Wilmington Friends Upper School Program of Studies

UPPER SCHOOL :: PROGRAM OF STUDIES 2012 • 2013

TABLE OF CONTENTS

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Distribution Requirements. . . . . . . . . . . . . . . . . . . . 3 English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Foreign Language. . . . . . . . . . . . . . . . . . . . . . . . . . 5 History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Performing Arts and Visual Arts . . . . . . . . . . . . . . . 1 3 Computer Science . . . . . . . . . . . . . . . . . . . . . . . . 1 7 Human Dynamics and Development. . . . . . . . . . . . 1 8 Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8

Theory of Knowledge (TOK). . . . . . . . . . . . . . . . . . 1 9 Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9 Non-Departmental Programs. . . . . . . . . . . . . . . . . . 2 0

Front cover: On the school trip to China, summer 2012.

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INTRODUCTION

With guidance from their advisors, students are encouraged to take a comprehensive program of courses. In most cases, students are required to be enrolled in at least four major courses at all times; most students enroll in five. Any student who wants to take six major courses in one or more of the semesters must petition and receive approval from the upper school faculty before the beginning of the year or semester. Except for enrollment in the School Year Abroad program, recipients of the WFS diploma must be full-time students at Wilmington Friends in their senior year of high school.

Advanced work is available either through specifically designed courses or through individually prescribed work in a regular class. Modified course work is available for those who need a less accelerated or special program of study. Independent study is available for those students who have exhausted the limits of course work in a particular discipline or when special need or interest dictates. Arrangements for independent study are made on an individual basis, require a faculty sponsor, and must be approved by the independent study committee and the upper school faculty.

General Planning Advice Since a good education provides a broad foundation and opportunities for exploration, we require students to include in their four-year plan courses from all departments as well as participation in sports. We advise students to join committees, activities, and clubs and to take advantage of volunteer and other school and community opportunities. For most students, a balanced program will leave some school time for work in study halls.

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DISTRIBUTION REQUIREMENTS

Area

Credit

Required

English

4

Foreign Language

3

History/Social Science

3

Including one credit in United States History and one credit in Global Peace and Justice

Mathematics

3

Science

3

Including two laboratory science courses

Including 1/2 credit in performing arts; 1 /2 credit in visual arts; 1 credit to be distributed as the student desires (from performing arts, visual arts)

Performing Arts Visual Arts

] ] ]

2

Computer

1

/2

Quakerism

1

/4

Through level 3 of one language, and at least two years of one language

Semester course in Quakerism in tenth grade

Service

Each student is required to complete fifty hours of service in an approved program

Sports

One sport each year (minimum)

Human Dynamics & Development

Ninth and tenth graders are required to take one semester of Human Dynamics and Development each year

Individual requests to modify or waive requirements will be considered by the department and the upper school faculty. Recommendations will be given to the Head of Upper School.

FOR INTERNATIONAL BACCALAUREATE (IB) DIPLOMA CANDIDATES: Beyond the Wilmington Friends School diploma, students interested in obtaining an IB diploma have additional requirements. One additional course that all IB Diploma candidates must take is Theory of Knowledge. They also complete a Creativity, Action, and Service (CAS) requirement that equals a minimum of 150 hours of creative, athletic, and service activities, and which are all but covered by the WFS sports and community service requirements. IB diploma candidates must complete an extended essay that contains about 4,000 words. Students must sit for their final IB exams for course completion and IB credit; not taking an IB exam will be noted on the WFS transcript. Students decide in their sophomore year if they wish to pursue an IB diploma and work closely with their families and advisers as well as the IB Coordinator to determine whether or not the program is a good match.

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ENGLISH We recognize that the development of skills in language, composition, and literature is a spiraling process in which certain core skills are introduced and then continually strengthened and refined through the use of progressively more rigorous texts and assignments. We also recognize that the life-long love of literature and writing we seek to encourage can take root most effectively when students are encouraged to feel confident in their mastery of skills through appropriately challenging work and appropriately rigorous expectations. Finally, we know that this process is a developmental one; that is, students will make progress at a rate commensurate with their own aptitudes and experiences, rather than at a particular chronological age or grade level. Our aim is to help each student set challenging yet attainable personal goals for the study and analysis of literature and to achieve these goals within an atmosphere of shared excitement and intellectual curiosity.

409 English 9 1 credit, full year The major emphasis of this course is on basic language skills, including critical reading and literary analysis as well as experiential and imaginative writing. Grammar and usage review will be incorporated into the writing component of the course, with a focus on errors arising in student compositions. At the conclusion of the course, a student should be able to write a clearlyorganized, multi-paragraph essay developing and supporting a thesis. Literature study explores the general themes of stories, storytelling, and how humans communicate through literature. Students will study Haroun and the Sea of Stories, American Born Chinese, Oedipus Rex, Things Fall Apart, Romeo and Juliet, other novels and plays, selected poetry, and shorter pieces of fiction and non-fiction. A film study, fantasy/sci-fi and memoir units, and public speaking components are also special features of this course.

410 English 10 1 credit, full year In this course students build on literary understandings and writing skills developed in English 9. We explore themes in American literature, such as war, identity, and the “American Dream,” while encountering various genres: the novel, poetry, drama, short story, memoir, and the expository essay. Students will develop an appreciation of the distinguishing features of these forms and acquire a vocabulary of literary terms. Readings include such works as The Fall of Rome, Visions of America, The Things They Carried, A Raisin in the Sun, and The Heidi Chronicles. Particular attention is paid to the formal aspects of literature and the ways literary pieces are constructed. Primary sources, not secondary critical sources, are emphasized throughout the course.

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A public speaking unit requires students to develop oral communication skills, and additional oral presentations throughout the course help refine these techniques.

Students develop and refine their critical and imaginative writing skills by writing and revising papers on a regular basis. They concentrate on developing critical abilities; consequently, a premium is placed on developing a thesis and an argument with complete paragraphs, solid support, and clear transitions. Study of grammar and composition with Easy Writer provides a backbone to the writing in this course.

English 11 and 12 1 credit, full year English 11 and 12 are year-long courses that require students to strengthen the reading, critical thinking, discussion, presentation, and analytical writing skills they developed in English 9 and 10. The two-year program is based on the International Baccalaureate Language A1 requirements, a challenging but accessible curriculum that prepares students for further literary study in college. Students may choose to enroll in the IB program, which includes several additional assessments and an exam at the end of the senior year in addition to the course requirements.

411 English 11/Journeys and Family Literature (no IB credit) 411HL IB English Higher Level, Year 1 1 credit, full year First semester texts are united by a journey motif, including Cold Mountain, Song of Solomon, and poetry

by William Wordsworth and Samuel Taylor Coleridge.

Students build on their speaking skills with formal oral presentations and also write both formal and informal responses to the literature to develop their analytical abilities. Second semester includes a variety of world literature in translation, including Turgenev’s Fathers and Sons, Garcia Marquez’s Chronicle of a Death Foretold, and the Naguib Mahfouz’s Egyptian novel Midaq Alley.

The culminating assessment for second semester is an essay examining one of these texts. Throughout both semesters, daily preparation for class, reading quizzes, and discussion will give students the opportunity to practice their critical thinking skills in a variety of ways.

412 English 12/Genre Study and Drama (no IB credit) 412HL IB English Higher Level, Year 2 1 credit, full year English 12 will begin with a close examination of five prominent literary genres: the novel, essay, poetry, drama, and the short story, including works by Salman Rushdie, Seamus Heaney, Mary Oliver, Martin Luther

King Jr., William Shakespeare, Flannery O’Connor, Anton Chekhov, Raymond Carver, and Louise Erdrich.

Students will focus on key aspects of each genre, examining how writers employ specific techniques and devices to create desired effects. The class will also take an active role in learning about the historical, political, social, and personal motivations that have inspired the work we read. The first semester places significant emphasis on oral communication skills, requiring students to participate in student-led Socratic discussions, short and long-term group projects and presentations, along with oral commentaries on key passages. Students will continue working to refine their writing skills as well, through both creative and analytical assignments.

The spring semester will be dedicated to the study of drama. Students will study the evolution of the genre, while closely examining key contributors to the form.

In particular, students will closely examine major works from Anton Chekhov, Edward Albee, Sam Shepard, Tennessee Williams, William Shakespeare, Athol Fugard, and David Mamet. Students will address thematic links between works, a variety of dramatic structures, and the effects created by each writer’s use of literary techniques. This second semester places significant emphasis on the refinement of critical reading and writing skills, while offering students opportunities to create their own imaginative works of drama.

FOREIGN LANGUAGE The ultimate goal of the foreign language department is a high degree of communicative competence. All pedagogical activities point toward this end. We teach the four basic skills of listening, speaking, reading, and writing. All upper school classes are taught in the total immersion method. Using only the target language, we reinforce the study of grammar and vocabulary through open-ended scenarios, skits, and dialogues which might include such real-life situations as travel plans, applications for jobs, and college interviews. We discuss and debate contemporary issues, read foreign language newspapers and magazines, view films, and study the literature and culture of many countries in which our target languages are spoken. We enrich the experience with field trips, slides, recordings, video clips, documentaries, and video filming.

The study of foreign languages is an increasingly important way to nurture the globally conscious student.

Every year, the presence of AFS students at Friends encourages awareness of other cultures. In addition, we actively educate our students about available exchange

programs and home stay programs, such as the Friends School summer study trips to France, Spain, or China.

As a member of the school year abroad (SYA) program, a national consortium of schools committed to international education, WFS is eager to have our juniors or seniors spend one school year in France, Spain, Italy, or China.

For a Wilmington Friends diploma, upper school students must complete foreign language study through level 3 of one language, which must include at least two years of foreign language study in the same language.

Upper school students may take more than one foreign language. Because foreign language study is cumulative, students must achieve a grade of C- (70%) to be promoted to the next course level. (For students who do not achieve the minimum grade, the department offers a summer exam for those who wish to try to advance to the next level. Students who choose not to take the test must repeat the course.) New students entering the upper school with prior foreign language experience must take the department’s placement examination to determine the appropriate course assignment.

511 French 2 (9,10,11,12) 1 credit, full year In this course the main focus is on strengthening communicative skills by expanding the repertoire of verbs, tenses, and vocabulary. There is special emphasis on improving extemporaneous communication. We study the culture and geography of French regions and also study Paris in depth.

512 French 3 (10,11,12) 1 credit, full year In this course students continue to strengthen oral skills and to increase their working vocabulary with an emphasis on idioms and extemporaneous speech.

We continue the study of grammar and focus on writing skills through various readings, songs, movies, and poems. Students are introduced to the geography of the French-speaking world.

513 French 4 (11,12, no IB credit) 513SL IB French Standard Level (11,12) 513HL IB French Higher Level, Year 1 (11) 1 credit, full year In this course we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role-playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including diversity, interpersonal relationships, science and technology, the media and advertising, immigration in France, and sustainable development.

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Many different sources (newspaper articles, magazines, short stories, bande-déssinées, films, songs, and web sites) are used to reflect the diversity of the French language spoken and written in the Francophone world.

514 French 5 (12, no IB credit) 514HL IB French Higher Level, Year 2 (12) 1 credit, full year The aim of this course is to continue working toward the goal of true fluency in all four skill areas. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The study of grammar is pursued at the advanced level.

516HL3 IB French Higher Level, Year 3 (12) 1 credit, full year This course is designed for advanced students who have successfully completed all previous course offerings in French. The aim of the course is to refine students’ writing even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students watch videos and read two novels, one play, and a variety of articles addressing global issues in preparation for the IB HL French exam. An emphasis is placed on advanced conversation. Pre-requisite: IB French Higher Level, Year 2.

517 Spanish 1 (9,10,11,12) 1 credit, full year This is a course in which particular attention is paid to developing basic, everyday skills in listening, reading, writing, and speaking Spanish by using grammar and vocabulary in context. Students are introduced to the cultures and traditions of Spain and to the geography of the Spanish-speaking world.

518 Spanish 2 (9,10,11,12) 1 credit, full year This is a course that continues to develop the communication skills (listening, reading, writing, and speaking) begun in Spanish I or in Spanish 7 and 8. We expand the study of basic vocabulary and grammar. We study the culture of Hispanic countries through short readings, songs, and films.

519 Spanish 3 (10,11,12) 1 credit, full year In this course particular emphasis is placed upon the development of conversational skills, the acquisition of a variety of verb tenses and moods, and the expansion 6

of vocabulary. Students also begin to develop composition skills. Through readings, films, and special presentations, students begin to address directly cross-cultural issues as they relate to Latin American and Spanish cultural traditions and values, and students’ own experiences.

520 Spanish 4 (11,12, no IB credit) 520SL IB Spanish Standard Level (11,12) 520HL IB Spanish Higher Level, Year 1 (11) 1 credit, full year The highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and young people and their concerns through works of contemporary Hispanic writers, movies, and newspaper articles. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico Garcia Lorca, “Guernica”

by Picasso, and the movie Butterfly.

521 Spanish 5 (12, no IB credit) 521HL IB Spanish Higher Level, Year 2 (12) 1 credit, full year Toward the goal of true fluency, this course emphasizes extensive conversation practice. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read four major works by Casona, Carlos Fuentes, Garcia Lorca, and Gabriel Garcia Marquez, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.

522HL3 IB Spanish Higher Level, Year 3 (12) 1 credit, full year This course is designed for advanced students who have successfully completed all previous course offerings in Spanish. The aim of the course is to refine students’ writing even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students watch videos and read two novels, one play, and a variety of articles addressing global issues in preparation for the IB HL Spanish exam. An emphasis is placed on advanced conversation. Pre-requisite: IB Spanish Higher Level, Year 2.

HISTORY 524 Chinese 1 (9, students who have completed WFS graduation requirement) 1 credit, full year This course introduces students to the Mandarin Chinese language and to the geography, culture, history and traditions of China. Particular emphasis is placed on learning pronunciation and tonality, as well as simplified characters (with their Romanized Pinyin forms) and their radicals. Basic grammatical structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations.

525 Chinese 2 1 credit, full year Chinese 2 is a continuation of level 1. Students refine their pronunciation, intonation, and character recognition of Mandarin Chinese. More than 200 essential new characters are introduced through Pinyin Romanization, and through written form (character) and meaning together. Structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations. Communication skills focus on authentic and meaningful interaction in various social and cultural contexts. Cultural topics will include health and well-being, interpersonal relationships, food, celebrations, and travel and navigation.

The Upper School History curriculum seeks to develop a lifelong learner and catalyst of social improvement who has the ability to question events that transform the globe. Students will learn about the inspiration that drives major faiths, trace patterns of competition and cooperation among and within world civilizations, examine the development of the modern nation-state, understand what it means to be “American,� and explore what it takes to be a peacemaker in 21st century.

Students will analyze how past generations confronted and solved questions of political, social, economic, and cultural significance. Through work with stimulating primary sources as well as authoritative secondary sources, students will learn to analyze, interpret, and evaluate such documents. These experiences will enable the learner to make informed decisions about political, social, and civic affairs in a climate that stimulates students to respond to the human condition in the world today.

551 U.S. History 1 credit, full year United States History emphasizes research and critical thinking skills. Starting with early colonization and reaching the 21st century, the curriculum addresses the breadth and depth of historical events. Students will use a mixture of sources from primary to film in order to better understand themes and perspectives on events through analysis of documents, oral presentations, essay projects, and web-based creative assessments. In gaining valuable skills and comprehension of U.S. History, our goal is for students also to develop habits of mind including active listening and thoughtful speaking; careful reading and incisive writing; empathy and cooperative group skills; intellectual curiosity and creative thinking; integrity and honesty. This course satisfies the United States History graduation requirement.

553 Global Peace and Justice 1 credit, full year Required for graduation. The purposes of this course are to analyze peace and justice in our interdependent world, to realize the power of individuals, and to learn how Quaker testimonies have influenced social change.

In this student-centered seminar each participant uses social scientists’ analytical tools to create a portfolio of research. Case studies in the Middle East, South Asia, and Sub-Sahara Africa will lead students to create prescriptive remedies. Through a variety of learning techniques, students learn the use of nonviolence by studying successes in the United States as well as Chile, India, Liberia, Serbia, and South Africa. These assumptions underlie this course: 1)Problems are opportunities in disguise. 2)There is a difference between wisdom

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and knowledge. 3)Individuals can make a difference. 4) The search for peace and justice is an active and assertive process. 5)Social scientists are obligated to be both diagnostic & prescriptive.

IB History Studies: Students wishing to take IB History at the Higher Level must take IB European and Middle East History Topics Higher Level during their junior year and IB 20th C. World History Topics Higher Level during their senior year. Students not doing IB Higher Level History need not follow this sequence.

556 20th Century World History Topics (11,12, no IB credit) 556SL IB 20th Century World History Topics Standard Level (11,12) 556HL IB 20th Century World History Topics Higher Level (12) 1 credit, full year This course engages students in the study of the major events that have shaped the modern world. The primary focus of this course is political and social history, with special emphasis on the causes, practices, and effects of war, rise and rule of single-party states, and the postWorld War II era. Students are encouraged to analyze the historical roots of current issues and to compare the common experiences of people across the globe.

Students read primary and secondary historical works to prepare them to participate in seminar discussions, debates, and role-playing simulations. Students also complete analytical research assignments, documentbased questions and concept-based tests and quizzes to assess their understanding of major ideas. At the discretion of student and teacher, this course may be taken as part of the International Baccalaureate history program.

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559 World Religions (11,12 no IB credit) 559SL IB World Religions Standard Level (12) 1 credit, full year The World Religions course is a systematic, analytical study of the variety of beliefs and practices encountered in nine religions of the world. The course seeks to promote an awareness of the religious issues in the contemporary world. This course consists of an introductory unit, which explores five of the nine living world religions, and an in-depth unit which studies two of these living world religions. The course is guided by themes, key concepts, and key questions. There will also be an investigative study which provides opportunities for individual research of an aspect of the religious experience, practice or belief of a group and/or individual adherents.

560 European & Middle East History Topics (11,12 no IB credit) 560HL IB European & Middle East History Topics Higher Level (11) 1 credit, full year This one-year, one-credit course, highlights three major topics in the history of Europe and the Middle East, focusing on the process of national development. The course focuses on social and political history and is designed to lead students to assess issues that remain central to moral and political debates going on today.

Every unit is constructed around a major historical development with important modern-day reverberations; students are introduced to clashing theoretical and interpretive approaches; and numerous debates are held.

In each unit, the moral example of at least one pivotal leader is subjected to critical questioning and analysis.

This course may be taken as part of the International Baccalaureate program at the discretion of the student and the department.

Mathematics The mathematics program in upper school continues the integrated approach begun in lower school and expanded in middle school. Algebra, geometry, trigonometry, probability, statistics, graph theory, and logic are all studied but not in isolation. All students continue to learn to read and write mathematics and, in addition, to edit their own work. Mathematics is intended to be a dialogue, and as such students are required to explain their ideas to others, to interpret their results, and to document their thinking. Pictorial representations are as important as their written counterparts. Students are responsible for the learning of their classmates as well as their own. Collaboration and individual accomplishment are both valued. There is a balance between theory and application. In some instances, it is theory that precedes the applications while in other cases it is an examination of data that precedes a statement of a theorem. Project-based instruction is incorporated in most courses.

Students are required to take three full years of mathematics in upper school. Based on performance in eighth grade math and the middle school teachers’ assessment of demonstrated ability, the most common entry point is Integrated Math 2 followed by Integrated Math 3.

Advanced sections exist for both IM 2 and IM 3 and for Precalculus. For all advanced classes students are recommended by their teacher and by the math department chair. For the Advanced Integrated Math 2 class, the department also considers: grades received in the previous math classes, results of the four challenge tests (given at the end of each grading period), and results of the projects (given throughout the year).

Students must earn a grade of C or better to remain in an advanced section.

Upon completing Integrated Math 3, students may choose to enter the International Baccalaureate program by selecting either IB Mathematical Studies Standard Level or IB Mathematical Methods SL, one-year courses.

For those students completing Advanced Integrated Math 3 an additional two year sequence is offered, called Math Higher Level. Those students not opting for an IB experience may pursue advanced mathematics by selecting Precalculus, Contemporary Mathematics, Advanced Precalculus, AP Statistics or AP Calculus AB. The latter two may be taken for Advanced Placement credit.

The graphing calculator is a fundamental tool in all upper school mathematics courses. The TI-83+ , TI-84 or TI-84+ is used in all classes.

532 Integrated Math 2 (9,10) 1 credit, full year Continuing the integrated approach, students investigate matrix models, patterns of association between two variables, the properties of plane figures, coordi-

nate geometry, and transformational geometry. This course integrates algebra with geometry and emphasizes applications and problem solving. Experience with both informal and formal proof is built into the course. Lab activities using manipulatives and graphing calculators reinforce and clarify concepts.

532A Advanced Integrated Math 2 (9,10) 1 credit, full year This course continues our integrated curriculum with topics from algebra, geometry, and statistics. The curriculum builds upon the theme of mathematics sense making. Investigations of real-life contexts lead to discovery of important mathematics that make sense to students and, in turn, enable them to make sense out of new situations and problems. Communication, reasoning, and making connections are integral parts of each lesson of every unit. Students investigate bivariate statistics, matrices, transformations, trigonometry, and quadratic relations to bring theory into concrete terms. Students review basic properties of plane figures and use both inductive and deductive reasoning and direct and indirect methods of proof.

533 Integrated Math 3 (10,11) 1 credit, full year As the culmination of the integrated math sequence, this course builds on the algebraic skills needed for advanced study and provides a solid foundation in both Euclidean and analytical geometry. There is a strong emphasis on the concept of function, data/graph interpretation, and modeling data in lab settings. Linear, rational, quadratic, absolute value, inverse, exponential, and logarithmic relations are explored. Sampling techniques, confidence intervals, and the Normal distribution are used to analyze univariate data. Students gain experience reading mathematics and acquire additional problem-solving skills.

533A Advanced Integrated Math 3 (10,11) 1 credit, full year Students in this course are challenged to focus on the underlying concepts of each unit, to hypothesize, and to draw conclusions based on their findings. Students investigate linear, rational, quadratic, absolute value, inverse, and logarithmic and exponential functions with a strong emphasis on problem solving, communication of mathematical reasoning, and data/graph interpretation. The course includes units on multiple-variable models, statistics, symbolic reasoning, geometric reasoning, standard deviation and families of functions, as well as furthering the understanding of matrices, solutions of quadratic equations over the complex numbers, sequences and series, and trigonometry. The graphing calculator is used daily to model the mathematics and to encourage graphical analysis.

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534 Precalculus (11,12, no IB credit) 534SL IB Mathematical Studies Standard Level (11,12) 1 credit, full year This precalculus course is an introductory course in advanced mathematics for students who intend to take college mathematics. This course will prepare a student to sit for the IB Mathematical Studies Standard Level exam. The emphasis is on the decision-making aspect of mathematics, and students are expected to explain the concepts behind the algorithms that they use. This is a fast-paced course with major emphasis on the study of functions (trigonometric, polynomial, rational, logarithmic, and exponential). The course also includes units on logic, sequences and series, statistical analysis, and an introduction to limits and the derivative. There is a three-pronged emphasis throughout the course on graphic, numeric, and algebraic solutions. An extensive research project is an important feature of this course.

534A Advanced Precalculus (11,12) 539SL IB Mathematical Methods Standard Level (11,12) 1 credit, full year Advanced Precalculus/IB Mathematical Methods Standard Level is primarily intended for students who expect to need a sound mathematical background in future studies. It is an advanced course, which prepares students for both of our Advanced Placement math course offerings, AP Calculus AB and AP Statistics. Advanced mathematical topics including functions, trigonometry, vectors, sequences and series, limits, probability and statistics, and differential and integral calculus will be covered at a fast pace and rigorous level. IB Portfolio projects are a required part of the course. This is a demanding course and should be taken by students who have an interest in mathematics and a strong background in mathematical techniques.

535HL IB Mathematics Higher Level, Year 1 (11) 1 credit, full year This course is the first year of the two-year IB Higher Level Mathematics sequence. This course is designed for the most successful mathematics students who either have a genuine interest in mathematics and enjoy meeting its challenges and problems, or need such mathematics for related subjects such as physics, engineering, and technology at the university level. Students study in depth a wide range of complex topics including vectors, matrices, coordinate geometry, trigonometry, probability, statistics, differential and integral calculus, and abstract algebra. Prerequisite: Advanced Integrated Math 3

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536AP Advanced Placement Calculus AB (12) 1 credit, full year This is a one-year course in calculus that includes a review of elementary functions and covers the topics normally found in one semester of college-level calculus.

The primary emphasis is on an intuitive understanding of limits, continuity, and the concepts of differential and integral calculus with exploration of basic techniques and applications. Successful completion of the course will prepare students to take the Advanced Placement Exam in May. Prerequisite: Precalculus / IB Mathematical Studies SL or Advanced Precalculus / IB Mathematical Methods SL

537HL IB Mathematics Higher Level, Year 2 (12) 1 credit, full year This course is intended as a final preparation for the Higher Level IB Examination in mathematics. It is an intensive, higher-level calculus course that also includes linear algebra, vector geometry, and higher trigonometry. The course is designed for students whose level of mathematical sophistication is high, since it covers a variety of college-level mathematics topics with independent work required outside of class. Because it is an IB course, students taking this class will be expected to take the IB Higher Level Examination as their final examination. Students may obtain credit toward an International Baccalaureate diploma or certificate if they desire.

538 Contemporary Mathematics (11,12) 1 credit, full year In today’s ever changing world, there is a need for relevance and an understanding of how math is applied in real world situations. This course includes – among others – topics on financial math, statistics, probability, problem solving strategies, sets, logic as well as an extension of material included in other math courses such as functions and geometry. The focus and emphasis will be on problem solving and real life applications.

Prerequisite: Integrated Math 3 538AP Advanced Placement Statistics (11,12) 1 credit, full year Statistics acquaints students with the major concepts and tools for collecting, organizing, analyzing, and drawing conclusions from data. Students will work on projects involving hands-on gathering and analysis of real world data. Ideas and computations presented in this course will have immediate connections with actual events. Computers and calculators will allow students to focus deeply on the concepts involved. Students choose either the regular or AP option at the time of registration. Successful completion of the course will prepare

students to take the Advanced Placement Exam in May. Prerequisite: Precalculus/IB Mathematical Studies SL or Advanced Precalculus/IB Mathematical Methods SL

SCIENCE The variety of science offerings in the Upper School are designed to prepare students for further study in college science courses. Students in the 9th and 10th grade years learn how to apply the scientific method, develop critical analyses of data, and fundamental problemsolving techniques with the goal of preparing students for the IB and Advanced classes in the core subjects of biology, physics, and chemistry available in the 11th and 12th grade. Environmental science is also offered in 11th and 12th grade as an applied laboratory science course utilizing the backgrounds established in the core courses. Experimental design, STEM approach, and scientific writing are progressively emphasized through laboratory investigations in all courses as well as oral communication skills via class presentations. Opportunities to explore science outside of the classroom are also made available through such activities as Science Olympiad, conferences, and field trips to higher education institutions.

Students are required to successfully complete a minimum of three years of science instruction, although most students take four years of coursework. Students enter the Upper School primarily through the 9th grade Physics 1 course, although some 9th grade students (see note below) move directly to the the 10th grade chemistry course. Students are recommended to take at least one course in each of the core areas (chemistry, biology and physics) in the 10th-12th grades, although individual interests can take students in a variety of directions. Many junior and senior students double-up in a single year and take two science courses. Students discuss course choices with advisers, teachers, and the department chair. Final placement decisions, however, are made by the department.

A small group of rising 9th grade students may progress directly on to Chemistry 1, allowing them to take a second core science course at an advanced level, such as Advanced Chemistry 2, before their 11th and 12th grade years. Placement is based upon the recommendations of 8th grade team of teachers and approval of the Science Department chair. Invitations to participate are arranged in the late spring of the 8th grade year and also require parental permission. A placement test is not given. Instead, teachers assess individual students and consider, among other factors, grades received in 8th grade science and math classes, writing ability, problemsolving and analytical skills, classroom participation, and maturity.

In addition to the courses listed below, the department is interested in helping students arrange independent study courses when appropriate. Proposals for independent study must be arranged and approved by the faculty in advance of the year (for full-year studies) or semester (for one-semester studies) during which the work is to take place. An independent study could involve continuation of a course listed below, or study of a science topic or area not investigated by these courses. See your teacher or department chair if interested.

550 Physics 1 (9) 1 credit, full year This ninth grade physics course is designed to provide a solid foundation of physics in the areas of motion, forces, work and energy, energy resources, electricity and optics. In addition to building an extensive conceptual knowledge of physics, students will also learn problem-solving skills necessary to apply the concepts they are learning to real world situations. The course also involves a STEM-orietiented, lab-based inquiry approach, including interdisciplinary projects developed collaboratively with the computer technology department. These areas of study will include simulation, robotics, electronics, and the use of various computer-interfaced devices for data collection, graphing, and analysis. Each student will complete at least one major building project centered on demonstrating understanding of principles of physics.

541 Chemistry 1 (9*,10) 1 credit, full year This course, taken by all sophomores, deals with the composition, structure, and reactions of matter. It develops the atomic model, extending the model to both macroscopic and submicroscopic views, and connects it to large-scale, “real world� applications and phenomena.

Key concepts include Measurement, Chemical Reactions, Molar Relationships, Stoichiometry, Molecular Bonding, Atomic Theory, Gas Laws, Acids and Bases, and Equilibrium. Through both laboratory and classroom exercises, the course introduces problem solving of a highly quantitative nature, emphasizes analytical precision in measurement and the analysis of experimental error, develops concepts to help students progress from concrete to abstract thinking, and develops an appreciation for the pervasiveness of chemicals in life. This college-prep level course prepares students for subsequent science courses by providing a solid foundation in problem-solving and in the collection and analysis of scientific data.

NOTE: This course has been renamed to Chemistry 1 only and covers the same curriculum as the previous Chemistry 2 course that sophomores have taken in past years.

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(* 9th grade accelerated students only) Prerequisites: This course is a prerequisite for the Advanced/IB Standard Level chemistry course (Chemistry 2) taken during the junior or senior year, as well as a prerequisite for Biology 2 and Physics 2.

542 Biology 2 (11,12, no IB credit) 542SL IB Biology Standard Level (11,12) 1credit, full year

This one year course in Biology utilizes a molecular approach to the study of life. The core concepts covered in these courses include cell structure and energetics, classical and molecular genetics, microevolution, basic ecology, organismal structure and physiology. The course is investigation-oriented to engage students in the process of science, and students learn to design, implement, and analyze their own experimental investigations. As scientific knowledge and technology grow more diverse, it becomes increasingly important for students to have a clear understanding of these advances in order to become effective decision-makers. Students learn to access scientific information through textbooks, scientific journals, and computer resources. Using this information, they develop the skills to critically analyze current issues relating to science and technology. Standard Level students, both diploma or certificate candidates, can complete the SL curriculum in one year.

543 Advanced Biology 2 (11,12) 543HL IB Biology Higher Level (Advanced), Year 1 (11,12) 1 credit, full year The first year of a two-year sequence in Biology utilizes a molecular approach to the study of life. The core concepts covered in these courses include cell structure and energetics, classical and molecular genetics, microevolution, basic ecology, organismal structure and physiology. This higher level course goes to further depth in all topics in molecular and cellular biology, and genetics than covered in Biology 2/SL. As part of the IB internal assessment, students learn to design, implement, and analyze their own experimental investigations. Students learn to access scientific information through textbooks, scientific journals, and computer resources. Using this information, they develop the skills to critically analyze current issues relating to science and technology, as well as critically evaluate their own experimental data.

Students participating in the Higher Level International Baccalaureate program, either as diploma candidates or as certificate candidates in biology, must complete both years of the two-year program in biology. (See the description of “Advanced Biology 3/IB-HL -Year 2� below.)

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544A Advanced Biology 3 (12, no IB credit) 544HL IB Biology Higher Level, Year 2 (Advanced) (12) 1 credit, full year Advanced Biology 3/IB Biology Higher Level Year 2 is a course designed to provide students with experiences and exposure that extend beyond concepts involved in previous biology courses. Although comprehensive in nature of the topics involved in the course curriculum (Principles of Evolution, Cellular Basis of Life, Structure and Function, Principles of Genetics, and Ecology), particular emphasis is placed on special topics in Evolution and Human Physiology. The focus of the course is on an integrated approach to understanding and application of these content areas, emphasizing connections and extensions that help explain the mechanisms, significance, and consequences of fundamental observations in the biological world. The laboratory and classroom activities are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation, and interpretation of their own experiments.

Prerequisites: Successful completion of HL Biology, Year 1 or Advanced Biology 2. Permission of the science department and signature of the Department chair.

545A Advanced Chemistry 2 (10*,11,12, no IB credit) 545SL IB Chemistry Standard Level (Advanced) (11,12) 1 credit, full year Chemistry 2 is a second year chemistry course designed to provide students with additional concepts that are not covered in the sophomore Chemistry 1 course. These topic areas are included in the Standard Level International Baccalaureate Chemistry and include Atomic Theory, Periodicity, Bonding, States of Matter, Energetics, Kinetics, Equilbrium, Acids and Bases, Oxidation and Reduction, and Organic Chemistry, plus an alternate options topic. This course is designed to develop scientific reasoning skills and to provide practice in designing experiments in order to gain direct experience with the process and inquiry of science. Students interested in the International Baccalaureate program, either as diploma candidates or as certificate candidates must complete both Chemistry 1 and IB/SL Chemistry 2. A consecutive two-year program is recommended.

NOTE: This course has been renamed to Chemistry 2 only and covers the same curriculum as the previous Chemistry 3 course.

Prerequisites: Successful completion of Chemistry 1.

Permission of the science department and signature of the Department chair. Concurrent enrollment in either Calculus or Precalculus, (or their equivalent) is strongly recommended. (* 10th grade students who completed Chemistry 1 in 9th grade)

PERFORMING ARTS AND VISUAL ARTS 546 Physics 2 (10*,11,12, no IB credit) 547SL IB Physics Standard Level (11,12) 1 credit, full year Physics 2 and IB Physics SL continue the search for order and patterns in the physical universe. Students are introduced to such topics as Newtonian mechanics; conservation of mass, energy, and momentum; rotational motion, electricity and magnetism; sound and light wave theory; and astrophysics. More fundamentally, the course illustrates the process by which physics is developed and applied; the observation of physical phenomena, the generalization of those observations into basic principles; the expression of those principles in abstract terms, and the use of those abstractions to analyze new situations and suggest further experiment. International Baccalaureate students, both diploma or certificate candidates, can complete the SL curriculum in one year.

Prerequisites: Successful completion of Chemistry 1.

Permission of the science department and signature of the department chair. Concurrent enrollment in either Calculus or Precalculus, (or their equivalent) is strongly recommended. (* 10th grade students who completed Chemistry 1 in 9th grade) 548 Environmental Science (11,12) 1 credit, full year In this course students are introduced to the idea of planet Earth as an interrelated system which highlights the diverse options and complexity of solving our current environmental problems. The course is also designed to help students establish their own environmental value system. Major topics that are covered include ecosystem functioning, population growth, resource availability and exploitation, energy use (both conventional and alternative), global warming, biodiversity, and the effects of environmental pollution. In addition, each topic and issue studied is examined from a historical and global perspective, to note changes in scientific understanding, attitudes, and the impact of human activity. A significant proportion of the material covered is researched by the students, either through scientific inquiry, literature searches, reading current events, or through other interactive, web-based activities. Laboratory exercises involve the design and implementation of conventional labs as well as field work at several local environments. Critically analyzing, critiquing, and discussing the topics is a fundamental goal of this course, so that students learn to address complicated and controversial issues by examining all sides objectively before forming their own value system and opinions and taking action.

An education in the Performing Arts fosters the ability to problem-solve, take risks, and communicate through the act of creation. It is our belief that through such study, students will come to a more complete understanding of themselves and their environment. The skills, curiosity, and passions nurtured in students of the arts will influence their lifelong development as thinkers, citizens, and people. The goal of the music program is to facilitate discovery and understanding of music as a discipline and as a means of self-expression.

Music students hone their perceptive listening skills through analysis of music representing various world traditions and historic eras. Involvement through performance also teaches teamwork, success through hard work, poise, stage presence, and self-confidence.

Participation in music courses instills a love of music in students and confidence in their ability to perform well.

The theater program aims to help students understand the inspiration for, the methods of, and the end result of theater: to define and elucidate the human experience.

Theater courses explore a variety of theatrical techniques, traditions, theories, and practices, and students are encouraged to learn not only through study but also through experience, making important connections between theory and practice.

Each student in the upper school must accumulate a total of two credits in the disciplines of music, theatre arts, and visual arts combined. (Students who enter after the ninth grade will be required to accumulate credits on a prorated basis, depending on the number of years they attend.)

Within the two-credit requirement, a student will accumulate a minimum of 1/2 credit in the performing arts and 1/2 credit in visual arts. The remaining 1 credit (to complete a total of 2 credits in the combined disciplines) may be distributed between music, theatre arts, and visual arts in any way the student chooses. Students may fulfill the requirements in a variety of ways.

(Specific elective offerings may depend on adequate enrollment for each semester.)

PERFORMING ARTS: MUSIC ELECTIVES 607 Music in the Media (9,10,11,12) Âź credit, 1 semester 3x per 7 days This course offers students an in-depth look at music in movies, videos, and television. The cultural, sociological, political, and/or environmental influences on music will be examined as well as the actual process of how it is composed and/or created. Research projects and presentations enable students to apply concepts studied throughout the semester.

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608 Music and the Theatre (9,10,11,12) ¼ credit, 1 semester 3x per 7 days

Higher Level students must perform as a soloist as well as participate in creative projects.

This course examines the various types of music that have played a significant role in theatrical production– from the ancient Greek amphitheatre to the current Broadway arena. Music written for the stage, including opera, musical theatre, and incidental music for plays (e.g. Shakespeare, 19th century melodrama) will be studied in detail. The relationship of music to text also will be analyzed in detail. Attendance at live performances both on and off campus may be required during the semester.

609 World Music (9,10,11,12) ¼ credit, 1 semester 3x per 7 days

This course covers the development of musical traditions in Europe, Africa, Asia, the Americas, as well as other non-Western settings. It provides a general overview of some of the most significant characteristics of music that have evolved over many centuries on different continents. The role that music plays in each society, as an expression of sociological values, will be examined. Students will develop active listening and analytical skills, enabling them to make connections between the musics of distinct cultures. They will also undertake individual and group research projects throughout the semester. This course is strongly recommended for students who plan to pursue Music Major IB/SL. 611 Music Major (11,12, no IB credit) 611SL IB Music Standard Level (11,12) 611HL IB Music Higher Level, Year 1 (11) 612HL IB Music Higher Level, Year 2 (12) 1 credit, full year This course affords an opportunity to study music in a thorough and comprehensive approach. It is intended for those students who demonstrate a strong aptitude along with a keen interest in music as a serious avocation. It combines an intensive study of music history and literature with music theory, and enhances the literacy and musicianship skills of any performer or student of music theory and/or composition. All students are expected to be musically literate before undertaking this course of study. This course is a central component of the IB Music program. Students pursuing music within the IB curriculum must be actively involved in some performance discipline, and it is strongly recommended that they participate in a performing ensemble at WFS. Students who cannot be scheduled into an ensemble at WFS will need to perform as a soloist or participate in creative projects in order to fulfill the performance portion of the IB requirement at the Standard Level. IB14

ENSEMBLES Placement in Concert Choir, Chorale, Chamber Singers, and Jazz Band is based on auditions held mid-May through June, as determined by the director of the ensemble. Enrollment in any performing ensemble is a year-long commitment since the ensemble’s success as well as the student’s progress depend on consistent involvement.

600 Concert Choir (9,10,11,12) ½ credit, full year 3x per 7 days The Concert Choir is open to all students in grades 9-12 who demonstrate an interest in choral singing. An audition and interview are required for admittance and proper placement within this mixed voice ensemble. The coursework includes sight singing and basic musicianship skills taught through the study of traditional choral literature of varying periods and styles. Participation in performances at WFS and in the community is required.

601 Chorale (9,10,11,12) (Intermediate) ½ credit, full year 3x per 7 days Membership in Chorale is open by audition to students in grades 9-12. Students in this choir will perform both accompanied and a cappella settings while honing musicianship skills and sight-reading. This choir is an ideal choice for the motivated singer with prior musical experience who plans to continue singing throughout his/her WFS upper school career. Participation in performances at WFS and in the community is required.

602 Chamber Singers (10,11,12) (Advanced) ½ credit, full year 3x per 7 days Membership in Chamber Singers is open by audition to students in 10th, 11th, and 12th grades who have participated in an upper school choral ensemble prior to auditioning. This choir concentrates primarily on challenging, unaccompanied works from all eras of choral literature. Students in this small group of approximately 20 students must demonstrate a serious interest in choral singing, good sight-reading skills and a strong commitment to building a top-level performing ensemble. The choir serves as an ambassador for the school and frequently sings off campus as the schedule allows.

Participation in performances at WFS and the community is required.

603 Symphonic Band (9,10,11,12) ½ credit, full year 3x per 7 days Symphonic Band is made up of wind, string, percussion, and brass musicians in grades 9-12. Students must be proficient on their instrument at a high school level. The repertoire will include technical studies, chorales, sightreading, and music composed for band and orchestra.

Participation in performances at WFS and in the community is required.

604 Jazz Band (9,10,11,12) (Advanced) ½ credit, full year 3x per 7 days Membership in Jazz Band is open by audition to students in 9th - 12th grades. The program is designed to allow students the opportunity to experience and perform a wide range of American musical styles stemming from the jazz idiom. Participation in performances at WFS and in the community is required.

605 Percussion Ensemble (9,10,11,12) ½ credit, full year 3x per 7 days Membership in Percussion Ensemble is open by audition to students in 9th - 12th grades. This ensemble offers an opportunity to play more challenging repertoire and allows students to concentrate on the skills that are specific to percussion. Knowledge of musical notation in both treble and bass clefs as well as understanding of the piano keyboard will be assessed by a placement audition. The repertoire will include technical studies of snare drum rudiments, mallet studies, timpani and auxiliary percussion techniques, percussion ensemble music, percussion accompaniments, sight-reading, and Symphonic Band selections. Students will be asked to rehearse with Symphonic Band several times throughout the year. Participation in performances at WFS and in the community is required.

PERFORMING ARTS: THEATRE ARTS 630 Acting (9,10,11,12) ¼ credit, 1 semester 3x per 7 days This course engages students in the basic elements of movement and voice technique in acting. Through individual as well as collaborative work, students will explore the elements of characterization, physicality, and movement in portraying a scene. We will study and explore acting theory, tradition, and practice. Students will work toward a final project, which will involve memorizing and presenting a scene to an audience. Texts

and resources include: Respect for the Actor by Uta Hagen, Improvisation and the Theater by Viola Spolin, as well as presentations by visiting actors.

631 Improvisation and Movement (9,10,11,12) ¼ credit, 1 semester 3x per 7 days This course concentrates on the development and refinement of stage skill, through movement, speech, improvisation, in-class readings, and a culminating improvisational performance. Long-form and short-form improvisational techniques will be studied. Students may enroll in the course for a second semester; however, they will be held to higher expectations and more demanding class requirements.

634 Upper School Musical (9,10,11,12) ¼ credit, 1 semester 635 Upper School Dramatic Production (9,10,11,12) ¼ credit, 1 semester 636 US/Performing Arts Technical Support (9,10,11,12) ¼ credit, two semesters The fall and spring musical or dramatic events include all aspects of stage production: acting, set building, costume coordination, program design, prop coordination, lighting and sound design, pit band participation, etc. Rehearsals take place during evening and/ or weekend hours, two to three times per week, as specified by the directors. The final result is a full-scale staged production in which participation is required.

Cast members, stage managers, and pit band members receive ¼ credit per show. The running crew, lighting and sound team, property manager, costume assistants, and front of house staff receive ¼ credit when they participate in two shows over the course of their four years in the upper school (there is no partial credit for one show). Credit earned in these productions does not count toward the ½ credit required in Performing Arts, although it does count towards the overall 2 credits required in Performing Arts/Visual Arts combined.

VISUAL ARTS The visual arts program in the upper school nurtures and aids students in becoming discerning users of the arts as a visual language used in expression and communication. The program, in each course, concentrates on skill building as well as on the introduction of visual concepts and critical visual analysis. The students are engaged in critical choices, visual analysis, and original thought that involves both conscious and intuitive senses. These elements are introduced and nurtured through visual example and conceptual knowledge of art from many cultures. The visual arts department hopes that the art 15

program will awaken each student’s creative enthusiasm and develop a feeling of confidence in the process of self-expression and interpretation. The curriculum uses both studio work and research to attain these goals.

587 Visual Arts Foundations (9,10) ½ credit, all year This is the required course to fulfill the minimum ½ credit visual arts requirement; this is also the prerequisite for the other visual arts electives so it should be scheduled in 9 or 10 if other visual arts courses will be chosen for arts requirements.

This course is a full year elective created as a foundation to the visual arts. The course combines visual research investigation and studio practice. Students study art history, culture, and visual aesthetics through investigation into global, multi-cultural perspectives, and thematic visual ideas. This course explores these concepts using historical, philosophical, and social context to present the importance, appreciation and understanding of the visual arts in our world (past, present, and future interpretation). Students will apply these concepts creating studio work that will include many media and techniques utilizing the elements and principles of design through 2D and 3D projects.

570 Art Studio (10,11,12) ½ credit, all year

The course 587 Visual Art Foundations is the prerequisite for enrollment in this course unless approved by the visual arts department due to special circumstances (e.g. new student in 11 or 12).

Art Studio is a ½ credit elective. Students might enroll to accumulate their arts credit beyond the ½ credit taken through the Visual Arts Foundation course. It can serve as either a visual arts elective or as a course that will allow arts involvement that prepares an art portfolio or a visual arts experience.

Arts Studio is designed to assist the student who is preparing to submit portfolios for art and design schools, architecture programs, illustration, liberal arts school, and other art career related programs at colleges and universities but may not be pursuing the IB courses. It is advised that if this is a designated need, the student should enroll in this course in their 11th grade year.

Although this course will benefit a student who might be considering an art-related career, it is also a possible choice for a student who might want to exercise their creative abilities in an extensive visual art course. Art Studio combines visual research investigation and studio practice as a continuation of the Visual Arts Foundations course curriculum with greater breadth and depth.

Students will apply concepts creating studio work that will include many media and techniques utilizing the elements and principles of design through 2D and 3D proj16

ects. A research field trip to a cultural area and events are an integral part of this offering.

588 Non- IB Visual Arts Major (studio with visual investigation workbook component) (11,12) 1 credit, all year This is a non-IB course for students interested in a visual arts experience as a major. Students will be engaged in preparing an organized body of work that follows the IB curriculum of the SLA but will not enroll to take the IB exam. This course work is over a one year period of time. This one year course establishes composition, skill techniques, and artistic concepts. This study of art reflects studio work as well as the study of art history, visual aesthetics, and criticism. This course requires a commitment by the art student to pursue a concentration, thematic compositional idea, which will be manipulated using technique and materials of the visual arts.

Field trips to cultural areas and events are an integral part of these offerings. This course can also serve students who may need a portfolio for college applications, to pursue an art or art related career. (‘Pre-Season Summer’ reading and creative work are also requirements of this course in preparation for the school year involvement. The summer reading counts as the chosen book for 11 and 12 grade summer reading.)

570 SLA IB SLA Visual Arts (studio with visual investigation workbook component) International Baccalaureate (IB Area 6), 11 and 12 1credit 11th, all year ½ credit 12th, all year (Enrollment in IB/SLA is required over two years (1 ½ credits) to meet the IB curriculum requirements for this course over 2 years, 150 hours) This course can be taken as a diploma or as a certificate course.

Those enrolled as IB SLA students will be engaged in preparing an organized body of work for the Candidate Record Booklet IB exam, a portfolio presentation, external examiner interview, and final exhibition. This twoyear study establishes composition, skill techniques, and artistic concepts fulfilling the IB curricular requirements for the Standard Level courses. This study of art reflects studio work as well as the study of art history, visual aesthetics and criticism. This course requires a commitment by the art student to pursue a concentration, thematic compositional idea, which will be manipulated using technique and materials of the visual arts. The IB curriculum assesses SLA students’ studio work as 60% of the final assessment, with the remaining 40% for the Investigation. The IB exam year is in the 12th grade and is scheduled in April. Field trips to cultural areas and events are an integral part of these offerings.

This can also serve students who may need a portfolio

for college applications, to pursue an art or art related career. (‘Pre-Season Summer’ reading and creative work are also requirements of this course in preparation for the school year involvement. The summer reading counts as the chosen book for 11 and 12 grade summer reading.)

571 HL IB Art Studio Higher Level, Year 1 (studio with visual investigation workbook component) International Baccalaureate (IB Area 6) 11th, 1 credit, all year (Enrollment in Higher Level (1) 11 and Higher Level (2) 12 are required) This course can be taken as a diploma or as a certificate course.

572 HL IB Art Studio Higher Level, Year 2 (with visual investigation component) International Baccalaureate (IB Area 6) 12th, 1 credit, all year (Enrollment in Higher Level (1) 11 and Higher Level (2) 12 are required) 2 years, 250 hours This course can be taken as a diploma or as a certificate course.

The Higher Level Visual Arts is designed to serve students who wish to pursue the higher-level studies over a two-year period of time. Students who elect to take this Higher Level course of study are encouraged to enroll in a visual arts elective in either grade 9 or 10. This Visual Arts Higher Level course is intended for highly motivated students who are seriously interested in the study of art. This study of art reflects studio work as well as the study of art history, visual aesthetics, and criticism.

This course requires a commitment by the art student to pursue a concentration, thematic compositional idea, which will be manipulated using technique and materials of the visual arts. The content of this course requires preparation of a body of studio work, which will be presented in an organized exhibit with external evaluation and reflected in the Investigation. The IB curriculum assesses Higher Level students’ studio work as 60% of the IB grade, with the remaining 40% for the Investigation. Higher Level Visual Arts work involves significant artistic commitment and studio work time, to exercise talents with in depth exploration of visual ideas within cultural, historical, and individual investigation involving content and context. The IB exam year is in the 12th grade and is scheduled in April. Field trips to cultural areas and events are an integral part of these offerings. (‘Pre-Season Summer’ reading and creative work are also requirements of this course in preparation for the school year involvement. The summer reading counts as the chosen book for 11 and 12 grade summer reading.)

VISUAL ARTS SEMESTER COURSE ELECTIVE 582A Visual Communication Design: Technology in the Visual Arts ¼ credit, 1 semester (Digital Photography, Visual Presentation and Animation: area of study is year rotated so that a student can enroll in this course 2x) (10,11,12) 3x per 7 days This semester elective is offered in one or more semesters.

The course 587 Visual Arts Foundations is the prerequisite for enrollment in this elective.

This course concentrates on technology and artistic design, which is evident in all areas of visual communication. Students will be placed in the role of designer/ photographer/ animator and will be assigned projects with specific themes. Visual interpretation and communication through images will be emphasized, as well as the qualities of good design solutions. Digital Photography will be used as the main image gathering media.

Photography techniques and compositional structure will be introduced through the use of digital cameras.

This course will use the computer imaging applications Adobe PhotoShop in the digital photography content and Macromedia Flash is used for an introduction to animation techniques in the animation content. Visual presentations are created in PowerPoint with recorded scripted dialogue. Concept areas include communication design, photojournalism, the moving image, layout, web graphics, image photo collage, photo retouching, and manipulation of scanned images.

COMPUTER SCIENCE The upper school computer science curriculum is intended to continue students’ development as algorithmic thinkers and their ability to translate ideas into a formal structure. Upon completion of our program, students will understand how to define and solve problems from all disciplines in terms that can be implemented by a computational device. In addition, students will have a firm understanding of a number of surrounding technologies that they interact with on a daily basis, from Internet protocols to basic hardware. Problem solving and self-reliance are an essential part of the overall curriculum, as students become more confident in their abilities to use computers to devise and apply real-world solutions.

Students must take ½ credit of computer science in order to fulfill their graduation requirements. The upper school program of study is designed to have various “tracks” to both fully engage and challenge every stu17

dent. In rare situations, students may seek departmental approval to be placed in higher-level courses. Approval is contingent upon fluency in programming, which can be demonstrated through a series of problem sets. Some of these courses are taught concurrently.

662 Introduction to Computer Science (9,10,11,12) ¼ credit, 1 semester 3x per 7 days This course offers students a look into the world of computer science and exposes them to important ideas within the field. The focus of the class shifts students from users of technology to creators of their own tools and processes. At all times during the class there will be an emphasis on problem solving and independence.

Topics include modeling, programming, computer hardware, robotics, and electronics. The course is also intended to act as an introduction to engineering by allowing students the opportunity to construct and refine their own simple circuits and machines.

663 Web Page Development 1 (9,10,11,12) ¼ credit, 1 semester 3x per 7 days Prerequisite: Introduction to Computer Science This course focuses on the creation of a web page as well as investigates the fundamentals of the Internet.

The course is broken down into two main parts. In the first part, students learn about the fundamentals of interface design. They then use this theory in conjunction with XHTML and CSS to create a professional looking website. In the second half of the course, students learn about the advancements and technologies behind the propagation of the Internet. Topics include cryptography, programming, and networking.

664 Web Page Development 2 (9,10,11,12) ¼ credit, 1 semester 3x per 7 days Prerequisite: Web Page Development 1 This course is intended to teach advanced students how to create professional looking dynamic websites.

By building on previous programming knowledge, they will begin to explore topics such as cookies, client and server side scripts, and databases. At the end of the class students will learn how to create their own web applications similar to Facebook, Twitter, or Wikipedia.

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665 Video Game Development (9,10,11,12) ¼ credit, 1 semester 3x per 7 days Prerequisite: Introduction to Computer Science This course expands upon topics covered in the introductory course through the creation and design of many different types of video games and simulations.

Throughout the semester, students will be continually exposed to both abstraction and problem decomposition.

An emphasis will be placed on solving a wide variety of problems that will be applicable to instances outside the realm of just video games. Topics include arrays, functions, objects, and APIs. By integrating these topics into a wide variety of projects, students will be exposed to the many ways programming is useful.

666 Programming 1: Advanced Topics (9,10,11,12) ¼ credit, 1 semester 3x per 7 days Prerequisite: Video Game Development This course will further the advanced students’ exploration of programming and prepare them for future study.

Projects and problem sets will focus on issues found most often within the field. At all times, an emphasis will also be placed on code that is readable, testable, and fast rather than simply yielding the correct answer.

Topics covered include sorting, recursion, and an introduction to computational complexity.

667 Programming 2: Data Structures (9,10,11,12) ¼ credit, 1 semester 3x per 7 days Prerequisite: Programming 1 This course, for the highly motivated student, is a continuation of programming. Topics covered include the creation and utilization of common data structures such as linked lists, stacks, queues, hash tables, and trees.

Problem sets utilizing these topics to address major areas of study in computer science such as cryptography, information theory, and data compression will provide the impetus for study. In addition, there will also be a more rigorous exploration of the speed at which algorithms progress, leading to insights into the limits of computation.

HUMAN DYNAMICS AND DEVELOPMENT

theory of knowledge

709/710 Human Dynamics and Development (9,10) 1 semester 3x per 7 days

711/712 IB Theory of Knowledge (11,12) 1 credit over two years, 3x per 7 days

This course is required for all ninth and tenth graders.

Each student is scheduled for one semester in each of the two years. The upper school wellness program is designed to create an awareness of the benefits of physical fitness, including the need for active attention to personal health and emotional well-being. A blended and goal-oriented combination of classroom concepts and physical activities is geared toward enhancing the decision-making process for each student.

RELIGION 706 Quakerism and Thee (10,11,12) 1 semester 3x per 7 days This required course brings the student’s personal philosophy of religion and practice into a critical relationship with the Quaker philosophy and practice. Original writings by Quakers and the student’s own explorations of the Quaker philosophy form the core of this course.

Early Quaker history will also be studied, providing students with an understanding of the religion’s roots.

Students will be scheduled into this course in either the sophomore, junior, or senior year, depending on student and teacher availability.

The Theory of Knowledge (TOK) course is central to the educational philosophy of the International Baccalaureate. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role that knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasingly interconnected world.

Questions are the very essence of TOK, both ageless questions on which thinkers have been reflecting for centuries and new ones, often challenging to accepted belief, which are posed by contemporary life. The course is designed to develop in students an appreciation of the quest for knowledge – in particular its importance, its complexities, and its human implications – by engaging them in a critical examination of knowledge. Having completed this course, students will be prepared to gain and apply their own knowledge with greater awareness and responsibility.

Readings in the course include a variety of sources, such as excerpts from works of fiction and non-fiction, and newspaper and magazine articles. The most significant source of thought and reflection, though, will be the students’ own experiences. We will focus on their past history as knowers, within and beyond the classroom, as a jumping-off point for further study and exploration.

As part of this approach, students will be challenged to generate the questions that fuel their investigations into the subject, and also to thoughtfully and probingly respond to others’ questions on these issues. In order to facilitate the development of a personally relevant and intellectually sound conception of the theory of knowledge, students will be required to provide examples of “ways of knowing” from the other classes they are pursuing, as primary matter for consideration by the group.

Students will lead sessions for the class on various aspects of the concepts under consideration.

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ATHLETICS

NONDEPARTMENTAL PROGRAMS

A minimum of one athletic credit is required each year for all upper school students. In order to earn credit, students must be an active participant in a school sponsored athletic program (see list below) and meet the expectations of that program.

Football

700 Service Project .

Students must do fifty hours of community service some time during their upper school years as part of their graduation requirements. This requirement lies rooted in the history and practice of Quaker humanitarian service. It is an opportunity for students to implement personal values through service to others. This service may be performed during unscheduled periods of the school day, after school, on weekends, during school vacations, or in the summer.

Soccer (Boys’)

Service projects must...

Volleyball

• be performed outside of the Wilmington Friends School community.

Fall Field Hockey

Cross Country* Winter Basketball* Wrestling Swimming* Physical Fitness (Co-Ed) Winter Track* Spring Baseball Lacrosse* Soccer (Girls’) Tennis* Track and Field*

*Boys’ teams and girls’ teams are offered.

A junior or senior student who would like to apply to earn an athletic credit by serving as a team manager must have the approval of the coach/athletic trainer and athletic director prior to the start of the season as well as approved written expectations/responsibilities.

A student who wishes to apply for an independent athletic experience to take place of the athletic requirement must submit a written petition three weeks prior to the start of the school year. These applications are subject to the approval of the athletic committee (athletic director, head of upper school, head of middle school), and may be subject to approval from the upper school faculty and/or head of school. Exemptions will be handled on an individual basis and must be reviewed and re-approved each year.

• be a steady involvement in one activity with one sponsor agency.

• be a minimum of fifty hours during a twelve-month period up to ten hours of which may be training and preparation. IB diploma candidates can perform the 50 hours over 24 months, during their junior (including summer prior) and senior (with the caution below) years.

• be performed, for non-IB diploma candidates, any time during the student’s years in the upper school beginning with the summer before ninth grade and ending before the start of the Senior Exploration.

• be completed by all new students entering after ninth grade who have not previously met the requirement at another school.

• be performed for any organization (or person) whose purpose is that of service to the community and for which (whom) volunteers are used to perform an essential service. This does not include working for groups whose programs are inconsistent with the testimonies of the Religious Society of Friends.

• be an experience involving direct service either to the participating community agency or the clients served by that agency.

• be approved in all cases by the service program coordinator, advisor, and the service program committee (during the school year) prior to student involvement.

• include a completed proposal form, a satisfactory agency evaluation of the student’s performance, a final self-evaluation, and a product which is designed to pass the service experience on to others. This could be a poster, a journal, a student-designed Web site, or a formal presentation before a group such as to a lower school class, a committee of the Board of Trustees, a collection program, or an outside community group. (continued next page)

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Seniors are strongly encouraged to have their service project completed and documents submitted by the first day of school of their senior year. Experience has shown that the senior year is a very difficult time to complete one’s service hours. Note also that the service hours may not be counted toward Senior Exploration hours.

850 Senior Exploration In May, the Senior Exploration provides students with a chance to integrate and apply skills and knowledge in an authentic, in-depth experience. Using a personal question as a guide, students are encouraged to find an experience that will require them to reflect on their own growth while at WFS and then present their “exploration” to a panel of faculty and experts. Students may explore any of the following: career options, service, immersion in a different culture, an old passion or a new interest. Students work with a mentor/expert, document the experience through guided journals and photographic evidence, and present to family, peers, and faculty.

Whittier Miscellany (9,10,11,12) ½ credit, full year; does not fulfill English requirement 3x per week (Monday, Tuesday and Thursday) The goal of this course is the production of the school newspaper. While any student in the upper school may become a member of the Whittier staff, enrollment is limited so that each student has the opportunity to contribute to the issues that are published five times per academic year. In addition to the regularly scheduled meeting times, Whittier staff members are also required to participate at least once per semester in layout sessions that take place during the evenings in the weeks leading up to publication.

654 Yearbook (9,10,11,12) full year 3x per 7 days Students in this course will work together throughout the year to create the Continuum yearbook. They will work with the Adobe PhotoShop and Acrobat programs and use Online publishing software. They will be involved with all facets of production, including layout, folio design, caption writing, photo cropping and manipulation, scanning, digital photography, sales, and requirements for submission for production.

Independent Study The Independent Study provides highly motivated students with an opportunity to explore areas of academic interest beyond the parameters of the current curriculum.

The course must be student-generated. The responsibility for research is placed squarely on the student: faculty members act as resources and support for the student, but do not “teach” the course.

Independent Study courses will appear on the student’s transcript and will be included in determining a student’s grade point average and credits. Students should see the head of upper school for further details.

Students may participate in various ways—as writers, photographers, columnists, or editors. All students who wish to take on the role of editor, including editor-inchief, must submit an application to the faculty advisor.

The application process and the selection of editors are in the spring for the following academic year.

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Mastery Program

School Year Abroad

The mastery program is a vehicle to stimulate Friends School students to develop their talents, to explore deeply-felt interests, to challenge themselves in ways they might not otherwise attempt, and to produce an achievement of which they can be justifiably proud.

The aim of this program is to meet all of these goals, not one or two of them. In short, the final outcomes of students’ mastery projects should be extraordinary and recognized as such by both the participants and the school community at large.

In 2007, Wilmington Friends School became a member of School Year Abroad (SYA), a consortium of independent schools across the country with a commitment to international education. SYA was founded in 1964 “to help young Americans become full-fledged citizens of the world,� and currently enrolls students in China, France, Italy, and Spain. The goal of the program is to give American students-high school juniors and seniorsthe benefits of living in another country, with an emphasis on cultural understanding, language fluency, and consistent high-level preparation for university study.

Students live with host families, and study at SYA schools both in English and in the language of the host country. Member schools have additional opportunities for student to participate in summer programs and for faculty members to teach and learn abroad. Students interested in participating in SYA programs should consult first with their families and faculty advisors. (Other international learning and hosting opportunities are also available.)

The scope of the program is broad. Any student at Friends School may undertake a mastery project, and, in fact, may wish to undertake more than one during his or her Friends School career. Participation in the program is not limited to the strongest students; the school encourages any interested student to undertake a mastery project. However, the student will have to demonstrate initiative, rigor of approach, persistence, intensity, and follow-through to meet the requirements of a successful project.

Projects should be planned with specific time limitations in mind. Although some projects will necessarily take longer than others, students should generally plan to complete them within one semester. Interested students should speak with the clerk of the mastery program committee.

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Every Friends student in grades 5-12 has a school-issued laptop; there is wireless Internet throughout both campuses.

Wilmington Friends School 101 School Road Wilmington, DE 19803

Quaker, founded in 1748, welcoming to all faith and spiritual traditions; Coed, Early Learning Center (ages two and three) through 12th grade; Signature international programs, including the International Baccalaureate (first in Delaware), School Year Abroad (first in Delaware), interdivisional Chinese program, and language study beginning in PK; A “global” approach at all grade levels, in content and in teaching students to engage complex issues intellectually and in action, in and outside of the classroom, with a sense of confidence and responsibility;

SOLAR PV SYSTEM Both campuses

During the summer of 2011, Wilmington Friends installed an 860-panel solar PV system, which provides power to meet approximately 16% of the school’s electricity needs.

The solar PV system is also a distinctive teaching tool and an important addition to our global curriculum across all divisions.

Middle/upper school campus: Grades 6-12

Lower school STEM Lab;

Located in the residential neighborhood of Alapocas, just outside the City of Wilmington: approximately 25 acres, one building of 175,000 square feet; includes five athletic fields, six tennis courts, three full-size gyms (one under major renovation in 2012-13), fitness room, a newly designed theatre (under construction 2012-13), Meeting Room, seven science labs, two art studios, choir and band classrooms and rehearsal rooms, with wireless internet to support the 1:1 student laptop program.

Singapore Math approach, “Math in Focus, in K-5;

Lower school campus:

“One-to-one” student laptop program, grades 5-12, with additional laptop carts, iPads, technology lab, and library computer lab in lower school;

Advanced and independent study opportunities; Commitment to diversity central to the school’s original and ongoing mission; National/international faculty searches, emphasis on professional development; Competitive athletics in grades 7-12, extensive physical education program PK-6; Highly individualized, professional college guidance, matching students with schools that fit their goals and interests; Visual and performing arts, with courses/independent study to prepare for college majors, and with performance opportunities in instrumental and choral music, drama, and musical theatre; Extensive financial aid program, rooted in the school’s mission, to meet a range of need, including the national Malone Scholars Program (first and only school in Delaware); After-School Program for Early Learning Center through sixth grade; Summer camps for age three through ninth grade.

Early Learning Center – Grade 5 Located on the wooded boundary of Alapocas: approximately 30 acres (including wooded areas), two buildings totaling 68,000 square feet; includes two gyms, science and STEM labs, computer classroom lab, After-School Program computer lab, laptop and iPad carts, three outdoor playgrounds, two additional paved outdoor play areas, two athletic fields (also used by middle and upper school sports teams), a Library Media Center with a computer lab open every school day, Meeting Room/auditorium, and facilities architecturally designed for music (including practice rooms) and art (including ceramics studio).

For more information, contact: Office of Admissions and Financial Aid (302) 576-2930 admissions@wilmingtonfriends.org