Upper School Course of Study 2023-2024

Wooster School Upper School 2023 - 2024 Course of Study

Introduction

Wooster’s Upper School curriculum provides students myriad pathways to develop the skills, dispositions, and knowledge they will need in college and life. Our ninth and tenth grade program is a largely common core curriculum designed to strengthen students’ foundational skills. Eleventh and twelfth grade curricula are framed by greater choice and increased depth. Regardless of age or grade level, our curriculum is intended to teach students how to learn, think, and communicate. These are the fundamental skills upon which they will become lifelong learners and best be able to adapt to an evolving world.

Graduation Requirements

In order to graduate, Wooster students must have:

(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); and

(2) Fulfilled the course requirements within each department; and

(3) Successfully completed a minimum of 5.0 credits per trimester AND 60.0 credits of required coursework by the end of senior year; and

(4) Successfully fulfilled the afternoon activities requirements; and

(5) Successfully completed a Senior Independent Study (SIS).

Weekly Schedule

The Upper School weekly schedule shifts slightly year-to-year. Click here to see the Upper School Weekly Schedule for 2022-23. Key attributes of the Upper School weekly schedule include:

● 9:00 am Academic Start Time

● 50-minute Class Periods

● Daily Office Hours Opportunities

● Student Life Focus on Wednesdays

● Extended Block (G) on Wednesdays

Course Requirements

The table below outlines the required courses and credit load for each discipline. Students need the following to qualify for a diploma:

The total number of credits required for graduation is 60, which is the sum of the departmental minima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications.

Permission from the Coordinator of Academic Operations is required to change or withdraw from a course.

Normally, course credit is granted to entering students for successful completion of equivalent courses taken at other accredited schools. In collaboration with Departmental Coordinators, the Coordinator of Academic Operations will determine whether those courses fulfill Wooster’s requirements and the balance of courses each new student needs to fulfill graduation requirements.

Special Programs & Partnerships

Bridge Program

The Bridge Program follows a coordinated service model and provides students with the skills to be successful in their academic endeavors through a gradual release approach. Through collaborative consultation, classroom instruction, and personalization, Bridge Program teachers and students partner together to build executive functioning skills and further develop competencies related to the specific learning goals of their academic classes. Bridge Program teachers manage each student’s Wooster Educational Plan and serve as liaison between parents, school, and other collateral contacts (i.e. school districts and educational consultants).

Pathways Program

The Pathways Program is designed to provide additional learning and support for students in the areas of executive functioning, study skills, and independence, along with a focus on timemanagement, self-regulation, and task completion. For the academic year 2023-24, this program is intended only for students in our 9th grade, with a cohort of up to 12 students. Students in the Pathways Program will meet with their pathways teacher 4x each week to receive support.

Senior Independent Study (SIS)

The Senior Independent Study (SIS) is Wooster’s program in experiential education. Begun in 1968, the program has thrived by taking advantage of the opportunity to learn in settings other than school. All seniors are required to participate. After the approval of a committee of faculty members and students, each student engages in a field of particular interest off campus during the final five weeks of senior year. Students are required to keep journals, write 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. Some seniors will continue to take part in after school activities in order to fulfill graduation requirements.

Independent Study

Students may study and receive Pass/Fail 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, as well as seek out a faculty member who would direct the Independent Study. Wooster regards all independent studies as enrichment and thus all are for Pass/Fail credit only. Detailed, written proposals are required for all independent studies. Interested students should obtain the independent study proposal form, complete it with their faculty sponsor, and submit it to the Coordinator of Academic Operations and Chief Academic Officer. Students should note that Independent Studies are not guaranteed, must be approved, and are dependent on faculty availability and supervision.

Global Online Academy Duringtheschoolyear

Wooster is pleased to partner with Global Online Academy (GOA), a forward-thinking and learnercentered online school and thought partner. GOA offers competency-based courses rooted in providing students opportunities to deepen and discover their passions.

Please note:

● Students in grades 9-12 may apply to enroll in any of the computer science courses offered through GOA. All other GOA courses are restricted to juniors and seniors.

● For any student, GOA courses must be a sixth course: in addition to the 5.0 credits required to be a full-time student at Wooster School.

● For seniors, a full-year (or two semester-long) Humanities-focused GOA course may satisfy the English requirement.

● All students must submit an application to register for a GOA course.

● Enrollment in a GOA course is not guaranteed until confirmed by our Site Directors.

● Cost for GOA courses during the year is included in Wooster tuition.

To review GOA’s course catalog, please click here. Application and registration is handled via Wooster’s GOA Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Please see here for further information concerning our partnership with GOA and our application process

Summer

Global Online Academy has an annual summer session. They offer approximately 15-20 courses per summer, most of which are enrichment-based. At present, they also offer credit-bearing versions of Spanish I and Geometry, which can be remediative or potentially accelerate a student’s course of study.

Because Wooster School is a member of GOA’s consortium, our students are able to access these courses at the discounted rate. Interested students should first take a look at GOA’s summer course catalog and FAQ. They then should directly register themselves via the GOA website and confirm that registration with our Site Director.

One Schoolhouse

Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. Enrollment in a One Schoolhouse language course may count toward the world language graduation requirement at Wooster School. This coursework will be reflected on the Wooster School transcript and does count towards the 5-course minimum enrollment requirement at Wooster School.

To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Please see here for further information concerning our partnership with One Schoolhouse and our application process.

Course Load Requirements and Selection

The school year is divided into three trimesters which are approximately eleven weeks in duration. The required course load is 5.0 credits, with a minimum of four taken from the core disciplines (English, History, World Language, Mathematics, and Science). A student may enroll in more than the required number of courses with the permission of the Coordinator of Academic Operations and Chief Academic Officer. In general, for yearlong courses, 3 credits are awarded upon successful completion of the entire year’s work. The credit load for elective courses varies depending upon the frequency of class meetings per week.

Course Selection

Every spring, Wooster conducts school-wide course registration. This process begins with a divisional assembly wherein the following year’s Course of Study is reviewed with all students, faculty, advisors, and administration. Thereafter, online course registration opens via onCampus, during which students digitally submit their course requests. Following the close of registration, all requests are reviewed by the departments and administration to ensure students have selected the appropriate number of offerings and are on track to complete graduation requirements. Review is also specifically made of Honors and DLI requests, both in the context of school capacity and the students’ academic records.

Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’ requests - with seniors receiving priority in the process - scheduling does not always permit this, so considering alternatives is wise. This is particularly true for trimester electives, which receive less priority in the scheduling process and therefore are less likely to be fulfilled. The school reserves the right to cancel or limit enrollment in any course listed.

Honors and the Deep Learning Initiative

Students who develop a strong foundation in one or more disciplines may opt to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by students demonstrating capacity for such study via their coursework. 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.

Deep Learning Initiative Entrance Criteria

DLI courses are Wooster’s highest-level academic opportunities. These courses ask students to take a deep dive into a particular content area of study and begin to apply the foundational skills, dispositions, and knowledge they have cultivated and demonstrated success within their earlier academic journeys. Core to the DLI experience are the following:

● In-depth reading/analysis

● Lecture and discussion

● Writing and reflection

● Inquiry, experimentation and theory generation

● Independent thinking and collaboration

● Time- and task-management

● Formal Research Writing (APA, MLA)

● Presentation and critique

Students who wish to enroll in a DLI course must show a sustained record of curious and intellectual learning as well as a high level of motivation. 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.

During the spring course registration, students who wish to be considered for enrollment may preliminarily sign up for DLI courses. All students signing up must have the approval of their current teacher, who is asked to assess the student’s fundamental student skills predicated on demonstrated behaviors that year. Course signups are then vetted departmentally and administratively. In an instance where a request is not approved, a student may appeal the decision in writing. This appeal is presented first to the recommending teacher in an attempt to address the concern. If unsuccessful, it proceeds to the Department Coordinator and then the Chief Academic Officer.

Honors Entrance Criteria

Several departments have additional requirements for entrance into Honors level or advanced courses. These are listed below. All honors and advanced courses require a teacher recommendation and the approval of the Coordinator of the appropriate curricular area. In some departments and courses, the honors component of the coursework is embedded and the honors designation is earned through the completion of an honors portfolio. See the departmental descriptions below for specifics.

Math

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.

Extra Help and Tutoring

The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also our tutoring center. The teaching schedule leaves free time each day for teachers to be available for individual assistance with students. If more support is needed, in addition to the direct teacher extra help, Wooster has an at-cost tutoring system in place.

Summer Coursework

Per summer, students may take up to two courses for Wooster credit. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. Students that pursue this option must obtain permission from the Department Coordinator. The syllabus for a summer course for credit must satisfy the Department Coordinator. 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. Placement in the next sequential course at the beginning of the year will only be made when an official transcript is received from the summer school. Students interested in summer work should contact the relevant Departmental Coordinator for further information as soon as possible in the school year. Summer coursework does not appear on the official Wooster transcript.

Departmental Overviews & Course Descriptions

All course descriptions below are arranged in the following format:

Course Title

Credit Value Season(s) course runs

AY = All year

F = Fall

W = Winter

S = Spring

Grade levels which may register

Note that most yearlong courses are worth three credits, while most trimester-long courses are worth between 0.5 - 1.0 credits. Credit value is relevant in the fulfillment of the co-curricular requirement (see above in Graduation Requirements) and GPA calculation. Briefly, the more credit value, the more impact a course grade has on GPA.

Humanities

Humanities classes strive to teach students how to ask questions, gather information, organize and evaluate that information, and then share it with others in a way that leads to further inquiry. There are a multitude of skills taught in order for the students to engage in this self-perpetuating learning circle, but the essential ones are reading, writing, and conversation. All three skills are taught and refined to help the students improve their thinking. Humanities educators teach writing skills and content simultaneously. Teachers use direct instruction and deliberate practice to empower students with syntactic forms and tools, giving them the freedom to articulate their ideas clearly, precisely, and in detail. To facilitate the learning process, Humanities classes implement metacognitive techniques, Visible Thinking routines, as well as student-teacher meetings to review progress toward acquiring these skills.

English is a four-year requirement at Wooster School, and all students take Humanities I and II, and an English course in their Junior and Senior years. Note that seniors may fulfill this requirement via a Global Online course. (See above for our policies and further information.)

EmbeddedHonors

Students often do not realize their own level of interest in and passion for the Humanities until they are actively engaged in the work of learning about it. That in mind, our Humanities I and II courses offer an opt-in, Honors element for passionate and motivated students to delve deeper. Following initial work in the first trimester of the year, these students intentionally choose to take on the additional challenge of reading more complex articles and texts and investigating more intricate and nuanced research topics based on our Humanities essential questions. Successful completion of this embedded work - manifest via an Honors portfolio - earns students Honors distinction on their transcript.

JuniorYearEnglish:TheCollegeEssay

As part of our college preparation process, all Juniors, in their English courses and for the final five weeks of the year following Senior Sendoff, begin work on their college essays. This process is led by our College Guidance team, in conjunction with the Coordinator of the Department and our team of English instructors. An aim is for Juniors to end the year with at least two viable pathways for their college essay, which they will refine over the summer. In this way, Juniors get ahead of this aspect of the college process.

English

Humanities I: Foundations in Cultural Literacy

6.0 credits (3.0 English credits) AY 9

The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Students grow their reading skills through literature circles and build writing skills through practicing models of discourse. Within a thematic framework focused on broad cultural literacy, teachers introduce students to “big ideas” and how we create meaning with them. These big ideas include: What does it mean to be human? How does geography shape lives and society? How do belief systems and structures affect lives and societies? How do humans negotiate power? Humanities I provides a foundational framework for geography, migration, belief systems, and government structures. The historical timeline is based on student prior knowledge and explores North American and United States topics including domestic and foreign policies and social, political and economic issues.

Humanities II: The Making of Modernity

6.0 credits (3.0 English credits) AY 10

Humanities II continues the literary and historical exploration commenced in Humanities I. This program is co-taught and focuses on developing thinking, reading, writing, and speaking skills through an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students explore what it means to be human by asking: What is the nature of Justice? What is the nature of Power? What are our roles in Society?

From Marvel to Mordor to Mars

3.0 credits AY 11, 12

From Marvel to Mordor to Mars is a reading-intensive English course about the most imaginative and fanciful genres of literature: science fiction, fantasy, and comics. This course examines typical literary elements, such as characterization, symbolism, and theme, but also more specialized areas such as worldbuilding, traditional character archetypes, and how and why authors incorporate strange magic or futuristic technology. At the beginning of every trimester, students engage in whole-class short stories that exemplify each genre; by the middle, they choose their own independent novels. Students also strengthen writing skills in forms ranging from lighthearted book reviews to formal literary analysis.

Raise Your Voice: Finding Identity, Belonging, and Justice Through Literature

3.0 credits AY 11, 12

What impact do the stories we read have on our own identities? When does literature seem to call us out, and when is it calling us in? How have authors used the written word as a vehicle for justice and change? In this course, we grapple with these and other questions through texts from different genres, historical moments, and literary and social movements. Along with exploring universal themes, many of our texts address the impact of social expectations and regulations (based on gender, race, age, and class) on people’s lives, as well as different ways that people have pushed back against these regulations and expectations across time. We experiment with the writing strategies we encounter by producing our own critical and creative texts, while also honing our skills with notetaking, questioning, discussion, and close reading. Students develop confidence in their own voices as they consider what impact they would like to have on the world around them.

Linguistics

3.0 credits AY 11, 12

Linguistics is the research-based, historical, and scientific study of language. This course explores how people structure their speech similarly across the world, plus some features truly unique to certain languages only. Students analyze experiments and studies (and carry out our own) to uncover the surprising stories behind English words, sounds, and dialects, from ancient accents to modern slang. Students also tease apart the secret truth that languages are never fixed in one “correct” form but actually constantly changing and diversifying. Students, too, tackle the field’s big questions like where new languages come from and how human language first began. This course runs during G period and incorporates asynchronous responsibilities.

DLI Philosophy

3.0 credits AY 11, 12

Philosophy is the study of ideas: thinking about the history of thinking. In particular, philosophy explores the human mind, the best form of society, and questions like “What is knowledge, truth, reality, and existence?” In this course, students focus on skills like note-taking, conversation, individualized reflection, analyzing various readings, synthesizing information from multiple sources, examining others’ views, critically thinking and questioning, and conducting research. The class outlines, century by century, the breakthroughs of the most influential philosophers, from the classical world to the Internet Age, through the use of nonfiction articles, videos, thought experiments, and primary-source documents.

DLI The Story

3.0 credits AY 11, 12

Toni Morrison once noted that "If there's a book you want to read, but it hasn't been written yet, then you must write it." In this course, we endeavor to do just that: write the stories we want to see on our shelves. In pursuit of that goal, we explore techniques for crafting creative pieces for different audiences and contexts. In the same way that a musician might study the works of great composers, we read influential literature from various genres and historical contexts with an eye for how each work has been built, and with the intention of imitating and adapting elements of craft to establish our own voices. We consider questions such as: What decisions do authors make in terms of plot, character, dialogue, and language, and how and why are they effective? How do we use writing to explore complex ideas? How do we develop an early draft into a finished work? And what, if any, are the larger responsibilities of a piece of writing? Since all writing is a gradual process of thinking and discovery, emphasis is placed on engagement with course materials, participation in discussions and writing workshops, and revision.

DLI Art and the Making of Meaning

3.0 credits AY 11, 12

DLI Art and the Making of Meaning explores the big ideas in art and art history through in-depth analysis, writing, and dialogue. By looking thematically at art across cultures, visiting museums, and sharing observations, students explore the stories that are told throughout the history of art, as well as examining the role cultural institutions play in telling these stories. Students explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through reading, critical discussion, writing, and creating, students examine artists, art history, and the role of the museum in creating meaning.

DLI Psychology

3.0 credits AY 12

The field of psychology investigates the human mind and behavior. Informed heavily by student interest, DLI Psychology explores its many fields: social, cognitive, evolutionary, and developmental, to name a few. In this course, students engage with diverse materials, ranging from the traditional (textbook readings and articles) to the more modern (TED Talks, podcasts, film). The course follows a college meeting framework: ample time spent outside of class in preparation for two inperson meetings per week of discussion. As a Senior-only course, the context of Senior Year of high school as a rite of passage is a prominent theme for application of course learnings.

Journalism

0.5 credits per trimester F, W, S 9-12

Journalism is constructed around the production of WiNK, Wooster’s online student publication. Students follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming (if making a video), and editing. Students will implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real-world deadlines and budgets. Journalism makes use of digital media resources and therefore counts towards co-curricular credit. This is a pass/fail course that runs during I period and may be repeated for credit.

Advanced Journalism

0.75 credits per trimester

Prerequisite: Journalism

F, W, S 10-12

Advanced Journalism is constructed around the production of WiNK, Wooster’s online student publication. As in Journalism, Advanced Journalism students follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming, and editing. However, students in Advanced Journalism do so at a higher level. Students implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real-world deadlines. In addition to creating their own original pieces, students in Advanced Journalism also participate in the editorial process, providing feedback to students enrolled in the introductory course. Advanced Journalism makes use of digital media resources and therefore counts towards cocurricular credit. Students must earn an Effort Grade of G or higher in Journalism to enroll in Advanced Journalism. This course runs during H period and may be repeated for credit.

Yearbook

3.0 credits AY 10-12

In Yearbook, students collaborate to create the Wooster School Yearbook. Students brainstorm and implement the book’s theme, select photos, work with the layout process, and organize group photos. Students in this course work with seniors on senior pages and yearbook responsibilities and help promote yearbook sales. The first trimester gets the yearbook started and off the ground. The second trimester focuses on the details of the layouts and brings the concepts to life. The final trimester wraps up all details to complete the work. Yearbook makes use of digital media resources and therefore counts towards co-curricular credit. To ensure continuity and successful completion of a final product, priority enrollment goes to students that have demonstrated an interest and leadership around the yearbook through participation in the past. This course runs during G period and incorporates asynchronous responsibilities.

Literary Magazine

3.0 credits AY 10-12

A literary magazine is a publication that showcases the creative writing and art produced by a community of people. In this class, students learn the ins and outs of designing, editing, and publishing Wooster’s very own literary magazine, Echo. Each trimester, the work focuses on steps in this process, including projects like researching different approaches to designing a literary magazine, creating submission guidelines, soliciting and providing feedback on submissions, and learning page layout. Students who take the class work together to bring their collective vision for the magazine to life. Additional learning opportunities include creative writing practice, opportunities to speak with professional writers and editors, and planning a launch for the magazine. Literary Magazine makes use of digital media resources and therefore counts towards co-curricular credit. To ensure continuity and successful completion of a final product, priority enrollment goes to students that have demonstrated an interest and leadership around the literary magazine through participation in the past. This course runs during G period and incorporates asynchronous responsibilities.

Storytelling Through Song

1.0 credit F 9-12

In Storytelling Through Song, students listen to various songs in a wide range of musical genres in order to analyze how they capture our imaginations and tell our stories. From the Blues to Broadway, from protests to pop, students read lyrics, listen to music, and discuss how and why different stories get told. Students set goals for their own writing, and they craft a portfolio of lyrics/songs that tell stories. This course integrates music and therefore counts towards co-curricular credit. This course runs during G period and incorporates asynchronous responsibilities.

Creative Writing

1.0 credit W 9-12

Creative Writing uses prompts to inspire creative thinking and writing. Students in this course read and discuss various short stories and poems to examine writer’s craft, elements of storytelling, and various poetic forms. Students set goals for their writing, and they craft a portfolio of work by the end of the trimester. Students have time in class to write and have the opportunity to share their work and engage in peer review. This course runs during G period and incorporates asynchronous responsibilities.

Poetry

1.0 credit S 9-12

In Poetry, students read and write poetry to study poetic devices, figurative language, and poetic forms. This course has the benefit of running during National Poetry Month! Students set writing goals and complete a portfolio of poetry. This course runs during G period and incorporates asynchronous responsibilities.

History

Humanities I: Foundations in Cultural Literacy

6.0 credits (3.0 History credits) AY 9

The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Students grow their reading skills through literature circles and build writing skills through practicing models of discourse. Within a thematic framework focused on broad cultural literacy, teachers introduce students to “big ideas” and how we create meaning with them. These big ideas include: What does it mean to be human? How does geography shape lives and society? How do belief systems and structures affect lives and societies? How do humans negotiate power? Humanities I provides a foundational framework for geography, migration, belief systems, and government structures. The historical timeline is based on student prior knowledge and explores North American and United States topics including domestic and foreign policies and social, political and economic issues.

Humanities II: The Making of Modernity

6.0 credits (3.0 History credits) AY 10

Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students explore what it means to be human by asking: what is the nature of Justice? What is the nature of Power? What are our roles in Society?

Unseen United States History

3.0 credits AY 11

This United States History class covers content from early Indigenous organizations through the Cold War. Based on student interest the course takes one of two pathways.

● Pathway 1: Students use the lenses of resilience and relevance to address the root causes of modern issues. As a class, students focus on issues within a particular theme: government, natural rights, foreign policy, etc. They trace that single issue through time, using it as a framework to grapple with the ‘hard history’ that has led to that issue.

● Pathway 2: Students address the theoretical elements that drove human actions by exploring political philosophies and values pervasive in the time period to understand group and individual actions.

Both options require students to write argumentative essays and read three pieces of historical fiction in addition to engaging with modern media and academic sources. A key requirement of this course involves visiting and reporting on a local historical site. This course includes an embedded honors option.

Global Conflict

2.25 credits AY 9-12

In Global Conflict, students gain an understanding of current events through the lens of conflict. Students analyze different types of conflict from class struggles, to political division, to race relations, protest and war across history. Students explore the causes and effects of each conflict to gain an understanding of individual cultures and relationships within the global community. In this course, students are required to complete independent research and present on a current conflict from its historical roots through its modern expression. This course runs during H period.

DLI Folklore

3.0 credits AY 10-12

DLI Folklore explores world history through an anthropological lens; understanding society through the stories people tell. Each unit focuses on the folklore of a specific region. Students collect and read the legends of the region, understand how they were told, and how they changed. Students in this class determine how, if at all, legends promote action and are used as a source of power while exploring the historical context of each tale. Students are required to find and present on a local legend by visiting a local historic site. The course culminates in a choice project, where students choose to become an expert in one region's folklore to then share with the class. This course runs during G period and incorporates asynchronous responsibilities.

DLI I, Too, Am America

3.0 credits AY 10-12

In his poem, "I, Too, Am America," Langston Hughes addresses the issue of those who have been excluded from the promise of American ideals. In this course, students examine the history of the United States with an emphasis on amplifying the representation and lived experiences of groups who have been marginalized in the telling and examination of our history. Students deepen their understanding of the manner in which cultural identifiers such as race, gender, ethnicity and ability have shaped US ideology (economic, political, social, and judicial) while developing an appreciation of the resilience and genius of those individuals and groups who have fought to address inequalities in search of realizing the inherent rights of "life, liberty, and the pursuit of happiness." Students draw on our relevant past to formulate actions to bring about change in the present and future. Emphasis is placed on exploring first-person narratives from a diverse voice and critical review of historical documents. To bring history alive, students also participate in case studies, simulations/role play, and project/action-oriented learning experiences. This course runs during G period and incorporates asynchronous responsibilities. For this course, there will be additional meetings during H or I period depending upon student availability.

Spirituality

0.5 credits F 9-12

Spirituality is an introductory survey course that focuses on world religions. This course has two main components. The first half of the class involves an overview of the world’s major religions, considering the cultivation of spirituality within each religion and looking at the science of spirituality more generally. The second half of the class offers opportunities to explore and develop one’s own sense of spirituality, whether tied to a religion or not. Pedagogical methods include presentations, reading, writing, discussion and experiential activities such as meditation and mindfulness. This is a pass/fail course that runs during I period.

Latin American Movement in the United States

0.5 credits W 9-12

The Latin American Movement in the United States explores the history and current day events of latinos throughout Latin America and the impact they have had within the United States. This course is structured around short films and readings to discuss Latin American migration, communities, and political and cultural movements. Student discussions also center around structural racism, symbolic violence, and social inequalities that occur against Latinos within the United States. This course runs during I period.

Law and Society

0.5 credits S 9-12

For any society to operate effectively, rules and regulations must be put in place to ensure a peaceful and productive society. But who makes those rules? How do we know the rules are right? What happens when the rules are unfairly used against some but benefit others? Is there a better way to govern than what we already know? To what extent does law shape society? Or, does society shape law? Through examining these questions, students gain an understanding of the legal system and how it applies to their day-to-day life. This is a pass/fail course that runs during I period.

History of Mathematics

0.5 credits S 10-12

Prerequisite: Geometry

In this course, students investigate the well-documented history of European based mathematics, i.e the Greeks and Romans, the Renaissance, and the Enlightenment. Students also dive into the importance of Chinese and Indian mathematicians as well. In addition to the “normal” history, we also look at Indigenous' culture and how they used mathematics and numbers to make sense of the world around them. The guiding question for the course is: Was math discovered or created? This question opens up for some wonderful discussions on the objectivity (or subjectivity) of math in our world today. This course runs during I period.

STEM Science

“If it isn’t hands on, it isn’t science.” This maxim underscores our Upper School science curriculum. Our students apply structured inquiry in their learning process and document their evolving understanding of the world through the lens of the three core natural sciences of Physics, Biology and Chemistry.

EmbeddedHonors

Students often don’t realize their own level of interest in and passion for a science until they are actively engaged in the work of learning about it. That in mind, our core science courses (Conceptual Physics, Biology, & Chemistry) offer an opt-in, Honors element for passionate and motivated students to delve deeper. Following initial work in the first trimester of the year, these students intentionally choose to take on the additional challenge of solving more intricate problems and investigating more intricate and nuanced systems. Successful completion of this embedded workmanifest via an Honors portfolio - earns students Honors distinction on their transcript.

Conceptual Physics

3.0 credits AY 9

Conceptual Physics 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, 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.

Biology

3.0 credits AY 10

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, DNA and genetics, 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.

Chemistry

3.0 credits AY 11

Chemistry covers the interaction of matter and its influences on modern society. Laboratory activities encourage the development of a scientific mindset while applying chemistry to authentic applications. Students explore how the interactions of atoms and molecules influence the physical behavior of matter, and how chemical reactions drive many natural processes. We explore the significance of nuclear chemistry to history and modern society. This course aims to produce scientifically literate citizens capable of engaging in the complex discussion and decisions facing our society.

Physics of Machines and Circuits

3.0 credits AY 10-12

In Physics of Machines and Circuits students discover how things work by building them. Students explore the physics principles that lie behind the workings of devices in modern life. The course is lab- and activity-based, but also requires solving concrete problems using algebra-based math, and some basic coding (no prior experience required). Students engage in hands-on projects, experiments, and discussions about the underlying physics of simple and complex machines, as well as electronic, and electromechanical devices. By the end of the course, students are able to explain how simple machines and circuits work, how they can combine into more complex systems, and how the underlying physics allows the parts to work in harmony to achieve a desired end goal. Physics of Machines and Circuits makes use of makerspace resources and methodologies and therefore counts toward co-curricular and science credit.

Quantitative Chemistry

3.0 credits AY 12

Prerequisite: Chemistry

We can use mathematical relationships that govern the world of chemistry to predict physical phenomena. From the impact of a substance on the freezing point of a solution to the degree to which a salt will dissolve in water, all can be mathematically determined. Quantitative Chemistry looks at the math behind topics such as equilibrium, acid-base chemistry, atomic structure, stoichiometry and physical behavior of matter to name just a few. This course aims to prepare students that wish to pursue a STEM major in college. This course runs during G period and incorporates asynchronous responsibilities.

DLI Physics: Historical Breakthroughs

that Changed the World

3.0 credits AY 11, 12

Corequisite: DLI Calculus 1

This course introduces the fundamental ideas and methods of classical mechanics, electromagnetic theory, thermal and modern physics. The course follows a historical sequence focusing on the relationships between ideas and the advances in technology that have affected society. Because much of the material involves applications of calculus, students should be taking calculus concurrently. The course introduces basic applications of differential equations as needed. Computational, mechanical, electrical, and electromechanical projects will support and advance our learning. Computational projects will employ the Python programming language. No prior knowledge of Python is required.

DLI Advanced Chemical Applications

3.0 credits AY 12

Prerequisite: Chemistry

DLI Advanced Chemical Applications is taught through three main units: Environmental Chemistry, Molecular Gastronomy and Forensics/Analytical Chemistry. In each unit, students study collegelevel background theory and then engage in long-term research projects to explore aspects of the topic that they are personally interested in. Students need strong algebraic skills and the ability to do independent research.

DLI Complexity and Life

3.0 credits AY 11, 12

Prerequisite: Biology

DLI Complexity and Life introduces advanced biological topics in the areas of biodiversity and ecology, human physiology, and the molecular basis of evolution, and how each of these illustrates the principle that complexity characterizes and sustains life. Using the tutorial process, students carry out projects to further our understanding or apply it to a real life problem. Projects may include writing a scientific review paper or bioethical essay, creating a piece of persuasive media, or carrying out a student-designed empirical study or experiment. To conclude each trimester, during the tutorial discussion, students present their projects and critique those of their peers.

DLI Climate Change

3.0 credits AY 11, 12

Prerequisite: Biology

The 2021 Report from the Intergovernmental Panel on Climate Change states that we will exceed global warming of 1.5℃, and even a dire 2℃, unless “deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades”. Given that Climate Change threatens the liveability of our planet, it is arguably the greatest problem confronting humanity today. Learn about the Climate Crisis from the angles of climate science, politics, economics, and mitigation technologies. Be a part of the solution by working together with classmates and individually on projects in carbon footprint reduction, public outreach and awareness, and political advocacy.

Beekeeping

1.0 credit per trimester F, S 10-12

Work as a part of a team to see the world through the eyes of a honeybee, understand their needs, and provide the care that will sustain Wooster’s honeybee hives through the seasons. Learn how to identify the queen bee, provide supplemental food for the hive when needed, and manage for parasites. Become familiar with the biology of these fascinating organisms and how they communicate with each other to provide for the needs of the hive. This course introduces you to the basic care of Wooster’s own hives of honeybees! Beekeeping makes use of makerspace resources and methodologies and therefore counts toward co-curricular and science credit. This course runs during G period and may be repeated for credit. This course incorporates asynchronous responsibilities.

Pollinators and the Food We Eat

1.0 credit W 10-12

Did you know that 75% of crops worldwide require pollination, and pollinators are responsible for one in every three bites you eat? But, pollinators, most of whom are insects, are struggling in the modern world, due to habitat loss, pesticide use, and climate change. In this course, students learn about the many types of pollinators and why they are so important to plants. Labs include flower dissections and microscope identification of pollinators. At the course culmination, students create and cook dishes made exclusively from pollinated ingredients, and share what they have learned in a pollinator workshop. Pollinators and the Food We Eat makes use of makerspace resources and methodologies and therefore counts toward co-curricular and science credit. This course runs during G period and incorporates asynchronous responsibilities.

Beekeeping (Monday Afternoon)

0.5 credits

F, S 9-12

Work as a part of a team to see the world through the eyes of a honeybee, understand their needs, and provide the care that will sustain Wooster’s honeybee hives through the seasons. Learn how to identify the queen bee, provide supplemental food for the hive when needed, and manage for parasites. Become familiar with the biology of these fascinating organisms and how they communicate with each other to provide for the needs of the hive. This course introduces you to the basic care of Wooster’s own hives of honeybees!

Mathematics

We have created our curriculum with the view that the understanding of fundamental mathematical ideas is a continuing and ordered process. We plan course offerings to give students recurring and varied contact with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular practice creates opportunities to master the manipulations and notions discussed in class. Calculators and graphing tools are used to facilitate computations after basic skills have been learned.

The core subjects of the mathematics curriculum are the sequential Algebra 1, Geometry, and Algebra 2. Successful completion of these courses or their honors equivalents is a graduation requirement.

EmbeddedHonors

Students sometimes do not recognize their zest for more challenging mathematical thinking until they are actively engaged in deeper problem-solving experiences. That in mind, our Algebra 1 and Geometry courses offer an opt-in, Honors component for passionate and motivated students to dig deeper. Following the successful completion of basic course requirements, students may choose to pursue additional learning intentions and associated problem sets to expand their experience in Algebra 1 or Geometry. Successful completion of this embedded work, manifest via an Honors portfolio, earns students Honors distinction on their transcript.

Algebra 1

3.0 credits AY

9

Algebra 1 introduces foundational algebraic concepts including linear equations in one and two variables; systems of equations and inequalities; manipulation of monomials, binomials and polynomials; factoring; graphing lines and parabolas; direct and indirect variation; rules of exponents; and rational functions. While exploring these topics, students strengthen their ability to think logically and develop mathematical problem-solving strategies. Students that pursue the embedded honors component of this course will delve more deeply into understanding the structures and methods of algebraic problem-solving through complex problem sets.

Geometry

3.0 credits AY 9, 10

Prerequisite: Algebra I

Geometry centers around Euclidean geometry on the coordinate plane and also considers geometry in three dimensions. Students will study angles, areas, volumes, circles, triangles, similarity, and trigonometry. Students will practice proving conjectures with logical arguments. This course integrates hands-on activities such as constructions using a compass and straightedge. Curriculum in this course intentionally interleaves core concepts from Algebra 1 such as systems of equations, challenging students to use algebraic skills to tackle geometric problems. Students that pursue the embedded honors component of this course will delve more deeply into proof techniques.

Algebra 2

3.0 credits AY 9-11

Prerequisite: Geometry

Algebra 2 begins with a review of core concepts from Algebra 1. From there, students progress through an in-depth study of: factoring polynomials, rational functions, radical functions, quadratic functions, and exponential functions. The use of graphing tools brings these functions to life and students gain an appreciation for how we model real-world phenomena using familiar functions. This course incorporates scaffolds such as guided notes and reference examples to support students as they grapple with more advanced mathematical concepts.

Honors Algebra 2 with Trigonometry

3.0 credits AY 9-11

Prerequisite: Honors Geometry

Honors Algebra 2 with Trigonometry begins with a quick review of core concepts from Algebra 1. From there, students progress through an in-depth study of: factoring polynomials, rational functions, radical functions, quadratic functions, exponential functions, logarithmic functions, and trigonometry. The use of graphing tools brings these functions to life and students gain an appreciation for how we model real-world phenomena using familiar functions. The trigonometry component of the curriculum introduces students to trigonometric identities as well as graphing trigonometric functions.

College Algebra with Trigonometry

3.0 credits AY 11-12

Prerequisite: Algebra 2

College Algebra with Trigonometry builds upon the learning that took place in Algebra 2. This course begins with an in-depth study of functions and their properties. Students investigate the 12 parent functions and practice identifying characteristics of these functions. From there, students delve into exponential, logarithmic, trigonometric functions. The trigonometry component of the curriculum introduces students to trigonometric identities, graphing trigonometric functions, and the unit circle. While this course may be the terminal Upper School math class for some students, others may pursue Honors Precalculus as a next step.

Honors Precalculus

3.0 credits AY 10-12

Prerequisite: Honors Algebra 2 with Trigonometry OR College Algebra with Trigonometry

The first half of Honors Precalculus focuses on the behaviors of functions introduced in Honors Algebra 2 with Trigonometry: trigonometric, logarithmic, exponential, rational, and inverse functions. The second half of this course introduces polar coordinates and polar functions, vectors, systems of nonlinear equations, sequences and series, and parametric functions. The entire year emphasizes the meaning of mathematical notation as well as justification and plausibility of answers.

DLI Calculus 1

3.0 credits AY 11, 12

Prerequisite: Honors Precalculus

DLI Calculus 1 introduces the basic principles of calculus: limits, derivatives, and integrals. After mastering the mechanics, students will explore each principle more deeply. What exactly are limits? How does a derivative relate to the graph? Can we tell the story of a function by finding its derivative? How can integration help us in real life? Students master procedural knowledge and gain an abstract understanding of the core concepts of calculus.

DLI Calculus 2

3.0 credits AY 12

Prerequisite: DLI Calculus 1

DLI Calculus 2 is a continuation of DLI Calculus 1. The first trimester focuses on applications of limits, differentiation, and integration. Tutorials serve as the primary mode of inquiry to investigate questions of optimization, rates of change, and determination of areas and volumes. Students will discover multiple problem-solving approaches, and learn to examine physical and abstract objects in multiple ways. The second and third trimesters will focus on sequences and series. Upon completion of this course and DLI Calculus 1, students will have covered all topics in a two semester collegelevel calculus class.

DLI Statistics

3.0 credits AY 11, 12

Prerequisite: Honors Algebra 2 with Trigonometry OR Algebra 2

Statistics is the discipline which comprises the collection, organization, analysis, interpretation and presentation of data. Descriptive and inferential statistics are the art of summarizing and drawing valid conclusions from that data. Each trimester will offer an introductory battery of experiences in descriptive and inferential statistics with an emphasis on why these tools exist and where they came from. After that introduction, students will engage in projects based around the application of statistics to experimental design, data science, finance, games of chance, and other topics selected by students. Students will use spreadsheets and code to visualize large data sets.

DLI Discrete Math

3.0 credits AY 10-12

Prerequisite: Algebra 2

This introductory course in discrete mathematics is a rigorous alternative to Calculus. The course will teach students to think logically and apply this thinking in problem-solving. Students will learn logic and proof, sets, functions, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. Students apply these ideas to real-life scenarios including voting, scheduling, map coloring, and coding. The techniques learned in this class can be applicable to many different fields of study and professional fields for students’ futures. This course runs during G period and incorporates asynchronous responsibilities.

History of Mathematics

0.5 credits S 10-12

Prerequisite: Geometry

In this course, students investigate the well-documented history of European based mathematics, i.e the Greeks and Romans, the Renaissance, and the Enlightenment. Students also dive into the importance of Chinese and Indian mathematicians as well. In addition to the “normal” history, we also look at Indigenous' culture and how they used mathematics and numbers to make sense of the world around them. The guiding question for the course is: Was math discovered or created? This question opens up for some wonderful discussions on the objectivity (or subjectivity) of math in our world today. This course runs during I period.

Technology,Making&Design

In order to fulfill our mission to “prepare each individual for college and a useful life,” we must include a thoughtful vision of the role of technology. It is clear that technology is becoming ever more central to our lives, and as such, it is vital that we seek to understand it. As we strive to create Wooster students who value curiosity, kindness, and the search for truth, we should be preparing them to do this as technologically capable and educated people, as well. Courses in Technology and Design allow our students to express themselves in new ways, to see connections between disciplines that were not possible a few years ago, and to learn with their hands as well as their minds.

GlobalOnlineAcademy

Wooster School partners with Global Online Academy (GOA), a learner-centered and forwardthinking online school, to expand our offerings in coding and technology. See GOA's course catalog here. Students interested in GOA courses should review our partnership overview and application process, and speak with our GOA Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Beginning Programming via Global Online Academy

1.5 - 3.0 credits 9-12

Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of course offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested introductory courses included:

● CS I: Computational Thinking

Advanced Programming via Global Online Academy

1.5 - 3.0 credits 9-12

Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of their offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested advanced courses included:

● CS II: Analyzing Data with Python

● CS II: Game Design & Development

● CS II: Java

Engineering and Design

1.0 credit F, S 10-12

In this course students will focus on the physics of designing structures such as towers and bridges. Students will concentrate on the art of coming up with a design that is user-friendly. We will use empathy to interview “clients” and learn what elements they would like to see. We will use creativity to come up with a wide array of possible designs to meet the design criteria. Then we will make prototypes to try out the most promising designs. Repeating this process will result in an ever-improved design. Ultimately, we will concentrate on group projects that bring together several different aspects of engineering. This course runs during G period and may be repeated for credit. This course incorporates asynchronous responsibilities.

Industrial Design

1.0 credit

W 10-12

Industrial Design is a field of design that encompasses all of the products around us, from garden shears to medical devices, to the cars we drive. This course will serve as an introduction to the process of product design. Students will go through the design process from finding and defining a product-related problem to ideating new design ideas and creating and testing a prototype. Cotaught by art and makerspace faculty, Industrial Design bridges the creativity of fine arts and the utilitarian application of design. This course runs during G period and incorporates asynchronous responsibilities.

Open Makerspace

0.5 credits

F, W, S 9-12

As its title suggests, this is an intentionally open-ended course in which students will design and build their own projects, using the materials available in our Makerspace. These might include projects made of wood, metal, plastic or fabric, and also projects that include electrical or electronic elements. This is your chance to learn about the design and construction processes, and receive ample help creating an exciting new design. This course runs during H and I periods and may be repeated for credit.

World Languages

Students in Wooster’s World Language courses focus on increasing their proficiency with the four skills of 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 participate aurally, orally, and in written form in Spanish.

If a student passes, progress to the next level of the language is automatic. However, a grade of 2 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 level of the language.

EmbeddedHonors

Students often do not realize their own level of interest in and passion for Spanish until they are actively engaged in the work of learning about it. That in mind, all of our core courses offer an optin, Honors element for passionate and motivated students to delve deeper. Following the successful completion of basic course requirements, students may choose to pursue additional learning intentions, including readings, writing pieces, and video comprehensions. Successful completion of this embedded work, manifest via an Honors portfolio, earns students Honors distinction on their transcript.

Spanish I

3.0 credits AY 9-12

Spanish I will provide students with a general introduction to the Spanish language. This novice level course aims 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 the American Council on the Teaching of Foreign Languages (ACTFL) which guide learners to develop the skills to competently communicate. By the end of Spanish I, students will be able to comprehend spoken Spanish and will have the ability to carry out a simple conversation. Furthermore, students who would like to earn Honors distinction on their transcript and want to delve deeper into the course may pursue additional learning intentions and work assignments, which will be provided by the teacher following the basic course requirements.

Spanish II

3.0 credits AY 9-12

Prerequisite: Spanish I

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 (writing, speaking), as well as building cultural awareness. Students will be able to express themselves in real world 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 on the www.actfl.org website. Furthermore, students who would like to earn Honors distinction on their transcript and want to delve deeper into the course may pursue additional learning intentions and work assignments, which will be provided by the teacher following the basic course requirements.

Conversational Spanish

3.0 credits AY 9-12

Prerequisite: Spanish II

This course is intended for students who would like to advance their Spanish skills, but do not plan to move forward with studying Spanish after meeting the graduation requirement. This course reinforces grammatical concepts studied in Spanish I and Spanish II through daily conversation practice and project-based learning experiences. Students also continue their study of Spanishspeaking countries and people, improving their knowledge of history and culture. This course incorporates Spanish music, film, and television.

Spanish III

3.0 credits AY 9-12

Prerequisite: Spanish II

Students in Spanish III have the opportunity to solidify their knowledge of Spanish and improve their confidence in writing and speaking. Students continue their study of Spanish-speaking countries as they improve their listening, speaking, reading, and writing skills. This course introduces sophisticated grammatical concepts such as compound tenses and the subjunctive mood. Students also participate in performance-based assessments of their interpretive, communicative, and presentational skills. Students that opt into the embedded honors component of this course are expected to engage exclusively in Spanish and receive a more demanding curriculum.

Spanish IV

3.0 credits AY 9-12

Prerequisite: Spanish III

This course serves as a continuation of language study after the Spanish III course. The students integrate the four skills of listening, speaking, reading and writing and use Spanish as the principal means of communication. The main components of the course are the continued improvement of communicative skills in the language, the study of complex grammar, expansion of vocabulary, literary comprehension, and study of Hispanic/Latin American history and culture. This is a multifocused course designed to give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own and other cultures. Students that opt into the embedded honors component of this course are expected to engage exclusively in Spanish and receive a more demanding curriculum.

DLI Spanish: Hispanic Culture through Literature and Film

3.0 credits AY 10-12

Prerequisite: Honors Spanish IV

DLI Spanish: Hispanic Culture through Literature and Film enables students to achieve a high level of language proficiency in Spanish and maximize their experience of the language. It is structured around literature and films to learn about different Spanish speaking cultures and dialects. This course also incorporates discussions on identity, historical events and stereotypes. The use of the target language guides these discussions. The course consists of advanced characteristics on the ACTFL framework, employing basic structures and vocabulary, while practicing formal and informal writing skills.

ESL

3.0 credits AY 9-12

ESL is a course designed for all international students at Wooster. The course focuses primarily on the development of students’ language skills of reading, writing, listening, and speaking, and is leveled according to ability. Additionally, the course focuses on editing writing outside of academic contexts. American history and culture are also covered, particularly as relating to attending college in the United States.

World Language via One Schoolhouse

3.0 credits 9-12

Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations. Please see here for further information concerning our partnership with One Schoolhouse and our application process. World language options via One Schoolhouse include:

● American Sign Language

● Chinese

● French

● Latin

Performing Arts

“The true purpose of arts education is not necessarily to create more professional dancers or artists. [It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. The performing arts program contributes to the culture and community of the arts through music ensembles, electives, and theatrical productions. Enrollment in any performing arts courses is at the discretion of the performing arts coordinator and may require an audition/interview to ensure the best placement for the student.

The Upper School music program offers students opportunities to develop the skills and dispositions of musicians: communication, discipline, creativity, hard work, flexibility, teamwork, and performance skills. Students 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. 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 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.

Course grading is based on displayed understanding and application - in class and at home - of musical/theatrical concepts (competencies) and public performances. Effort is assessed through behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances and will be communicated in advance.

Music

Applied Instrumental Music

1.0 credit AY 9-12

Wooster is proud to offer private music lessons on campus during the school day. The study of voice or an instrument consists of approximately one lesson per week, over the entirety of the school year. Students are expected to practice a minimum of 30 minutes per day. The presentation of a recital toward the end of the school year showcases the students’ accomplishments. Other opportunities for performance are available throughout the school year as well.

Music lessons require consistent attendance and a year-long commitment to study for the full 20 lessons. 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. If a student reaches 20 lessons before the end of the year, s/he may arrange to purchase more lessons with the teacher. Students may schedule make-up lessons at the discretion of the music faculty. Students are expected to come to lessons prepared and with the necessary equipment. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org

Chamber Choir

1.5 credits AY 9-12

Chamber Choir is Wooster’s premiere vocal ensemble on campus and is open to singers in grades 912 who wish to strengthen their musical and vocal skills through choral singing. Members of the ensemble are responsible for practicing their music at home with recordings of their music and online assignments. This allows rehearsal time to be spent on vocal technique, style, blend, music history, and interpretation. A positive attitude, cooperation, commitment to the group, and strong attendance are essential. Students enrolling in Chamber Choir are required to also participate in the Upper School Glee Club on Fridays. This course runs during Monday and Wednesday H period and may be repeated for credit.

Upper School Glee Club

0.75 credits AY 9-12

Glee Club is for anyone who enjoys singing with others in a casual and fun environment. Music is selected by the students through a democratic process, and rehearsals are facilitated by the instructor, who helps direct the group. Glee Club meets once a week during music period. Students will have the opportunity to perform in the concerts and at other school events. Singers will gain confidence and enjoy singing popular favorites together. No audition required, and no prior experience needed. This course runs during Friday H period and may be repeated for credit.

Chamber Ensemble

2.25 credits AY 9-12

The Wooster Chamber Ensemble has evolved into a balanced chamber orchestra, with a core of string players, alongside a contingent of brass and woodwind students. Pianists are also welcome to audition, but space is limited to one pianist per year. Chamber Ensemble rigorously explores classical, and some lighter repertoire, in full-ensemble rehearsals and sectional work. Individual help and coaching is available through ‘office hours’, and via the Applied Instrumental Music program. Due to the demands of the music studied, students wishing to join this group must currently be studying their instrument privately, and should have at least two years of playing experience on their instrument. Additionally, a knowledge of the fundamentals of music and fluent music-reading skills are required. Enrollment in this course requires permission from the instructor and may involve an audition. This course runs during H period and may be repeated for credit.

Contemporary Improvisation Ensemble

2.25 credits AY 9-12

Contemporary Improvisation Ensemble is a multi-genre band crossing the styles of Rock and Jazz. This group is open to students who sing or play brass/wind instruments, guitar, bass, piano, or drums. The content of music varies but in general covers the many subgenres of rock and modern pop. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least two years of private instruction and be studying privately through the class. The group prepares to perform throughout the year. Students are admitted to this yearlong course by audition only. This course runs during H period and may be repeated for credit.

Guitar Ensemble

1.5 credits AY 9-12

Guitar Ensemble is a performance-based class that is offered to guitarists of any level. The primary goal of this course is to take individual players and get them comfortable with playing alongside other musicians. From classical themes to modern pop and rock songs, the variety of material allows experienced musicians to lead; playing challenging melodies and rhythmically complex phrases, while less experienced players are given the tools and opportunities to accompany in a meaningful way. This course runs during I period and may be repeated for credit.

Music Theory

1.5 credits AY 9-12

Music Theory covers the fundamentals of music, including notation, scales, clefs, keys, intervals, and chords. We then move through counterpoint and harmony with an emphasis of the relationships between vertical (stacked pitches as in chords and other sonorities), and horizontal (through time, as with melodic lines), and how all music derives from such beginnings. Subjectively, the whole of western tonal music is scrutinized through the lens of its appeal, both culturally and generationally, and at the most fundamental levels: Why do we like a certain song, symphony, orchestrational texture, harmonic feeling, etc? This course runs during I period.

DLI Music Theory

3.0 credits AY 10-12

Prerequisite: Music Theory

This is an advanced course in Music Theory. Based on established collegiate curriculum requirements, the course is a rigorous, comprehensive study of western tonal music theory and practice. Always tethered to a historical perspective, we look at the development of music in a contextual framework, and discuss chronological parallels with developments in the visual arts, architecture and general aesthetics. There is a significant writing component within the course in the form of reflective journaling. This course includes a Demonstration of Learning presentation as a culminating experience. This course runs during G period and incorporates asynchronous responsibilities.

Storytelling Through Song

1.0 credit F 9-12

In Storytelling Through Song, students listen to various songs in a wide range of musical genres in order to analyze how they capture our imaginations and tell our stories. From the Blues to Broadway, from protests to pop, students read lyrics, listen to music, and discuss how and why different stories get told. Students set goals for their own writing, and they craft a portfolio of lyrics/songs that tell stories. This course integrates music and therefore counts towards co-curricular credit. This course runs during G period and incorporates asynchronous responsibilities.

Music Production

1.0 credit per trimester

F, W, S 10-12

Do you make your own beats? Write your own lyrics? Have you ever wanted to record live music? These are just a few of the opportunities available to students who take Music Production. This course allows students to develop fluency in the creation of recorded music in many forms. As a project-based class, students have the opportunity to collaborate with other Wooster musicians as they work towards a final recording submission: a track on the Wooster Music Production Playlist! Music Production may be repeated for credit. This course runs during G period and incorporates asynchronous responsibilities.

Music Production (Mondays)

0.5 credits per trimester

Monday Afternoon Activity

F, W, S 9-12

Do you make your own beats? Write your own lyrics? Have you ever wanted to record live music? These are just a few of the opportunities available to students who take Music Production. This course allows students to develop fluency in the creation of recorded music in many forms. Students explore various aspects of the techniques, aesthetics, and technologies used in modern digital music and audio production. As a project-based class, students have the opportunity to collaborate with other Wooster musicians as they work towards a final recording submission: a track on the Wooster Music Production Playlist! Music Production may be repeated for credit.

Music Production Intensive

2.0 credits

Afternoon Activity

W 9-12

Music Production Intensive meets Monday thru Thursday during the Winter Trimester and offers students a deep dive into making beats, writing lyrics, and recording live music. Students engage in the hands-on operation of state-of-the-art equipment and instruments. This course also includes instruction in music and audio production history, theory. If you have an album that you would like to record, Music Production Intensive is the course for you. Music Production Intensive may be repeated for credit.

Introduction to Keyboarding

0.5 credits per trimester

F, W 9-12

This entry-level music course introduces students interested in learning the basics of playing piano/keyboard. Basic music theory, note-reading in treble and bass clef, and chords are taught. Students do not have to have a keyboard or piano at home to take this class, although it is recommended. This course runs during I period and may be repeated for credit.

Voice

0.5 credits per trimester S 9-12

Monday Afternoon Activity

Monday Voice Elective is for singers (or anyone who wants to sing) who want to take their voice to the next level. Whether you sing in the shower and want to work up the courage to sing in front of others, or you’re a seasoned performer looking for performance advice and vocal coaching, “The Voice” gets you there. Every student works on 1-2 songs over the course of the trimester, with the goal of performing and/or recording as a final project. Students learn how to select a song that fits them, how to discover their unique vocal style, how to make a song their own, and how to perform in front of an audience.

Theater

Wooster Theater seeks to engage and challenge both the novice and the aspiring actor, writer, designer, or director. Courses in Acting and Technical Theatre provide practical, real-life training for students to hone their craft while working on productions in the Black Box Theater. Acting classes are based on the work of Sanford Meisner, who described the foundation of acting as “the reality of doing.” Students are guided through the study and performance of classic and contemporary scenes and plays. Technical theater electives immerse students in the world of backstage theater through the design, creation and performance of Wooster productions. The study and practice of theater at Wooster provides a nurturing and safe environment for students to discover their place on or offstage, while becoming more engaged, empathetic, creative, and confident human beings.

Acting Workshop

0.5 credits per trimester S 9-12

Sanford Meisner said that acting is “behaving truthfully under imaginary circumstances.” This laboratory class has students learning how to develop the skills to recreate real life onstage through the Meisner Technique, Scene Study, Improvisation, and Acting Games and Exercises. During this course, students keep a journal and are asked to write about their experiences and observations of people with different writing prompts. Some of those journal entries are used as monologues and as a basis for self-discovery. This course runs during I period.

DLI Scene Study

3.0 credits AY 10-12

DLI Scene Study is an advanced acting workshop that teaches techniques for acting truthfully under imaginary circumstances, emotional preparation, and improvisation. In this year-long workshop, students learn to break down material to understand what they are saying and doing. Advanced scene study provides students the opportunity to explore the concepts of character development, transitions, motivation, and script analysis. Each student studies, rehearses, memorizes, and performs one scene from a classical or contemporary play each trimester. This course runs during G period and incorporates asynchronous responsibilities.

Fall Play

2.5 credits F 9-12

Afternoon Activity

This course is the primary preparation and rehearsal time for the Fall Play. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 pm. Performances occur on Friday evenings and Saturday afternoons and evenings. This afternoon activity is pass/fail.

Winter Musical

2.5 credits W 9-12

Afternoon Activity

This course is the primary preparation and rehearsal time for the Winter Musical. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 pm. Performances occur on Friday evenings and Saturday afternoons and evenings. This afternoon activity is pass/fail.

Technical Theater

2.5 credits F, W 9-12

Afternoon Activity

Technical theater is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theater. This course occurs during our afternoon activities block from 4:005:30 pm. Students directly create the world in which the play lives through the scenic design process, light, sound, scenic painting techniques, prop construction, and stagecraft. We will use the selected play as our textbook to understand its requirements and serve the needs of the play. Participation in the productions is required when taking this course. This afternoon activity is pass/fail.

Spring Theater Backstage Production

2.5 credits S 9-12

Afternoon Activity

Students who wish to participate in a Spring theatrical production can be part of the Middle School Spring musical by assisting in the roles of assistant directing, choreography, stage management, technical design, and music directing. This is an excellent opportunity for students interested in the backstage production experience to learn the skills of theatre production, from casting to production. Students participating in backstage production would work with and mentor middle school students, under the supervision of the faculty directors. Participation must be approved by the theatre faculty. This afternoon activity is pass/fail.

Visual Arts

The visual arts program at Wooster is designed to give students choice in their artistic development by providing a range of entry points based on media, skill, or theme, in an open and supportive atmosphere. Each course is structured with options to meet individual students at their level of challenge and investment in the arts. Our program gives students the skills to perceive, analyze, and create visual art that is reflective of their identity and of the changing world around them. Each student will engage in collecting ideas, experimenting with materials, creating and presenting best efforts, and reflecting on the process. Students are evaluated on their investment in continued effort, their willingness to push themselves in new directions, on the improvement of their skills, on the application of formal elements of art and design, and on their demonstration of creative thinking throughout the process. Materials are provided unless otherwise indicated.

AcademicDayOfferings

Open Studio

0.5 credits per trimester

F, W, S 9-12

Open studio is a choice-based class for students interested in exploring a variety of artistic materials, techniques and ideas at their own pace. Learn how to think like an artist by generating ideas, testing materials, problem-solving, and editing your own work. The studio will be open for explorations including drawing, painting, collage, printmaking, sculpture and fashion. Mini lessons and demonstrations about techniques or concepts will be offered to get each student ready to plan new artwork, continue an area of interest, and choose the medium to best execute an idea. This is a pass/fail course that runs during I period and may be repeated for credit.

Photography

0.5 credits per trimester

F, W, S 9-12

Photography is designed to give students the opportunity to grow their photography skills by learning about all aspects of photography. Students learn about lighting, composition, color, pre and post event workflow, and develop their eye to think and see the world like a photographer. This course runs during I period and may be repeated for credit.

Cinematic Storytelling

3.0 credits AY 10-12

This course explores the semiotic techniques film directors use to convey meaning in cinema; as well as engage you in the collaborative aspects of production on a narrative short. During class you will be expected to analyze the assigned scenes from a variety of directors. We will participate in thought-provoking discussions on how each employs their own meaningful codes and conventions in order to engage their audience in a compelling and creative way. Using Celtx screenwriting software, you will be responsible for creating a short script to illustrate an understanding of narrative structure, characterization, dialogue, and the unique demands of adaptation. Students will assume the crucial roles on a film set to gain experience with cameras, sound, lighting, and Adobe Premiere editing software. These tasks will stress the importance of collaboration, pre-production planning, and the application of techniques to create an aesthetic that serves the story or artistic intent. This course runs during G period and incorporates asynchronous responsibilities.

Studio Art

0.75 credits per trimester F, W, S 9-12

In Studio Art, students expand both their technical skills and their personal artistic expression. Students work independently on projects of their choice in order to develop greater versatility with media in both two- and three-dimensional space, enrich independent and innovative thinking, refine skills of observation, resolve complex creative problems, and gain 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 dialogue. This course runs during H period and may be repeated for credit.

Pottery

1.0 credit F 10-12

In Pottery, students learn the basics of throwing on the wheel, as well as the application of low and high fire glazes. Experienced potters can expand their skills with additional layers of complexity and/or larger projects. Some projects also include instructions in pinch, coil, slab and modeling techniques. Texture, form and quality craftsmanship are emphasized throughout the process. This course runs during G period and incorporates asynchronous responsibilities.

Ceramics

1.0 credit W, S 10-12

The Ceramics course teaches handbuilding techniques for creating sculpture and functional wares. Students will refine their expertise with the coil, slab, and pinch methods to build increasingly complex works. Students will also receive instruction on the potter's wheel. Techniques for surface pattern and texture will be introduced along with a number of finishing options including glazing and cold finish techniques. This course runs during G period and incorporates asynchronous responsibilities.

Printmaking

1.0 credit W 10-12

Printmaking is an artform used by commercial and fine artists to create multiple images from a block, screen, or plate. This introduction to printmaking explores a variety of printmaking techniques including monoprints, collographs, woodcuts, drypoint, and silkscreening. Students learn techniques for printing with a press and by hand in both color and black and white. Students are encouraged to bring their own ideas and unique images to work with. This course runs during G period and incorporates asynchronous responsibilities.

Oil Painting

1.0 credit S 10-12

Dive into the fundamentals of oil painting while exploring a range of materials and techniques. Explore color, texture, light and composition as well as preparation and care for materials. Through projects such as still-life, landscape, and portraits students develop personal approaches that enhance their formal and individual growth as artists. This course runs during G period and incorporates asynchronous responsibilities.

DLI Art and the Making of Meaning

3.0 credits AY 11, 12

DLI Art and the Making of Meaning explores the big ideas in art and art history through in-depth analysis, writing, and dialogue. By looking thematically at art across cultures, visiting museums, and sharing observations, students explore the stories that are told throughout the history of art, as well as examining the role cultural institutions play in telling these stories. Students explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through reading, critical discussion, writing, and creating, students examine artists, art history, and the role of the museum in creating meaning.

Portfolio Preparation (Independent Study)

1.0 credit F, S 11 (S), 12 (F)

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; this course requires independent work outside the classroom and weekly meetings with art faculty. Students work independently through both sketches and finished works, and review them with teachers who advise on a final portfolio selection. Seniors will be given the opportunity to exhibit work in a solo show in the spring.

MondayAfternoonArtOfferings

These courses are offered on Mondays from 4:00 - 5:30 pm on a seasonal basis. Students registered for a Monday elective who are involved in a sport or an after-school activity are excused from that sport or activity on Mondays, unless there is a sporting contest. 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 for missed studio time or work.

Ceramics

0.5 credit F, W, S 9-12

Afternoon Activity

Ceramics combines hand building and basic wheel techniques. Students learn techniques in building both functional and artistic wares from clay. Instruction is given in wheel throwing, pinch, coil, slab and modeling techniques as well as the application of high and low fire glazes. Texture, form and quality craftsmanship are emphasized throughout projects.

Found Object Sculpture

0.5 credits F 9-12

Afternoon Activity

Since the middle of the 19th century, artists have combined everyday materials from scraps of wood and glass to gears and dolls to create new works of art. Artists like Marcel Duchamp took it even further by simply recontextualizing objects like a bicycle wheel or even a urinal and calling it art

This course plays off the grand tradition of the objet trouvé, or found object, in art, inviting students to transform everyday objects into art by combining, altering, or recontextualizing them to give them new meaning.

Word Play

0.5 credits F 9-12

Afternoon Activity

Explore how artists combine text and images to communicate ideas and tell stories. In this mixedmedia class students collage, paint, stencil and sew compositions that incorporate text.

Jewelry

0.5 Credits W 9-12

Afternoon Activity

Jewelry is an introduction to the fabrication and design of jewelry and small metal sculpture. Students experiment with various types of metal, wire, and other media. They may incorporate found objects, natural forms, or other unique items into their work. Students create a collection of wearable jewelry pieces inspired by various materials and concepts.

Collage

0.5 Credits W 9-12

Afternoon Activity

Inspired by the “Februllage” challenge, students receive a different prompt each week to inspire a collage. By the end of the trimester students have a series of theme-based collages, which they can submit to the instagram challenge or keep as a personal portfolio.

Illustration

0.5 Credits S 9-12

Afternoon Activity

In Illustration students learn what it is to be an illustrator through the process of breaking down text, creating thumbnail sketches and storyboards, and eventually creating final illustrations. Storybooks, graphic novels, cookbooks, poetry, quotations, and song lyrics serve as inspiration. We encourage students to explore a variety of media ranging from watercolor, collage, and paint, to drawing pencils, charcoal, and pen. Throughout the course, projects invite students to allow their stories, observations, and interests to influence their illustrations and reflect who they are as young storytellers and artists.

Trashion

0.5 credits S 9-12

Afternoon Activity

Trashion is a sustainable movement in the fashion industry that encourages designers to upcycle waste into works of fashion. Participants in this course create their own unique garments and accessories sourced from discarded materials. Students learn techniques for binding, dying and stitching together unusual materials while contributing to Wooster’s mission to reduce landfill waste.

ArtIntensiveOfferings

Students that wish to participate in the Art Intensive program must also enroll in a Monday afternoon art elective.

Fall Art Intensive: Light and Shadow

1.5 credits F 9-12

Afternoon Activity

The theme of light and shadow deals with the interplay of contrasts–one cannot exist without the other. In art, light and shadow creates depth, tonality, and contouring, while impacting the way our mind perceives an image. Metaphorically, light and shadow can act as a source of mystery and hope. The artist decides this message intentionally, through the chosen medium, subject matter, and the message they project. Throughout this course students will exercise their choice in how best to express this theme with a variety of two dimensional and three dimensional options.

Winter Art Intensive: Home

1.5 credits W 9-12

Afternoon Activity

“Home” can mean different things, whether it relates to people who bring you comfort, the architectural spaces you dwell in, or objects and places you find familiar. Art Intensive explores this theme as it relates to the spatial, the domestic and the personal in art. Using a variety of techniques from sculpture to drafting, students have the opportunity to personally construct their own ideas related to the theme.

Spring Art Intensive: Narrative

1.5 credits S 9-12

Afternoon Activity

The Spring Art Intensive experience explores how artists tell stories through visual imagery as well as myriad media and techniques. We all have stories to tell, some based on personal life experience, some rooted in fantasy, and some a combination of both. Students will have an opportunity to share their personal experiences, imagine worlds beyond their own, and use materials to serve as a visual vocabulary with which to communicate.

Portfolio Track Art Intensive

1.5 credits F, W, S 11, 12

Afternoon Activity

Art Intensive: Portfolio Track is for students seeking to build a portfolio for admission to a college art program. Students are able to use the studio facilities after school to focus on developing their own body of work and prepare the college portfolio. This opportunity is available to Juniors and Seniors as well as late-year sophomores, who are approved by the art department. Students work independently to achieve checkpoints in their portfolio development, reviewed weekly by a mentor on the art faculty.

Social Science

Introduction to Business Planning

1.0 credit F 11, 12

Have you ever thought about starting your own business? Do you ever wonder how Amazon and Apple became so successful? Ever think, “I could do that.” Unlock the secrets of business in this course. Through a combination of course work and team activities, you’ll learn the basics of product design, marketing, consumer behavior and small business accounting while you create a plan for your own business. This course runs during G period and incorporates asynchronous responsibilities.

Advanced Business Planning

1.0 credit W 11, 12

Prerequisite: Introduction to Business Planning

Advanced Business Planning builds upon the core concepts explored in Introduction to Business Planning. In this course, students will have the opportunity to flesh our entrepreneurial ideas and visions. Students will use their learning from the introductory course to develop a business plan. This course runs during G period and incorporates asynchronous responsibilities.

Lead Yourself

0.5 credits W 11, 12

Lead Yourself addresses social emotional learning (SEL). Through exploring these competencies students in this course become a better version of themselves. Students learn how to lead themselves and others. The curriculum for this course incorporates articles, podcasts and other readings to gain a variety of skills and dispositions, such as reflection, gratitude and integrity. This course runs during I period.

The Psychology of Creativity

0.5 credits W 9-12

This course in creativity explores the questions: What does it mean to be creative? Are you either a non-creative or creative person, and nothing can change that? Through a review of the words of creators and the science and tools behind creative thinking, students in this course learn to discover and apply the pathways to creativity. The design of this course incorporates readings and discussions, case studies, and authentic applications of creative thinking. This is a pass/fail course that runs during I period.

Student Life

Freshman Academy

no credit AY 9

Freshman Academy meets once a week and focuses on social emotional learning. Students work to increase their strength in recognizing, understanding, exploring and regulating their emotions. Students are exposed to practices on well-being that allow for connection, belonging, and gratitude. By the end of this experience, the entire freshman cohort is bonded together as a cohesive unit. This is a pass/fail course that meets during G period.

Sophomore Academy

no credit F, W, S 10 Sophomore Academy continues the social emotional learning introduced in Freshman Academy with a particular emphasis on the traits of service, empathy, engagement, and kindness. These four virtues form the acronym SEEK, which is intended to evoke a sense of exploration. This course encourages students to look within themselves and also to connect outwardly for meaning. Students also explore positive institutions including such as: schools, work environments, community groups, healthy families, and civic organizations. This is a pass/fail course that meets during H or I periods.

Junior Seminar

1.0 credit W & S 11

As a prelude to applying to college, Juniors engage in a two-trimester course exploring who they are, what matters most to them and how that influences what they are looking for in a college or other post-secondary options. The course helps students learn a positive approach to life transitions as well as specific, transferable skills (e.g. resume writing, interviewing, personal essay writing and more) that will help them as they prepare to leave Wooster and into the future.

Senior Seminar

3.0 credits AY 12

Senior Seminar is a graduation requirement and mandatory course for all Seniors. The course covers a broad range of big ideas and is segmented at the discretion of that year’s instructors. Together, the curriculum covers topics such as happiness, design thinking, and relationships as well as career pathways and how to design your life, all in the context of college preparation. Instructors use a variety of mediums- including articles, books, TEDTalks, podcasts, and films. Seminar discussionoften student led - is a key instructional method. A core goal is to expose Seniors to ideas they will continue to engage in college and for the rest of their lives.

Health

Health 9

0.5 credits

AY 9

The Wooster Health curriculum is a planned program of learning experiences that enables students to grow in self-awareness and to identify and develop skills that will provide students the tools to practice positive health behaviors. 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. The core learning intentions focus on health skills development including decision making, health literacy, analyzing influences, advocacy, self-management, goal pursuit, and communication. Course topics include wellness, stress management, nutrition, suicide prevention, substance abuse prevention, mental illness, and human sexuality.

Wellness

0.5 credits

F, W, S 10

Wellness introduces students to the eight dimensions of wellness: emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual. The curriculum dives most deeply into emotional, physical, and social wellness, offering students space and time to discuss these topics and explore various self-care strategies. This is a pass/fail course that meets during H or I periods.

Hot Topics in Health

0.5 credits

F 11, 12

Hot Topics in Health engages students in conversations about current events and relevant issues relating to health. By design, the focus for this course each trimester fluctuates, with an emphasis being placed on topics that are timely and of the greatest interest to students enrolled in the course. Potential areas of focus include: legalization of marijuana, public health policies, and consent. This is a pass/fail course that runs during I period.

Officiating Athletics

1.0 credit

F, W, S 11, 12

Officiating Athletics introduces students to the skills and dispositions necessary to officiate athletic contests. Areas of focus include: rules study, on-field/court experiences, reflection, and feedback. This course also emphasizes poise under pressure, positive self-talk, teamwork, and conflict resolution. Students in this course put these skills into action on Wednesday afternoons with Middle School students during Agency Hour. Guest speaker officials from various sports visit this course to share about their experiences. Officiating Athletics centers around a different sport each trimester: flag football in the fall, basketball in the winter, and baseball in the spring. This is a pass/fail course that runs during G period.

Fitness

0.5 credits F, W, S 9-12

Interested students may opt into a fitness elective that meets during a free period within their schedule. Participation in this course includes a consultation with the fitness instructor, wherein the student and teacher develop a personalized fitness plan for the student. This course meets two times per week and is located in the fitness center. This is a great option for a student that is participating in a non-athletic afternoon activity, but wants to prioritize physical fitness. This is a pass/fail course that runs during I period and may be repeated for credit.

Trimester Electives by Discipline Matrix

Discipline Fall Winter Spring

Performing Arts Music Production* Introduction to Keyboarding*

Afternoon: Fall Play* Technical Theater*

Visual Arts Pottery* Open Studio*

Photography* Studio Art* Portfolio Preparation*

Afternoon: Ceramics* Found Object Sculpture* Word Play*

Fall Art Intensive: Light and Shadow*

Technology, Making, & Design Engineering & Design* Open Makerspace*

Science Beekeeping*

Afternoon: Beekeeping*

Math

History Spirituality

English Advanced Journalism* Journalism* Storytelling Through Song*

Social Science Intro to Business Planning

Health Officiating Athletics Fitness Hot Topics in Health

*Counts towards co-curricular credits.

Music Production* Introduction to Keyboarding*

Afternoon: Winter Musical* Technical Theater*

Ceramics* Printmaking* Open Studio*

Photography* Studio Art*

Afternoon: Ceramics* Jewelry* Collage*

Winter Art Intensive: Home*

Industrial Design* Open Makerspace*

Music Production* Acting Workshop*

Afternoon: Spring Theater Backstage*

Production*

Voice*

Ceramics* Oil Painting*

Open Studio*

Photography*

Studio Art*

Portfolio Preparation*

Afternoon: Ceramics* Illustration*

Trashion*

Spring Art Intensive: Narrative*

Engineering & Design* Open Makerspace*

Pollinators and the Food We Eat* Beekeeping*

Afternoon: Beekeeping*

History of Mathematics

Latin American Movement in the United States

Advanced Journalism* Journalism* Creative Writing

Advanced Business Planning Lead Yourself

The Psychology of Creativity

Officiating Athletics Fitness

Law and Society

History of Mathematics

Advanced Journalism* Journalism*

Poetry

Officiating Athletics Fitness

Trimester & All-year Electives by Block Matrix

Discipline All-year Fall Winter Spring

G Cinematic Storytelling*

DLI Discrete Math

DLI Folklore

DLI I Too Am America

DLI Music Theory

DLI Scene Study*

Literary Magazine*

Linguistics

Music Production*

Quantitative Chemistry Yearbook*

H Chamber Choir* Chamber Ensemble* CIE*

Glee Club* Global Conflict

Beekeeping*

Engineering & Design*

Intro to Business Planning

Officiating Athletics Pottery*

Storytelling Through Song*

Advanced Business Planning Ceramics*

Creative Writing

Industrial Design*

Officiating Athletics

Pollinator & the Food We

Eat*

Printmaking*

Beekeeping*

Ceramics*

Engineering & Design*

Officiating Athletics

Oil Painting*

Poetry

Advanced Journalism*

Open Makerspace*

Studio Art*

I Guitar Ensemble* Music Theory* Fitness Hot Topics in Health Journalism*

Keyboarding*

Open Makerspace*

Open Studio*

Photography*

Spirituality

Afternoon Beekeeping* Ceramics*

Found Object Sculpture*

Music Production*

Word Play*

*Counts towards co-curricular credits.

Advanced Journalism*

Open Makerspace*

Studio Art*

Fitness Journalism*

Keyboarding*

Latin American Movement

Lead Yourself

Open Makerspace*

Open Studio*

Photography*

The Psychology of Creativity

Ceramics* Collage*

Jewelry*

Music Production*

Advanced Journalism*

Open Makerspace*

Studio Art*

Acting Workshop*

Fitness

History of Mathematics

Journalism*

Law and Society

Open Makerspace*

Open Studio*

Photography*

Beekeeping*

Ceramics*

Illustration*

Music Production*

Trashion*

Voice*

Athletics

The Athletics Program at Wooster is an extension of the classroom. We use the playing fields, courts, rinks, and gyms to provide our student-athletes with opportunities to challenge themselves, work as a team, learn life lessons, and have fun. Our coaches promote Wooster values and positive coaching beliefs that focus on teaching life lessons through athletics for all of our student-athletes. We strive to field highly competitive teams while providing opportunities for all students to participate. We believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care.

We are committed to providing training and support to our coaches, players, and families. Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity.

Team Sports

Our athletic program strives to balance the needs of serious athletes who hope to play at the college level with those who wish to participate to stay in shape or for the sake of participation. In the Upper School, our focus begins with skill development. No matter the athlete's ability we strive to provide meaningful opportunities. Whether that be at the club, junior varsity or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals.

Wooster School offers 16 varsity sports. Whenever possible we will offer junior varsity, developmental, and club sport options for our Upper School students. Prior to officially offering junior varsity and club options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest.

Team Management

Team management serves an important role in Wooster’s Upper School athletic programming. Their job is to maintain the general running of a team to free the coach to concentrate on the coaching and training aspects of the team. They will assist the coaching staff in running practices. This will include setting up drills, running scoreboard, filming games or practices, field management, and keeping track of statistics. During athletic competition, the management team will be responsible for operating the scoreboard, filming games, field support, and keeping game statistics. They are required to attend all practices and games.

Afternoon Activities

Our Upper School day is divided into two main segments: the academic day and afternoon activities programming. The following are the rules concerning attendance for the afternoon activities:

1. All 9th and 10th graders must participate in three seasons of afternoon activities.

2. All 11th and 12th graders must participate in two seasons of afternoon activities.

3. All Upper School students must participate in at least one team sport per year.

Students whose passions are not offered by Wooster may apply for an Independent Afternoon Activity. Interested students should complete the Independent Afternoon Activity Application.

For descriptions concerning theater activities, please see the Performing Arts section of this document. For descriptions concerning Art Activities, please see the Visual Arts section of this document.

Team Sport Requirement and Sign-Ups

In considering their course sign-up for the following year, students should avoid waiting until the spring season to fulfill the team sport requirement. To allow students and families to better plan for the fulfillment of the team sport requirement we have added tryouts for all tennis players in the Fall. This ensures our students have additional opportunities to meet the team sport requirement, as several offerings have roster limitations, including Girls’ Volleyball, Boys’ Soccer, Boys’ and Girls’ Tennis, and Golf. Should a student wait until the spring to fulfill the team sport requirement and not make a varsity team, he or she will be required to select a different sport.

Coed

Coed

FALL WINTER

Physical Activities

Fitness Fitness

Non-Physical Activities

SPRING

Team Manager Team Manager Team Manager

Theater Activities

Fall Play

Winter Musical Spring Theater Backstage Production

Technical Theater Technical Theater

Music Activities

Music Production Intensive

Monday Music Production Monday Music Production

Art Activities

Monday Music Production Monday Voice

Art Intensive Art Intensive Art Intensive

Monday Art Elective Monday Art Elective Monday Art Elective

Science Activities

Monday Beekeeping Monday Beekeeping