Upper School Course of Study 2020-21

Upper School 2020 - 2021 Course of Study

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Table of Contents Introduction Graduation Requirements Special Programs & Partnerships Senior Independent Study (SIS) Independent Study Global Online Academy Course Load Requirements and Selection Honors and the Deep Learning Initiative Extra Help and Tutoring Bridge Program Grades and the Honor Roll Academic Warning and Probation Daily Study Hall Summer Coursework Departmental Overviews & Course Descriptions Course Description Key World Languages Humanities English History Science Mathematics Health Music Technology, Making & Design Theater Art Athletics Afternoon Activities

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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); (2) Fulfilled the course requirements of total credits and required courses within each department; (3) Successfully completed a minimum of 15 credits (the equivalent of five full-year courses) for each year of attendance; (4) Successfully fulfilled the afternoon activities requirements; (5) Performed 100 hours of community service undertaken between the June before freshman year and leaving for Senior Independent Study (SIS); (6) Successfully completed a Senior Independent Study (SIS); and (7) Received faculty approval in a meeting duly convened for the purpose.

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Course Requirements Effective planning of an academic program necessitates understanding the School’s requirements and credit system. Students need the following to qualify for a diploma: Humanities: English

12 credits

Humanities I, Humanities II, and a full year English class in both Junior and Senior years

Humanities: History

12 credits

Humanities I, Humanities II, (DLI) United States History, Senior Seminar

Language

9 credits

Completion of Level III of Spanish

Mathematics

9 credits

Algebra I, Geometry & Statistics, Algebra II

Science

9 credits

Physics, Biology, Chemistry

Co-Curricular

7 credits

Sum of credits in Music, Art, Theater, Technology, Making, Social Impact, and Digital Media

Health

1 credit

Health 9 and Health 10

The total number of credits required for graduation is 59, which is the sum of the departmental minima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications. Permission of the Registrar 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 Registrar will determine whether those courses fulfill Wooster’s requirements and the balance of courses each new student needs to fulfill graduation requirements.

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Special Programs & Partnerships Senior Independent Study (SIS) 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 Registrar and Director of Curriculum. Students should note that Independent Studies are not guaranteed, must be approved, and are dependent on faculty availability and supervision.

Global Online Academy

During the school year 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. For the 2020-21 school year, Wooster will partner with GOA to offer courses in two ways: 1. Wooster will offer GOA’s full coding sequence. Please see the technology section of the Course of Study for further information.

2. Wooster will offer a limited pilot program for Juniors and Seniors via application.

Please note: ● For any student, GOA courses must be a sixth course: in addition to the five letter period courses required to be a full time student. ● For Seniors, a full-year (or two semester-long) Humanities-focused GOA course(s) may count as a student’s mandatory English course.

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● 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 2020-21 course catalog, please click here. Application and registration is handled via Wooster’s GOA Site Directors, which for the 2020-21 school year are Dr. Parvin Taraz, Director of Curriculum, and 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, which this year will run from June 15 - July 31. 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 of $750 per course ($1,000 for the credit-bearing Spanish I and Geometry). 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 Directors.

Students who are interested to use Spanish I or Geometry to receive Wooster credit and accelerate their courses of study, should contact Mr. Evans (Spanish) and Dr. Sullivan (Geometry). Upon completion of the course, students’ grades and teacher reports will be reviewed. Students may also be asked to participate in a placement assessment, prior to the beginning of the school year, to confirm readiness for the next course in their sequence.

All other GOA courses do not serve to fulfill Wooster requirements or credits, and are viewed by Wooster as enrichment.

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 five letter period courses, with a minimum of four taken from the core disciplines (English, History, World Language, Mathematics, and Science) and a minimum of 15 credits per year. A student may enroll in more than the required number of courses with the permission of the Registrar and Director of Curriculum. Taking six is not uncommon, but the time implications and stress engendered by such a schedule must be factored into the decision to attempt

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it. In general, for yearlong major courses, 3 credits are awarded upon successful completion of the entire year’s work. Elective courses earn 1 credit per trimester. In most instances, partial completion of a course does not earn any credit.

Course Selection Every spring, Wooster conducts school-wide course selection. 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 be selected to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by the student demonstrating capacity for such study via his/her normal 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, and in conjunction with consideration of standardized test scores.

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/Discussion Writing and reflection Inquiry, experimentation and theory generation Independent thinking and collaboration 7

Time and task management ● Formal Research Writing (APA, MLA) ● Presentation and critique ●

Admission into DLI classes is not guaranteed, and students who wish to be considered must show a sustained record of curious, intellectual, intensive learning, and effort. 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 her concerns; if unsuccessful, it proceeds to the Department Coordinator and then the Director of Curriculum.

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, honors designation is earned through the completion of an honors portfolio, and courses are not leveled. See the departmental descriptions below for specifics.

World Language Honors Spanish III, IV, and DLI Spanish: These honors level courses are intended for students who have exhibited initiative and motivation in previous years of Spanish study. A strong vocabulary and grammatical base as demonstrated on exams and solid communicative skills are prerequisites.

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.

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Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also additional tutoring from our tutors. 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 a tutoring system in place for an additional fee.

Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.

Bridge Program The Bridge Program is an academic support program built on a coordinated service model and designed to provide students with the skills to be successful in all their academic endeavors. In addition to pushing in to students’ classes for in-the-room-support, students meet with their Bridge teachers outside the typical learning environment for re-teaching, skill-based learning opportunities, and work on executive functioning -- as related to the specific learning goals of their academic disciplines. The 9th-11th grade model is divided into two key focus areas: Literacy and STEM. Bridge 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).

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Grades and the Honor Roll Wooster’s Grade Scale Grade

Percentage

Description

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98 - 100

Superior

5+

95 - 97

5

90 - 94

4+

87- 89

4

80 - 86

3+

77 - 79

3

70 - 76

2+

67 - 69

2

60 - 66

Passing

1

≤59

Insufficient for credit

Excellent

Good

Satisfactory

P/ F/INC

Pass / Fail / Incomplete

Description of Academic Grades 6: Superior. This student’s mastery of course content is essentially flawless and exceptionally consistent. She very rarely misses an opportunity to transfer learned concepts to novel contexts. She not only completes assignments but also extends her learning beyond them. This is the A+ of other schools.

5: Excellent. While an occasional error may occur, this student’s control of fundamental course content is thorough and consistent. He can transfer his understanding to novel contexts regularly, though a small number of misidentifications do occur. This is the A of other schools.

4: Good. This student’s grasp of course content is strong, but does have some gaps. While she can often transfer her understanding to novel contexts, sometimes she cannot “see” the application without a prompt. This student’s grades may demonstrate some inconsistency. This is the B of other schools.

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3: Satisfactory. This student has met basic expectations for understanding core course content. He sometimes can transfer his understanding to novel contexts, but does not do so reliably. His understanding and therefore grades are often inconsistent. This is the C of other schools.

2: Passing. This student’s understanding of course material has significant gaps. She has great difficulty transferring what she has learned to novel contexts on her own, and may even struggle when given an initial prompt. There is, however, enough understanding of core content to warrant that the student receives credit. This is the D of other schools.

1: No credit. Due to any number of reasons, this student’s understanding of course material is insufficient to earn credit. This is the F of other schools.

Description of Effort Grades (E)xcellent: Students who earn this distinction leave no question as to their giving complete effort to their work in and out of the classroom. They actively ask pointed questions in class, seeking to clarify not only their understanding of content but also course learning intentions and success criteria. They actively seek feedback from their teachers and peers - in and outside of class time - and respond accordingly. Their homework is in on time and, if not, they have e-mailed you with an explanation.

(G)ood: Students who earn Good effort grades are indeed working hard, but there is evidence to suggest that they have some more to give. They sometimes miss or avoid opportunities for communication around misunderstanding or homework. They are mostly attentive in class, generally seek feedback both in class and sometimes through e-mail, and ensure their homework is complete on a regular basis and with attention to detail.

(S)atisfactory: Students receiving Satisfactory effort grades put in enough effort to ensure their work is fundamentally complete and generally on time. They are often attentive in class, but can at times slip “offline.” They sometimes will seek feedback about their performance - often in spurts but are inconsistent in doing so. These students rarely seek help outside of class time, though on occasion they will schedule an appointment, particularly after warning notices.

(F)air: Students earning Fair effort grades do not convince us they are putting in more than the minimum effort needed to get their work off of their minds. Their work is often incomplete, late, and/or messy. They are often passive in their learning experience, choosing most frequently to wait for feedback, as opposed to seeking it out. These students do, however, inconsistently and infrequently engage in their learning process, completing aspects of assignments well and being attentive in class.

(P)oor: Poor is the lowest effort grade given at Wooster. It communicates that a student is essentially not engaged in the learning process and may actively be avoiding it. These students’

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homework is almost always late, incomplete, or never received. They have a disposition which indicates that they seemingly do not care about their work. They rarely respond to feedback. In class they can be disruptive, sometimes intentionally.

Effort grades of (G), (S), and (F) can have pluses and minuses attached to them, indicating performance at the top or bottom of the range.

Honor Roll Grade point averages are calculated by an average of all graded classes, factoring in the credits earned for each course. (Pluses are worth 0.5 for averaging purposes.) Recognition is awarded as articulated below. Any failing grade, including in a Pass/Fail course, disqualifies a student for Honor Roll distinction. The same is true for any grade of INCOMPLETE, until it is resolved.

High Honors ≼ 5.0 Honors: 4.5 - 4.99 Commendation: 4.0 - 4.49

Effort Honor Roll Students who earn all effort grades of Good or above are awarded distinction on Wooster’s Effort Honor Roll.

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Academic Warning and Probation A student earning multiple grades of 2 or failing a course for consecutive trimesters is automatically placed on Academic Warning. A similarly unsatisfactory record of achievement or effort in classes or on exams may also result in Academic Warning. A student failing two courses for the first time at the end of any trimester or the end of the year is automatically placed on Academic Probation, which jeopardizes the student’s status at Wooster.

Daily Study Hall Daily study hall is a supervised study hall period each day of the school year. Students who fall into one of the following categories may be placed into daily study halls: A student who earns a grade below 3 in a course during a marking period ● A student who receives an effort grade below satisfactory ● A student who has a regular pattern of missing or late homework ●

At any time, a student may be placed in study halls for demonstrated academic irresponsibility, including plagiarism. A student assigned to daily study halls remains in them until released by the Division Director.

Students in study hall should work productively and quietly for the entire period. After signing in with the study hall proctor, students have the option to use this time to meet with a teacher for extra help, if desired.

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Summer Coursework Per summer, students may take up to two courses for Wooster credit at accredited secondary schools. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. The syllabus for a summer course for credit must satisfy the Department Coordinator whose course is supplanted by the summer work. If it is a lab course, sufficient lab work must be included. Presuming that the course does satisfy the department involved, the student will earn credit for the course if the final grade is at least 3, satisfactory, or C. Final grades of “D,” “passing,” “pass,” or the Wooster equivalent of a 2, will not earn credit. 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.

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Departmental Overviews & Course Descriptions Course Description Key All course descriptions below are arranged in the following format: Course Title Credit Value

Season(s) course runs

Grade levels which may register

AY = All year F = Fall W = Winter S = Spring F,W,S = a course may be scheduled in any of these, dependent on scheduling

Note that most yearlong courses are worth three credits, while most trimester-long courses are worth one credit. 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.

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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.

Under normal conditions, 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.

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. Students in Spanish I will be able to comprehend spoken Spanish and will have the ability to carry out a simple conversation.

Spanish II 3.0 credits AY 9-12 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.

Spanish III 3.0 credits AY 9-12 Students in Spanish III will have the opportunity to solidify their knowledge of Spanish and improve their confidence in writing and speaking. As compared to Honors Spanish III, this course will move at a slower pace and students will benefit from additional time to practice their skills. In addition to allowing students to continue their study of Spanish-speaking people, they have the opportunity to further improve their listening, speaking, reading, and writing skills. In addition to written/oral tests

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and quizzes, students will participate in performance-based assessments to improve their interpretive, communicative and presentational skills.

Honors Spanish III 3.0 credits AY 9-12 Students in Honors Spanish III will be expected to participate exclusively in Spanish and should enjoy a more demanding curriculum. Students will continue to improve all four language skills and detailed homework assignments will reinforce material covered in class. This course introduces sophisticated grammatical concepts, such as compound tenses and the subjunctive mood. Students will also participate in performance based assessments of their interpretive, communicative and presentational skills. Students who take this course will be prepared for Honors Spanish IV and then for the DLI course.

Spanish IV 3.0 credits AY 9-12 This course serves as a continuation of language study after the Spanish III course, which is a textbook based proficiency 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 the Spanish/Latin American history and culture. This is a multi-focused 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.

Honors Spanish IV 3.0 credits AY 9-12 This course serves as a bridge between the Honors Spanish III course, which is a textbook based proficiency course, and the DLI Spanish V 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 communicative refinement, study of complex grammar, vocabulary expansion, literary reading comprehension, and study of the Spanish/Latin American people. This is a multi-focused course designed to give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own culture.

DLI Spanish: Latin American Movement in the United States 3.0 credits AY 9-12 Prerequisite: Honors Spanish IV This course is designed to help students achieve a high level of language proficiency in Spanish and maximise their experience of the language. It is structured around short films and readings to discuss Latinos in the United States: their migration, communities, and political and cultural movements.

This course will also incorporate discussions on structural racism, symbolic violence, and social inequalities that occur against Latinos within the United States. The course will consist of advanced

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characteristics on the ACTFL framework, employing basic structures and vocabulary, while practicing their formal and informal writing skills. The use of the target language will guide these discussions.

College Preparation: Language & Culture (CPLC) 3.0 credits AY 9-12 CPLC is a mandatory course 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 for outside academic classes. American history and culture are also covered, particularly as they are relevant to attending college in the United States.

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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. To facilitate this process, Humanities classes implement metacognitive techniques, Visible Thinking routines, as well as student-teacher meetings to review progress towards 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 Junior and Senior years. Note that for 2020-21 Seniors may fulfill this requirement via a Global Online course. (See above as to our policies and further information.)

Humanities I and II meets twice a week for individualized and personalized skills-based instruction in a workshop model. Students earn Honors distinction in Humanities I and II through an “embedded” model wherein students go deeper in various components of the course and participate in the documentation and presentation of their work via a portfolio.

Embedded Honors Students often don’t realize their own level of interest in and passions 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.

Junior Year English: The College Essay 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, and can redistribute that time in Senior year to other areas.

English Humanities I: Foundations in Cultural Literacy 3.0 History & 3.0 English credits AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Within a thematic framework focused on broad cultural literacy, teachers will introduce students to “big ideas” and how we create meaning with them. These big ideas 19

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, government structures, and connections to the 20th/21st centuries.

Humanities II: The Making of Modernity 3.0 History & 3.0 English 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.

Media Literacy via Current Events: Decoding the News 3.0 credits AY 11,12 History is alive and crucially influential on the present. In this course, we will study the most salient political crises, social movements, and events affecting the country and the world at large. Through reading, discussion, and respectful argumentation, students will build the dispositions of empathy, fair-mindedness, and critical thinking beyond the classroom. They will also continually exchange major national and international news stories and their causes through casual share-outs, formal projects, and debates. A deeper layer of the course will be analyzing bias and matters of undue weight in the modern news industry.

The Writer’s Life 3.0 credits AY 11,12 In this course, students will develop their writing lives through various forms of creative writing.

Students will learn to read like writers, not only examining texts for meaning, but also determining how writers go about creating things like compelling characters, well structured plots, original metaphors, and suspense. Each trimester, students will produce original work, which they will have the opportunity to workshop and revise. Throughout the year, students will learn about their own tastes as readers and writers; they will independently craft pieces of writing for different audiences and contexts; they will build a safe artistic community with their peers; and they will explore what it takes to build a writer’s life.

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DLI - The Language of Power 3.0 credit AY 11,12 This course examines novels, articles, videos, and nontraditional texts with an analysis of social disadvantage and empowerment. Bridging fiction and nonfiction, students will glimpse into the lives of people belonging to historically marginalized groups based on race, gender, class, intellectual ability, and other socially-constructed categories. This class links the literary form to its most pressing issues of social power in the real world, while engaging in critical-thinking activities, academic composition, independent study, and text-to-world research. Students will be largely selecting their own texts and their own humanities topics to investigate.

DLI - Literature of The Uncanny 3.0 credits AY 11,12 In this course, students will become more comfortable reading and writing about works of different literary genres, cultures, and time periods that have elements of the uncanny. Using both text and film to explore the mysterious, unfamiliar, and unexplainable, students will practice how to develop their own questions for group discussion and improve their writing skills through a variety of pieces.

Students will grapple with big questions about the human experience, looking at their own in the reflection of our texts, and learn to develop and find confidence in their voices.

Journalism 1.0 credit per trimester F,W,S 9-12 May be repeated for credit.

Formerly known as Publications, the journalism course is constructed around the production of WiNK, our online student publication. Students will 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.

Hamilton: An American Musical 1.0 credit per trimester F,W,S 9-12 The focus of this course is Hamilton: An American Musical. Students learn how Lin-Manuel Miranda honors musical theater and turns it upside down with his creation. An in-depth look at the making of the musical Hamilton, including its many allusions, will help direct us to other musicals, art, rap, literature, historical documents, and music for depth and context. Using the book, Hamilton The Revolution, which includes the complete libretto of the musical and an account of its creation (including notes from LMM) students will study the literary, technical, and performance elements of the show.

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The American Ethos in Theater 1.0 credit per trimester F,W,S 9-12 After a brief review of the historical roots of theater in America, students will focus the skills and dispositions needed to research, read, and appreciate a variety of American playwrights and plays.

Students will study the literary elements as well as the technical and performance aspects of the plays, seeking to uncover an “American” ethos or context along the way. Students will be expected to: research and present individual playwrights of their choosing; read aloud in class with gusto; be interested in the theater.

Shakespeare 1.0 credit per trimester F,W,S 9-12 The focus of this course is Shakespeare. We will read and discuss several of Shakespeare’s sonnets and at least two of his plays - a comedy (Taming of the Shrew or Twelfth Night) and a tragedy (Macbeth or Hamlet). By using Shakespeare’s language, students will participate in actively reading and understanding Shakespeare’s sonnets and plays. Scaffolding of increasingly complex language moves along the arc of a play (or long text): word - line - speech - scene - play.

History Humanities I: Foundations in Cultural Literacy 3.0 History & 3.0 English credits AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Within a thematic framework focused on broad cultural literacy teachers will introduce students to “big ideas” and how we create meaning with them: What does it mean to be human? How does geography shape lives and society? How do belief systems structure lives and societies? How do humans negotiate power? The historical timeline covered in the course starts with the history of the universe and covers through the Middle Ages.

Humanities II: The Making of Modernity 3.0 History & 3.0 English 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 will be challenged to define for themselves what makes us human, who bears the responsibility in society, and the nature of justice.

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U.S. History: Constitution, Citizenship, and Controversy 3.0 credits AY 11 This course focuses on the study of the Constitution through the historical development of the United States. In examining the evolution of American government and culture, students will explore the controversies, conflicts and compromises that have produced the contemporary social, economic and political environment. Working with primary and secondary sources, students will research and share topics of individual interest anchored within historical time periods. Student perspectives and understandings will be articulated through a wide-range of formats to refine reading, writing, conversation and technological skills.

DLI - U.S. History: Cultural Calamity and American Resolve 3.0 credits AY 11,12 Several times during the rich history of the United States, Americans have confronted periods which challenged their resolve and necessitated a reevaluation of American greatness. This course will examine the cause and effect of three distinct periods of national unrest: The Great Depression and New Deal, World War II, the1960’s, and the terrorist attack on 9/11. Further, we will analyze the “collateral” implications and discuss its effect on the principles expressed in the U.S. Constitution and Bill of Rights that have come to define the American nation, the American people and American history.

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, spirituality, and relationships, all in the context of college preparation. Instructors use a variety of texts - ranging from articles, books, TEDTalks, podcasts, and films. Seminar discussion - often 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.

American Politics & The 2020 Election 1.0 credit F 10-12 The 2020 election is shaping up to be one of the most contentious in U.S. history. Will Trump be re-elected? Will the Democrats figure out their candidate? By analyzing news, polling data, watching the debates, and finding our own political beliefs, we will hope to create a space for dialogue, discussion, and accepting different opinions. We will host a Wooster School election and look to find professionals working in the political realm. I hope you will join us on the political journey of this election year!

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The American Mafia 1.0 credit F 12 This course will examine the creation of the mafia in the United States to its heyday during the 1920s through the 1960s, and its continued impact on modern America. We will examine the mysteries, traditions, and the fascination that Americans have with the mobster, and explore the image of the mafia in popular culture as depicted in literature and movies. Signups and scheduling of this course will occur after our schedule has been built, with the instructor directly. Dependent on students’ and the instructor’s schedule, Music period + Lunch 1 is a likely meeting time.

The Boston Irish 1.0 credit W 12 The Puritan leader John Winthrop believed Boston would become ”... a city upon a hill…” and serve as a beacon for all others to be guided. This senior elective, offered during the winter trimester, will examine bean-town from the T to the top of the Pru. This rollercoaster ride will focus primarily on the 20th and 21st century and examine the contributions of some of the better-known hooligans and holy men who left indelible fingerprints on the city. The material will follow the Irish as they sought economic, religious, and cultural freedom and eventually, by hook or crook, secured the most powerful positions in the city and throughout the state. Students will read, write, articulate and collaborate, individually and in pairs as they analyze and explore the various methods and motivations that have come to epitomize the will of the Irish as they made their homes in Boston.

Signups and scheduling of this course will occur after our schedule has been built, with the instructor directly. Dependent on students’ and the instructor’s schedule, Music period + Lunch 1 is a likely meeting time.

Model U.N. 1.0 credit F,W 10-12 (Clubs Period + Lunch 1) Model U.N. represents an opportunity to learn about our government, geopolitics, collaboration, and pressing issues affecting our world. Participation means the student is selecting this as her Club for both the Fall and Winter terms. Enrollment in this course is mandatory to be a part of the Model U.N. Club and for attendance at the Model U.N. trips.

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Science “If it isn’t hands on, it isn’t science.” This maxim underscores our Upper School science curriculum.

All faculty have experience working as research scientists in their respective fields, and they combine that experience with a passion for incorporating open-question research into students’ experiences in laboratory science. 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.

Embedded Honors 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, all of our core courses offer an optin, 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 work - manifest via an Honors portfolio - earns students Honors distinction on their transcript.

Conceptual Physics 3.0 credits AY 9 This course investigates the natural laws that govern how matter and energy interact. It gives students a deeper insight and curiosity about the workings of the surrounding world by studying mechanics, heat and temperature, electricity and magnetism, sound, and light (and other topics, time permitting). Working on these topics also serves to improve scientific and technological literacy, improve the application of math skills, and develop problem solving abilities. Classes use a variety of activity types to engage students including discussions, survey questions, demonstrations, and laboratory experiments.

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, cell structure and function, evolution, and other current topics in biology through authentic hands on learning experiences that encourage the application of biological knowledge to make decisions and solve problems.

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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.

DLI - Physics: Historical Breakthroughs that Changed the World 3.0 credits AY 10-12 Co- or Prerequisite: Calculus This course will introduce the fundamental ideas and methods of classical mechanics, electromagnetic theory, thermal and modern physics. The course will follow a historical sequence focusing on the relationships between ideas and the advances in technology that have affected society. Because much material will involve 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 - Complexity and Life 3.0 credits AY 11,12 Prerequisite: Biology This course will introduce 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 will 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 will present their projects and critique those of their peers.

DLI - Advanced Chemical Applications 3.0 credits AY 11,12 Prerequisite: Chemistry Advanced Chemical Applications will be taught through three main units: Environmental Chemistry, Molecular Gastronomy and Forensics/Analytical Chemistry. In each unit, students will study college level background theory and then engage in long term research projects to explore aspects of the topic that they are personally interested in. Students will need strong algebraic skills and an ability to do independent research.

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Climate Change 3.0 credits AY (F,W,S) 11,12 Prerequisite: Biology In 2018, Climate Change came to the fore of public attention. Intensifying natural disasters, coupled with a Special Report from the UN, convinced many of the previously uncertain to demand action, including young people. This course responds to this by immersing students in a year of learning about the science, politics, economics of Climate Change. The class will identify and collaborate on their own climate actions, which may involve reducing Wooster’s carbon footprint, political advocacy, public education, and more. This year, in the Spring trimester, Climate Change will be cotaught by Dr. Fetridge and Mr. Sacco and feature a particular emphasis on cities and their role -positive and negative -- in this crisis. Note that this course may be taken as an all year course or by trimester, if a student has the letter period available.

Introduction to Sports Medicine 1.0 credit F 11,12 Prerequisite: Biology How does the body respond to stress and how do we recognize when the body is in crisis due to injury or illness? What careers are available to a student who is interested in staying connected to athletics? Introduction to Sports Medicine will provide students with an overview of the different careers in sports medicine. An emphasis on athletic training will expose students to anatomy and physiology, kinesiology, and the evaluation, treatment, and reconditioning of injuries. Current topics in sports medicine will also be discussed and debated.

Advanced Sports Medicine 1.0 credit W 11,12 Prereq: Intro. to Sports Medicine Advanced Sports Medicine is a continuation of Introduction to Sports Medicine. Advanced Sports Medicine is a trimester elective that investigates more deeply topics relevant to the field of Sports Medicine, some of which were briefly explored in the introductory course. We cover anatomy and function of joints, nutrition, exercise physiology, and evaluation techniques for both prevention and rehabilitation of sports related injuries.

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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 homework provides students the practice necessary to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. The department aims to adhere to the standards set forth by the National Council of Teachers of Mathematics.

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

Algebra 1 3.0 credits AY 9-12 This course 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 mathematically and develop mathematical learning strategies. Algebra 1 students engage in interactive, hands on, reflective, observational, analytical, and multimedia activities to create an enriching and fulfilling educational experience and foster an appreciation for mathematics. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition.

Embedded Honors Students sometimes don’t recognize their zest for more challenging mathematical thinking until they are actively engaged in deeper problem-solving experiences. That in mind, our Algebra I course offers 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. Successful completion of this embedded work - manifest via an Honors portfolio - earns students Honors distinction on their transcript.

(Honors) Geometry & Statistics 3.0 credits AY Prerequisite: Algebra I Topics in the geometry part of this course include constructions with compass and straightedge, Euclidean geometry on the plane, and also considerations of geometry in three dimensions. Among other things, we will learn about angles, areas, volumes, circles, triangles, similarity, and basic trigonometry. We will learn how to prove conjectures with logical arguments to support our

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assertions. Advanced topics may include geometry on spherical and hyperbolic surfaces, as well as challenging "puzzle" problems.

Topics in the statistics part of this course include basic statistical measures commonly used to understand large amounts of data such as mean, median, mode, standard deviation, and correlation coefficient. We will apply these techniques, along with graphical representations of the data, to better understand real-world examples such as sports scores and political polls.

(Honors) Algebra 2 3.0 credits AY Prerequisite: Geometry & Statistics This course begins with a quick, thorough review of all Algebra 1 material. We progress through an in depth study of polynomial, exponential, logarithmic, and trigonometric functions, including their graphs and applications. In addition, we study conic sections and advanced trigonometry. Students gain an appreciation for how we model real world phenomena using familiar functions. We also discuss predictive reliability to illustrate the limitations of any such model. Use of the graphing calculator facilitates all aspects of the course. This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition.

(Honors) Precalculus 3.0 credits AY Prerequisite: Algebra II The first half of this course focuses on the behaviors of functions introduced in Algebra 2: trigonometric, logarithmic, exponential, rational, and inverse functions. The second half 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 and justification and plausibility of answers. Honors Precalculus prepares students to study Calculus while Precalculus offers exposure to these concepts. Students enrolled in Precalculus who wish to enroll in Calculus in the future, will need to engage in supplemental work to create depth with the concepts.

This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition.

DLI - Calculus I 3.0 credits AY Prerequisite: Precalculus Students will learn 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 will master procedural knowledge and gain an abstract understanding of the core concepts of calculus.

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DLI - Calculus II 3.0 credits AY Prerequisite: DLI Calculus I This course is a continuation of DLI Calculus I. The first trimester will focus on applications of limits, differentiation, and integration with tutorials serving 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 I, students will have covered all topics in a two semester college level calculus class.

DLI Statistics 3.0 credits AY or F/W/S Prerequisite: 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 stand-alone 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 throughout the course. Students may select this an all year course or by trimester, provided they have the letter period available.

Discrete Math 1.0 credits W Prerequisite: Precalculus This is an introductory course in discrete mathematics. The course will teach students to think logically and apply this thinking in problem solving. Students will learn logic and proof, sets, function, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. We will 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 is likely to run not in a letter period but during Music period and Lunch 1.

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Health Health 9, 10 0.5 credits F,W,S (2 days/w) 9,10 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 will focus on health skills development including decision making, health literacy, analyzing influences, advocacy, self-management, goal pursuit, and communication.

Course topics will include wellness, stress management, nutrition, suicide prevention, substance abuse prevention, mental illness, and human sexuality. The program is responsive to student generated topical issues.

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Music “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. Neuroscience shows that singing in a group releases endorphins and oxytocin, reducing stress and producing feelings of happiness, regardless of the singer’s skill. The performing arts program contributes to the culture and community of the arts through weekly group singing in Chapel.

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. The required concert dress code is found in the Community Handbook.

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

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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.

Madrigals 2.0 credits AY 9-12 Madrigals is a vocal ensemble open to any interested, enthusiastic singer who is willing to put in the work to be a positive, contributing member of a choral ensemble. Auditions are for placement purposes and to assess music reading skills. Members of the ensemble are responsible for directing their musical learning outside of rehearsal with online tools like sightreadingfactory.com and recordings of their music. 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 is essential. Madrigals has several performances a year, such as Grandparents’ Day, the Danbury Fair, and services at local churches, in addition to the Winter and Spring concerts.

Students also have the opportunity to audition for Western Regional and All-State music festivals.

Chamber Ensemble 2.0 credits AY 9-12 This ensemble is primarily a strings group but can expand to include winds, brass, or piano.

Performance of classical music is the group's primary focus, but we incorporate lighter selections as well. Because of the repertoire demands, any student wishing to be in this group must be studying their instrument privately. Students considering joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Enrollment in this course requires permission from the instructor and may involve an audition.

Contemporary Improvisation Ensemble 2.0 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 will prepare to perform throughout the year. Students will be admitted to this yearlong course by audition only.

Glee Club 0.5 credits F, (PM-M) 9-12 Glee Club meets on Monday afternoons during our afternoon activity block (3:50 - 5:30) and is open to anyone who wants to sing and discover a different type of group singing experience. Glee Club will arrange, sing, choreograph and perform songs from Broadway, tv and films, and from pop and rock music. The emphasis of Glee Club is on a more total theatrical performance and connection

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with the audience. Come try it out - no previous experience required, just a love of singing and willingness to try!

Guitar 101 1.0 credits F,W,S 9-12 Guitar 101 is an introductory level course for the first time guitarist. It is designed to get students playing as soon as possible while learning the fundamentals of the instrument. Students will study fretboard navigation, chord progressions, notation, scales, and riffs. The goal is to develop the selfsufficiency necessary to continue self-motivated progress beyond this course. This course may be repeated for credit.

Music Theory 1.0 credits F,W,S 9-12 A rigorous academic course in music theory, work 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. 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. 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, orchestral texture, harmonic feeling, etc? Students will end the course by composing an original work utilizing principles learned in the coursework.

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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.

Global Online Academy Beginning in the 20-21 school year, Wooster School will partner with Global Online Academy (GOA), a learner-centered and forward-thinking online school, to expand our offerings in coding and technology. See GOA's course catalog here and note that all Computer Science II courses have Computer Science I as a prerequisite. Students interested in GOA courses should review our partnership overview and application process, and speak with our GOA Site Directors, Dr. Parvin Taraz, Director of Curriculum, and Ms. Melissa Valdivia, Coordinator of Academic Operations.

Making and Design courses will continue to be run brick and mortar, on Wooster’s campus.

Beginning & Advanced Programming via Global Online Academy 1.5 - 3.0 credits Semester 1(2) 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). The available “Computer Science II” courses change from time to time, but are currently: ● Java Programming ● Game Design and Development ● Analyzing Data with Python Engineering and Design 1.0 credit F,W,S 9-12 This course may be taken any or all of the three trimesters for credit; each trimester will concentrate on a different aspect of engineering. ● In the fall, students will focus on the physics of designing structures such as towers and bridges. We will calculate loads and use that information to choose appropriate structural elements. ● In the winter, students will concentrate on the art of coming up with a design that is userfriendly. 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

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design criteria. Then we will make prototypes to try out the most promising designs. Repeating this process will result in an ever-improved design. â—? In the spring, we will concentrate on group projects that bring together several different aspects of engineering.

Open Makerspace 1.0 credit 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.

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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 1.0 credit F,W,S 9-12 Sanford Meisner said that acting is “behaving truthfully under imaginary circumstances.” This laboratory class will have 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.

Fall Play 2.5 credits PM-M→F 9-12 This course is the primary preparation and rehearsal time for the Fall Play. It occurs during our afternoon activities block of 3:45 - 5:30 pm. 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.

Winter Musical 2.5 credits PM-M→F 9-12 This course is the primary preparation and rehearsal time for the Winter Musical. It occurs during our afternoon activities block of 3:45 - 5:30. 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.

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Technical Theater 2.5 credits PM-M→F (F,W) 9-12 Technical theater is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theater. The course occurs during our afternoon activities block from 3:45 5:30 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.

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Art The careful perception of form, line, light, contrast, texture, and color in the world around us is essential to the creation of art. Being able to work with visual information requires exposure to materials, methods, and concepts. Understanding and using creative energy productively requires play and experimentation. The ability to express oneself and to analyze and reflect on one’s work requires courage and the supportive atmosphere of a community that values the individual and the deep thinking necessary to creative endeavor.

All art courses are for credit and are graded according to the following criteria: ● ● ● ● ● ● ●

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

Art Electives/Intensives are for credit. Courses may have a final project to complete before a grade can be given. Number and letter grades will be elucidated in the progress reports. Assessment strategies may include observation of students, group discussion and response, discussion with individual students of work in progress, written responses, and written self-evaluations.

Materials are provided unless otherwise indicated.

DLI - Art and the Making of Meaning 3.0 credits AY 11,12 This DLI course will explore the big ideas in art and art history through in-depth analysis and dialogue. By looking thematically at art across cultures, visiting museums, and sharing our observations, students will explore the stories that are told throughout the history of art, as well as examining the role our cultural institutions play in telling these stories. We will explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through critical discussion, writing, and creating, students will examine artists, art history, and the role of the museum in creating meaning.

Open Studio 1.0 credit F,W,S 9-12 May be repeated for credit 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

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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 will run during Music period.

Studio Art 1.0 credit F,W,S 9-12 May be repeated for credit In this advanced course, 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.

Painting 1.0 credit F,W,S 9-12 Dive into the fundamentals of painting while exploring a range of materials and techniques in both oils and acrylic. Explore color, texture, light and composition as well as preparation and care for materials. Through projects such as still-life, landscape, and portraits students will develop personal approaches that enhance their formal and individual growth as artists.

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.

Monday Afternoon Art Electives These courses are offered on Mondays from 3:50 - 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.

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Trashion 0.5 credit F 9-12 Trashion is a sustainable movement in the fashion industry that encourages designers to upcycle waste into works of fashion. Participants in this course will create their own unique garments and accessories sourced from discarded materials, with the goal of walking the runway at our annual Catwalk for a Cure event. Students will learn techniques for binding, dying and stitching together unusual materials while contributing to Wooster’s mission to reduce landfill waste.

Pottery 0.5 credit F,W 9-12 Class size limit: 10 In this Monday art elective, students will learn the basic creative and technical skills needed to produce functional ware on a pottery wheel. Clay preparation, proper centering and throwing techniques, and methods of glazing will be covered. Individual and group instruction, hands on work, visualization, and personal discovery are the primary methods of instruction used. Reference materials such as books, photos and educational websites will be provided as needed. Students with prior pottery experience will meet with the instructor to select an area to explore in greater depth to refine their skills.

Screen Printing 0.5 credit W 9-12 Students in this course will learn the process of silk-screening, a printmaking process used both in commercial and fine art applications to create multiple prints on both paper and fabric. We will experiment with stencil, drawing fluid, and photo emulsion techniques to create our images, which can be printed on everything from posters to t-shirts.

Mobile Photography 0.5 credit S 9-12 Smartphones have enabled us to capture life’s transitory moments instantly and in doing so provide us with the opportunity to capture our lives in the moment. As a result, the art of mobile photography has grown and with it accessibility and connectivity, with an illustrative quality to the human experience. Students will explore the versatility of mobile photography through the process of editing, applying fundamental elements of design, and learning how they can tell their own stories through their photographs along the way.

Ceramics 0.5 credit S 9-12 In this hand building class, students will learn techniques in building both functional and artistic wares from clay. Instruction will be given in pinch, coil, slab and modeling techniques as well as the application of high and low fire glazes. Texture, form and quality craftsmanship will be emphasized throughout our projects.

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Fall Art Intensive: Nature Art in and of Nature 1.0 credit F (Tu, W) 9-12 In this course we will experiment with nature as an art making tool, at once material and location.

From site-specific outdoor sculptures to drawings and prints made from nature’s textures, students will take advantage of Wooster’s beautiful fall campus as an outdoor classroom. As the weather grows colder we will move indoors to explore natural pigments like henna and to turn our outdoor explorations into new works that capture the textures, forms, and movements of the outside environment.

Nature’s Colorful Palette 1.0 credit F (Tr, Fr) 9-12 Studio students will explore, observe, and create works of art based on nature’s transitioning color palette throughout the seasons. Outdoor walks through campus, digital media, and found objects will serve as inspiration for projects, as well as an exploration of the work of master artists whose work has been influenced by the kaleidoscopic palette of the natural world.

Winter Art Intensive: Story Illustration and Photography 1.0 credit W (Tu, W) 9-12 Students will illustrate various storytelling content using myriad media; including but not limited to drawing, painting, and mobile photography as a means of capturing the narrative of our daily lives.

Students will 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 will serve as inspiration. 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.

What's Your Story?

1.0 credit W (Tr, Fr) 9-12 Explore how artists combine text and images to communicate ideas, raise awareness, and tell stories.

In this mixed-media class students will collage, paint, stencil, print and sew compositions that incorporate text and symbols.

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Spring Art Intensive: Invention Experimental and Kinetic Art 1.0 credit S (Tu, W) 9-12 This elective is focused on process and experimentation in making. Using both old and new technologies, students will practice the design process with the emphasis on generating ideas and taking risks in creating new and unexpected objects. The class will solve design challenges that incorporate technology to explore how movement, sound, color, light, and mark-making can work together in art.

Inventive Spaces 1.0 credit S (Tr, Fr) 9-12 Students will bring imaginative, innovative, inventive spaces to life using myriad media and found objects in this architecture-inspired course. From beehives and burrows to nests, dams, and webs, the architects of the natural world are busy using environmental resources with which to construct, design, and inhabit. In this course, students will also look at animal architecture, the work of artists who are influenced by these structures, and will create their own inspired works of art.

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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.

Fitness Club Fitness Club is meant to expose students to the basic principles of athletic development. Students will be exposed to corrective muscle exercises, flexibility programming, core strengthening, plyometrics, speed, agility, quickness and strength exercises. The content will be executed through circuit training, group training, boot camp training, and weight room training. Additionally, we have added aerobic conditioning to this offering. The use of treadmills and our state of the art stationary bikes in conjunction with training aids will build on an already robust program and provide more opportunities for students to build and develop their own fitness goals. Space is limited in this program, if necessary we will split the group in two, and as a result take up to 28 total students, each group working out for 45 minutes. When we split into two sections all participants not at Fitness

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Club, will be assigned a study hall in the Main Library, which will be monitored by a faculty or staff member.

Team Management & Support Team management and support 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. Managers will be required to participate in fitness related activities during practice that will promote their wellness, but not interfere with the other parts of their responsibilities.

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Afternoon Activities Our Upper School’s day is divided into two main segments: the academic day and afternoon programming. Linked here, you will find our present distance learning Upper School schedule.

Linked here is our pre-COVID schedule. The following are the rules concerning attendance for the afternoon programming: 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 activity waiver with the Athletic Director, Mr. Jeff Carone (jeff.carone@woosterschool.org) Interested students should review the necessary form, ensure their outside activity meets the requirements, and then be in touch with Mr. Carone.

For descriptions concerning theater activities, please see the Theater Department section of this document.

For descriptions concerning Art Activities, please see the Art Department section of this document.

For descriptions concerning Team Sports, Physical Activities, and Non-Physical Activities, please see the Athletics 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.

FALL

WINTER

SPRING

Team Sports

Team Sports

Team Sports

Girls’ Volleyball

Girls’ Basketball

Girls’ Lacrosse

Boys’ Soccer

Boys’ Basketball

Girls’ Tennis

Girls’ Soccer

Coed Ice Hockey

Boys’ Lacrosse

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Additional cost.

Boys’ Cross Country

Boys’ Tennis

Girls’ Cross Country

Boys’ Baseball

Football

Coed Golf

Co-op with Harvey School.

Additional cost.

Additional cost.

Ultimate Frisbee Physical Activities

Physical Activities

Physical Activities

Fitness Club

Fitness Club

Fitness Club

Non-Physical Activities

Non-Physical Activities

Non-Physical Activities

Team Manager

Team Manager

Team Manager

Theater Activities

Theater Activities

Theater Activities

Fall Play

Winter Musical

Technical Theater

Technical Theater

Art Activities

Art Activities

Art Activities

Art Intensive

Art Intensive

Art Intensive

Monday Art Elective

Monday Art Elective

Monday Art Elective

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