Fine Arts

The Middle School fine arts program allows students to explore multiple visual and performing arts courses. In sixth grade, students enroll in an exploratory rotation, which includes art, drama, chorus/handbells, and band/strings.

In seventh and eighth grades, an electives program is offered, where students can enroll in three electives from an expanded menu of offerings. The course offerings include: art, band, chorus, drama, handbells, and strings. An Introduction to Broadcast Journalism course is also offered in certain grades. All elective courses meet every other day as part of an A/B schedule.

Art 6

As part of the sixth grade exploratory arts rotation, students in visual arts classes experience art making as a tool of communication. Emphasizing the narrative foundation of who, what, when, and where, students construct a project that directly relates a simple story. This unit also introduces basic material handling skills, compositional ideas, and color theory. The course is intended to help students appreciate the role and purpose of art while also providing them an opportunity to consider future study in the Middle School art department.

Art 7

Building on the exploratory arts experience, class discussions about specific artworks help students learn how artists use visual elements to express ideas and feelings. This study of how art speaks is enhanced by the pleasure of making art. With each project, students expand their abilities to use imagery to reveal their intentions. Through the course of the year, students choose projects in two and three dimensions using a variety of media. These projects involve, to various degrees, preparatory sketches as well as class discussions.

Art 8

Building on the seventh grade studio art experience, but not requiring it, students continue to refine their efforts to communicate through art. Hallmarks of the year include ongoing freedom to make project choices and the opportunity to explore new materials while continuing to divide time between two and three dimensions. Students completing the exploratory arts rotation and/or any combination of Studio Art 7 and Art 8 will have a healthy foundation for more focused study in the Upper School.

Drama 6

Students will explore how performers and audiences interact, and what skills and knowledge are needed to create a production. Students will be introduced to pantomime, improvisation, theater terminology, drama games, and essentials for performance.

Drama 7

The seventh grade theater arts curriculum is designed to extend techniques and skills introduced in sixth grade. Students will continue to develop beginning acting skills while increasing their understanding of theater performance. Students will study storytelling, monologues, mask work, shadow play, improvisation, and scene analysis and performance.

Drama 8

Drama is both an intellectual and aesthetic pursuit. Experiences that help the students master this discipline will also serve to strengthen other academic areas. The eighth grade theater arts course includes the study of basic drama and presentation skills while fostering greater comfort when standing before small and large groups. Students will study reader’s theater, improvisation, scriptwriting, script analysis and performance, stage makeup, and speech presentations.

Sixth Grade Music Exploratory Overview

During the sixth grade year, students participate in an exploratory rotation of the arts through the facet of music, including wind, percussion, strings, vocal, and handbell classes. The curriculum includes basic, step-bystep demonstration, practice, and modeling for both singing and instruments. Stage presence and appreciation for all kinds of music are also emphasized. Music theory, music history, and multicultural music are taught, discussed, and demonstrated with students on a daily basis. By the end of their sixth grade year, students should have a clear concept of interests, curiosities, and desires to delve deeper into learning a musical skill, either on an instrument or in the vocal world.

Band 6

Sixth Grade Exploratory Band

Student will have the opportunity to explore several of the fundamental band instruments. They will be able to learn about flute, clarinet, saxophone, trumpet, horn, trombone, baritone, tuba, and all percussion. Students will discover how instruments sound and work, and how an ensemble works to create music. Students will also participate in a varied number of activities, ranging from vibration to multicultural experiences. This exploration time should provide students with the knowledge and curiosity to help in determining what musical adventure they may want to pursue during rest of their Webb experience.

Band 7

The seventh grade band course is designed so that students can start (or continue) on the instrument of their choice, including flute, clarinet, saxophone, trumpet, horn, trombone, baritone, tuba, or percussion. These instruments are explored and determined to be a good physical fit for students in sixth grade through their exploratory classes. Seventh grade band allows for the building of team concepts; working toward more difficult musical skills as the year progresses. Students will also be exposed to music theory, music history, and multicultural experiences. Students are expected to participate in two performances per year and complete 10-15 minutes of “at-home” practice/homework per week.

Band 8

The eighth grade band course is a continuation of building individual, team, and ensemble skills in order for students to be the leaders in the Middle School ensemble. This course also serves as the next step in preparation for participation in the Upper School wind ensemble. Students continue with learning theory, history, and other musical concepts. At this level, they can take a more individualized approach if they choose. Opportunities such as the ETSBOA Jr. Clinic Honor Band auditions and small ensembles offer a differentiated approach in addition to the normal ensemble class environment. Students are expected to participate in two performances per year and complete 10-15 minutes of “at-home” practice/homework per week.

CHORUS 6 - 8

Students will develop a variety of age-appropriate choral techniques through proper singing and music reading. The curriculum includes music theory and sight-reading skills. Technique is then explained through step-by-step demonstration, practice, modeling, and rehearsing. Students will listen to various recordings for analyzing, listening, and evaluating. They will sing a varied repertoire of music, both alone and with others. They will also develop an understanding of the relationships between music, the other arts, and disciplines outside the arts. In addition, students will gain an appreciation for music in relation to history and culture.

HANDBELLS 6 - 8

The handbells curriculum focuses on the development of a variety of handbell techniques, from beginner to advanced, through proper ringing and music reading. The curriculum includes music theory and sight-reading skills. Technique is then explained through step-by-step demonstration, practice, modeling, and rehearsing. Students will listen to various recordings for analyzing, listening, and evaluating. They will ring a varied repertoire of music, both alone and with others. They will also develop an understanding of the relationships between music, the other arts, and disciplines outside the arts. In addition, students will gain an appreciation for music in relation to history and culture.

Strings 6

In sixth grade orchestra, students are given the opportunity to explore violin, viola, cello, and bass. Instruction begins with foundational technique: posture, position, and bow hold. Confidence in these areas is established through repetition and exposure to many genres of music. The goal of sixth grade orchestra is to instill the beginning of a lifelong appreciation for music, musicians, and value of the arts.

Strings 7

The seventh grade beginning strings class consists of students who have had minimal to no previous experience playing the stringed instruments of the orchestra: violin, viola, cello, and bass. Students will expand from review and the basic knowledge they established in sixth grade exploratory strings. They will solidify proper instrument position and posture, note and rhythm reading skills, proper right- and left-hand technique, and proper rehearsal and concert etiquette. The students will participate in a performance each quarter.

The seventh grade advanced strings class consists of students who have previous experience playing the violin, viola, cello, or bass. Students will review basic techniques and establish familiarity with playing in an ensemble. This group will often pair with the eighth grade class to form a larger ensemble for concert performances. If interested, students in this class will be provided with coaching in preparation for ETSBOA Junior Clinic auditions held in November. Students will participate in a performance each quarter.

Strings 8

The eighth grade strings class typically consists of students who have previous experience playing the violin, viola, cello, or bass. Students will review basic techniques and establish familiarity with playing in an ensemble. This group will often pair with the seventh grade advanced class to form a larger ensemble for concert performances. If interested, students in this class will be provided with coaching in preparation for ETSBOA Junior Clinic auditions held in November. Students will take part in a performance each quarter.

Introduction To Broadcast Journalism

Students discover a world of emerging technologies, as well as digital storytelling and scriptwriting. They will have the opportunity to create video-based projects that will allow them to enter the world of visual media, which is so prevalent in society today. Students learn the basics in scriptwriting, video editing, and production to produce a weekly Middle School newscast.

Wellness

The Wellness curriculum was developed to address the overall national concern of young people’s susceptibility to anxiety, stress, unhealthy BMI, and debilitating choices. Wellness classes are required in grades six through eight. Each course contains age-appropriate topics and activities that cover four primary areas: emotional health, social well-being, physical fitness, and health education. Courses will be taught by physical/health education teachers, counselors, and outside professionals. Our goal is to provide our students with the knowledge and confidence to choose a health-promoting lifestyle in a safe environment as they continue to develop, grow, and face life choices.

Wellness 6

Wellness 6 will cover study skills, anxiety identification, interpersonal communication, values assessment, and self-advocacy. Team sports, individual fitness, dance, and beginning nutrition will be introduced to all students. Digital citizenship will be covered with a focus on personal safety, sleep, and healthy boundaries.

Wellness 7

Wellness 7 will cover behavior modification and healthy choices with regard to alcohol, drugs, and social media. Intermediate nutrition will include discussion about performance enhancing drugs, vitamins, fad diets, and healthy food choices. Lessons will be taught on positive self-image and mind-body connection. Personal fitness will be emphasized with activities that include, but are not limited to, HITT training, dance, agility, and lifelong sports. Students will be introduced to mindfulness practice and the relationship between sleep and performance.

Wellness 8

Wellness 8 will focus on individual fitness and wellness. Students will learn to monitor heart rate and how that affects aerobic vs anaerobic activity. Spinning class, yoga, and kickboxing will be introduced along with additional club-type activities. Sex education, healthy relationships, and mental health and disorders will be discussed. Healthy food preparation will be introduced (students may be asked to bring items to class). Resiliency and coping techniques as they pertain to relationships and school performance will be covered.

Webb Upper School courses fulfill course requirements for admission to the most selective colleges. Students should exercise care in selecting their courses so they both satisfy high school graduation and college admission requirements.

In order to provide students with a liberal arts education and to prepare them for matriculation into higher education, Webb requires that students successfully complete the Upper School courses listed in the chart below.

In addition to the required core courses shown, Webb further requires students to successfully complete at least five academic courses each semester. It is the responsibility of students to complete all graduation requirements.

The minimum load for a student is five academic classes each semester. If a student fails to pass a course for a semester, he or she must make up or retake that course if it is a requisite for graduation. If it is not a course necessary for graduation, the student must replace the unearned credit by taking an additional course (beyond the required five) in a subsequent semester. ENGLISH

4 years through Algebra II and one year beyond Algebra II

3 years, including Biology and Chemistry

3 years, including Ancient History, Modern World History, and U.S. History

2 years in the Upper School and completion of Level III in the same language WORLD

1

* Physical Education

Students are required to earn one unit in physical education before their senior year begins. They may choose one or a combination of interscholastic athletics or approved inside or outside-of-school alternatives. Three seasons of onethird unit each are required to fulfill the one full unit.

Alternative credit must equal 120 hours to fulfill the one full unit. The office of the Director of Athletics supervises the alternatives and approves all alternatives.

* Community Service

All students are required to complete 15 hours of community service a year, which must be completed by the last day of classes every academic year. Seniors must complete their service requirements by the conclusion of their spring break vacation. Students who have not completed their service hours by the deadline will need to discuss their plans for completing this requirement with the community service director.

Course Registration

The course registration process typically begins in late January or early February. A detailed registration timeline and corresponding documents will be distributed by the Upper School staff.

Grading System

Detailed information about our grading system is available to current students, parents, and guardians in the Upper School Handbook. Also included is information on the grading scale, academic reports, athletic eligibility, homework, test/exam policy, tutoring, missed work, and academic progress.

Credit

Students must receive passing grades in all courses that are required for graduation. In addition to subject requirements, Webb also requires students to enroll in five academic courses each semester. It is important to note that while a grade of D- is a passing grade for Webb School, a grade of D-, D, or D+ does have implications for sequential courses in English and World Languages. Please understand that when it is necessary to repeat a course, either during the regular school year or during the summer, a new (or second) grade does not replace the original grade on the transcript. Instead, Webb School includes the new grade on the transcript and includes the new grade in the GPA calculation.

DROP/ADD POLICY

Given the thorough counseling and scheduling process completed in the spring, a student’s need to change (add, drop, or move) courses should be a relatively rare occurrence. If, however, students see the need to adjust their schedules, the request for a change should occur during the first two weeks of the semester.

Although students may withdraw from a yearlong course as late as October 1, with appropriate approval, they cannot add a new course after the first two weeks of the start of a semester. As a result, no student will be allowed to drop a yearlong course after the first two weeks of the start of school unless the student is taking a total of six or more academic courses.

Conversely, students may not drop a semester course after the first two weeks of the start of the semester unless they are enrolled in a total of six courses or more that same semester.

Learning Center

The Webb Learning Center staff is available to help all students identify and meet their academic goals. The center offers a supportive learning environment that will help prepare students to become effective, independent learners. In addition, it will help students strengthen their academic and organizational skills, which will allow them to reach their full potential. The Learning Center is open from 8:00 a.m. to 4:00 p.m., Monday through Friday, and/or by appointment.

UPPER SCHOOL MATRIX OF A FOUR-YEAR PLAN (as of 2023)

This matrix represents a typical progression for an Upper School student at Webb School, but it is possible that some variation will arise for individual students. Webb students must enroll in five courses each semester. We recommend that students pursue four years of five courses from the following departments: English, math, science, social studies, world languages, and fine arts. Most courses are offered each school year, but some electives are offered only when there is significant student interest or available faculty. (H) - Indicates classes also offered at the Honors level. AP - Indicates Advanced Placement classes. Webb School offers approximately 25 AP classes each school year.

Introduction to Computer Science*

AP Computer Science A*

History of Mathematics*(semester: fall and spring)

*These courses may not be used as a math credit for graduation.

Science 3 years required (including Biology and Chemistry)

Biology (H) Chemistry (H) Biology (H)

Science Elective Research Fellows (AP credit) Research Methods (fall) Research Scholars (spring)

(AP credit) AP Statistics

Science Elective AP Biology

AP Chemistry; Chemistry (H)

AP Physics C: Electricity and Magnetism

AP Physics C: Mechanics

AP Psychology (spring)

Anatomy & Physiology (H)

Applied Molecular Biology (spring)

Forensic Science: Biological Forensics (H) (fall)

Forensic Science: Physical and Chemical Forensics (H) (spring)

Invention and Innovation: Principles of Engineering (H) (fall)

Materials Science: Metals & Ceramics (fall)

Materials Science: Polymers & Biomaterials (spring) Physics (H)

Quantum Computing (H) (spring)

Robotics Engineering (H) (fall)

Social Studies

3 years required (including 3 years of Ancient History, Modern World History, and U.S. History)

Ancient World History: A Study of Culture, Religion, Society, and Politics (H)

Modern World History: A Study of Culture, Religion, Society, and Politics (H)

AP Modern World History AP Modern European History

Elective only: Introduction to Entrepreneurship Honors (semester)

World Languages

Completion through Level III and a minimum of 2 years in the Upper School

Fine Arts

1 year required (2 semester courses or 1 yearlong)

United States History (H)

AP United States History

Social Studies electives: Open to juniors/seniors

Elective only: Entrepreneurship Honors: Theory and Practice (semester)

Social Studies electives: Open to juniors/seniors

Research Scholars: Advanced Research in Humanities (AP credit) (fall) (departmental approval required)

Elective only: Entrepreneurship Honors: The Capstone Experience (fall)

AP Macroeconomics (semester)

AP Microeconomics (semester)

AP Modern European History

AP Modern World History

AP United States Government and Politics (semester)

African Studies (semester)

Civil War and Reconstruction Honors (semester)

Colonial and Revolutionary America (semester)

Conflict in Vietnam: A Global Perspective (H) (semester)

From a Journalistic Lens to Historical Study (H) (semester)

Global Sports History (H) (semester)

Introduction to Philosophy Honors (semester)

Judgment, Justice, and Legacy Honors

Personal Finance (semester)

Topics in Women’s History (H) (semester)

United States History Since 1945 (semester)

French I, French II (H), French III (H), French IV (H), AP French Language and Culture, French VI: Language Through Film Latin I, Latin II (H), Latin III (H), Latin IV Honors, AP Latin Spanish I, Spanish II (H), Spanish III (H), Spanish IV (H), Spanish V Honors: Composition and Conversation, AP Spanish Language and Culture, Spanish VI: Language Through Film (AP credit) Mandarin Chinese I, Mandarin Chinese II (H), Mandarin Chinese III (H), Mandarin Chinese IV (H), Mandarin Chinese V Honors

Media Arts: Digital Imagery and Photoshop, Advanced Digital Imagery and Photoshop, Media Production I, Media Production II, Media Production II Honors

Music Courses: AP Music Theory, History of Pop and Rock Music

Performing Arts: Chamber Singers Honors, Freshman Select, Spartan Select, Spartan Singers, String Ensemble-Orchestra (H), Wind Ensemble-Band (H)

Visual Arts: AP History of Art, AP Studio Art, Ceramics, Advanced Ceramics, Applied Ceramic Concepts Honors, Concepts of Drawing, Fundamentals of Drawing, Painting (H), Photography, Advanced Photography (H), Sculpture, Two-Dimensional Design and Printmaking, Three-Dimensional Design

Theater Arts: Cinema: Films of Myth and Wonder, Cinema: Supers and Scoundrels, Cinema: The Hero’s Journey, Cinema: From Sitcoms to Streaming – The History and Heritage of American Television, Introduction to Cinema, Senior Cinema, Speech Communications and Debate

Physical Education – 1 year Students must complete one full year (3 seasons) of athletic/sports participation or complete the Alternate P.E. program (120 hours = 1 credit; 40 hours = 1/3)

Community Service 60 hours of service in an integrated four-year program

• English 9

• English 10

• English 11

English

• English 12

The goal of the English department at Webb School is to instruct students in critical thinking, reading, and writing skills, as well as to develop confidence and facility in public speaking, so that they can meet the demands of a college curriculum with success. Extensive and challenging reading and writing assignments and required class speeches and Chapel talks support this endeavor. A student completes his or her graduation requirement by successfully passing four years of English.

Honors and Advanced Placement (AP) Sections

Continuation in the Honors and AP programs in English is determined by a student continuing to produce timely, superlative reading and written work along with departmental recommendation. Enrollment in all Honors sections is based upon departmental consent. Students who are not currently in an Honors or AP section and students entering the Upper School for the first time who wish to be placed in an Honors or AP section must meet the following requirements:

1. The student should demonstrate superior work habits, superior critical reading and compositional skills, an enthusiasm for literature and writing, and a willingness to work hard. Moreover, the candidate must have demonstrated a positive, enthusiastic classroom demeanor. A teacher recommendation is required.

2. A student must have his/her teacher’s recommendation to move to an Honors or AP course the following year.

A first-quarter grade of C- or below will result in student removal from an Honors or AP course.

• English 9 Honors

• English 10 Honors

• English II Honors

• AP English 11

• English 12 Honors

• AP English 12

English - Required Courses

ENGLISH 9

English 9 features concentrated, consistent work in grammar, composition, and vocabulary, balanced with a study of literature organized by genre and structured around the broad theme of “coming of age.” Major works in fiction, memoir, and drama, as well as short stories and poetry, complement the broader ninth grade curriculum.

English 9 Course Standards

1. Students can create a specific thesis statement to support an argument.

2. Students can find and correctly cite secondary source materials in support of a research project.

3. Students can apply literary terms to analyze a variety of texts, including short stories, memoirs, historical fiction, and realistic fiction.

4. Students can identify quotations from the text to support themes, conflicts, and story arcs.

5. Students can write structured paragraphs using a variety of sentence types and avoid comma splices, run-ons, and basic grammatical errors.

6. Prepare for and execute a class presentation and maintain maturity while leading the class.

7. Students can determine what to look for when editing and revising their own and peers’ work and give feedback respectfully.

8. Students can work with other students to complete a group project, with each student completing the tasks based on their different role and responsibility.

9. Students can answer and pose questions in a class discussion based on the texts being read.

10. Students can understand how historical context and biographical details of authors affect the content, themes, and conflicts in the texts, specifically in regard to coming-of-age stories.

English 9 Honors

English 9 Honors courses are more reading and writing intensive and feature more complex texts and writing assignments.

English 9 Honors Course Standards

1. Students can create a specific thesis statement to support an argument.

2. Students can find and correctly cite secondary source materials in support of a research project.

3. Students can apply literary terms to analyze a variety of texts, including short stories, memoirs, historical fiction, and realistic fiction.

4. Students can identify quotations from the text to support themes, conflicts, and story arcs.

5. Students can write structured paragraphs using a variety of sentence types and avoid comma splices, run-ons, and basic grammatical errors.

6. Prepare for and execute a class presentation and maintain maturity while leading the class.

7. Students can determine what to look for when editing and revising their own and peers’ work and give feedback respectfully.

8. Students can work with other students to complete a group project, with each student completing the tasks based on their different role and responsibility.

9. Students can answer and pose questions in a class discussion based on the texts being read.

10. Students can understand how historical context and biographical details of authors affect the content, themes, and conflicts in the texts, specifically in regard to coming of age stories.

English 10

English 10 is a continuation of the foundational work done in English 9, with an even greater emphasis on analytical writing. The class focuses on “World Literature” – that is, a variety of works spanning classic and contemporary texts, including novels, poetry, and short stories. The course aims to teach students about the vast plurality of perspectives and literary genres that have sprung from human history and experience.

English 10 Course Standards

1. Students can construct and support an organized argument.

2. Students can effectively search for, synthesize, and cite source material in support of a research project.

3. Students can begin analyzing literary and non-literary texts across genres and disciplines.

4. Students can recognize and begin analyzing a variety of literary, stylistic, and rhetorical strategies over a variety of texts.

5. Students can effectively write in a variety of prose (expository, argumentative, analytical).

6. Students can speak clearly and effectively in public.

7. Students can effectively edit and revise one’s own work, and begin editing and revising the work of others.

8. Students can work effectively in groups and collaborate with others.

9. Students can effectively engage in a productive and meaningful group discussion with some guidance from the instructor.

10. Students can understand the development of content (major authors, works, and movements) of Western World literature.

English 10 Honors

English 10 Honors courses are more reading and writing intensive, feature more complex texts, and are designed to prepare students for the transition into AP English 11 or English 11 Honors. Students in all tracks will receive guidance in the composition of their sophomore Chapel talks.

English 10 Honors Course Standards

1. Students can construct and support an organized argument.

2. Students can effectively search for, synthesize, and cite source material in support of a research project.

3. Students can begin analyzing literary and nonliterary texts across genres and disciplines.

4. Students can recognize and begin analyzing a variety of literary, stylistic, and rhetorical strategies over a variety of texts.

5. Students can effectively write in a variety of prose (expository, argumentative, analytical).

6. Students can speak clearly and effectively in public.

7. Students can effectively edit and revise one’s own work, and begin editing and revising the work of others.

8. Students can work effectively in groups and collaborate with others.

9. Students can effectively engage in a productive and meaningful group discussion with some guidance from the instructor.

10. Students can understand the development of content (major authors, works, and movements) of the Western World literature.

English 11

English 11 is a survey of American literature, from the Puritans to the present day. Students will engage with challenging texts from various periods of American literature. Assignments will focus on helping students expand vocabulary knowledge and improve writing skills. Students will build on the English 10 curriculum and continue to practice literary analysis. Although the course will primarily use major novels, students will also encounter poetry and short stories.

English 11 Course Standards

1. Students can demonstrate proficiency in making and supporting a complex argument.

2. Students can find and correctly cite primary and secondary source materials.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

6. Students can speak clearly and maturely in a classroom environment.

7. Students can successfully edit and revise both one’s own work and the work of others.

8. Students can collaborate with in a variety of groups to create project-based work.

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in American literature.

English 11 Honors

English 11 Honors is more reading and writing intensive, features more challenging texts and assignments, and is geared to prepare students for English 12 Honors or AP English 12.

English 11 Honors Course Standards

1. Students can demonstrate proficiency in making and supporting a complex argument.

2. Students can find and correctly cite primary and secondary source materials.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

6. Students can speak clearly and maturely in a classroom environment.

7. Students can successfully edit and revise both one’s own work and the work of others.

8. Students can collaborate with in a variety of groups to create project-based work.

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in American literature.

Ap English 11

AP English 11 is a more rigorous version of English 11 Honors and will prepare students for the AP English Language and Composition exam. The AP exam focuses on argumentation and rhetoric, so students will spend time preparing essays with this focus in addition to essays concerning the American literature. Students enrolled in an AP course are expected to take the AP exam.

AP English 11 Course Standards

1. Students can demonstrate proficiency in making and supporting a complex argument.

2. Students can find and correctly cite primary and secondary source materials.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

6. Students can speak clearly and maturely in a classroom environment.

7. Students can successfully edit and revise both one’s own work and the work of others.

8. Students can collaborate with in a variety of groups to create project-based work.

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in American literature.

English 12

English 12 is designed to prepare students specifically for college-level composition courses; as such, it continues the foundational work done in English 9-11, with an even greater emphasis on rhetoric and research writing. Students will read a wide array of selections, ranging from literature to nonfiction, and they will participate in two major design thinking projects. Students will receive guidance on the composition of college application essays and their senior Chapel talks.

English 12 Course Standards

1. Students can make and support a complex, collegelevel argument.

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

English 12 Honors

English 12 Honors is a survey of British literature, from the Medieval period to the present day. Vocabulary study and composition are extensive, and most composition assignments relate to the literature. Supplementary novels, plays, poems, and essays are assigned.

English 12 Honors Course Standards

1. Students can make and support a complex, collegelevel argument.

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

Ap English 12

AP English 12 is more reading and writing-intensive, features more challenging texts and assignments, and is geared to prepare students for the English Literature and Composition AP exam. Students at both levels will receive guidance on the composition of college application essays and their senior Chapel talks. Students enrolled in an AP course are expected to take the AP exam.

AP English 12 Course Standards

1. Students can make and support a complex, college-level argument.

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

English Electives

CREATIVE WRITING HONORS Semester Course

Creative Writing Honors is an exploration of the written word. Students will consider various creative forms, including personal narrative, short fiction, and poetry, culminating in a capstone project that will utilize a digital medium. We will also explore and examine contemporary writing across a range of genre, in hopes of introducing students to a diverse body of work. This course will be eligible for honors credit. Students in grades 10-12 are eligible.

Webbpress

Yearlong Course

Students in this Honors course will create Webb student publications, including the yearbook (Princeps), student newspaper (Spartan Spirit), and creative writing magazine (Pierian), among others. Students will learn to use various software programs, including Adobe InDesign and Photoshop. They will also build skills in organization, collaboration, interviewing, journalistic writing, web design, and editing.

This course will meet in the morning before regular classes, and students will also complete work outside of class time.

Students must apply and submit a teacher recommendation to be eligible for the course. Students will receive 1 Honors credit hour upon completion.

GRADE

College Preparatory Honors And Ap

• Algebra I

• Geometry

• Geometry

10 11 12

• Algebra II

• Algebra II

• Advanced Algebra & Trigonometry

• Precalculus

• Introduction to Computer Science

• History of Mathematics*

• Advanced Algebra & Trigonometry

• Probability & Statistics

• Precalculus

• Calculus

• Introduction to Computer Science *

• History of Mathematics*

• Geometry Honors

• Algebra II Honors

• Precalculus Honors

• Precalculus Honors

• AP Statistics

• AP Calculus AB

• AP Calculus BC

• AP Statistics

• AP Calculus AB

• AP Calculus BC

• Multivariable Calculus Honors (AP credit)

* Introduction to Computer Science, AP Computer Science A, and History of Mathematics cannot be one of the four required math courses.

Math

A student completes his or her graduation requirements by successfully passing at least four years of math, including Algebra I, Geometry, Algebra II, and one additional course beyond Algebra II. The sequence of courses is provided above.

Honors courses move at a more rapid pace with more depth and quantity of material covered. Although the core topics of both programs are similar, the Honors courses are designed for students who have both an aptitude and interest in mathematics.

If a student would like to take an Honors or Advanced Placement (AP) level course, departmental approval is required.

A first-quarter grade of C- or below will result in student removal from an Honors or AP course.

Math - Required Courses

Algebra I

This is a first-year Algebra course that includes such topics as the properties and operations of the real number system, solving first-degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Algebra I is an introductory course; this skill-based class is an extension of Middle School Algebra and serves as a foundation for all future courses in mathematics.

Algebra I Course Standards

1. Students can generate equivalent numerical and algebraic expressions and use algebraic properties to evaluate expressions.

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3. Students can use properties of equality to solve one-step, two-step, and multi-step equations in one variable. Students will use proportions to solve problems.

4. Students can use the coordinate plane to graph linear functions. They will compare the graph of linear functions to that of the parent function.

5. Students can represent a linear equation in three different ways and will determine the appropriate approach to graph the linear equation from given information.

6. Students can represent real world and mathematical situations using inequalities involving linear expressions. They will solve inequalities algebraically and graphically.

7. Students can use various methods to solve systems of linear equations. They will identify linear systems as having one solution, no solution, or infinitely many solutions.

8. Students understand how to apply the properties of exponents to exponential expressions.

9. Students can perform operations on polynomials. The students can completely factor polynomials in order to solve equations.

10. Students can graph quadratic functions and compare them to the parent graph.

Geometry

Geometry stresses inductive and deductive reasoning and higher thinking skills. Proofs are introduced early in the course with a wide variety of exercises that allow students to make conjectures, formulate generalizations, and draw conclusions. Topics include: points, lines, planes and solids, examining their properties, measurements and relations in space. The concepts of congruency, similarity, area, two- and three-dimensional figures are explored thoroughly. Students continue to review algebraic techniques and strengthen their abilities to solve numerical problems.

Prerequisite: Algebra I

Geometry Course Standards

1. Students can name and sketch geometric figures, use postulates, and classify angles and polygons; they can find circumference, area, and perimeter.

2. Students can use inductive and deductive reasoning, analyze and write conditional statements, and perform basic geometric and algebraic proofs.

3. Students can classify angle pairs formed by intersecting lines, use angle relationships to prove lines parallel, interpret slopes and graphs, and write equations of parallel and perpendicular lines.

4. Students can classify triangles, find measures of angles inside and outside of triangles, prove triangles congruent, use theorems related to isosceles and equilateral triangles.

5. Students can relate the side and angle measures in solving triangle-related, multi-step problems; students can determine whether or not two triangles are similar.

6. Students can find angle measures in polygons and can differentiate between special quadrilaterals.

7. Students can use the Pythagorean Theorem and can apply trigonometric ratios to find side lengths and angle measures of triangles.

8. Students can use ratios, proportions, and geometric means to solve problems.

9. Students can relate a tangent to the radius at the point of tangency, use intercepted arcs to measure angles, and measure angles and segments formed by intersecting chords, secants, and tangents; students can use the standard equation of a circle to graph and describe circles in a coordinate plane.

10. Students can identify and name solids, use Euler’s Theorem, describe cross sections of solids, calculate surface areas and volumes of prisms, cylinders, pyramids, cones, and spheres.

Geometry Honors

The topics for this course are much the same as Geometry, but are covered at an accelerated pace and in greater depth. Geometry Honors students are expected to expand and apply their knowledge to solve multifaceted problems.

Prerequisite: Algebra I and a recommendation from the department.

Geometry Honors Course Standards

1. Students can name and sketch geometric figures, use postulates, and classify angles and polygons; they can find circumference, area, and perimeter.

2. Students can use inductive and deductive reasoning, analyze and write conditional statements, and perform basic geometric and algebraic proofs.

3. Students can classify angle pairs formed by intersecting lines, use angle relationships to prove lines parallel, write equations of lines, prove theorems about perpendicular lines, and find the distance between parallel lines in the coordinate plane.

4. Students can classify triangles, find measures of angles within triangles, identify triangles, prove triangles congruent, use theorems related to isosceles and equilateral triangles, and perform transformations.

5. Students can relate the side and angle measures in solving triangle-related, multi-step problems and can write indirect proofs; students can determine whether or not two triangles are similar.

6. Students can find angle measures in polygons and an differentiate between special quadrilaterals.

7. Students can use the Pythagorean Theorem and can apply trigonometric ratios, the Law of Sines, and the Law of Cosines to find side lengths and angle measures of triangles.

8. Students can use ratios, proportions, and geometric means to solve problems and can perform reductive or enlarging dilations; students can perform translations with vectors and algebra and can reflect figures in a given line, rotate figures about a point, identify line and rotational symmetry, and perform dilations using drawing tools.

9. Students can relate a tangent to the radius at the point of tangency, use intercepted arcs to measure angles, and measure angles formed by secants and tangents; students can use the standard equation of a circle to graph and describe circles in a coordinate plane.

10. Students can identify and name solids, use Euler’s Theorem, describe cross sections of solids, find surface areas and lateral areas of prisms and cylinders, and use nets to find surface area; they can use scale factors to compare the ratios of surface area to the ratios of volumes of solids.

Algebra Ii

Algebra II reviews Algebra I topics and uses them as a foundation for more advanced work. Students study linear, quadratic, polynomial, rational, exponential and logarithmic functions. Other topics include real and complex number systems, systems of equations in two and three variables, and an introduction of trigonometric functions. Use of a graphing calculator is an integral part of the learning process and is required for the course.

Prerequisite: Algebra I and Geometry

Algebra II Course Standards

1. Students can use properties of real numbers to evaluate and simplify expressions as well as solve equations and inequalities in one variable.

2. Students can use verbal statements, symbols, tables, and graphs to write, solve, and graph linear equations and inequalities in two variables.

3. Students can solve systems of equations using the following methods: graphing, substitution, elimination, Cramer’s Rule, and inverse matrices.

4. Students can write, solve, and graph quadratic functions, given various forms (standard, vertex, intercept) and using various methods (factoring, completing the square, graphing, and quadratic formula). Functions will include those with both real and imaginary zeroes.

5. Students can add, subtract, multiply, and divide monomials and polynomials.

6. Students can solve and graph polynomials by recognizing end behavior and finding zeros by various methods, including factoring and synthetic division (utilizing the factor and remainder theorems).

7. Students can graph and transform radical, exponential, logarithmic, and rational functions.

8. Students can create new functions from given functions by adding, subtracting, multiplying, dividing and composing functions.

9. Students can recognize functions that are inverses of each other and find the inverse of a given function.

10. Students can use various counting methods (fundamental counting theorem, permutations, and combinations) when computing probabilities of simple and compound events.

Algebra Ii Honors

Algebra II Honors covers the same topics as Algebra II but at an accelerated pace and in greater depth. Students will also study conic sections, sequences and series, and trigonometric ratios, identities, and equations. Students are encouraged to think independently and are expected to be able to expand their knowledge by applying basic concepts to multi-faceted problems. The graphing calculator is required and used often to analyze data. Prerequisite: Algebra I, Geometry, and a recommendation from the department.

Algebra II Honors Course Standards

1. Students can write, solve, and graph linear and absolute value equations and inequalities.

2. Students can solve 2 and 3 variable systems of equations and inequalities by graphing, substitution, elimination, Cramer’s rule, and inverse matrices, and can choose the appropriate solution technique for each system.

3. Students can use graphing, factoring, completing the square, taking square roots, and the quadratic formula to write, graph, and solve quadratic equations and inequalities in standard, vertex, and intercept form.

4. Students can simplify expressions using properties of exponents and roots, including rational exponents.

5. Students can perform operations with polynomials, graph polynomial functions, and determine important features of the graph which include, zeros, maxima/ minima, and end behavior.

6. Students can graph and transform various functions, including absolute value, quadratic, exponential, logarithmic, radical, and rational.

7. Students can take given functions and create new ones by addition, subtraction, multiplication, division, and composition and can find the inverse of a function and determine if functions are inverses.

8. Students can write equations and graph conic sections.

9. Students can work with discrete data, using various counting methods to find probability, measures of central tendency, and analyze sequences and series.

10. Students can use identities of trigonometry, graph trigonometric functions, and apply the Law of Sines and the Law of Cosines.

Math - Elective Courses ADVANCED ALGEBRA AND TRIGONOMETRY

This course serves as a follow-up to Algebra II. It is designed to complete the study of elementary functions (linear, quadratic, exponential, logarithmic and trigonometric). Also, the course will introduce material from finite mathematics, including an introduction to probability and statistics. With an emphasis on problems based on real-world data, students will learn how to effectively use a graphing calculator in order to advance their understanding of various applications and algebraic concepts. While the course covers a wide range of mathematics, it does not include the rigor of a Precalculus course, but continues at a pace that allows for some review of Algebra II concepts.

Prerequisite: Algebra II and a recommendation from the department.

Advanced Algebra and Trigonometry Course Standards

1. Students can factor, solve, and do basic operations with polynomials, rational, and radicals.

2. Students can use applications involving sequences and series.

3. Students can develop the unit circle and know the six basic trigonometric functions as they relate to the unit circle, and will use the unit circle.

4. Students can identify and describe different types of functions and use compositions and transformations.

5. Students can use identities of trigonometry, graph trigonometric functions, and apply the Law of Sines and the Law of Cosines.

6. Students can solve 2 and 3 variable systems of equations and inequalities by graphing, substitution, elimination, Cramer’s rule, and inverse matrices, and can choose the appropriate solution technique for each system.

7. Students can use graphing, factoring, completing the square, taking square roots, and the quadratic formula to write, graph, and solve quadratic equations and inequalities in standard, vertex, and intercept form.

8. Students can perform operations with polynomials, graph polynomial functions, and determine important features of the graph, which include zeros, maxima/ minima, and end behavior.

9. Students can graph and transform various functions, including absolute value, quadratic, exponential, logarithmic, radical, and rational.

10. Students can write equations and graph conic sections.

Probability And Statistics

This course emphasizes problem solving, everyday applications, and the use of technology and reading, while developing and maintaining basic skills. Probability and Statistics also integrates statistics and algebra concepts. Students will use technology for graphing, algebraic manipulation, modeling and analyzing data, and simulating experiments.

Prerequisite: Algebra II and a recommendation from the department.

Probability and Statistics Course Standards

1. Students can understand different types of data and collect sample data.

2. Students can construct different types of frequency distributions, histograms, and also identify misleading graphs.

3. Students can use data to measure the center, variation, and relative standing and box plots.

4. Students can use and understand the basic concepts of probability, addition rule, multiplication rule, and counting.

5. Students can construct probability distributions.

6. Students can apply normal distributions, the central limit theory, and assess normality.

7. Students can estimate a population proportion, mean, and standard deviation or variance.

8. Students can test hypothesis, claims about proportions, means, and standard deviation or variances.

9. Students can make inferences from two proportions, two means, and two dependent samples.

10. Students can make correlations and regressions to predict intervals.

Precalculus

This course includes a thorough study of polynomial, rational, exponential, logarithmic and trigonometric functions, sequences and series, data analysis, and introductory calculus topics.

Prerequisite: Algebra II and a recommendation from the department.

Precalculus Course Standards

1. Students can analyze functions using verbal, algebraic, graphical, and tabular representations.

2. Students can add, subtract, multiply, divide, and compose functions from existing functions, and will analyze the domain of the new functions.

3. Students can develop the unit circle and know the six basic trigonometric functions as they relate to the unit circle, and will use the unit circle to develop the concept of inverse.

4. Students can model periodic phenomena and solve problems using trigonometric functions, particularly sine and cosine.

5. Students can use Right Triangle Trigonometric ratios, the Law of Sines, and the Law of Cosines to solve problems.

6. Students can apply trigonometric identities to rewrite expressions and solve equations both in the domain of the unit circle and generally.

7. Students can solve systems of equations and nonlinear inequalities.

8. Students can construct and compare linear, quadratic, polynomial, exponential, and logarithmic models, and solve problems.

9. Students can understand and use arithmetic and geometric sequences and series to find sums and specific terms.

10. Students can evaluate limits graphically, numerically, and algebraically.

Precalculus Honors

This yearlong course moves at a rigorous pace and focuses on the following topics: trigonometry, polynomials, logarithms and exponentials, vectors, polar coordinates, parametric equations, matrices, transformations, complex numbers, limits, continuity, and other introductory calculus topics.

Prerequisite: Algebra II and recommendation from the department.

Precalculus Honors Course Standards

1. Students can analyze functions using different representation, build new functions from existing functions through the use of transformations, algebraic operations, and composition.

2. Students can define and recognize polynomial and rational functions, perform polynomial division, and use complex numbers in polynomial identities and equations.

3. Students can solve exponential and logarithmic equations by using laws of exponents, laws of logarithms, and properties of inverse functions.

4. Students can extend the domain of trigono metric functions using the unit circle, understand the graphs and transformations of trigonometric functions, use the Law of Sines and Law of Cosines to solve triangles, apply trigonometric identities to solve problems, rewrite expressions, and solve equations.

5. Students can use polar coordinates, under stand polar representations of complex numbers, use De Moivre’s theorem, and describe and use parametric equations.

6. Students can understand vectors in 2- and 3-dimensions, including the algebraic and geometry operations, perform dot product and cross product, and describe equations of lines and planes.

7. Students can solve linear equations using matrix algebra, including inverses and determinants.

8. Students can understand properties of conic sections, the polar representations of conic sections, and apply conic sections to real-world phenomena.

9. Students can understand and use sequences and series, including notation, convergence/divergence, arithmetic series, geometric series, and the use of mathematical induction as a proof technique.

10. Students can understand an intuitive definition of a limit, calculate limits and limits to infinity, as well as calculate the derivative of a function as a limit of the difference quotient.

Calculus

This course emphasizes the role of calculus as a tool for understanding the world. Our primary focus is to understand the physical meaning an interpretation of limits, derivatives, and integrals. Topics include limits, continuity and differentiability, differentiation techniques, applications of differentiation, related rates and optimization problems, integration techniques, the fundamental theorem of calculus, applications of integration, volumes of solids of revolution, solutions of differential equations, and slope fields. All topics are taught in class, but to provide differentiated practice, most homework will be completed online. This course is designed to give students a broad exposure to introductory calculus.

Prerequisite: Precalculus and a recommendation from the department.

Calculus Course Standards

1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

3. Students can use different definitions of the derivative and estimate derivatives from tables and graphs.

4. Students can recall and apply various derivative rules and properties.

5. Students can recall and apply the Intermediate Value Theorem and the Extreme Value Theorem.

6. Students understand and are able to apply the Mean Value Theorem, and are familiar with real-world applications, including related rates, and optimization.

7. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

8. Students understand area, volume, and motion applications of integrals, as well as the use of the definite integral as an accumulation function.

9. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

10. Students can solve separable differential equations and be familiar with a variety of real-world applications, including growth and decay models.

Ap Calculus Ab

AP Calculus AB is a yearlong Advanced Placement class. Students will learn to solve problems graphically, algebraically, numerically, verbally, and using technology (calculators). Our primary focus is to understand the physical meaning and interpretation of limits, derivatives, and integrals. The quizzes and tests are challenging and contain questions based on free response and multiple-choice questions from previously released AP exams to ensure that students can work through these problems. Topics include limits, continuity and differentiability, differentiation techniques, applications of differentiation, related rates and optimization problems, integration techniques, the fundamental theorem of calculus, applications of integration, volumes of solids of revolution, solutions of differential equations, and slope fields. Students enrolled in the AP course are expected to take the Advanced Placement Calculus AB exam in May. Prerequisite: Precalculus and a recommendation from the department.

AP Calculus AB Course Standards

1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

3. Students can use different definitions of the derivative, estimate derivatives from tables and graphs, and apply various derivative rules and properties.

4. Students can solve separable differential equations and understand slope fields.

5. Students understand and are able to apply the Mean Value Theorem.

6. Students are familiar with a variety of real-world applications, including related rates, optimization, and growth and decay models.

7. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

8. Students understand area, volume, and motion applications of integrals.

9. Students can use the definite integral as an accumulation function.

10. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

Ap Calculus Bc

AP Calculus BC is a yearlong Advanced Placement class that is a continuation of Precalculus Honors. It is a fast-paced class and the students are self-motivated and have strong math skills. The students learn to solve problems graphically, algebraically, numerically, verbally, and using technology (calculators). Our primary focus is to understand the physical meaning and interpretation of limits, derivatives, and integrals. The students are encouraged to write complete solutions and to justify their steps using appropriate math vocabulary. The quizzes and tests are challenging and contain questions based on free response and multiple-choice questions from previously released AP exams to ensure that students can work through these problems. Topics will include all AB Calculus topics as well as integration by parts, partial fractions, arc length of functions, calculus with parametric and polar graphs, and sequences and series. Students enrolled in the AP course are expected to take the AP Calculus BC exam in May.

Prerequisite: Precalculus Honors and a recommendation from the department.

AP Calculus BC Course Standards

1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, the limit of a sequence, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

3. Students can use different definitions of the derivative, estimate derivatives from tables and graphs, and apply various derivative rules and properties.

4. Students can solve separable differential equations, understand and are able to apply the Mean Value Theorem, and are familiar with a variety of realworld applications, including related rates, optimization, and growth and decay models.

5. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

6. Students understand area, volume, and motion applications of integrals, as well as the use of the definite integral as an accumulation function.

7. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

8. Students understand various methods for determining convergence and divergence of a series, Maclaurin series for common functions, general Taylor series representations, radius and interval of convergence, and operations on power series.

9. Students can use power series to approximate an arbitrary function near a specific value and make the important connection back to the tangent-line problem.

10. Students can apply their knowledge of calculus to parametric equations, polar equations, and vectors.

Multivariable Calculus Honors

Multivariable Calculus Honors is a yearlong course that will further explore and expand on topics that were in AP Calculus BC. Students will work with surfaces and apply differential and integral calculus to vector-valued functions. Topics include partial derivatives, double and triple integrals, volume computations in spherical and cylindrical coordinates, line integrals, vector field analysis and Green’s, Stokes’, and Gauss’ Theorems. Students will use applets and 3-D graphing apps to better visualize curves and surfaces in 3-D.

Students will receive AP credit for this course.

Prerequisite: AP Calculus BC and a recommendation from the department.

Multivariable Calculus Honors Course Standards

1. Students can represent equations of lines and planes in three-dimensional space, express analytic geometry in terms of dot products and cross products of vectors, and express planes and lines with given constraints.

2. Students can calculate the derivative, integral, arc length, and curvature of a vector-valued functions.

3. Students can find the domain of a function of twovariables, graph the level curves of such functions, and determine the points or regions of discontinuity.

4. Students can determine if a limit exists for a function of two-variables.

5. Students can find, use, and apply partial derivatives of varying orders, define the total differential, find the partial derivative of the composition of a function using the general chain rule, and calculate the directional derivative.

6. Students can apply partial derivatives to problems of optimization, solve problems using Lagrange multipliers, find equations of the tangent plane, and use linear approximation to approximate particular values.

7. Students can integrate functions of two- and threevariables and integrate functions through various techniques such as changing the order of integration, substituting variables, or changing to either polar coordinates, cylindrical coordinates, or spherical coordinates.

8. Students can use vector fields to model real-world phenomena, recognize, understand and use line integrals, and find potential functions for conservative vector fields.

9. Students can define and apply gradient, divergence, and curl in terms of integrals of vectors, and apply and interpret Green’s theorem, Stoke’s theorem, and Gauss’ theorem.

Ap Statistics

This course follows the Advanced Placement Statistics syllabus. The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

1. Exploring Data: Describing patterns and departures from patterns

2. Sampling and Experimentation: Planning and conducting a study

3. Anticipating Patterns: Exploring random phenomena using probability and simulation

4. Statistical Inference: Estimating population parameters and testing hypotheses

Students are expected to take the Advanced Placement Statistics Exam in May.

Prerequisite: Algebra II and recommendation from the department.

AP Statistics Course Standards

1. Students can construct, interpret, summarize and compare distributions of univariate data.

2. Students can explore bivariate and categorical data.

3. Students can plan and conduct surveys and experiments using appropriate methods of data collection.

4. Students can generalize the results and types of conclusions that can be drawn from observational studies, experiments and surveys.

5. Students can explore random phenomena using probability and simulation.

6. Students can combine independent random variables.

7. Students can calculate probabilities using normal distributions.

8. Students can determine the characteristics of sampling distributions.

9. Students can estimate population parameters and test hypotheses.

10. Students can conduct tests of significance.

Introduction To Computer Science

This yearlong course covers the basics of computer processing in order to develop well-designed software. The course will explore the purpose of various hardware components and the way those components are connected within networks. In addition, the class will offer an introduction to coding using the Java language, the most common language used today and the language used for the AP Computer Science A course. This class welcomes students who would like to explore their interest in the Computer Science field.

Introduction to Computer Science cannot be one of the four required math courses.

Prerequisite: None. Upperclassmen will be given priority for this class during registration

Ap Computer Science A

This yearlong course is intended to prepare students for the AP Computer Science A exam. This examination requires students to master not only traditional programming techniques, but also to problem solve using computer science concepts discussed in this course. Topics will include the fundamentals of object-oriented program design, programming constructs, standard algorithms, program analysis and implementation, and standard data structures. Students enrolled in the AP course are expected to take the Advanced Placement Computer Science Exam A in May

AP Computer Science A cannot be one of the four required math courses.

Prerequisite: Algebra II and a recommendation from the department OR Corequisite: Algebra II Honors and a recommendation from the department.

AP Computer Science A Course Standards

1. Students can deal with the basic ideas related to solving problems with computers, including primitive data types, control structures, methods, algorithm development, and complexity analysis.

2. Students can design, implement and analyze solutions to problems by using object-oriented program design.

3. Students can understand and use fundamental data structures.

4. Students can understand implementation techniques, construct working classes, and use Java library classes and interfaces to create working programs.

5. Students can use and understand primitive data types such as int, Boolean, and double and use these types in their data structures.

6. Students can use abstract thinking to create programs, which include strings, arrays, files, and lists.

7. Students can use abstract data types and analysis to evaluate the running times of different implementations of algorithms.

8. Students develop an understanding of basic software development and create basic software.

9. Students can create graphical user interfaces by applying the same logic terminal based programs.

10. Students understand the ethical and social implications of computing systems. The study of this topic includes privacy and legal issues, ethical use of computers, as well as how to respect others’ intellectual property.

Math ElectivesOne Semester Courses

HISTORY OF MATHEMATICS: EGYPT, BABYLON, AND GREECE (fall)

Both History of Mathematics courses are designed for high school students who are curious about the origin of numbers, our number system, and how math developed over time and through various cultures. The fall semester will cover developments within the Egyptian, Babylonian, and Greek cultures. We will examine number systems, ancient tablets, and documents that have been discovered. We will play games that display the ancient number systems and explore the connections to those systems. We will also create lessons to share with Lower and Middle School students, as appropriate. As we wind up with the Greek developments, we will also explore our base ten system and work with other bases. This class is designed to be rich in content and will involve both history study and mathematics, but it is not designed to be homework-intensive.

Prerequisite: Algebra II

HISTORY OF MATHEMATICS: ASIA, EUROPE, AND MODERN DEVELOPMENTS (spring)

Both History of Mathematics courses are designed for high school students who are curious about the origin of numbers, our number system, and how math developed over time and through various cultures.

The spring semester begins with a quick review of the major ideas from the fall course and will explore developments in Asia and Europe. While we will not actually solve calculus problems, we will explore the ideas that motivated the development of calculus and see how two different mathematicians were working on the same ideas, independently of each other. As we study more modern mathematicians, we will create activities for Upper School students to facilitate with Middle School mathematics students. We will finish up with a look at 20th and 21st century mathematics and current developments.

This class is designed to be rich in content and will involve both history study and doing mathematics, but it is not designed to be homework-intensive.

Prerequisite: Algebra II

Students may take one or both semesters of History of Mathematics. These courses do not count toward Webb’s mathematics graduation requirement.

A student completes his/her graduation requirement by successfully passing three years of science. For this requirement, Webb recommends completion of Biology, Chemistry, and Physics. The sequence of courses is shown in the below chart.

Grade College Preparatory Honors And Ap

• Biology

• Invention & Innovation:

Principles of Engineering *

• Robotics Engineering *

• Quantum Computing*

• Chemistry

• Invention & Innovation:

Principles of Engineering *

• Robotics Engineering *

• Quantum Computing*

• Physics

• Anatomy & Physiology

• Forensic Science: Biological Forensics *

• Forensic Science: Physical & Chemical Forensics *

• Materials Science: Metals & Ceramics *

• Materials Science: Polymers & Biomaterials *

• Invention & Innovation:

Principles of Engineering *

• Robotics Engineering *

• Quantum Computing*

• Physics

• Anatomy & Physiology

• Forensic Science: Biological Forensics *

• Forensic Science:

Physical & Chemical Forensics *

• Materials Science: Metals & Ceramics *

• Materials Science:

Polymers & Biomaterials *

• Invention & Innovation:

Principles of Engineering *

• Robotics Engineering *

• Quantum Computing*

• Biology Honors

• Invention & Innovation: Principles of Engineering Honors *

• Robotics Engineering Honors *

• Quantum Computing Honors*

• Chemistry Honors

• Invention & Innovation: Principles of Engineering Honors *

• Robotics Engineering Honors *

• Quantum Computing Honors*

• Physics Honors

• AP Biology

• AP Chemistry

• AP Physics C: Mechanics

• AP Psychology* (not a lab course)

• Anatomy & Physiology Honors

• Research Fellows: Research Methods (AP credit)*

• Research Fellows: Research Scholars (AP credit)*

• Applied Molecular Biology (Honors credit)*

• Forensic Science: Biological Forensics Honors *

• Forensic Science: Physical & Chemical Forensics Honors *

• Invention & Innovation: Principles of Engineering Honors *

• Robotics Engineering Honors *

• Quantum Computing Honors*

• AP Biology

• AP Chemistry

• Anatomy & Physiology Honors

• Physics Honors

• AP Physics C: Mechanics

• AP Physics C: Electricity & Magnetism

• AP Psychology* (not a lab course)

• Applied Molecular Biology (Honors credit)*

• Forensic Science: Biological Forensics Honors *

• Forensic Science: Physical & Chemical Forensics Honors *

• Invention & Innovation: Principles of Engineering Honors *

• Robotics Engineering Honors *

• Quantum Computing Honors*

All science courses meet six periods a week, which include scheduled lab periods.

* Semester course