2016-17 Upper School Course of Study by Wooster School

Wooster School Upper School 2016-17 Course of Study

Table of Contents Introduction………..........................................................................................................................................................................3 Graduation

Requirements…… … … . . .........................................................................................................................................3

SPECIAL PROGRAMS ................................................................................................................................................................3 Senior Independent Study (SIS) ........................................................................................................................................................3 Academic Independent Study.............................................................................................................................................................3 COURSE LOAD REQUIREMENTS AND SELECTION...........................................................................................................4 Honors, AP and Deeper Learning Initiative explanations............................................................................................................5 Honors, AP, and DLI Entrance Criteria..............................................................................................................................................5 GRADES AND THE HONOR ROLL ..........................................................................................................................................7 GPA Calculation…………………………………………………………………………………………………………………….7 ACADEMIC WARNING AND PROBATION ............................................................................................................................7 DAILY STUDY HALL ..................................................................................................................................................................8 SUMMER COURSEWORK..........................................................................................................................................................8 COURSE DESCRIPTION Explanation........................................................................................................................................8 ART ........................................................................................................................................................................................9 Monday Afternoon Art Electives ..........................................................................................................................................12 Art Intensive (AI) Program.............................................................................................................................................13 Independent Work................................................................................................................................................................15 HEALTH ................................................................................................................................................................................17 HUMANITIES...........................................................................................................................................................................18 MATHEMATICS ...................................................................................................................................................................21 MUSIC ..................................................................................................................................................................................... 24 Applied Music Program……………………………………………………………………………………………….…..26 RELIGION ............................................................................................................................................................................ 27 SCIENCE ............................................................................................................................................................................... 28 TECHNOLOGY AND DIGITAL MEDIA............................................................................................................................... 31 THEATRE .............................................................................................................................................................................. 33 WORLD LANGUAGES ...........................................................................................................................................................35 LIBRARY MISSION AND GOALS ..........................................................................................................................................36 ATHLETICS AND AFTERSCHOOL ACTIVITIES .............................................................................................................. 37 REQUIREMENTS AND RULES .................................................................................................................................................... 37 AFTER SCHOOL OFFERINGS .................................................................................................................................................... 37 INDEPENDENT ACTIVITIES ........................................................................................................................................................ 38

APPENDICES US Course Preference Sheet US Elective Preference Sheet Applied Music Lesson Contract Afternoon Art Conflict Agreement Independent Afternoon Activity Application

INTRODUCTION Wooster’s Upper School curriculum and learning provides students with a thorough grounding in the basic areas of a liberal education and a variety of courses within each discipline. In line with an age appropriate and developmentally/emotionally scaled model, students are given increasing flexibility to specialize in areas of individual interest and passions. At Wooster, one of our goals is to ensure that our Upper School students have the opportunity to apply the skills, dispositions and knowledge that they have been developing over the years in the pursuit of deeper meaning in disciplinary areas of interest. The academic learning life of Wooster is strengthened by a program of enrichment and support. The teaching schedule leaves time each day for teachers to be available for individual assistance and support. Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.

GRADUATION REQUIREMENTS A student at Wooster School may anticipate receiving a diploma if he/she has met all of the following requirements: (1) been in attendance as a senior, discharged his/her obligations in the Self-help system, and met the 90% attendance rule (found in the Community Handbook); (2) fulfilled the course requirements as to total credits and specified courses within each department; (3) successfully completed a minimum of 15 credits (the equivalent of five full-year courses) for each year; successfully fulfilled the afternoon activities requirements; and successful completion of an Senior Independent Study (SIS) project (4) performed 100 hours of community service undertaken between the June before freshman year and leaving for Senior Independent Study (SIS); and (5) received faculty approval in a meeting duly convened for the purpose. Exceptions to the above will be the province of the Head of School. In special or unusual circumstances, a diploma requirement may be waived for a student. If a waiver is desired, the student should request a special exception from the Head of Upper School. The Head of Upper School will investigate the circumstance and make a recommendation to the Head of School, who will make the final decision. Normally, course credit is granted to entering students for successful completion of equivalent courses taken at other accredited schools. The Academic Administrator and the Director of Teaching, Learning & Curriculum will determine whether those courses fulfill Wooster's requirements and will determine the balance of courses each new student needs to fulfill graduation requirements.

SPECIAL PROGRAMS

Senior Independent Study (SIS) SIS is Wooster’s most extensive and intensive program in experiential education. Begun in 1968, the program has thrived since then by taking advantage of the opportunity to learn in settings other than school. All seniors are required to participate; the program allows each student to, with the approval of a committee of faculty members and students, engage a field of particular interest off campus during the final five to six weeks of senior year. Students are required to keep daily journals, write longer reflections, discuss their projects with faculty advisors, and present their projects to the Wooster community. For some, this experience leads to consideration of new directions for future study, while others may explore potential career paths or individual interests. (Please see the Afterschool Activities section at the end of this document for a note regarding seniors who need their spring after-school activity to fulfill graduation requirements.)

Independent Study With the permission of a faculty sponsor, the Academic Administrator and Director of Teaching, Learning & Curriculum, any student in the Upper School may study and receive credit for significant pursuit of an academic interest not offered in the curriculum. Students interested in pursuing this possibility should speak with the Coordinator of the curricular area involved and the Academic Administrator.

COURSE LOAD REQUIREMENTS AND SELECTION The school year is divided into three trimesters. The required course load is a minimum of five letter period courses, with a minimum of four courses taken from the six major disciplines (English, History, World Language, Mathematics, Religion, and Science) and a minimum of 15 credits per year. A student may enroll in more than the required number of courses with the permission of the Academic Administrator and Director of Teaching Learning & Curriculum. Taking six or more courses is not uncommon, but the stress engendered by such a schedule must be factored into the decision to attempt it. For yearlong major courses, 3 credits are awarded upon successful completion of the entire year's work. Many elective courses are offered by trimester and earn 1 credit. Some elective courses run seasonally or yearly, earning from one to three credits. In general, partial completion of a course does not earn any credit. Any exceptions to these requirements and rules must have the approval of the Academic Administrator and the Director of Teaching, Learning & Curriculum. Every spring, Wooster conducts school-wide course selection. Students share the responsibility for selecting courses with their parents. Course requests are made in consultation with students’ faculty advisors, teachers, and department chairs, with final approval granted by the Academic Administrator and Director of Teaching, Learning & Curriculum. Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’ requests, scheduling does not always permit this, so considering alternatives is wise. The School reserves the right to cancel or limit enrollment in any course listed. Effective planning of an academic program necessitates an understanding of all requirements, including the school's credit system. While most will far exceed these minimums, students need the following credits to qualify for a diploma. Note that the Honors or AP versions of courses fulfill these requirements.

English

12 credits

(Humanities I, Humanities II/, English 11, English 12 or AP English 12 or two Deeper Learning Course Offerings in grades 11 or 12))

History

9 credits

(Humanities I, Humanities II, US History and AP US History or Deeper Learning Course Offerings)

World Language

9 credits

(Completion of Level III of Spanish or French)

Mathematics

9 credits

(Algebra 1, Geometry, and Algebra 2)

Religion

3 credits

(Senior Seminar)

Science

9 credits

(Physics, Biology, and Chemistry)

The Arts

7 credits

(A total of 7 credits in Art, Music, and Theatre)

Art

3 credits

(Must include Art and the Humanities or Advanced Art)

Music

3.5 credits

Health

1 credit

(Health 9 and Health 10)

The total number of credits required for graduation is 58.5 (59 for Classes of 2017 and later), departmental mi nima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications. Permission of the Academic Administrator is required to change or withdraw from a course. In some cases, students may be required to submit written parental permission before changing their course of study.

HONORS, ADVANCED PLACEMENT, DEEPER LEARNING Students who develop a strong foundation in one or more disciplines may be selected to pursue honors or college level courses. This is usually accomplished by accelerating a student in the regular course of studies or by placing the student in an honors section when such placement is feasible and desirable. In some cases, summer work leading to advanced standing may be advised. Decisions about acceleration and placement are made by the departments, primarily on the basis of grades and teacher recommendations, and secondarily on the basis of standardized tests. The following factors will also be considered in deciding honors and AP placements: grades and effort grades, writing skills, independence, attention to detail, willingness to record and use process and notes, organizational skills, timeliness of homework completion, self- advocacy, demonstrated motivation and interest, and participation in class. Final approval of all schedules is granted by the Academic Administrator and Director of Teaching & Learning.

The Deep Learning Initiative at Wooster School Based upon our own growing understanding of brain functions and how to develop the strongest, most sophisticated learners here at Wooster, and our ongoing conversations with college admissions officers, the creation of these courses is a natural next step for our community of thinkers and learners. At Wooster, one of our goals is to ensure that our Upper School students have the opportunity to apply the skills, dispositions and knowledge that they have been developing over the years in the pursuit of deeper meaning in disciplinary areas of interest. To that end, we will be launching our Deep Learning Initiative (DLI) in 2016-17. Through the DLI, students will pursue a greater understanding of concepts in math, science, Humanities (English and History), Art, and design by engaging in a learning experience that will be based upon best practices and our growing understanding of brain science and learning. At the heart of our DLI courses will be the tutorial methodology developed at Oxford College, which will provide the basis for a deeper dive into concepts and meaning which are framed by the content of the course. Wooster’s DLI courses will be structured so that students can engage with a core body of knowledge and information in a particular discipline, develop areas of inquiry from this “deep dive” into the core, and produce original thinking and analysis based upon their questions, independent research and collaborative engagement with their teacher and fellow students. While delving deeper in pursuit of more nuanced meaning, students will also be building on skills that are essential to learners in college, the workplace, and in life -- reading/observing/listening for understanding, research, problem identification, questioning, reflection, writing, and collaboration. Deep Learning Initiative courses will be designed to be require that students demonstrate important dispositions like imagination, creativity, and perseverance, in order to produce more sophisticated, original, and independent thinking.

HONORS, AP, and DLI Entrance Criteria Wooster School offers advanced placement (AP) opportunities to highly motivated students. These courses are designed to be college level courses requiring strong effort and academic achievement. Admission into AP classes is not guaranteed, and students who wish to be considered must show a sustained record of academic success and effort, not only in the subject in which they would like to take an AP course, but in all areas of academics. Students must also have demonstrated the ability and desire for more ambitious learning and have a strong foundation of basic skills. Each student will be given individual consideration. Although any student may take an AP test regardless of enrollment, students who enroll in AP courses are NOT required to take the AP test for that discipline. During the spring course sign-up for the following year’s courses, students who wish to be considered for enrollment may enter a request for AP courses. Students should have the approval of their current teacher prior to entering a request for an AP or DLI course, and teachers will encourage strong candidates to apply for Honors level, AP and DLI courses. Selection for advanced placement courses will be made according to the criteria found on the next few pages. Final approval of the selections is made by the by the Academic Administrator advised and Director of Teaching & Learning. Students who have expressed a desire to enroll in an AP class but have not been selected may appeal that decision. The student must submit a written document expressing why he/she feels that he/she belongs in the AP class. The final decision will be made by the Director of Teaching, Learning & Curriculum, Academic Administrator, and Head of Upper School.

The status of any student currently enrolled in an AP class whose grade in that class falls below 3+/G or who fails an exam will be reviewed.

Art Enrollment in AP Art History is at the discretion of the Art Department Chair as informed by the English and History departments. Humanities Tenth graders wishing to enter DLI - The Essay in grade 11: • earn a minimum grade of 4/G in Humanities II • have a strong teacher recommendation Eleventh graders wishing to enter AP English 12 must: • earn a minimum grade of 4/G in AP English 11 or 5/G in English 11 • earn a strong teacher recommendation Students wishing to enter AP US History or Deeper Learning European 20th Century 12 must: • earn a minimum grade of 4/G in Humanities II • earn a strong teacher recommendation Math Students wishing to enter AP Calculus AB must: • earn a minimum grade of 4/G in Honors Precalculus or 5/E in Precalculus Students wishing to enter AP Calculus BC must: • earn a minimum grade of 3+/G in AP Calculus AB or earn a minimum of 3 on the AP Calculus AB exam Students wishing to enter Deeper Learning Statistics course must: • earn a minimum grade of 4/G in Algebra II Science Students wishing to enter Honors Chemistry must: • earn a minimum grade of 4/G in Honors Biology or 4+/G in Biology • earn a minimum grade of 4/G in Honors Algebra 2 or be concurrently enrolled in that course, or earn a grade of at least 4/G in Algebra 2 Students wishing to enter DLI – Complexity and Life must: • earn a minimum grade of 4/G in Honors Biology or a minimum grade of 4+/G in Biology • earn a minimum grade of 4/G in Honors Chemistry or a minimum grade of 5/G in Chemistry Students wishing to enter AP Physics 1 must: • earn a minimum grade of 4/G in Physics • be concurrently enrolled in or have already completed Honors Precalculus Students wishing to enter DLI – Thermal and Statistical Physics must: • Successful completion of Calc AB and/or concurrent enrollment in Calc BC. Successful completion of a year of Chemistry would be useful but not necessary. World Language Students wishing to enter Honors Spanish III & IV must: • The honors level course is intended for those students who have exhibited initiative and motivation in previous years of Spanish study. A strong vocabulary and grammatical base as demonstrated on exams andsolid communicative skills are prerequisites for the course. The department will base enrollment decisions upon the student's achievement and effort in Spanish II & III. Teacher recommendation is required. Students wishing to enter AP Spanish V must: • earn a minimum grade of 4/G in Honors Spanish IV and have their teacher’s recommendation

Students wishing to enter AP French V ONLINE must: • earn a minimum grade of 4/G in Honors French IV and Meet with the Academic Administrator and the Director of Teaching, Learning and Curriculum for online options.

GRADES AND THE HONOR ROLL Wooster's grades are 1 (not passing), 2 (passing), 3 (satisfactory), 4 (good), 5 (excellent), and 6 (superior). Pluses are also given on grades 2 through 5 to indicate performance near the top of the range. (Pluses are worth 0.5 for averaging purposes.) Students with qualifying grade point averages at the end of each semester who are in good academic standing will attain appropriate academic recognition as follows: Commendation

GPA 4.0 to 4.49

Honors

GPA 4.5 to 4.99

High Honors

GPA 5.0 and above

Students in good academic standing whose effort grades are all “good” or better will attain recognition on the Effort Honor Roll. To calculate GPA: sum of (Wooster grade * # of credits) total number of credits Wooster does not add any weight to this calculation for Honors, AP, or DLI courses.

ACADEMIC WARNING AND PROBATION A student failing two courses for the first time at the end of any trimester or the end of the year, is automatically placed on Academic Probation, which jeopardizes the student's status at Wooster. A student earning multiple grades of 2 or failing a course for consecutive trimesters is automatically placed on Academic Warning. A similarly unsatisfactory record of achievement or effort in classes or on exams may also result in Academic Warning or Probation at the discretion of the Director of Teaching, Learning & Curriculum and the Academic Administrator. Removal from Academic Warning or Probation is also at the discretion of the Director of Teaching, Learning & Curriculum and the Academic Administrator.

DAILY STUDY HALLS Daily study hall is a mandatory, supervised study hall period each day of the school year. Study hall is required in 9th grade for the first trimester during all free lettered periods. At the end of the first trimester, 9th grade students who have achieved a record which places them on the Honor Roll (GPA greater than or equal to 4.0, with no grades below 3) and have effort grades that are good or better in all courses are no longer required to attend daily study hall during their free periods. Any 9th – 12th grade student who falls into one of the following categories after any trimester will be placed in additional daily study halls at the discretion of the Academic Administrator: • A student who earns a grade below 3 in a course during a trimester • A student who receives an effort grade below satisfactory • A student who has a regular pattern of missing or late homework At any time, a student may be placed in study halls for demonstrated academic irresponsibility, including plagiarism. A student assigned to daily study halls remains in them until released by the Academic Administrator. Students in study hall should arrive in the John D. Verdery Library on time and wait for the adult proctor to arrive before signing out, if they wish to see a teacher extra help. Students in study hall should work productively and quietly for the entire period.

SUMMER COURSEWORK Per summer, students may take up to two courses for Wooster credit at accredited secondary schools. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. The syllabus for a summer course for credit must satisfy the department whose course is supplanted by the summer work. If it is a lab course, sufficient lab work must be included. Presuming that the course does satisfy the department involved, the student will earn credit for the course if the final grade is at least 3, satisfactory or C. Final grades of “D”, “passing,” “pass,” or the Wooster equivalent of a 2, will not earn credit. If the syllabus is deemed insufficient by the department, the student may still earn credit by taking and earning a grade of 4 or higher on Wooster’s final exam for the given course. (The exception to the immediately preceding rule is a summer science course which does not have sufficient lab work. No Wooster credit can be earned for such a class.) Placement in the next sequential course at the beginning of the year will only be effected when an official transcript is received from the summer school or the Wooster exam is taken and the grade reported to the Registrar before the first day of school.

COURSE DESCRIPTION EXPLANATION In the course descriptions that follow, the number of credits awarded for successful completion of a course (0.5, 1, 1.5, 2, or 3) appears immediately after the description of the course. Additionally, the trimester(s) in which the course is offered are recorded, labeled (F), (W), or (S) for the trimester in which the course is offered. Courses labeled AY meet for the entire year. The grade level(s) at which courses will be offered appear(s) as the numeral 9, 10, 11, or 12. Some courses have enrollment minima and/or maxima which are listed at the end of the line of symbols. Please note that the style of end-of-trimester and end-of-year assessments may vary from course to course as may be noted in the course description. EXAMPLE United States History This course, required of all juniors, is devoted to exploring various problems and themes in the broad historical development of the United States. The basic format is a chronological survey; the development of the U.S. as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized. Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs. Students produce a term paper that requires interpretation of some controversial historical issues. (3) AY 11 (rarely 12) (3) indicates that three credits would be awarded for successful completion of this course. AY indicates that this course is not a trimester course (Fall, Winter, or Spring only) and is instead all-year (AY). Most elective classes are listed as TBD, as the trimester(s) in which they are offered have yet to be determined. 11 (rarely 12) indicates that this primarily a course for Juniors, though rarely we have some Seniors who have delayed taking it and enroll.

Art Enrollment in AP Art History is at the discretion of the Art Department Chair as informed by the English and History departments. The careful perception of form, line, light, contrast, texture, and color in the world around us is essential to the creation of art. Being able to work with visual information requires exposure to materials, methods, and concepts. Understanding and using creative energy productively requires play and experimentation. The ability to express oneself and to analyze and reflect on one’s work requires courage and the supportive atmosphere of a community that values the individual and the deep thinking necessary to creative endeavor. Courses in the various media outlined below provide exposure to materials and practice in methods while honing perception, nurturing creativity, encouraging self-expression and collaboration, and clearing time for reflection. All art courses are for credit and are graded according to the following criteria: • • • • • • •

Meeting the requirements of individual assignments Thoroughness Investment of consistent effort Willingness to explore new possibilities Attentiveness Demonstration of independent work habits Participation

Art Electives/Intensives are for credit. Courses may have a final project to complete before a grade can be given. Number and letter grades will be elucidated in the progress reports. Assessment strategies may include observation of students, group discussion and response, discussion with individual students of work in progress, written responses, and written self-evaluations. Materials are provided unless otherwise indicated. In addition, juniors and seniors interested in developing a portfolio may sign up for Portfolio Preparation: tutorial sessions will be scheduled during the school day with the Department Chair or any of the Wooster School art teachers. Courses offered during letter periods (8:00a - 3:15p) Art and the Humanities This required course for 9th graders encourages students to make meaningful connections among arts and other disciplines in order to develop critical and creative problem solving skills while exploring materials and artistic processes. The course exposes students to the many media and the rich history of the visual arts, complemented by related work in physics and the humanities. Students learn about and practice the components of the creative process (collecting, playing, creating, and reflecting) throughout each project, and broadly across the course of the curriculum. We look at the work and studio practice of other artists, discussing their ideas, skills, and habits of mind. While conceptually connected to themes in other disciplines, students learn art and design skills that are the foundation for further study in the visual arts. (1) 1 trimester 9-10 Advanced Art Advanced Art is a one trimester course that can be taken up to three times per year. Advanced Art students expand both their technical skills and their personal artistic expression. Students work on developing greater versatility with media in both two- and three- dimensional space, enriching independent and innovative thinking, refining skills of observation, resolving complex creative problems, and gaining a stronger sense of personal expression. By exploring and discussing themes, ideas, and artists in contemporary art, students consider how their own work contributes to a greater dialog about issues and ideas. Prerequisite: Art and the Humanities (1, may be repeated for credit) Fall, Winter, and/or Spring 10-12

AP Art History / Art History The AP Art History course emphasizes a deep conceptual understanding of art historical concepts. By actively engaging with each of the images in the AP Art History image set, students will develop skills in visual and contextual analysis that can carry well beyond the Art History classroom. Through close looking, active discussions, hands-on projects, museum visits, research, and presentations, students will explore the big ideas of AP Art History, effectively and precisely articulating an artwork’s meaning and function, its maker’s methodology, and the ways it reflects and affects its historical and cultural context. With the big ideas as the foundation, this course is organized into ten cultural/chronological units, emphasizing daily practice of questioning techniques, methods of discussion, analytical paradigms, guided discovery, and independent learning. For each work of art in the image set of 250, students will be responsible for identifying information as well as notes on the form, function, content, and context of the work of art, and connections to other works both in and outside of the image set. Entrance criteria: See “Honors, AP, and DLI entrance criteria; pg. 5 – 7” (3) AY 11-12 Drawing In this class students will explore a range of drawing techniques, materials, and subject matter as they practice manipulating line, texture, shape, volume, and value. Observational drawing will be central to the curriculum, with some work in imaginative, and conceptual drawing. Examples of master drawings as well as contemporary and non- traditional drawings will inform the lessons. Each trimester will vary according to the abilities, needs, and interests of the participating students. Areas of study may include still life, figure drawing, outdoor sketching, perspective, abstraction, and installation using various media such as charcoal, graphite, pastel, pen and ink, string, and wire. Each student must keep a sketchbook and will be responsible for weekly drawing assignments outside of class. (1, may be repeated for credit) Fall, Winter, Spring 9-12 Class size limited to 10 students Museum Studies Using regional Museums as both curriculum and classroom, this course examines the purpose and function of museums and the role they play in our community. By looking at an exhibition from multiple perspectives including visitors, curators, artists, public relations, educators, and conservators, students will broaden their understanding of how museums work. We will explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the trimester. Through critical discussion, writing, and creating, students will examine artists, art history and the role of the museum in creating meaning. 1 period/day and Monday afternoons Fall 11-12 Class size limited to 7 students Masterpiece Scenic Painting This full year elective is designed for students who enjoy studio and theater arts. It will allow students to explore masterpieces and learn how to recreate them. By studying theatrical scenery, trompe l'oeil illusions, and the techniques of art, students will learn the tricks that will propel their paintings to the next level. Color theory, perspective rendering, art history, and architecture are all part of the curriculum for this scenic exploration. (3) AY 10-12 Class size limit: TBD

MONDAY AFTERNOON ART ELECTIVES These courses are offered on Mondays from 3:50-5:30 pm on a seasonal basis. Monday is Dedicated Arts Day; students registered for a Monday elective who are involved in a sport or an after-school activity will be excused from that sport or activity on Mondays, unless there is a game. Credit for all courses is subject to the 90% Attendance Rule (see the Community Handbook for a complete discussion of this rule). If a student is absent for more than one class, the student must arrange to make up missed studio time or work even if the absence is excused. All students who are concurrently playing on an interscholastic team are required to sign the Conflicts Agreement in the Appendix. Graphic Design The objective of this course is to introduce students to the basic design skills, techniques, and processes needed to create digital art for multiple uses and applications. Students will learn how to tap into their creativity and develop the space for strong conceptualization and ideation to occur. Each project will develop from pencil and paper into its digital completion, while also learning about the elements of design. Along the way students will learn and explore multiple Adobe CS programs such as InDesign, Illustrator, Photoshop and Flash. (1) Fall, Winter, Spring 9-12 Class limit: 12 students Drawing: Power of the Line In this course, students express their creativity through the visual language of drawing while learning how to transform a two-dimensional line into a three-dimensional form. Students study the function of light, learn the basic techniques of perspective and composition, and develop perceptual skills. They experiment with line and discover the range of value, texture, and detail that can be created with various drawing materials in both color and black and white. Students will create a series of observational and imaginative drawings. (1) Winter 9-12 Class limit: 12 students Fiber Arts This course introduces techniques in two and three dimensional fiber arts. Students will investigate the possibilities of fiber-based materials including felt, silk, yarn, and fabric to create small sculptures, tapestries, or wearable art objects. Techniques covered may include weaving, felting, sewing, and dying. (1) Spring 10-12 Class limit: 10 students Photography I (see also Art Intensive) Monday Elective Photography teaches the skills and awareness necessary to make meaningful photographs. Students will learn to use a Digital Single Lens Reflex Camera and to organize image files. Students process their images using Adobe Photoshop and its components to prepare their images for printing. Students are required to have a USB flash drive to store their images, in addition to back-ups on Google Drive. Wooster has a limited supply of cameras for student use. Most trimester courses have two projects, which vary from year to year. Many projects are modeled in the style of historical or contemporary photographic artists. Beginners and advanced students may progress according to their individual level of experience. (1) Fall, Winter, Spring 9-12 Class limit: 10 students Pottery: By Wheel and by Hand Students will learn the basic creative and technical skills needed to produce functional ware on a pottery wheel. Clay preparation, proper centering and throwing techniques, and methods of glazing will be covered. Individual and group instruction, hands-on work, visualization, and personal discovery are the primary methods of instruction used. Reference materials such as books, photos and educational web sites will be provided as needed. Students with prior pottery experience will meet with the instructor to select an area to explore in greater depth to refine their skills. (1) Fall, Winter, Spring 9-12 Class limit: 9 students

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Video Production This class will cover basic video production skills including how to use a DSLR and editing in Adobe Premiere Pro. The main goal for this elective is to make a music video that incorporates different camera styles, shot composition, and editing techniques. The students will have to both storyboard their ideas before shooting and create a shot list. Some advanced skills in Adobe Premiere will be taught and used in editing their video. (1) Fall, Winter Spring 9-12 Class limit: 10 students

Art Intensive (AI Program) Students wishing to pursue further studio courses after school may take Art Intensive courses offered Tuesday through Friday Students may take any of the Art Intensive courses separately, but priority will be given to those registered for the full program, which includes a Monday Elective and Tuesday through Friday Intensives. Art Intensive courses offer after school studio time in fine and digital arts. Art Intensive offers a theme each season and courses include drawing, painting, printmaking, mixed media, 3D construction, photography, and video. Taking all five days of classes gives a student a well-rounded foundation in a range of visual arts media. These classes are rigorous yet small enough to respond to the needs and interests of the individuals enrolled. They are designed to give students practice in advanced skills and techniques, and to encourage experimentation and independent work. The content of courses will vary each trimester to allow students to take consecutive trimesters Credit for each course is subject to the 90% Attendance Rule (see the Community Handbook for a complete discussion of this rule). If a student is absent for more than one class for any of the Art Intensive courses, the student must arrange to make up missed studio time or make up missed work. Except for Mondays, the Art Intensive trimesters coincide with sports seasons. Please refer to the all-year calendar on the website for the schedule of classes.

Monday Electives Pottery Photography Fall Video Production Graphic Design Architecture Museum Studies Winter

Pottery Printmaking Photo Video Production Graphic Design Drawing Digital Arts

Spring Color and Form

Pottery Photography Graphic Design Video Production Fiber Arts

Tuesday

Wednesday

Architectural 2D/3D Photography Construction

Clay Forms 2D with Surface Printmaking: Design Intaglio

Photography as Narrative

Clay and Glazing

Arch. Design: The Structure of Nature 2D Printmaking: Relief

Video/Film

Video/Animation

2D: Pastel Drawing

Sculpture and Installation

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Thursday

Friday

Art Intensive

Arch. Drafting

Alternative Photo Processes

Graphic Design

Abstract Painting

TUESDAY Photography Art Intensive students learn the craft of photography in conjunction with seasonal Art Intensive themes, such as architecture, or portrait and fashion. Students use digital single lens reflex cameras and may use studio lighting. Students are required to have a USB flash drive to store their image files, in addition to back-up files on Google Drive. Camera skills, composition and lighting, and the use of Adobe Photoshop and its components culminate in the making of fine prints on a professional ink photo printer. (1) Fall 9-12 Class limit: 10 students Clay Forms with Surface Design In this clay course students will create both functional and sculptural pottery pieces by combining thrown and handbuilt forms. They will explore different methods of surface decoration that will use printmaking techniques such as stencil, impressing, transfer, sgraffito, and silkscreen. Students will explore pottery as an art form throughout history as well as in modern and contemporary art. We will study the work of Peter Voulkos, Isamu Noguchi, and Beatrice Wood, among others. (1) Winter 9-12 Class Limit: 10 students Photography as Narrative Students participating in this course will explore the fundamental skills of photography, including the operation of a Digital Single Lens Reflex camera.. Subject matter, selected by students will entail creating storyboards and sequences of photographs. Students are required to have a USB flash drive to store their images, in addition to Google Drive. (1) Winter 9-12 Class limit: 10 students Handbuilt Slab Pottery and Glazing Techniques In this unique handbuilding course, students will learn to manipulate clay slabs. They will explore a range of handbuilding techniques, creating both two- and three-dimensional work. Glazing will be a major focus; students will explore color and texture through high and low fire glazes and underglazes. Seeking a balance between spontaneity and purpose, students will produce complex works of art with conviction and disciplined craftsmanship. They will observe the chemistry of clay, glazes, and fire, learn to refine and adapt ideas and methods, and reflect on their process. (1) Spring 9-12 Class limit: 10 students WEDNESDAY 2D/3D – Construction Compose, layer, assemble, construct, and draw with both traditional and non-traditional media. Three-dimensional work will explore the relationship between physical forces and sculptural materials. Drawing will directly relate to the study of three-dimensional form. Study of construction will be informed by examples from modern and contemporary assemblage, sculpture, installation, and architecture. A trimester may focus on the work of an individual artist, the study of an art movement or style, or center around an artistic concept. (Note: Fall 2D/3D will focus on materials and methods of construction with a focus on architecture and engineering.) (1) Fall 9-12 Class limit: 10 students 2D: Intaglio Printmaking In this course students will learn various non-toxic traditional and alternative methods of intaglio printmaking using the press and oil-based or water-based inks. Techniques will include intaglio processes such as drypoint, mezzotint, and solarplate etching, and may be combined with relief processes such as monotype, collograph, and transfer printing. Preparation for printmaking can include photography, collage, pen and ink drawing, photocopying, and drawing on etched glass. (1) Winter 9-12 Class limit: 10 students

Video/Film This intensive will be broken into two days, Wednesday and Thursday; each day focusing on a different aspect of filmmaking. Every Wednesday students will work on their video. Students will explore film and video through the styles of established director such: Charlie Chaplin, Alfred Hitchcock, Steven Spielberg, John Hughes, Tim Burton, and Wes Anderson. The students will be shown a few clips from each of their movies during the first class to help them decide what they think would suit them best. Each director listed has a different and distinct style, which will allow the students to think both creatively and within a set framework. Each student, or small group, will then create a 3 – 5 minute long video that emulate a scene from any of these directors. In doing so, they will work on the following video skills: script writing, storyboarding, setting up shots, framing, lighting, audio, directing, and editing. (1) Winter 9-12 Class limit: 10 students 2D in Color: Pastel Drawing In this course students will learn to work with color and texture by mixing, blending, and layering the luscious medium of pastel. Students will learn basic skills and techniques using both chalk and oil sticks, draw still life, landscape, and/or a model from observation, explore color theory, and delve into the work of master pastel artists. Students will also collaborate on or individually pursue a project with a larger scope. (1) Spring 9-12 Class limit: 10 students THURSDAY Architectural Design: The Structure of Nature The architects of the natural world are busy making beehives, burrows, nests, dams, and webs, constructing and designing environments with natural resources. In this course students will look at animal architecture; they will study the work of the artists who are influenced by these structures; and they will create their own architectural creations inspired by these sources. (1) Fall 9-12 Class limit: 10 students 2D: Relief Printmaking In this course students will experiment with various traditional and alternative methods of relief printmaking; processes range from stamping and rubbing to silkscreen, linoleum, woodcut, monotype, and transfer printing. Plates can be layered and combined to produce complex images and patterns; images can be printed on a variety of surfaces such as paper, fabric, and wood. (1) Winter 9-12 Class limit: 10 students Video/Film This intensive will be broken into two days, Wednesday and Thursday; each day focusing on a different aspect of filmmaking. Thursday work will focus on the student’s video menu. Students will create their own production company name and logo, and will animate it. We will use After Effects to walk through the basic skills of logo creation. Animated logos will be between 5 – 15 seconds long. Once the logo animation is set, students will then create a video “menu” where buttons will be created and linked to their finished video from the Wednesday class. (1) Winter 9-12 Class limit: 10 students Sculpture and Installation This course will explore the concept of installation art as an activation of three dimensional space. Students may incorporate a variety of media including found objects, photographs, painting, drawing, video, sound and sculptural materials in works that expand the physical boundaries of art beyond the discrete object. Assignments encourage students to consider sculpture beyond the object itself to a reconsideration of the “site” where it is installed. The ability to verbally articulate the ideas behind one’s work is developed through group discussion and critique. (1) Spring 9-12 Class limit: 10 students

FRIDAY Architectural Drafting Over history, architects have employed many different media and techniques to create 2D and 3D representations of the buildings they intend to build. These various representations form the language that architects use both to problem-solve and think out their use of space and form, as well as to communicate their ideas to others. This class provides an introduction to these media in two broad modules: one on traditional, hand drawing and modeling techniques, and one on modern computer 3D modeling software and it’s ability to create 2D representations. (1) Fall 9-12 Class limit: 10 students

Graphic Design The objective of this course is to introduce students to the basic design skills, techniques, and processes needed to create digital art for multiple uses and applications. Students will learn how to tap into their creativity and develop the space for strong conceptualization and ideation to occur. Students will see each project transform from pencil and paper into its digital completion, while also learning about the elements of design. They will learn and explore multiple Adobe CS programs such as InDesign, Illustrator, Photoshop and Flash. Students will get a comprehensive understanding of these various programs and how they can all be utilized to complete one project. (1) Winter 9-12 Class limit: 12 students Alternative Photo Processes Using digital technology, students will create large negatives from their digital image files. Their large negatives resemble the negatives from 8x10 cameras of the 19th and early 20th centuries. Their large negatives will be used to explore processes that were abandoned as cameras and films evolved to smaller sizes. Cyanotype and Albumen printing is planned. We will also explore Polaroid as it was used in the 1950’s and 60’s. (1) Winter 9-12 Class limit: 10 students Abstract Painting Students will expand your concept of line, color, design, and content. They will find sources for abstract imagery by studying artists’ work and follow the process of abstraction through specific assignments and explore and develop their personal expression by experimenting with drawing and painting media and taking risks with new ideas. Co-or Prerequisite: Drawing, Illustration, Painting, or 2-D. (1) Spring 9-12 Class limit: 10 students

Independent Art Work Portfolio Preparation Portfolio Preparation is designed for students applying to art school or preparing a portfolio supplement for college applications. The portfolio program is a tutorial scheduled during the school day with a member of the art faculty requiring independent work outside the classroom. Students are encouraged to keep a daily sketchbook as well as work on finished pieces that they will bring in for review and critique. Teachers will review the student’s body of work and advise the selection of a portfolio for presentation at Portfolio Day hosted by the Aldrich Museum, and subsequently for college admissions. Seniors will be given the opportunity to exhibit work in a solo show in the spring. Students enrolling in this course should take Art Intensive during the school year. (1) Spring – 11th grade & Fall – 12th grade, Open Studio Students may arrange for extra studio time or make-up time at the discretion of the individual teacher and the department chair. (Not for credit) Fall, Winter, or Spring 10-12

Health Health 9 and 10 The Wooster Health curriculum is a planned program of learning experiences that enables students to grow in selfawareness and to develop skills for effective decision-making. The program is responsive to student-generated issues. Basic and in-depth knowledge of health issues is provided while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home. Among others, course topics will include wellness, stress management, nutrition, suicide prevention, decision-making, and substance abuse prevention, mental illness, human sexuality, AIDS, and prevention of sexually transmitted disease. (.5 per course) 1 trimester 2 days/week

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Humanities The Humanities Department strives to develop student confidence and competence in using language in reading, writing, listening, and speaking. Writing provides the major, but not exclusive, arena for student performance and learning. The department not only emphasizes the development of analytical and critical intelligence, but also nurtures imaginative and intuitive modes of thought. Required summer reading and continued attention to study skills are important parts of the program. All students take Humanities I and II, English 11, and English 12, with some participating in the Honors program in the freshman and/or sophomore years and the AP or DLI programs in their junior and/or senior years. Humanities I (with an honors portfolio option)

The 9th grade Humanities program will focus on developing students’ thinking, creating, reading, writing, and speaking skills. Within a thematic framework and with content that is literary, historical, and engaging, teachers will introduce students to “big ideas” and how they can influence and inform meaning that we make in our lives. The big ideas include, “What does it mean to be human, how do humans interact with one another, and how do humans and the environment influence each other? The historical timeline covered in the course starts with the history of the universe and covers through the Middle Ages. Humanities I focuses on writing and sentence level work. Sentence combination exercises are designed for students to enable them to begin to understand the use of important structures most inexperienced writers use infrequently. By studying how capable writers work and the writing process, students will understand the characteristics of the text they are being asked to write. Through learning to “shape sentences”, 9th grade Humanities I students will join ideas to show basic logical connections, to show contrast and concession, and to include elements, such as verbal phrases and parallel structures, to show relationships in writing. (3 for English and 3 for History) AY 9 Humanities II (with an honors portfolio option)

The 10th grade Humanities program will focus on developing students’ thinking, creating, reading, writing, and speaking skills through an issue-based curriculum that is also team-taught by Humanities Teachers. Within a thematic framework and with content that is literary, historical, and engaging, teachers will introduce students to “big ideas” and how they can influence and inform meaning that we make in our lives. The historical narrative will be continued from the freshmen year and will cover the Scientific Revolution to today. Further exploration of our Big Ideas will be continued as students make connections and explore what it is that makes us Human, how we treat one another, and how what are the consequences of human environment interactions. Writing workshops will continue for the students and exercises introduced to make their writing more intentional not only at the sentence level but cohesiveness throughout their work. (3 for English and 3 for History) AY 10 English 11 The primary purpose of this course is to provide knowledge of American literature and further develop the critical thinking and writing skills necessary for literary interpretation and analysis. The course will include a survey of American novels, poetry, stories, plays, and essays. Students will frequently engage in Socratic discussion and literary role play, write numerous essays, and practice taking effective annotations. Each trimester of Junior English will involve a measure of student choice, incorporating the aforementioned writing, thinking, and speaking skills. Finally, students will explore how culture and memory function in American literature to develop a specific question which they will answer in the form of a research paper. (3) AY 11

English 12 Students enrolled in English 12 will continue to develop the analytical and critical reading, thinking, and writing skills established throughout their Wooster experience. Senior English will explore the concept of identity and what factors influence our perceptions as well as the way in which we are perceived by others. In addition to reading the class’s core texts, students will have frequent opportunities to select their reading materials to analyze and critique in student-directed discussion circles. Throughout the year, students will write thesis papers to practice the skills they will need to excel in college level writing-based courses; we will also spend the first trimester refining students’ college essays so they feel especially confident about the written work they submit as part of their applications. (3) AY 12 AP Literature In lieu of or in addition to either English 11 or English 12, qualified students may apply to enroll in AP Literature in their junior or senior year. AP Literature focuses on a full range of literary genres as well as literary periods. In our AP Literature and Composition course, we will use the lense of memory, both personal and historical, to develop our reading, writing, and discussion skills. Specifically, we will use literature to study the ways in which pre-existing inequalities and shifts in power influence our identities, emotions, prejudices and ultimately, our actions. This course is designed to comply with the curricular requirements described in the AP College Board standards. AP English Literature students may elect to take the AP examination in May and accept full responsibility for a larger and more demanding workload than is entailed in English 11 or 12. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11-12 DLI - The Essay This Deep Learning Initiative course will help the student find and curate a collection of their best contemporary essays, understand and practice the art and skill of writing, and experiment with new forms of of the essay: Curriculum will include podcasts, TED Talks, as well as an array of model essays. This DLI aims to have the students be the best prepared writer and communicator in your college Freshman Composition class. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11-12 United States History This course, required of all juniors, is devoted to exploring various problems and themes in the broad historical development of the United States. The basic format is a chronological survey; the development of the U.S. as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized. Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs. Students produce a term paper that requires interpretation of some controversial historical issues. (3) AY 11 (rarely 12) AP United States History In addition to the topics covered in the United States History class, students in this course will prepare to take the AP United States History test. Students may elect to take the AP examination in May. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11 (rarely 12) DLI - Europe in the Short 20th Century

From 1914-1989, Europe saw the two most destructive wars in history, two madmen committing two genocides against their own people, and the division of the continent over political ideals. Since 1945, however, Europe has created an economic and political union that virtually guarantees peace. The 20th century is thus yet another in Europe’s long history of stark contrasts. This course will investigate this history in a student-driven discussion format and utilizing the tutorial learning and writing process. Students are expected to use all the skills and dispositions gained over the course of their academic careers to reach success in this course. The keys to this include careful and comprehensive preparation, active and civil participation in discussions, and true curiosity for and love of the study of history. Students are expected to express themselves clearly in discussions and in writing, support arguments with primary and secondary evidence, and analyze the arguments of others. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7

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11-12

Journalism

The journalism course is constructed around the production of various student-run publications, and articles for the Wooster School website. Students will follow an editorial calendar for each publication and participate in various aspects of writing, designing, photographing, and editing in order to produce high-quality, professionally-styled publications. Students will implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real world deadlines and budgets. (1 credit per trimester) AY or by trimester 10-12 History of Gaming

Throughout every culture and every place where humans have lived, games have been a core aspect of life. This course is designed to explore the history of games and different strategies used to play games in the past. Students should expect to discuss and develop their own questions about games, and also to teach/educate the group about games. Oh yes, and students will be expected to play games! (1) TBD 11-12 2016 Election

Social Scientists claim that the election of 2016 is a watershed in American History. We may be witnessing the demise of the two party system, or at the very least, a historical realignment of the parties that happened in 1856. 1932, and 1964. We will ask and answer questions, study the past and predict the future. (1) Fall 11-12 Social Psychology How does the presence of other people affect individual and group behavior? How can we apply the theoretical frameworks of social psychology to inform our day to day experiences? What does meaningful social science research look like? Are we capable of learning about it and producing it? This course examines several major theories in social psychology. Our aim will be to develop an in-depth understanding of these theories and how we might apply them to our own social experiences. Additionally, through this process, we will discuss research within the social sciences. Specifically, we will look at the methodology of social research, aiming ultimately to create and present our own study. (1) TBD 11-12 Slavery Slavery and enslavement has been an aspect of Humanity from human origins. This course is designed to be driven by student questions and inquiry, with a bit of shared experiences with core texts and core videos. Additionally, 27 million people are enslaved throughout the world today, so we will discuss how best to solve/change this paradigm. (1) TBD 11-12

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Mathematics Students wishing to enter AP Calculus AB must earn at least a grade of 4/G in Honors Precalculus or 5/E in Precalculus Students wishing to enter AP Calculus BC must earn at least a grade of 3+/G in AP Calculus AB Honors Courses Students currently enrolled in an honors level class must maintain a grade of 4/G in that class to advance to the next honors level course. Students who do not meet this standard may be required to enroll in a non-honors section. Students earning a minimum of 5/G in a non-honors class may be eligible for honors level courses at the next level. The mathematics curriculum has been created with the view that growth in the understanding and extension of fundamental ideas is a continuing and ordered process. Course offerings are planned to give students recurring and varied contacts with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular doses of homework give students the practice necessary to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. The department aims to adhere to the standards set forth by the National Council of Teachers of Mathematics. The core subjects of the mathematics curriculum are Algebra 1, Geometry-Statistics, and Algebra 2. Successful completion of these courses or their honors equivalents is a graduation requirement. Inevitably, there are differences in students’ prior coursework and ability in math. The Academic Administrator and the Mathematics Coordinator place students after examination of recommendations and other records that the school requests in the application process. In some cases, a placement test may be used to suggest proper course selection. Grouping students into regular and honors levels allows the needs of most to be straightforwardly addressed. Some, however, need to move at a different pace, be it slower or faster. Extra help is often required to remediate deficiencies, reinforce key concepts, or fill in any gaps in a student’s background. It can also be effectively used to enrich coursework for those who assimilate information and methods rapidly. If a student manages to exhaust our curricular offerings, distance learning and local college possibilities are explored for deeper study of mathematics.

Algebra 1 This course offers exposure to foundational algebraic concepts, covering the following topics: linear equations in one and two variables; systems of equations and inequalities, manipulations of monomials, binomials, and polynomials; factoring; graphing lines and parabolas; direct and indirect variation; rules of exponents; and rational functions. While grappling with these curricular topics, students strengthen their ability to think mathematically and develop learning strategies to support their investigation of mathematics. Students in this course engage in myriad activities (interactive, hands-on, reflective, observational, analytical, multimedia) aimed at creating an enriching and fulfilling educational experience that fosters an appreciation for mathematics as well as learning. This course requires a graphing calculator preferably a TI-84 Plus Silver Edition. (3) AY 9 Geometry & Statistics Geometry and an introduction to Statistics will be combined as a single year course. The Geometry portion will prepare students for fundamental geometric concepts that are necessary for everyday life. Included will be algebra intensive view of dimensional analysis: perimeter, area and volume; notions of parallel and perpendicular lines, an analysis of triangles and what it means to be congruent; an introduction to right triangle trigonometry; The Pythagorean Theorem and relationships in special right triangles; an investigation of circles and their properties; geometric probability and properties of quadrilaterals and other polygons. Following all of this, in an effort to make students more math literate in the 21st century, the second half of the year will be focused on descriptive statistics and probability. Students will learn how to organize and display data sets so that there is meaning in the display. They will also learn several measures of central tendency and several measures of variability that are inherent in any realistic data set presented to them. The class will address bivariate data sets as well and will learn how to assess linear and nonlinear correlation. The class will end with an introduction to rules of probability, both theoretical and empirical. This course requires a graphing calculator, preferably a TI-84 Plus Silver Edition. All of the work will be taught using this calculator or a calculator in this family. (3) AY 9-11 Honors Geometry & Statistics In addition to the topics covered in Geometry-Statistics (above), a heavier emphasis is placed on constructing deductive proofs, algebraic problem-solving, and developing abstract thinking. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 9-11 Honors Algebra 2 This course begins with a rapid, thorough review of all Algebra 1 material. It progresses through an in-depth study of polynomial, exponential, logarithmic, and trigonometric functions including their graphs and applications. In addition, conic sections and advanced trigonometry are studied. Students will gain an appreciation for how real world phenomena can be modeled using familiar functions. Predictive reliability will be discussed to illustrate the limitations of any such model. Use of the graphing calculator facilitates all aspects of the course. Students are instructed in the use of these powerful tools. This course requires a TI-84 Plus Silver Edition. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 9-12 Honors Precalculus Honors Precalculus prepares students for the study of the Calculus. The first semester focuses on an in-depth study of the behavior of the functions introduced in Honors Algebra 2, including trigonometric, logarithmic, exponential, rational, and inverse functions. Emphasis will be placed on using these functions to model real-world behavior and in assessing the viability of those models. During the second semester, this course introduces a variety of new topics including polar coordinates and the graphs of polar functions, vectors, systems of non-linear equations, sequences and series, and parametric functions. Throughout the year, focus is placed on using mathematical notation and justifying and determining the plausibility of answers. This challenging course is the proper choice for students who are ardently motivated and whose background in algebra, geometry, and trigonometry is secure. This course requires a graphing calculator, preferably a TI-84 Plus Silver Edition. Entrance criteria: See “Honors, AP, and DLI Entrance criteria” pg. 5 – 7. (3) AY 10–12

AP Calculus AB This course is the equivalent of a one-semester college course in the Calculus. Topics include rate of change of functions, limits, derivatives, integration, the definite integral, transcendental functions, and numerous applications of all methods. Students taking this course may elect to take the AP Examination in May. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 10–12 AP Calculus BC This course is the equivalent of a second semester college course in the Calculus. Building on the topics and skills covered in AP Calculus AB, this course extends to cover calculus of polar functions, surface of revolution, arc length, and other variable factor products. A variety of integration techniques are introduced and used. The study of sequences and series is a major focus during the second semester. Convergence and divergence of sequences and series, Taylor and Maclaurin series and polynomials, and truncation error are addressed. Students taking this course may elect to take the AP Examination in May. This course requires a graphing calculator, preferably a TI-84 Plus Silver Edition. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 10- 12 Business and Finance This course will inform students how individual choices directly influence occupational goals and future earning potential. Real world topics covered will include income, money management, spending and credit, and saving and investing. Students will design personal and household budgets utilizing checking and saving accounts, gain knowledge in debt and credit management, and evaluate and understand insurance and taxes. Financial literacy is critical in a global society and the road to financial independence should begin at an early age! Students should expect to leave the class being able to answer the following essential questions: 1. 2.

What makes a good financial decision? How do my financial choices affect my standard of living in the short and long term?

Course objectives are to examine the significance of goal setting within the financial planning process, create a personal budget of income and expenses, identify the steps involved in opening and maintaining a bank account, discuss the difference between saving and investing, describe the advantages and disadvantages of using credit, identify and explain the various types of insurance, and identify and explain various types of taxes (2) F & W 11-12

MUSIC The music program at Wooster School offers unique possibilities for exploration and establishes an atmosphere in which students can establish the skills and dispositions of musicians: communication, discipline, creativity, hard work, flexibility, teamwork, and performance skills. Music students can choose from a variety of courses with emphasis on style, music fundamentals, theory, performance techniques, history and listening concepts. Students in performing groups learn to set high standards and to be cooperative and supportive of each other. Participation in musical groups teaches responsibility and gives a sense of achievement. Multiple studies link music study to academic achievement and attribute music to being the key to opening up pathways to creative thinking. The goal of the music program is to enable each students to find their own personal musical expression and to set up a foundation for a lifetime of musical enjoyment, whether as a performer or as an educated audience member. Because Wooster considers music an essential part of a liberal arts education, a total of at least 2 years of music classes are required for graduation. (See Graduation Requirements, p. 3) This requirement may be fulfilled through a combination of Madrigals, Wooster Singers, Jazz Ensemble, Rock Band, Chamber Ensemble, Music Electives or Applied Music. Since rehearsal time is limited for Chorus and Ensembles, attendance is critical. Course grading will be based on attendance, punctuality, attentiveness, and participation. Effort is assessed on behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances. The required concert dress code is found in the Community Handbook Wooster Singers Wooster Singers is an upper school ensemble for students who enjoy singing. In this choral group, students will study repertoire and perform pieces of different periods and styles of music. Skills, including tonal production, note accuracy, phrasing, breath control, articulation, pronunciation, intonation, and ensemble singing, will be emphasized. The Wooster Singers give concerts throughout the year at the school and in the community. (1.5) AY 9-12 Madrigals Madrigals is a select vocal ensemble offered, by audition, to members of Wooster Singers. Members of the ensemble are responsible for learning the repertoire on their own, allowing rehearsal time to be spent on dynamics, tempos, and interpretation. Most importantly, a positive attitude, cooperation, commitment to the group, and strong attendance both in Wooster Singers and Madrigals are essential. Students will perform periodically during the year for the school and in the community. Opportunities to audition for the Western Region, All-State, and other outstanding festivals, such as the National Youth Choir at Carnegie Hall are explored. In addition, Madrigals has several outside performances a year, such as the Ridgefield Holiday Stroll, services at local churches, and concerts such as Arts and Letters. (1.5) AY 9-12 Jazz Ensemble The Jazz Ensemble repertoire includes elements of blues, swing, Latin, bop, funk, and rock music, among others. This course will engage students in the art of improvisation with a broad focus on technique and ensemble playing. Students considering joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Private and/or applied instrumental instruction is strongly encouraged. Enrollment in this course requires permission from the instructor and may involve an audition. (1.5) AY 9-12 Chamber Ensemble This instrumental ensemble is primarily a strings group but can expand to include winds, brass, or piano. Rehearsal and performance of classical music is the group's primary focus, but lighter selections are incorporated as well. Because of the demands of the repertoire, it is mandatory that any student wishing to be in this group be studying their instrument privately, either by participating in Wooster's Applied Music program or by studying with a qualified teacher offcampus. Students considering joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Enrollment in this course requires permission from the instructor and may involve an audition. (1.5) AY 9-12

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Rock Band Rock Band is open to students who study vocals, guitar, bass, piano, and drums. The content of music prepared and performed varies among different groups but in general, covers the many subgenres of rock and modern popular music. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least two years of private music instruction and should be studying privately through the duration of the class. Improvisation, chord chart interpretation, and rhythm section techniques will be taught. The group will also be prepared to perform throughout the year. Students will be admitted to this yearlong course by audition only. (1.5) AY 9- 12 Keyboarding I Students learn how to play the piano and read music while navigating through an introductory course of music theory. Students experience small group instruction, as well as individual instruction on the piano. Students are able to perform a varied repertoire and develop technical skills. Topics covered include the grand staff, basic rhythms, intervals, chords, major scales, pitch notation, ear training and sight-reading. Students are also given the opportunity to explore music of their choosing in addition to the music set forth in the course syllabus. (1) TBD 9-12 Music Theory I The objective of this course is to provide a setting for music students to gain a greater understanding of rhythm, melody, and harmony. Students with some knowledge of music theory will definitely find value in and benefit from this course material, as will the musical novice. Topics covered include the grand staff, basic rhythms, intervals, chords, major scales, pitch notation, ear training and sightreading. (1) TBD 9-12 Music Theory II Students increase music reading skills as well as further their understanding of more advanced music theory concepts. Topics covered are the circle of fifths, major and minor scales, chords, compositional skills, form and analysis. Students are also given the opportunity to explore music of their choosing in addition to the music set forth in the course syllabus. (1) TBD 9-12 Songwriting Students will use creative writing techniques to write lyrics from personal experience, while learning about musical form, rhythm, the structure of popular songs (verse, chorus, bridge) and basic chord theory. The final project will be an individual student-written lyrics with key changes and melody that will be performed by other students or faculty. (1) TBD 9‐12 Introduction to Guitar During this trimester-long course students will work on basic chords, fundamental exercises and note reading. The goal will be to play simple arrangements of songs and have fun with guitar. Students will learn beginning theory and find ways to apply their new skills to class material. Students will be expected to play solo pieces as well as play songs as ensembles with the class. Daily practice, an open mind and completing class material will be expected for a quality grade and advancement on the instrument. (1) TBD 9-12

Applied Music Program Wooster School prides itself in its ability to offer private music lessons on campus during the school day. The study of voice or an instrument, taught by Wooster’s faculty of professionally performing teachers, consists of approximately one lesson per week, over the course of the school year. Students are expected to practice a minimum of 30 minutes per day on the individual instrument. The presentation of a recital* toward the end of the school year will showcase the students’ accomplishments. Also, other opportunities for students to perform are made available throughout the school year. Music lessons require consistent attendance and a year-long commitment to study for the full 20 lessons. Regular attendance at all lessons is mandatory. If, in the event of student illness or absence from school, a 24-hour cancellation policy is in effect; otherwise, the absence is counted as a lesson. Any unexcused absences will negatively affect a student's grade. If the student reaches 20 lessons before the end of the year, then they may arrange to purchase more lessons with the teacher. However, they are not required to do more than the 20 lessons in the contract. Students may schedule make-up lessons at the discretion of the music faculty. The music faculty grades students on individual progress and expect students to come to lessons prepared with the necessary equipment, including books, instrument, and other instructional items. Effort grades are determined by the progress students make during the marking period. Listening to and incorporating the teacher’s instructions, along with good practice habits and preparation, will result in excellent progress and high effort grades. The following instruments will be offered in the 2016-17 Applied Music Program: bagpipes, banjo, cello, clarinet, composition/songwriting, flute, French horn, guitar/bass guitar, mandolin, ukulele, organ, percussion/drums, piano, recorder, saxophone, trumpet, trombone, ukulele, upright bass, viola, violin, and voice. (1) AY 9- 12 *Recital Part of the requirement for students taking private (applied) lessons is to perform at a public recital. We believe performing in a recital can be a good experience which gives the student an opportunity to showcase the progress they have made during the year. The music department also believes it is an honor and privilege to perform in the recital and to perform to the best of the student’s ability.

Religion Senior Seminar This course is designed as a critical study of modern American novels from the mid-twentieth and early twenty-first century that opposes dominant cultural perspectives and values. Participants will be given the opportunity to discuss issues of gender, race, class, ethnicity, religion, and spirituality in an exploration of how identity is shaped by and opposed to cultural norms/standards of different periods. Authors include but are not limited to: Alexie, Lewis, Diamant, and Young. Writing assignments closely linked to the readings will explore rhetorical strategies and the writing process. (3) AY 12

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Science Students wishing to enter Honors Biology must:  Enrollment is at the discretion of the STEM Coordinator in consultation with previous teachers and the Academic Administrator. Students wishing to enter Honors Chemistry must:  Students must earn a grade of at least 4/G in Honors Biology or 4+/G in Biology  Students must earn a grade of at least 4/G in Honors Algebra 2 or be concurrently enrolled in that course, or earn a grade of at least 4+/G in Algebra 2 Students wishing to enter AP Physics 1 must  earn a minimum grade of 4/G in Physics  be concurrently enrolled in or have already completed Honors Precalculus Students wishing to enter DLI – Thermal and Statistical Physics must:  earn a minimum grade of 4/G in Physics  have successfully completed AP Calculus AB and/or be concurrently enrolled in AP Calculus BC  successful completion of a year of Chemistry is useful but not necessary Students wishing to enter Complexity and Life must  earn a minimum grade of 4/G in Honors Biology or a minimum grade of 5/G in Biology  earn a minimum grade of 4/G in Honors Chemistry or a minimum grade of 5/G in Chemistry The Wooster School Science curriculum is designed to provide a student-centered, inquiry-driven, laboratory-based approach to learning that deeply engages students physically and cognitively in all aspects of learning. Our science teachers strive to promote continual growth in students’ skills and thinking dispositions as they move through our diverse program. Equally important, we encourage students of all ages to develop a sense of wonder and curiosity about the world around them. Ultimately, we seek to provide a learning environment wherein students construct a personal and individualized understanding of what it means to think and act like scientists. Conceptual Physics This course investigates the natural laws that govern how matter and energy interact. It gives students a deeper insight and curiosity about the workings of the surrounding world by studying mechanics, heat and temperature, electricity and magnetism, sound, and light (and other topics, time permitting). Working on these topics also serves to improve scientific and technological literacy, improve the application of math skills, and develop problem-solving abilities. Classes use a variety of activity types to engage students including discussions, survey questions, demonstrations, and laboratory experiments. (3) AY 9 Biology Biology is the study of fundamental life processes and the relationship of organisms to their biological and physical environment. This course will emphasize the development of student’s scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore topics such as the diversity of living organisms and their ecological roles, cell structure and function, evolution, and other current topics in biology through authentic hands-on learning experiences that encourage the application of biological knowledge to make decisions and solve problems. (3) AY 10

Honors Biology In Honors Biology, the students acquire a broad biological foundation, while engaging in a variety of experiments and projects that feature elements of observation, data-collection and analysis, engineering, and artistry. The course begins by providing a firm grounding in the Scientific Method, which acts as a springboard for the students’ work both in this course and beyond. As we move through the year, the students explore the ecological interactions that occur all around

us, how living things evolve, how DNA carries and transmits the information of life, and the ways our body systems sustain us. Additionally, the students research and lead class discussions of current biology and its societal and ethical implications. These discussions are aimed at fostering biological literacy of critical contemporary issues, such as genetic engineering and antibiotic resistance. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 10 Chemistry and Honors Chemistry

Chemistry is the study of the behavior of matter and the principles which govern that behavior. This course places strong emphasis on the discovery of the principles of chemistry through the extensive performance of hands on inquiry laboratory experiments and the mathematical manipulations involved in the experiments. Class discussions, simulations, and activities will further illustrate these topics. Laboratory activities are designed to encourage the development of a scientific mindset and use of the scientific method. Topics considered in detail include atomic structure, chemical bonds, chemical reactions, stoichiometry, the gas laws, solids, liquids, and gases, equilibrium, and pH. This course will be useful for not only students who are planning to major in science, but also those who have an interest in learning more about the natural world. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 Co- or Prerequisite (Honors): Algebra II. (3) AY 11- 12 AP Physics 1 AP Physics 1 follows a syllabus of topics similar to those published by the College Board. AP Physics 1 is an alegbra and trigonometry based presentation organized around the “big ideas” of introductory physics. The course allows for inquirybased and deep exploration of the material, and provides a solid foundation for further study in college. The major topics in will include Newtonian mechanics, waves, electricity and magnetism, and laboratory and experimental situations. All students may elect to take the AP Examination in May Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11-12 DLI Complexity and Life Life is an astounding and improbable phenomenon, that as yet has exclusively been found on Planet Earth. The basic premise of this course is that life is characterized and made possible by complexity, on the levels of biological molecules and individual cells, whole organisms, and entire ecosystems. Students in this course will be introduced to foundational biological understandings in the areas of plant physiology and ecology, inheritance and the molecular basis of evolution, and body systems and homeostasis, and how each of these illustrates the principle that complexity characterizes and sustains life. Using the tutorial process, students will identify an area of interest within each of these fields and carry out a project that will further our understanding of the field or apply it to a real-life problem. Potential projects to facilitate deep learning may include researching and writing a scientific review paper or bioethical essay, creating a piece of persuasive media, or engineering a device. At the close of each trimester, during the tutorial discussion, the students will present their projects and critique those of their peers. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11- 12 DLI -Thermal and Statistical Physics The primary premise of this course is that any individual who aspires to understand complex systems in the real world needs to learn to apply statistical thinking and to make reasonable simplifications in quantitative models. Students in this class will read about the history of humanity’s understanding of heat and the technological evolution of the engine, the refrigerator, the generator, the mill, and the factory. Using the tutorial process, students also will be identifying areas of interest in this historical process, and writing and presenting about the quantitative problems that have arisen and that have been solved, or proved unsolvable. Students will learn and apply skills from probability, statistics, calculus, and computer programming to model real world systems, collect and analyze data from those systems, and to engineer mechanical systems that make use of heat to accomplish tasks. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 Pre-Requisites: AP Calculus AB and/or concurrent enrollment in AP Calculus BC (3) AY 11-12

Science Now! This trimester elective is dedicated toward the analysis and understanding of real-time scientific issues and events. Student curiosity and inquiry will drive the trimester’s content, and emphasis will be placed on learning for depth in understanding, connecting current events with individual knowledge and experience, and the skills of presentation and communication. Our goal will be to understand our world in greater clarity, through both scientific and human lenses. (1) TBD 9-12 Introduction to Sports Medicine How does the body respond to stress and how do we recognize when the body is in crisis due to injury or illness? What careers are available to a student who is interested in staying connected to athletics? Introduction to Sports Medicine will provide students with an overview of the different careers in sports medicine. An emphasis on athletic training will expose students to anatomy and physiology, kinesiology, and the evaluation, treatment, and reconditioning of injuries. Current topics in sports medicine will also be discussed and debated. (1) TBD 10 – 12

Technology and Digital Media The technology electives offered in the 2016-17 school year are aimed at all students, most of whom have not had many opportunities to explore technology in the classroom environment. We hope to create a solid foundation for all students who want to explore making, technology, and programming as they work their way through Upper School. Building a Hopeful Future (Required in 9th grade) Students will learn design thinking and creative problem-solving approaches to create solutions to real-world problems. Through applying design thinking to hands-on projects, students will strengthen the kinds of problem-solving needed to tackle complex issues throughout their lives and the lives of others. Students will begin their trimester by improving upon an existing design of an everyday object or tool, then move forward to solve an existing challenge that they find meaningful and immediate in the greater community. Some of these problems will be found on campus, and some will be worked on in concert with Humanities and/or Physics classes. Students will follow project assessment maps and essential element checklists to provide a structure for their engineering and design process. (1) Fall, Winter, or Spring 9 Open Studio in the Makerspace This course will provide a consistent designated time for students and teachers to come through to realize their ideas. Teachers may come in to collaborate in a lesson to reinforce content from their core curriculum by using STEAM academic connections. This will allow students to learn about their main lessons in another form to enhance their skills and dispositions; and deepen learning about the topic. Open Studio is not only meant to provide a resource for further discussions in the classroom about the topics explored, but to provide the time and space for students to create final projects for class that include new technology, open source microcontrollers, 3D printing, woodworking and beyond. This studio will also provide a forum for teachers to run Project-Based Learning Initiatives in collaboration with Makerspace teachers. (1) TBD 10-12 Woodworking The most basic and fundamental skills of making things revolve around woodworking. Humans have been shaping wood since the beginning of tools, and it continues to be a vital material in the 21st century. As such, a working knowledge of how to make wooden structures with hand and power tools is a vital skill set. The experience of using these tools will enable the students to learn how to transform wood into products. They will learn to identify not only the appropriate tools, but the properties of the wood itself to make educated choices when building their products. (1) TBD 10-12 Introduction to Programming In this course we will be exploring programming through the use of the Visual Basic .NET programming language. This is a fun introduction to the basics of programming, examining logic, the language, and the general development environments you can expect to encounter in the real world. This course will open opportunities to develop your own programs right from the start! (1) TBD 9-12 Advanced Programming Advanced Programming will explore code in greater depth, and for a whole year, picking up where Introduction to Programming leaves off. Students will begin by exploring a new language, C#, while also improving their knowledge of good programming practices, algorithmic development, databases, and graphics engines to create a variety of programs and games. Code concepts covered in this class will begin at class level code and get more advanced rather quickly. This should be a fun and interesting continuation of programming for anyone interested in moving beyond simple apps and games and diving into some of the more interesting things we can do with code. PREREQUISITE: Either Introduction to Programming OR Computer Science (3) AY 10-12

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Digital Media This course will cover a variety of aspects of digital media. First, students will learn about the camera, and in doing so, will create a stop animation video using basic editing skills in Adobe Premiere Pro. They will then look at various famous scenes from movies and discuss what makes them stand out. This will allow them to analyze the different types of shots and move into learning how to set them up. Students will be handed already-written scenes and be asked to shoot and edit those scenes according to what the script says to do. After doing so, they will create their own scenes and be asked to shoot and edit them. We will learn how to use Adobe After Effects, creating some logo animation for Wooster. (1) TBD 9-12 Harvard CS50x This year, Wooster is pleased to offer an honors coding class, which is actually a Harvard University Computer Science class offered online. While students will be doing the work of a college semester over the course of a year, this will still be a difficult class with a great deal of work outside the classroom. It is different from Advanced Programming in that CS50x focuses primarily on web languages rather than application layer languages. Students may elect to receive a certificate of completion from HarvardX at the outset of the class, but that is not required to receive credit at Wooster. What follows is Harvard's description of the class: This is CS50x, Harvard University's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. An entry-level course taught by David J. Malan, CS50x teaches students how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, PHP, and JavaScript plus SQL, CSS, and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. As of Fall 2015, the on-campus version of CS50x, CS50, was Harvard's largest course. Students who earn a satisfactory score on 9 problem sets (i.e., programming assignments) and a final project will receive a certificate from HarvardX. (3) AY 11-12

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Theatre “Acting requires will, intelligence, emotion, imagination, and the stirring of the unconscious.” -Lee Strasberg Wooster Theatre seeks to engage both the novice and the aspiring actor, writer, designer, or director. Whether you are a ham who loves to act out, someone struggling with stage fright, a talented artist who would like to try set design, or an experienced thespian, there is a place for you to grow and be involved in our theatre family.

Acting Workshop Students will study the basic principles of acting and character analysis and learn about basic stage and rehearsal terms through exercises, breath and body work. Collaboration and full participation in class and outside work are expected, including choosing, rehearsing and memorizing scenes and monologues. As students grow in confidence and ability, we will move into monologue and scene work. Students can take a trimester to “get their feet wet” or take a full year course, which will take them through theatre games, improvisation, scenes and monologues. An emphasis on the Meisner Technique, in which acting is defined as “living truthfully under imaginary circumstances,” is our model for all of the work in class. This skills-based class is for students looking to go deeper into the work of an actor, acquiring tools that will carry them through life - honesty, trust, integrity, courage, and presence, through the discipline of acting. Voice, breath, body work, and physical exercises sharpen the skills necessary to create a dynamic performance. More complex and challenging scene work and monologues are assigned from the canon of Contemporary and Classic plays. (1 by trimester) TBD 9-12 Technical Theatre: Production Technical Theatre is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theatre. Students in this class directly participate in creating the world that the play lives in through the scenic design process, light, sound, scenic painting techniques, prop construction, and stagecraft. We will merge with the actors toward the end of the trimester during tech week after school (extended rehearsals) to deliver live performances. We will use the selected play as our textbook to understand its requirements and serve the needs of the play. Through research, we will make choices that align with the intent of the playwright and explore different time periods to determine how scenic design relates to history, mathematics, English, and science. Guest speakers and a field trip to see live theatre performance are envisioned. Participation in either or both of the Upper School theatre productions is required if taking this course during the fall or winter (1 - may be repeated for credit) TBD 9- 12 Technical Theatre: Costumes Make the Character During the Winter trimester we will analyze the upper school musical, then design and build the costumes. We will explore color and shape, and how those aspects can help define a character. We will study different periods of clothing, and how a costume reflects the personality and social status of the character wearing it. Students will learn some basic hand and machine sewing, some pattern making, and fitting. No previous sewing experience required. (1) Winter 9-12 Masterpiece Scenic Painting Students who enjoy design, painting or Studio and Theater Arts should consider this exciting new elective. If you are inspired by theatrical scenery, illusions and art you can learn the tricks that will propel your painting to the next level. Create a unique painting for your portfolio. Color theory, perspective rendering, art history and architecture are all part of the curriculum for this scenic exploration. (3) AY 9-12

Monday Afternoon Arts Elective: Improv "Yes, And..." The first rule of improvisation is never say 'No', but rather "Yes, and..." This class is a Monday afternoon elective for students who would like to try their hands at improvisation: no reading, no memorizing, just on the spot hilarity. We will play games such as "Park Bench," "Who Am I?" "Only Questions", "I've Got A Secret", "Who Ate the Cookie?" and "What Planet Are We On?" No previous experience needed, just a willingness to let loose your inner zany. (1) F 9-12

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World Languages Students in Wooster’s World Language courses focus on increasing their proficiency in language with regard to all four skills in alignment with the ACTFL Standards (reading, writing, listening, and speaking). Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to speak primarily in the Spanish. Convinced that most students should be able to read, write, and converse in at least one language in addition to English, Wooster’s World Language teachers foster and encourage the study of multiple languages, whenever possible. The program respects the developmental nature of language acquisition and integrates the acquisition of language skills with students’ growing cultural awareness. Connections with other disciplines also become richer and deeper. Under normal conditions, if a student passes, progress to the next level of the language is automatic. However, a grade of “2” in a course or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades. One potential outcome of that evaluation is required summer work in the language and a re-exam in order for the student to be permitted to enroll in the next higher level of the language.

Spanish I Students in Spanish I will begin their studies at the novice level, and aim to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students will refer to guidelines established by ACTFL (the American Council on Teaching of Foreign Languages) - these are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and unrehearsed context. Students in Spanish I will be expected to advance from the novice-low through the novice-mid or novice-high levels, as evidenced by the inverted pyramid of language proficiency seen at the www.actfl.org website. (3) AY 9-12 Spanish II Students in Spanish II will continue to build their proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writin g, speaking), as well as building cultural awareness. Students will refer to guidelines established by ACTFL (the American Council on Teaching of Foreign Languages) - these are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in realworld situations in a spontaneous and unrehearsed context. Students in Spanish II are advancing through the novice-mid through intermediate-low levels, as evidenced by the inverted pyramid of language proficiency seen at the www.actfl.org website. (3) AY 9-12 Spanish III Students in Spanish III will have the opportunity to solidify their knowledge of Spanish and improve their confidence in writing and speaking. As compared to Honors Spanish 3 (see below), this course will move at a slower pace, and students will benefit from additional time to practice their skills. This level of Spanish study allows the students to continue to expand their knowledge of the Spanish/Latin American people, language and culture. In addition, students have the opportunity to further improve their listening, speaking, reading, and writing skills. Class time is devoted to speaking practice and writing practice in the target language. Supplementary materials are introduced to enhance language use; reading and writing are more demanding. In addition to written/oral tests and quizzes, students will participate in performance based assessments of their interpretive, communicative and presentational skills. This course introduces more complicated grammatical concepts such as the conditional tense, compound tenses and an introduction to the subjunctive mood. (3) AY 9-12

Honors Spanish III The student who enrolls in Honors Spanish III should be committed to participating in class exclusively in the Spanish, and should enjoy a more demanding, faster paced curriculum. Students will continue to improve all four language skills by means of daily practice in class and detailed homework assignments in order to reinforce material covered in class. The Spanish is used in class, requiring students to hone their listening and speaking skills. Supplementary materials are introduced to enhance language use. This course introduces sophisticated grammatical concepts, such as additional compound tenses and a thorough grounding in the subjunctive mood, both present and past tenses. In addition to written/oral tests and quizzes, students students will participate in performance based assessments of their interpretive, communicative and presentational skills. Students who take this course will be prepared for the Honors Spanish IV and then sequentially the Advanced Placement course, because of the breadth and depth of the material covered. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 9-12 Honors Spanish IV This course serves as a bridge between the Spanish III course, which is a textbook-based proficiency course, and the AP Spanish V course. The students integrate the four skills of listening, speaking, reading and writing in all lessons, and use the Spanish as the principal means of communication, as well as the object of study. The main components of the course are communicative refinement, study of complex grammar, vocabulary expansion, literary reading comprehension, and continued cultural study of the Spanish/Latin American people. Literary readings, including selections from the Spanish Advanced Placement reading list, lead to longer and more sophisticated writing. This is a multi-focused course designed to meet the four main components, and to also give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own language and culture. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 10-12

AP Spanish V / Advanced Spanish Students in AP Spanish V can discuss their progress by referencing the proficiency guidelines established by ACTFL (the American Council on Teaching of Foreign Languages). Students in AP Spanish V should be mainly at the intermediatehigh and advanced-low levels, as evidenced by the inverted pyramid of language proficiency seen at the www.actfl.org website. In AP Spanish V, students can express themselves in speaking and writing on both familiar and unfamiliar topics, ranging from family values to technology and social networks. Students are beginning to evidence characteristics of the advanced level, such as forming complete paragraphs, using cohesive devices, employing a variety of time frames and aspects, and distinguishing between the formal and informal registers. Enrolled students may elect to take the Advanced Placement examination in May and must be committed to use the language consistently in and out of class. Entrance criteria: See “Honors, AP, and DLI Entrance criteria”; pg. 5 – 7 (3) AY 11- 12 AP French V The Middlebury Fuel Online Program would have to be approved by the Word Languages Coordinator, Academic Administrator, and Director of Teaching & Learning. (3) AY 11-12 Advanced Latin Advanced Latin assumes knowledge and facility with nearly the entirety of fundamental Latin grammar as taught in introductory courses and is taught in a trimester elective format. The content focus of this course is to further develop comprehension and translation skills via unabridged Latin prose and poetry, as well as an understanding of classical history, mythology, and the linguistic evolution of Latin as it pertains specifically to the English language. Translation is tackled systematically and with attention to deep understanding of vocabulary, grammatical, linguistic, and historical and (often) mythological frameworks. (3) AY 9-12 Spanish Culture Through Film How is film used as a vehicle for cultural expression? What can be gleaned about a country’s history, the identities of its people, and its culture through watching its films? In this class, we will watch a variety of films from diverse parts of Latin America and Spain. Students will observe and question the representations of cultures through film, and seek to become more active analysts of media. Films will be viewed in Spanish with English subtitles, and class discussions will be held in English. (1) TBD 11-12

Library Missions and Goals

Mission Statement Wooster School's John D. Verdery Library is a primary source for information and curriculum support. The library program functions as the information center for the school by providing access to a full range of information resources. Both traditional and electronic formats are used to acquire information literacy skills and to integrate learning. The mission of the school library program is to assist all students and staff in becoming literate, life-long learners and effective, efficient, and ethical users of ideas and information. Information Literacy Goals Wooster students learn to use information gathering skills, to locate print and electronic resources, and to take advantage of the many current database and web tools. Wooster’s library program for information literacy follows the Standards for the 21st-Century Learner as set out by the AASL of the American Library Association. Students are empowered to 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth. Upper School students explore Information Literacy in their regular classroom as they complete a wide variety of research based projects and assignments. The Librarian works with the Upper School faculty to ensure that students achieve the Information Literacy goals enumerated above.

Athletics Wooster believes that fitness of mind and fitness of the body are mutually beneficial. In keeping with the Wooster Mission Statement’s commitment to physical education, students are required to engage in after school physical activities. Requirements and Rules Students are permitted to miss any sport or activity on Mondays in order to participate in a co-curricular offering. All inseason athletes participating in non-athletic Monday Afternoon Activities will be required to sign Conflicts agreement which can be found in the Appendix. All Students in grades 9–12 are required to participate in at least one team sport per year. Students in grade 12 may petition the Director of Student Life and Upper School Head to opt out of the team sport requirement. A written proposal requesting this option is due by September 15th of the student’s senior year. Students in grades 9 and 10 are required to participate in our afternoon activities program during all three seasons and must select at least one team sport. Students in grade 11 and 12 are required to participate in two seasons of afternoon activities and at least one team sport per year. Students are permitted to take one season “off.” (Please note that students taking a season off are required to leave campus at the end of the academic day.) If a senior needs the spring activity to fulfill this requirement, then that student should plan a Senior Independent Study project which will allow for full participation in the activity. Students new to Wooster are required to participate in an after-school activity in their first full season on campus. After School Offerings Fall Girls’ Soccer Boys’ Soccer Coed Cross Country Girls’ Volleyball Football** Outdoor Ed* Yoga* Strength & Conditioning* Theatre Team Manager*** Art Intensive Season off Independent Activity*: (subject to approval by 6/10/16)

Winter Girls’ Basketball Boys’ Basketball Boys’ Hockey** Coed Skiing** Strength & Conditioning* Theatre: Musical Technical Theater Yoga* Team Manager*** Art Intensive Season off Independent Activity*: (subject to approval by 11/1/16)

Spring Boys’ Baseball Girls’ Lacrosse Boys’ Lacrosse Girls’ Tennis Boys’ Tennis Coed Golf** Coed Ultimate Frisbee Strength & Conditioning* Team Manager*** Art Intensive Season off Independent Activity*: (subject to approval by 2/14/17)

*Enrollment permitting, these are activities that allow students to take art intensive classes concurrently. **These programs have additional fees: Hockey & Football ($750), Ski & Golf ($500). Additionally, practice, games, and competitions for these sports will likely result in students missing academic time due to scheduling constraints from outside organizations. This should be considered when signing up for these programs. ***Team Manager does not fulfill the team sport requirement. All students enrolled in an off-campus independent activity or are taking a season off are required to leave campus by 4:00 pm. If this does not consistently happen, the School may ask the student to enroll in an on-campus activity for the remainder of the season. Team sports are listed in bold and may require a 6-day per week (Monday through Saturday) after school commitment ending daily at 5:30 pm. Junior varsity teams will be offered in as many sports as possible. All other activities require a 5-day per week (Monday through Friday) after-school commitment ending daily at 5:30pm. When necessary, Upper School activities may need to be capped, due to space and staffing limitations. We will notify all parents and students of any potential caps once the students have selected their after-school activities in the Spring of the prior academic year.

Independent Activities Students with a previously-demonstrated commitment to an athletic activity that Wooster does not offer may apply for an Independent Activity to fulfill one or two seasons of the activities required. In these situations, the team sport commitment must still be fulfilled. The School’s expectation is that the student participates in the independent activity for 7-10 hours per week. In rare cases, an athlete who has shown a year-round commitment to a particular activity for at least two years and has demonstrated expertise may apply through the Director of Student Life and the Head of the Upper School for a waiver of the on-campus requirements. Independent activity applications can be found on the School’s Web Site, in the office of the Director of Student Life, and in the Appendix. Students should attend closely to the due dates published on the application. Completed applications should be submitted to the Director of Student Life by those dates. Decisions on the application will be made by a committee consisting of the Director of Student Life, The Director of Student Activities, and the Head of Upper School. Those participating in an after-school off-campus activity are required to leave campus at the end of the academic day.

Upper School Full-year Course Preference Sheet for 2016-17 Discipline

Course Name

Humanities I (9th) Humanities II (10th) English

English 11 English 12 AP English (Literature) 11 or 12 DLI – The Essay

DUE DATE: Wednesday, May 18th, via NetClassroom Directions and Considerations: 1. Read the Course of Study Booklet to learn more about courses and their prerequisites, graduation requirements, the honor roll, after school activities, and other programs. If you are selecting an Honors or AP Course, ensure you are on track to meet the prerequisites. All course selections are reviewed.

Humanities I (9th) Humanities II (10th) History

US History AP US History DLI - Europe in the Short 20th Century Senior Seminar (Mandatory for 12th)

Language

your parents. Further questions go to Department Coordinators, Ms. Higgins, and Ms. Najman.

3. 9th graders will take a trimester of Art & The Humanities, a trimester of Building a Hopeful Future, and a trimester of Health.

Spanish I

4. Trimester electives are listed on a separate paper. You need to

Spanish II

return that page in hard copy to Ms. Najman by May 18th.

Spanish III

World

2. Discuss your selections with your teachers, your advisor, and

Honors Spanish III Honors Spanish IV AP Spanish V AP French V – Online Only Algebra 1 Geometry & Statistics

5. 3 AP or DLI classes, or any combination thereof is the recommended maximum. Taking more requires permission from Ms. Higgins or Ms. Najman

6. At least 4 of your selections should come from the first 5 disciplines. Senior Seminar counts as History for this purpose.

7. If you would like to explore the possibility for an independent study, please contact Ms. Higgins.

Honors Geometry & Statistics Honors Algebra 2

Math

Honors Precalculus AP Calculus AB AP Calculus BC DLI -Statistics and Big Data Conceptual Physics Biology

8. The Theatre Department will offer a Monday afternoon elective in Improvisation. Please see the Course of Study for descriptions and Mrs. Simard, Chair of the Theatre Department, for further information.

9. After school activities are listed on the back of this page. 10. After school art classes are listed here. Please see the Course of Study for descriptions and Mrs. Chodoff, Chair of the Art Department for further information.

Honors Biology Science

Chemistry Honors Chemistry AP Physics 1 DLI - Thermal & Statistical Physics DLI - Complexity & Life Art and the Humanities (Mandatory for 9th) AP Art History Masterpiece and Scenic Painting Wooster Singers

The

Monday Electives Pottery Photography Architecture Video Production Graphic Design Museum Studies Winter Pottery Printmaking Photo Video Production Animation Digital Arts Drawing

Tuesday

Wednesday

Thursday

Friday

Art Intensive

Fall

Spring Color and Form

Pottery Photography Graphic Design Video Production Fiber Arts

Arch. Photo

2D/3D Construction

Clay Forms with Surface Design Photo as Narrative

2D Printmaking: Intaglio

Clay and Glazing

Video/Film 2D: Pastel Drawing

Arch. Design: The Study of Nature

Arch. Drafting

Alternative Photo Processes Graphic Video/Animation Design

2D Printmaking: Relief

Sculpture and Installation

Abstract Painting

Madrigals

Arts

Chamber Consort Rock Band Jazz Ensemble Applied Music Lessons Design &

Advanced Programming

Technology

Harvard CS50x

Once you have determined your requests, log in to NetClassroom and request your courses in “Registration.” You may click HERE to reach NetClassroom. See Ms. Najman if you do not know your username and password.

Upper School Course Selection Sheet for 2016-17

After School Activities Fall Girls’ Soccer Boys’ Soccer Coed Cross Country Girls’ Volleyball Football** Outdoor Ed* Yoga* Strength & Conditioning* Theatre Team Manager*** Art Intensive Season off Independent Activity*: (subject to approval by 6/10/16)

Requirements and Rules

Independent Activities

All students enrolled in an off-campus independent activity or are taking a season off are required to leave campus by 4:00 pm. If this does not consistently happen, the School may ask the student to enroll in an on-campus activity for the remainder of the season.

Students with a previously-demonstrated commitment to an athletic activity that Wooster does not offer may apply for an Independent Activity to fulfill one or two seasons of the activities required. In these situations, the team sport commitment must still be fulfilled. The School’s expectation is that the student participates in the independent activity for 7-10 hours per week. In rare cases, an athlete who has shown a year-round commitment to a particular activity for at least two years and has demonstrated expertise may apply through the Director of Student Life and the Head of the Upper School for a waiver of the on-campus requirements. Independent activity applications can be found on the School’s Web Site and in the office of the Director of Student Life. Students should attend closely to the due dates published on the application. Completed applications should be submitted to the Director of Student Life by those dates. Decisions on the application will be made by a committee consisting of the Director of Student Life, The Director of Student Activities, and The Head of Upper School. Those participating in an afterschool off-campus activity are required to leave campus at the end of the academic day.

Team sports are listed in bold and may require a 6-day per week (Monday through Saturday) after school commitment ending daily at 5:30 pm. Junior varsity teams will be offered in as many sports as possible. All other activities require a 5-day per week (Monday through Friday) after-school commitment ending daily at 5:30pm. When necessary, Upper School activities may need to be capped, due to space and staffing limitations. We will notify all parents and students of any potential caps once the students have selected their after-school activities in the Spring of the prior academic year.

Trimester Elective Preference Sheet for 2016-17 Name__________________________ Grade in September ______

Ideal number of electives for you ______

Directions:  See the back of this sheet for grade-specific advice and the Course of Study for course descriptions.  Each elective choice represents a course that meets for 1 or possibly 2 trimesters.  Please put the numbers 1 through 6 next to your 6 top choices, with 1 being your favorite. We do our best in the scheduling process but cannot guarantee elective choices.  If you would like to take more than 6, please consider taking another yearlong course instead.  Unless otherwise indicated, the trimester(s) in which these electives will be offered have yet to be determined. All are worth 1 credit.  The running of electives is subject to enrollment and staffing.  This is due back to Ms. Najman on or before Wednesday May 18.

Art

Music 

Advanced Art (10-12) (any or all tri.)



Songwriting (9-12)



Museum Studies (10-12) Lettered period



Introduction to Guitar (9-12)



Music Theory (I) (9-12)

Drawing (9-12) (any or all tri.)

___

Music Theory (II) (9-12)



Keyboarding (9-12)

AND Monday afternoon (F)

Humanities 

Publications (9-12) (any or all tri.)



A History of Gaming (10-12)



The 2016 Election (11-12) (F)



Slavery: A Historical Perspective (10-12)

Math and Science 

Business and Finance (11-12)



Science Now! (9-12)



Introduction to Sports Medicine (11-12)



Social Psychology (11-12)

Technology 

Woodworking (10-12)



Open Makerspace (10-12)



Introduction to Programming (10-12)



Introduction to Engineering (10-12)



Digital Media (9-12) (any or all tri.)

Theatre 

Acting Workshop (9-12) [any or all tri.]



Tech. Theatre: Production (9-12)



Tech. Theatre: Costumes Make the Character (9-12)

World Language



Advanced Latin (9-12) (any or all tri.)



Spanish Culture Through Film (11-12)

Trimester Elective Preference Sheet for 2016-17 Name__________________________ Grade in September ______

Ideal number of electives for you ______

General Advice and Comments 



 

By selecting electives, students are committing to those classes for the 2016-17 school year. Elective classes can only be dropped in extraordinary circumstances. Please give careful consideration both to the number of electives you would like to take and also the specific choices. It is strongly advised that you create a visual representation of your schedule, plugging in the courses you plan to take using a blank copy of the 2016-17 Weekly Schedule. It is available in Google Drive. You can also see Ms. Najman for a copy. Graduation requirements in the Arts should be considered. You need 3 art credits, 3.5 music credits, and a total of at least 7 credits in the Arts. Doing the math as to how many credits you presently have and how many you can have at the conclusion of next year is strongly recommended. Credit values are listed in the Course of Study. Electives provide an excellent way to communicate your intellectual interests and work ethic to prospective colleges. When considering electives, keep in mind the balance between challenging yourself and creating a schedule with which you can be successful. World Language courses beyond third year are elective and demonstrate genuine commitment. In general, colleges like to see three years of language study at the high school level, not just three years of study. Health is required for 9th and 10th grades, but students do not need to sign up for the class; it will be added automatically to their schedules.

9th Grade If you are taking a language, you have 5 letter periods full for the entire year. You will have a sixth letter period filled by a trimester each of Intro. to The Makerspace, Health, and Art & the Humanities. You might choose to explore an elective that is open to freshmen in this letter. Taking electives or a second language may completely fill your schedule for one or more trimesters. Remember that, unlike in Middle School, you must be in after school activities until 5:30 every day, which may reduce your available homework time compared to 8th grade.

10th Grade If you are taking a language, you have 5 letter periods full for the entire year. Remember that in one trimester, you will also have Health class 2 days/week. Some students choose to “spend” a letter and double up on science courses; others take two or three electives with their 6th letter period; still others prefer to keep both letter periods open for extra help, downtime, and to get work done.

11th and 12th Grades Select a manageable load that balances your interests, work ethic, and college aspirations. In considering AP or DLI courses, keep in mind that success is usually predicated on a balance between the number of AP or DLI courses that you take and your ability to commit the necessary time to be successful in them. Taking too many AP or DLI courses could mean that you do not have sufficient time to earn your best grades or to maintain a healthy lifestyle. If you would like to

Wooster School Applied Music Lesson Agreement between Parent, Student and Teacher. If you have any questions, please contact Claire Simard, Head of Theatre and Music at claire.simard@woosterschool.org. For scheduling questions, contact Anne Gilson at anne.gilson@woosterschool.org Contracting, Scheduling and Fees  Lessons are contracted and scheduled for 20 lessons throughout the school year. Additional lesson packages can be purchased after a student has met his/her allotment.  There is a “No Drop” policy after the first two lessons. This is a year-long contract. o For the Middle and Upper Schools this means that this is an all year course which will appear on transcripts as such and will be marked as “Withdrawn” on the transcript if the student drops after the first two lessons.  The 20 contracted lessons must be completed during the 2016-17 school year for which they are scheduled.  Rates for lessons are as follows: $40/30 minute lesson ($800/yr), $60/45-minute lesson ($1200/yr).  Upper School students are strongly encouraged to take a 45 minute lesson.  Fees are billed directly to your Wooster School Account through the business office.  If all 20 lessons are completed before the end of the school year, there is an option to add extra lessons.  Performance in a year-end recital is mandatory for all students. Attendance and Cancellation Policy  Lessons will be scheduled for a day and time that the student will be available every week. In Middle and Upper Schools, the student may have to change their lesson time and day based on their free periods every trimester.  If a teacher must miss a lesson for any reason, that lesson will be made up at a mutually convenient time and place for both student and teacher.  Faculty will make up one (1) lesson missed by a student, but only if 24 hours notice is given.  Any student “no-show” will not be made up.  Lessons missed due to snow days will be made up at a mutually convenient time.  All parties should view the scheduled 20 lessons as contracted time and instruction on which the parent, student and teacher can rely to be consistent.  Before teaching can begin, this contract, signed by student, parent, and instructor must be received.

APPLICATION/CONTRACT FOR APPLIED MUSIC PROGRAM Please carefully read, complete, and return to the address shown with your deposit of $400.00 per contract, payable to: Wooster School – Music Dept. 91 Miry Brook Road Danbury, CT 06810 Tel. (203) 830-3964

The total cost of the program for twenty 30-minute lessons is $800.00, and for twenty 45-minute lessons is $1,200, which can be paid in full at the start of the year or in two installments ($400 deposit at registration, remaining balance in January).

Parent’s Name_________________________ Student’s Name____________________________ Phone Number _________________________E-mail___________________________________ Instrument_____________________________Grade_______ Preferred Music Teacher (if applicable) _______________________________________________ ----------------- I wish to enroll my child in Wooster’s Applied Music Program (30-minute lessons). ----------------- I wish to enroll my child in Wooster’s Applied Music Program (45-minute lessons). I, THE UNDERSIGNED, UNDERSTAND THAT THIS IS A BINDING CONTRACT AND WILL ADHERE TO ITS TERMS AND CONDITIONS

Signature of Parent/Guardian

Date

Signature of Student

Date

Signature of Teacher

Date

Art Electives/Intensives: Excused Absences and Schedule Conflicts Sport tournaments, make-up games, theatre tech rehearsals, or other excused absences can create unanticipated conflicts with art elective/intensive classes. Students are excused for attending class in such situations, but they are not excused from the coursework they miss during an excused absence. Students who miss two or more classes for whatever reason need additional support to be successful in their courses. The following protocol will keep students and teachers in communication and keep coursework current. Students, please read these steps and sign your name, indicating you understand and will abide by them. 1. At the beginning of the trimester, inform your afternoon elective/intensive teacher that you are participating in a sport or activity that may interfere with your class attendance. Your teacher will note the possibility of a future absence. 2. If you have an excused absence because of a game or other event, inform your teacher (via e-mail) as soon as possible. 3. Find out what you missed. Ask for work or class content that you need to make up. Depending on the course, you may be able to do this work at home or in study hall. 4. Arrange time with your teacher as necessary to make up any class work. You may not be the only student in this situation. Teachers will make every effort to offer the extra support you need to be successful.

______________________________________ Student ________________________________________ Elective/Intensive teacher ________________________________________ Parent

INDEPENDENT AFTER - SCHOOL ACTIVITY PROPOSAL PHILOSOPHY We believe that individual growth is enhanced in a social context and place emphasis on the life of the community. As a result, Wooster requires all students in grades 9 - 12 to participate in the after-school activity program. Regular participation in group activities at the school is fundamental for the formation of the sense of community which is so important to Wooster’s ethos. REQUIREMENTS  Students in grades 9 and 10 are required to participate in our afternoon activities program during all three seasons and must select at least one team sport and two other activities per year.  Students in grade 11 and 12 are required to participate in our afternoon activities program for a minimum of two seasons and must select at least one team sport and one activity per year. Students in grade 11 and 12 are permitted to take one season “off,” but it is important to note that students taking a season off are expected to leave campus after Jobs period. Students in grade 12 may petition the Director of Student Life and the Head of Upper School prior to the deadline (August 31 of their senior year) to opt out of the team sport requirement. EXCEPTION PROCESS Each year, students in grades 9 - 12 who wish to apply for an exception to any of these requirements must submit an application, which MUST include a description of the plan of action and a weekly schedule and submit to the Director of Student Life, even if the same exception has been approved in the past. Students with a previously-demonstrated commitment to a physical activity that Wooster School does not offer may apply for an Independent Activity to fulfill one or two seasons of the requirement. In rare cases, student-athletes who are committed year round to a particular activity and have demonstrated expertise may apply for a year-long waiver. Those participating in an after-school off-campus activity must depart campus immediately after Jobs period. Independent activity and team sport waiver (seniors only) applications can be found in the office of the Director of Student Life. Students who wish to apply for an exception must:  Write a complete description of the proposed independent activity including reasons for pursuing an off campus option, goals the student hopes to achieve, and a detailed explanation of how many hours will be spent on the activity, day-by-day, throughout the week. (To be considered for approval, the time spent on an independent activity should be commensurate with the time students spend on a typical Wooster activity, which is 7 - 10 hours per week). Be sure to attach the description of the proposed activity to this form.  Find an adult contact person, who is not a member of the student’s family, who can supervise the student’s participation at the activity on an ongoing basis throughout the season.  Fill out the back of this sheet, including parent or guardian signature, and attach the proposed activity description.  Submit the entire packet to Mr. Hastings by the following deadlines:  Fall or Year-Long Activities by June 10, 2016  Winter Activities by September 30, 2016  Spring Activities by January 13, 2017 Note: During the season, students fulfilling an Independent Activity may be asked to meet with Mr. Hastings, Ms. Plummer or Mr. Pannone to discuss the progress of the Independent Activity. In addition, we reserve the right to call the on-site supervisor regularly to ensure that the student’s participation in the activity meets Wooster standards. Students may be asked to make a 10 minute presentation about their experience at an Upper School assembly or Chapel. The intention is to enrich the School via the student’s experience and to emphasize the community nature of the various off-campus activities pursued.

INDEPENDENT ACTIVITY PROPOSAL FORM Student Name: ______________________________________

Grade: _______

On-site Contact Person: _____________________________________________________ On-site Contact Signature: ____________________________________________________ On-site Contact Phone Number: _______________________________________________ Parent/Guardian Signature: ____________________________________

Date:________

Tentative plan for ALL of your afternoon activities during your Upper School career: This is a non-binding outline of your plans to help the School understand your proposal in the context of your overall Wooster experience. PLEASE FILL IN EVERY BOX. YEAR FRESHMAN SOPHOMORE JUNIOR SENIOR

FALL

WINTER

SPRING

While the proposal is being considered, students must attend a regular, on-campus Wooster activity. Students who have not chosen an on-campus activity will have one chosen for them. Proposals will be reviewed and an acceptance, denial, or request for changes/additional information will be communicated in a timely manner. IA/Team Sport Waiver Approval 2016-17: Mr. Hastings, Ms. Plummer and Mr. Pannone. Date Received:____________ Status: Approved:_____ Explanation if denied:

Denied:_____

Request for changes/more information:_____