Upper School 2021 - 2022 Course of Study
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Introduction
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Graduation Requirements
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Special Programs & Partnerships Senior Independent Study (SIS) Independent Study Global Online Academy One Schoolhouse
5 6 6 6 7
Course Load Requirements and Selection
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Honors and the Deep Learning Initiative Deep Learning Initiative Entrance Criteria Honors Entrance Criteria
8 8 9
Extra Help and Tutoring
9
Bridge Program
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Daily Study Hall
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Summer Coursework
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Departmental Overviews & Course Descriptions Humanities English History STEM Science Mathematics Technology, Making & Design World Languages Performing Arts H Period Offerings Lunch 1 / I Period Offerings Letter Period (A-G) Offerings Theater Visual Arts Letter Period Art Offerings Monday Afternoon Art Offerings Art Intensive Offerings Social Science
11 12 12 15 18 18 20 23 26 29 29 31 32 33 35 35 37 38 39
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Student Life Health
40 41
Trimester Electives Matrix
42
Athletics
43
Afternoon Activities
44
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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 OR the equivalent of five full-year courses for each year of attendance; (4) Successfully fulfilled the afternoon activities requirements; and (5) Successfully completed a Senior Independent Study (SIS).
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Course Requirements
The table below outlines the required courses and credit load for each discipline. Students need the following to qualify for a diploma: Discipline
Credits
Required Coursework
English
12
Humanities I Humanities II
History
9
Humanities I Humanities II US History
World Language *
9 credits OR completion of Spanish III *Unless carrying a language waiver.
Mathematics
9
Algebra 1 Geometry Algebra 2
Science
9
Physics Biology Chemistry
Co-Curricular
7
Courses that satisfy this requirement pull from the following disciplines: ● Music ● Art ● Theater ● Technology ● Making ● Digital Media
Health
1
Health 9 Health 10
Student Life
4
Junior Seminar Senior Seminar
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 from 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. 5
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. Please note: ● Students in grades 9-12 may apply to enroll in any of the computer science courses offered through GOA. All other GOA courses are restricted to juniors and seniors. ● For any student, GOA courses must be a sixth course: in addition to the five letter period courses required to be a full time student. ● For seniors, a full-year (or two semester-long) Humanities-focused GOA course may satisfy the English requirement. ● All students must submit an application to register for a GOA course. ● Enrollment in a GOA course is not guaranteed until confirmed by our Site Directors. ● Cost for GOA courses during the year is included in Wooster tuition. To review GOA’s course catalog, please click here. Application and registration is handled via Wooster’s GOA Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations. Please see here for further information concerning our partnership with GOA and our application process.
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Summer
Global Online Academy has an annual summer session. They offer approximately 15-20 courses per summer, most of which are enrichment-based. At present, they also offer credit-bearing versions of Spanish I and Geometry, which can be remediative or potentially accelerate a student’s course of study. Because Wooster School is a member of GOA’s consortium, our students are able to access these courses at the discounted rate. Interested students should first take a look at GOA’s summer course catalog and FAQ. They then should directly register themselves via the GOA website and confirm that registration with our Site Directors. Students who are interested to use Spanish I or Geometry to receive Wooster credit and accelerate their courses of study, should contact Ms. Brittany Hooper (Spanish) and Dr. Brian 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.
One Schoolhouse
Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. Enrollment in a One Schoolhouse language course may count toward the world language graduation requirement at Wooster School. This coursework will be reflected on the Wooster School transcript and does count towards the 5-course minimum enrollment requirement at Wooster School. To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations. Please see here for further information concerning our partnership with One Schoolhouse and our application process.
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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). A student may enroll in more than the required number of courses with the permission of the Registrar and Director of Curriculum. 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 registration. This process begins with a divisional assembly wherein the following year’s Course of Study is reviewed with all students, faculty, advisors, and administration. Thereafter, online course registration opens via OnCampus, during which students digitally submit their course requests. Following the close of registration, all requests are reviewed by the departments and administration to ensure students have selected the appropriate number of offerings and are on track to complete graduation requirements. Review is also specifically made of Honors and DLI requests, both in the context of school capacity and the students’ academic records. Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’ requests - with seniors receiving priority in the process - scheduling does not always permit this, so considering alternatives is wise. This is particularly true for trimester electives, which receive less priority in the scheduling process and therefore are less likely to be fulfilled. The school reserves the right to cancel or limit enrollment in any course listed.
Honors and the Deep Learning Initiative Students who develop a strong foundation in one or more disciplines may opt to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by students demonstrating capacity for such study via their coursework. In some cases, summer work leading to advanced standing may be advised. Decisions about acceleration and placement are made by the departments, primarily on the basis of grades and teacher recommendations.
Deep Learning Initiative Entrance Criteria DLI courses are Wooster’s highest-level academic opportunities. These courses ask students to take a deep dive into a particular content area of study and begin to apply the foundational skills, dispositions, and knowledge they have cultivated and demonstrated success within their earlier academic journeys. Core to the DLI experience are the following: ● ● ● ● ●
In-depth reading/analysis Lecture/Discussion Writing and reflection Inquiry, experimentation and theory generation Independent thinking and collaboration 8
● ● ●
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 the concern. 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.
Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also our tutoring center. The teaching schedule leaves free time each day for teachers to be available for individual assistance with students. If more support is needed, in addition to the direct teacher extra help, Wooster has an at-cost tutoring system in place.
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Bridge Program The Bridge Program follows a coordinated service model and provides students with the skills to be successful in their academic endeavors through a gradual release approach. Through collaborative consultation, classroom instruction, and personalization, Bridge Program teachers and students partner together to build executive functioning skills and further develop competencies related to the specific learning goals of their academic classes. The 9th and 10th-grade models are divided into two key focus areas: Literacy and STEM. The 11th and 12th-grade years blend Literacy and STEM learning while following a tutorial model designed to continue increasing student agency and independence. Bridge Program teachers manage each student’s Wooster Educational Plan and serve as liaison between parents, school, and other collateral contacts (i.e. school districts and educational consultants). Year
Bridge Program Courses
9th grade
Bridge Literacy, Bridge STEM
10th grade
Bridge Literacy, Bridge STEM
11th grade
Bridge 11
12th grade
Bridge 12
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 until released by the Division Director in conjunction with the Dean. 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.
Departmental Overviews & Course Descriptions 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
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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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 seniors may fulfill this requirement via a Global Online course. (See above as to our policies and further information.)
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.
English Humanities I: Foundations in Cultural Literacy 6.0 credits (3.0 English credits) AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. 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 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.
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Humanities II: The Making of Modernity 6.0 credits (3.0 English credits) AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. 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. From Marvel to Mordor to Mars 3.0 credits AY 11,12 From Marvel to Mordor to Mars is a reading-intensive English course about the most imaginative and fanciful genres of literature: science fiction, fantasy, and comics. This course examines typical literary elements, such as characterization, symbolism, and theme, but also more specialized areas such as worldbuilding, traditional character archetypes, and how and why authors incorporate strange magic or futuristic technology. At the beginning of every trimester, students engage in whole-class short stories that exemplify each genre; by the middle, they choose their own independent novels. Students also strengthen writing skills in forms ranging from lighthearted book reviews to formal literary analysis. Multicultural Literature 3.0 credits AY 11,12 As its name suggests, this course is interdisciplinary in scope, and students will become more comfortable reading works from different literary genres, cultures, and time periods. Along with exploring universal themes, students will examine how culture influences how we view and navigate the world, utilizing classic and contemporary literary works representing a variety of cultures and races, while encouraging students to see their own culture from another point of view. Students will develop their own questions for group discussion and improve their writing 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. DLI Philosophy 3.0 credits AY 11,12 Philosophy is the study of ideas: thinking about the history of thinking. In particular, philosophy explores the human mind, the best form of society, and questions like “What is knowledge, truth, reality, and existence?” In this course, students focus on skills like note-taking, conversation, individualized reflection, analyzing various readings, synthesizing information from multiple sources, examining others’ views, critically thinking and questioning, and conducting research. The class outlines, century by century, the breakthroughs of the most influential philosophers, from the classical world to the Internet Age, through the use of nonfiction articles, videos, thought experiments, and primary-source documents.
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DLI The Story 3.0 credits AY 11,12 This course will examine the power of stories and dig deeper into how to utilize that power in our 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 collaborate with their peers; and they will build a portfolio of their own written work. Journalism 0.5 credits per trimester AY or F, W, S 9-12 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. This course may be repeated for credit. This is a Pass/Fail course. Advanced Journalism 0.75 credits per trimester AY or F, W, S 10-12 Prerequisite: Journalism The Advanced Journalism course is constructed around the production of WiNK, our online student publication. As they do in the journalism course, Advanced Journalism students will follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming and editing, but students in this class will be expected to do so at a higher level. Students will implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real world deadlines. In addition to creating their own original pieces, students in Advanced Journalism will also participate in the editorial process, providing feedback to students enrolled in the introductory course. This course may be repeated for credit. Linguistics 1.0 credit per trimester AY or F, W, S 9-12 Linguistics is the research-based, historical, and scientific study of language. This course explores how people structure their speech similarly across the world, plus some features truly unique to certain languages only. We analyze experiments and studies (and carry out our own) to uncover the surprising stories behind English words, sounds, and dialects, from ancient accents to modern slang. Students will also tease apart the secret truth that languages are never fixed in one “correct” form but actually constantly changing and diversifying. Students, too, tackle the field’s big questions like where new languages come from and how human language first began.
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Adaptations: Text to Film 1.0 credit F 9-12 This course will look at great stories and the great films that were inspired by them. Students in this course will learn how literary texts can be adapted to suit or reveal different contexts. Students will analyze and reflect upon their own text and film literacy competencies. Students in this course will learn to appreciate how literary texts and films can have lasting value and how they can be reinterpreted today. In this course, students will be expected to read, write, view, observe, reflect, and discuss. The Love of Reading 1.0 credit W 9-12 Students in this course will read and discuss books from a variety of genres. Using an independent format, students will choose the books they read and develop tools to help inform their discussions. Students’ goals are to expand their thinking and insight, maintain reading speed and comprehension, and value reading for pleasure and personal growth. Creative Writing 1.0 credit S 9-12 The focus of this class is to explore creativity as a human capacity. Using a multimedia approach, especially creative writing, the class is designed to help build creative confidence and unleash creative potential. Students will design and create a series of projects to make connections between thoughts, words, and images as a means to develop and fuel imagination and find the power to give form to their ideas. Students will improve writing skills through a variety of written pieces.
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History Humanities I: Foundations in Cultural Literacy 6.0 credits (3.0 History credits) AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. 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 6.0 credits (3.0 History credits) AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students will be challenged to define for themselves what makes us human, who bears the responsibility in society, and the nature of justice. US 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 US 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.
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(DLI) Civics: Premises, Promises and Processes of Citizenship 1.0 credits per trimester F, W, S or AY 11, 12 Civics covers the theoretical, political and practical aspects of American Citizenship. As a single trimester class, this course asks students to explore the theory behind and structure of American Government systems through the application of government processes. As a full year DLI course, students will dive deeper in their understanding through the use of case studies to evaluate government action while participating in their own civics action project. Students may enroll in this course as a trimester-long elective or as an all-year DLI course. DLI credit is only awarded to students that complete the all-year course. Voices of Dissent 0.5 credits F 12 The framers of the Constitution believed that the right to protest and dissent against the abuses of the powerful was fundamental to the “Great Experiment” being conducted in late 1700s America. Many groups clung to the strategy that if we protest long enough and loud enough, the government can no longer ignore us. In general, dissidents were drawn to myriad causes centering on ethnic, sexual, generational, governmental, political, cultural, relational, financial, and environmental exploitation controlled by the wealthy and influential. We will examine the voices of dissent that sought change in a country that believed in the American dream but often felt their voices were muffled. This is a pass/fail course that will run during I period. The American Mafia 0.5 credits W 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. This is a pass/fail course that will run during I period. Waste 1.0 credits F 9-12 “In this world nothing can be said to be certain, except death and taxes.” - Ben Franklin. The third certainty Franklin did not consider is waste. Humans are the species of creation, adaptation, and, as such, waste. New innovations make previous items obsolete and thus ‘junk.’ Humans tend to be near-sighted, without considering the ramifications of how to get rid of single-use items, like plastic. In this class, we will study the history of waste management, look at the literal uphill battle we are facing as a nation and earth riddled with trash, look at the broader scale difficulties of getting rid of stuff like nuclear waste, and consider the implications of a ‘throw it out’ culture.
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STEM
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. Chemistry 3.0 credits AY 11, 12 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. 18
DLI Physics: Historical Breakthroughs that Changed the World 3.0 credits AY 10-12 Corequisite: DLI Calculus 1 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. Climate Change 1.0 credit per trimester AY or 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. Note that this course may be taken as an all year course or as a trimester elective.
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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, healthcare administration and professional responsibilities, identifying basic tissue responses and common injuries, and basic taping and wrapping techniques for 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. Concussions, examination, assessment, and diagnosis of the human body, and evaluation techniques for both prevention and rehabilitation of sports-related injuries will all be covered. Applied Human Performance 1.0 credit S 11, 12 Prereq: Advanced Sports Medicine In Exercise Physiology we will look at exercise physiology, human anatomy, and strength and conditioning concepts. This course complements Advanced Sports Medicine but begins to look at how the body responds to exercise and how exercise can be manipulated for enhanced outcomes. This course will cover exercise nutrition, energy metabolism, cardiovascular and respiratory systems, the endocrine system, muscle physiology and exercise testing and prescription.
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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 Algebra 2. Successful completion of these courses or their honors equivalents is a graduation requirement.
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 1 and Geometry courses offer an opt-in, Honors component for passionate and motivated students to dig deeper. Following the successful completion of basic course requirements, students may choose to pursue additional learning intentions and associated problem sets to expand their experience in Algebra 1 or Geometry. Successful completion of this embedded work, manifest via an Honors portfolio, earns students Honors distinction on their transcript. Algebra 1 3.0 credits AY 9 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. Geometry 3.0 credits AY 9, 10 Prerequisite: Algebra I This course centers around Euclidean geometry on the coordinate plane and also considers 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 assertions. When appropriate, this course integrates hands-on activities such as constructions using a compass and straightedge. The embedded honors component of this course emphasizes geometric proof and may include geometry on spherical and hyperbolic surfaces, as well as challenging "puzzle" problems.
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(Honors) Algebra 2 3.0 credits AY 9-11 Prerequisite: Geometry 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. (Honors) Precalculus 3.0 credits AY 10-12 Prerequisite: Algebra 2 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. DLI Calculus 1 3.0 credits AY 11, 12 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. DLI Calculus 2 3.0 credits AY 11, 12 Prerequisite: DLI Calculus 1 This course is a continuation of DLI Calculus 1. 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 1, students will have covered all topics in a two semester college level calculus class.
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(DLI) Statistics 3.0 credits AY or F, W, S 10-12 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. Students may enroll in this course as a trimester-long elective or as an all-year DLI course. DLI credit is only awarded to students that complete the all-year course. DLI Discrete Math 3.0 credits AY Prerequisite: Algebra 2 This introductory course in discrete mathematics is a rigorous alternative to Calculus. The course will teach students to think logically and apply this thinking in problem solving. Students will learn logic and proof, sets, functions, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. 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.
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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
Wooster School partners with Global Online Academy (GOA), a learner-centered and forwardthinking online school, to expand our offerings in coding and technology. See GOA's course catalog here. Students interested in GOA courses should review our partnership overview and application process, and speak with our GOA Site 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 Programming via Global Online Academy 1.5 - 3.0 credits 9-12 Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of course offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested introductory courses included: ● CS I: Computational Thinking Advanced Programming via Global Online Academy 1.5 - 3.0 credits 9-12 Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of their offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested advanced courses included: ● CS II: Analyzing Data with Python ● CS II: Game Design & Development ● CS II: Java ● iOS App Design Engineering and Design 1.0 credit per trimester AY or F, W, S 9-12 In this course students will focus on the physics of designing structures such as towers and bridges. Students will concentrate on the art of coming up with a design that is user-friendly. We will use empathy to interview “clients” and learn what elements they would like to see. We will use creativity to come up with a wide array of possible designs to meet the design criteria. Then we will make prototypes to try out the most promising designs. Repeating this process will result in an ever-improved design. Ultimately, we will concentrate on group projects that bring together several different aspects of engineering.
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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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World Languages Students in Wooster’s World Language courses focus on increasing their proficiency with the four skills of the ACTFL standards: reading, writing, listening, and speaking. Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to participate aurally, orally, and in written form in Spanish. If a student passes, progress to the next level of the language is automatic. However, a grade of 2 or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades. One potential outcome of that evaluation is required summer work in the language and a re-exam in order for the student to be permitted to enroll in the next level of the language. Spanish I 3.0 credits AY 9-12 Spanish I will provide students with a general introduction to the Spanish language. This novice level course aims to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students will refer to guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL) which guide learners to develop the skills to competently communicate. By the end of Spanish I, students will be able to comprehend spoken Spanish and will have the ability to carry out a simple conversation. Spanish II 3.0 credits AY 9-12 Prerequisite: Spanish I Students in Spanish II will continue to build their proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students will be able to express themselves in real world situations, in a spontaneous and unrehearsed context. Students in Spanish II are advancing through the novice-mid through intermediate-low levels, as evidenced by the inverted pyramid of language proficiency seen on the www.actfl.org website. Spanish III 3.0 credits AY 9-12 Prerequisite: Spanish II 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 and quizzes, students will participate in performance-based assessments to improve their interpretive, communicative and presentational skills.
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Honors Spanish III 3.0 credits AY 9-12 Prerequisite: Spanish II 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 Prerequisite: Spanish III 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 Prerequisite: Spanish III This course serves as a bridge between the Honors Spanish III course, which is a textbook-based proficiency course, and the DLI Spanish 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 Latinx and Hispanic culture. This is a multifocused course designed to give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own culture. DLI Feminist Movement in the Latinx/Hispanic World 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 maximize their experience of the language. Literature and short films relating to the feminist movement throughout Latin America, which showcase historical events and important political figures, structure this course. DLI Feminist Movement in the Latinx/Hispanic World will focus on Argentina and Ecuador, where the movement began. We will also discuss the fight for gender equality in other countries such as Puerto Rico and Mexico. This course consists of advanced characteristics within the ACTFL framework. Students will employ basic structures and vocabulary, while practicing their formal and informal writing skills. The use of the target language will guide class discussions.
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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 outside of academic contexts. American history and culture are also covered, particularly as relating to attending college in the United States. World Language via One Schoolhouse 3.0 credits 9-12 Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations. Please see here for further information concerning our partnership with One Schoolhouse and our application process. World language options via One Schoolhouse include: ● American Sign Language ● Chinese ● French ● Latin
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Performing Arts “The true purpose of arts education is not necessarily to create more professional dancers or artists. [It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. 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 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.
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H Period Offerings
Chamber Choir 0.5 credits per trimester AY or F, W, S 9-12 Chamber Choir 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. 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 are essential. Students enrolling in Chamber Choir are encouraged to also participate in the Upper School Glee Club. This course will meet during Monday and Wednesday H period. Upper School Glee Club 0.25 credits per trimester AY or F, W, S 9-12 Glee Club is for anyone who enjoys singing with others in a casual and fun environment. Music is selected by the students through a democratic process, and rehearsals are facilitated by the instructor, who helps direct the group. Glee Club meets once a week during music period. Students will have the opportunity to perform in the concerts and at other school events. Singers will gain confidence and enjoy singing popular favorites together. No audition required, and no prior experience needed. This course will meet during Friday H period. Chamber Ensemble 0.75 credits per trimester AY or F, W, S 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 0.75 credits per trimester AY or F, W, S 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.
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World Drumming and Percussion Ensemble 0.75 credits per trimester AY or F, W, S 9-12 World Drumming and Percussion and center on African, Latin, and Brazilian rhythms. Students will get hands on experience playing the instruments that are important to each genre, like the Djembe, Conga, Go-Go Bells, Tamborim, Timbales, Cow Bell, Bongos, Pandeiro, Surdo, Snare Drum and Marimba, etc. We’ll listen to world music and break down the percussion parts. The class will study basic rhythmic notation and form a cohesive ensemble and do several performances. We will explore how each style incorporates: call and response; theme and variation; and soloing.
Lunch 1 / I Period Offerings
The Performing Art department offers a range of music courses that meet during Lunch 1. The courses each meet 2x/week. Students that enroll in a Lunch 1 music course will eat lunch during Lunch 2 and will not participate in Jobs on the days that their music class meets. Students may enroll in one Lunch 1 music course each trimester. Beginner Ukulele 0.5 credits per trimester AY or F, W, S 9-12 This introductory class is for any one who is interested in learning the world’s most accessible, portable, and easy-to-learn instrument! Perfect for students of all musical backgrounds, as well as those who have never played an instrument, this class will guide students through the basics of tuning and playing the soprano or concert ukulele. By the end of the class students will be able to play basic chords and several pop songs of their own choosing. The purchase of a soprano or concert-sized ukulele (available from most music stores or online) is necessary for this class. Keyboard 0.5 credits per trimester AY or F, W, S 9-12 This beginner course will get you started in the basics of keyboard fundamentals. An at-home digital keyboard is recommended but not essential to take this class. Students will learn the basics of piano, including reading notes on the grand staff, playing basic agility exercises to strengthen the hands, and learning how to read and play basic notes and rhythms. Students will progress at their own pace and will be able to play a piece of music of their choosing as their final project. No musical talent or experience required: just fingers and a desire to learn! Everything’s Better with Music 0.5 credits per trimester AY or F, W, S 9-12 This course provides a broad overview of music, and the universally rich impact it has on our lives. Using a roughly chronological timeline, music’s social and artistic context throughout history is examined, as are the techniques, instruments, styles and forms of music-making. Extensive listening to musical examples, coupled with guided discussion, form the backbone of the course. Historical and sociological context round out the experience. Aesthetic discussion and informed criticism provide a foundation for a meaningful attempt to answer the big question: Why does music affect us as it does?
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Introduction to Music Theory 0.5 credits per trimester AY or F, W, S 9-12 Introduction to Music Theory covers the fundamentals of music, including notation, scales, clefs, keys, intervals, and chords. We then move through counterpoint and harmony with an emphasis of the relationships between vertical (stacked pitches as in chords and other sonorities), and horizontal (through time, as with melodic lines), and how all music derives from such beginnings. Subjectively, the whole of western tonal music is scrutinized through the lens of its appeal, both culturally and generationally, and at the most fundamental levels: Why do we like a certain song, symphony, orchestrational texture, harmonic feeling, etc? Introduction to Guitar 0.5 credits per trimester AY or F, W, S 9-12 Introduction to Guitar 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. It is also for students who already play guitar, but want to strengthen their foundational knowledge of the instrument. Students will study fretboard navigation, chord progressions, notation, scales, and riffs. The goal is to develop the self-sufficiency necessary to continue self-motivated progress beyond this course. This course may be repeated for credit. Guitar Ensemble 0.5 credits per trimester AY or F, W, S 9-12 Guitar Ensemble is offered to any student who has completed Guitar 101, or with one or more years of experience playing and reading music on the guitar. Other fretted instruments (bass, mandolin, banjo, ukulele) may be considered upon request. The primary goal of this course is to take individual players and get them comfortable with playing alongside other musicians. We will focus on rhythm, sight reading, and group chemistry. Students will be choosing from a wide variety of material, from classical themes to modern pop and rock songs, ranging in difficulty and length. Each student will be assessed as to their skill level and given an appropriate and meaningful part of said material.
Letter Period (A-G) Offerings
DLI Music Theory 3.0 credits AY 9-12 This is an advanced course in Music Theory. Based on established collegiate curriculum requirements, the course is a rigorous, comprehensive study of western tonal music theory and practice. Always tethered to a historical perspective, we look at the development of music in a contextual framework, and discuss chronological parallels with developments in the visual arts, architecture and general aesthetics. There is a significant writing component within the course in the form of reflective journaling. This course includes a Demonstration of Learning presentation as a culminating experience.
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Digital Music 1.0 credits per trimester AY or F, W, S 9-12 No curriculum of music in the 21st century would be complete without addressing the proliferation, power, and opportunity of digital music creation. This is a hands-on exploration of the technology that has brought music production to the masses. Discussion of fundamentals of sound and music recording with a historical perspective is coupled with project work utilizing state-of-the-art software and hardware. Wooster students will be afforded unique real-world experience of how modern music is made, edited, captured, and disseminated in an increasingly digital world. With segments taught by all members of the Wooster Music Faculty, this comprehensive look at digital music is an intensive, immersive, year-long exploration of the way music is made today!
Theater
Wooster Theater seeks to engage and challenge both the novice and the aspiring actor, writer, designer, or director. Courses in Acting and Technical Theatre provide practical, real-life training for students to hone their craft while working on productions in the Black Box Theater. Acting classes are based on the work of Sanford Meisner, who described the foundation of acting as “the reality of doing.” Students are guided through the study and performance of classic and contemporary scenes and plays. Technical theater electives immerse students in the world of backstage theater through the design, creation and performance of Wooster productions. The study and practice of theater at Wooster provides a nurturing and safe environment for students to discover their place on or offstage, while becoming more engaged, empathetic, creative, and confident human beings. Acting Workshop 0.5 credits per trimester AY or 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 will be used as monologues and as a basis for self-discovery. This course will run during I period. Fall Play 2.5 credits F 9-12 Afternoon Activity 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.
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Winter Musical 2.5 credits W 9-12 Afternoon Activity 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. Technical Theater 2.5 credits F, W 9-12 Afternoon Activity Technical theater is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theater. 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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Visual Arts 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.
Letter Period Art Offerings
Open Studio 0.5 credits per trimester AY or F, W, S 9-12 Open studio is a choice-based class for students interested in exploring a variety of artistic materials, techniques and ideas at their own pace. Learn how to think like an artist by generating ideas, testing materials, problem-solving, and editing your own work. The studio will be open for explorations including drawing, painting, collage, printmaking, sculpture and fashion. Mini lessons and demonstrations about techniques or concepts will be offered to get each student ready to plan new artwork, continue an area of interest, and choose the medium to best execute an idea. This is a pass/fail course that will run during I period. Studio Art 1.0 credit per trimester AY or F, W, S 9-12 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. This course will run during H period with one long block each week that will run into Lunch 1.
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Painting 1.0 credits F 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. This course will run during G period and it will incorporate asynchronous responsibilities. Printmaking 1.0 credits W 9-12 Printmaking is an artform used by commercial and fine artists to create multiple images from a block, screen, or plate. This introduction to printmaking will explore a variety of printmaking techniques including monoprints, collographs, woodcuts, drypoint, and silkscreening. Students will learn techniques for printing with a press and by hand in both color and black and white. Students are encouraged to bring their own ideas and unique images to work with. This course will run during G period and it will incorporate asynchronous responsibilities. Mixed Media 1.0 credits S 9-12 This course will explore the place of material in contemporary art practice. Students will take many approaches to exploring new material in both two and three dimensions. Through a blend of experimentation and play, research, documentation, personal narrative, and appropriation, students will push their unique creative visions in new directions. The course will introduce both traditional and non-traditional materials to explore the boundaries between drawing, painting, collage and sculpture. This course will run during G period and it will incorporate asynchronous responsibilities. 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. Portfolio Preparation (Independent Study) F, S 11 (S), 12 (F) 1.0 credit 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.
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Monday Afternoon Art Offerings
These courses are offered on Mondays from 4:00 - 5:30 pm on a seasonal basis. Students registered for a Monday elective who are involved in a sport or an after-school activity are excused from that sport or activity on Mondays, unless there is a sporting contest. Credit for all courses is subject to the 90% Attendance Rule. (See the Community Handbook for a complete discussion of this rule.) If a student is absent for more than one class, the student must arrange to make up for missed studio time or work. Mobile Photography 0.5 credits F 9-12 Afternoon Activity 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. Nature’s Palette 0.5 credits F 9-12 Afternoon Activity In this course we will experiment with nature as an art making tool. We will take advantage of Wooster’s outdoor campus during the fall season to harvest grape vine, acorns, berries and flowers which we will use to produce our own inks, paints, dyes, paper, and charcoal. We will then use these locally sourced, hand-made supplies to capture the textures, forms, and colors of the Wooster landscape in drawings, paintings, and fiber art creations. Illustration 0.5 credits W 9-12 Afternoon Activity 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. Each student is encouraged to explore a variety of media ranging from watercolor, collage, and paint, to drawing pencils, charcoal, and pen. Throughout the course, projects invite students to allow their stories, observations, and interests to influence their illustrations and reflect who they are as young storytellers and artists. Trashion 0.5 credits W 9-12 Afternoon Activity Trashion is a sustainable movement in the fashion industry that encourages designers to upcycle waste into works of fashion. Participants in this course 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.
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Found Object Sculpture 0.5 credits S 9-12 Afternoon Activity Since the middle of the 19th century, artists have combined everyday materials from scraps of wood and glass to gears and dolls to create new works of art. Artists like Marcel Duchamp took it even further by simply recontextualizing objects like a bicycle wheel or even a urinal and calling it art. This course will play off the grand tradition of the objet trouvé, or found object, in art, inviting students to transform everyday objects into art by combining, altering, or recontextualizing them to give them new meaning. Painting 0.5 credits S 9-12 Afternoon Activity 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.
Art Intensive Offerings
Students that wish to participate in the Art Intensive program must also enroll in a Monday afternoon art elective. Fall Art Intensive: Color 1.5 credits F 9-12 Afternoon Activity Color will serve as our inspiration for Art Intensive in the fall, inspired by the changing landscape as well as the potential of color to express and capture emotion. After some preliminary work in color theory, students will dive into painting and pastel projects. We will learn to mix and select color combinations to achieve harmony or express a mood. Winter Art Intensive: People and Places 1.5 credits W 9-12 Afternoon Activity Winter Art Intensive will be a journey into contemporary portraiture. How do artists tell stories about their subjects by considering the setting, background, symbols and objects included in a portrait? Students will learn how to layer both meaning and materials to build a portrait from conceptual idea to a finished work. Media may include painting, drawing, collage and photography. Spring Art Intensive: Change 1.5 credits S 9-12 Afternoon Activity To change means to move from one place, one form, or one understanding, to another. What are your stories of change? How can we capture them through art work? We will explore artists for whom the idea of change is central to their work--whether capturing the ephemeral changes of a season, choosing materials that change over time, or trying to bring change to a situation or community. Through experiments with materials, observations of the environment, and the exploration of personal stories and experiences, students will explore the layered meanings of the theme change in a variety of artistic media. 38
Social Science DLI The Independent Best Self: The Science and Practice of Habits, Wellness, and Purpose. 3.0 credits AY 11, 12 As college and independent living fast approach for our Juniors and Seniors, the following questions begin to loom larger: How do I figure out what I’m good at and what I like to do (these are not always that same thing!), and how to shape my future pathways around these things? How do I learn to best manage my time, and prioritize what I do with it? How can I be healthy and well while in pursuit of my best authentic self? Students will read and listen to some of the best thinkers in the areas of personal growth, time management, productivity, wellness, and habit formation, and then put their recommendations into use in their own lives. NOTE: This is a full-year course designed to mirror some of the structural elements of a college class, and thus will meet in person only on Monday afternoons,, from 4:00 - 5:30 PM. Students will also be required to attend and/or watch occasional virtual class sessions as needed. Introduction to Business Planning 1.0 credit F 9-12 Have you ever thought about starting your own business? Do you ever wonder how Amazon and Apple became so successful? Ever think, “I could do that.” Unlock the secrets of business in this course. Through a combination of course work and team activities, you’ll learn the basics of product design, marketing, consumer behavior and small business accounting while you create a plan for your own business. Advanced Business Planning 1.0 credit W 9-12 Prerequisite: Intro to Business Planning Advanced Business Planning builds upon the core concepts explored in Introduction to Business Planning. In this course, students will have the opportunity to flesh our entrepreneurial ideas and visions. Students will use their learning from the introductory course to develop a business plan. Social Psychology 1.0 credit F 9-12 In this course, students will learn, study, and analyze the different elements of human behavior and social constructs on a micro, mezzo and macro level. They will learn about the behavioral and social patterns they encounter on a personal level, as well as those that contribute to the social divides at large. During the micro focus they will utilize reflection and vulnerability to identify key components of what makes them who they are and how they behave. As we look broader on a mezzo level, they will learn how to conduct observations within our own community to help them better understand social patterns and behaviors. On a macro level, they will look at contributors to the divided world we live in. We will study what has led to these divides and we will discuss ways in which we can do better within our own systems
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Student Life Freshman Academy no credit AY 9 Freshman Academy meets once a week and focuses on social emotional learning. The students will work to increase their strength in recognizing, understanding, exploring and regulating their emotions. Students will be exposed to practices on well-being that allow for connection, belonging, and gratitude. By the end of this experience, the entire freshman cohort will be bonded together as a cohesive unit. Sophomore Academy no credit AY 10 Sophomore Academy will continue with the social emotional learning. Previous practices will be revisited with additional opportunities to practice cooperation and reconciliation. With the growing demands of upper school life, this experience will imbue students with skills necessary for success inside and outside of the classroom. Junior Seminar 1.0 credit W&S 11 As a prelude to applying to college, Juniors engage in a semester-long course exploring who they are, what matters most to them and how that influences what they are looking for in a college or other post-secondary options. The course helps students learn a positive approach to life transitions as well as specific, transferable skills (e.g. resume writing, interviewing, personal essay writing and more) that will help them as they prepare to leave Wooster and into the future. Senior Seminar 3.0 credits AY 12 Senior Seminar is a graduation requirement and mandatory course for all Seniors. The course covers a broad range of big ideas and is segmented at the discretion of that year’s instructors. Together, the curriculum covers topics such as happiness, design thinking, and relationships as well as career pathways and how to design your life, all in the context of college preparation. Instructors use a variety of medium- including 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.
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Health Health 9, 10 0.5 credits F, W, S 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. Fitness 0.5 credits F, W, S 9-12 Interested students may opt into a fitness elective that meets during a free period within their schedule. Participation in this course includes a consultation with the fitness instructor, wherein the student and teacher develop a personalized fitness plan for the student. This course will meet two times per week and is located in the fitness center. This is a great option for a student that is participating in a non-athletic afternoon activity, but wants to prioritize physical fitness. This is a pass/fail course.
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Trimester Electives Matrix Discipline
Fall
Winter
Spring
Performing Arts
Chamber Choir Upper School Glee Club Chamber Contemporary Improvisation World Drumming and Percussion Beginner Ukulele Keyboard Everything’s Better with Music Introduction to Music Theory Introduction to Guitar Guitar Ensemble Digital Music Acting Workshop
Chamber Choir Upper School Glee Club Chamber Contemporary Improvisation World Drumming and Percussion Beginner Ukulele Keyboard Everything’s Better with Music Introduction to Music Theory Introduction to Guitar Guitar Ensemble Digital Music Acting Workshop
Chamber Choir Upper School Glee Club Chamber Contemporary Improvisation World Drumming and Percussion Beginner Ukulele Keyboard Everything’s Better with Music Introduction to Music Theory Introduction to Guitar Guitar Ensemble Digital Music Acting Workshop
Painting Open Studio Studio Art Portfolio Preparation
Printmaking Open Studio Studio Art
Mixed Media Open Studio Studio Art Portfolio Preparation
Afternoon: Mobile Photography Nature’s Palate
Afternoon: Illustration Trashion
Afternoon: Found Object Sculpture Painting
Engineering & Design Open Makerspace
Engineering & Design Open Makerspace
Engineering & Design Open Makerspace
Climate Change Introduction to Sports Medicine
Climate Change Advanced Sports Medicine
Climate Change Applied Human Performance
Statistics
Statistics
Statistics
History
Civics Voices of Dissent Waste
Civics The American Mafia
Civics
English
Adaptations: Text to Film Advanced Journalism Journalism Linguistics
The Love of Reading Advanced Journalism Journalism Linguistics
Creative Writing Advanced Journalism Journalism Linguistics
Introduction to Business Planning Social Psychology
Advanced Business Planning
Fitness
Fitness
Visual Arts
Technology, Making, & Design Science Math
Social Science Health
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Fitness
Athletics The Athletics Program at Wooster is an extension of the classroom. We use the playing fields, courts, rinks, and gyms to provide our student-athletes with opportunities to challenge themselves, work as a team, learn life lessons, and have fun. Our coaches promote Wooster values and positive coaching beliefs that focus on teaching life lessons through athletics for all of our student-athletes. We strive to field highly competitive teams while providing opportunities for all students to participate. We believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care. We are committed to providing training and support to our coaches, players, and families. Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity. Team Sports Our athletic program strives to balance the needs of serious athletes who hope to play at the college level with those who wish to participate to stay in shape or for the sake of participation. In the Upper School, our focus begins with skill development. No matter the athlete's ability we strive to provide meaningful opportunities. Whether that be at the club, junior varsity or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals. Wooster School offers 16 varsity sports. Whenever possible we will offer junior varsity, developmental, and club sport options for our Upper School students. Prior to officially offering junior varsity and club options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest. Team Management & 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. 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 Independent Activity Waiver Form. 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
Additional cost.
Boys’ Cross Country
Boys’ Tennis
Girls’ Cross Country
Coed Baseball
Football
Coed Golf
Co-op with Harvey School.
Additional cost.
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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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