High School Curriculum Guide
TABLE OF CONTENTS MISSION AND CORE VALUES
3
INTRODUCTION
4
ENGLISH
5
MATHEMATICS
7
SCIENCE
10
HISTORY AND SOCIAL SCIENCE
12
WORLD LANGUAGE French Latin Spanish
14 14 15 16
COMPUTER SCIENCE
18
MATTHEWS LIBRARY
19
FINE ARTS Performing Arts Visual Arts
20 20 22
PHYSICAL EDUCATION
23
OTHER ELECTIVES
24
SOCIAL-EMOTIONAL LEARNING
25
ATHLETICS
26
2
MISSION AND CORE VALUES Sacramento Country Day inspires intellectual discovery and engages in a diverse community to think critically, live creatively, and act compassionately. Intellectual Discovery We challenge students to pursue academic and personal excellence as they develop and embrace their passion for learning. Our students thrive in a dynamic college preparatory program that fuels curiosity, instills confidence, and builds resilience. Diversity Our inclusive community promotes equity and understanding through meaningful conversation that welcomes a variety of voices and celebrates individuality. Critical Thinking Our students grapple with complex issues, engage with conflicting points of view, make connections, and collaborate. We empower students with the skills to thrive in an evolving world. Creativity Our students explore, improvise, and take risks as they discover and fully express themselves as individuals. Compassion We nurture empathy, integrity, and responsibility in a safe and supportive community that values kindness, respect, and civic engagement.
Sacramento Country Day School admits students without regard to race, color, gender, sexual orientation, religion, national or ethnic origin, and affords them all the rights, privileges, programs, and activities generally made available to students at the school. The school does not discriminate against any student in any way as legally defined in state and federal laws for co-educational schools in the administration of its educational policies, admission policies, financial aid programs, or athletic and other school-administered programs.
3
INTRODUCTION Sacramento Country Day High School provides a challenging, comprehensive college-preparatory curriculum. Students engage in a wide range of academic, co-curricular, and athletic programs in addition to opportunities for experiential learning through annual class trips and a variety of extracurricular offerings. We encourage our students to develop the full range of their capabilities—intellectual, physical, creative, social, and moral. We give our students the practical knowledge and experience to handle today’s and tomorrow’s technological demands, while we cultivate in them the habits and skills that will enable them to make the best use of their abilities. In addition, we strive to educate the heart of each student, emphasizing the values of responsibility, compassion, kindness, and respect. As students become aware of their intellectual heritage, they learn to distinguish opinion from fact, to think critically about the world around them, and to make connections among ideas in different disciplines. They also learn about themselves and their abilities, understanding who they are and their capacity to effect positive change in the world, and graduating as confident, literate, and articulate young men and women. Graduation requirements English
Four Years
Mathematics
Three years through Algebra II (four recommended)
Science
Three years of Laboratory Science (four recommended) — both physical and life science courses are required
History and Social Science
Three years (four recommended)— World History 9, Human Geography 10, & U.S. History are required
World Language
Level three mastery (Four Recommended)
Visual & Performing Arts (VPA)
Two consecutive semesters of the same course
Computer Proficiency
Proficiency in word processing, spreadsheet, and multimedia presentations accomplished in classes throughout the curriculum
Physical Education
Two years of P.E. Classes, Interscholastic Sports, or Independent P.E.
Community Service
50 hours for four years (documentation required)
Sophomore Project
Yearlong research project completed during the sophomore year
4
ENGLISH The English program is organized around the principle of spiraling skills, building on the skill set students learn in Middle School. All courses expect demanding reading, analytical discussion, and frequent composition, and emphasize literature's varied forms and universal themes. The school expects students to constantly improve their means of expression, both in style and in content. They should gain increasing control over language, leading toward the clear statement of increasingly complex relationships in the literature they read, and in describing and evaluating the complex world around them. All courses also emphasize self-discovery — developing one’s own voice and values — and the basic cultural knowledge to prepare students for well-informed citizenship. In this pedagogical design, therefore, what varies from course to course is not the skills they practice, but the depth to which we expect students to have mastered them. Skills include the following areas: 1) literature 2) composition 3) grammar 4) vocabulary, and 5) critical thinking. Each course also includes instruction in the specific conventions of college-level academic writing – again, this builds on a set of increasingly complex research tasks initially introduced at the Middle School level. (All courses are UC certified and fulfill the English “b” requirement and all Advanced Placement classes are College Board certified.) English 9 In English 9, students explore major literary themes including courage, justice, human nature, loss of innocence, and truth. Students continue to strengthen language and critical-thinking skills while reading, analyzing, and writing about literary works from genres including fiction, non-fiction, drama, and poetry. Students analyze texts, distinguish literal and figurative meaning, and explore both concrete and abstract levels of interpretation. Students then develop their own ideas through written expression, discussion, and digital projects. Grammar and vocabulary instruction will be integrated throughout the year in support of our literary studies. English 10 English 10 explores Migration Studies through a literary lens. Students will examine concepts such as identity, nationality, integration, diaspora, and begin to expand on these concepts as we dive into our selected readings. The students will continue to develop their reading skills, critical thinking, analytical writing as they explore the intricacies of Migration Studies through the reading of contemporary literature and cultural production. The independent reading program inspires the students to genuinely enjoy reading, allowing time and space for pleasure reading, and also expands the texts used for comparative studies. Students will conduct a year-long research project that culminates with the Sophomore Symposium. Vocabulary and grammar are taught and reviewed in the context of SAT preparation. English 11 English 11 focuses on critical reading of several works of American drama, fiction, and non-fiction. Students read, discuss, analyze, and interpret works of drama and literature through careful reading, class discussion, reading quizzes, and short and long essays. Students study a variety of non-fiction essays in a similar manner. These essays will also become the models for studies of the rhetorical modes that are the building blocks of college-level reading and writing: narration, description, exposition, and argumentation. Students also work on language skills, in particular, sentence 5
style. Skills developed in this class will be particularly valuable in preparing for verbal sections of the SAT and college admissions essays. AP English Language and Composition (11th Grade) AP English Language and Composition is a college-level expository writing course that prepares students for the corresponding AP exam in the spring. In the words of the College Board, its purpose is “to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.” The course is organized around sequences of assignments relating to various types of non-fiction writing: narration, description, exposition, and argument. Numerous short nonfiction pieces are studied to identify and evaluate authors’ rhetorical strategies and techniques. Composition assignments include a profile and an essay arguing a position. Five novels, two plays, and a memoir are also studied to determine how and why writers make narrative and linguistic choices. The study of grammar and vocabulary helps students develop stylistic sophistication in their prose. Skills developed in this class will be particularly valuable in preparing for the verbal sections of the SAT and college admissions essays. English 12 This course primarily addresses stories of marginalization, with a focus on minority, oppressed, and displaced people groups. Course texts include works of fiction, drama, non-fiction, and poetry written from the 16th through the 21st centuries. The course will also make frequent reference to current events, history, and culture, and all students will be asked to share accounts of their own experiences. The subtopics explored will include family, race, sexuality, identity, religion, gender, and self-expression. Students will be expected to write numerous formal and informal responses to the course texts. Advanced Topics in English Literature (12th Grade) This advanced-level course primarily addresses stories of marginalization, with a focus on minority, oppressed, and displaced people groups. Course texts include works of fiction, drama, non-fiction, and poetry written from the 16th through the 21st centuries. The course will also make frequent reference to current events, history, and culture, and all students will be asked to share accounts of their own experiences. The subtopics explored will include family, race, sexuality, identity, religion, gender, and self-expression. Students will be expected to write numerous formal and informal responses to the course texts. Creative Writing This course will focus on the craft of writing short fiction, poetry, and non-fiction in an open and safe creative space. Through discussions of technique, style, structure, and personal engagement, we will enhance our abilities to write with power and poignancy. All students will be expected to create original work and submit their work to the class for constructive feedback. We will read various exemplary pieces of fiction, poetry, and non-fiction by published authors; we will also view videos and TED Talks related to storytelling. The course goals include learning general and specific writing skills, cultivating flow, building confidence in writing, refining self-expression and communication skills, and discovering personal fulfillment.
6
MATHEMATICS The goal of the Mathematics Department is to have all of its students analyze and communicate information in a mathematical context. All students are capable of reading, writing, listening, and speaking about ideas in a mathematical sense. They have the ability to solve unfamiliar problems; think and reason logically; think algorithmically; collect, organize, and analyze data; become mathematically adept in a technologically complex world; and communicate effectively in mathematical terms. All students will have the capacity to develop the essential mathematical skills to live in today’s world. (All courses are UC certified and fulfill the Mathematics “c” requirement, but honors credit is given only to the pre-calculus honors class. All Advanced Placement classes are College Board certified.) Algebra I This course is the foundation of all high-school mathematics. Students are introduced to variables and functions and learn the mathematical methods necessary to solve variables. The teacher strives to strengthen students’ basic skills, including the use of multiplication, division and fractions. Topics covered in Algebra I include mathematical tools for algebra, functions, simplifying expressions, solving equations, graphing linear equations, quadratic expressions, exponents, and appropriate use of calculators. (This course is often taught only in the Middle School because there are not enough high-school students to warrant a high-school class.) Geometry Plane, solid, and computational geometry is presented from several perspectives that include inductive reasoning (searching for patterns), deductive reasoning (proving or disproving patterns), computation, construction, and geometrical exploration. Students in this course learn by studying each geometrical topic from the above perspectives. A heavy emphasis is also placed upon reinforcing Algebra I skills in the solution of geometric problems and upon theorem proving as an integrated activity. Topics covered during the first part of the course include geometric figures and solids; computation of lengths, areas, and volumes; properties of points, lines, angles, and triangles; properties of polygons and circles; and similarity and congruency of plane figures. Later topics include three-dimensional intersections of planes and surfaces, coordinate geometry, conic sections, and right-triangle trigonometry. Both informal paragraph proofs and formal two-column proofs are studied throughout the year. Geometry Honors Students in this challenging honors course will learn geometry topics in more depth and breadth and at a more accelerated pace than students in the regular geometry class. Placement in this class is based on Algebra I grades and the test score from the California Mathematics Diagnostic Testing Project. Plane, solid, and computational geometry and right-triangle trigonometry are presented from several perspectives, including inductive reasoning (searching for patterns), deductive reasoning (proving or disproving patterns), computation (applying deduced patterns to real-world problems), construction (classical Greek compass and straightedge techniques), and geometrical exploration (learning by experimentation). The topics designed to develop and sharpen inductive and deductive reasoning skills include computation of lengths, areas, and volumes; properties of points, lines, angles, and triangles; properties of polygons and circles; properties of special and right triangles; right-triangle trigonometry; and similarity and congruence of plane figures. Students also study three-dimensional 7
intersections of planes with other solids, leading up to the beginnings of coordinate geometry and conic sections that are covered in Algebra II. Both informal paragraph proofs and formal two-column proofs are studied throughout the year. Algebra II This course builds on the foundations laid in Algebra I, improving skills and exploring new techniques while introducing students to many new and exciting concepts. It provides a sound framework within which students can confidently pursue further courses in mathematics. Topics covered include Algebra I review; products and factors of polynomials; linear, quadratic, exponential, and logarithmic functions; and analysis and graphs of functions and conic sections. Students learn to explore new topics and express their thoughts using mathematical terms. Algebra II Honors This accelerated honors course expands upon topics covered in Algebra I while also introducing and applying more advanced algebra concepts to real-world situations and problems. Topics covered include Algebra I review; equations, inequalities, and mathematical modeling; functions and their graphs; systems of equations and inequalities; linear programming; matrices and determinants; polynomial functions; rational functions and conics; exponential functions and logarithmic functions; data analysis; and trigonometry. Placement in this class is based on Geometry grades and the test scores from the California Mathematics Diagnostic Testing Project. Math Analysis and Trigonometry This course introduces to the student coordinate geometry (also known as Cartesian and Analytic Geometry) and trigonometry. The course provides the basis for analysis, which in turn prepares the students for analytical studies in physical and social sciences. As the name implies, the course also is a prerequisite for calculus. Topics covered include functions and their graphs, right-triangle trigonometry, solving trigonometric functions, inverse trigonometric functions, trigonometric identities, and modeling with trigonometric functions. There is also a rather large data analysis component in the pre-calculus curriculum that allows students to set up experiments, gather and analyze their data, and complete major labs. Pre-Calculus Honors This accelerated honors course expands upon topics covered in Geometry and Algebra II Honors and introduces additional topics in trigonometry and calculus. The course provides the basis for analysis, which in turn prepares the students for analytical studies in physical and social sciences. As the name implies, the course is a prerequisite for Calculus. Topics covered include functions and graphs, linear functions and equations, applications of nonlinear functions and equations, polynomial and rational functions, inverses of functions, exponential and logarithmic functions, growth and decay, data analysis, trigonometric functions, trigonometric modeling, analytic trigonometry, conic sections, sequences and series, and probability and limits. Placement in this class is based on Algebra II grades and the test scores from the California Mathematics Diagnostic Testing Project.
Calculus This is an introductory course that allows students to develop the fundamental skills that are necessary to be successful in a first-year college calculus course. Students will spend the first few weeks of the class reviewing polynomial, rational, exponential, logarithmic, and trigonometric functions. After completing the first unit test, students 8
will master the limit definition of derivatives, differentiate functions, and solve optimization and related rates applications. Once students have mastered all derivation techniques, they will also learn how to integrate and solve a variety of application-based problems. This course moves at a steady pace and prepares students for a collegiate-level calculus class. AP Calculus AB This course is the equivalent of a one-semester college-level calculus course. After a thorough review of the pre-calculus curriculum, we begin to cover Calculus AB material. Students should be able to work with functions in a variety of ways: graphically, numerically, algebraically, and verbally. They should also understand how to apply the core concepts of calculus in a variety of ways. Topics include trigonometry review, limits, functions and graphs of a single variable, differentiation, integral calculus, and volume of solids with varying cross-sections. Students are prepared to take the national Advanced Placement Exam offered in May. Placement in this class is based on Pre-calculus grades and the test scores from the California Mathematics Diagnostic Testing Project. AP Calculus BC This course is a continuation of AP Calculus AB. We begin with an extended survey, reviewing AP Calculus skills while introducing new topics particular to Calculus BC: partial fractions, vector calculus, polar coordinates, parametric functions, linear approximation, Euler's method, differential equations, and infinite series. We then examine isolated topics in depth. Questions from previous AP tests are used, throughout the year, for review. Advanced Topics in Calculus (Honors) Advanced Topics in Calculus is designed for students who have successfully completed AP Calculus BC and wish to further strengthen and enrich their understanding of the world through mathematics. Prerequisites:To take this course, students must have completed the AP Calculus BC course and scored a 3 or higher on the AP Calculus BC exam.
9
SCIENCE The High School science program encourages our students’ curiosity about the natural world while increasing their ability to reason scientifically. The primary goals are to develop a thorough understanding of the core disciplines, to train students to use the tools of science and technology, to prepare them for success in rigorous college courses, and to create the foundation for a lifelong appreciation of science. The scientific method is applied both to lab work and to analyses of science-related issues outside the classroom. (All courses are UC certified and fulfill the Laboratory Science “d” requirement, and all Advanced Placement classes are College Board certified.) Physics This is a traditional high-school level physics course, adapted for freshmen. Algebra and geometry are used freely, but trigonometric approaches are delayed until the end of the year. Topics include force and motion, energy, momentum, fluids, electricity, magnetism, vibrations, waves, sound, optics, and atomic physics. Students learn through a mix of direct instruction and active learning methods such as discovery labs, modeling, (small) projects, computerized data analysis, and Socratic questioning. Chemistry This course explores the world of matter, energy, and atoms, focusing on both microand macro-scale chemistry by utilizing observable changes in matter to make scientific deductions about atomic and molecular processes. The quantitative aspects of chemistry are developed and practiced in both the classroom and the laboratory. Applications of standard algebra skills are used throughout the course to solve scientific problems. Lab activities allow the students to practice skills and problems learned in the class. As often as possible, chemical principles and concepts are related to physics and biology and to real-world applications, such as medicine, the environment, energy consumption, manufacturing, and technology. Biology This course introduces the general themes of the study of biology and builds upon the scientific principles introduced in conceptual physics and chemistry. The major themes covered include cell biology, genetics, evolution, ecology, plant and animal physiology, and biodiversity. In addition to textbook learning, the class also focuses on laboratory work and learning how to apply the scientific method. Additionally, relevant current issues in the news media provide topics for discussion and debate. AP Biology This course is the equivalent of a full-year general biology course at the college level, and the College Board determines the curriculum, as is true with all AP courses. It consists of four “big ideas” — 1) the process of evolution drives the diversity and unity of life; 2) biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis; 3) living systems store, retrieve, transmit, and respond to information essential to life processes; and 4) biological systems interact, and these systems and their interactions possess complex properties. The College Board revised the AP Biology curriculum in 2012 in order to reduce the emphasis on broad content coverage and to focus on depth of understanding, and scientific inquiry and reasoning. The students are prepared to take the national Advanced Placement exam in May. 10
AP Chemistry This course is a highly rigorous, in-depth study of general chemistry at the first-year college level. Subjects covered include atomic structure from the quantum mechanical perspective; atomic bonding and its connection to molecular behavior and geometry; reaction equilibria and kinetics; the behavior of solids, liquids, gasses, and solutions; and the driving forces of reactions, including enthalpy and entropy. The College Board redesigned the AP Chemistry curriculum in 2013 to stress mastery of the conceptual and quantitative aspects of chemistry by enhancing students’ qualitative understanding and visualization of the particulate nature of matter through the development of students’ inquiry, analytical, and reasoning skills. The students are prepared to take the national Advanced Placement exam in May. Advanced Topics Anatomy and Physiology (Honors) This course provides students with the basic principles and understanding of physiologic function. During the year, students cover topics such as scientific methodology and basic cell function, as well as do a survey of the major organ systems and their roles in homeostasis. The course also includes lab activities, discussions of recent scientific advancements that pertain to lecture topics, and multiple organ dissections throughout the year, which culminates with a cat dissection in the fourth quarter. Advanced Topics in Applied Physical Science (Honors) Advanced Topics in Applied Science is a hands-on course designed for students who wish to study more in-depth concepts found in Physics, Earth Science, Chemistry, Biology, and Scientific Inquiry and Discovery. Students will study individual topics as well as the interconnectedness of seemingly separate scientific disciplines. Not only will students learn through the traditional lecture and lab format, they will also design several independent experiments and research projects to explore topics of interest. Topics included in this study are: ● Explorations in Science and Technology ● Ecology and Interdependence ● Newton’s Laws and the Laws of Thermodynamics ● Energy and Electromagnetism ● Energy in Chemical Reactions (Physical Chemistry and Biochemistry) ● Scientific Ethics
11
HISTORY AND SOCIAL SCIENCE Broad exposure to different eras, cultures, and viewpoints is important to the history department. Therefore, we emphasize historical inquiry, geography skills, awareness of current affairs, and good written and oral communication skills in every class. All freshmen take World History 9, which explores the origins and growth of the world’s great early civilizations, followed in sophomore year by World History 10, which focuses on the development of the modern world. Choices begin in junior year with the option of regular college-prep or AP U.S. History, followed by senior offerings in AP European History or AP Art History. All courses are UC approved and, with the exception of Art History, fulfill the History/Social Science “a” requirement. All Advanced Placement classes are College Board certified. World History 9 This course serves as an introduction to world history and covers events spanning from the origins of human civilization through the beginnings of the “modern” era in approximately 1500. Students will explore this history through both primary and secondary sources, while striving to make connections and see patterns across both time and place. This course will also seek to view the story of human history within the greater context of the history of our planet and the universe using parts of a popular curriculum known as Big History. Ultimately, by focusing on the origins and growth of the world’s great early human civilizations within this wider historical framework, students will hopefully gain a deeper understanding of how geography and other natural forces shaped the development of early human civilizations, religions, philosophies, and cultures. Human Geography 10 Human Geography is the study of humans and their relationships with communities, cultures, and the environment across time and geographic location. In this class, students will examine the patterns and processes that have shaped our understanding, use, and alteration of the physical world. Content is presented thematically rather than regionally or chronologically, and case studies are drawn from all world regions. Emphasis is placed on understanding the world in which we live today, while historical information serves to enrich analysis of connections between past and present. The goal of the Human Geography course is that students will become more geoliterate, more engaged in contemporary global issues, more knowledgeable about world cultures, and more aware of geographic patterns and processes. United States History This course provides a broad overview of the early period of US history before focusing in more detail on events from the late 19th century to the present. Major topics include the trans-Mississippi West; late 19th- and early 20th-century industrialization, immigration, and urbanization; the Gilded Age; Progressivism; World War I; the "Roaring 20s"; the Great Depression and the New Deal; World War II; the Cold War; the Civil Rights Movement; Vietnam; and more recent presidential administrations. AP United States History Designed to be the equivalent of a two-semester introductory university course, AP US History interweaves the social, political, multicultural, and economic threads of United States history from exploration through modern times. In addition, students 12
explore major themes such as individualism versus collective action, isolationism versus internationalism, and federalism versus states’ rights. The course utilizes a widely used U.S. history textbook, but students will also read and analyze many original primary source documents. In addition to preparing students for the national AP US History exam in May, this course strives to provide students with the factual knowledge and analytical skills needed to interpret both the past and the present with a deeper and more insightful historical perspective. AT Art History Advanced Topics in Art History provides an introduction to global visual and material culture from prehistory to the present, exploring the key question: how and why the universal human desire to create has generated visual culture around the world for millennia. The course emphasizes the intersection of cultural context and artistic expression; works of art will be considered in their historical and cultural contexts, as well as in relation to works from other periods and traditions. AT Art History students will examine the purpose, creation, reception, and interpretation of works of art, developing skills in visual, contextual, and comparative analysis. The visual media they will consider include painting, sculpture, architecture, photography, printmaking, digital media, performance, installation, and site-specific works. By the end of the year, students will have acquired an understanding of individual artists and works, of broad themes, and of interconnections across history. Advanced Topics in Art History fulfills the UC “F” or visual and performing arts [vpa] requirement, but not the “A” History/Social Science requirement. Highly-motivated students may opt to prepare for the College Board AP Art History exam; this process requires investing additional time to teacher-supported independent study. AP Microeconomics AP Microeconomics is the equivalent of a one-semester college-level economics course, but it is taught over the entire year in High School. In this course students learn how individuals, households, and businesses make choices, given limited and/or scarce resources. AP Microeconomics is designed to give students an in-depth and intuitive look at how the economy works. Students master basic economic concepts, study and learn the nature and function of markets, and learn how government policy affects our economy. Topics include scarcity, opportunity cost, specialization, comparative advantage, marginal analysis, product markets, market equilibrium, elasticity, supply and demand, consumer choice, production and costs, profit, perfect competition, monopolies, oligopolies, factor markets, market failure, and the role that government plays in the development of our economy. Students are prepared to take the national Advanced Placement exam offered in May.
13
WORLD LANGUAGE The world language program aims to develop the four basic language skills (listening, speaking, reading, and writing), as well as develop understanding of cultural perspectives, practices, and products. It is based on the Proficiency Guidelines and the Standards for Foreign Language Learning, both of which were developed by the American Council on Teaching of Foreign Language (ACTFL) in cooperation with all the major national language organizations. (All courses are UC certified and fulfill the Language other than English “e” requirement, and all Advanced Placement classes are College Board certified.)
French French I This is a complete course in which students are introduced to the basics of the French language. At the high-school level, it is our goal to complete most, if not all, of the Level I textbook. By the end of the year, students are able to communicate in French about such topics as daily life, family relationships, foods, personality traits, appearance, weather, shopping, health, and travel. Students also learn about the many French-speaking cultures throughout the world. The precise communicative functions, vocabulary topics, grammatical structures, and cultural material to be covered are clearly indicated in the scope and sequence chart of the textbook. The class is conducted mostly in French. French II This course picks up where French I leaves off. Videos, films, tapes, internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The precise communicative functions, vocabulary topics, grammatical structures, and cultural material to be covered are clearly indicated in the scope and sequence chart of the textbook. The class is conducted mostly in French. French III This course is the first of a two-year sequence leading to the national Advanced Placement Examination in French Language. A communication-based, functional approach is employed with an emphasis on communication, cultures, connections, comparisons, and communities. Videos, films, tapes, radio, the press, TV, songs, internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The class is conducted almost exclusively in French.
14
French IV This course is the second of a two-year sequence leading to the national Advanced Placement Examination in French Language. A communication-based, functional approach is employed with an emphasis on communication, cultures, connections, comparisons, and communities. Videos, films, tapes, radio, the press, TV, songs, internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The class is conducted in French. AP French Language and Culture This course is designed to prepare students for the AP French Language and Culture exam. It continues the French program's holistic approach to language proficiency, focusing on the interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. In order to best facilitate this function-based approach to the study of language and culture, the course is conducted exclusively in French. As defined by the Standards for Foreign Language Learning in the 21st Century, emphasis is placed on developing the following three modes of communication: interpersonal, interpretive, and presentational. The curriculum is structured around six broad themes that promote an integration of language and culture: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. The class incorporates the use of literature, videos, films, internet activities, computer software, tapes, the press, songs, TV, and radio in an effort to help students learn to communicate in meaningful and appropriate ways with other users of the French language.
Latin Latin I The objective of the Cambridge Latin series, Stages 1-20, is to bring students to the point where they can read first-year Latin with confidence. A series of stories relate events in the life of a typical Roman family of the first century A.D. who reside in the ancient Roman city of Pompeii. The story at the beginning of each chapter gradually introduces vocabulary and grammar in context, which includes noun and adjective declension endings, indicative active verb tense endings, adverb use, and prepositional phrases. The materials in our text also develop listening, speaking, and writing skills to facilitate reading and comprehension and, in addition, English derivatives tied to vocabulary. To enhance the students’ awareness of Roman literature and history, a series of cultural segments pertaining to geography, mythology, and history are keyed to the storyline of Cambridge Latin. Latin II In Cambridge Latin, Stages 21-34, students begin to explore more challenging aspects of syntax and style in order to enhance their comprehension and enjoyment of Latin. Introduced in context by the story at the beginning of each chapter are grammatical, syntactical, and lexical topics such as relative pronouns, indicative 15
passive verb tense endings, participial formation and use, adverb and adjective degrees, and English derivatives. Each lesson in Latin grammar is always preceded by instruction in English grammar. The materials in our text also develop listening, speaking, and writing skills to facilitate reading and comprehension. To enhance the students’ awareness of Roman literature and history, a series of cultural segments covering the Late Republic and early Empire are keyed to the storyline of Cambridge Latin. Latin III In Cambridge Latin, chapters 35-48, students complete their study of Latin syntax and grammar, so that, in Latin IV, they can read any Golden Age Latin prose or poetry with confidence. Detailed cultural segments precede the story in each chapter. Introduced in context are all subjunctive verbs tenses and voices, all subjunctive constructions, the gerundive, extended use of ablatives absolute, and all infinitive forms and their uses in indirect statements. The materials develop listening, speaking, and writing skills to facilitate reading and comprehension. Latin IV This course prepares students for the first half of the AP Latin exam, which features sight readings from a wide range of authors. (The second half of the AP Latin exam features Caesar’s De Bello Gallico and Vergil’s Aeneid.) Students will read, translate, understand, analyze, and interpret selections from the Golden Age Latin authors Eutropius, Asconius, Cicero, Horace, Pliny, and Ovid. Each classical historian's account is paired with a poet's work on the same theme: Eutropius on the Late Republic with Horace's ode on Cleopatra; Cicero the trial lawyer with Cicero the essayist; and Pliny the natural scientist with Ovid's Metamorphoses. Our selection from Asconius on the murder of Milo is paired with a modern novel by Steven Saylor. AP Latin The AP Latin course is designed to develop the students’ abilities to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, to help them understand the context of the written passages (including the political, historical, literary, and cultural background of each author and text), and to help them understand the reasons behind the particular style of writing and the rhetorical devices employed. The course should also help students to be successful in analyzing Latin passages to understand how and why the author uses the language in a particular way and the effects he is hoping to produce. Students will learn to analyze the text and draw their own logical conclusions. This course should give students tools to read Latin prose and poetry aloud and with accurate comprehension and appreciation. For the Vergil text, students will learn dactylic hexameter and how it is used to enhance the text and create effect, and students will scan the poetry at least once a week. (This course is not offered every year, depending on student interest and ability.)
Spanish Spanish I Spanish I is designed to introduce students to the basics of Spanish in reading, writing, listening and speaking. By the end of the first year, students are able to speak, understand, read, and write basic Spanish about daily activities, family relationships, foods, clothing, personality traits, likes and dislikes, purchases, time, seasons, and the weather. They also begin to learn about the geography and cultures of the Spanish-speaking world. Students begin to learn the grammatical 16
structure of the language and also use Spanish in realistic and meaningful situations. The course is conducted in English and Spanish. Spanish II Spanish II continues to build upon language acquisition through cultural exploration. The course aims to achieve this goal by implementing a 90% target language for instruction. Vocabulary and grammar are taught in the context of the themes our textbook will highlight. Assessment for this course will be carried out by providing performance-based assignments. These specific approaches to language learning will inspire students to truly enjoy the language acquisition process, and provide more opportunities for understanding and exploring cultures through language as well. Spanish III In Spanish III, students continue to develop their ability to speak, understand, read, and write Spanish. Students take a more detailed look at grammatical concepts previously presented and work extensively with advanced structures such as the subjunctive mood. These structures are used in various compositions written by the students. Additionally, students read historical, cultural, and literary excerpts, and view sections of movies produced by famous Spanish-speaking film directors. They also work cooperatively in class to produce skits and debates. Students listen to Spanish podcasts and videos online. The course is conducted in Spanish. Spanish IV Spanish IV is designed to reinforce the students’ knowledge of grammatical structures and to increase their fluency in reading, writing, understanding, and speaking Spanish. Throughout the year, all major grammatical structures are reviewed and used in advanced applications and compositions. Students also read and discuss in Spanish various works written by Spanish and Latin American authors, as well as current events from newspapers and magazines. Additionally, they participate in skits, debates, and conversations, and listen to spoken Spanish on podcasts and in video programs. The course is conducted exclusively in Spanish. AP Spanish Language and Culture This AP course is designed to review and reinforce the students’ knowledge of Spanish and to increase their proficiency in reading, writing, understanding, and speaking the language. Students work extensively with the different types of exercises that appear in the AP Spanish Language and Culture examination and review grammar on an individual-need basis. In preparation for the cultural aspect, students also read the works of various Spanish and Latin American authors, as well as newspaper and magazine articles; participate in debates, skits, and conversations; listen to Spanish in the media on audio CD’s, podcasts, and in video programs; and frequently write expository essays and creative pieces. The class is conducted exclusively in Spanish. AP Spanish Literature and Culture The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, and essays) from Peninsular Spanish, Latin American, and United States Hispanic literature. Students continue to develop proficiencies across the full range of the modes of communication (interpersonal, presentational, and interpretive), honing their critical reading and analytical writing skills. Literature is examined within the context of its time and place, as students reflect on the many voices and cultures present in the required readings. The course also includes a strong focus on cultural connections 17
and comparisons, including exploration of various media. (This course is not offered every year, depending on student interest and ability.)
COMPUTER SCIENCE The computer science program trains students to understand the basics of programming and allows for deep, creative study at the highest level. The program begins with the introductory level AP Principles course which focuses on the central ideas of computer science and computational thinking and develops with AP Computer Science A, a Java based programming class. Advanced students culminate their studies in the unique Advanced Topics course with a curriculum that challenges students to use their programming skills to develop creative and inspiring original computer science applications. AP Computer Science Principles This course introduces students to the central ideas of computer science and invites them to develop the computational thinking vital for success across multiple disciplines. The course is unique in its focus on fostering students to be creative and encouraging them to apply creative processes when developing computational artifacts. Students will design and implement innovative solutions using an iterative process similar to what artists, writers, computer scientists, and engineers use to bring ideas to life. There is no designated programming language for the course. AP CS is a UC-certified College-preparatory “d” computer science course. Prerequisite: Algebra II or consent of instructor. AP Computer Science A This course is designed to prepare students for the Advanced Placement Computer Science exam, level A. Topics include simple, user defined and structured data types, algorithm development, decisions and loops, arrays, recursion, searches and sorts, data abstraction, and classes. AP CS is a UC-certified College-preparatory “C” computer science/mathematics. Prerequisite: Algebra II, Computer Science Principles or consent of instructor. Advanced Topics in Computer Science In this course, students will design individual works based on design elements and principles as well as responses to historical, philosophical and cultural prompts, learn and use digital vocabulary in verbal and written analysis and in descriptions of their work and the work of others, participate in discussions of the philosophical, cultural and historical place of art in society, and create artwork of quality using the techniques of 2D digital modeling, 3D digital modeling, creative coding, and sound engineering. The goals of this course are for students to demonstrate an understanding of processes and techniques used in visual and performing arts -how they can be digitized, and ultimately create works that effectively show individual creativity and problem solving abilities. Students who wish to move on to Advanced Topics in Computer Science will be required to complete a digital art portfolio capstone assignment, showcasing their work from this course. All students will select and present a piece they created during this course to be showcased at the end of the year. The course will include weekly progress reports. (This course fulfills the UC VPA, “f” requirement.)
18
MATTHEWS LIBRARY The mission of the Matthews Library is to foster lifelong learning. The two main goals of the library are to prepare students for college-level research and to continue the school's goal to develop passionate readers. We encourage our students to be curious and interested in learning. We also recognize that they need to have the skills to pursue their passions. The library program follows AASL and California School Library Association standards for information literacy where research, digital, critical thinking, and problem-solving skills, strategies, and responsibilities (e.g., academic honesty, citing sources, finding authoritative sources) are introduced, reviewed, and mastered over time and grade level. Starting with orientation and continuing through advanced research skills, students become successful – and enthusiastic – library users and learners. The High School library curriculum continues to build on skills learned in Middle School. Ninth graders work with primary sources and learn more about the library databases as they work on a variety of projects in history and English. As they progress through the curriculum, students continue to hone their research skills. In tenth grade, Sophomore Projects include several classes with the librarians in addition to individual meetings with the librarians to help refine research and work on citation skills. Eleventh and twelfth grade students use the library regularly for various research, literary criticism, and reading projects. The library's collection is driven by the curriculum and supplemented by enrichment materials that enhance students' lives and interests. Fiction and non-fiction materials are requested by both faculty and students. Library events and displays are designed to complement the curriculum and foster a love of learning and reading. They often include an emphasis on fine arts and the diversity of our world. Celebrations and displays include student artwork and music and reflect a variety of cultures and ideas. Recent celebrations include Poem in Your Pocket Day when High School students read poems with kindergarten students and a visit from an alumna whose memoir has recently been published by St. Martins Press. World Cultures Week incorporates activities, such as a faculty member sharing her experiences growing up in El Salvador, the librarian’s advisory providing various rice dishes from their heritages for the Passport Lunch, and the reading of Cat in the Hat in 27 different languages by faculty, staff, students, and one alumna who Skyped in from Bethlehem reading in Arabic and another alumnus who sent a video of him reading his lines in Estonian. Students and faculty attend High School Book Club monthly to discuss recent books read. Monthly Event Tuesdays feature a variety of activities including live music from our orchestra, choir, concert and jazz bands as well as de-stressing activities such as Coloring, Cookies & Conversation and Pop-Up Tea Parties. The student-run Leadership Series lunches feature students presenting their unique experiences to their peers. Presentations vary and have included Travel to Help Earthquake Victims in Nepal; Choreography; Visiting the Rulindo
19
School in Rwanda; Teaching for Breakthrough in Hong Kong; Researching Multiple Sclerosis in a UC Davis Lab; and Developing an iOS App for the Sixth Grade. Book displays may feature new arrivals, reflect current events or holidays, focus on specific genres, or be a collection of a particular student’s favorites. Displays are designed to get students reading and talking about books, which they often do individually with the librarians or more formally in book talks or book club. As a cultural center of this vibrant community, the library strives to be a place where students see learning as fun as they prepare for the future by gaining the skills they'll need, acquiring habits of scholarly work, and developing a love of reading and learning that will serve them through college and throughout their lives.
FINE ARTS Students in Visual and Performing Arts classes develop an increased sense of perception, vocabulary, and techniques pertinent to each discipline through their study of music, art, and drama. Students are introduced to works from other cultures and historical periods as they develop skills, refine techniques, and experience the joy of creative expression and personal involvement in the arts. Visual and Performing Arts classes require creative problem-solving and reflective thinking in order for ideas to take form, be analyzed, evaluated, and then refined to create finished work. During the process of exploration and creation, students learn to see new possibilities, reflect upon their work, and continually explore new ideas and possibilities within each discipline. Overall, students develop an understanding and appreciation of the arts by forming criteria for arriving at personal artistic judgments and developing craftsmanship and discipline through the creation of visual art, both two and three dimensional; the performances of instrumental music; or the performance of plays, one-acts, and student written and directed work. (Classes with the VPA designation fulfill the UC visual-and-performing-arts “f” requirement.)
Performing Arts (The courses with a “VPA” designation after the title fulfill the Visual and Performing Arts requirement both for Country Day’s graduation and UC qualification.) Drama (VPA) This drama elective is a one-year course in which students learn basic skills, stage directions, techniques, and vocabulary needed to understand and communicate in the theatre. The course employs the use of lecture, theatre games, movement, scripts, relaxation, and personal experience to delve into theatre. The course addresses theatre history and different systems for building a character. The goal is to prepare students to perform and to fuel their knowledge and desire to learn and participate in theatre. Chamber Music (VPA) Chamber music is a performance-based class where students learn the intricacies of performing music in a small group or chamber setting. It is a yearlong class open to intermediate and advanced music students. There is often more than one group. The groups meet outside of the regular school day, usually during zero period. Public performances are given before the winter holidays, in the spring, and on special occasions. Chamber ensembles also participate in chamber music festivals during the winter and spring. Prerequisites: Students must have reached fundamental performance ability on their instrument. This includes the ability to produce a 20
characteristic tone, to use a variety of articulations, to play a chromatic scale throughout the normal playing range of the instrument, and to read standard notation. Students must be enrolled concurrently in concert band or orchestra, and admission to the chamber class is upon approval of the instructor. Concert Choir (VPA) The High School Concert Choir is an elective class open to students in grades 9-12. The course is for students with the desire to learn performance and concert skills for a wide variety of vocal music. Students explore different styles of music through vocal literature as they learn to sight read, sing various scales, and learn the basics of music theory and harmonies. The choir performs at school concerts and special events. Concert Band (VPA) The High School concert band is open to all students who play a wind or percussion instrument. Though most of the students have been playing for several years, opportunities exist for motivated beginners to play. A wide variety of music is studied, including standard concert band literature, orchestral transcriptions, chorales, marches, Broadway show music, and popular music. Though the majority of class time is spent on performance practices, a significant amount of time is spent on music theory and history. The band also regularly sight-reads. The band performs at school concerts and special events. The band also competes at music festivals. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also encouraged to participate in ensembles outside of band class. Garage Band This class takes students through the process of forming and running a garage band. The intention is to learn, create, perform and record music. Assignments include; learning a twelve bar blues song in any style, learning a cover song in any popular American music style, and writing an original song in any popular American music style. The bands learn to run an effective rehearsal, to perform, and will record and edit their music. Beyond the basics of learning to play in a band, this class will remain flexible as to the direction the students want to take it. The only requirement is the ability to play a musical instrument on a basic level, and/or sing. The meeting/rehearsal times may also be flexible, as many of the students will likely already be involved in music elective classes. Jazz Band (VPA) The jazz band is a 7-to-15-piece ensemble open to intermediate and advanced music students. Guitarists, drummers, and string players are welcome. The course of study includes improvisation, basic jazz theory, jazz articulation, performance practices, and some jazz history. The group performs music covering most eras of jazz music. The band performs at school concerts and special events. This group also participates in many jazz festivals and often travels. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also taught to perform in small combos, which perform for a variety of events. Jazz band meets during zero period. Prerequisites: Students must have reached fundamental performance ability on their instrument. This includes the ability to produce a characteristic tone, to use a variety of articulations, to play a chromatic scale throughout the normal playing range of the instrument, and to read standard notation. Students must be enrolled 21
concurrently in concert band or orchestra, and admission to the jazz band class is upon approval of the instructor. Orchestra (VPA) During orchestra class, a variety of concert music is studied, including orchestral transcriptions, standard concert literature, chorales, Broadway show music, and marches. Though the majority of class time is spent on performance practices, a significant amount of time is spent on music theory and history. The orchestra also regularly sight-reads. Public performances are given before the winter holidays, in the spring, and on special occasions. The orchestra also competes at music festivals. Performances are recorded in order to archive the group's progress. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also encouraged to participate in ensembles outside of class.
Visual Arts (The courses with a “VPA” designation after the title fulfill the visual-and-performing arts requirement both for Country Day’s graduation and UC qualification.) Studio Art (VPA) This multi-grade yearlong studio class recognizes the fundamental importance of teaching the concepts of artistic perception, creative expression, art history, and aesthetic valuing as integral parts of the studio curriculum. Class assignments are designed to build confidence in individual artistic ability and to develop new skills and techniques while students explore various media. As students progress and refine their skills, they are given increasingly more challenging assignments. Students use a variety of art media while creating work in both 2D and 3D formats. Sketchbooks are fundamental to studio classes; weekly drawing assignments in the sketchbook reinforce units of study and develop drawing skills outside the classroom environment. Classes include: drawing, design, and introduction to color theory and painting; drawing, design, and printmaking; drawing, design, and 20th century sculpture; and construction of several 3D projects. AP Studio Art: 2-D Design (VPA) This course stresses the development of overall distinction and quality in works that excel in concept, composition, and execution. Most students complete this class over the course of two years. The first year requires students to complete artwork for the breadth requirement, which exhibits the range of their knowledge and understanding in works that demonstrate a serious grounding in 2-D design principles, art media, and techniques. Students in their second year propose a course of work — referred to as their “concentration” — with a specific theme, which is the basis for a yearlong exploration of visual images that are, according to the College Board website, "unified by an underlying idea that has visual and/or conceptual coherence." This theme requires the student to demonstrate a depth of investigation and document the process of discovery through the creation of a series of conceptually related works of strong personal interest. Sketchbook assignments are required of all students, which not only serve as a documentation of progress, but also may be used as a part of the AP College Board requirements. Throughout the two years of study, students are required to develop and refine original artwork to fulfill the requirements for portfolio submission to the College Board in 2D design; breadth (12 digital images), concentration (12 digital images), and quality (5 actual works). Students may be required to create a presentation for students and faculty at the 22
end of the year. Prerequisites for admission to the class include Studio Art I and/or Advanced Art, along with instructor approval. Advanced Topics in Computer Science In this course, students will design individual works based on design elements and principles as well as responses to historical, philosophical and cultural prompts, learn and use digital vocabulary in verbal and written analysis and in descriptions of their work and the work of others, participate in discussions of the philosophical, cultural and historical place of art in society, and create artwork of quality using the techniques of 2D digital modeling, 3D digital modeling, creative coding, and sound engineering. The goals of this course are for students to demonstrate an understanding of processes and techniques used in visual and performing arts -how they can be digitized, and ultimately create works that effectively show individual creativity and problem solving abilities. Students who wish to move on to Advanced Topics in Computer Science will be required to complete a digital art portfolio capstone assignment, showcasing their work from this course. All students will select and present a piece they created during this course to be showcased at the end of the year. The course will include weekly progress reports. (This course fulfills the UC VPA, “f” requirement.) Digital Design (VPA) Digital Design is a course designed for students who are interested in exploring the real-world applications of the arts. The course focuses on design and how it pertains to a variety of creative techniques, including digital photography, desktop publishing, and the digital darkroom (Adobe Photoshop, InDesign, and Illustrator). Students develop skills in technology-based programs, problem-solving, communication, and time management that contribute to lifelong learning and career skills.
PHYSICAL EDUCATION The physical education curriculum coordinates and facilitates the process of guiding students to lead healthier lifestyles. The content articulates the knowledge, skills, and confidence students need to maintain meaningful physical activity throughout their lifetime; and the course sequence allows for students to make a successful transition from the physical education instructional program to participation in physical activities during adulthood. Students develop proficient movement skills in each area of physical education, expand their capabilities for independent learning, and examine practices that allow for sound decision-making to enhance successful participation. The curriculum provides a framework that allows for individual responsibility and flexibility by having the students design their program with a variety of physical activities and sports that they enjoy and may wish to participate in for years to come. The classes are organized by semester. Besides taking physical education classes, students can complete their graduation requirement through participation on athletic teams and/or through the independent physical education program. Independent Physical Education — Prior Approval Necessary The Physical Education Department provides an independent program allowing students the opportunity to fulfill their SCDS PE requirements outside of SCDS. The program is designed for those students who are competing in an outside-of-school athletic program or course that requires numerous hours of training with a professional coach or trainer, where the student is ranked at a local, state, or national level, and/or engages in more than 60 hours per season. Students must apply prior to the semester of activity, be accepted to the program by the physical education 23
coordinator and be supervised by their coach and physical education coordinator. A student may also take a college course through the independent program to satisfy the PE requirement. Independent P.E. forms are on CavNET.
OTHER ELECTIVES Independent Community Service Providing on-site opportunities to fulfill the SCDS community service requirement and creating a chance for students to give back to our own community are the two main reasons this course is offered. Students may arrange their own projects or get help from the head of High School. Projects include tutoring Middle School and Lower School students, working in either library, assisting the director of Breakthrough Sacramento, aiding teachers in Lower School classrooms, etc. At the end of each semester, community service hours are calculated and applied to the requirement. Journalism (Octagon) The yearlong journalism class is devoted to producing both The Octagon (the high-school print newspaper published 8 times annually) and The Octagon online (www.scdsoctagon.com). Staffers receive instruction in writing and editing news, features, sports, reviews, and editorials for both print and the Web. They also learn principles of page and Web design, effective use of technology, responsible leadership of their peers; and selling and handling advertising. Discussions concerning the role of the newspaper in both the school and society, including consideration of journalistic principles and ethics, are frequent. The staff attends local and national journalism conventions. Marathon Training* Students don’t have to think of themselves as "runners" to try this elective. The class begins slowly and with low mileage, and gradually builds up over the semester. Throughout the training, the focus is on good running form, nutrition, hydration, and mental techniques to help get to the finish line happy and injury-free on race day. Students may take this elective just to learn how to run and love it; participating in the races is not mandatory. Training in this course and participating in the races fulfills physical education requirements. Mock Trial The yearlong Mock Trial program is designed to provide students with an education in the American judicial system. Students learn about the hierarchy of the various courts and become knowledgeable about the inner workings of a civil or criminal trial. Students work as a team to learn the facts of a realistic case file, analyzing the law pertinent to that file, and then conducting a mock trial by playing the roles of attorneys, witnesses, jurors, and court personnel. Students perform in a four-day Mock Trial competition in February and early March. The competition is held in the courtrooms at the Sacramento County Superior Court. This year long class meets outside of the school day, usually on Sundays. Outdoor Education* Outdoor Education is an experience-based elective for those interested in emergency medicine and wilderness skills. Students begin the course learning how to respond to an emergency situation. Emphasis will be given to patient care in remote locations with limited resources. Upon completion, students will become certified in CPR, AED, and Wilderness & Remote First Aid through the American Red 24
Cross. Once certified, the curriculum will shift to wilderness living. Students will practice knots, orienteering, shelter building, sanitation, and outdoor cooking. The year ends with a practical final in the field, which will be held at a location decided by the class. (*Course not offered every year.) Robotics* Students research, explore, and test varying hardware and software while storing and retrieving data through code. They learn and develop the use of five overarching coding structures namely statements, variables, loops, functions, and comments. The class works in teams to build and iterate on robots. Students practice multidisciplinary organizational skills while they make 3D simulations and digital art models. They examine the relationships between hardware, software, robots, computers and ethics. (*Course not offered every year.) Yearbook—Medallion (VPA) This yearlong elective class is devoted to the production of the Medallion, Country Day’s all-school yearbook. Students learn to choose a theme; design layouts; research, write, and edit stories; photograph students and events; and master advanced computer skills necessary to complete yearbook production. Under the guidance of student editors, the staff collaborates on ideas and strategies for covering 14 grade levels across three divisions in order to thoroughly, accurately, and creatively tell the story of a year at Country Day.
SOCIAL-EMOTIONAL LEARNING In 9th grade Social-Emotional Learning (SEL), students explore the themes of inclusive communities, resilience, perspective and compassion, conflict style and management, risky behaviors, self-regulation, and calendar organization. Using activities that help students expand personal stories and relate with others, students explore similarities to peers and work toward broadening their perspectives and understanding/practicing compassion. Meditation, mindfulness, guided imagery, personal tools, and logical thinking are examined as resilience tools. Exercises to determine personal triggers and antidotes for stressful situations are included in the resilience unit. Students engage in exercises and discussions that help each to identify their dominant conflict management tools. Students seek to understand the strengths and challenges of their style. They also investigate strategies for resolving disagreements. Personal risk taking presentations and discussions, including consequences and legal ramifications, help students focus on the compounding impact that individual choices may have. Minimizing vulnerability by using reality checks, role-playing potential scenarios, and maintaining open communication with parents are large parts of this content. Discussions, surveys, and examples of self-regulation help guide students toward identifying and balancing emotions, controlling impulses, and making conscious choices. Students are presented with and practice using a variety of calendars (electronic as well as non-electronic) to help determine the style that fits for each 25
person. Students share the pros and cons of their current organizational techniques so there are many options for students to personalize what works for them.
ATHLETICS The Athletic Department fosters the growth of well-rounded, confident young adults in an age-appropriate manner. This is accomplished through the challenge of athletic discipline, team participation, and interscholastic competition. Our mission is educational, recreational, and competitive, designed to enrich and complement the Country Day academic experience. In practice and games, coaches provide all students with an active opportunity for personal achievement and development by emphasizing sportsmanship, teamwork, integrity, self-discipline, effort, and commitment. The following sports are offered by season: Fall Cross Country Volleyball (girls) Soccer (boys)
Winter Basketball Ski & Snowboard
Spring Baseball Golf Tennis Track & Field Soccer (girls) Swimming & Diving
26