2021-2022 LOWER SCHOOL CURRICULUM GUIDE
PROGRAM AND SCHEDULE Academic Schedule Most courses meet for five 60-minute periods per cycle, but at certain grade levels, some courses meet less often. Winsor’s yearly calendar has two semesters, semester 1 (also called the fall semester) and semester 2 (also called the spring semester). At every grade level, all Lower School students take English, math, science, history, a language, visual or performing arts, health, physical education and a technology course. In addition, our academic schedule contains a band of community time, devoted to clubs, advisory, performing arts ensembles, study halls and town meetings. Lower School students are asked to make some choices each year regarding arts and other electives. At the end of the academic year, all Lower School students lead a conference with their parents/guardians and faculty advisor. In line with the school’s commitment to student-centered learning, they share evidence from their longitudinal portfolios and reflect on their evolving understanding of themselves as learners and members of the Winsor community. Class I Entering Class I students need to choose a language and a performing arts ensemble (orchestra or chorus). In Class I, history, math, English, science and physical education meet five times per seven-day rotation. Language and arts meet four times per rotation. All Class I students take a library skills/technology course and health, both of which meet one time per rotation. Class II All Class II students will need to choose a performing arts ensemble and either general music or a strings workshop for their music class. Class II students are expected to continue with the language they started in Class I, and new students choose one of the four languages offered. In Class II, history, math, English, science and language meet five times per seven-day rotation. Physical education and arts meet four times per rotation. In addition, all Class II students take a coding course and health, both of which meet one time per rotation. Class III All Class III students will need to choose an arts elective for each semester and may also elect to continue participation in a performing arts ensemble by selecting orchestra, chorus or dance. Class III students are expected to continue with the language they were studying the prior year. In Class III, history, math, English, science, arts and language meet five times per seven-day rotation. Physical education meets three times per rotation. In addition, all Class III students take semester-long electronics course, a semester course in 2D/3D fabrication and health, all of which meet one time per rotation. Class IV All Class IV students will need to choose an arts elective for first semester and may also elect to continue participation in a performing arts ensemble by selecting orchestra, chorus or dance. Class IV students then participate in the Shakespeare Project in place of an arts elective in the spring. Class IV students are expected to continue with the language they were studying the prior year. In Class IV, history, math, English, science, arts and language meet five times per seven-day rotation. Physical education meets three times per rotation. In addition, all Class IV choose a semester-long STEM “studio” and health, each of which meets once per rotation. The pages that follow contain detailed descriptions of each department’s courses and program.
ENGLISH Class I Strong reading, writing, and thinking skills are the focus of this course. Literature-based units are designed to help students make connections between texts and to think about the layers of meaning in complex stories. By using active reading strategies, students respond to literature and develop reading comprehension, interpretation, and analysis skills. Writing skills are developed through work in a variety of expository and creative forms. In responding to literature, students practice writing strong paragraphs and supporting opinions with specific details. Many creative writing opportunities, including a novel-writing and poetry unit, allow students to follow the steps of the writing process. Technology is a tool that students will use to communicate, collaborate, and create while developing their critical thinking skills. Class II This course focuses on building reading, writing, and critical thinking skills through carefully chosen texts and writing projects. In our comparative mythology unit, students also develop technology, research, and presentation skills as they work together to understand how myth reflects a culture’s values and how different cultures’ myths compare with one another. Literature units on mythology and multicultural fiction allow students to deepen their understanding of character, theme, plot, and setting. A poetry unit reinforces close reading and creative writing skills. Narratives, dialogues, analytical paragraphs, short essays, and reflective writing are also woven into the curriculum. Large and small group discussions enable students to develop their ideas and to practice expressing them. Throughout each unit, students practice revising, editing, and proofreading their work. Class III Students work on reading accurately and in depth by studying a variety of genres in this course. They learn terms of literary analysis and explore how plot, characters, and themes develop. Students also learn to take useful and concise notes as they read. Written assignments focus on developing an effective writing process and include analytical paragraphs, short essays, and short stories. There is also regular grammar study focusing on parts of speech and functions of the noun. Works may include a collection of short stories, the play A Raisin in the Sun, and the novel The Secret Life of Bees. A unit on the graphic novel The Arrival focuses on visual analysis and includes a research project on immigration. Class IV This course includes units on The Poet X and a variety of poems, The House on Mango Street, Snowflower and the Secret Fan, and a Shakespeare play, which they will perform in their drama classes. They develop analytical skills through close reading of these texts and through visual analysis during our media literacy unit. During frequent writing assignments, students develop their ability to structure paragraphs and longer pieces, to write thesis and topic sentences, and to incorporate evidence. There is continued emphasis on the writing process, including brainstorming, outlining, and revising. Class IV students also study creative and personal writing and complete a research project. Grammar study continues with a review of parts of speech and functions of the noun and an introduction to dependent clauses and punctuation.
HISTORY Class I: Early American History Class I History will introduce students to the early history of the United States and the dynamics involved in forging a young American nation. We will explore the question, “What does it mean to be an American?” as we study some of the people, events, values, and conflicts that shaped early America’s sense of itself and that continue to define us as a nation today. The course will begin with a study of the Native Americans and their influence on the American identity. Next, we will examine the period of early American colonization, which will include an analysis of the contributions of both the West-Central Africans and the Europeans to the American picture. We will then consider the causes and consequences of the American Revolution, followed by the development of the US Constitution and its significance as the foundation of the new American republic. An equally important aim of this course is to teach Winsor girls to think and read like a historian. We hope to foster a variety of specific skills that make Winsor students active and discriminating learners. In particular, we will emphasize how to analyze a historical source, how to craft a cohesive and persuasive argument (both orally and on paper), and how to contextualize a person or event in order to understand its importance fully. Class II: Ancient Cultures In this course, students will learn about some of the ancient world's largest and arguably most impactful civilizations: Greece and Rome. While important historical events and people will be discussed throughout the course, our bigger focus will be on how and why these civilizations rise and fall. As students will see, a great number of factors contributed to the trajectory of events studied. Each civilization’s story is greatly affected by the geography of its surrounding territory and areas it conquered. The diverse cultures that combined to formulate these civilizations makes them truly special in that they were the first generation of global empires. Each civilization took its own unique path, filled with great opportunity and achievement, as well as challenges and tragedy. While the ancient world may seem remote and distant, students will learn both that these two civilizations had dramatic impacts on the world today and that the empires of the ancient world, for better or worse, may not be so different than major powers in the modern world. Class III: Cultural Traditions and Cultural Encounters Class III students will explore the theme of cultural exchange through the lens of two historical encounters, the Silk Road and the Crusades. In the first semester, we begin our study of the Silk Road by learning about Tang China–its government, religion, culture, values, and traditions. We then explore the founding of Islam, the expansion of the empire throughout the Middle East, and the achievements of medieval Islamic scholars. These two units come together at the end of the semester with our study of the Silk Road, a largely peaceful encounter among different cultures. In the second semester, we examine the Crusades by first studying Judaism and Christianity, followed by a close investigation of life in medieval Europe. The year concludes with an in-depth study of the Crusades, an often-violent encounter. Students will learn about Crusader and Muslim motives, battle tactics, and the rich exchanges that occurred during times of peace. Ultimately, this course is the story of how cultures interact, what happens when they meet, and why some encounters are peaceful and some are not. Class IV: The Birth of Modern Europe In Class IV, History students continue with the theme of cultural encounters and cultural exchanges developed in Class III History. This course explores how European states emerged as dominant world powers by the 1500s despite their lack of unity and financial strength at the conclusion of the Crusades in the 1200s. In particular, we consider how European ways of thinking shifted as its citizens entered the modern age. Significant time is spent examining the Black Death, the development of capitalism, the Renaissance, the Reformation, and the advent of strong monarchs. Students will also consider how these events shaped the way Europeans saw themselves as well as those around them. Finally, we will examine how Europeans used their new knowledge and power to conquer and subjugate the citizens of the New World.
MATHEMATICS All students in Class I and Class II have math class in heterogeneously mixed groups. Starting in Class III, students are grouped homogeneously. Algebra 1 is also offered to qualifying Class III Students. Class I Students study arithmetic using whole numbers, fractions, and decimals to understand concepts and strengthen skills. Manipulatives are used to help illustrate some concepts. Other topics include measurement, geometry, and estimation. Mental and written computation is emphasized, but calculators or computers are used for appropriate activities. Students work individually as well as in groups when appropriate. Throughout the year, students move away from rote arithmetic to applications and problem solving. Learning how to apply skills, both in and out of the context in which they were taught, provides students with a deeper understanding of how and why they will use mathematics as a valuable tool in their lives. Class II The mathematics curriculum includes fractions, decimals, percents, number theory, order of operations, measurement, two-dimensional geometry, data analysis, and an introduction to negative numbers. Students develop basic financial literacy through a computer simulation project. All topics involve individual and group activities and solving a variety of problems. Scientific calculators are introduced. Computer spreadsheets are also introduced and used during the study of financial literacy and data analysis. Students participate in the Elementary School Math Olympiads. Class III Introduction to Algebra The course includes writing algebraic expressions and solving equations, three-dimensional geometry, ratio and proportion, and probability. Application of these topics is built-in throughout the course. Students also learn creative problem solving by participating in the Middle School Math Olympiad. Algebra 1 The course includes solving and graphing linear equations and inequalities, exponents, polynomials, solving and graphing quadratic equations and solving systems of equations. During the year students develop and refine their problem-solving and critical thinking skills, and a variety of word problems and applications are introduced. Graphing calculators are introduced. Students participate in the Math Olympiad. Class IV Algebra 1 The course includes solving and graphing linear equations and inequalities, exponents, polynomials, solving and graphing quadratic equations and solving systems of equations. During the year students develop and refine their problem-solving and critical thinking skills, and a variety of word problems and applications are introduced. Graphing calculators are introduced. Students participate in the Math Olympiad. Algebra 2 All students will study the core topics of Algebra 2: linear, quadratic, radical, rational, exponential, and logarithmic expressions, and the equations and functions that involve them. Complex numbers, systems of equations, and inverse functions will also be studied. The algebraic and graphical aspects of each topic will be emphasized. Additional topics such as analytic geometry and data analysis will be included if time permits. The applications of the TI-Nspire CX graphing calculator will be introduced. This course is open to students who have completed a full year of Algebra 1 at Winsor.
SCIENCE Class I By becoming naturalists, Class I students learn to observe their natural surroundings and gain an appreciation for the interconnectedness of all organisms. Students learn to make and record observations using words, numbers, and drawings, as they keep a year-long nature journal. By tracking local ecosystems over time, students observe the changes that take place and collect data that may contribute to citizen science efforts. Students explore aspects of ecology as well as the classification and diversity of major groups of organisms with an emphasis on comparing and contrasting organismal body plans. Students undertake a deep dive into environmental justice and access to green spaces, examining case studies of well-known female naturalists. Class II Students undertake a guided inquiry into the major systems of the human body. In frequent laboratory exercises, they hone their observation, data collection, and analysis skills, while developing an understanding of the digestive, respiratory, circulatory, and musculoskeletal systems. Cell structure and processes, as well as microscope skills, are also introduced so students can understand the human body at both cellular and systemic levels. Students develop and analyze models to increase their understanding of the structure and function of body systems. They practice engineering skills through two design challenges, collaborating to investigate and test different insulation materials and to build a prosthetic arm capable of completing a series of dexterity challenges. In the spring, students conduct independent research on a human body topic of their choice and create an electronic magazine article. Class III Students explore the nature of science by examining “how science works” in the context of three case studies: the Plate Tectonic revolution, Darwin’s development of Natural Selection, and the modern case for climate change. Through inquiry-based experimentation and modeling, students are exposed to a range of topics in earth and life science including geologic time, the earth’s interior, plate tectonics, seismology, evolution, genetics, the factors that determine global climate, and the evidence for its change. Students build an understanding of concepts, solve problems, and apply their knowledge to new situations. A capstone project allows students to synthesize their understanding of the earth’s physical and biological systems to better understand the effect that earth’s organic inhabitants have on its long-term environmental trends. Class IV Introductory physical science is a laboratory-based course in which students investigate the physical and chemical properties of matter as well as the physics of forces. Practicing laboratory skills, solving problems during experiments, collecting and analyzing data, and writing laboratory reports are major learning goals of the course. Students use their understanding of properties of matter in a collaborative exercise in which they separate and analyze the composition of an unknown mixture. They apply their knowledge of physics in an engineering design challenge in which they construct a mousetrap car. Finally, students design and conduct an independent investigation and present their results in a scientific poster as a culmination of their laboratory experiences.
WORLD LANGUAGES French Class I French Who am I as a learner? And who do I want to be? What does learning French look like and feel like? Learning in French I is guided by exploration of these questions. As we work on listening, speaking, reading, and writing skills, students develop the dispositions required of effective learners, including tenacity, resilience, receptivity to feedback, and careful observation skills. Students will explore the fundamentals of grammar and syntax: number (singular/plural), gender, verb conjugation, spelling, and pronunciation conventions. As students learn to describe themselves, their peers and the wider world in French, they will actively contribute to building their understanding of the French language. Emphasizing creativity, communication, and cultural awareness, the French I curriculum encourages students to approach language learning from many angles and to discover which strategies and tools are best for them as language learners along the way. Class II French How do careful observation and listening contribute to problem solving? How are problem-solving and language-learning connected? What can I learn from making a map of a city? What can a map tell us about a city’s inhabitants? What do I learn about my classmates from the maps they create? Students in French II will engage with these essential questions throughout the year as they practice listening, speaking, reading, and writing and develop their cultural competency skills. In a joyful, vibrant and creative setting, students perform skits, sing, and create works of art as they acquire the basics of the French language and develop the dispositions of effective, independent learners. Students begin the year in French II creating a map of a French-speaking city and considering what aspects of a city’s structure are necessary for a culture to flourish. This consideration of city life will continue in second semester, when students pursue a research project on a city from the Francophone world. Throughout the year, students will continue to develop their mastery of the fundamentals of grammar and syntax and add to their vocabulary base. They will learn to express preferences, to describe their family, school, and the world around them. As they do so, students will actively contribute to building the content and driving the curriculum of this course and will be encouraged to take charge of their learning, give themselves feedback, and develop personal strategies to achieve excellence. Class III French How do the patterns I observe in the language lead to understanding? Where is French spoken in the world? What does it mean to be a French speaker? What does it mean to me to be learning French? In French III, students will actively engage with these questions as they continue to strengthen their listening, speaking, reading, writing and cultural competency. Students will continue to hone their critical thinking skills related to language learning and will be encouraged to actively reflect on who they are as a learner and how they learn best. In French III, students will develop their research skills as they explore the wide range of cultures in the Francophone world. They will encounter new nuances of the language as they expand their vocabulary base, discover new verb families, and will be able to describe future events, form questions, and develop richer and more complex sentences. Using culturally authentic sources, students will learn to negotiate travel plans and consider differences and similarities in food culture. Students will also develop and extend their reading comprehension skills as they engage with the short mystery novel Le voyage de sa vie. Class IV French What do I learn about myself and my own culture by engaging with other cultures? How does what I am learning in French class connect to who I am in the world? How can I be a more independent learner? These questions will serve as touchstones for our class throughout the year as students continue to develop their listening, speaking, reading,
writing skills, as well as their cultural competency. Building on previous years, French IV emphasizes critical thinking skills related to language acquisition, and students actively reflect on how they learn as well as what they are learning. Linguistically, students will review, refine, and build upon their foundation of grammar and vocabulary, and they will acquire new structures, such as the passé composé, that will expand their ability to express their thoughts in French. They will further develop their reading comprehension skills and practice critical analysis in French as they read and discuss works of short fiction. They will engage in more complex writing assignments, including short essays and creative writing. Students will continue with their exploration of the Francophone world as they delve into the study of the province of Québec. Latin Class I Latin Who am I as a learner? And who do I want to be? What does learning Latin look, sound, and feel like? During this course, students will unpack the answers to these questions as they discover the Latin language and various aspects of Roman culture through stories in the format of a graphic novel about the daily lives and adventures of Roman families living in the town of Herculaneum in the first century C.E. They acquire a sufficient knowledge of Latin grammar and vocabulary to be able to carry on a Latin conversation and read and write simple stories in Latin. They enrich their English vocabulary by making connections between English words and their Latin roots, thereby deepening their understanding of English grammar. They also explore the archaeological finds that have contributed to our knowledge of Roman life. Latin students will work with their peers in other languages to research, experience, and make connections between the cuisine of ancient and modern societies. With the help of the stories on Greek and Roman mythology included in each chapter of the textbook, students encounter aspects and perspectives of Roman culture that inform both ancient and modern literature. Class II Latin What was life like for someone like me in ancient Rome? If I lived then, how would my experience be different? The same? What does learning Latin tell me about myself as a learner? How does careful observation and listening lead to problem solving? Thinking about aspects of Roman life learned in the previous year and what they imagine about Roman daily life, students begin to explore the Latin language through the eyes of young people living during the Roman Empire, as told in the Ecce Romani series. They will expand their knowledge of Latin grammar as they encounter the present and imperfect tenses, the imperative mood, as well as the nominative, accusative and ablative cases. Students will continue to explore mythology and history and examine the beliefs of ancient Romans. The study of Latin in Class II perfectly complements the exploration of Ancient Greece and Rome in history classes, enabling students to make deeper connections as they prepare for the Greek symposium. In addition, Latin students will join their classmates studying modern languages in completing a project about the ancient city. A workshop at the Harrison Gray Otis House will highlight the influence of the rediscovery of the city of Pompeii and of classical art and architecture on the city of Boston in the early 19th century. Students ultimately grow in their appreciation of the echoes of Roman architecture and engineering that are still evident in the world today. Class III Latin How do the patterns I observe in the language lead to understanding? What do the everyday practices of the ancient Romans teach me about their beliefs and priorities? How can archeological discoveries teach me about people’s lives and the history of their culture? The course is based on a reading approach to language learning, using the Ecce Romani textbook series. In this immersion method, students learn grammar and vocabulary by reading passages in Latin and develop their ability to use deductive logic. As students learn how Latin works as a language, they draw comparisons between Latin and English and other languages they may know. They also make vocabulary connections and learn to use their knowledge of Latin words to decode the meaning of unfamiliar words in English. A varied range
of class activities and projects serves to accommodate the learning styles of all students. The class does a research project focusing on the archeological evidence for everyday cultural practices, as well as smaller projects relating to artistic expressions of Roman mythology and culture. Reading skills are reinforced orally through the creation of descriptions, dialogues and skits. Through the study of language, history, mythology, art, architecture, and geography, students discover the multifaceted aspects of Roman civilization and the influence of ancient Rome on modern culture. Class IV Latin Whose voices are centered in the stories we read about ancient Roman culture? How does this impact my thinking about whose voices are centered in my own culture? How can I be a more independent learner? Students explore the answers to these questions as they continue their study of Latin using the reading approach of the Ecce Romani textbook series. As they encounter passages of increasing difficulty, students will continue to hone their deductive logic in order to gain mastery of Latin grammar and vocabulary. Students will not only grapple with the intricacies of Latin grammar, but will also delve deeper in their historical and cultural understanding of the Greco-Roman world. To accommodate the learning styles of all students, the course reinforces reading skills orally and includes various creative activities and projects. Students will take the National Latin Exam in March and then finish the year with an in-depth study of mythology. They will engage with multiple ancient sources and create an interpretation that re-imagines a story from a new perspective. Students will complete the year not only ready to face the challenges of a Latin 2 class, but also equipped with a thorough understanding of an ancient world so closely linked with the world we live in today. Spanish Class I Spanish Who am I as a learner? And who do I want to be? What does it mean to me to be excellent? What will I do to achieve excellence? Exploration of these questions guides student learning in Spanish. While working on listening, speaking, reading, and writing skills, students also develop the dispositions required of effective learners, including tenacity, resilience, receptivity to feedback, and careful observation skills, among others. Focusing on describing themselves, their peers and the wider world in Spanish, students actively contribute to building the content and driving the curriculum of this course. Emphasizing creativity, spontaneity, and the Arts, students approach language learning from many angles, discovering which strategies and tools are best for them along the way. Class II Spanish What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? How does careful observation and listening lead to problem solving? These essential questions guide student learning throughout the year as they practice listening, speaking, reading, writing and cultural competency skills, and develop the dispositions of an effective, independent learner. Focusing on expressing preferences, negotiating life in a community, and describing the world around them in Spanish, students actively contribute to building the content and driving the curriculum of this course. In a joyful, vibrant and creative setting, students perform skits, sing, and create works of art as they acquire the basics of Spanish language. In this class, students are always encouraged to take charge of their learning, give themselves feedback, and develop personal strategies to achieve excellence.
Class III Spanish What is the pattern? What does it tell me? How will I use it? What does carefully engaging with the Arts teach me about myself and the world? These questions serve as the throughlines for Spanish III. All year, students work to develop listening, speaking, reading, writing and cultural competency skills to reach the communicative benchmarks of this course. Using many traditional art forms, including Afro-Caribbean drumming and traditional folk music, students explore their relationships to communities, local and global. For example, students research health challenges faced by Boston-area Latino communities, and use Design Thinking strategies to create authentic wellness posters that are displayed throughout the city. As in previous years, this course emphasizes critical thinking skills related to language learning, encouraging students to actively reflect on how they learn. Using a wide range of classroom routines, students develop a solid grammar and vocabulary foundation to engage in daily dialogues and written activities. As students develop the skills and dispositions needed to guide their own learning, classes are structured to provide support and scaffolding for the individual learner. Class IV Spanish What do I learn about myself and my community by taking a stand? How does understanding the immigrant experience deepen my understanding of my country? How can I be a more independent learner? These questions will serve as touchstones throughout the year as students develop the skill sets, listening, speaking, reading, writing and cultural competency, that are necessary to reach the communicative benchmarks of this course. In the content-rich, culturally appropriate context provided in class, students learn to discuss social issues that interest them as well as taking political action, they deepen their understanding of the language by exploring the journeys of immigrant families in the US, and the complex narratives around immigration in this country. Building on previous years, the course continues to emphasize critical thinking skills related to language acquisition, and encourages students to actively reflect on how they learn as well as what they are learning. Students will develop the skills and dispositions needed to guide their own learning, with the class structured to provide the support and scaffolding needed by the individual learner to achieve goals she sets for herself within the context of the existing curriculum. Chinese Class I Chinese Who am I as a learner? What does learning Chinese look like and feel like? Class I language emphasizes critical thinking skills related to language acquisition and encourages students to develop a productive and proactive “language acquisition stance.” Students will be asked to consciously develop and strengthen specific skills and will always be asked to explain what they know and how it is that they know it. Class I Mandarin students will begin to acquire the phonetic spelling system Pinyin with tones, and the building blocks of Chinese characters through drawing and acting. This course also serves as an introduction to the geography of the Chinese speaking worlds. Students will consider questions such as: Who speaks Chinese? What are the cultures of these places like? Students will explore various aspects of China’s cultures through stories, rhymes, games, and videos. Students will develop the skills and dispositions needed to guide their own learning, with the class structured to provide the support and scaffolding needed by the individual learner to achieve goals. Class II Chinese What do I learn from making the map of a community? What do I learn about the other map-makers from the maps they have created? How does careful observation and listening lead to problem solving? In Class II Mandarin, students will continue to develop their critical thinking skills, and practice using a variety of thinking routines to acquire new materials. Students will be developing five skills sets as they relate to language acquisition: listening, speaking, reading, writing and cultural competency. Pinyin – the mandarin phonetic system will be emphasized, with a particular focus on typing Chinese characters using Pinyin. At the same time, students will learn to write some most commonly
used Chinese characters, from strokes to stroke orders, radicals, and formation of characters. Mini research on Chinese cultural topics will be conducted, including hands-on experience with calligraphy, paper cutting, and origami. This course will use the iPad as a tool to enhance everyday learning. Students will develop the skills and dispositions needed to guide their own learning, with the class structured to provide the support and scaffolding needed by the individual learner to achieve goals. Class III Chinese How do the patterns I observe in the language lead to understanding? Where is Chinese spoken in the world? What does it mean to be a Chinese speaker? What does it mean to me to be learning Chinese? Class III Mandarin will continue to introduce students to the official Chinese language (Putonghua), its writing system (simplified characters) and its culture. Students will start with a review of pronunciation rules and gradually move up to building the vocabulary foundation needed for daily conversations related to one’s community. Students will make connections between the Chinese culture and their home culture through viewing educational videos that explore various cultural topics. This class will help students develop a productive and proactive approach that works for them as students of language. Class IV Chinese What strategies have I developed that help me learn? How does understanding the Chinese immigrant experience deepen my understanding of my country? How does what I am learning in Chinese class connect to who I am in the world? This course will support students as they assimilate more complex grammar and vocabulary, and as they challenge themselves to think in Chinese. Students will acquire new expressions needed for asking and answering questions about one’s past experiences and future plans. The course will provide students with feedback on their speaking, writing, listening and reading performance as well as their learning process and strategies. Students will learn to look for patterns in their own work and make use of those observations by way of reflection that helps them design and prioritize learning goals. Students will also encounter the Chinese culture through historical events happening in the US and around the world. They will uncover hidden connections between Chinese language and its many forms, learning about how Chinese identities looked in different times and places. This course is conducted primarily in Mandarin.
VISUAL AND PERFORMING ARTS Class I All Class I students begin the year with a focus on singing, dancing, and learning to be part of an ensemble theater production, culminating in full class participation in the Class I Musical. Students in Class I spend the second half of the year with a full semester of visual arts study. In addition, all Class I students will build a foundation in music performance through required participation in the Performing Arts Block, by joining either the chorus or an instrumental ensemble. Class II All Class II students study a full semester of visual arts, and a full semester of performing arts divided into six weeks each of dance, drama, and music, setting a foundation for more elective choice in Classes III and IV. For the six weeks of music, two options are available: general music or a beginning strings workshop. In addition, all Class II students will build a foundation in music performance through required participation in the Performing Arts Block, by joining either the chorus or an instrumental ensemble. Classes III and IV In Class III and the first semester of Class IV, students will begin an exciting elective program in the arts. Students will choose one arts course each semester from a variety of offerings in visual arts, music, dance and drama. Second semester, all Class IV students will participate in a grade level drama experience in the form of a Shakespeare play, supplemented by other performing arts opportunities in music, costuming, technical theater, and dance. Students in Class III and IV will also have the option to continue participation in the Performing Arts Block by joining the chorus, dance ensemble, or an instrumental ensemble. Class III Courses: Visual Arts Animation In this class, students will explore several different methods of storytelling through a range of traditional and digital techniques of animation, from flipbooks to charcoal drawings and paper cutouts to Claymation; students will learn how to use storyboarding and layout to plan each frame of a story and will become familiar with different programs including iStop Motion, iMovie, and time lapse. Offered first semester. Sculpture In this class, students will explore clay, plaster, wire, and papier mache, as well as a variety of techniques, such as building, carving and modeling. Completed sculptures will range in size from a head of garlic to a large installation on our school campus. Wire and papier mache animals, abstract plaster forms inspired by artists such as Constantin Brancusi and Henry Moore, and wearable art made from a variety of materials including paper clips, duct tape, and bubble wrap will be completed. Offered first semester. Drawing and Design Through assignments that range from sculpture and ceramics to drawing, painting and printmaking, students learn to apply the elements of design and the principles of drawing both two and three dimensionally. Students work from their imagination, observation and from photographs on projects that include paper sculptures, abstract collages, celebrity portraits and digital tessellations. This course marks the beginning of a series of both lower and upper school courses that comprise our “Drawing and Painting” track, and is an excellent foundation for any further work in the visual arts. Offered second semester.
Ceramics In this class, students will learn many hand-building techniques, including pinching, coiling, and slabbing, and projects will range from pinch-pot animals to decorative coil vessels based on ancient traditional forms. Throughout all of their work, students will consider three-dimensional form and surface treatment as they develop craftsmanship and personal expression. Use of various tools and different glazing techniques will also be included. Offered second semester. Class III Courses: Performing Arts - Dance Making Dances In this class, students will learn set repertory (existing dances), experiment with movement improvisation, create their own compositions and choreography, and perform in class for each other. The class allows students to take risks, try new things, and see what it is like to create their own dances. It is not focused on performance in order to allow for creative exploration and risk taking. Offered first semester. Class III Courses: Performing Arts - Theater Stagecraft In this course, students will be introduced to technical theater practices. This will include learning how to use a variety of tools in the scene shop, learn basic construction techniques, and how to set up and be part of the technical crew during performances and events presented in the theater. The students will be trained in a collaborative environment that introduces aspects of professional theatre. Offered first semester. Scripted/Unscripted Students will read, rehearse and perform several scenes and monologues and learn to create a variety of different characters using clues from the text. This will be paired with an introduction to improvisation through games, exercise, skits and sketches. Students will learn to think on their feet and create scenes of their own. Offered second semester. Class III Courses: Performing Arts - Music Drum, Strum, and More Students will play a variety of instruments including percussion instruments, acoustic guitar, and mallet instruments. They will develop their singing voices by strengthening their technique and developing their ear. Their first performance will be for the Under the Lights pep rally. Students will learn to play the 12-bar blues on guitar, bass, piano, xylophone, and percussion while improvising using the pentatonic scale; their preparations will culminate in a rock band blues jam. Students will also play and sing in various genres with and without scores, improvise, compose, and perform in ensembles. They will have several performances during the semester. Offered first semester. Ebony and Ivory Students will learn basic piano playing technique from the standard solo and duet piano repertoire. They will work individually at their own pace on exercises, basic sight reading and solo pieces at their particular level of development. Students will also work in pairs and small groups, and they will have regular opportunities to perform with and for their classmates. Students will learn to do basic improvisation using the chord progression learned in class. Using the computers with the pianos, students will explore creating their own music using GarageBand on the computer. Offered second semester. Intro to Music Composition Students will learn the fundamentals of creating their own original music through the study of music theory, different musical genres and styles, and various composers. Students will explore improvisation, and they will also learn how to use music notation software. This class will cover the following musical styles: 12-bar blues, rock/pop, classical, and
more. Students will have opportunities to perform compositions in class. This course is open to all students who are comfortable reading music. Offered second semester.
Class IV Courses: Visual Arts Introduction to Darkroom and Digital Photography In this course, students will learn how to make both analog and digital photographs and will explore the possibilities of creating images as a means of communication and self -expression through a growing understanding of how to apply the principles of photography. Starting with the most basic form of a camera, a light-tight chamber with a tiny hole, students will use pinhole cameras and will then go on to use both film and digital cameras to complete assignments ranging from portraits to architecture. Offered first semester. Drawing and Painting This course introduces students to a range of approaches to working with paint and other color media, such as soft pastel, pastel pencil and markers, while continuing to reinforce the fundamentals of two-dimensional design including composition, line, color, form and value. Technical approaches range from the traditional styles of underpainting used by the old masters to more experimental mixed media use favored by contemporary artists. Subjects include landscape, animals, still life and portraiture. While working from both photographs and from observation, students will draw from their imagination in an attempt to transform their subject matter in a way that reflects their artistic voice. Offered first semester. Class IV Courses: Performing Arts - Theater Introduction to Costuming Students will be introduced to the myriad of skills necessary to bring the costume design of a production together. The course will introduce concepts in script analysis, rendering, costume design, and technology. As a project-based course, students will work collaboratively to create costume pieces for characters from plays and for use in future productions on the Winsor stage. The course is an opportunity to learn practical sewing techniques and develop students’ creativity and problem solving skills. All levels of sewing and drawing experience are welcome. Offered first semester. Tech Theater In this course, students will be introduced to theatre principles through an exploration of lighting, set, and sound. This will include learning how to operate the sound and light board, how to use a variety of tools in the scene shop, and how to create different painting techniques. The students will be trained in a collaborative environment that introduces aspects of professional theatre. All students are welcome! Offered first semester.
Class IV Courses: Performing Arts - Music
Noteworthy Women in Music Students will learn about a diverse group of powerful female performers, composers, conductors, and band leaders who have revolutionized the world of music throughout history. This project-based course will be a mix of music history, music appreciation, theory and composition, and the class will cover music from a variety of genres including classical, country, jazz, pop, latin, soul, R&B, rap, and more! Through daily listening activities, students will develop and use their active listening and musical analysis skills to write music reviews for school performances, create their
own music, and distinguish characteristics among many musical styles. All students are welcome! Offered first semester. Rock On: A Survey of American Music Students will learn about and perform music from Taylor Swift to the Beatles, and from hip-hop to the blues. They will explore the popular music of the United States, then choose specific songs to learn on instruments including guitar, bass, piano, drum kit, xylophone, and various percussion instruments. They will practice singing stylistically while developing harmony singing, microphone technique, stage presence, and personal expression. The semester will conclude with a final performance. Offered first semester. Shakespeare Project (Semester 2) All students participate in the annual Shakespeare Project, which involves performing two adaptations of a Shakespeare play that students read in their first semester English class. In addition to acting in one of the shows, students will supplement the project with their work in costume and set design, music, and dance, with the overall goal of enhancing the dramatic experience in Shakespeare and exposing students to various aspects of the production process. The project will culminate in performances for Upper and Lower school students in May, along with a separate parent performance. Lower School Performing Arts Block Performing Arts Block ensembles are a full year commitment. Dance LS Dance Ensemble The LS Dance Ensemble is focused on developing body control, coordination, and basic dance techniques for jumping, leaping, falling, turning and carving space. Students learn an original contemporary dance that blends pop and modern dance in the fall. In the spring, students work on small group choreography projects. The LS Dance Ensemble performs informally for the Lower School in the fall and spring. Music Lower School Instrumental Ensembles are an opportunity for instrumentalists to play music in an ensemble setting. Students of all levels and abilities can participate in one of the following groups: Beginning String Ensemble, Beginning Wind Ensemble, and Lower School Orchestra. Students will need to complete a brief audition at the beginning of the school year so they can be placed in the appropriate group. All groups perform throughout the school year. Students need to provide their own instruments. Lower School Beginning String Ensemble This group is open to violin, viola, cello, and bass students with approximately 0-3 years of playing experience. Students will develop fundamental skills such as tone and intonation, strengthen their note reading, and learn how to play with others in a larger ensemble. Students need to provide their own instrument.
Lower School Beginning Wind Ensemble This group is open to woodwind and brass students with approximately 0-3 years of playing experience. Students will build fundamental skills such as tone production and intonation, strengthen their note reading, and learn how to play with others in a larger ensemble. Students need to provide their own instrument.
Lower School Orchestra This group is open to intermediate to advanced string (violin, viola, cello, bass, harp), woodwind (flute, oboe, clarinet, bassoon), brass, percussion, and piano students with at least 3 years of playing experience. Students will strengthen musicianship and ensemble skills while learning a diverse set of repertoire. All students should be comfortable playing in a variety of key signatures with up to 4 sharps and flats, and string players should be able to shift to different positions. Please note that there is very limited space for pianists. All string, woodwind, and brass students need to provide their own instrument. Lower School Chorus: LS Chorus will be divided into two sections. Each group will have a chance to learn its own repertoire as well as music that both groups will sing as a large choral ensemble. LS Chorus will learn music from the SA and SSA standard literature to help develop basic choral singing skills while learning good tone production, intonation, breath control, phrasing, diction, basic sight singing skills, use of dynamics and articulation, and following a conductor. LS Chorus will have several opportunities to perform during the year. Chorus 1 Open to Class I and II students. Chorus 2 Open to Class III and IV students.
HEALTH AND WELLNESS Class I Students spend their year in Health class focusing on building a safe, trusting community of peers; exploring physical, emotional and social health; goal setting, decision making and communication skills, navigating relationships, understanding the basics of human development and puberty; and practicing healthy self management behaviors.
Class II Students continue their exploration of puberty and adolescent development, with a particular emphasis on the development of social-emotional skills and healthy decision-making, both in real life and online. In addition, they focus on defining family, recognizing positive and negative influences in their lives, healthy nutrition, fitness, and the importance of effective communication in relationships. The girls participate in group projects, in weekly journal activities, in special class discussions with Upper School Peer supporters, and in conversations with adults in their families and communities.
Class III Students prepare for middle school social life in Health Class, exploring self-esteem, healthy communication, moral and ethical peer interactions; and ways to prevent and stand up to exclusion and unkindness. In addition students practice ways to cope with stress, the importance of sleep, and the negative impact of alcohol, drugs and tobacco. Through safe discussions, group projects, and the use of media and technology, the girls learn to interact with and participate in society in strong and responsible ways. Class IV Students delve more deeply into questions about their own development and life path, and develop important skills to take care of themselves and advocate for others. A special emphasis is paid to mental health, analyzing positive and negative influences, sexuality, effective communication skills including social networks, practicing refusal and decision making skills, managing stress, and finally, making a successful transition to Upper School.
PHYSICAL EDUCATION Each year, students are required to participate in instructional physical education several times per cycle during the school day. Additionally, after school sports options are available for students beginning in Class II. Below is an example of units that students might rotate through during the different seasons. Class I Fall Cooperative and fitness related games, field hockey, kickball, soccer Winter Basketball, floor hockey, swimming Spring Lacrosse, racket sports, softball Class II Fall Field hockey, fitness, Nitro ball, soccer Winter Basketball, fitness, squash, swimming Spring Fitness, lacrosse, racket sports, softball Class III Fall Field hockey ,fitness, soccer, volleyball Winter Basketball, fitness, floor hockey, swimming Spring Fitness, lacrosse, softball, squash, team handball Class IV Fall Fitness I, flag football, nitro ball, ultimate frisbee Winter Fitness I & II, floor hockey, rowing, squash, volleyball Spring Olympic games, racket sports, rugby, softball, spike ball
LOWER SCHOOL STEM COURSES Class I: Library and Technology Skills In this course, students learn to access quality information for pleasure reading and research in both print books and digital sources using the online library catalog, subscription databases, and search engines. Students learn to ask probing research questions, assess sources for reliability and objectivity, and practice good scholarship by accurately paraphrasing information and citing sources using MLA format. The second semester is primarily devoted to each student completing a research project of their choosing. Students also explore digital citizenship and online safety. Class II: Coding In this hands-on course, students learn how to program a computer to create dynamic multimedia output using the Processing language (Java-based) and P5.js (Javascript-based) . Students develop the skills of text-based syntax and gain experience with various data types, conditionals, functions, user inputs, graphics, physical computing, and more, while designing video games and other digital interactions. Class III STEM Courses Students in Class III take both of the courses described below, one each semester. Half of the Class III students will take Circuits and Electronics first, and the other half will take CAD for 2D & 3D Fabrication first. Class III: Circuits, Components and Signals In this course, students build on their knowledge of programming from Class II and develop a deeper understanding of electronics by learning to build and design circuits using a variety of components such as LEDs, servo motors, potentiometers, piezo buzzers, and proximity sensors, to name a few. Students prototype, test, and revise their circuits on breadboards. In addition, embedded coding is used to interface with their designs. Class III: Computer Aided Design for 2D and 3D Fabrication Using Computer Aided Design (CAD) software to render and fabricate precise geometries for mechanical parts and interesting forms, students will practice methods in 3D visualization, additive and subtractive manufacturing, rapid prototyping, measurement, and quality assessment. In the process, they will gain experience with tolerance, precision, and materials of varying characteristics through the lens of engineering design. 3D printers as well as laser cutters/engravers, operating in 2D, will be used regularly. Students will also learn about how these machines function, how they are maintained, how to design for their strengths, and how to test their designs as the basis for improvement. Class IV STEM Studios Class IV students have the choice of a design team where they will have the opportunity to apply the skills learned in their Classes I-III STEM classes to interdisciplinary engineering challenges. Teams are thematic in nature and follow a design-thinking or project-based learning model. All projects involve some coding, electronics, and 3D design, in a context chosen by the students. All students select one semester-long course from the list below. The other semester, students may elect to participate on another team or to have a study. The Automation Lab With millions of years of evolutionary experience, nature has found wonderful solutions to common problems. Without leadership, ants organize food collection lines, in-the-dark bats adapt high frequency sound to “see,” and the branching patterns of trees optimize their collection of solar energy. Thus, students in the Automation
Lab will approach their projects from the perspective of “biomimetics,” drawing from biology for design inspiration. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to create machines or robots that function autonomously. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Data Acquisition Team Building devices to make real measurements, you could finally settle questions about who can make the most noise and which is the smelliest cheese, you could answer local environmental questions about the pollutants around us and nearby soil quality, you could begin scientific investigations into heart rate and electrical activity in muscles, or you could follow curiosity to allow us to hear what bats would sound like, if only we could hear ultrasonic frequencies. As a member of the Data Acquisition team, students will build and use scientific instruments, and then visualize data to illuminate the invisible and experience the hidden. Students will be introduced to “big data” and find agency through information. They will integrate programming, electronics, 3D design, and other STEM skills and apply them to the acquisition, processing, and application of data. Students will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. The Prototyping Lab For anyone who ever wanted their umbrella to tell them when to bring it, their vacuum to check a calendar and operate itself, their fish to be fed by a mobile app, or for anyone who ever noticed that a lot of things could be better, the Prototyping House will rethink and redesign the commonplace to be smarter, more efficient, more interesting, and more capable. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to tinker with the things around us and to fabricate original ideas. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Manifest Arts STEAM Studio Art has always had a relationship with technology. Painters needed canvas and sculptors needed chisels, and you have LEDs, servo motors, infrared sensors, 3D printers, computers, and so much more. In the Manifest Arts Studio, students will design physical objects that change or evolve over time and in relation to their environment. They will integrate programming, electronics, 3D design, and other prototyping skills and apply them to produce works of art with which we physically interact. Students will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving. Temporal Arts STEAM Studio Performing arts are experienced temporally, as a function of time, and they have also evolved over time, as technology defined the sound of each era’s music, advanced complex stage productions, and created film from static pictures. When we push technology forward, we can advance art itself. The Temporal Arts Studio will engineer equipment for creating works of sound and motion. Students will integrate programming, electronics, 3D design, and other prototyping skills and apply them to produce art that we experience through performance. They will develop habits of prototyping, engage in a design cycle, further their fabrication skills, establish methods of quality control, and participate in interdisciplinary problem solving.
Interaction Design Studio Design is problem solving, but also much more. Designers make the art of our daily lives, they shape technology for human needs, they apply thought to rationally make decisions from the minutiae of fonts on an interface to the overarching architecture of a machine and beyond, and they bridge fields from engineering to art. Members of the Interaction Design Studio will exercise brainstorming techniques, utilize methods of rapid prototyping, conduct qualitative research, iterate, and put human interaction front and center. Students will explore solutions, looking beyond merely overcoming technical hurdles to make things that reflect the people they are made for. They will integrate programming, electronics, 3D/2D design, and other prototyping skills and apply them to design the products with which we interact.