouraged to give factual support for their ideas.

Grade 8 – Medieval History Medieval history forms a link in the chain of knowledge between the beginning of western civilization studied in the Grade 7 course and European history taught in the Upper School. Students are taught that history involves a great deal more than just learning the facts. During the year, students work with the texts as well as outside readings, including original documents. Although much of the material is covered through class discussions, the course also includes group learning experiences. During the second semester, students write a research-based historical fiction paper done in conjunction with the English Department for the Facing History and Ourselves program.

Mathematics The Middle School mathematics program is designed to provide students with a solid foundation for their Upper School course work. Through the curriculum, the students gain a familiarity with math vocabulary while solidifying their computation skills. The program also aims to build self-confidence in mathematical abilities and to teach the students organizational skills as demonstrated by and in their work. The process of arriving at one’s answer is more important than the answer itself. This philosophy gives the students a greater ability to interpret and solve word problems. Students are recommended to the next level of mathematics, including honors levels, based on their performance, attention to details, and diligence in study habits demonstrated in the current course.

Grade 5 The Grade 5 math course emphasizes the development of sound computation and reasoning skills using whole numbers, fractions, and decimals. Students develop competency in all whole number operations and gain a firm foundation in those with fractions and decimals. Elementary statistics is introduced through data analysis.

Development of basic geometry concepts continues. Problem-solving skills are stressed in this course.

Grade 6 The Grade 6 math course is the last class in the general math curriculum that starts in the Lower School. The basic operations with whole numbers, fractions, decimals, percents, and integers are stressed. Students also learn to work with variables by solving one- and two-step equations. Mathematical vocabulary and language, as well as problem-solving techniques, are presented throughout the year. The intent of the program is the mastery of the basic operational skills as well as the language and operational foundations of Pre-Algebra.

Pre-Algebra Pre-Algebra is a year-long comprehensive course which prepares students to effectively solve problems involving rational numbers. After a brief review of integers, students expand their knowledge of positive and negative numbers to include fractions, decimals, and exponents. Problem-solving techniques are stressed through a variety of topics including percents, introductory geometry, and basic algebra. Solving equations using transformations is also emphasized throughout the course. By the end of the year, students will have mastered the concepts of beginning algebra and have developed solid strategies for solving various types of word problems. Students also receive a brief introduction to the graphing calculator.

Algebra 1A/1A Honors This course is part one of a two-year course in elementary algebra. The goal of the class is to develop each student’s computational, procedural, and problem-solving skills in order to develop a solid foundation in algebraic concepts. The course reviews fractions, decimals, and percentages, while focusing on solving equations. The intent of the course is to develop a working understanding of properties of the real number system. Math language and vocabulary are developed along with problem-solving strategies which are applied through the use of tables, charts, and graphs. The use of technology such as the graphing calculator, as well as other activities, is integrated throughout the course work. The honors-level course is offered to those few

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students who have demonstrated an exceptional mastery of skills, and it challenges students at a faster pace and to a deeper understanding of algebraic concepts.

Algebra 1B/1B Honors - Prerequisite: Algebra IA/IA Honors This course is the second part of a two-year course in elementary algebra. Its successful completion fulfills the prerequisite requirements for geometry. The intent of the course is to apply the skills developed in Algebra IA to solving systems of equations, exponential functions, quadratic equations, simplifying polynomials, and trigonometry. Math language and vocabulary, problem-solving techniques, computation with algebraic expressions, and the solution of both linear and quadratic equations are stressed. The use of technology and activities is integrated throughout the course work. By the end of the course, students have mastered the concepts of elementary algebra and are confident in their ability to logically work through a variety of word problems. The honors-level course is offered to those few students who have demonstrated an exceptional mastery of skills.

Science The science program introduces students to the basic foundations and methods of scientific inquiry and research. The focus in Grades 5 and 6 is on basic elements of chemistry, biology, physics, oceanography, and astronomy. Grade 7 and 8 courses expand concepts with an in-depth study of life and earth sciences. Chemical and substance abuse prevention themes, as well as human sexuality issues, are studied on an age-appropriate basis at the Grade 7 level. The four-year sequence is aimed at introducing the students to new terminology, basic methods of experimental research and design, and current scientific information.

Grade 5 Grade 5 science is a hands-on, inquiry-based program which stresses exploration and discovery. Students begin the year by answering the question “What is Science?” Through introductory activities, they become familiar with the scientific method, lab safety, metric measurement, and lab equipment. Students are taken on a journey through the following curriculum areas: life science (classifying, plants, animals, cells), chemistry (matter, acids and bases, and physical and chemical properties of matter), and physics (simple machines, compound machines and work). The Grade 5 curriculum also includes an invention fair. Environmental issues and conservation are emphasized throughout the curriculum and specifically woven into topics surrounding the spring Anza Borrego Desert outdoor education trip.

Grade 6 A physical science curriculum, with an emphasis on the scientific method and engineering, is the focus of the Grade 6 program. Students participate in developing, conducting, and analyzing experiments that provide hands-on experiences in the content areas studied. They also design, build and test models which incorporate these concepts. These areas include physics (forces, motion, and energy), chemistry (matter, atomic structure, and the periodic table), and astronomy. Laboratory skills such as instrument use and graphing are developed along with decision-making and collaborative skills. Computers are used not only to write lab reports, analyze data, and create graphs using spreadsheets, but also for research using the Internet and for CD-ROM simulations. A robotics unit integrates science, technology, math, and programming into the solving of engineering problems. Other interdisciplinary activities include the integration of math, history, and literature.

Grade 7 – Life Science The Grade 7 life science program is the study of life from simple bacteria through complex human systems. The first semester of study provides a general overview of biology, including cellular morphology and function, life science skills, ecology, and evolution. The second half of the year focuses on the study of human systems with an emphasis on the development of healthy life habits. Laboratory and computer activities are stressed to provide hands-on experiences. Students are challenged to investigate their own hypotheses, pose unique solutions to problems, question conventional scientific knowledge, and consider career opportunities in the sciences.

Grade 8 – Earth Science

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Grade 8 students explore earth science as it directly relates to the history, processes, and forces which have shaped the earth and the celestial expanse that is the earth’s environment. The curriculum encompasses a broad array of specific science disciplines including laboratory skills, oceanography, geology, plate tectonics, earthquakes, volcanoes, paleontology, and astronomy. Extensions of these topics also include a study of material science and a unit called “Physics and Rocketry: Motion in Space.” Students incorporate the laboratory approach of investigation and experimentation with the study of earth science to discover through their own efforts the principles, reasons, and processes that shape their environment. The scientific method and its use are a course focus.

World Language The Middle School world language program is designed to provide students with a solid foundation for their Upper School course work. Through the curriculum, students gain a familiarity with vocabulary while solidifying their communication skills. The program also aims to build self-confidence in verbal skills in a second language and to teach students organizational skills as demonstrated by and in their work. Formal language instruction begins in Grades 5 and 6 with the study of Latin to introduce students to the fundamentals of foreign language study. Course objectives in Grades 7 and 8 focus on vocabulary acquisition, grammatical knowledge, and communicative proficiency in the areas of reading, writing, listening, speaking, and culture. Beginning in Grade 7, students elect to study Arabic, French or Spanish. It is anticipated that they will continue the study of that language during their years in the Upper School.

Latin Grades 5 and 6 All Grades 5 and 6 students explore the phenomenon of language in their Latin courses. Through the deductive process, students examine both English and Latin sentence structure and determine their similarities and differences. Students memorize Latin vocabulary and discover the many English derivatives which Latin gives us. They learn how to approach a Latin sentence, identify the functions of its words, and effectively translate it into English. In addition, they explore the world of the Romans and discover how much their culture has enriched our own. It is the Latin program’s goal to provide students the tools with which to learn new languages.

As the mother of the Romance languages, the model for English grammar, and the source for more than half of English vocabulary, Latin has proved an ideal medium through which to teach children how to learn language.

Arabic A This course introduces and immerses students in the language and culture of the Arabic- speaking world. In the first part of the course, students learn to master the 28 letters of the Arabic alphabet and the phonetic system of Modern Standard Arabic (MSA), while at the same time they acquire basic vocabulary and learn how to greet, introduce, and otherwise handle themselves in basic daily situations. During the rest of the course, via an interactive and communicative approach, students begin to become proficient with the four major language skills—speaking, listening, reading, and writing. Units of study are developed around practical vocabulary themes, allowing the grammar to be learned in a meaningful, contextual environment. Through a variety of student-centered activities, lectures, videos, songs, the Internet, and language-focused games, students learn the vocabulary, culture, and grammar of Modern Standard Arabic and begin to obtain initial communicative competence in the language.

Arabic B Prerequisite: Arabic A In Arabic B, students first review and perfect their ability to form and recognize the letters of the Arabic alphabet and phonetic system as they continue developing and expanding the four critical language skills of speaking, listening, reading, and writing. Class is conducted in the target language to the greatest degree possible, enhancing not only the students’ comprehension of the vocabulary, grammar, and culture but also their ability to communicate with increasing fluidity and accuracy. The grammar and vocabulary themes of Arabic IB are more advanced, thus challenging the learner to think critically and analytically. Students will be as prepared as possible for the next level of the language. Successful completion of the course and a consistent test average of C+ or higher is necessary to advance to Arabic II in the Upper School.

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French A The goal of this course is to build confidence and competency in French. Students develop communication skills in speaking, listening, reading, and writing. With these tools, they are able to gain insight into a culture different from their own. Communicative competency and cultural understanding are the foundation of the course. Most of the exercises are communicative or activity-based. A video program, as well as Internet connections, provides opportunities for linguistic and cultural understanding. Paired-practice, where two students practice the language together, is used to increase the opportunities for involvement and participation, promote realism, and reduce stress or reluctance. French is used almost exclusively, and students are encouraged and expected to use the language spontaneously and creatively. An audio program accompanies the text to give students the opportunity to hear other speakers and to test their own listening comprehension skills. Dialogues, stories, question/answer activities, pronunciation, and sound discrimination drills help sharpen listening skills.

French B Prerequisite: French A The goal of this course is to build upon the skills developed in the Grade 7 course, French A. The students will be able to use French as a communicative tool to gain a better understanding of a culture different from their own. They will be prepared to enter French II in the Upper School upon successful completion of the sequence and a consistent test average of B- or higher. Communicative competency and cultural understanding are the foundation of the course work. Most of the exercises are communication or activity based. A video program, as well as connections to the Internet will enrich this sequence with opportunities for linguistic and cultural understanding. French will be used almost exclusively, and the student will be encouraged and expected to use the language spontaneously and creatively. An audio program accompanies the text to give the students the opportunity to hear other speakers and to test their own listening comprehension skills. Dialogues, stories, question/ answer activities, pronunciation, and sound discrimination drills help sharpen listening skills.

Mandarin Chinese A This course introduces students to the Chinese language and immerses them in the culture of the Chinesespeaking world. The emphasis of the course is placed on mastering the pinyin Romanization system, developing skills for character-writing, and acquiring basic sentence structures for daily communication. Units of study are developed around practical topics, allowing the grammar to be learned in a contextual environment.

Through a wide variety of student-centered activities, lectures, videos, songs, the Internet, and languagefocused games, students learn the vocabulary, culture, and grammar of Mandarin Chinese and begin to obtain initial communicative competence in the language.

Mandarin Chinese B Prerequisite: Mandarin Chinese A In Mandarin Chinese B students continue to perfect their Mandarin pronunciation while further developing the four major language skills of speaking, listening, reading, and writing. Class is conducted in Chinese to the greatest degree possible, enhancing not only the students’ comprehension of the vocabulary, grammar, and culture but also their ability to communicate with increasing fluency and accuracy. The grammar and expressions studied in Mandarin Chinese B begin to be more complex in preparation for the next level of the language. Successful completion of the course and a consistent test average of C+ or higher is necessary to advance to Mandarin Chinese II in the Upper School.

Spanish A This course introduces and immerses students into the language and cultures of the Spanish- speaking world.

Students begin to practice the four major language skills—speaking, listening, reading, and writing— from the very first day. Units of study are developed around a practical vocabulary theme, allowing the grammar to be learned in a meaningful, contextual environment. Through a variety of student-centered activities, lectures, videos, songs, the internet, and language-focused games, students learn the vocabulary, culture, and grammar of Spanish and begin to obtain initial communicative competence in the language.

Spanish B Prerequisite: Spanish IA

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In Spanish IB, students continue developing and expanding the four critical language skills of speaking, listening, reading, and writing. Class is conducted almost entirely in the target language, enhancing not only the students’ comprehension of the vocabulary, grammar, and culture but also their ability to communicate with increasing fluidity and accuracy. The grammatical themes of Spanish IB are advanced, thus challenging the learner to think critically and analytically, in order that he or she will be as prepared as possible for the next level of the language Successful completion of the course and a consistent test average of B- or higher is necessary to advance to Spanish II in the Upper School.

Facing History and Ourselves “The world is too dangerous to live in—not because of the people who do evil, but because of the people who sit back and let it happen.”—Albert Einstein All Grades 7 and 8 students are enrolled in Facing History and Ourselves (FHAO), an interdisciplinary course that meets once weekly. FHAO is a national educational organization whose mission is to engage students in an examination of racism, prejudice, and anti-Semitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust as a case study, as well as other examples of collective violence, students make the essential connection between history and the moral choices they confront in their own lives.

Over the course of two years, through readings, activities, speakers, films, written analyses, special projects, and field trips (including the Museum of Tolerance in Los Angeles), students undertake an intense scrutiny of these powerful issues. They attempt to recognize prejudice in themselves and others and then focus upon the causes and consequences of these feelings and how their actions can make a difference.

Grade 7 begins Facing History and Ourselves by exploring identity, heritage, immigration, American diversity, and examples of intolerance through readings, videos, guest speakers, activities, and discussions. Students are asked to participate in community service outside of school time.

The Grade 8 program is devoted to teaching about the dangers of indifference and the values of civility by helping students confront the complexities of history in ways that promote critical and creative thinking. Using the Holocaust as a case study, students learn about the dangers of racism, anti-Semitism, and prejudice.

Speakers, videos, and a visit to the Museum of Tolerance in Los Angeles complement the classroom discussions and readings. The class culminates with each student completing a research paper involving an issue of intolerance followed by the creation of a memorial for the annual Art and Memory Exhibit.

Homeroom and Study Hall Each Middle School student is assigned an advisor who is the advocate for the student throughout the school year in conferences, communication with the parents, and in team meetings. During the homeroom period, advisors meet with their group of advisees to take attendance and to review the daily announcements.

When the group of advisees reconvenes again for a study hall period at the end of the day, students work on homework or discuss questions or concerns about homework or test review.

Life Skills Grades 5 and 6 students meet once a week to discuss and deal with issues that face young adolescents. In gender specific classes, they learn how to share their thoughts and feelings through journal writing and open group discussion. Discussion topics include the development of personal identity, the evolving nature of friendships, conflict resolution, adolescent development, and decision-making.

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Grades 5 and 6 Specialty Classes Technology Grade 5 - 6 This twice-weekly class gives all students in Grades 5 and 6 numerous skills that may be applied in many areas of their lives, including other academic pursuits, hobbies, and activities. Most of the objectives are taught through project-based learning where students utilize skills as they work their way into, through, and beyond large-scale projects that are directly integrated with their core subjects. Areas covered include keyboarding, word processing, spreadsheet, graphing, database, multimedia, animation, presentations, Web site authoring, and graphic arts.

Art Grades 5 and 6 In Grades 5 and 6, students meet twice weekly and their art experiences are many and varied. The course work includes abstraction and realism, design and color, composition and construction. In Grade 5, there is an emphasis on pattern and arrangement of shapes, using media such as collage, pastel, paint and clay to explore this area. In Grade 6, the focus moves more toward careful observation of the real world, with nature drawings and portraits as part of their art experience using ink, pastel, collage, clay, to name a few. In both grades, cross curriculum projects play an important role such as English binder cover collages in Grade 5, and Biography Fair portraits in Grade 6.

Instrumental Music Classes Grades 5 and 6 In Grades 5 and 6 music classes students will learn to play a band or string instrument. The classes meet twice each week and students will perform in two concerts throughout the year. Students will focus on basic technique, music theory and musicianship. Although performance is an important aspect of the music curriculum, our main focus is on learning the skills and techniques necessary to become capable musicians.

Vocal Music Opportunity Grades 5 and 6 This mixed ensemble will consist of Grade 5 and 6 students and is intended to provide alternative opportunities to those students who enjoy singing and wish to participate in an ensemble. Students will explore vocal and performance techniques, basic music theory and unison, two and three part literature appropriate for small ensembles. Students will meet Tuesdays and Thursdays from 2:30-3 p.m. and will perform at several scheduled concerts throughout the year. Students in this ensemble will receive trimester comments and therefore attendance at rehearsals and performances is required for participation.

Students are required to: • Participate in the ensemble for the entire year.

• Adhere to all school rules and the Pillars of Character • Maintain appropriate grades in their academic courses • Maintain an assigned folder and music for the year. Students will be asked to replace defaced or lost items.

Extracurricular Instrumental Music (Open to Grades 5 – 8) • Students with at least 1 year of experience may join our “Premier Orchestra”, if they demonstrate readiness for this opportunity. Rehearsals are on Thursdays from 3:15pm to 4:45pm on a weekly basis.

• Students interested in and after school band opportunity may join the Concert Band which rehearses after school on Tuesdays from 3:15-4:45.

Grades 7 and 8 Electives Art Grades 7 and 8 (trimesters or all year) An art studio is a place where magic happens! The Middle School Art program strives to provide students with an opportunity to build artistic skills, develop creative potential, discover personal expression without fear, and explore a variety of media with which to do so.

In Grades 7 and 8, art is offered as an elective on a trimester system with the class meeting four times per week including one longer lab period. Both Grade 7 and 8 students may sign up for a single trimester, or an all year course. The third single trimester course is entitled “Art with a Message,” with a focus on preparation for the

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FHAO Art and Memory exhibit and is therefore open to Grade 8 students only. Watercolor, acrylic, scratchboards, linoleum, are among the many media offered in the elective classes. Assignments are geared to building skills in order to add to a student’s artistic vocabulary. Here students are able to delve deeper into the use of various media for the creation of a personal visual language.

The work of master artists—e.g. Georgia O’Keeffe for Grade 6 nature paintings, Keith Haring for Grade 8 symbolic imagery, or Louise Nevelson for Grade 7 found object sculptural low relief—and that of varied cultures—e.g. African and Native American textiles for Grade 5 painted blankets, Japanese woodcuts for Grade 7 and 8 block prints—provide inspiration and an awareness of the diversity of artistic expression.

Drama Grades 7 and 8 (trimesters or all year) Middle School Drama focuses on starting up the building blocks of theater art for young practitioners. The first and second trimester will begin by laying the foundations of acting. Students will be provided with the basic tools for dramatic expression, vocal technique, trust concepts and creative improvisation. Students will learn how to play within the structure of the dramatic art form. This will lead to a final performance, as students will get the chance to work in pairs and trios to improvise, create, script, rehearse and perform a scene. The first trimester will culminate in a performance at the Multipurpose Room called “Winter Scenes.” The second trimester will end with the performance called “Spring Scenes.”

In the final trimester, students who have participated in either the first or second trimester will be admitted into the third semester to work on a full-length production. They will use the building blocks they have acquired in previous trimesters and rehearse a play, culminating in a final performance at the Four Flowers Theater .

Engineering Drawing Grades 7 and 8 (trimesters—1 and 2 are for beginning students and trimester 3 for the more advanced students who have taken trimester 1 or 2) Engineering Drawing introduces the basics of technical drawing, drafting, and architecture. Students will learn to use T-squares, compasses, circle templates, measurement scales, and a variety of other drafting equipment to produce perspective, multi-view, and isometric drawings of a wide variety of interesting and exciting subjects.

Pattern development, mechanical design, and a variety of architectural layouts are also presented. This course is truly cross-curricular, involving principles of art, mathematics, science, and even a bit of history, as we review architecture throughout the ages.

Forensic Science Grades 7 and 8 (one trimester) Students will prepare to enter the world of forensics and crime scene investigations during this 7th/8th grade trimester one elective. In this lab based class students will collaborate and solve ‘who dunnit’ mysteries using science and technology skills. Students will hone their deductive reasoning skills and will practice science process skills such as observing, inferring, analyzing and hypothesizing. They’ll analyze fingerprints, fibers, hair samples and (simulated) blood to narrow down the search for a culprit during their CSI style investigations.

Students will also examine tire treads and analyze documents during crime scene investigations and will answer questions such as: How can you work as a team effectively to solve a crime? What tools are necessary for evidence evaluation? How can evidence contamination be avoided? How can you prove that a suspect is guilty or innocent? Students will also be responsible for writing a murder/mystery story as part of the course criteria.

Astronomy Grades 7 and 8 (one trimester) This class is a project-based introduction to observational astronomy, stressing "naked eye" observations as well as the use, design, and functions of a variety of telescopes. Students are introduced to Earth's place in the solar system, its diurnal and seasonal motions, and the effect of the tilt of Earth's axis on our view of the heavens. Students are introduced to the Moon, its phases, and eclipses. Throughout the course, students make use of the school's observatory and its sizeable collection of telescopes to learn the proper use of these instruments, including computerized GPS alignment procedures, as well as locating celestial objects using traditional non-computerized telescopes. After creating scale models of planets, moons, and the entire Solar System, the students are introduced to "deep space" objects including stars, nebulae, star clusters, galaxies, quasars, and black holes.

Environmental Science Grades 7 and 8 (3rd trimester elective) Environmental Science students will be engaged in school-wide service projects to increase environmental awareness, encourage recycling, and reduce our school's energy consumption and trash production. We will

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also be involved in studying environment-related current events, with an emphasis on the latest news involving the growing global warming crisis. In addition to these activities, we will be watching and discussing videos such as "An Inconvenient Truth" and "Planet Earth." This class is recommended for any student who is concerned about the fate of our planet or your own future - and that means everybody!

Science Explorations Grades 7 and 8 (one trimester) Science explorations is a one-trimester course designed to challenge science-minded students with a variety of stimulating and unique projects. Students design and construct working models of telegraphs, electric telephones, phonographs, model airplanes, rockets, and other machines, while studying their history, their inventors, and the physical principles which make them work. Science explorations students are encouraged to demonstrate inventiveness, creativity, and teamwork in a variety of challenging problem-solving situations.

Science Fair (first trimester) Science Fair is a first trimester elective class for 7th and 8th grade students. Each Science Fair student is expected to produce a formal science project for entry in the Greater San Diego Science and Engineering Fair (GSDSEF), a county-wide event held annually at Balboa Park. Science Fair students select topics of individual interest, thoroughly research the scientific principles underlying their topics, and then proceed into research, construction, and experimentation phases. Projects are submitted in January for preliminary screening by science fair judges; selected projects are invited to be displayed at the GSDSEF later each spring. Students are encouraged to be creative in their project designs, avoiding “tried and true” projects in favor of originality.

MS Speech (one trimester) Speech is a trimester course that will focus on the act of getting up in front of an audience and articulating a clear point in a relaxed, engaging, and lucid manner. The course will include performance and speech exercises aimed at making students more comfortable in front of an audience, as well as presentations geared toward introducing students to the structures of speechmaking/writing.

Technical Theater Grades 7 and 8 ( three trimesters) The first trimester will focus on preparing for a stage production. Students will attend selected rehearsals, discuss design elements with the director(s), help locate & build props and costumes, record sound, and hang and focus lights. Students will be required to participate in the running crew of one of these productions and they may select their area of greatest interest (lighting, sound, or stage crew). Students will have the opportunity to participate in Middle School Musical and the MS “Winter Scenes.”

The second trimester will focus on the individual design areas involved in technical theater. Lighting, Sound, Costume & Prop design will be covered. Students will have an opportunity to work on the design area of their interest in order to create a project package for a play. Crew participation is not required for this semester, but students will have the opportunity to participate in the running crew for various shows that fall during this time.

The third trimester will focus on stage management. Students will work with the script for the MS Drama Production – learning to analyze it for props and stage layouts. They will learn how to prepare a prompt script and how to call a show. The duties of the stage manager and assistant stage manager will be explained.

Students will observe selected MS Drama rehearsals and will have the opportunity to take their newly acquired skills and put them to use on the MS drama production.

Technology Grades 7 and 8 (one trimester) This course aims to enhance the skills that students acquired through the Grades 5 and 6 curriculums. The students produce multimedia presentations and animated storybooks as well as an electronic portfolio using HyperStudio. They design numerous Web sites including research projects, a personal site, and other projectbased Web pages. Students use digital video editing to produce movies and explore virtual reality to create 360degree panoramas. All of the projects are designed to allow individual students to explore the intricacies of many software programs as well as their own imaginations.

Vocal Music Grades 7 and 8 (trimesters and all year) Trimester 1 Musical Theatre For kids who love to sing, dance and act! This class is designed to familiarize students with the fundamental vocal and stage techniques necessary for both solo and ensemble performances. This is a performance-based

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course therefore attendance at rehearsals and performances is mandatory. Enrollment in this class will be limited, with auditions taking place during registration week. All students, regardless of previous musical experience are welcome to audition. Students will prepare and present a full-length musical at the conclusion of the trimester.

Middle School Vocal Music Ensemble Trimester 2/ Trimester 3 This course is perfect for any student who enjoys singing. All students, regardless of previous musical experience are welcome to enroll. This course will focus on appropriate vocal technique, basic theory and ear training and prepare student for continued choral study in the upper school. In addition students will prepare one concert each trimester performing choral music from a wide variety of styles and time periods.

Physical Education and Athletics The physical education curriculum for Grades 5 through 8 and athletic program for Grades 7 and 8 are designed to meet the interests and abilities of the students at each grade level. The development of physical conditioning and athletic skills is essential to the student’s total growth and maturation. Through a wide variety of drills, activities, and team sports, students develop a positive attitude toward physical activity and are encouraged to integrate this into their everyday lives.

Each trimester Grades 7 and 8 students may choose to participate in a physical education class, yoga class, or be on an interscholastic team. Athletic team practices are held during the regular school P.E. period. Contests are held after school and occasionally on weekends.

Independent P.E. and alternative P.E. are available through special arrangement with the athletic director and Middle School director.

Interscholastic Athletics La Jolla Country Day School is a member of the South Coast Middle School League (SCMSL).

Fall (August through November) Boys’ cross-country Girls’ cross-country Boys’ baseball Girls’ basketball Boys’ flag football Girls’ volleyball Boys’ tennis Girls’ cheerleading Spring (February through June) Boys’ track and field Girls’ tennis Winter (November through February) Boys’ lacrosse Girls’ track and field Boys’ basketball Girls’ softball Boys’ soccer Girls’ soccer

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Strings and Orchestra Concert Band Grades 7 and 8 (all year or 2 trimesters required) The Concert Band is an intermediate instrumental class made up of woodwinds, brass, and percussion. The band will cover styles ranging from classical to jazz, to popular arrangements. Students should be able to read music. Private lessons are also recommended.

Rock Band Grades 7 and 8 (all year or trimester choice) The ensemble is made up of guitars, bass, drums, and piano. In this class we cover popular material of many genres ranging from contemporary to classic rock, blues, and jazz. Creativity is a vital element of the class.

Students will be asked to improvise and compose music for the ensemble. While note-reading is helpful, it is not required as students will learn music in a variety of ways.

String Ensemble Grades 7 and 8 (all year preferred but participation for at least 2 trimesters required) This course is designed to provide an environment that encourages the understanding and appreciation of music via a stringed instrument. Students will learn basic theory concepts. They will also improve their instrumental technique and sight reading skills. The focus will be on the study of music terminology, sight reading and rhythmic reading skills as it pertains to orchestral and ensemble playing. Participation in the String Ensemble elective will also develop skills such as teamwork, confidence, stage presence, discipline, leadership and citizenship. Students will be exposed to a variety of musical styles ranging from the Baroque Period to Jazz and Fiddling repertoires. There will be ample performance opportunities to showcase the student’s efforts and talents. Students should be able to read music. Private lessons are also recommended. This course meets four times per week. Students are encouraged to take the class for the full year, or for the second and third trimester.

Extracurricular Music The “Blue Notes” is our school “pep band” which plays for some football and basketball games. Rehearsals will be scheduled as needed before performances. This ensemble is open to students with at least one year of experience. Students must be in grades 7 or above.

• For those students interested in more performance opportunities, going on trips, and playing in festivals, we will offer both Concert Orchestra and Concert Band after school on Tuesdays from 3:15pm to 4:45pm.

• Students with only one year of experience are welcome join the Premier Orchestra which meets from 3:15 p.m. to 4:45 p.m. on Thursdays.

Experiential Education Grade 5 – Low Desert Trip In the spring, Grade 5 students spend three days and two nights camping in Anza Borrego Desert State Park.

Students learn about the desert ecosystem while hiking and exploring and experience group interaction and cooperation by cooking meals and working together. This trip is chaperoned by La Jolla Country Day School faculty members and coordinated by an independent wilderness organization.

Grade 6 – High Desert Trip In April, Grade 6 students travel to Joshua Tree National Park to participate in a four-day, three-night rock climbing course. The theme of the week is “spirit”—a word rich in layers of meaning. Before the trip, students read Gary Paulsen’s “Canyons” to gain a deeper sense of the “spirit of place.” The trip is chaperoned by La Jolla Country Day School faculty members and coordinated by an independent wilderness organization.

Grade 7 – Catalina Island Grade 7 has a unique opportunity to focus on the rich and varied marine and island environments found in the vicinity of Emerald Bay, Catalina Island. In addition to the surrounding aquatic environments, students examine tide pools and rocky beaches, learn to snorkel in order to explore life beneath the waves, paddle six-person canoes, and learn about the island’s flora and fauna while exploring the interior. Overnight camping trips are also included in the program. The September excursion gives new and returning students a chance to become acquainted early in the school year. The trip is chaperoned by La Jolla Country Day School faculty members and coordinated by an independent wilderness organization.

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Grade 8 Sequoia Trip The Grade 8 cross-country ski trip to the Sierras is the culmination of the Middle School Experiential Education Program. Students are based at the Montecito Sequoia Lodge for a five-day, four-night winter program which stresses team-building and personal development. Learning to adapt to the new environment at 7500 feet on cross-country skis is a challenge that San Diegans are eager to meet. Prior to the trip, students study about the Donner Party in their history and science classes to learn about the hazards of the Sierra environment they will enter. The trip is chaperoned by La Jolla Country Day School faculty members and coordinated by an independent wilderness organization.

Activities Advisory Council The Middle School Advisory Council (MSAC) provides a vehicle through which students can formally propose projects and discuss ideas and concerns. The council elections held each fall and the weekly meetings held throughout the year instill respect for the democratic process while encouraging student involvement. MSAC also sponsors and organizes extracurricular activities. Community service has become a priority of the council.

Students at each grade level are encouraged to run for office on the student council.

Grades 7 and 8 Dances Middle School dances, planned by students, faculty, and administration, enrich student social life on campus.

Students enjoy creative dance contests, refreshments, and the opportunity to socialize with fellow classmates.

Music is provided by a local disc jockey, and the dances are chaperoned by faculty and parents. Students may bring guests to these dances.

Grades 5 and 6 Back-to-School Parties During the fall semester, Grades 5 and 6 students enjoy an afternoon of ice-skating or rollerblading at local rinks. This activity gives new and returning students a chance to become acquainted at the beginning of the school year. The activity is chaperoned by faculty members and parents.

Grade 6 Classroom Without Walls Every winter Grade 6 students have a three-day adventure that ties their first trimester together. On one day, they travel to the Challenger Center in Balboa Park and put their science and math skills to the test. The second day is spent reenacting the Battle of Bunker Hill at San Dieguito Park to exercise their historical and literate minds as well as their bodies. Running up and down the fields and hills to conquer in the name of freedom can get exhausting! The third day is spent at the Food Bank preparing holiday food packages for the needy families of San Diego. In three days, the students experience the joys and challenges of learning and helping others as their curriculum comes to life.

Clubs Country Day students can elect to participate in a number of activities during and after school. The crochet club meets once a week at lunch to crochet blankets and scarves for needy babies in San Diego. The fencing, chess, karate, and robotics clubs meet after school one or two days a week. These activities allow students to explore different parts of themselves in creative and athletic ways. Some of the clubs choose to participate in offcampus contests and tournaments throughout the year. Country Day is supportive of clubs and is happy to endorse the creation of new clubs if there is sufficient student interest and adult supervision.

Student Ambassadors Each year Middle School students are selected to represent Country Day as student ambassadors. This is a tremendous responsibility; one which is not issued lightly. Throughout the admissions season, each student ambassador hosts applicants during the half-day campus visits. The ambassadors are available to welcome the visitor, take him/her to their classes, and answer his/her questions while always modeling the high standards of character we expect at Country Day.

Upper School Curriculum 28

La Jolla Country Day School is college preparatory by design and identity. The Upper School seeks, through the core curriculum, electives, and activities, to put students in a position of having the broadest possible range of choices when it comes time to apply to colleges.

Graduation Requirements English Math Social Science

4.0 credits 3.0 credits 3.0 credits

World Language Science Fine Arts Speech

3.0 credits 3.0 credits 1.0 credit 0.5 credit

I, II, III, IV required Including Algebra II World Cultures & Contemporary Problems I, II, U. S. History required Consecutive, one language, including Level 3 physics, chemistry, biology One year-long course Taken at LJCDS only. MS Speech fulfills requirement, but will appear on US transcript

Additional Requirements: • • • • •

Freshman Orientation Participation Experiential Education/College Trips Participation Community Service of at least 40 hours including 10 on-campus hours Physical Education/Athletics requirements (see Athletic Department policies) Load: Each semester, a student must carry a minimum of 5 core or elective courses.

Exception: Seniors with 4 AP classes and permission from the director.

In order to put its most able students in the strongest possible position to apply to competitive colleges, Country Day offers a broad range of Advanced Placement courses in which students may earn transferable college credit. Each year the Educational Testing Service of Princeton, New Jersey, provides examinations which are given to students who are enrolled in Advanced Placement courses. It is not uncommon for Country Day graduates to be accepted to college with “advanced standing” in several subject areas. The Upper School offers Advanced Placement options in English, American history, European history, United States government, calculus, statistics, chemistry, biology, physics, French, Spanish, psychology, art, art history and music.

English 4 years required

English I, English II English III Honors English III English V English IV AP English IV Speech Semester Electives - Creative Writing, Creative Writing Honors, World Language Completion through Level III in a single language is required for graduation. Students may be initially placed higher than Level I for work done in Grades 7 and 8 at La Jolla Country Day School or elsewhere.

Arabic I Arabic II Arabic III Intensive Honors Arabic Arabic IV/V Arabic IV/V Honors Mandarin Chinese I Mandarin Chinese II

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Mandarin Chinese III Mandarin Chinese Intensive Honors Mandarin Chinese IV AP Mandarin Chinese IV Mandarin Chinese V Mandarin Chinese V Honors French I French II French III Français Intensif Honneurs French IV/V AP French IV (Language) French V Honneurs (Literature) Spanish I Spanish II Spanish III Espaùol Intensivo Honores Spanish IV AP Spanish IV (Language) Spanish V (Cinema) AP Spanish V (Literature) Social Sciences 3 years required 1 year must be WCCP I, 1 year must be WCCP II or equivalent, 1 year must be United States History

World Cultures & Contemporary Problems I World Cultures and Contemporary Problems II AP European History United States History AP United States History United States Government AP United States Government Theory of Knowledge AP World History AP Psychology Semester Electives Economics Psychology American Films of the Cold War Mathematics 3 years required

Algebra I Algebra IB Geometry Geometry Honors Algebra II Algebra II Honors Math Topics Functions Precalculus Precalculus Honors AP Statistics AP Calculus AB AP Calculus BC Linear Algebra

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Science 3 years required, 1 each: physics, chemistry, biology

Physics Chemistry Biology Science and Society Senior Seminar in Science: Topics in Neuroscience Astronomy AP Biology AP Chemistry AP Physics Semester Electives Biotechnology Marine Biology

English The English Department prepares students to be informed, discerning, analytical, and enthusiastic readers who write clear, precise, original, and fluent prose. At each grade level, faculty design ambitious reading lists, giving consideration to each work’s literary merit and contributions to our culture, as well as its capacity to address students’ developmental needs and engage their imaginations.

Students participate in a variety of activities and projects to complement their reading and extend their experiences with an understanding of the works they read. In addition to the systematic study of vocabulary and grammar, student work includes analytical and creative writing, informal journal entries, small and large group discussions, dramatic presentations, speeches and oral reports, debates and exchanges with other classes, and occasionally graphic and other visual arts. Country Day students gain further experience with the literary world through the Visiting Poets Program, which presents readings by a major poet each year.

Speech 1 semester, 1/2 credit (required for graduation) Speech is a one-semester course required for graduation; it may be taken by students in Grades 9 through 12. The course focuses on communication in all areas of life: school, career, and personal interaction. This class also helps the student explore his/her self-concepts and those of others. Listening skills and non-verbal communication are also covered.

English I 2 semesters, 1 credit Grade 9 is a critical and exciting time for young adolescents, a time involving important physical and emotional transitions, a time of increasing independence, understanding, and responsibility. English I focuses on this difficult passage from innocence to awareness and commitment through the study of works as varied as the short stories of Edgar Allan Poe and Shirley Jackson; the poetry of Robert Frost, Emily Dickinson, E. E. Cummings, and Anne Sexton; “Macbeth,” “Lord of the Flies,” “A Tale of Two Cities,” “Catcher in the Rye,” and Maya Angelou’s “I Know Why the Caged Bird Sings.” Discussions and lessons on these texts then prepare students for the process of writing.

Grade 9 English emphasizes two basic modes of discourse: the critical and the creative. The thesis statement and the paragraph are refined throughout the year in conjunction with the five-paragraph essay, the fundamental organizing form of expository writing. In addition to writing for academic success, students explore writing as a means of self-transformation. The articulation of one's experience is a profound and transfiguring act. Thus composing poems, short stories, dialogues, and dramatic pieces challenges the student to explore a newfound understanding in creative and exciting ways.

English II 2 semesters, 1 credit

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Prerequisite: English I As students mature in their ability to think critically, English II literature focuses on the theme of the hero’s and heroine’s journey, both in classic and modern texts. Students are required to read closely, to develop their ability to deal with abstractions and symbols, and to derive from them a specific understanding of the thematic concepts they represent. Texts include “The Odyssey,” selections from “The Canterbury Tales,” “The Tempest,” Jane Austen’s “Northanger Abbey,” Elie Wiesel’s ”Night,” Amy Tan’s “The Joy Luck Club,” and Shakespeare’s sonnets.

English II also includes an intensive writing focus. Through the creation of a variety of expository essays, students explore their own authentic voices and attend to the requirements of good writing, including proofreading and revision, logic and coherence, originality, depth and complexity of thought, and the effective use of textual evidence.

English III 2 semesters, 1 credit Prerequisite: English II English III undertakes the study of American literature through the historical survey. This course celebrates the infinite variety and experimental visions of American writers, including the Native American oral tradition, Hawthorne, Thoreau, Dickinson, Whitman, Twain, Fitzgerald, Williams, Silko, and Baldwin. The predominant thematic undercurrent involves an exploration of social intelligence and conformity versus natural intelligence and individuality. Major characters—artists of the beautiful—show us ourselves, as they attempt to understand who they are through the power of the imagination and the myths of a self that transcends reason.

Composition focuses intensively upon the critical essay. The invention of an original thesis forms the major concern along with the logical progression of argument and the convincing employment of textual evidence.

Creative assignments venture into fable/myth and poetry. Reverberating throughout the course is the notion that literature gives shape to the unutterable and helps us sound our “barbaric yawp over the roofs of the world” (Walt Whitman). Readings include “The Crucible,” “The Adventures of Huckleberry Finn,” “The Great Gatsby,” the drama of Tennessee Williams, and poetry and short stories from the Puritan tradition through the proliferation of multicultural voices sounded in the twenty-first century.

English III Honors 2 semesters, 1 credit Prerequisite: B+ or higher in English II, submission of a portfolio of representative student writing, recommendation by sophomore year teacher and department chair.

In addition to the historical approach to American literature which is the focus of the English III course, the Honors course focuses on literature as the record of an evolving American consciousness, explores how the “American canon” is determined, and studies the sophisticated connections, reactions and seminal interchanges that have occurred within the world of American letters. Students will read all of the texts read in English III as well as Hawthorne’s “The Scarlet Letter,” Edith Wharton’s “Ethan Frome,” and a classic American novel of their choice. In addition, the Honors course focuses on advanced composition and rhetoric (the effectiveness of language).

Composition focuses intensively upon the critical essay. The invention of an original thesis forms the major concern along with the logical progression of argument and the convincing employment of textual evidence.

Students also investigate in detail how writers marshal the devices of diction, syntax, tone and figurative language in the service of their fiction and nonfiction. Students explore their own writing, especially focusing on audience, purpose, logic, argumentation, and style.

English IV 2 semester-long courses, 1 credit Prerequisite: English III or English III Honors Fall Semester All seniors not enrolled in AP English take a fall semester devoted to the study of several literary works that have helped to shape and define Western culture. Students read, discuss, and write about “The Book of Job”,

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“Oedipus”, “Antigone”, “The Inferno,” and “Hamlet.” This course stresses preparation for writing college-level expository essays.

Spring Semester Electives Seniors not enrolled in AP English IV choose their second semester elective from the list below. The electives described may change from year to year.

Men's Studies: Fathers and Sons "The central problem of every society is to define appropriate roles for the men."

Margaret Mead, Male and Female (1949) This course addresses the questions "What does it mean to be a man?" and "What is it like to be a man in today's society?" This calls for a conscious evaluation and critical analysis of the social and cultural factors that underlie and shape the meanings of manhood and the constructions of masculine identity. The work of the course will be to read various literary representations of men, particularly fathers and sons, and is intended to explore the lives of men as portrayed in drama, poetry, essays, fiction, and film. We will consider issues of male friendships, male-female relationships, initiation into manhood, cultural identity, workplace identity, education and upbringing, combat and conflict. We will focus on the question of how family and fatherhood has changed in our lifetime. How does traditional masculinity structure the options for men as fathers, husbands, lovers, and partners? Do we really teach our children to be just like us? At what costs? Ideally the course will be useful and interesting to students of both genders in helping them either to understand their own experience as men and/or that of the important men in their lives. Texts include Cormac McCarthy, “The Road,” Norman Maclean, “A River Runs through It,” Annie Proulx, “Wyoming Stories,” Eugene O’Neill, “Long Day’s Journey into Night,” William Faulkner, "Barn Burning," Ernest Hemingway, “The Nick Adams Stories,” excerpts from Michael Kimmel’s and Michael Messner’s, “Men's Lives.”

Societies in America In this course, students will look at the history, culture and communities of Asian Americans and African Americans through the lens of history and literature. We will analyze how the experiences of these groups are similar to and different from each other and to and from the “white” experience, and how developments such as slavery, segregation, and the Japanese American internment have set apart the experiences of these groups in America. More broadly, we will examine how discrimination against ethnic groups has shaped our social and cultural history. We will also learn about the cultures of these groups: what are their unique customs, practices and values?

World Beat: African Literature This year World Beat will follow the historical and political path of African literature beginning with a great legacy of oral tradition to the contemporary African novel, exploring the literary arts from countries such as Nigeria, Algeria, Senegal, South Africa, Kenya, and Rwanda and on to the Diaspora created by the slave trade. As countries, cultures, and individuals are confronted by outside forces, whether it is colonialism, political corruption, censorship, genocide, or migration to unfamiliar destinations, the necessary adaptation can be extreme or subtle. Literature allows us to experience the profound influence of culture through the lives of characters struggling to define themselves in relation to race, gender, religion, politics, and nationality. The perspective through which people view unfamiliar values, expectations, modes of expression, and standards of beauty will also force us to explore our own sense of the familiar and foreign.

In addition to novels and plays such as “The Lion and the Jewel” by Wole Soyinka, “Purple Hibiscus” by Chimamanda Ngozi Adichie, “Fantasia: An Algerian Calvacade” by Assia Djebar, “Murambi: The Book of Bones”

by Boubacar Boris Diop, and “Dreaming in Cuban” by Christina Garcia, we will be listening to music, watching films, and reading short stories and poetry from a variety of countries in Africa and from the Diaspora.

Genre Studies: Memoir: I Know Who I Am and Who I May Be, If I Choose The memoir is a 20th-century form of autobiographical narrative in which the attempt to recover memory is a struggle, and the borderline between fact and invention or imaginative recreation is uncertain. It is written not because a famous author is ready to produce an autobiography but because something in the past remains haunting and needs to be recovered or discovered. The memoir allows the writer to speak with the authority of witness (“I know; I was there”) without surrendering the dense texture and resonance of fiction. Up until recently,

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autobiography defined selfhood as the possession of a “first person singular” that was implicitly white and male.

In this class, we will consider issues of fictionalizing the self and the problem of memory; and especially how race, ethnicity, class and sexuality, among other sources of identity, crucially shape subjectivity and its writing.

Students will read from the anthology of well-chosen excerpts from memoirs by a satisfyingly diverse group of 20th-century American authors. Each student will write a portfolio of 20 – 30 pages and have the opportunity to read some of it aloud to the class for response and discussion. Near the end of the semester students will select, arrange, and revise entries to see how they can put them together into narratives. The primary literature will focus on “Modern American Memoirs,” Annie Dillard, ed.; an instructional guide to writing the memoir.

Holding the Mirror up to Nature: Deeper in Shakespeare (Grades 11-12) This English IV elective is designed to deepen students’ understanding and appreciation of the works of Shakespeare, to enhance their skills in reading comprehension, literary analysis, and critical writing, and to familiarize them with some of the background of political, cultural, social, religious, and theatrical history needed for a fuller understanding of Shakespeare’s works. We will study four plays—one history, one comedy, one tragedy, and one late romance—reading passages aloud in class with pauses for discussion of historical concepts such as hierarchical vs. egalitarian viewpoints on the world and society; ancient, medieval, and modern influences on Shakespeare’s imagination; political, social, and religious influences on Shakespeare’s audiences; poetic elements and figures of speech; characterization and foils; plot and subplot; and thematic design. When possible we will attend live productions of plays we are studying.

Students will write, participate in class discussion, and memorize and recite several passages from the plays, Focus in student writing will be on literary analysis and interpretation with emphasis on clarity and the development of coherent, textually supported, and persuasive arguments. Scene work may be substituted for recitations for those students who have or wish to gain some acting experience.

Plays to be studied will include four of the following: As You Like It, Richard II, Henry IV, Part I, King Lear, Measure for Measure, Much Ado about Nothing, Twelfth Night, Othello, Richard III, The Taming of the Shrew, The Tempest, and The Winter's Tale.

AP English IV: Literature and Composition 2 semesters, 1 credit Prerequisite: English III or English III Honors A- or higher in English III or a B+ or higher in English III Honors; submission of a portfolio of representative student writing, and a recommendation by junior year teacher and department chair. This university-level course entails a survey of world-class literature. Classic works by writers such as Sophocles, Aristotle, Dante, Shakespeare, and Milton are complemented by literary masterpieces by Austen, Shelley, Yeats and others.

Focus is on traditional Western cultural foundations and their influence on the ever-advancing present. This course includes an increased emphasis on critical theory and the expository essay. The course assumes high levels of skill and motivation and thus requires recommendation from English III or English III Honors.

English Electives Creative Writing 1 semester, 1/2 credit This course is open to students in grades 9 through 12 who wish to explore and develop their creative writing abilities. While sampling a wide variety of genres, students produce a significant amount of poetry and fiction by the end of the semester. The workshop class time involves experimentation with various writing styles and techniques along with the reading and discussion of student work and published pieces by other authors.

Students will participate in field trips in search of inspiration and interesting perspectives to stimulate original, imaginative work.

Creative Writing Honors 1 semester, 1/2 credit Prerequisite: Creative Writing Creative Writing Honors is offered for those young writers with exceptional interest in and talent for creative writing. Qualified students attend sessions of the regular creative writing course when appropriate and

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participate in all class field trips and special activities. Creative writing honors students are held to expectations of a greater commitment of time outside of class, an increased frequency of individual conferences with the instructor, a significant amount of independent study, and a dedication to appropriately high standards of literary quality. Submission of a manuscript and approval of the instructor and department chair are required in order for a student to qualify for creative writing honors.

World Language The world language department functions on the fundamental assumption that every educated individual should have experience in the study of a foreign language. This opportunity is provided to students by language and literature courses in Arabic, Mandarin, French, and Spanish.

The courses not only aim to teach students to understand, speak, read, and write a foreign language, but also to interest them in the life and culture of the people whose native language they are studying. This adds depth and breadth to their personal educational experience. Competency in world language is measured by homework assignments, compositions, quizzes, examinations, reading comprehension, and oral use of the language during class. The primary objective of the department is the eventual proficiency of a student in a world language.

The minimum graduation requirement for world language is three credits of the same language, but students are strongly encouraged to continue their study beyond this requirement.

Arabic I 2 semesters, 1 credit Arabic I is a beginning course for students who are starting the study of Modern Standard Arabic (MSA) for the first time and for those students who studied Modern Standard Arabic in Grades 7 and 8 but are not yet prepared to go into the Arabic second-year course. This course undertakes the study of the alphabet and phonetic system of Arabic as well as the basic structures that allow students to express themselves in simple sentences with respect to daily life communication. Cultural enrichment is offered to students through photographs, video clips, proverbs, poems, cultural essays, dialogues, the internet, and club activities. Students may also take part in cultural projects such as preparing native cuisine and celebrating holidays. As much of the class as possible is conducted in Arabic to develop aural-oral competency.

Arabic II 2 semesters, 1 credit Prerequisite: Arabic I with a min. grade of C or Arabic A/B with min. grade of C+ Increasingly complex idiomatic use of the language in writing, speaking, reading and listening is stressed in this course. Cultural awareness continues with various supplemental materials, including cultural credits from the text and other outside sources. Students learn more of the fundamental concepts of grammar that allow them to write, read, speak, and listen to Modern Standard Arabic at an advanced beginner level. For example, students formally learn how the Arabic verbal root and pattern system works, thus laying the foundation for intermediate and advanced level study. Short compositions are an integral part of the course in preparation for the next level, with excerpts from newspapers, poetry, songs, and literature included in the curriculum where possible. The class is conducted as much in Arabic as possible, except when complex grammar or vocabulary concepts require clarification in English.

Arabic III (future offering) 2 semesters, 1 credit Prerequisite: Arabic II with a min. grade of C This course offers a thorough review of vocabulary and grammatical structures previously learned and an introduction to more advanced level grammar, including study of the verbal moods in Arabic and the placement of vocal markings to indicate the function of words in a sentence. Reading and class discussion of shorts stories, song lyrics, articles, literary excerpts, and poetry form the basis for somewhat longer written

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compositions and challenge students with more difficult reading material. Oral communication continues to be stressed through situational dialogues and oral presentations on cultural topics. Students are exposed to Egyptian dialect in addition to working to expand their vocabulary in Modern Standard Arabic. The class is conducted almost entirely in Arabic to the greatest degree possible, and emphasis is placed on cultural awareness.

Intensive Honors Arabic (future offering) 2 semesters, 1 credit Prerequisite: A to B average in Arabic II and/or department recommendation This course offers a thorough review of grammatical structures previously learned and an introduction to more advanced level grammar, including study of the verbal moods in Arabic and the placement of vocal markings to indicate the function of words in a sentence. Reading and class discussion of shorts stories, song lyrics, articles, literary excerpts, and poetry form the basis for somewhat longer written compositions and challenge students with more difficult reading material. Oral communication continues to be stressed through situational dialogues and oral presentations on cultural topics. In addition, students work at a faster pace than in Arabic III and cover more material in a more in-depth manner. They are expected to master more vocabulary (including the basics of Egyptian spoken dialect), write and speak at greater length, and read/listen to longer, more challenging passages. The class is conducted almost entirely in Arabic to the greatest degree possible, and emphasis is placed on cultural awareness.

Arabic IV-V (future offering) 2 semesters, 1 credit Prerequisite: A to C- average in Arabic III and/or department recommendation.

This course is designed for students who have successfully completed Arabic III or beyond and would like to further their knowledge of Arabic and the Arabic-speaking world. It is possible to take this course in consecutive years as Arabic IV and then as Arabic V given that the curriculum of this advanced level course (prose, poetry, drama, and film) alternates every other year. This class will further advance students’ critical thinking abilities, cultural and global awareness, as well as refine language skills in the critical areas of listening, speaking, reading, writing, vocabulary acquisition and structural proficiency. Instruction will include, but not be limited to, discussions and debates of current events and cultural issues, film analyses, music and song lyrics, short stories, children’s stories, excerpts from literature, and press articles in paper form and from the internet. The course will also include a study of sophisticated idiomatic language, including significant exposure to Egyptian spoken dialect, and an on-going grammar review that will be systematic and contextualized. This class will be conducted almost exclusively in Arabic.

Arabic IV-V Honors (future offering) 2 semesters, 1 credit Prerequisite: A to B- average in Arabic III Honors and/or department recommendation This course is designed for students who have successfully completed Arabic III or beyond and would like to further their knowledge of Arabic and the Arabic-speaking world in an intense fashion. It is possible to take this course in consecutive years as Arabic IV Honors and then as Arabic V Honors given that the curriculum of this advanced level course (prose, poetry, drama, and film) alternates every other year. This class will further advance students’ critical thinking abilities, cultural and global awareness, and refine language skills in the critical areas of listening, speaking, reading, writing, vocabulary acquisition and structural proficiency. Instruction will include, but not be limited to, discussions and debates of current events and cultural issues, film analyses, music and song lyrics, short stories, children’s stories, excerpts from literature, and press articles in paper form and from the internet. The course will also include a study of sophisticated idiomatic language, including significant exposure to Egyptian spoken dialect, and an on-going grammar review that will be systematic and contextualized. This class will be conducted almost exclusively in Arabic.

Mandarin Chinese I 2 semesters, 1 credit Mandarin Chinese I is a beginning course for students who are starting the study of Mandarin for the first time and for those students who studied Mandarin in Grades 7 and 8 but are not yet prepared to go into the Mandarin second-year program. The emphasis of the course is placed on mastering the pinyin Romanization system, developing skills for character-writing, and acquiring basic sentence structures for daily communication.

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Approximately 500 simplified characters are introduced for reading and writing. Cultural enrichment is offered through photographs, video clips, proverbs, poems, cultural essays, dialogues, the Internet, and club activities.

Students may also take part in cultural projects such as preparing Chinese cuisine, celebrating holidays, and visiting local Chinese establishments. The class is conducted in Mandarin to the greatest degree possible to develop aural-oral competency.

Mandarin Chinese II (future offering) 2 semesters, 1 credit Prerequisite: Mandarin Chinese I with a min. grade of C- or Mandarin Chinese A/B with min. grade of C+ Building on the skills acquired in Mandarin Chinese I, this course introduces students to more complex sentence structures and idiomatic expressions. In addition to the pinyin Romanization system, students will work extensively on the four-tone Mandarin phonetic system. Approximately 500 additional simplified characters are introduced for reading and writing. Cultural awareness continues with various supplemental materials, including cultural credits from the text. Short compositions are an integral part of the course in preparation for the next level of study. The class is conducted in Mandarin to the greatest degree possible to develop aural-oral competency.

Mandarin Chinese III (future offering) 2 semesters, 1 credit Prerequisite: Mandarin Chinese II with a min. grade of CThis course introduces students to more advanced grammatical structures and idiomatic expressions while systematically reviewing previously studied material. Oral proficiency continues to be stressed through situational dialogues and oral presentations. Cultural awareness is further developed through reading and class discussion of Chinese proverbs, adapted stories and newspaper articles. Written compositions, including pen pal letters, picture descriptions, and short essays are an integral part of the course in preparation for the next level of study. The class is conducted primarily in Mandarin, except when complex grammar and culturallyappropriate expressions require clarification in English.

Mandarin Chinese Intensive Honors (future offering) 2 semesters, 1 credit Prerequisite: Mandarin Chinese II with a min. grade of B, Mandarin Chinese III with a min. average of A-, and/or department recommendation Taught at a faster pace than Mandarin Chinese III, this course introduces students to more advanced grammatical structures and idiomatic expressions while systematically reviewing previously studied materials.

Oral proficiency continues to be stressed through situational dialogues and oral presentations. Cultural awareness is further developed through reading and class discussion of Chinese proverbs, adapted stories, and newspaper articles. In addition, students are expected to speak and write extensively; they are also required to read and listen to longer and more challenging passages. The class is conducted primarily in Mandarin, except when complex grammar and culturally-appropriate expressions require clarification in English.

Mandarin Chinese IV (future offering) 2 semesters, 1 credit Prerequisite: A to C- average in Mandarin Chinese Intensive Honors; C+ average or higher in Mandarin Chinese III; and/or department recommendation This course is designed for students who have successfully completed Mandarin Chinese III or beyond and would like to further their knowledge of Chinese and the Chinese-speaking world. The goals of this course are to further develop students’ proficiency across the full range of language skills, advance their critical thinking ability, and enhance their cultural and global awareness. In this course language proficiency is interwoven with level- and age-appropriate cultural studies. Instructional materials and activities are carefully and strategically adapted from authentic sources to support the linguistic and cultural goals of the course. This class will be conducted exclusively in Mandarin.

AP Mandarin Chinese IV (future offering) 2 semesters, 1 credit Prerequisite: B+ average or higher in Mandarin Chinese Intensive Honors and/or department recommendation This course prepares students for the AP Chinese Language and Culture Examination. The goal of the course is to further develop and refine students’ overall language proficiency within a cultural frame of reference reflective

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of the richness of the Chinese language and culture. Through task-based communicative activities, students develop the ability to speak and write in various settings, styles, and registers. They are also expected to listen to a wide variety of adapted or authentic selections, and read a wide range of texts representing different styles and genres. This class is conducted exclusively in Chinese.

Mandarin Chinese V (future offering) 1 semester, 1 unit Prerequisite: C- average or higher in Mandarin Chinese IV and/or department recommendation.

This course is designed for students who have successfully completed Mandarin Chinese IV and would like to further develop their knowledge of Chinese and the Chinese-speaking world. The goals of this course are to continue the development students’ proficiency across the full range of language skills, advance their critical thinking ability, and enhance their cultural and global awareness. In this course language proficiency is interwoven with level- and age-appropriate cultural studies. Instructional materials and activities are carefully and strategically adapted from authentic sources, including poetry and other literature, to support the linguistic and cultural goals of the course. This class will be conducted exclusively in Mandarin.

Mandarin Chinese V Honors (Literature) 2 semesters, 1 credit Prerequisite: B average or higher in AP Mandarin Chinese and/or department recommendation.

The goal of this advanced post-AP course is to further develop and refine students’ overall language proficiency within a cultural frame of reference reflective of the richness of the Chinese language and culture. Students explore and discuss Chinese poetry and select works or excerpts of Chinese literature. In so doing, they continue to develop their advanced vocabulary and oral communication abilities while at the same time learning the art of written literary analysis. This class is conducted exclusively in Chinese.

French I 2 semesters, 1 credit French I is a beginning course for students who are starting their study of French for the first time and for those students who studied French in Grades 7 and 8 but are not prepared to go into the French secondyear program. This course undertakes the important study of the imperative mood and the indicative tenses of present, past, and future. Cultural enrichment is offered to students through photographs, proverbs, poems, cultural essays, and dialogue. Students may also take part in cultural projects such as preparing native cuisine and celebrating national holidays. Most of the class is conducted in French to develop the auraloral competency of students.

French II 2 semesters, 1 credit Prerequisite: French I with a min. grade of C+ or French A/IB with min. grade of BIn French II, the idiomatic uses of language in writing and speaking are stressed. Cultural awareness continues to be provided through credits from the text and videos. Students learn all the basic verb tenses in the indicative mood and most of the concepts of grammar and syntax that allow them to write accurately, read and understand short stories, and speak with some fluency. Short original compositions and oral presentations are an important part of the course. Most of the class is conducted in French.

French III 2 semesters, 1 credit Prerequisite: French II with a min. grade of C+ This course offers a thorough review of grammatical structures previously learned and an introduction to the subjunctive mood. Reading and class discussion of stories, articles, song lyrics, and plays form the basis for written compositions. Oral communication is stressed through situational dialogues and oral presentations on cultural topics. The class is conducted entirely in French, and emphasis is placed on cultural awareness.

Français Intensif Honneurs 2 semesters, 1 credit Prerequisite: A to B+ average in French II; A to B+ average in French III; and/or department recommendation Students begin to work with material that may later appear on the SAT II French exam. Although oral

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communication is a major goal, students’ writing skills are refined. They also read at least one novel and numerous short stories as an introduction to literary analysis. Vocabulary expansion is intensified, and grammar is taught and reviewed through both written and oral exercises. Students are expected to apply grammatical concepts, idioms, and new vocabulary through spontaneous oral presentations and written compositions.

Listening comprehension is strengthened by frequent use of videos, both documentary and fiction. The class also includes a study of culture and civilization. Students work at a faster pace than in a non-honors course, and they are expected to master more material in a more in-depth manner. The class is conducted in French.

French IV-V 2 semesters, 1 credit Prerequisite: French III with a min. grade of C+ and/or department recommendation This course is designed for students who have successfully completed French III or beyond and would like to further their knowledge of France and the French-speaking world. It is possible to take this course in consecutive years as French IV and then as French V given that the entire curriculum of this advanced level course (prose, poetry, drama, and films) alternates every other year. This class will further advance students’ critical thinking abilities, cultural and global awareness, and refine language skills in the critical areas of listening, speaking, reading, writing, vocabulary acquisition and structural proficiency. Instruction will include, but not be limited to, discussions and debates of current events and cultural issues, film analyses, song lyrics, reading and analysis of one francophone play, one francophone novel, articles, and short stories. The course will also include a study of sophisticated idiomatic language and an on-going gramsystematic and contextualized. This class will be conducted entirely in French.

AP French IV/V (Language) 2 semesters, 1 credit Prerequisite: A to B+ average in French III Honors and/or department recommendation Students who enroll in AP French IV/V are generally those who have both the interest and ability to undertake advanced study in world language and to prepare for the AP French language exam. The emphasis is on mastering oral communication, grammatical structures, reading comprehension in all significant vocabulary domains and written composition. Students are introduced to the works of selected AP authors and discuss these works in class, as well as write compositions based on the readings. The literary emphasis in this course is in preparation for the Advanced Placement course in French V. The grammatical emphasis is on preparation for the SAT II and AP language exams. Students are expected to take AP French V the following year. The course is conducted in French.

French V Honneurs (Literature) 2 semesters, 1 unit Prerequisite: A to B+ average in AP French IV and/or department recommendation This is an Advanced Placement, college-level course designed to prepare students for the Advanced Placement examination in literature that may qualify them for transferable college credit. Students who take this course must have strong knowledge of the language and culture of French-speaking people and have attained considerable proficiency in listening comprehension, speaking, reading, and writing in French. Those who qualify for this course must have the energy and the determination to carry out independent work and research.

Material is presented in a seminar structure, and students write analytical papers and in-class compositions with accuracy and clarity in thought and language.

The AP French V reading list is revised every three years and consists of a core of required poetry, plays, and novels from the 16th to 20th centuries. There is also an extensive supplementary reading list from which the remainder of the course material is selected.

Spanish I 2 semesters, 1 credit Spanish I is a beginning course for students who are starting the study of Spanish for the first time and for those students who studied Spanish in Grades 7 and 8 but are not prepared to go into the Spanish second-year course. This course undertakes the study of the basic structures that allow students to express themselves in simple sentences. Cultural enrichment is offered to students through photographs, proverbs, poems, cultural essays, dialogues, and club activities. Students may also take part in cultural projects such as preparing native cuisine and celebrating holidays. Most of the class is conducted in Spanish to develop aural-oral competency.

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Spanish II 2 semesters, 1 credit Prerequisite: Spanish I with a min. grade of C+ or Spanish A/IB with min. grade of BIncreasingly complex idiomatic use of the language in writing and speaking is stressed in this course. Cultural awareness continues with various supplemental materials, including cultural credits from the text. Students learn most of the fundamental concepts of grammar that allow them to write, read, speak, and listen to Spanish at an intermediate level. Short compositions are an integral part of the course in preparation for the next level, which includes a literature course. The class is conducted entirely in Spanish except when complex grammar concepts require clarification in English.

Spanish III 2 semesters, 1 credit Prerequisite: Spanish II with a min. grade of C+ This course offers a thorough review of grammatical structures previously learned and an introduction to the subjunctive mood. Reading and class discussion of stories, articles, and plays form the basis for written compositions. Oral communication is stressed through situational dialogues and oral presentations on cultural topics. The class is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

Espa単ol Intensivo Honores 2 semesters, 1 credit Prerequisite: A to B+ average in Spanish II, A to B+ average in Spanish III, and/or department recommendation This course offers a thorough review of grammatical structures previously learned and an introduction to the subjunctive mood. Students read short stories by well-known authors, discuss them in class, and write compositions on the content of the works. Oral communication is stressed through situational dialogues and oral presentations on cultural and historical topics. In addition, students work at a faster pace and cover more material in a more in-depth manner than in a non-honors class. The course is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

Spanish IV 2 semesters, 1 credit Prerequisite: Spanish III with a min. grade of C+ The emphasis of the course is on oral and written competency in the language. Many contemporary cultural issues are studied. Students read and analyze selected works of Hispanic authors. Oral communication is stressed through situational dialogues. Some grammar review is completed, but the goal of the course is to use the grammar and vocabulary previously learned in a meaningful, contemporary context. The course is conducted in Spanish.

AP Spanish IV (Language) 2 semesters, 1 credit Prerequisite: A to B+ average in Espa単ol Intensivo Honores and/or department recommendation Students prepare for the AP Spanish language exam during the course of the year. The emphasis is on mastering oral communication, grammatical structures, and written composition. Students are introduced to the works of selected AP authors and discuss these works in class, as well as write compositions based on the readings. Students are expected to take AP Spanish V the following year. The course is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

Spanish V (Cinema) 2 semesters, 1 credit Prerequisite: Espa単ol Intensivo Honores, Spanish IV, or AP Spanish IV and recommendation of the department This advanced level course focuses on the history and culture of Latin America and Spain through the use of contemporary films. Students are required to read many literary words and other prose pieces (historical and press articles, short stories, excerpts from novels, plays), write essays and develop projects. Students are required to participate actively and make use of their analytical skills. Grammar previously learned is reviewed and there is a strong emphasis on advanced level vocabulary development. The course is conducted in Spanish.

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AP Spanish V (Literature) 2 semesters, 1 credit Prerequisite: A to B+ average in AP Spanish IV and/or department recommendation This is an Advanced Placement, college-level course designed to prepare students for the Advanced Placement literature examination, which may qualify them for transferable college credit. Students who take this course must have an extremely strong basic knowledge of the language and culture of Spanish-speaking peoples and have attained considerable proficiency in listening comprehension, speaking, reading, and writing in Spanish.

Those who qualify for this course must have the energy and determination to carry out significant independent work and research. Material is presented in a seminar structure, and students write analytical papers and inclass compositions with accuracy and clarity in thought and language. The AP Spanish V literature reading list consists of a core of required poetry, plays, novels, essays, and biographies from the 14thto the 20th centuries.

The list contains works from both Peninsular and Latin American authors.

Mathematics The goal of the mathematics curriculum is to develop a sound understanding of mathematical concepts and the ability to creatively apply them to new situations. A major objective is that all students develop confidence in their mathematical abilities and develop them to the fullest extent.

Courses are designed to provide a sound basis of principles and experience in a variety of problem-solving situations which then enables students to develop their own intuitive problem-solving techniques. Because the ability to reason logically and analytically is valuable far beyond the context of the mathematics classroom, the mathematics department emphasizes the necessity of organization and logical progression of thought.

The use of technology, including the graphing calculator, is integrated throughout the curriculum. All Upper School students are required to own a TI-83 Plus or TI-84 Plus graphing calculator.

Algebra I 2 semesters, 1 credit Prerequisite: Prealgebra with a minimum grade of CThis course is a full year of elementary algebra and covers the same topics as the Algebra IA/IB two year sequence. The goal of the course is to develop each student’s computational, procedural, and problem solving skills in order to develop a solid foundation in algebraic concepts. The course focuses on developing a working understanding of the properties of the real number system and using this knowledge to solve systems of equations, evaluate and graph exponential and quadratic functions, and simplify polynomials. Introductory Trigonometry is presented. Math language and vocabulary are developed along with problem-solving strategies which are applied through the use of tables, charts, and graphs.

Algebra IB 2 semesters, 1 credit Prerequisite: Algebra IA with a minimum grade of CAlgebra IB is the second part of a two year course in elementary algebra. The intent of the course is to apply the skills developed in Algebra IA to solve systems of equations, evaluate and graph exponential and quadratic functions, simplify polynomials, and to introduce trigonometry. Math language and vocabulary, problem solving techniques, computation with algebraic expressions, and the solution of both linear and quadratic equations are stressed.

Geometry 2 semesters, 1 credit Prerequisite: equivalent of Algebra IA and IB with a minimum grade of CThis course is a thorough study of Euclidean geometry, and main topics include work with complementary, supplementary, and vertical angles, parallel and perpendicular lines, polygons, congruent and similar triangles, and circles and area. Proofs are used to support the content, and an introduction to trigonometry is included.

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Geometry Honors 2 semesters, 1 credit Prerequisite: department recommendation This course covers the same topics as geometry, but the class moves at a much quicker pace. There is a more in-depth study of proofs, trigonometry, and coordinate geometry, while the use of algebra is emphasized.

Algebra II 2 semesters, 1 credit Prerequisite: Geometry with a minimum grade of CThis course requires a solid foundation in Algebra I. Main topics include polynomial functions and their graphs, imaginary numbers, linear equations and inequalities, matrices, radicals, logarithmic functions, rational equations, and series and sequences. Triangular trigonometry is investigated.

Algebra II Honors 2 semesters, 1 credit Prerequisite: Geometry and department recommendation with a minimum grade of CThis course covers the same material as Algebra II but at a faster pace and in a more rigorous manner.

Trigonometry is more thoroughly studied, and probability and statistics are introduced.

Functions 2 semesters, 1 credit Prerequisite: Algebra II and teacher recommendation with a minimum grade of CThis course will deepen the student’s knowledge and understanding of the basic functions vital to success in Precalculus. Students will explore functions and apply them to real-life data. Additionally, students will continue to develop their critical thinking skills as they analyze, synthesize and justify mathematical concepts with ever increasing complexity. There course will employ discussion, writing, exploration, graphing calculators, and other technology-based tools.

Math Topics 2 semesters, 1 credit Prerequisite: Algebra II with a minimum grade of CMath Topics covers a wide variety of mathematical concepts. The year starts with problem-solving and writeups, set theory and logic, and a project on mathematicians. The main topics include other number systems, including systems with bases other than 10; Euclidean and non-Euclidean geometry; networks; fractals; matrices; clock and modular arithmetic; and “your money and your math.� This course is an opportunity for students to become involved and interested in the recreational and practical applications of mathematics.

Precalculus 2 semesters, 1 credit Prerequisite: Algebra II and department recommendation with a minimum grade of CThe purpose of this course is to prepare students who will take calculus in Upper School or college. Only students with a solid background in algebra and geometry should enroll in this course. This course extends many of the topics covered in Algebra II. There is an emphasis on coordinate geometry, functions, logarithms, graphing, and trigonometry. Vectors are also introduced.

Precalculus Honors 2 semesters, 1 credit Prerequisite: Algebra II Honors and department recommendation with a minimum grade of CThis course covers the same topics as precalculus, but the class is more in-depth and moves at a faster pace.

Integration of ideas is stressed, and students are given the chance to expand their abstract and spatial skills while working in two-and three-dimensions. Logarithmic and trigonometric functions are stressed, as are proofs and graphing techniques. Limit theory, polar graphing, and vectors are introduced.

AP Statistics 2 semesters, 1 credit

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Prerequisite: Algebra II and department recommendation with a minimum grade of CThis course follows the AP syllabus and is designed to be the equivalent of a college-level introductory statistics course. Based on application and activity rather than calculus, this course is for motivated students. It is an introduction to statistical methods for business, health science, and social science statistics. Course content includes data collection and experimental design, data display, summary statistics, introductory regression, and introductory probability.

AP Calculus AB 2 semesters, 1 credit Prerequisite: Precalculus and department recommendation This college-level course is for accelerated students. It begins with a study of limit theory and quickly moves on to differential calculus. The concept of the derivative is applied to related rates, extrema, optimization, and curve sketching problems. The second half of the year is an in-depth study of integral calculus. The concept is applied to logarithmic and trigonometric functions and also to areas and volumes.

AP Calculus BC 2 semesters, 1 credit Prerequisite: Precalculus honors and department recommendation with a minimum grade of CThis is a rigorous, college-level course. In addition to the work covered in the AB course, the following topics are included: additional techniques of integration, differential equations, polar coordinates, vectors in two-space, and infinite sequences and series.

Linear Algebra 2 semesters, 1 credit Prerequisite: AP Calculus and department recommendation with a minimum grade of CThis rigorous, college-level course explores various matrix methods of solving systems of equations in addition to covering matrix algebra, determinants, vector geometry, vector spaces, eigenvalues, and linear transformations. Students examine the proofs of theorems and apply the theorems in solving problems as well as in creating their own proofs. Proof technique is emphasized. Students are also introduced to computer programming in C++.

Please note: All Honors and AP courses require an annually renewed recommendation from both the current teacher and department chair. It is not unusual for students to switch off the Honors track at some point. Algebra II Honors seems to be the first especially challenging course for students.

Math Course Sequencing Middle and Upper Schools Grade 5 Math Grade 6 Math Grade 7

Pre-Algebra

Algebra IA

Algebra IA Honors

Grade 8

Algebra IA

Algebra IB

Algebra IB Honors

Grade 9

Algebra IB (or I*)

Geometry

Geometry Honors

Geometry**

Algebra II

Algebra II Honors

Grade 10

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Grade 11

Algebra II

Grade12*** Precalculus or AP Statistics

Precalculus

Precalculus Honors

AP Calculus AB or/and AP Statistics

AP Calculus BC

or Math Topics

or AP Calculus AB or/and AP Statistics

*Algebra I covers the material from both Algebra IA and Algebra IB. **Students who would like to take AP Calculus may ask to be approved to take Geometry during the summer after Grade 9. ***For the very few students who finish AP Calculus before Grade 12, Linear Algebra is offered.

Science The objective of science education is to bring about scientific literacy through inquiry, exploration, and application. As stated by the American Association for the Advancement of Science’s Project 2061, “A scientifically literate person is one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes.�

The department hopes to engender a scientific world view that includes certain beliefs: the world is understandable; scientific ideas are subject to change; science knowledge is durable but cannot provide answers to all questions; science relies on inquiry, evidence, and analysis to explain and predict; and scientific work is a complex social activity that has generally accepted ethical principles of conduct. The department desires to impart to students the attitude of the scientist, one that is open-minded, investigative, and curious and that science is a process rather than an accumulation of facts. The laboratory orientation of the courses fosters cooperative interaction and emphasizes that science is an active, social enterprise.

Biology 2 semesters, 1 credit Prerequisite: Chemistry This laboratory course is an introduction to the basic concepts and unifying principles of modern biology. The course introduces topics at the organismal, cellular and molecular levels. Major themes include: unity and diversity of species, mechanisms of information flow and species change, cell structure and division, and human body systems (emphasis on the immune, neurological, digestive and cardiovascular systems). The importance of understanding the organism as a whole is stressed, as well as the interaction of organisms with their environment. The course includes significant laboratory as well as project components, with an emphasis on the use of current technological resources as teaching and learning tools.

AP Biology 2 semesters, 1 credit Prerequisite: Chemistry, Biology (not always required), and department recommendation This class is the equivalent of a college introductory biology course, involving daily textbook readings, outside reading on contemporary themes in science, and laboratory activities, including the 12 required AP labs. The emphasis of the course is in three major areas: molecules and cells, genetics and evolution, and organisms and populations. The goal of the AP biology course is to provide an environment that enables students to develop a solid understanding of the principle concepts of biology. The course and AP exam stress the basic facts and the synthesis of these facts into major concepts and themes.

Senior Seminar in Science: Topics in Neuroscience

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2 semesters, 1 credit Prerequisite: AP Biology (UC credit pending) Although the brain weighs only three pounds, and is small enough to hold in your hands, it is the body’s most vital organ. The neuroscience class will explore the biology of the brain and the mind. Using the foundation established in AP biology, students will study the unique cells and chemicals that make up the brain and the central nervous system. Topics to be investigated will include basic anatomy, function of cells, integration of functions; specifically sensation, perception, movement and memory. Additional areas of study will include addiction and drugs, mental health, brain disorders and diseases, nervous system injuries and treatments. The class will emphasize reading of primary sources and will maximize study of the most current ideas in neuroscience today.

Chemistry 2 semesters, 1 credit Prerequisite: Algebra I or Algebra IB and conceptual physics This general chemistry class is a laboratory course intended for students who plan to take additional science courses in the Upper School and in college. Addressing itself to the properties and behavior of matter, this rigorous course employs a combination of discussion and laboratory formats. Students develop skills in applying scientific reasoning to laboratory-generated data and in problem-solving based on the use of mathematical applications. Mastery of the terminology and symbols of chemistry and the use and preparation of data tables and graphs are included. Specific topic areas include atomic and molecular theory, phases of matter, atomic structure, periodic properties, energy of chemical reactions, chemical kinetics, equilibrium reactions, solubility and ionization, oxidation and reduction, electrochemical cells, and organic chemistry.

AP Chemistry 2 semesters, 1 credit Prerequisite: Chemistry and department recommendation The Advanced Placement chemistry course is designed to prepare students to qualify for transferable college credit through the Advanced Placement examination program. The course is for students with high interest and ability in science. Building on a strong foundation in chemistry, this course teaches the advanced science student originality in observation and experimentation, precision in advanced mathematical calculations, computer-based graphing, data collection, and analysis. Conducting rigorous qualitative and quantitative laboratory experiments and writing comprehensive analytical lab reports are emphasized in order to satisfy equivalent demands of college freshman chemistry.

Physics 2 semesters, 1 credit Prequisite: Algebra I or IA This course promotes the conceptual understanding of major physics principles. Students develop a solid foundation in the scientific method through performance, analysis, observation, and discussion of experiments.

These skills are used to explore themes in physics such as motion and forces, momentum and energy, electricity and magnetism, characteristics of waves, sound and light, and optics. Students conduct laboratory experiments, discuss demonstrations, and work on unifying projects such as a roll-back vehicle.

AP Physics 2 semesters, 1 credit Prerequisite: Chemistry, Algebra II Honors and department recommendation This course is a rigorous, non-calculus based study of classical and modern physics with a goal of preparing students to take the B level AP physics exam. The fast-paced program emulates the lecture portion of survey courses commonly taught at colleges and universities. Emphasis is on reading, understanding, and interpreting physical information; developing problem-solving techniques; refining analytical and mathematical skills; and performing experiments and interpreting results. A major project in the second semester is the Rube Goldberg Machine which requires a large time commitment outside of class. Topic areas include: mechanics; heat, kinetic theory and thermodynamics; electricity and magnetism; waves and optics; and modern physics.

Astronomy 2 semesters, 1 credit

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Prerequisite: Physics This course is an introduction to astronomy. The development of astronomy as a science over several thousand years is examined, as are observational tools. Topics also include gravitation and the motions of the planets, our solar system, stellar evolution, star groups, the major terrestrial and Jovian planets, and the earth-moon system.

Weekly laboratory activities, field trips, and evening viewing sessions with the school's telescope are important components of the course.

Science and Society (Grades 11-12) 1 semester, 1/2 credit Prerequisite: Physics and Chemistry Science and Society is an interdisciplinary course covering major science issues from a historical, ethical, political, and scientific basis. The course will focus on the relationships between science, the philosophy of science, science ethics, and how these interface with society. The major topics to be covered are: an overview of the issues relating science and society; atomic energy and nuclear power; the effect of certain chemicals on people and the environment; and Darwin’s theory of evolution. The positive and negative aspects of these main topics, and the implications on society as a result of the application of scientific discovery, will be included.

Reading assignments from thirty-five texts will be used to demonstrate the complexity in science and society issues. Other current event topics such as - global warming, stem cell research, bioengineered foods, cloning, technology, etc. will be included. Action research labs and student projects are also part of the course.

Science Electives Biotechnology (UC credit pending) 1 semester, 1/2 credit Prerequisite: Biology or AP Biology The Biotechnology class is a lab-based class in which students will learn molecular biology techniques in both an experimental and a health-based context. Appropriate for all students who have completed either LJCDS biology course, this hands-on class builds on the junior experience by allowing students to explore cutting edge science in an approachable way. Students learn to manipulate DNA and work with recombinant proteins, among other techniques; an emphasis is also placed on understanding how core techniques can be used to address health issues and other societal challenges. Students have the opportunity to design their own experiments and connect with the local biotechnology community through field trips.

Marine Biology 1 semester, 1/2 credit Prerequisite: Biology or AP Biology This course will take an ecological approach to examining the ocean habitat and the organisms that live in it.

Designed for students who have already had Biology or AP Biology, the course will reinforce key biological principles and address the specific applications of those principles to marine systems. Marine organisms from all three domains of life will be examined in the context of the major ocean habitats, from intertidal zones to the deep sea floor. Particular attention will be paid to the evolutionary and ecological context for characteristics of organisms and communities. Local resources such as tide pools and nature centers will be employed to the fullest extent possible, and modern molecular biology and other techniques will be used frequently to address the current state of ocean research.

Social Sciences Social science students become familiar with both historical facts and concepts and with the more general social scientific skills that are especially useful in examining current events. Communication skills are developed through thoughtful and active listening, speaking, reading, and writing, all of which center on a realization of what it means to conceive a paragraph. In addition to daily participation in classroom discussion, students at all grade levels present formal oral reports on topics mutually agreed upon by student and teacher. All students are required to present a formal written research essay developed around a question of relevance to the course. In

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the classroom, the “directed discussion” format prevails over lectures, which are usually no more than half a class period in length.

Class periods for small group study projects and independent reading are scheduled when appropriate. Midterm and final exams emphasize the writing of essays and practice in answering multiple-choice questions of the type commonly encountered in the College Board testing program.

World Cultures & Contemporary Problems I 2 semesters, 1 credit World Cultures and Contemporary Problems I is a required, Grade 9 thematic-based course that is designed to help reinforce skills such as reading, writing, note taking, conducting research, academic integrity, media literacy, and critical thinking. While investigating the physical and cultural geography of the earth, students will be expected to apply that information to current global developments. Throughout the course, students will analyze the physical, political, and cultural geography of the Middle East, Asia, Africa, Latin America, Europe, and the Credited States from prehistoric times to the early modern era. Students will also strengthen those skills necessary for success in other content areas including English, science, foreign language, and other elective courses.

World Cultures & Contemporary Problems II 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I In World Cultures & Contemporary Problems II, students become active in speaking about and writing for history, evaluating and analyzing primary and secondary source material, conducting responsible research, and developing citation and interviewing methods. Students build confidence in voicing their ideas in class discussion, keeping up with daily reading and media, and preparing notes for regular quizzes and tests. In the first quarter, attention is given to the European Enlightenment and Scientific Revolution to set up the questions, “How have the themes of reason, science, progress, tolerance, and individual freedom influenced world history since the 18th century?” Students interrogate these themes, past and present, as they examine political, social and industrial revolutions and reforms worldwide. In the second semester, students expand their synthesis of history to include film analysis, digital storytelling, oral defense of one’s thesis before a faculty panel, and composition of short, discreet position papers. The content of the course continues its chronological “march through history” while allowing ample time to examine how current events reflect and refract world history in the post-Cold War, global era.

AP European History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I This college-level history courses is structured to prepare students for the Advanced Placement examination that can qualify them for transferable college credit. The course is designed for able and well-motivated students who are interested in additional and more challenging course material.

"The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. [The course includes] ...understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing." (From the AP European History course description, available at http://apcentral.collegeboard.com.)

AP World History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I This college-level history courses is structured to prepare students for the Advanced Placement examination that can qualify them for transferable college credit. The course is designed for able and well-motivated students who are interested in additional and more challenging course material.

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"The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies... The course builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage." (From the AP World History course description available at http://apcentral.collegeboard.com.)

United States History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems II, AP European History or AP World History The emphasis is on how American institutions, especially political institutions, have developed. The first semester covers the establishment of the English colonies, their revolution against the British imperial system, the "manifest destiny" of continental growth, and the tragic division of the Civil War. The second semester presents Industrialism and the Populist, Progressive and New Deal reactions to it, the World Wars and the Asian Peninsular Wars and their effect on our world-view and on our national self-consciousness. The United States History course is taken by Grade 11 students to fulfill the graduation requirement.

AP United States History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems II, AP European History or AP World History, and department recommendation While covering the United States History curriculum, this course puts an additional emphasis on reading primary sources and critical essays. In order to prepare for the Advanced Placement exam, the student is asked to answer a substantial number of essay- and data-based questions. An interest in the analytical approach to history and an ability to work independently are key to the successful completion of this course.

United States Government 2 semesters, 1 credit This course introduces Grade 12 students to the government and politics of the United States. The key topics include the Constitution, the organization and activities of the three branches, the role of the political parties, and the election process. Special attention is paid to Supreme Court cases in the areas of civil liberties and civil rights. Students are required to stay abreast of current political issues and events.

AP United States Government 2 semesters, 1 credit Prerequisite: department recommendation This course is designed to give students a critical perspective of government and politics in the United States.

This course involves both the study of general concepts used to interpret United States politics and the analysis of specific case studies. It also examines the various institutions, groups, beliefs, and ideas that make up the United States political reality. Special attention is paid to Supreme Court cases in the areas of civil liberties and civil rights.

AP Psychology Grades 11-12 2 semesters, 1 credit Prerequisite: Psychology (or Qualifying Exam) with History and Science department recommendation This college level course explores the topics covered in psychology but in greater depth. Emphasis is placed both on preparing students for the Advancement Placement examination as well as exposing them to the possibilities of a career in the field.

Theory of Knowledge- Honors Level 2 semesters, 1 credit Prerequisite: department recommendation Students examine the disciplines they have been exposed to throughout their education such as literature, history, science, religion, government, mathematics, and art through the eyes of a philosopher. Throughout the class, students will address fundamental philosophical questions, such as: the nature of reality and existence,

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the existence of God, the problem of evil, how we claim to know, reason versus faith, the mind-body problem, and whether values are absolute or relative. Students will study the major philosophers from the Pre-Socratics to the Existentialists and will be required to read primary documents from such great philosophers as Plato, Aristotle, Descartes, Hegel, Kant, Nietzsche, and Sartre.

In the spring, the class considers ethics, aesthetics, philosophy of science, and non-western philosophy.

Students must be prepared for intense class discussion as well as keep a journal. Besides written and oral examination, students will be required to write extensively, including an interview project and a philosophy and literature project. Inherent to the success of this class is a willingness to hone the tools of argumentation: the ability to reason effectively, communicate well, evaluate and defend a position, and respect your audience.

Social Science Electives Psychology – Grades 11-12 1 semester, 1/2 credit This course surveys major topics in psychology. Areas covered include methodology, learning, personality, human development, and social and behavioral psychology. Course material is supplemented by guest speakers from the community. This course is intended for juniors and seniors; other students must have the permission of the instructor.

Economics – Grades 11-12 1 semester, 1/2 credit (no UC credit) Beyond teaching some of the basic principles of both macro and microeconomics (including supply/demand, money supply and interest rates), this course will focus on: personal finance (including how to file taxes, invest, and borrow), studies of scarcity using Freakonomics as a guide, Keynes’ and Friedman’s views on the government meddling in economic affairs, controversial issues in economic policy (minimum wage, sweat shops), what globalization means to the world economy (including discussion of the IMF and G8), microfinance and microloans, and continued analysis of the current economic recession. Using current events, numerous editorials and opinion pieces, movies, and a variety of texts, much of this class will be discussion- and writingbased.

The History of Movies in the Age of Nuclear Annihilation: American Films of the Cold War (1945-1991) 1 semester, 1 credit (no UC credit) From Rambo to Rocky IV, from Dr. Strangelove to The Day After, and from The Third Man to Thirteen Days, the films of the Cold War captured the daily fear and paranoia of nuclear annihilation that hung over the heads of Americans and the world. The U.S. and the U.S.S.R. stared each other down, each with an itchy finger on the red button of total destruction, as proxy wars between these global superpowers burned in Vietnam and Afghanistan. Meanwhile, Hollywood filmmakers expressed the public’s anxiety about instant Armageddon or a Russian invasion in movies such as the action-packed Red Dawn, the psychologically mind-numbing Manchurian Candidate, and the comedic Spies Like Us. These films and others will be viewed in the historical context in which the audiences of the time saw them. In addition, apocalyptic literature will be read to build an understanding of the Cold War, documentaries will be viewed such as The Atomic Café, and an appreciation of the US government-produced you-can-survive-a-nuclear-war civil defense films such as Duck and Cover will be developed.

Visual & Performing Arts Subject to change Studio Art I 2 semesters, 1 credit (may be taken for one semester with teacher approval) This is an elective course with the first semester designed to introduce students to freehand drawing and no previous art experience is required. Through the development of observational skills and the study of line, value, form, and composition, students learn various techniques for producing an effective visual representation.

The second semester introduces students to the materials and subject possibilities of painting. The emphasis is on developing a working knowledge of the visual elements and the principles of design while learning the

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technical aspects of handling paint and color. Master painters are discussed in relation to art making, history, and theory. This is a required course for all studio classes.

Studio Art II 2 semesters, 1 credit Prerequisite: Studio Art I or teacher approval This course is designed to further develop the skills and concepts students explored in Studio I. Students will have the opportunity to develop their aesthetic, imaginative, and creative faculties through more experimental investigations of their artistic directions. The course includes drawing, color study, painting, 2-D design, 3-D design, and digital filmmaking. A study of art history and criticism continue to be an integral part of the course material.

Two new additions to this year’s Studio II curriculum are designed to give students a broader art making experience. The 3-D design credit will include an in-depth exploration of clay sculpting and hand-building.

Students will have the opportunity create ceramic sculptures using basic hand-building techniques such as coil, slab and pinch. Students will also explore various surface treatments such as glazing, carving, texture, slips, imbedding found objects and applying cold-finishes such as paint, colored pencil and wax.

The second addition to the curriculum is digital filmmaking. In this credit students will explore the art of the moving image with an emphasis on experimental and non-narrative forms. Individual and collaborative projects will provide students with the chance to explore ways to represent, visualize, express, and communicate ideas using a time-based medium. The curriculum includes storyboarding, lighting, editing, framing, camera handling, and shooting techniques, as well as a history of film in its experimental, narrative, and documentary forms.

Studio Art III 2 semesters, 1 credit Prerequisite: Studio Art II and teacher approval This course offers serious art students the opportunity to explore individual creative problems in the context of studying historical and contemporary ideas about art. The objective of the course is to develop a portfolio of accomplished work. This course is designed for both students who are preparing to take Advanced Placement studio art and for those who want an accelerated studio class that does not necessarily conform to Advanced Placement requirements.

AP Portfolio 2 semesters, 1 credit Prerequisite: Studio Art lll and/or instructor approval (UC credit pending) This course follows the requirements established by the AP Board in Princeton, New Jersey. Students are expected to produce 24 art works of very high quality. Twelve need to show a student’s ability to work with a variety of subjects, materials and approaches. Students must also produce twelve works that demonstrate a student’s capacity for focusing on a subject and style that allows them to create a cohesive body of work.

Ceramics 2 semesters, 1 credit (may be taken for one semester with teacher approval) (UC credit pending) This course is a great introduction to clay and 3D design. Students will learn a variety of ceramic techniques including coil forms, slab construction, wheel throwing, and figure sculpture. They will also explore many creative decorating techniques, surface enrichment and a variety of glazing methods. Students taking this course will investigate the various technical and conceptual issues related to ceramic sculpture and creating a ceramic vessel. The course will also highlight the connection between student work and major forms of art from the past and present form a variety of cultures, emphasizing historical context as well as personal expression.

This course is open to any student with an interest in sculpture, wheel throwing or working with clay.

Graphic Design 2 semesters, 1 credit (may be taken for one semester with teacher approval) Graphic Design is a course for students who are interested in the art, language, and business of two-dimensional design, utilizing the computer and Adobe Photoshop software. While developing an understanding of the visual elements and principles of design, students will explore the possibilities of composing various design elements while considering the practical aspects of a project. Students will be given instruction on the process of completing numerous computer-based projects, starting with the preliminary

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sketching out of ideas to actualizing the design and meeting a production deadline. Through this process, students will develop basic skills to create designs that demonstrate their ability to effectively communicate their ideas. Students will apply this working knowledge to verbal and written critiques allowing them to articulate their understanding of the visual elements and principles of design. Developing an understanding of the cultural and historical context of design will be emphasized in relation to the influence design has on our lives and creative thinking.

Digital Photography 2 semesters, 1 credit Digital Photography is a year-long introductory course in the study of photography. In Digital Photography students will learn the basics of photographic composition, the principles of design and the elements of art, the technical aspects of photography as it relates to 35 mm cameras in general, and the differences with a 35 mm digital camera. Students will also work with Adobe Photoshop to enhance, print, mount and display their finished work. Within a context of studio production, students will study the sensory, formal, expressive, and aesthetic properties of photographic art and will examine closely the history and development of photography including its relationship to the scientific/technological and European cultural views of the 19th and 20th centuries. Students will be able to identify different photographic movements as they relate to different art movements in history and how they correspond to changes in society. Included in this class is an analysis of photographers from variety of different cultures around the world, with special attention to cultural similarities and differences in representation.

Art History 1 or 2 semesters, 1/2 or 1 credit This course is an introduction to the visual arts and their history. It offers students the opportunity to increase their awareness of the visual arts by tracing the major movements in art from the earliest times to the present.

Master works of architecture, sculpture and painting are discussed with special attention to the many ways contemporary art evolved out of the past. Field trips to art galleries and museums are part of the art viewing experience.

AP Art History 2 semesters, 1 credit Prerequisite: department recommendation (In some circumstances, this elective course can be taken for social science elective credit.)

The AP offering in Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history: an understanding and enjoyment of architecture, sculpture, painting, and other art forms within historical and cultural contexts. In the course, students examine major forms of artistic expression from the past and the present from a variety of cultures. They learn to look at works of art critically, with intelligence and sensitivity, and to analyze what they see. Many colleges and universities offer advanced placement and/or credit to students who have performed successfully on the AP Art History examination.

Drafting and Architecture 2 semesters, 1 credit (May be taken one semester with teacher approval) (UC credit pending) Drafting and Architecture is a year-long course presenting the fundamentals of drafting and architecture, including an overview of the importance of drafting in a variety of subjects and careers, including science, art, and engineering. Students will begin by drawing with pencils, pens, and traditional drafting tools, and then proceed to CAD drawing. Semester one is Drafting I where subjects will progress from simple geometric shapes to more complicated three dimensional objects. After mastering straight line renderings, students will begin to tackle the three view and isometric drawings including circles, ellipses, and spheres. In all drafting plates, proper dimensioning and correct use of scale will be stressed. The second semester is Introduction to Architecture, where students will progress to a study of the history and development of architecture from ancient times to the present day, be introduced to the fundamentals of architectural drawing and the history of architecture. Emphasis will be placed on socially responsible, environmentally benign architecture, incorporating both esthetic appeal and practical engineering and construction principles. In the first credits, students will review the basics of architectural drawing and design, including floor plans, elevations, two and

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three point perspective renderings, and three dimensional model construction. In the second credit, students will design a private residence or public building as their culminating project.

Music Appreciation & Song-Writing 1 semester, 1/2 credit (may be taken for one semester with teacher approval) The course has three components. The first is a focus on music history. Through listening examples, students will become familiar with major composers and compositions of both Eastern and Western music from Medieval to the present encompassing all styles. Next, students will become familiar with basic music notation and learn important terms from the music vocabulary. In the final component, students will be given a series of projects in which they will compose original music.

AP Music Theory 2 semesters, 1 credit Prerequisites: teacher approval This course is designed to help students understand how music is constructed, and provide opportunities for creative development. In particular students will become familiar with the six basic elements of music, common practice voice leading and musical analysis. This course will also encourage development of more advanced aural, vocal, and keyboard skills.

Course Objectives: • Review fundamentals of music including melody, harmony, texture, timbre, form and rhythm.

• Daily ear-training and sight-singing exercises.

• Intensive student of common practice part writing including figured bass, Arabic numbers, Roman numeral analysis and pop chord symbols.

Chorus 2 semesters, 1 credit (May be taken for one semester with teacher approval) This course provides opportunities for students to develop their musical potential and aesthetic understanding through singing in a choral ensemble. Study includes appropriate vocal technique, aesthetic awareness, basic theory, and responsible rehearsal habits. Students will strengthen listening skills and their ability to analyze and evaluate music and music performances. Attention will also be given to relating their music experiences to personal development and other academic areas.

Women’s Ensemble 2 semesters, 1 credit Prerequisite: by audition Women’s Ensemble is a select treble choir, which builds upon the vocal and ensemble techniques introduced in the introductory vocal music classes. Study includes the care and cultivation of the female voice, musical sensitivity, the ability to read music with increasing fluency, the building of technical skills, and responsible rehearsal habits. Students will have opportunities to experience a wider variety of music that reflects all genres and time periods. Students will heighten listening skills and increase their ability to analyze and evaluate music and music performances. Students in this course can also anticipate a heavy performance schedule during the winter and spring months.

Madrigal Singers 2 semesters, 1 credit Prerequisite: by audition Madrigal Singers is an advanced choral ensemble, which builds upon the vocal and ensemble techniques introduced in the introductory and intermediate vocal music classes. Students selected for this ensemble must complete all prerequisites, audition and attain director recommendation. The course emphasizes sight-singing, tone production, breath control and other aspects of vocal technique. Performance repertoire will be selected from a variety of genres and time periods and will reflect state and national standards. The Madrigal Singers perform regularly both on campus and in the community and participates in a choir tour/choral festival each year. In addition students in this ensemble must participate in at least one extracurricular ensemble, which may include a local or regional honor choir, a capella choir, community choir, or school/ community musical theatre troupe.

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Dance Performance I 2 semesters, 1 credit (may be taken for one semester with teacher approval) Dance Performance I is a foundation course designed to create detailed, athletic, repertory works while expanding the knowledge and skill of jazz and ballet techniques. Students will be instructed in facets of dance performance, ranging from basic ballet, jazz, salsa and mambo, musical theatre performance, as well as hiphop. Occasionally, other dance forms might be introduced, including eastern-influenced dance, precision dance or Caribbean and Latin beats.

Students learn and build technique through barre/floor work, solo demonstration and choreographed pieces.

Historical and contemporary dance work and professional companies are explored through varied media (video, attending off-site performance, guest demonstrations, etc.) to identify technique, style nuances, communicated intent, and the quality of dance production.

An Artist-in-Residence will be introduced each semester and will take the class through modern dance and tap.

Both the dance instructor and guest artist will work on individual technique, style as well as performance ability.

This will culminate in at least one dance combination, which will be performed during the two dance shows scheduled in the year, at the Four Flowers Theater, alongside the MS Dance class and US Dance P.E. class.

Dance Performance II 2 semesters, 1 credit Prerequisite: Dance Performance I or teacher approval (UC approval pending) This course is a continuation of Dance Performance I. Students will expand their dance vocabulary through challenging dance warm-ups and across-the-floor sequences. Students will learn dance combinations ranging from ballet, jazz, musical theater dance styles, mambo & salsa, hip-hop, modern dance, tap, as well as the possibility of precision dance, ethnic-infused cultural dances, partner dancing, ballroom and stunt choreography.

Students are introduced to the mechanism of choreography and allowed creative freedom to helm their own dance routines and complete combinations. Dance numbers culminate in dance shows in both the Winter and Spring (required).

Band 2 semesters, 1 credit Prerequisite: Students should have at least one year of instrumental experience and be able to read music. A basic knowledge of scales and chords is also recommended. (May be taken one semester with teacher approval) The US Band is an advanced ensemble with an emphasis on technique and versatility. Performing and performance style are combined with basic music fundamentals, the art of improvisation, and sight-reading. The Upper School Band performs at numerous functions throughout the school year including Open House, Homecoming, assemblies, plays and formal concerts.

Chamber Orchestra 2 semesters, 1 credit (may be taken for one semester with teacher approval) This course is designed to provide an environment that encourages the understanding and appreciation of music via a stringed instrument. Students will learn basic theory concepts and improve their instrumental technique. The focus will be on the study of music terminology, sight reading and rhythmic reading skills as it pertains to orchestral and ensemble playing. Participation in the Orchestra will develop skills such as teamwork, confidence, stage presence, discipline, leadership and citizenship. Students will be exposed to a variety of musical styles ranging from the Baroque Period to Jazz and Fiddling repertoire. One of the highlights of the class will be the opportunity to experience conducting. This course meets for four class periods per week.

Students are also encouraged to take private lessons outside of school. This course fulfills the UC Fine Arts requirement.

Honors Strings Ensemble 2 semesters, 1 credit Prerequisite: by audition (UC credit pending)

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This is an advanced string ensemble class for serious musicians who would like a more in-depth study of various styles of string repertoire. Students will learn more advanced theory concepts. Students will receive additional performance opportunities on their instrument, as this is a performance-based course. Students must audition in order to be enrolled in this class and should be taking private lessons outside of school. This course meets for four class periods per week.

Introduction to Acting 2 semesters, 1 credit This course is designed to give a broad yet thorough introduction to all aspects of dramatic art and theater making. Students will read approximately ten plays ranging from Greek Tragedy to contemporary drama as the foundation for study. Using text, visual aids and class exercises, students learn about both the historical context of these plays and how they may have been staged at the time they were written. With each play the students complete a project, whether it is performing or directing a scene; writing a contemporary adaptation of a classic play or designing a set. The second semester focuses on acting and students will participate in 2-3 scene presentations.

Advanced Acting 1 Semester, 1/2 credit Prerequisite: Introduction to Acting or teacher approval This course is for students who have either completed Introduction to Theater or its equivalent elsewhere. Using improvisation techniques inspired by Viewpoints, Spolin and Boal, this course will begin with exercises focused on body awareness, relaxation, vocal production, and ensemble dynamics. As the year progresses, students will learn how to develop characters within the context of scenes and short plays.

Projects include participation in the English Speaking Union’s Shakespeare Competition and a final performance/recital of a play or group of scenes.

Technical Theater 2 semesters, 1 credit (May be taken for one semester with teacher approval) The US Technical Theater class will be an integral part of the theatrical program providing students with an opportunity to participate in the areas of lighting, sound, scenic design & construction, costume design & implementation, and props. These five basic design areas of theater will allow students to develop their skills in planning, communication, technical execution and problem solving as well as making use of their talents in the fine arts, music, visual perception, sewing and craft work.

Students will have an opportunity to learn and develop these skills on a measured and evenly progressed basis throughout the semester so that they can participate in the US Drama performances & musicals with a solid foundation in all areas of design. They will be given exposure to all five areas, but will have an opportunity to pick one area of main interest for further study including historical and present day context and example.

Film Studies 2 Semesters, 1 credit This course is designed to provide students an historical perspective of cinema as cultural phenomenon, social force, and art form. Beginning with an historical overview of the origins of motion pictures and rare early footage from the turn of the 20th Century, students view approximately 20 films throughout the year ranging from the hilarious silent films of Chaplin and Keaton to groundbreaking genre films such as The Searchers and Star Wars. Students will learn the principles of narrative film form as both a basis for critical analysis and a tool for making their own short film projects. Students will make 3-4 short films by the end of the year.

Filmmaking 2 Semesters, 1 credit Prerequisite: Film Studies, Studio Art I, Photography or Graphic Design (UC credit pending) This hands-on course will focus on conceptualizing and producing both narrative and non-narrative videos/films. Team-taught by arts teachers, the first semester will emphasize the art and craft of image-making with video in a non-narrative context, including experimentation with conceptual and documentary projects.

During the second semester, students will work on creating fiction and/or non-fiction narratives through the

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development of ideas into scripts and, finally, production. Students will work singly and in groups and should make between 5-6 short video projects during the course of the year.

Playwriting 1 Semester, 1/2 credit The course is a laboratory for students to gain a deeper understanding of their personal voice and vision and various approaches to manifesting that vision theatrically. Students will be introduced to a wide range of playwriting styles – from Shakespeare to contemporary drama – in order to explore different structural approaches and poetic strategies. Students will write extensively, culminating in a short play to be read or staged at the end of the semester.

Advanced Directing 1 Semester, 1/2 credit Often taken in conjunction with Advanced Acting, this course focuses on clarifying the dramatic interaction between characters through shaping the visual and rhythmic components of scenes and plays.

Projects will include staging scenes, short plays, and possibly videos.

Physical Education and Athletics Students may fulfill their LJCDS physical education requirements by playing on athletic teams and/or taking P.E. classes or participating in independent P.E. Students are required to complete a minimum of one trimester (season) of either team sport or P.E. class per year of Upper School. Independent P.E. is taken for the entire school year.

Note: One trimester (season) of sport or P.E. per year is the minimum requirement. All Upper School students are encouraged to be physically active and athletically competitive consistently during each year of Upper School. A special patch is awarded every year to each athlete who participates in three sports, and Country Day’s Athlete of the Year is selected from the three-sport lettermen.

Interscholastic Athletics Fall (August through November) Men’s cross-country Women’s cross-country Men’s football Women’s tennis Men’s water polo Women’s volleyball Women’s cheerleading Women’s golf Co-Ed Ultimate Frisbee* Men’s sailing* Women’s sailing* Winter (November through February) Men’s basketball Women’s basketball Men’s soccer Women’s soccer Men’s roller hockey Women’s cheerleading Men’s fencing* Women’s fencing* Men’s surfing* Women’s surfing*

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Women’s water polo Men’s sailing* Women’s sailing* Spring (February through June) Men’s baseball Women’s softball Men’s track and field Women’s track and field Men’s swimming Women’s swimming Men’s golf Men’s tennis Men’s lacrosse Women’s lacrosse Men’s sailing* Women’s sailing* * Torrey Club Sports Fencing, sailing, surfing, and Ultimate Frisbee are non-CIF Torrey club sports and are pay to play. Students who participate on Torrey club teams earn the same sport season credits as students on regular CIF teams but do not earn Country Day athletic letters. Students who participate on Torrey club teams are eligible for three-sport athletic recognition. It may be possible for students to participate on some Torrey club teams while they play on regular Country Day Upper School teams. Sailing is offered each trimester of the school year and may be taken all year long or on a trimester–by–trimester basis, however sailing will count as one sport credit per year regardless of the number of trimesters a student participates. Students interested in Torrey club sports should contact the club coach with inquiries about club fees, schedules and requirements. Torrey club sports do not fall under LJCDS’ “no cut” policy and Torrey club coaches may limit participation.

Community Service Learning Requirement Social responsibility is an integral part of the philosophy of La Jolla Country Day School. It is the aim of the Community Service Board to encourage students to step outside their comfort zones to help those who are less fortunate than themselves. As such, LJCDS students are required to perform at least 30 hours of community service by the end of their junior year. This service must be done off campus. Country Day students are also required to complete 10 hours of school service before the end of first semester of their senior year.

Verification of Hours Many projects are sponsored and sanctioned by the Community Service Board. Projects sponsored as community service events by the school need not be pre-approved. Projects sanctioned, but not sponsored, as well as other community service projects, must be pre-approved. Students run the risk of not earning any community service hours if this procedure is not completed in advance. Forms are available in the Community Service Office. Pre-approval is obtained through the community service director. Verification must be done by the on-site supervisor of the project, not by the student’s parent. Hours completed during the school year must be verified within 30 days of completing that service or the hours will be lost.

Summer community service hours must be verified within the first two weeks of the new school year. Hours incurred through training for a specific job (e.g. TRACE, candy striper, Helen Woodward special projects) will count only if the student continues to volunteer for the organization from which the training was received.

The Upper School participates in the President’s Student Service Awards (PSSA). The PSSA was established as a way to encourage millions of young Americans to participate in voluntary community service. The awards were originated by President George Bush in 1992 and were expanded by President Clinton. In April of 1997 in

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Philadelphia at the Presidents’ Summit for America’s Future, Presidents George Bush, Jimmy Carter, Bill Clinton, and Gerald Ford, along with Mrs. Reagan and Colin Powell, set the goal of getting two million young Americans to provide 100 hours of service. The President’s Student Service Awards became the official recognition system. PSSA is sponsored by The Corporation for National Service and is administered by the American Institute for Public Service, The Points of Light Foundation, and Youth Serve America.

At Country Day, many of our students have already found both the joy and value of community service. We seek to recognize those who go above and beyond their community service obligations. Students who log 100 or more hours from the last day of school until the end of spring break the following year will receive the PSSA. Students who earn this distinction will receive a gold pin and a certificate from the president of the Credited States.

Experiential Education In the fall of each year, the Upper School suspends regular classes for one week so that administration, faculty, and students have the unique opportunity to participate in Country Day's Experiential Education program.

The freshmen travel to the Camp Bravo, while the sophomores choose from a variety of options, including a trip to Nicaragua for community service or trips to Zion National Park or Joshua Tree.

In Grades 11 and 12 the emphasis changes to the upcoming college application process. Juniors have the option to tour either East or West Coast college campuses for a week. The East Coast tour visits many of America's oldest and most prestigious colleges and universities and allows students to experience life in cities such as Boston, New York, and Philadelphia, as well as in the smaller towns of New England. The West Coast tour travels by bus throughout Southern and Northern California visiting more than a dozen college campuses including Loyola Marymount, UCLA, Pepperdine, and Stanford.

Seniors either participate in one of the LJCDS college tours, take an approved college tour with their parents, or work on community service projects.

College Counseling The LJCDS college counseling office is staffed by two full-time co-directors of college counseling and a full-time college counseling assistant. While primary assistance is offered to our senior and junior classes, the college counseling staff coordinates programs appropriate for all Upper School grade levels. Grade level information is listed below: Grade 9 Students are strongly encouraged to contribute to the life of the school through participation in extracurricular programs. A college night for freshmen is held in February to answer college admissions questions and to discuss Upper School planning. Students are issued the college counseling handbook. The primary responsibility for a freshman is to come through with a strong academic performance which will provide a solid grade point average. Most universities will consider a student’s freshman year performance, and the grades earned in this first year will be factored into the LJCDS cumulative GPA. Grade 10 All Grade 10 students take the Preliminary Scholastic Aptitude Test (PSAT) in October and also have the option to take the PLAN (pre-ACT) as well. Parents/guardians attend college night for sophomores in January to review case studies of college admissions folders, assess academic performance and goals, and plan fall college tours.

Some students may be ready to take SAT II tests in June (chemistry, European history, or Math IC). Again, the primary responsibility of a sophomore is to build upon his or her freshman year’s academic performance. The sophomore year constitutes the first “trend year” in which a college will begin to see academic patterns.

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Sophomores (and parents of sophomores, if so desired) will meet with the college counselor in the spring to accomplish two main goals. This meeting will serve to construct an appropriate academic schedule for the student’s junior year, and it will provide an informal opportunity for the student to be introduced to the college counselor before he/she begins a more formal series of meetings in the junior and senior years.

Grade 11 Juniors meet with visiting college admission representatives during the fall and also participate in week-long tours of college campuses on the East Coast and California.

All Grade 11 students take the PSAT in October and have the option to take the PLAN (pre-ACT) as well.

Scores on the PSAT determine National Merit status for juniors and identify strengths and weaknesses in scholastic preparation and aptitude.

At the beginning of second semester, juniors are introduced to the wide range of Country Day’s college counseling resources.

All Grade 11 students and their parents attend college night for juniors, register for the spring SAT I and II, receive explanation of the college admissions and application process, and determine criteria for selection of colleges. After the college night for juniors, each student arranges a family conference with his/her college counselor to begin discussing the student’s personal and academic development, summer enrichment options, and college choices.

Grade 12 The co-directors of college counseling are assisted by faculty in their roles as direct advisors for the senior class and offer individual student and family meetings on an as-needed basis.

All Grade 12 students and their parents attend college night for seniors in August, and all seniors participate in the senior retreat to learn about the college application process and deadlines.

In addition, a group of senior evening programs guide our families through the application process in an incremental way. Workshops are offered to students on a variety of topics including completion of the UC application, essay writing, interviewing, etc.

In the fall, seniors meet with visiting college admission representatives and ask teachers to write their college recommendations.

Seniors typically take their final SAT in October and their final SAT II in November or December. Throughout the admissions process, seniors and parents keep the college counseling office informed as to progress, problems, acceptances, and final choices.

Clubs and Activities Amnesty International Associated Student Body (ASB) Comedy Improv Cultural Awareness for Everyone (CAFÉ) Chess Club Debate Club Gay/Straight Alliance Independent Film Club International Club Key Club La Jolla Country Day School Jazz Ensemble L’Esprit (yearbook) Model Credited Nations

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The Palette (newspaper) Pegasus (literary magazine) Robotics Club S.A.D.D - Students Against Destructive Decisions Science Club T.A.T.U. - Teens Against Tobacco Use T.R.A.C.E. - Teens Respond to Aids with Caring Education The Credited Federation of Cinema Enthusiasts The Young Diplomats Club

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