Curriculum Guide 2008-2009

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, co­educational 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 world­class faculty comprised of diverse and award­winning 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 life­long relationships with their students at Country Day and, in many cases, continue serving as mentors in the post­graduation years.

We stimulate our students to develop the habits of the mind that ensure future success, build individual character, and prepare them for the ever­changing 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 no­cut 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 child­centered 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.

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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.

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 In the Early Childhood Center, (ECC) children learn together in a warm, spirited, caring, child­centered 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 risk­taking 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 child­centered and focuses on age­appropriate learning activities in the following areas: social, emotional, physical, cognitive (pre­reading, pre­math, social studies, and science), language development, creative expression, personal responsibility, self­health/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 Early Childhood Center’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

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directed instruction with the whole group, a small group, or an individual child. These lessons may focus on pre­ reading, pre­math, 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.

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 though 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 being read to, and an appreciation of literature.

The reading readiness curriculum utilizes many hands­on materials to support sound­symbol correspondence and beginning writing. The ECC classrooms are print­rich 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 hands­on, concrete experiences to teach classification, pattern recognition, numeral recognition, number concept development, shape identification, and estimation.

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. Pre­Kindergarten’s units of study include: Wonderful Water, the Five Senses, Solar System, Growing Plants Geology, Marine Biology, Animals, Insects and Spiders.

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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 Pre­Kindergarten child’s school day. Children sing songs and respond rhythmically to music through creative movement and instrumental expression. They explore and play simple instruments and develop attentive listening habits.

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 open­ended 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 Pre­Kindergarten 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 Pre­Kindergarten 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.

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Specialty Classes World Languages – Spanish The goals of the Spanish program are to excite children about the study of a world language, to introduce them to the sound system of Spanish, and to expose them to the cultures where the language is spoken. The program begins in Pre­Kindergarten where the children are introduced to the Spanish language through a program called “Arte, Música, y Movimento,” (art, music, and movement). The children have Spanish twice a week for twenty minutes. During that time, children will be engaged in many activities including songs, finger­ plays, stories and crafts.

The topics presented are those that are of interest to the young child. Some of these topics include the family, colors, animals, and body parts. The children encounter a rich, interactive environment, where beginning language skills are balanced with cultural celebrations and traditions.

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 age­appropriate games that develop game strategies, sportsmanship and cooperation with others.

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 stories and kindle enthusiasm for reading. Children are taught to care for books, proper library behavior, and to respect the organization of the books on the shelves. The Lower School Librarian visits the nursery classes weekly and the Pre­Kindergarten children make weekly visits to the Lower School Library.

Lower School Curriculum In the Lower School, we 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 child­centered. 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.

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Our faculty, through diverse styles and interests, inspires creativity and imagination. We provide choices and encourage risk­taking 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, well­rounded 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 students­ intellectually, 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.

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, phonetically­based 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 read­alouds 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 print­rich 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 Pre­ Kindergarten 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.

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Kindergarten Kindergarteners are provided with a variety of pre­reading and reading materials. This includes exposure to poetry, stories, songs, recipes and a wide variety of fiction and non­fiction text. When a child is ready, he/she receives an individualized, phonics­based 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 read­aloud 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 literature­based 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 read­alouds 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 literature­based instruction consists of whole group read­alouds 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 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 mid­year.

Grade 3 Grade 3 students encounter a literature­based reading program that encompasses discussion and written work.

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

Vocabulary­building activities, readers’ theater, plays, choral readings, role­playing, 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 reading­writing 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 year­long 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.

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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 pre­writing 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, research­based projects as students prepare to enter middle school.

Mathematics

The Lower School math program 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 problem­solving. 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.

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 skip­counting. The children combine, compare, and measure. They perform simple addition and subtraction problems using manipulatives. They work with money, clocks, calendars, and a number line. Geometric shapes are constructed, compared, and used in various projects, while three­ dimensional shapes and symmetry are also explored. Classifying, patterning, estimating, and graphing become part of their daily vocabulary. The students begin simple problem­solving.

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

Problem­solving and logical reasoning are balanced with computational facts which allows 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 are taught. Simple multiplication is explored, and measurement of everyday objects (including the children themselves) is done in both standard and metric units. Geometric shapes are built and drawn by the students. Place value is taught to the hundreds place with manipulatives, games, and written exercises. Fractions are explored through activities that use real objects, such as food, coins, and students.

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 Hands­on activities are used to introduce new math concepts and to expand upon those already learned. The children are encouraged to participate in games and exercises to help them memorize basic addition and subtraction facts to 20 and to develop an understanding of multiplication and division. Using real­life data, they collect, order, and display information on charts, tables, and graphs. They learn to measure length, area, capacity, weight, temperature, and elapsed time. Two­ and three­dimensional geometric shapes are built and drawn by the students. Decimals and fractions are explored through activities with food and money.

Mathematics is brought into real­life context through the use of calendars, road maps, weather forecasts, thermometers, and money. The students use both mental and written arithmetic and are encouraged to discuss and write about what they are learning. Mathematical language becomes part of their everyday vocabulary.

Logic and open­ended problem­solving activities enrich the curriculum.

Grade 3

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The remaining multiplication and division facts are practiced by Grade 3 students 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. Real­life situations are used in constructing practice in problem­solving strategies and computational skills. Geometry is related to the students’ surroundings. Experience with perimeter and area, two­ and three­dimensional figures, and correct terminology continue to be explored. Coordinate graphing, organization and interpretation of data, and measurements using standard and metric units are used in both the math and science programs.

Grade 4 Grade 4 students are expected to master addition, subtraction, multiplication, and division facts. They 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 undertake a guided “world tour” to develop understanding of grid coordinates and parallel/meridian partition of the world. Maps are used to find latitude and longitude; census data is explored; and geographic areas are measured. Data is explored and displayed in tables, charts, and graphs. Geometry and spatial relationships are explored through the basic properties of two­ and three­dimensional figures. Students solve problems that allow them to select an efficient strategy to represent the problem and to find a sensible solution that is reasonable and correct. These range from probability and logic problems to those involving debits and credits, discount, driving distances, and driving time. Math vocabulary is enriched in every strand throughout the math program.

Students use models, diagrams, procedures, and inventions to successfully solve operational problems. Each concept is frequently revisited so that the children approach each new challenge from a firmly established foundation.

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 hands­on 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

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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 decision­makers 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 K­4 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 1­4 emphasize behaviors that build good character, with a focus on friendships and conflict resolution.

Grades K­3 do in­depth 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, 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 role­play 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

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Grade 2 students explore three main units throughout the school year. The children participate in an in­depth 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 in­depth study of India’s culture and history through creative dramatics, writing and technology projects.

Grade 4 Grade 4 students are immersed in a year­long 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 multi­media 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 in­depth 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 Pre­Kindergarten through Grade 4; twice a week for 30 minutes and for 30 minutes, three times per week in Grades 1­4. 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.

In Grades 1­4, Spanish is taught through an integrated program called "Bravo, Bravo." This is an elementary, research­based 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 student­ centered and contain both non­fiction 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

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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 Pre­ Kindergarten 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 self­exploration. 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.

Art

Additional Visual & Performing Arts information will be included as it becomes available.

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, self­confidence and creativity are encouraged as students progress through the program at all levels.

Technology

Students in Grades 1­4 participate in a technology class once a week in the computer lab. The goals of the program include: • To teach children, through age­appropriate lessons, the independent use of computers including common software applications

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To teach children to use technology as a tool for learning, communication, research, analysis, problem solving and creative expression • To integrate technology throughout the classroom 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 software designed for graphing, mapping, painting, recording and animating. Students in Grades 3 and 4 receive additional classes in keyboarding.

Music

Additional Visual & Performing Arts information will be included as it becomes available.

Twice a week, students in Kindergarten through Grade 4 meet with the music teacher in the Lower School music room. The music curriculum is divided into four parts: singing, instrumental playing, music rudiments and music appreciation. Students learn songs from folk and contemporary sources, and prepare for performances.

In addition, students learn to add movement to songs and singing games. Young students learn to play hand drums and Orff instruments, while Grade 3 and 4 students learn to play the recorder. Fourth grade students also experience a group unit on playing string instruments.

Music reading is an important skill for lifelong musicianship, so students learn symbols and terms used in the Kodaly method, which utilizes solfege hand signs and syllables. Each month, a new Composer of the Month is introduced to familiarize students with the works of important people in the history of music. In each grade, students focus on the music of a non­Western country to correlate with the social studies curriculum.

Music is a participatory class, allowing students to explore music making by playing, singing and listening.

Learning outcomes include the development of steady beat, playing instruments with correct technique, singing on pitch with correct words, adding movement to music, and reading written music. In addition, students learn listening skills for a variety of music.

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 age­appropriate 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 low­key, organized games are also incorporated into the curriculum. Students have 30­ minute physical education classes, five times per week.

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Physical education classes for Grades 1­4 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 low­key, organized games that lead up to team games. Focus is on the development of greater physical control and motor efficiency that will be useful in life­long, everyday activities. The curriculum includes softball, track and field, rhythms, tumbling, jump rope and tennis. Students in Grades 1­4 have 30­ minute 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

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Electives** Facing History & Ourselves Physical Education Outdoor Education: Marine Ecology Catalina Island Grade 8 English 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, mechanically­sound 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 non­fiction material, “Junto Club” Fridays, and the Junior Great Books program. The writing program is rigorous as students work on developing the six traits of good writing (ideas, sentence fluency, word choice, voice, organization, and correct conventions). Students practice a variety of styles and formats including, but not limited to, poetry, creative writing, and expository 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 “Wordly Wise” textbook.

Literature based reading is expected both in class and as homework. Texts include “City of Embers,” “Seedfolks,” “Wresting Game,” and Shakespeare’s “Twelfth Night,” an adaptation of which students perform in the spring. 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.

Grade 6 The Grade 6 English curriculum includes reading, vocabulary, grammar, speech, and composition. The reading program emphasizes comprehension skills through the detailed analysis of four novels and a free reading book report. Texts include “Canyons,” “Roll of Thunder, Hear My Cry,” “Number the Stars,” and “True Confessions of Charlotte Doyle.” In addition to reading these contemporary classics, students write, share, and display their own stories, poems, and expository essays. Grammar includes a complete review of parts of speech. Students

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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. Using the “Easy Grammar Plus” text, teachers present a comprehensive review of the parts of speech, types of sentences, phrases and clauses, punctuation, and capitalization. Early in the year students begin writing five paragraph essays, focusing on using a strong thesis, transitions, paragraph development, and conclusions. The highlight of the year is "The Life Story" project (a seven ­ eight essay series with personal topics ranging from family life, to hobbies, to future plans). Also included are creative stories, and poems. For the study of literature, students read novels, plays and poetry that correspond with themes from the two­year “Facing History and Ourselves” curriculum. Texts include “The Giver,” “The Outsiders,” and Shakespeare’s “Julius Caesar.” “Wordly Wise” continues to help students build and develop their vocabulary skills. In preparation for more formalized public speaking, students give a series of creative book talks to their peers. In addition, study and organizational skills include note­taking, outlining, essay test­taking, binder organization, and even locker cleaning!

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. Texts include traditional classics and contemporary favorites such as “Ender’s Game,” “To Kill a Mockingbird,” “Romeo and Juliet,” and “The Secret Life of Bees.” Many of the reading selections support the themes of the Facing History and Ourselves curriculum, a course designed to teach tolerance. In the second semester, 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 map­reading 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, cross­cultural 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.

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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 note­taking, 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 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 research­based 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 self­confidence 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. Problem­solving skills are stressed in this course.

Grade 6

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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 two­step equations. Mathematical vocabulary and language, as well as problem­solving 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 Pre­Algebra.

Pre­Algebra Pre­Algebra is a year­long 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. Problem­solving 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 two­year course in elementary algebra. The goal of the class is to develop each student’s computational, procedural, and problem­solving 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 problem­solving 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 honors­level course is offered to those few 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 two­year 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, problem­solving 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 honors­level 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 in­depth study of life and earth sciences. Chemical and substance abuse prevention themes, as well as human sexuality issues, are studied on an age­appropriate basis at the Grade 7 level. The four­year 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 hands­on, inquiry­based 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

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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 hands­on 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 decision­making 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 CD­ROM 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 hands­on 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 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 self­confidence in verbal skills in a foreign 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 grammatical expressions and oral presentations.

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

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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 into 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 student­centered activities, lectures, videos, songs, the internet, and language­focused 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 B begin to be more 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.

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 student­centered activities, lectures, videos, songs, the internet, and language­focused games, students learn the vocabulary, culture, and grammar of Spanish and begin to obtain initial communicative competence in the language.

Spanish B Prerequisite: Spanish A 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 B 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.

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 activity­based. A video program, as well as Internet connections, provide opportunities for linguistic and cultural understanding. Paired­practice, where two students practice the language together, is used to increase the opportunities for involvement and participation, promote realism, and reduce

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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.

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.

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 anti­Semitism 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, anti­Semitism, 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.

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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 decision­making.

Grades 5 and 6 Specialty Classes Art Grade 5 Basic art skills are developed through a variety of art experiences, and students are exposed to a wide range of media. A still life theme provides ground for historical comparison and exploration with contemporary techniques and materials. Students focus on contour drawing to build observation skills and technical expertise. Two­ dimensional projects focus on color theory and design, drawing and painting techniques, and creative composition. Three­dimensional projects involve hand­built pottery from wedging and building through multiple firings and glazing.

Art Grade 6 Students work with a variety of media to continue developing basic art skills and craftsmanship. The natural world with a more organic focus and portraiture are the themes for two major units which include drawing, stencil prints, mixed media, and collage projects. Portraiture is studied in conjunction with the Biography Fair.

Students then construct “Bio­Fair Boxes” that reflect the life of an individual, giving students the opportunity for expressive thought and creative interpretation. Building on skills developed in Art 5, a clay unit completes the year.

Additional Visual & Performing Arts information will be included as it becomes available.

Technology Grades 5 and 6 This twice­weekly 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 project­based learning where students utilize skills as they work their way into, through, and beyond large­scale 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.

Grades 7 and 8 Electives Additional Visual & Performing Arts information will be included as it becomes available.

Art Grades 7 and 8 (all year) Students in this full­year course continue to build skills during the second semester, but the emphasis is clearly focused on art as visual communication. Grade 7 students experiment with collage and mixed media using a theme of memory quilts to develop art with a message. Students also work with clay using hand­building techniques and experimenting with glazes. During the second semester, Grade 8 students concentrate on problem­solving and art as idea. Students also explore less traditional directions, such as transforming an object

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(example: shoe) for a sculpture project. During the fourth quarter, in conjunction with the Facing History and Ourselves curriculum’s monument project, students develop expressive art works which culminate in the annual Art and Memory Exhibit.

Drama Grades 7 and 8 (one trimester) In this one­semester course, Grade 7 and 8 students learn about the foundations of theater and discover the principles, techniques, and skills of theater as an art form. Students bring ideas, feelings, and characters to life through improvisation, mime, monologues, and scenes.

Engineering Drawing (one trimester) Engineering Drawing introduces the basics of technical drawing, drafting, and architecture. Students will learn to use T­squares, compasses, circle templates, measurement scales, and a variety of other drafting equipment to produce perspective, multi­view, 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 cross­curricular, 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 project­based 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 non­computerized 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 school­wide service projects to increase environmental awareness, encourage recycling, and reduce our school's energy consumption and trash production. We will also be involved in studying environment­related 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 one­trimester course designed to challenge science­minded 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

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demonstrate inventiveness, creativity, and teamwork in a variety of challenging problem­solving situations.

Science Fair (1st 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 county­wide 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.

Speech (one trimester) Speech is a one­trimester course required for graduation; it may be taken by students in Grades 7 and 8 in order to meet the graduation requirement. The course focuses on communication in all areas of life: school, career, and personal interaction. This class also helps the student explore his/her self­concepts and those of others. Listening skills and non­verbal communication are also covered.

Technical Theater Grades 7 and 8 (one trimester) In technical theater students learn the basics of theatrical lighting and sound systems, set and prop design and construction, and backstage/control booth operations. Students engage in a variety of artistic and construction projects, while learning to safely and efficiently use power drills, wrenches, carpenter squares, and levels.

Theatrical terminology and equipment are introduced, and students are called upon to use a variety of skills including math, art, and computer drafting. Technical theater students learn to work as a team to meet production deadlines and to confidently support a number of dramatic and musical shows throughout the year.

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 project­ based Web pages. Students use digital video editing to produce movies and explore virtual reality to create 360­ degree 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 (one trimester and all year) Through enjoyable classroom activities and the art of music making, students understand the concepts of proper vocal technique, sharpen their aural skills, and build on existing theoretical knowledge. Students are introduced to a wide variety of choral literature and topics relating to vocal music. These topics may include, but are not limited to, world music, music history, and vocal health issues. During the year students prepare and present a Broadway style musical, a winter concert, a pop rock concert, and an end­of­year concert.

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.

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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’ cross­country Girls’ cross­country 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

Strings and Orchestra Additional Visual & Performing Arts information will be included as it becomes available.

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 four­day, three­night 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

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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 six­person 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.

Grade 8 Sequoia Trip The Grade 8 cross­country 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 five­day, four­night winter program which stresses team­building and personal development. Learning to adapt to the new environment at 7500 feet on cross­country 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 Back­to­School Parties During the fall semester, Grades 5 and 6 students enjoy an afternoon of ice­skating 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 three­day 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 off­ campus 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.

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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 half­day 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 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.

Academic requirements for graduation include a minimum of 20 units, each unit representing a year’s study in the subject area. Required in the core curriculum are 4 units of English, 3 units of math (4 recommended), 3 units of world language (4 recommended), 3 units of social science (4 recommended), 3 units of lab science (4 recommended), 1 unit of fine arts, 1/2 unit of wellness, and 1/2 unit of speech, as well as physical education requirements. Advanced courses above the minimum graduation requirement in each department are counted as elective credits, as well as courses such as creative writing, expository writing, graphic design, studio art, photography, madrigal singers, and chorus.

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 AB and BC, statistics, chemistry, biology, physics, French, Spanish, psychology, computer programming, art, art history and music.

Upper School Curriculum Offerings Additional Visual & Performing Arts information will be included as it becomes available.

English 4 years required

English I, II, III, IV AP English III AP English IV Speech Semester Electives ­ Creative Writing Creative Writing Honors Expository Writing Comparative Mythology World Language

3 consecutive years in one language is required. Students may receive credit for work done in Grades 7 and 8 at La Jolla Country Day School.

Arabic I, II, III, Intensive Honors Arabic, Arabic IV/V Honors French I, II, III, IV/V; Français Intensif Honneurs, AP French IV, AP French V (Littérature) Spanish I, II, III, IV, V (Cinema); Español Intensivo Honores, AP Spanish IV, AP Spanish V (Literatura) Social Sciences

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3 years required 1 year must be United States History.

World Cultures European History AP European History United States History AP United States History Government AP United States Government Theory of Knowledge Semester Electives ­ Economics Psychology AP Psychology Comparative Religions Technology Introductory Programming in Java AP Computer Science

Mathematics 3 years required

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

3 years required

Physics Chemistry Biology Astronomy AP Biology AP Chemistry AP Physics Marine Biology Anatomy and Physiology Science and Society Visual & Performing Arts

Visual & Performing Arts information will be included as it becomes available.

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.

English I 2 semesters, 1 unit

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Grade 9 is a critical and exciting time for the young adolescent, 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”; “Silas Marner”; “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 five­paragraph 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 unit 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 unit 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, 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 Scarlet Letter,” “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 twenty­first century.

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

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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 Edith Wharton’s “Ethan Frome,” and Toni Morrison’s “Beloved.”

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. During the second semester, students will have the option of taking review sessions to prepare for the Advanced Placement Language and Composition exam.

AP English IV: Literature and Composition 2 semesters, 1 unit 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 university­level course entails a survey of world­class literature. Classic works by writers such as Sophocles, Aristotle, Dante, Shakespeare, and Milton are complemented by literary masterpieces by Austen, Shelley, and Atwood. The 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 and practice for the Advanced Placement Examination to be taken in May. The course assumes high levels of skill and motivation and thus requires recommendation from English III or English III Honors.

English IV 2 semester­long courses, 1 unit Prerequisite: English III or English III Honors Seniors not enrolled in AP English IV choose their second semester elective from the spring semester offerings described below.

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

Spring Semester Electives ­ Seniors not enrolled in AP English IV choose their second semester elective from the list below. Not all of the electives described are offered every year.

Getting It by Heart: Spelunking in the Literary Imagination One of our guest poets from 2003, Charles Harper Webb, has observed that “the imagination is an end in itself.”

The articulation of our imaginative experience is one of the most vital things human beings can do. The act of writing is a self creative act. This course will explore the power and exhilaration of the actively engaged literary imagination in three specific modes of discourse: creative non­fiction, short fiction, and poetry. Numerous and varied examples of these genres in the work of established past and contemporary writers will serve as models for the students’ own literary efforts.

Much careful attention will be paid to student work both inside and outside of class. Students will be encouraged to experiment with different kinds of writing in the quest to discover their own unique, authentic voices. Frequent field trips in search of inspiration will also be required as one of the expectations of the course. Texts include “Writing Fiction,” by Janet Burroway; “Writing Poems,” by Boisseau and Wallace; “In the Wilderness,” by Kim

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Barnes; “Living by Fiction,” by Annie Dillard; and “How to Read a Poem: And Fall in Love with Poetry,” by Edward Hirsch.

The Law in Literature This English IV elective will combine two realms of study – literature and the United States Constitution.

Through the medium of several literary works that will include prose and poetry, as well as through films and music, we will examine many of the constitutional principles that drive the way we live, love, do business, punish crime, go to war, and make peace. In addition, the course will include examining parts of the Constitution of the United Sates itself, as well as reading several legal cases, treaties and other primary documents. This class will meet once or twice a week for discussion.

A major component of this course will be conducted on­line. This will require students to log on to the course website and read, complete and render assignments, take quizzes, and post comments and questions.

Periodically, we will also be joined on line by outside speakers and commentators. Sample topics/readings/films/ poems/speakers include “The Middle Passage,” by Charles Johnson; “The Left Hand of Darkness,” by Ursula LeGuin; Miranda v. Arizona; “Scottsboro,” and poetry by Langston Hughes.

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 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 groups­­what are their unique customs, practices and values?

Texts include “Side by Side: A Multicultural Reader” by Harvey Wiener and Charles Bazerman; “The Spirit Catches You and You Fall Down” by Anne Fadiman; “A Lesson Before Dying,” by Ernest Gaines; “The Wedding” by Dorothy West; “Passing” by Nella Larsen; and “The Namesake” by Lahiri Jhumpa. Videos include: “The American Experience: The Zoot Suit Riots”; “Scotsboro,” a documentary about the 1931 Alabama case where nine African American men were falsely accused and convicted of attacking and raping white women; “School Colors,” a documentary made by students and supervised by Frontline about race and race relations at Berkeley High School; “Mi Familia,” a 1995 feature film which chronicles the fictional Sanchez family over three generations, from their migration from Mexico to their settlement in East LA; “Searching for Asian America,” and “America Beyond the Color Line.”

Men’s Studies 101: Literary Representations of Masculinity “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 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, male­female relationships, initiation into manhood, cultural identity, workplace identity, education and upbringing, combat and conflict, family and fatherhood. Hopefully the course will be useful and interesting to students of both genders in helping them understand their own experience in relation to the important men in their lives.

Texts include: “The Road” by Carson McCormac; “A River Runs Through It” by Norman Maclean; “ The Big Sleep” by Raymond Chandler; “Barn Burning” by William Faulkner; “The Nick Adams Stories” by Ernest

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Hemingway; excerpts from “The Autobiography of Malcolm X”; “Master and Commander “ by Patrick O’Brian; and “The Things They Carried” by Tim O’Brien World Beat: African Literature 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 River Between” by Ngugi wa’Thiongo, “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.

Imagination and Influence: Individual Commitment and Universal Contingency “The mind of man is capable of anything — because everything is in it, all the past as well as all the future….

Principles? Principles won't do…. No; you want a deliberate belief.”­­Marlow, Heart of Darkness.

This class is open to all seniors interested in a variety of interdisciplinary topics that affect the notion of what is past and inform the possibility of presence. Influence is energy. For our imagination, the conservation of Influence is thermodynamic. Like energy, Influence cannot be created or destroyed, only changed from one form to another. So how do we conserve and authenticate ourselves through Influence? Experiencing the anxiety and alleviation that accompanies the intrusion and incorporation of Influence in our lives is a fundamental yet intricate law of existence, a law that is both exacting yet inexact because it concerns the nature of belief itself and requires constant attendance and abidance.

Through our examination of classic and contemporary plays, poems, novels, and films, we’ll assess the implications of Influence in its various forms of imposition and invitation as we delve the politics of aesthetics and the process of deliberation that drive our choices. For what is at stake is the collective and personal yield of authenticity, empowerment, and conservation. The course exercises both the broadening and focus of awareness through rigorous class discussion, critical analysis, contemplative journal work, and artistic expression. Possible authors include Euripedes, Shakespeare, Swift, McCarthy, Delillo, De Unamuno, Winterson, Brecht, and Rushdie. Possible films include “Persuasion,” “In the Name of the Father,” “Touching the Void,” “One True Thing,” and “The Road to Perdition.”

English Electives Comparative Mythology

1 semester, 1/2 unit Open to juniors and seniors, this class surveys key myths and mythic motifs that occur throughout the world.

Students examine how and which myths have been used by artists, writers, and composers in their creative art.

Emphasis is placed on the myths that underlie and inform the literary works that Country Day students read in their four years of English and include examples from the Irish, Greek, Sumerian, Indonesian, Amazonian, and Inuit cultures.

Expository Writing

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1 semester, 1/2 unit Students subscribe to The New Yorker magazine, which serves as one of this course’s central texts, providing columns, reviews, and essays as models of superb expository writing. Students participate in the quest for the original idea in discussions and compositions involving a wide range of topics, including the revisions of essays assigned in their other courses. Frequent field trips and guest speakers aid the ongoing critique of contemporary attitudes and culture. When not reading The New Yorker or writing pieces that might aspire to its pages, students are intricately involved with that time­tested and most excellent resource on composition, “The Little, Brown Handbook.”

Creative Writing 1 semester, 1/2 unit This course is for 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 frequent field trips in search of inspiration and interesting perspectives to stimulate original, imaginative work.

Creative Writing Honors 1 semester, 1/2 unit 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 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.

Speech 1 semester, 1/2 unit (required for graduation) Speech is a one­semester 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 self­concepts and those of others. Listening skills and non­verbal communication are also covered.

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, 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 units of the same language, but students are strongly encouraged to continue their study beyond this requirement.

Arabic I

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2 semesters, 1 unit 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 second­year 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 aural­oral competency.

Arabic II 2 semesters, 1 unit 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 units 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 2 semesters, 1 unit 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 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 2 semesters, 1 unit 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 in­depth 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 IV­V Honors 2 semesters, 1 unit Prerequisite: A to C average in Arabic III Honors; A to B in Arabic III; and/or department recommendation

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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 Arabic­speaking world. 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 on­going grammar review that will be systematic and contextualized. This class will be conducted almost exclusively in Arabic.

Spanish I 2 semesters, 1 unit 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 second­year 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 aural­oral competency.

Spanish II 2 semesters, 1 unit Prerequisite: Spanish I with a min. grade of C+ or Spanish A/IB with min. grade of B­ Increasingly complex idiomatic use of the language in writing and speaking is stressed in this course. Cultural awareness continues with various supplemental materials, including cultural units 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 unit 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.

Español Intensivo Honores 2 semesters, 1 unit 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 well­known 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 in­depth manner than in a non­honors class. The course is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

Spanish IV 2 semesters, 1 unit 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

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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 unit Prerequisite: A to B+ average in Español 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. .

AP Spanish V (Literature) 2 semesters, 1 unit Prerequisite: A to B+ average in AP Spanish IV and/or department recommendation This is an Advanced Placement, college­level 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 Spanish­speaking 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 in­ class 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 14th to the 20th centuries. The list contains works from both Peninsular and Latin American authors.

Spanish V (Cinema) 2 semesters, 1 unit Prerequisite: Español 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.

French I 2 semesters, 1 unit 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 unit Prerequisite: French I with a min. grade of C+ or French A/IB with min. grade of B­ In French II, the idiomatic uses of language in writing and speaking are stressed. Cultural awareness continues to be provided through units 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

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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 unit 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 unit 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 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 non­honors course, and they are expected to master more material in a more in­depth manner. The class is conducted in French.

French IV­V 2 semesters, 1 unit 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 French­speaking 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 on­going grammar review that will be systematic and contextualized. This class will be conducted entirely in French.

AP French IV (Language) 2 semesters, 1 unit Prerequisite: A to B+ average in French III Honors and/or department recommendation Students who enroll in AP French IV 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.

AP French V (Literature) 2 semesters, 1 unit Prerequisite: A to B+ average in AP French IV and/or department recommendation This is an Advanced Placement, college­level 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

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must have strong knowledge of the language and culture of French­speaking 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 in­class 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.

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 problem­solving situations which then enables students to develop their own intuitive problem­solving 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 TI­83 Plus or TI­84 Plus graphing calculator.

Algebra I 2 semesters, 1 unit Prerequisite: Prealgebra This 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 problem­solving strategies which are applied through the use of tables, charts, and graphs.

Algebra IB 2 semesters, 1 unit Prerequisite: Algebra IA Algebra 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 unit Prerequisite: equivalent of Algebra IA and IB This 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.

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

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Algebra II 2 semesters, 1 unit Prerequisite: geometry This 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 unit Prerequisite: geometry and department recommendation This 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 unit Prerequisite: Algebra II and teacher recommendation This 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 real­life 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 technology­based tools.

Math Topics 2 semesters, 1 unit Prerequisite: Algebra II Math Topics covers a wide variety of mathematical concepts. The year starts with problem­solving and write­ ups, 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 non­Euclidean 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 unit Prerequisite: Algebra II and department recommendation The 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 unit Prerequisite: Algebra II Honors and department recommendation This course covers the same topics as precalculus, but the class is more in­depth 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 two­and three­dimensions. 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 unit Prerequisite: Algebra II and department recommendation This course follows the AP syllabus and is designed to be the equivalent of a college­level 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 unit Prerequisite: precalculus and department recommendation

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This college­level 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 in­depth 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 unit Prerequisite: precalculus honors and department recommendation This is a rigorous, college­level 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 two­space, and infinite sequences and series.

Linear Algebra 2 semesters, 1 unit Prerequisite: AP calculus and department recommendation This rigorous, college­level 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++.

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

Grade 7

Pre­Algebra

Algebra IA

Algebra IA Honors

Grade 8

Algebra IA

Algebra IB

Algebra IB Honors

Grade 9

Algebra IB (or I*)

Geometry

Geometry Honors

Grade 10

Geometry**

Algebra II

Algebra II Honors

Grade 11

Algebra II

Precalculus

Precalculus Honors

Precalculus

AP Calculus AB or/and AP Statistics

AP Calculus BC

Grade12** *

or AP Statistics 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.

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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.

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 open­minded, 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 unit 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 unit 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.

Chemistry 2 semesters, 1 unit 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 laboratory­generated data and in problem­solving 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.

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AP Chemistry 2 semesters, 1 unit 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, computer­based 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 unit Prerequisite: 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 roll­back vehicle.

Physics 2 semesters, 1 unit Co­requisite: enrollment in Algebra II or higher mathematics This course is an introduction to physics that focuses on conceptual learning rather than mathematical analysis.

Emphasis is on exploratory activities, concept development, and application of learned concepts to everyday phenomena. Frequent demonstrations and hands­on experiments; projects such as designing and constructing a mousetrap powered car and a magnetically­levitated, electrically­powered vehicle; and planning and teaching a physics lesson to third grade students are major course components. Learning to work in teams is an important part of the course. Topic areas include mechanics, waves, sound and light, and electricity and magnetism.

AP Physics 2 semesters, 1 unit Prerequisite: chemistry, Algebra II Honors and department recommendation This course is a rigorous, non­calculus based study of classical and modern physics with a goal of preparing students to take the B level AP physics exam. The fast­paced program emulates the lecture portion of survey courses commonly taught at colleges and universities. Emphasis is on reading, understanding, and interpreting physical information; developing problem­solving 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 unit 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 earth­moon system.

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

Anatomy and Physiology 1 semester, Prerequisite: Biology or AP Biology This course will introduce students to the structure and function of the human body. Designed for students who have already had Biology or AP Biology, the course will reinforce key biological principles and build on their understanding of cell biology and basic organismal biology. Each organ system will be approached from simple

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to increasingly complex levels. Additional discussions for each body system will emphasize genetics and heredity, the control of gene expression and the role of cell signaling where appropriate.

Marine Biology 1 semester, 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 tidepools 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.

Science and Society 1 semester, 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 thirty­five 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.

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 special concern to them. In 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 multiple­choice questions of the type commonly encountered in the College Board testing program.

World Cultures & Contemporary Problems I 2 semesters, 1 unit World Cultures and Contemporary Problems I is a required, Grade 9 thematic­based 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 United 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.

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World Cultures & Contemporary Problems II 2 semesters, 1 unit 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 post­Cold War, global era.

Grade 10 Advanced Placement Options: AP Euro & AP World 2 semesters, 1 unit Prerequisite: department recommendation These college­level history courses are structured to prepare students for the Advanced Placement examination that can qualify them for transferable college credit. The courses are designed for able and well­motivated students who find additional and more difficult course material challenging. These courses are also open to students in their junior and senior years.

AP European History 2 semesters, 1 unit "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 present­day 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 unit "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 unit 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

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Peninsular Wars and their effect on our world­view and on our national self­consciousness. The United States History course is taken by Grade 11 students to fulfill the graduation requirement.

AP United States History 2 semesters, 1 unit 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 data­based questions. An interest in the analytical approach to history and an ability to work independently are key to the successful completion of this course.

Additional Social Sciences Opportunities for Grades 10­12 Psychology 1 semester, 1/2 unit 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.

AP Psychology 2 semesters, 1 unit Prerequisite: Psychology (or Qualifying Exam) with History & 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.

Economics 1 semester, 1/2 unit This course introduces the students to the key concepts of both micro and macroeconomics. The primary goal of the course is to help students understand the economic choices facing our government.

United States Government 2 semesters, 1 unit 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 unit 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.

Theory of Knowledge­ Honors Level 2 semesters, 1 unit

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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, the existence of God, the problem of evil, how we claim to know, reason versus faith, the mind­body problem, and whether values are absolute or relative. Students will study the major philosophers from the Pre­Socratics 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 non­western 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.

Technology AP Computer Science 2 semesters, 1 unit Prerequisite: introductory programming in Java and department recommendation Advanced Placement Computer Science (APCS) is a year­long course to prepare students for the Advanced Placement Computer Science (A) examination. The goal of an APCS course is to provide an introduction to object­oriented programming using the C++ programming language and to learn the skill of developing programs or parts of programs that correctly solve a given problem. The course also emphasizes the design issues that make programs understandable, adaptable, and, when appropriate, reusable. Other important concepts in computer science are emphasized including the development and analysis of algorithms and typical applications. An understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. This course follows the approved College Board curriculum for the Advanced Placement Computer Science (A) curriculum.

Introductory Programming in Java 1 semester, ½ unit This introductory course for the serious programmer employs the Java programming language using an appropriate Java compiler. Students learn how computers work, some fundamental programming constructs, and the basics of object­oriented programming. They also explore variable use and data types, program control statements and iteration, functions, arrays, strings, pointers, structures, and file input and output. Students are prepared for further study in Advanced Placement Computer Science.

Visual & Performing Arts

Visual & Performing Arts information will be included as it becomes available.

Physical Education and Athletics Students may fulfill their LJCDS physical education requirements by playing on athletic teams, taking physical education classes, or participating in independent PE. Students may choose from one of the following three tracks:

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Athletic Track—Students must complete a minimum of five athletic seasons during their four years of Upper School. A minimum of three of the five seasons must be completed during their freshman and sophomore years.

Students may choose to participate on two teams their freshman year and one team each following year or two teams their sophomore year and one team for each other year.

P.E. /Dance Track —Students who do not participate on athletic teams must take two semesters of physical education or dance class during each of their four years of Upper School.

Independent P.E. Track —Students may petition to receive credit for participating in independent physical education during each year of Upper School.

These physical education/athletic requirements are minimum requirements. All Upper School students are encouraged to be physically active and athletically competitive throughout 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 three­sport lettermen.

Interscholastic Athletics Fall (August through November) Men’s cross­country Women’s cross­country Mens football Women’s tennis Men’s water polo Women’s volleyball Women’s cheerleading Women’s golf 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 Women’s water polo 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

Community Service Learning 48

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 pre­approved. Projects sanctioned, but not sponsored, as well as other community service projects, must be pre­approved. 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. Pre­approval is obtained through the community service director. Verification must be done by the on­site 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 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 United 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.

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College Counseling The LJCDS college counseling office is staffed by two full­time co­directors of college counseling and a full­time 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 (pre­ACT) 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.

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 week­long 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 (pre­ACT) 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 co­directors 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 as­needed 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.

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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 United Nations 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 United Federation of Cinema Enthusiasts The Young Diplomats Club Ultimate Frisbee Club

La Jolla Country Day School 9490 Genesee Avenue • La Jolla, California 92037 (858) 453­3440 www.LJCDS.org Rev 08/08

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