2025-2026 Curriculum Guide by The Ethel Walker School

Introduction from Head of School

Dr.

Meera Viswanathan

“The joy of learning is as indispensable to education as breathing is to running.”

—Simone Weil

At Walker’s, education is understood as transforming — a venue where girls can emerge as authentic thinkers and doers, learning about the world, those around them and, perhaps most of all, about themselves.

Education, literally from the Latin “the leading out,” signifies discovery, revelation, and most of all transformation. The educational philosopher Parker Palmer reminds us, “We are here not only to transform the world but to be transformed.”

In the last fifteen years, educators have borne witness to three major ways in which teaching and learning have changed. Technology, and more specifically skills such as coding, transcend all disciplines. Learning has become more collaborative and interactive, rather than solitary learning and solely text-based teaching. Students today are also called upon to engage actively in original thinking, writing and research. Opportunities are emerging for crowdsourced research that allow our students to work in tandem with higher education research institutions.

We are committed to developing and delivering a comprehensive curriculum which keeps pace with helping girls realize their extraordinary potential and capabilities across a host of areas, including those in which traditionally women have been underrepresented. Courses such as Honors Biochemistry where our students conduct real-world research on bacterial resistance and the discovery of new antibiotics, engineering, and public health immerse our students in acquiring skills for emergent fields. Our humanities courses, including the Visiting Writer Seminar, Creative Writing, and a full complement of electives, allow our students to become accomplished writers, whose work is published in national and international publications and platforms as well as books we produce with The Ethel Walker Every Woman Press. Arts programs range from painting, ceramics, video production, a capella singing, African drumming, and chamber music to many forms of dance and choreography as well as art history.

We strongly affirm the need for our students to master qualitative skills as well as quantitative ones. Walker’s girls discover their voices in order to articulate their understanding, interrogate questions lucidly, and put forward their perspectives persuasively.

As Simone Weil, one of the leading female philosophers and activists of the 20th century, reminds us, there is joy in learning. Walker’s girls can immerse themselves in the wonder of learning, thanks to brilliant, dedicated and charismatic teachers and innovative classes and approaches. Most of all, our classrooms at Walker’s are places of wonder, discovery, play — even fun.

Disrupting Gendered Mindsets

Capabilities Approach Program

Why do female students tend to become less vocal as they progress through school despite success? Why do girls often steer clear of certain areas and disciplines? While myriad factors are at work, the key question is: What can schools do to address this disparity and support girls to fulfill their great promise and potential? The answer is: reimagine girls’ education.

With the support of a prestigious Edward E. Ford Foundation Education Leadership Grant, Walker’s Capabilities Approach Program seeks to disrupt the gendered mindset into which girls are socialized. The Capabilities Approach represents the development of a constellation of skills, interwoven and foundational. The goal is functional mastery of each skill with the assumption that all girls can achieve proficiency through support and collaboration. Girls learn resilience, teamwork, and the understanding of the role of failure as an intermediate stage of the learning process.

Capabilities

• Fluencies: digital, financial, and rhetorical

• Discoveries: sustenance and sustainability

• Agencies: swimming, first aid, and self-defense

• Self-Selected Capability: a unique agency, fluency, discovery, or experience chosen by each student

• International experience and paid internship

Collectively, these capabilities allow for challenge and failure by encouraging girls to be confident and resilient, and to embrace a growth mindset.

Digital Fluency

Today, the acquisition of a wide range of digital skills is necessary across all disciplines. As early as 6th grade and up through advanced courses, students are immersed in projects that require coding. Our Dean of Academic Technology and Innovation explores with students a range of digital fluency topics including creating your digital footprint, digital citizenship, and differentiated learning styles. One group already well-established in these areas are Walker’s Wirecats, the first all-girls robotics team from New England to compete in the FIRST FRC World Championship.

Financial Fluency

Historically, women lag behind in the acquisition of financial fluency, resulting in women owning and managing fewer assets. One way our students gain an understanding of personal finances and investing is through our signature community partnership, the Volunteer Income Tax Assistance (VITA) program. In addition to providing a very important service to the community, our girls study for — and pass — an IRS training program which allows them to prepare personal income tax returns for low income families. This real-world activity is enhanced with classroom work, giving students a first-hand look at the complexities and understanding of personal finance and investment.

Rhetorical Fluency

Having the confidence and skill to speak eloquently and convincingly in front of an audience, and ensuring that your ideas are heard, are skills that all Walker’s students develop both inside and outside the classroom. Classroom work, community partnerships, and affinity groups are just a few of the many stages on which you can safely test — and hone — a wide range of rhetorical skills.

Diversity, Inclusion, and Social Justice

By using the Capabilities Approach Program to enable all Walker’s students to develop a variety of capabilities, we also address divergences in backgrounds and preparation, offering a foundation for all Walker’s students to flourish as well as develop their cultural competence as global citizens. You will learn, live, and grow with people of different ages, interests, nationalities, racial, ethnic, and socioeconomic backgrounds, sexual orientations, religious traditions, and political affiliations.

Multiple classes and activities are offered where girls improve their knowledge and develop their desire to shape a society that is more equitable for all.

Mission of The Ethel Walker School

VISION STATEMENT Walker’s – Where inspired learners become inspiring leaders.

MISSION STATEMENT To awaken students to their capabilities in an environment engineered for girls.

SUSTAINABILITY STATEMENT We strive to uphold sustainability principles of conservation and innovation in an effort to shape a better future for all.

DIVERSITY STATEMENT We affirm that diversity strengthens our community and we deliberately cultivate inclusion and belonging.

VALUES Respect, love of learning, confidence, courage, conviction, integrity.

The mission of the English Department is to develop in every student, every year, in every lesson, the ability to read, write, and speak effectively with brilliance, authenticity, and passion. The curriculum begins with a foundation of developing students’ writing process through creative, personal, and analytical assignments, as well as a survey of literary genres. These skills and knowledge will be the springboard for students’ success in the 11th and 12th grade electives. Electives provide students with an opportunity to explore corners of literature that spark their interest and allow them to delve deeper into these topics and ideas. The Advanced electives are college-level courses that ask students to engage with challenging texts and literary criticism of those texts, as well as demonstrate their learning through a self-directed seminar paper.

Publishing

We encourage students to submit their work to contests and for publication. The best way to understand the power of one’s voice is to use it in the wider world. Our literary magazine, Daemon, regular participation in national and international writing contests, and our very own press, The Ethel Walker Every Woman Press, create an environment in which student voices are heard and celebrated.

MIDDLE SCHOOL ENGLISH COURSES

HUMANITIES 6: ANCIENT CULTURES

Grade 6

Credit: 1

The theme for 6th grade is “Laying Foundations,” and there is no better way for students to grapple with this theme than by learning about the foundations of humankind. Humanities 6 is an investigation into ancient civilizations through the lenses of history, geography, literature, the arts, belief systems, technology, architecture, and customs and traditions. Cultural sensitivity and ethical exploration are core principles of this hands-on, project-based class. Among other activities, students participate in an archaeological dig; create a mini-museum; design a 21st-century version of Babylon’s legendary hanging gardens; and prepare a Greek feast fit for the gods of Mount Olympus. Field trips to local historical societies and museums, coupled with outdoor excursions for native materials for projects, bring the research aspect of this class to life. Reading global mythologies and identifying the stories around which they have shaped their own lives helps students to connect with children of long ago and with those who live throughout the world today — including their own classmates.

ENGLISH 7

Grade 7

Credit: 1

At the 7th grade level, students maintain their momentum and build new skills by continuing an exploration of the various genres of literature. We read a challenging collection of texts that may include: Cast Away; Howl’s Moving Castle; Poetry Speaks Who I Am; Romeo and Juliet; Good Master, Sweet Ladies; and The Outsiders. Other texts, including individual poems, myths, fairy tales, short stories, and essays, are carefully selected to be appropriate to the age and developmental level of 7th grade students. Teachers strive to help students truly love to read. Students will learn to present their work to an audience — aloud and in writing. Students continue to enhance their composition skills through a study of analytical writing, with an emphasis on the process of writing, not just the final product. Language mechanics, also taught in English 7, concentrates on understanding the passive voice, parallel structure, audience engagement, and logical flow. Students will read beyond the curriculum in this course. They will also have many opportunities for creative writing in a wide variety of genres.

ENGLISH 8

Grade 8

Credit: 1

In English at the 8th grade level, independent thinking and writing play major roles, as every student is encouraged to further develop their creative and critical skills in response to literature and in preparation for secondary school. Through discussion and writing, which include analytical and personal essays designed to promote mastery of essay writing, each student is supported as they learn to express herself clearly, accurately, and fluently. In this way, student voice is at the heart of English 8. We read short fiction, novels, narrative nonfiction, poetry, and drama. Texts may include Macbeth, The Poet X, The House on Mango Street, and One Last Word, among others.

UPPER SCHOOL ENGLISH COURSES

Literature has long been a space where writers wrestle with the complexities of the mind, offering profound insight into psychological struggles, resilience, and the societal perceptions of mental fitness or illness. In this course, we will examine how literature portrays mental health, asking how writers capture the inner workings of the mind and what these portrayals reveal about cultural attitudes toward things like psychological disorders, creativity, normalcy, aging, and identity. Our readings will span genres, time periods, and perspectives, and through close reading, discussion, and creative and analytical writing, students will consider how literature can both reflect and shape the ways we talk about the mind today.

History and Social Science

The History and Social Science Department faculty seek to teach our students to be active, informed global citizens who can distinguish between observation, opinion, and argument, and who can reject weak arguments and bandwagon thinking.

Throughout their core courses and electives in the social sciences, students will examine the actions, forces, and systems that transform society — past and present. These investigations push them to think deeply about the human condition and recognize complexity. We are committed to arming students with basic competencies in critical reading, historical reasoning, writing, speaking, listening, and effective research skills.

Learning activities and assessments encompass a variety of formats ranging from Harknessstyle discussions or debates to traditional tests or document-based questions, to videos or other presentations. The graduation requirement for History is 3.5 credits. Core courses include Global History and United States History. Electives offered are subject to enrollment and may be offered in alternating years. Enrollment in all honors and advanced courses is subject to departmental approval.

MIDDLE SCHOOL HISTORY AND SOCIAL SCIENCE COURSES

HUMANITIES 6: ANCIENT CULTURES

Grade 6

Credit: 1

HISTORY 7: WORLD GEOGRAPHY

Grade 7

Credit: 1

This course focuses on allowing our students to see how our world looks today. With the purpose of allowing our students to understand the way that geography impacts our lives, students will undertake a unit on reading and understanding maps as well as a unit on important geography terms, including the study of geography itself, climate, and vegetation. They will then study various regions, focusing on themes of geography, including themes of place, location, and the movement of people and ideas.

HISTORY 8: AMERICAN IDENTITY

Grade 8

Credit: 1

This course takes as its basic question, “What does it mean to be American?” Students explore the foundation of American democracy, examining the ways in which the American government functions, and how citizens engage in that process. Students dig deeper into the experiences of three groups who have been influential in the development of this country: indigenous peoples, Black Americans, and the Latinx community. Students also have the opportunity to explore groups that resonate with their own American experience. Students use a variety of sources ranging from primary documents to academic articles to help them improve their ability to think like historians

UPPER SCHOOL HISTORY AND SOCIAL SCIENCE COURSES

GLOBAL HISTORY

Grade 9

Credit: 1

This course is designed to challenge students to assess the modern globalized world through the study of systems and processes that have shaped the countries and cultures that exist within it. Students will learn to work collaboratively in researching topics such as exploration, colonization, revolution, industrialization, and globalization. Global History provides students with an intensive introduction to, and ongoing instruction in, the research and writing process. Students will also develop historical thinking skills such as evidence evaluation, corroboration, and interpretation, deploying these skills not only to study the past, but to grow as critical consumers of information in the digital world.

U.S. HISTORY

Grade 10

Credit: 1

This course takes a thematic approach to the study of the history of the United States from early European and Native American encounters to the start of the 20th century. Rich content and intentional skill instruction work simultaneously throughout the year, as students engage with a variety of written, visual, and primary and secondary sources, hone their historical thinking skills through developing evidencebased arguments, and communicate their ideas through clear and compelling speaking and writing.

HONORS U.S. HISTORY

Grade 10

Credit: 1

Open to Grades 11-12

All students are required to take at least 0.5 credits in Ethics and Social Justice.

Semester 1

WORLD RELIGIONS

Open to Grades 10-12

Credit: 0.5

In order to be a culturally competent global citizen, one must understand the motivations, traditions, and cultural forces that influence the globe, including religion. Though the United States is an increasingly secular state, other parts of the world are strongly influenced by their religious traditions, informing international relations, social values, and the global marketplace. This class will address the religious practices of the major world religions and the vast spectrum of beliefs within each that makes it difficult to generalize about them. To honor the living traditions that we are studying, we will not only examine but will also find ways to experience the Hindu Traditions and various Yogas, Buddhism and Meditation (or the interpretation of a Koan), Taoism and Tai Chi, Islam and Prayer, Christianity and Worship, Judaism and the study of the Torah, and native Aboriginal and American relationships to the Earth. In the midst of this quest, we will consider the way astrology, cults, New Age practices, and mindfulness function as derivatives of religious intent.

ADVANCED TOPICS IN PHILOSOPHY

Open to Grades 11-12

Credit: 0.5

Socrates said, “The unexamined life is not worth living.” Topics in Philosophy is an introduction to thinking clearly about universal questions that have been asked from the beginning of time. We will survey great thinkers from both Western and Eastern traditions and make philosophers of you by entering into the creative activity of thinking deeply. We will think about things which we believe to be of ultimate importance such as how we know what we know, what it means to be a self, what is real, and how we define truth, beauty, goodness, freedom, personhood, and God. Students will develop in-depth analysis of complex topics. Students will complete advanced level research and writing assessments. Students will also consistently demonstrate independence and preparedness with their work. Prerequisite: departmental approval.

Semester 2 INTRODUCTION TO ETHICAL REASONING

Open to Grades 10-12

Credit: 0.5

In this course, students will explore relativism versus moral absolutism, they will deconstruct the role culture plays in shaping our individual beliefs regarding morality, learn how to construct strong ethical arguments using the principles of logic, and engage, test, and debate different keystone ethical theories such as moral relativism versus absolutism and utilitarianism versus deontology. Students will apply these theories and principles to contemporary ethical dilemmas and case studies. Justice will be one of the central topics to help us delve into the fascinating world of ethical thinking as we seek to help the world become more just. In grappling with ethical principles we will refine our voices, clarify our ultimate concerns, take responsibility for our role in the wider community, inspire integrity, and instill global responsibility, thus fulfilling some of the important objectives of Walker’s education.

World Languages

The mission of the World Languages Department is to nurture meaningful communication, develop cultural competency, and promote multilingualism and multiculturalism. The advantages of being able to communicate in another language include increased adaptability and mental acuity as well as acting with empathy and an open mind. Learning another language advances the development of skills essential to academic, social, and personal growth.

Modern language courses at Walker’s foster language acquisition by emphasizing meaningful and authentic communication in all three communicative modes: interpersonal, interpretive, and presentational. Modern language instructors deliver rich, compelling, and comprehensible input in order to maximize engagement with the target language across all three modes. In this way, learners will develop confidence and fluency communicating in the target language. Latin courses naturally focus primarily on the interpretive mode of communication.

All language instruction is guided by pedagogical standards that enable language learners to set linguistically appropriate goals, identify areas of growth, and track progress. Learners will come to understand that language and culture are intertwined and interdependent, but that a shared language does not necessarily represent a shared culture. Through knowledge and appreciation of the geography, customs, history, and literature of the regions where the target language is or was spoken, learners gain cultural as well as linguistic competency.

Walker’s language classes are learner-centered and collaborative, and designed to maximize engagement and meaningful communication. The interests and needs of learners constantly inform the curricula, which are designed to be relevant, dynamic, and responsive. In this way, language classes enhance learner agency and curiosity. From collaborative storytelling to the discussion of current events or classical literature, learner questions and contributions are at the heart of the learning environment. Finally, the Language Department is committed to creating learning environments that are inclusive and respectful of all the diverse characteristics of learners’ identities and experiences.

MIDDLE SCHOOL WORLD LANGUAGE COURSES

FOUNDATIONS IN LANGUAGE

Grade 6

Credit: 1

Foundations in Language is a 6th grade course designed to give students a strong understanding of the mechanics of language, with an eye towards the foreign language study that will follow. Students will understand how language works through an exploration of words and their origins, grammar, sounds, and writing systems. Students will investigate the development writing and different writing systems. Students will discover the etymologies of English words and learn how other languages, including French, Latin, and Spanish influenced the development of English. Students will undertake a survey of English grammar: exploring parts of speech, clauses, and sentences. Finally, students will be able to contrast human language with computational language systems.

MS LATIN FOUNDATIONS

Grade 7

Credit: 1

This course serves as an introduction to the study of another language. Students will master the foundations of Latin grammar, including the core grammatical concept of inflection. Through short readings, students will become comfortable interacting with Latin prose. Collaboration is a core component of the class, and students will also learn about how best to work together in large and small groups. Special attention will also be given to the context of the ancient world. Students will learn about Roman families, houses, and urban and rural domestic life. They will also explore Roman religion and mythology, including the Olympians and the myths that shape many of the stories we tell today.

MS SPANISH

Open to Grade 8

Credit: 1

This course serves as an introduction to the Spanish language through reading, writing, speaking, and listening. By the end of the year, learners will be able to talk about very familiar topics: themselves; the weather; their likes, dislikes, and preferences; their families and homes; and their favorite pastimes and hobbies. Learners will also discover the many places in the world where Spanish is spoken through music, video, artifacts, and projects.

MS FRENCH

Open to Grade 8

Credit: 1

This course is designed for students who have previously studied French. In Middle School French, learners will continue to expand their vocabulary and build upon the structures they acquired previously. By the end of the year, not only will they be able to talk about themselves and the familiar topics covered during the previous year with greater confidence and in greater complexity, they will also begin to develop narrative competency in multiple time frames as they talk about what they did in the past and what they will do in the future.

UPPER SCHOOL WORLD LANGUAGE COURSES

Students must complete either three consecutive years of a single language in the Upper School at Walker’s or Level 3 (Latin)/Level 4 (French, Spanish), whichever comes first. Students may take Advanced twice, provided the course title and content are different. Students may enroll in more than one language simultaneously, schedule permitting.

Advanced courses are offered in partnership with the Early College Experience program at the University of Connecticut. These courses are taught by Walker’s faculty and have been certified as college-level by UConn. Students enrolled in an advanced language course will have the opportunity to register for college credits, receiving a UConn transcript along with their Walker’s transcript upon graduation.

LATIN 1

Open to Grades 9-12

Credit: 1

What is Ancient Rome, and why do we care? In this first-year course, students will learn about the ancient world through geography, mythology, history, archaeology, and, of course, language. Through short readings, plays, and cartoons, students will become comfortable interacting with Latin prose. Special attention will also be given to the context of the ancient world.

LATIN 2

Open to Grades 9-12

Credit: 1

In Latin 2, students begin to go deeper with their Latin language skills, learning more challenging and sophisticated grammatical concepts. Learners will build upon the structures they acquired in Latin 1 and engage in the target language with greater ease. Students are assessed through reading novellas of increasing length and difficulty, and explore. Prerequisite: Latin 1.

LATIN 3

Open to Grades 9-12

Credit: 1

This course is a continuation of Latin 2. Learners will build upon the structures they acquired in Latin 2 and engage in the target language with greater ease. By the end of the year, learners will be able to read and understand increasingly complex sentences and will be able to comfortably negotiate meaning in a wide range of unfamiliar contexts. Novellas will explore topics in mythology and Roman history. Prerequisite: Latin 2.

ECE ADVANCED LATIN: HOW REPUBLICS FALL: CICERO AND CAESAR (AND CATULLUS!)

ECE CAM 3102: Topics in Advanced Latin

Open to Grades 11-12

Credit: 1

In this class, we will follow the events leading up to the collapse of the Roman Republic from the perspective of two of the most important and influential figures of that period, Gaius Julius Caesar and Marcus Tullius Cicero. We will read, annotate, and discuss excerpts from Caesar’s Commentarii on the Gallic and Civil Wars, along with selections from the political orations and personal letters of Cicero. From time to time we will check in on the perspective of the “Man on the Street” in the person of Gaius Valerius Catullus, a private citizen, distinguished poet, and acquaintance of both Cicero and Caesar.

SPANISH 1

Open to Grades 9-12

Credit: 1

This course serves as an introduction to the Spanish language through reading, writing, speaking, and listening. By the end of the year, learners will be able to talk about very familiar topics: themselves; the weather; their likes, dislikes, and preferences; their families and homes; their favorite pastimes and hobbies; what they did over the past weekend as well as what they are going to do over the next weekend; what they want to do versus what they can or must do, as well as developing the ability to negotiate meaning in unfamiliar contexts.

SPANISH 2

Open to Grades 9-12

Credit: 1

This course is a continuation of Spanish 1. Learners will build upon the structures they acquired in Spanish 1 and engage in the target language with greater ease. By the end of the year, learners will be able to express themselves in complete sentences on a variety of familiar topics. Specific structures that learners will acquire include what they were doing or used to do and what they will do. Learners will continue to develop the ability to negotiate meaning in unfamiliar contexts. Prerequisite: Spanish 1.

SPANISH 3

Open to Grades 9-12

Credit: 1

This course is a continuation of Spanish 2. Learners will build upon the structures they acquired in Spanish 2 and engage in the target language with greater ease. By the end of the year, learners will be able to express themselves in increasingly complex sentences on a variety of everyday topics, topics of personal interest, and studied topics. Specific structures that learners will acquire include what they should/could/ would have done, what they would/could/should do, necessity, opinions, and feelings. Learners will be able to comfortably negotiate meaning in a wide range of unfamiliar contexts. Prerequisite: Spanish 2.

HONORS SPANISH 4

Open to Grades 9-12

ECE FREN 3250: Global Culture I

Open to Grades 11-12

Credit: 1

In this course, students will hone their listening and speaking skills by engaging with the diverse cultures of the French-speaking world. Students will enrich their vocabulary and develop their ability to inform, explain, persuade, and narrate in French with greater accuracy, fluency, and complexity. Speaking practice will include class discussions, debates, and oral presentations. At the same time, students will learn about the richness and diversity of the French-speaking world through written texts (e.g., fiction, articles, poetry), oral texts (e.g., interviews, podcasts), radio and television segments, cinema, music, and art. The course will be conducted entirely in French. Prerequisite: French 4.

Mathematics

At Walker’s, mathematics instruction is guided by a desire to instill critical thinking and the integration of technology into classroom instruction. Our math faculty provide experiences that encourage and enable students to value mathematics, develop confidence in their mathematical ability, use mathematics to solve problems, and be able to reason and communicate mathematically.

Instruction is problem-based and focuses on the practice of new skills and concrete applications. Mathematical rigor is introduced at all levels, commensurate with the course level. Our lower level courses are taught with a great deal of structure, providing a solid foundation for abstract thinking, integration, and synthesis needed in the more advanced selections. We offer regular and honors sections for every grade level; 98% of our students take a four-year mathematics program.

The traditional subjects of algebra, geometry, and trigonometry provide the theoretical background for students intending to further their education. For students who plan to pursue careers in mathematics, science, and engineering, the precalculus and calculus courses are preparation for higher-level mathematics courses.

Open to Grades 11-12

Credit: 1

In addition to learning data modeling and statistical inferences, students will learn to code in the software environment R to run the statistical tests and generate the graphics, which they will then interpret and contextualize. R is a statistical software platform that is commonly used in the social sciences and follows a similar programming language to Python. It gives the user the ability to craft the output that they want and manipulate it accordingly, making it a very helpful and commonly used tool in the sciences. Throughout the course, students will collect and organize data and then use R to create graphics, build models, and run statistical tests. Prerequisite: Algebra 2 and department approval.

Not Offered in 2025-2026

ADVANCED MULTIVARIABLE CALCULUS

Open to Grades 11-12

Credit: 1

This course will extend the study of calculus to functions with several variables. It will additionally cover topics that are not currently included in a traditional high school calculus course but may be included in a college-level calculus course. Students will explore topics including but not limited to partial derivatives, double and triple integrals, vector fields, and integration over curves and surfaces. Prerequisite: Advanced Topics in Calculus and departmental approval.

Science

At The Ethel Walker School, students learn the fundamental principles of science and the essential skills required to investigate the foundational disciplines of physics, chemistry, and biology. In addition, students are able to go beyond the basic science requirements and explore individual interests through numerous science electives. With this strong foundation, students engage in inquiry-based discovery, research-guided coursework, and student-driven exploration of topics that are engaging and relevant to their lives.

As science educators, we prepare students to think critically and to recognize bias as they explore scientific questions through student-designed lab experiments. The rich experience of hands-on labs supports individual creativity and curiosity, and allows students to engage in argument-driven inquiry, analyze data, and finally draw conclusions based on observation and experimentation. Students also gain valuable writing and presentation skills and become effective communicators as they present their findings. With the skills and content that they develop, students emerge as lifelong learners and innovators who have the confidence to tackle unfamiliar problems and the courage to be resilient as they work to design solutions to these problems. We strive to inspire future scientists as well as citizen scientists and enlightened future voters, mindful of the scientific issues that are locally and globally relevant.

Each student is required to complete three years of science; Physics during 9th grade, Chemistry during 10th grade, and Biology during 11th or 12th grade. The concept of “physics first” provides students with a strong scientific foundation on which Chemistry, Biology, and all science electives are built. Most students at The Ethel Walker School go beyond the graduation requirement and take science courses all four years, and many students take multiple science electives during the 11th and 12th grades.

MIDDLE SCHOOL SCIENCE COURSES

STEAM 6

Grade 6

Credit: 1

Have you ever wondered how your body systems are affected by participating in sports, how the honeybee populations are affecting our food supply, or why we get storms in New England? We will explore questions like these in STEAM 6. STEAM is an integration of science, technology, engineering, art, and math. This course allows our students to practice the science and engineering skills that professionals use every day, engage in hands-on exploration, and design projects as they explore the natural world. Students in STEAM 6 will use real-world phenomena such as athletic concussions, Lyme disease, honey bee populations, animal habitats, and destructive weather to deeply explore the topics of human body systems, reproduction and growth, energy transfer and weather, and climates and human impacts. Students will learn how to develop scientific and engineering questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources. They will also learn how to frame a hypothesis based on observations and scientific principles, specify relationships between variables, clarify arguments, and begin to make models that lead into basic experimentation.

STEAM 7

Grade 7

Credit: 1

Have you ever wondered how chemicals interact in the body, how ecosystems are affected by local interactions with people and industry, or how Connecticut was formed? We will explore questions like these in STEAM 7. STEAM is an integration of science, technology, engineering, art, and math. This class allows our students to practice the science and engineering skills that professionals use every day, engage in hands-on exploration, and design projects as they explore the natural world. Students in STEAM 7 will use real-world phenomena such as the effects of energy drinks, the Farmington River, rock formations, and Talcott Mountain to focus on the topics of the properties of matter, dynamic interactions within an ecosystem, and geologic changes in the Earth. This course builds upon the inquiry mindset developed in STEAM 6 to build competency in developing, using, and revising models to describe more abstract phenomena and design systems. Beyond just following procedures for experiments, students will build skills in planning and carrying out investigations that use multiple variables and provide evidence to support explanations or solutions.

STEAM 8

Grade 8

Open to Grades 10-12

Credit: 0.5

Semester 1

Let’s play with electricity! In this highly hands-on, semester-long elective, we will learn about electrical concepts through labs and circuit-building. Our learning will come from a series of experiments with wires, batteries, light bulbs, and capacitors, and we will put it all together through class discussion, argumentation, and collaborative problem-solving in our classroom scientific community. We will start by using circuits to develop conceptual models of electric charge and the flow of charge through a closed loop, and we will build upon these experiments to discover electrical concepts such as resistance, voltage, power, electromagnetism, motors, and more! Along the way, you will build lots of circuits, play with computer simulations, and engage in electrical engineering projects. Prerequisite: Physics and/or departmental approval.

HONORS ENGINEERING: PHYSICAL COMPUTING AND ELECTRONICS

Open to Grades 10-12

Credit: 1

Semester 2

Let’s build and tinker with electronic devices! In this highly hands-on, semester-long elective, we will use Arduino microcontrollers to create devices like dimmer switches, motorized robots, and musical keyboards. We will use the engineering design process to design, prototype, and test our devices, and we will use the C++ programming language to control them in the TinkerCad and Arduino IDE coding environments. Along the way, you will develop familiarity with a variety of sensors and actuators, including temperature sensors, light sensors, user-interactive buttons, and motors. If time allows, we can even learn how to solder our own microcontrollers! No previous coding experience is required, but students will be expected to take initiative in the process of researching and troubleshooting to accomplish their project goals. Enrollment in the first-semester course, Electricity Laboratory, will be useful but is not required for this second-semester course.

ADVANCED SCIENTIFIC RESEARCH IN MOLECULAR GENETICS

Open to Grades 11-12

Open to Grades 11-12

Credit: 1

Students will learn about public health through a multidisciplinary approach that includes biology, chemistry, psychology, sociology, history, English literature, language and culture, economics, anthropology, geography, statistics, communication, film, and visual arts. This course will center around leading health indicators that include access to health services; clinical preventive services; maternal, infant, and child health; mental health; nutrition; physical activity; obesity; reproductive and sexual health; social determinants of health; and substance abuse. Course topics will include environmental health, biostatistics, epidemiology, public health policy, problem-solving in public health, population dynamics, social and behavioral sciences, health literacy, community assessment, health informatics, global health, and women’s health and human rights.

Arts

The Visual and Performing Arts are an integral part of the Walker’s community. Communication, creativity, and collaboration are fundamental to all of the arts on our campus. Through the arts, students learn to take risks, push beyond perceived boundaries, and discover new ways of expressing themselves and engaging with the community.

A student who has a passion for the arts can pursue after school co-curricular activities such as acting, technical theater, dance, and visual arts during all three seasons. In addition, students can participate in private voice and instrumental lessons, and perform in vocal and instrumental ensembles. There are so many opportunities for students to perform and showcase their art work. There are several main stage music, theater, and dance performances as well as art galleries throughout campus.

The Arts programs emphasize both skill development and self-driven experiential learning. Courses in Digital Photography, Movie and Video Production, Digital Arts, Studio Arts, Ceramics, Dance, Music, and Theater, as well as independent studies in all areas, allow students to delve into numerous art forms as they discover new ways to express themselves. All students have an Arts requirement, but often students find a form that speaks to them and they continue beyond the minimum credits. Formative assessments are used throughout every visual and performing arts class. Students are given immediate feedback throughout the lesson, which includes suggestions, options, and engaging conversations. Critical and constructive feedback from both peers and faculty measure the effectiveness of both the creative process and the final product.

Arts students are taught to be leaders by choreographing, composing, curating, and assistant teaching. Students participate in arts-related community partnerships, such as children’s dance classes, a capella competitions, the Memory Project, and the Connecticut Inclusive Arts program. At Walker’s, we prepare students to look beyond themselves and find ways to use the arts to give back to the community and make a difference in the world.

MIDDLE SCHOOL ARTS COURSES

6TH GRADE ART ROTATION: FOUNDATIONS IN ART

Grades 6

This course explores the fundamentals of the visual and performing arts. Students gain experience in fine arts, dance, music, and digital arts. Coursework is designed to help each student develop their own identity through art, as well as self-confidence and independence. The curriculum connects with the Middle School program of study whenever possible and provides a well-rounded artistic basis for 7th and 8th grade and Upper School-level visual and performing arts courses.

MIDDLE SCHOOL DANCE

Open to Grades 7 and 8

Semester 1

The Middle School Dance program concentrates on the development of technical skills, and the appreciation of the art form.

MIDDLE SCHOOL DIGITAL ARTS

Open to Grades 7 and 8

Semester 1

In this course students will dive into the exciting world of digital art by exploring Adobe Photoshop and Canva. They will create engaging photo manipulation projects while learning essential principles of art and design. Students will also be introduced to digital painting in Photoshop, developing foundational skills in composition, color theory, and creativity.

MIDDLE SCHOOL MUSIC AND CHORISTERS

Open to Grades 7 and 8

Semester 2

MS Music includes singing and choral activities, rhythm training, music theory, musical theater/ theater exercises, sight-singing, and audition preparation. There is an emphasis on listening and skill development, as well as music appreciation.

The full Middle School music meeting is called Choristers. All Middle School students participate in this choral group, which performs in the Holiday and Spring Concerts, as well as all-school Chapels.

MIDDLE SCHOOL CERAMICS

Open to grades 7 and 8

Semester 1

This ceramics class will provide an introduction of sculpture techniques, the science of glazing, and wheel skills, and students will be encouraged to experiment at all times. In addition to developing technique, students will design their own multi-part construction based on exploration of pottery around the world. Each student will be expected to produce work that portrays her creative powers and technical abilities.

MIDDLE SCHOOL PHOTOGRAPHY

Open to Grades 7 and 8

Semester 2

This course is designed as an introduction to photography using iPhones or equivalent and manipulating digital images in creative projects. The course includes basic photography principles, photography challenges, portraiture, macro photography, collage making, photomosaics, agamographs, stop motion, and movie production using the still image.

MIDDLE SCHOOL VISUAL ART

Credit: 1

A full Arts credit is given for this course. It fulfills the arts graduation requirement but is not figured into the GPA. Walker’s choir performs regularly at many school functions and presents two major choral concerts. This ensemble enjoys meeting a varied repertoire and honing musical skills such as sightreading and vocal production. Students interested in Grapes must be part of this ensemble.

MUSIC THEORY

Open to Grades 9-12

Credit: 1

This is a two-semester course that involves the study of the laws, forms, and language of music with a focus on assimilating these skills and demonstrating them in compositional forms. The course is taught at the level of the student and progresses according to her capacity. It presents the basics of music theory, dictation and notation, and ear training before composition is introduced. The advanced student may study composition, harmony, and musical analysis.

ADVANCED MUSIC THEORY

Open to Grades 9-12

Credit: 1

This class moves at the pace of the Advanced Placement Music Theory course with the intent to prepare the student to participate in the Advanced Placement Testing Program. This course includes fundamentals of music theory and related aural skills, score analysis, sight-singing, and harmonic and melodic comprehension. The student's eligibility will be determined by the instructor. Prerequisite: departmental approval.

Music Ensembles

MUSIC MAJOR PROGRAM

Open to Grades 9-12

Credit: 1

Credit is given to students who wish to take two private lessons a week or two music disciplines, not including Choir. A half credit is given along with grades and comments for each semester. Music majors are expected to perform during the school year.

PRIVATE MUSIC LESSONS

Open to Grades 6-12

Open to Grades 9-12

Open to Grades 9-12

Credit 1

This is a one-year college level course with heavy emphasis on portfolio production and review. Advanced art students will produce a series of sequential visual forms while exploring in greater depth a particular visual concern or inquiry, through practice, experimentation, and revision. Emphasis will be placed on the Elements of Art, the Principles of Design, materials, processes and ideas, and skill development. Students will study and discuss historical and contemporary artists to aid in their own creations and development. Students may choose to submit portfolios to the Advanced Placement Program in the spring in AP Drawing, AP 2D Art and Design, or AP 3D Art and Design. The course is taught in the same physical space and time block as the Studio Art course. Prerequisite: Studio Art or other relevant Visual Arts course and department approval.

SUSTAINABLE FASHION DESIGN

Open to Grades 9-12

Credit: 0.5

Semester 1

In this course, students will combine sustainability and design to discover an environmentally conscious approach to fashion and accessories. Through hands-on projects, students will repurpose recycled and upcycled materials, such as fabric scraps, plastic, paper, and other non-traditional resources into wearable art and functional designs. The course emphasizes creativity, problem-solving, and the importance of reducing waste in the fashion industry.

GRAPHIC PUBLICATION: YEARBOOK

Open to Grades 9-12

Open to Grades 9-12

Credit: 0.5

Semester 2

This is a one-semester course designed to build on knowledge and experience gained in Digital Arts 1.0. Students will create a portfolio of digital art using their artistic/design software of choice. Students will concentrate in any illustration, image manipulation, or digital animation. This course will also investigate art material production by generative AI. Students will study the short history of generative AI, conduct software model comparisons, and “compete” with generative AI tools to create art. The course will culminate in an exhibition of student created digital art work presented against AI-created work. Prerequisite: Digital Art 1.0 or prior digital art training.

Not Offered in 2025-2026

PLAYWRITING AND PLAY PRODUCTION

Open to Grades 9-12

Credit: 0.5

After starting by studying plays from classic and contemporary playwrights, this course culminates in an open performance of students’ original plays. Students learn how to write in the voice and style of those plays. Students then develop their own voice and style and create an original 15-minute play that will be staged with other students in the class (or from beyond the class). Students will learn how technical aspects of the theater can inform storytelling such as devising their own lighting to reflect the mood of the piece/characters’ journeys, costume creation/choosing, period prop acquisition and research, etc. Class will also include interactive theater exercises amongst students so playwrights can become empathetic towards the writers they are writing for. Activities may include analyzing dialogue and character relationships through video clips from movies, TV shows and creating a short play from current events using interviews, news stories, and videos as source material.

MUSICAL THEATER

Open to Grades 9-12

Credit: 0.5

In this class, students will collaborate on scenes, songs, and dances from classic works of musical theater. Students will have the opportunity to watch and learn from historic theatrical performances, as well as delve deeply into character work, song analysis, and choreography through musical theater vocal solos, duets, monologues, and scene work.

Capabilities Approach Seminar Program

The Capabilities Approach Seminar augments Walker’s rigorous academic program by allowing students to transcend boundaries and horizons. The learning that takes place in Seminars challenges their assumptions about gendered mindsets and what girls can do and be, and reminds them that their potentialities are not fixed but always a moving horizon as they learn. The skills learned and the process of acquiring those skills help students take responsibility for their own learning, develop a growth mindset, and increase their confidence, self-esteem, and ability to collaborate.

Over the course of their Upper School experience, students engage in four areas of capabilities that influence their learning, growth, and transformation:

· Their physical relationship to the world (Agencies);

· Their engagement and negotiation with the world (Fluencies);

· Their experiential relationship to the world (Discoveries); and

· A self-selected capability in their senior year.

Seminar courses are required for graduation and complement Walker’s rigorous academic program without impinging on other study time. They are held to the same standards as all course work, done with integrity, respect, confidence, courage, conviction, and love of learning. Seminar courses appear on student transcripts with grades of Meets Expectations/ Does Not Meet Expectations.

MIDDLE SCHOOL SEMINAR COURSES

STUDY SKILLS

Grade 6

The 6th grade Study Skills seminar meets weekly for one trimester. Students focus on study skills and executive function strategies, such as sustained attention, task initiation, working memory, planning, and organization. Students work on skill-building activities from the SMARTS Executive Function Curriculum developed by the Research Institute for Learning and Development.

WALKER'S HISTORY

Grade 6

Walker’s History is an introductory course about the history of The Ethel Walker School. It gives students an in-depth look at the origins of the campus and surrounding area, including Ms. Ethel Walker herself. Collaborating with archivists, students will be able to comb through the archives, looking at photographs, mementos, letters, etc. Each student will then create their own scrapbook that shows the history of their lives that they would like to share, thereby getting hands-on experience in creating a history of themselves.

EMOTIONAL WELLNESS

Grade 7

7th Grade Wellness Seminar meets twice a week for a semester. This seminar is a discussion-based class where students focus on emotional well-being and social emotional learning with a particular emphasis on relationship skills. With identity as their primary focus during this period of development, students are in search of solid and meaningful relationships. Each class with a brief meditation and a check-in. Students are given writing or discussion prompts to help begin conversations related to their developing social awareness and the skills involved in forming and maintaining healthy relationships.

SOCIAL JUSTICE

Grade 7

Rooted in building communities of belonging, students work to understand identity and stereotypes through introspection and perspective. Students explore the many ways identity is formed by reflecting on their own identities, assumptions, stereotypes, and prejudices.

CAPABILITIES

SPEAK OUT!

Grade 8

Speak Out: Prepping for Upper School seminar allows 8th grade students the opportunity to work together as they become comfortable and confident with using their voice through public speaking. Throughout the semester, students engage in intentional games to experiment with persuasive language, crowd engagement, peer support, and learning how to balance anxiety with energy. Members of the Upper School faculty and staff join students in class as guest stars to help build community. Guest stars partake in conversations with students regarding leadership opportunities, equity and inclusion on campus, Upper School public speaking classes, and college counseling. The goal for the 8th grade in this seminar is to prepare students to present their 8th grade speeches and help students gain a sense of independence through the power of their voices.

FINANCE

Grade 8

The Finance seminar introduces students to the fundamentals of how a market economy operates. They learn about the stock market and participate in “The Stock Market Game.” Students also learn about personal investing and building a portfolio.

UPPER SCHOOL SEMINAR COURSES

9TH GRADE SEMINAR

Grade 9

The 9th Grade Seminar provides students with an academic, social, and emotional grounding to thrive at Walker’s. In this coursework, they will examine and shape their online communication skills, develop relationships in a diverse and multicultural context, and acquire tools to understand and monitor their social-emotional responses within a variety of settings. In each class, students are taught how to develop constructive feedback and deliver it to their peers, strengthening their empathic skills by recognizing and learning about the needs of others.

Academic Foundations and Public Speaking

The 9th graders begin the year by learning to use our LMS — Canvas, understanding our academic policies and procedures, learning what academic resources are available for them, and practicing using some of our academic technology. Students also have their first chance to work without public speaking rubric and begin to build those skills that will be utilized throughout their time as a student at Walker’s.

Digital Ethics

In this seminar, students examine the ways that information and communication technologies impact their lives as learners, family members, friends, workers, and global citizens. The class will explore key pillars of digital citizenship, including digital literacy, digital communication, digital law, rights and responsibilities, citation, and digital health and wellness. Students examine a variety of social media platforms and apps, analyze the positive and negative effects of different online behaviors, and learn strategies for becoming more responsible, efficient, and effective users of the web and digital media. Students are expected to respect themselves, their peers, their teachers, and the learning environment, to engage actively in class discussions and activities, to drive their own learning, to strengthen their initiative and collaboration skills by working both independently and as a part of a team, and share what they have learned.

Coding

In partnership with the Connecticut Science Center, Walker’s is providing students with a hands-on introduction to the world of computer science. Using project-based learning, students will focus on problem solving, collaboration, and basic coding proficiencies. Skill acquisition includes proficiencies in coding languages, artificial intelligence, digital ethics, and technology across a variety of platforms, culminating in a final project presentation and establishment of a digital portfolio.

Social Justice

In the Social Justice seminar, students explore their own identities and think about the ways identity impacts their perspective and interactions with others. Students examine social systems and concepts that provide advantages to some social identity groups and restrict access and opportunity to others. Specifically, students look at the ways that stereotypes, discrimination, prejudice, and socialization affect individuals in the pursuit of justice and communities of belonging. The term concludes with students addressing the ways that they can individually take action within their own spheres of influence to create positive social change.

10TH GRADE SEMINAR

Grade 10

The 10th Grade Seminar introduces students to skills necessary for their own well being and the well being of the world around them. The Seminar coursework includes Women, Health, and Culture with a focus on understanding the issues related to women’s emotional and physical health; Sustainability and Sustenance with a lens to their relationship to both the external physical world and the inner spiritual world; and Coding as a means by which students can be part of fast-growing and important technologies that are currently underrepresented by women. The skills they develop in these courses help our students to make informed choices about their own well being and the well being of the world around them.

Sustenance and Sustainability

This seminar provides students with direct engagement and negotiation with the natural world. Sustainability refers to the human relationship to the natural world and our stewardship, care, and nurture of the planet we call home. Sustenance refers to the ways in which we internalize these relationships through mindfulness, connections, and spirituality. Together, these capabilities allow students to engage both physically and spiritually with the world around them and develop skills that have been credited as defining the American experience.

Women’s Health: Wellness

This seminar shares the resources of positive psychology, academic support, and social and emotional intelligence to help students develop a strong sense of wellness. Activities are designed to strengthen self-awareness, emotional resilience, and self-esteem. Using tools such as the Johari Window, students learn relationship-building skills and develop social awareness. Other subjects explored include identifying signature strengths using UPenn’s Authentic Happiness Site, practicing mindful meditation, developing healthy sleep habits, stress management, and learning and memory.

Women’s Health: Our Bodies and Beyond

Women, Health, and Culture is taught by Walker’s Director of Health Services. Using a medical model, comprehensive analysis of issues related to the health status and health care of women is presented. Knowledge of health concerns of particular importance to women are shared to aid in maintaining wellness, as well as the identification and early treatment of common physical illnesses. All students will be instructed in American Red Cross Child and Adult CPR as well as the use of an automatic external defibrillator (AED). [Note: A nominal fee will be charged to students’ accounts for these certifications.] Women, Health, and Culture is designed to aid students in becoming critical thinkers about health and wellness issues facing young people and it is expected that they will be knowledgeable about current events that affect young women.

Personal Finance and Investment

As a way of helping students become more knowledgeable and confident with finances, students learn about investment strategies, how the market works, political effects on the market, and the role of women investors. Thanks to a generous donor, each student actually invests $1,000 in the market and follows that investment, along with the aggregate investment of the class, for the course of the year, when the investments are sold and the profits are shared as a charitable contribution.

11TH GRADE SEMINAR

Grade 11

The 11th Grade Seminar introduces students to the important capabilities of Financial Literacy, College Counseling, and Self-Defense. Each of these topics has students looking toward the future, both short term and long term, as their skills and agency evolve.

Personal Finance and Tax Preparation

Historically, women have had less opportunity to manage money or invest. As students graduate from high school and move out into the world, it is imperative that they possess an understanding of personal finance in order to make informed decisions that will affect their financial futures. The seminar offers students an opportunity to be introduced to the concepts of managing personal finances including earning, spending, saving, investing and philanthropy. Students conduct hands-on activities including budget development and the creation of an investment portfolio. Students in the seminar will also take and pass the IRS certification to become a personal income tax preparer in the VITA (Volunteer Income Tax Assistance) Program. Training for the VITA program is conducted as part of the coursework.

College Counseling

In the second semester, the College Counseling Seminar focuses on learning skills and producing materials relevant to the college search and application process. Students are introduced to SCOIR, our online college preparation tool, and learn how to explore their interests, majors, and colleges. Other topics include standardized testing, the college essay, interviewing, resumes, scholarship and financial aid, and college visits. All juniors attend a college fair in April as part of this course. Students exhibit mastery in the following areas: SCOIR worksheets, short presentations, questionnaires, a preliminary college search, a first draft of a college essay, an extracurricular activities resume, and securing teacher recommendations.

12TH GRADE SEMINAR

Grade 12

The 12th Grade Seminar brings a Walker’s student’s learning to its apex. Each of the seminars builds upon the learning acquired during the previous years, deliberately utilizing that learning in new contexts.

College Counseling

Senior-year college counseling is a continuation of the work begun in junior year. This seminar focuses on completing and submitting applications, organizing application deadlines and requirements, connecting with admissions representatives, reviewing types of financial aid, and managing post-application requirements. In addition to actively participating in class, students are evaluated based on completion of the following: creating a final list of colleges, filling out the common application suitable for submission, turning in the deadlines and application requirements worksheet, and meeting with college admissions counselors on Walker’s campus.

CAPABILITIES APPROACH SEMINAR PROGRAM

Self-Selected Capability

Learning a self-selected capability is the capstone experience of the Walker’s Capabilities Approach Program. This seminar highlights students’ ability to show how they have mastered their own learning by choosing something they want to learn, developing a learning plan, learning it, and then sharing it with our community. This experience will provide students with a clear understanding of both their newfound capability and the complex cognitive processes they engaged in to learn it, positioning them well to continue their lifelong quest for learning.

Senior Speech

Seniors have the privilege of addressing the entire school on a subject of their choice to exhibit their mastery of public speaking and reflect on their development and learning while at Walker’s. They will use Seminar time to draft, rewrite, and rehearse their Senior Speech, which will be offered at a Morning Meeting or assembly during the school year.

College Prep

Workshops, speakers, and panel discussions cover topics such as personal health and safety, decision making, developing and maintaining healthy relationships, and adjusting to newfound independence, as well as an understanding of the resources that are available to students at the college level. Students will reflect on how social media and mobile devices have changed since they began high school and explore ways that these technologies can impact their lives in college. This course is designed to prepare students for the transition from Walker’s into a college or university setting where much more independence is expected.

Co-Curriculars and Athletics

All students are required to participate in an afternoon co-curricular during each of the three seasons (fall, winter, and spring) during the academic year. Each student will select from a variety of offerings every season, and the student must participate in at least one team activity per year. Membership on two seasons of dance companies fulfills the team requirement.

Fall

Cross Country (T)

Dance Companies (T)

Field Hockey (T)

Personal Fitness

Riding (T)+^

Soccer (T)

Volleyball (T)

Middle School Soccer

Winter

Basketball (T)

Dance Companies (T)

Personal Fitness

Riding (T)+^

Skiing (T)+

Squash (T)

Swimming (T)

Winter Play (T)

Yoga

Middle School Basketball

Note: Co-curriculars are subject to enrollment. (T) Team credit

+ Additional fees apply

Spring

Dance Classes

Golf (T)

Lacrosse (T)

Personal Fitness

Riding (T)+^

Softball (T)

Spring Musical (T)

Tennis (T)

Middle School Lacrosse

^ Riding will count as a team sport if the student works at or competes in at least one show AND completes assigned barn hours during that season. Varsity riders must represent Walker’s and show with a Walker’s trainer in at least two shows (IEA or USEF) that season. Participation in riding lessons will not fulfill the team requirement.

INDIVIDUAL OFFERINGS

ATHLETIC TRAINING

Open to Grades 11-12

Fall, winter, and spring seasons

Students will learn and practice different wraps using ace bandages, different tape jobs and what they are used for, wound care, proper stretching and foam rolling techniques. They will assist the Athletic Trainer with everyday training room tasks, such as preparing ice bags and heat packs for athletes, stocking med kits, filling ice chests and water jugs, and laundry. The athletic training option is Monday through Saturday due to weekend competitions. Prerequisites: An interest in Athletic Training or a medical profession and current enrollment in or already completed anatomy or biology course.

GENERAL ENROLLMENT DANCE

Open to Grades 9-12

Fall, winter, and spring seasons

These classes are open to students at any level of dance from beginner to advanced. Students take classes in ballet, modern, jazz, and composition. Winter dance also counts towards the team sport requirement as it includes a performance.

DANCE ENSEMBLE

Open to Grades 9-12

Fall and winter season commitment

Dance Ensemble is the high-intermediate level dance company at Walker’s. Students are selected during placement classes at the beginning of the year and must commit to dance for the fall and winter seasons. Dance Ensemble members take daily intermediate level technique classes in ballet, modern, jazz, and character. This group also has the opportunity to work with guest artists and they perform in the annual Winter Dance Concert.

DANCE WORKSHOP

Open to Grades 9-12

Fall and winter season commitment

Dance Workshop is the advanced-level dance company at Walker’s. Students are selected during placement classes at the beginning of the year and must commit to dance for the fall and winter seasons. Dance Workshop members take daily advanced-level technique classes in ballet, modern, jazz, character, and stretch and strengthen. These classes are supplemented with weekly rehearsals for student, faculty, and guest artist choreography. Senior members of Dance Workshop take choreography classes and run their own rehearsals. Dance Workshop performs in the annual Winter Dance Concert.

PERSONAL FITNESS

Open to Grades 10-12

Fall, winter, and spring seasons

Priority by seniority

This course is designed to teach the basic components of fitness and to assist a student in designing an individual workout program. Students will develop greater understanding of the role fitness components play in managing overall health-related fitness. Activities include fitness assessment and work on both aerobic and strength training equipment.

WINTER PLAY

Open to Grades 6-12

Winter season

Beginning in mid-November, cast members rehearse a play which is presented to the community in midFebruary. Anyone who wants to join the cast is welcome to, as there are no cuts made for the productions and the purpose of auditions is to assign roles. Past productions have included Twelve Angry Women, Our Town, She Kills Monsters: Young Adventurers’ Edition, Animal Farm, All in the Timing, and Rope. By audition.

YOGA

Open to Grades 9-12

Winter season

Students will explore yoga postures, philosophy and learn the therapeutic benefits of yoga. Activities will include yoga, dance and movement. Students will explore yoga postures and poses called asanas and move through vinyasas, sequences created to address specific areas of the body and state of mind. The physical practice will help increase flexibility and strength. Pranayama, or breathing techniques, will be taught and practiced to help with stress reduction and nourishing the body. Yogic philosophy and history will also be included, as well as an introduction to meditation. Some types of yoga that will be explored include vinyasa, restorative, gentle, Yin, and Kundalini along with others.

SPRING MUSICAL

Open to Grades 6-12

Spring season

The Theater, Music, and Dance Departments collaborate on a full-scale musical that is presented to the community in May. Anyone who wants to join the cast is welcome to, as there are no cuts made for the productions and the purpose of auditions is to assign roles. The goal of the theater department is to take the musical cast on an annual trip to a Broadway show. Students have taken master classes with Broadway performers, have had Q&As with cast members, and Broadway professionals have attended Walker’s spring musical dress rehearsals. Recent productions include Chicago: High School Edition, Hairspray, Sister Act, and Little Shop of Horrors. By audition.

Community Partnerships

Walker’s Community Partnerships Program allows students to understand the critical role that service organizations play in making a positive impact on our community — and ourselves.

We cultivate community engagement rooted in the belief that serving with others across differences and toward a common goal is the best way to build communities where everyone benefits. Walker’s students gain worthwhile skills and broaden their perspectives as they provide valuable services. Some initiatives are ongoing, while others change each year in response to student interest.

Highlights include:

Volunteer Income Tax Assistance (VITA): Since 2017, our students have been IRS trained to be personal income tax preparers for low-income filers in the greater Hartford area. To date, our students have secured more than $600,000 in tax refunds and credits for families in our community.

Horizons at The Ethel Walker School: Ours is the nation’s first all-girls Horizons program, providing six weeks of summer enrichment for underserved students who attend Hartford public schools. Walker’s students serve as teaching assistants to more than 100 girls in prekindergarten through 8th grade.

Habitat for Humanity: Each year during spring break, Walker’s students participate in new home construction as part of this international program. Most recently these service trips have been in West Virginia and Texas.

She Leads Justice: Walker’s students participate in writing and delivering testimony related to specific bills for this nonpartisan, nonprofit organization which advocates for women and girls, especially those who are marginalized.

Graduation Requirements

MIDDLE SCHOOL

English

History

World Languages

Mathematics

Science

Visual & Performing Arts

ADDITIONAL REQUIREMENTS

Participation in Choristers

Participation in the Seminar Program

Participation in the Assembly Workshops

Participation in the Lacuna Program

Delivery of an 8th Grade Speech

UPPER SCHOOL

English: Each semester

History: Three years including Global History and U.S. History

Ethics and Social Justice: One semester-long course

World Languages: Three consecutive years of the same language in the Upper School

Mathematics: Algebra 1 and 2, Geometry; at least three full years of Math in the Upper School

Science: One year each of Physics, Chemistry, and Biology

Visual and Performing Arts: Three semester-long courses, including at least one Visual Arts course and one Performing Arts course; one course must be completed in 9th or 10th grade and one course in 11th or 12th grade

NON-CREDIT GRADUATION REQUIREMENTS

Co-Curriculars: Every season, every year

Capabilities Approach Seminar Program: Grade-level thematic seminars

Lacuna: Every year

Self-Selected Capability and Senior Speech: To be completed in the 12th grade year

Community Partnership: One community partnership program each year