CHADWICK S C H OOL
C o n t e n t s
Invitation from the Headmaster
Chadwickâ€™s founding principles
A community of mutual respect and trust
A diverse student body with shared values
A talented, dedicated faculty
An inspiring educational setting
The Village School (Kindergarten-Grade 6)
The Middle School (Grades 7- 8)
The Upper School (Grades 9-12)
Athletics and physical education
Global study and service opportunities
Applying to Chadwick
Here in this Country School both boys and girls may find excellent
instruction, plenty of outdoor life, and good companions.
– margaret lee chadwick, School Founder, from the original hornbook on the school gates
a n i n v i t a t i o n t o e x p l o r e chadwick
“You almost have to see Chadwick to believe it,” I was told by a number of colleagues before I visited the school for the first time in 1997. They were right. When my family and I arrived at Chadwick, we were struck by the charm and beauty of the campus, perched on a peaceful, verdant hilltop with sweeping views of the Los Angeles basin. But it immediately became clear that what really makes Chadwick remarkable is its community of student and adults. For nearly 80 years, Chadwick School has been a special place – a friendly and safe environment in which students of differing backgrounds and ages can discover their true talents and passions. At the same time, Chadwick is committed to its mission of “academic excellence, exemplary character and selfdiscovery through experience…in accordance with our core values of respect, responsibility, fairness, compassion and honesty.” In order to accomplish these goals, we take a highly personal approach. Chadwick students are respected partners with their teachers and advisors, who often follow their students’ progress throughout their Chadwick careers and beyond. Our focus at Chadwick is on getting students actively involved, encouraging them to take a chance and to accept a challenge. In addition to our well-known academic program, we offer extensive opportunities in athletics, community service, the arts, outdoor education, international experiences, and extracurricular activities and clubs. Students can choose to participate in almost anything here and, with our encouragement, they do. By supporting their ventures into areas of uncertainty or inexperience, we help students develop abilities that might otherwise be
undiscovered or ignored. Along the way, they learn a great deal about themselves and others, gaining wellfounded self-confidence through trial and experience. At Chadwick, we believe in our students and strive to bring out the best in each one. We provide them with outstanding teachers who are knowledgeable and enthusiastic both about their subjects and their students. Guided by shared values and ideals, we also enjoy the strong and active support of our students’ families. The result is a learning environment that motivates our students to pursue excellence not only in academics, but also in the conduct of daily life. When they leave Chadwick, our students are wellprepared for the most challenging colleges and universities. More importantly, I believe, they have contributed meaningfully and with integrity to the life of their school, and are prepared to make a positive difference in college and the world beyond. I look forward to introducing you to the remarkable community that is Chadwick School.
Frederick T. Hill headmaster
Chadwick School strives earnestly to discover and develop the
special gifts that each individual possesses.
–MARGARET LEE CHADWICK, School Founder
Chadwick School’s founding principles In 1935, Margaret Chadwick established a school at
each student. These qualities are modeled by our
her home in San Pedro with just four students. She
exceptional teachers, administrators and staff, each
dedicated Chadwick School to the development of the
of whom is wholly dedicated to student development.
whole child—character, well-being and intellect. She
These core competencies include critical and creative
also wanted girls and boys of all races, religions and
thinking, collaboration and communication, courage
backgrounds to feel welcome. Finally, Mrs. Chadwick
and character, and cultural competence, all addressed
believed that it was essential to “discover and develop
within the frame of Chadwick’s core values of respect,
the special gifts that each student possesses, to deepen
responsibility, honesty, fairness and compassion.
their understanding of the complexities of the world, and to inspire each to realize his or her full potential,” all of which remain central tenets of Chadwick
M i s sio n S tat e m e n t
School’s philosophy today. Chadwick, a K-12 school founded in 1935, is dedicated In 1938, the Vanderlip and Roessler families donated
to the development of academic excellence, exemplary
the land and building funds for a campus on the Palos
character and self-discovery through experience. We
Verdes Peninsula. Chadwick’s enrollment soon grew to
live in accordance with our core values of respect,
75 boarding and day students. In the 1960s, Chadwick
responsibility, honesty, fairness and compassion.
transitioned to its current program for day students only, and its enrollment has steadily increased to more
Through active participation in a diverse school
than 800 students in grades K-12. Chadwick School
community, students prepare to contribute
has grown and changed throughout the decades,
meaningfully to their local, national, and global
yet our mission and core values remain true to Mrs.
communities. Talented and caring faculty and staff
Chadwick’s original philosophy.
cultivate in each student the joy of learning, selfconfidence, well-being, and the individual gifts
In pursuing its mission, Chadwick emphasizes
that each possesses. By living and learning in an
core personal and intellectual skills and makes the
atmosphere of integrity and trust, students come to
commitment to developing these capacities in
expect the best of themselves and others.
A community of mutual respect and trust
An atmosphere of supporting, caring relationships Faculty and students
Students across all grade levels
Parents and the school
There is a real feeling of warmth among
Because Chadwick is a K-12 school, students of
Chadwick parents are involved in their children’s
Chadwick students, faculty and staff. Learning
all ages learn from one another. Upper School
education and are essential partners in a student’s
is explicitly a collaborative process and highly
students work with Middle School students
development. Parents are welcome on campus
interactive. Teachers help students think aloud,
through organizations, sports, and formal and
and have many opportunities to engage one
test themselves, discover alternative ways
informal mentoring relationships.Village School
another through both formal organizations,
of problem solving, and in that process, get
children look to older students who serve as
such as the Chadwick Parents’ Association, and
to know each student. Faculty members and
role models in academics, athletics and all areas
through relationships that they often build initially
students engage with each other in various
of school life.
through their children. Every Chadwick parent is
ways throughout each day. Our students know
automatically a member of the Chadwick Parents’
how to comfortably take advantage of their
Association; additionally, Chadwick has parent
own intelligence and the experience of their
support groups for athletics, performing arts, and
instructors, honing skills as they move forward.
the library and literacy.
In the more than 75 years since Chadwick School was founded, Margaret Chadwick’s principles have always been the driving force behind the education of our students. Whether in the Class of ’41 or ’14, a Chadwick graduate is part of a growing community built on our shared values and ideals.
–Michael Cass, Mathematics Teacher, Volleyball Coach and ChImps (Chadwick Improvisors) Advisor
The importance of Chadwick’s mission today
With nearly 80 years of success behind us, we are as committed as ever to Chadwick’s mission. Chadwick’s dynamic learning environment at all levels, K-12, combines a beautiful campus, bright and talented students interested in their work and in each other, and truly inspiring faculty members who work closely with students in small classes. A low student-to-teacher ratio creates an atmosphere that promotes critical thinking, analytical skills, creativity and effective communication. In addition, Chadwick students are encouraged to develop talents outside the classroom. Self-discovery is facilitated by participation in athletics, community service, the visual and performing arts, international study and service opportunities, and outdoor education. Our aim is not only to educate, but to foster intellectual curiosity, lifelong learning and leadership.
A diverse student body with shared values
A community of individuals with sound ideals
Chadwick’s history demonstrates a dedication to enrolling a student body that reflects a broad economic, cultural and ethnic mix, mirroring the real world. Stressing the importance of attracting a student body that represented “a dipperful of humanity,” Margaret Lee Chadwick, our founder, wrote in 1963, “A strong feeling of belonging to each other and of belonging to the whole family of man develops, and once a child has grasped the concept of ‘we’ as meaning ‘old and young, rich and poor, of every color and all nations,’ he has found himself at home in the world.” Chadwick School builds upon the belief that a diverse student body adds fundamentally to the creation of a lively and stimulating educational environment that prepares all students for life in an increasingly challenging and crossculturally engaged world. The school therefore seeks students who represent a robust cross-section of backgrounds, talents, experiences and perspectives, as well as prospects for achievement and, ultimately, leadership both at Chadwick and following their graduation.
I feel privileged to teach Chadwick students because they work hard and genuinely love learning. Every day, they bring passion, curiosity, kindness
and creativity to the classroom and to the community.
–ERIN NORDLUND, English Faculty and Senior Class Head Advisor
What all Chadwick students share Talent
All Chadwick students want to succeed academically and be well-prepared for college – that’s a given. But it’s not all about straight As. Chadwick students have a real sense of curiosity and discovery when it comes to learning. They choose challenging classes that expand their horizons; they engage fully in class and go the extra mile in their learning.
Chadwick students are assertive learners. By the time they graduate, they know how to formulate the right questions, seek out and find information, ask for help when they need it, and enjoy engaging deeply in their learning. No one at Chadwick sits on the sideline for long. Everyone gets used to plunging into new situations and rising to challenges.
Most Chadwick students may not know what they will do later in life, but they are eager to figure that out. That’s why Chadwick provides a wide array of opportunities to help students unearth hidden talents and discover their true passions.
A talented, dedicated faculty
Faculty who teach beyond the classroom
At Chadwick, our outstanding teachers are given the time to fully prepare for class and to work with each student individually. For example, in the Upper and Middle Schools, faculty members usually teach four classes a day with no more than 20 students in each section. They are available after class and during free periods to give extra help to students, coach a sports team, advise a student club or work with their colleagues. Art, music, physical education, technology, global language and science specialists work with all Village School students. Our faculty members truly believe in our mission of creating lifelong learners because thatâ€™s what they are themselves. We encourage our teachers to pursue their ongoing quest for knowledge by providing them funding for professional growth opportunities.
The faculty and staff at Chadwick are unparalleled at creating close relationships with the students. Conversations often continue outside of the classroom,
creating a family-like atmosphere that pushes critical and creative thinking. –ERIC NGAN, ASB President
Our commitment to each Chadwick student Getting to know the student in many ways
Working with students outside the classroom
A student struggling with Shakespeare may well have a gift for math. That’s why Chadwick faculty members insist on discovering what is unique about each child. Every student at Chadwick is known and valued. In fact, when we get up to speak about each senior at commencement, parents may learn a new thing or two about their child.
Throughout the day, our teachers are available to give extra help to students—to master a new concept, go more deeply into the material, or just engage in a lively discussion. This could mean a scheduled meeting with a small group of students or an impromptu oneon-one discussion under a tree on the lawn.
Building strong bonds
A third of our faculty members live on campus, which enhances our sense of community. This proximity allows them to support their students by attending performing arts and athletic events. Teachers and students harmonize together in the chorus, cultivate native plants together in the Chadwick canyon, and participate in a variety of other community events. These shared experiences help create a feeling of camaraderie that’s evident in every facet of campus life.
An inspiring educational setting
A pastoral campus, equipped to the highest standards
Margaret Lee Chadwick selected our Palos Verdes hilltop because it provided a safe and inspiring haven for children and offered a city view to remind them of the world that awaited. The school sits on 45 beautiful acres that include canyons, hiking trails and landscaped grounds with hundreds of trees. While the schoolâ€™s historic buildings and rambling lawns give it a rustic charm, its many new and recently renovated facilities provide the modern amenities that outstanding educational environments require. Whether theyâ€™re rehearsing a play in our performing arts center, working in one of our five computer labs, creating paintings, ceramics or sculptures in one of our eight art studios, or training in our comprehensive athletic complex, our students have what they need to thrive and excel.
Chadwick graduates are prepared to learn, create and collaborate in the 21st century global community using the ever-changing technology that is part
of their daily lives.
–deborah levy, Technology Integration Specialist
The Chadwick campus • 45-acre campus • Comprehensive athletic complex • More than 300 computers • Canyon with hiking trails, garden and native plants • Eight art studios, including ceramics and sculpture studios • Fully equipped photography and digital media lab • Science laboratories for each school division • Outdoor amphitheater • Playgrounds and outdoor courts • 650 trees on the grounds • 23,000 square foot performing arts complex • 14,000 square foot library learning center with 35,000 volumes and 23 database subscriptions • Full-service cafeteria • Five computer labs
Technology enhances learning at Chadwick Learning with technology
An abundance of resources
Wireless Internet environment
From the early grades, students are taught
Abundant student technology resources
Middle and Upper School students may
to use communication and information
support learning, including five computer labs,
bring personal laptop computers to take
technology independently, effectively and
a mobile laptop cart, interactive whiteboards,
advantage of campus-wide wireless access to
appropriately, integrating Chadwick’s core
digital cameras and projectors, and multiple
the Internet and the Chadwick network, both
values into their use. They learn to locate,
in-class computer work stations. Students
in classrooms and outdoor spaces. Internet
analyze and evaluate information from
in grades 5 and 6 are fully immersed in a
filters protect students from inappropriate
multiple digital sources, including many library
one-to-one iPad program. An advanced video
content, and our secure communications
subscription databases, while completing
conferencing system in the library enables
software allows students to work in a virtual
academic projects. Employing a variety
students, faculty and administrators to engage
environment, seamlessly transferring work
of media and formats, students learn to
in virtual collaboration with peers at our
across campus or from school to home and
synthesize and communicate ideas effectively
second campus, Chadwick International, in
across all disciplines.
Songdo, South Korea.
The Village School Kindergarten through Grade 6
e feel so thankful to be part of the Village School. Our children are W participating in a motivating academic environment, and they are also members of a community that is a true extension of our family life. We are so happy to see that the values instilled in our home are not only taught at the Village School, but truly applied! We feel our children are being prepared to be successful in their professional futures, but more importantly, they are being shaped into good and contributing citizens of the world.
–Patrice and Michael Harmon, Parents of Three Chadwick Students
The fundamentals of education and communication
Village School Curriculum
Chadwick’s Village School provides young learners with the
Academic Subjects French History Language Arts Mandarin Mathematics Physical Education Science Social Studies Spanish Visual and Performing Arts Ceramics Dance Drama Graphic Arts Instrumental Music Mixed Media Painting and Drawing Sculpture Vocal Music
cornerstones of independent learning: reading, written and oral communication, research, scientific process, creative expression and mathematics. Our carefully planned curriculum uses a balance of traditional and student-centered approaches to provide all of the essential learning skills. Teachers focus not only on what students learn, but also on how they learn, and they place a strong emphasis on active and interactive learning methods. This educational approach is enhanced by instruction in the visual and performing arts, physical education, computer technology, service learning, outdoor education and effective study habits. We also strive to instill the core values that allow our students to be people of exemplary character and judgment.
Additional Subjects and Experiences Canyon visits Computers/Technology Ecology Club Field trips Leadership Outdoor education Performance opportunities Public speaking Service learning Skills for living Student government Village Vivace
A Day in the Life
Chadwick Core Values
Village School “
The Village School sets the foundation for students’ love of learning. With the support of dedicated faculty members and the school community, students engage in endeavors that foster intellectual and personal growth. By living and learning in an environment of academic excellence, exemplary character and self-discovery through experience, students achieve success, a sense of self, and
an appreciation of their place in the world.
–Elizabeth Echternach and Kelly McCabe,Village School Co-Directors
the Middle School Grades 7 and 8
At Chadwick, I have students who are eager to learn and a phenomenal environment in which to teach them. The small class size, the resources available, and the culture of mutual respect between students and teachers
enhance the educational experience for all of us. –MARTIN BYHOWER, Science Faculty
Making the transition from dependent to
middle School Curriculum
Academic Subjects Algebra 1 (H) English French Geometry Health Integrated Life Science Mandarin Physical Education Physics Chemistry Biology (PCB) Pre-Algebra (A, B) Spanish World History Visual and Performing Arts Ceramics Chorus Dance
The Middle School years are a time of excitement, exploration, growth and change. Chadwick’s Middle School is known for providing students with a stimulating, multi-faceted environment for intellectual growth, character development and self-discovery. Students take five full-year academic courses: English, history, science, math and a global language, complemented by electives in the performing and visual arts. Students also experience significant personal growth through such activities as outdoor education, interscholastic sports, community service, student clubs and student government. Ultimately, they complete a smooth transition from the self-contained classrooms of the early elementary years to the departmentalized structure of the Upper School.
Drama Mixed Media Music Appreciation Orchestra Painting and Drawing Photography Sculpture and Design Speech and Debate Additional Offerings Community Service Ecology Club Improvisational Theater Club Interscholastic athletics Math Club Model United Nations Outdoor Education Spanish Club Young Round Square
A Day in the Life
Chadwick Core Values
Middle School “
The Middle School program encourages students to step out of their comfort zone, take responsible risks, try new activities and then learn from their mistakes. Our dynamic and innovative program fosters intellectual curiosity and self-discovery, focuses on development of character and provides support and guidance for students
as they experience significant cognitive, psychological and physiological growth. –Jeff Mercer, Chadwick Middle School Director
the Upper School Grades 9 through 12
Our four kids have greatly benefited from the unique qualities of a Chadwick education: a rigorous curriculum, small class size, a high degree of accountability, teachers who inspire extraordinary results, and a diverse and strongly motivated extended Chadwick
family that shares a desire for excellence in all facets of the educational process. –teri and randy putnam, Parents of Four Chadwick Graduates
Preparing students for success beyond Chadwick
Chadwick’s Upper School is committed to developing academic excellence, exemplary character and self-discovery through experience. Our teachers guide students’ learning about the world through various academic disciplines and help them hone their proficiency in reading, writing, speaking, math, and the arts. Once our students graduate, they have appreciation for learning and the leadership skills that will help them succeed in college and beyond. They develop strength of character through close relationships with teachers, an emphasis on Chadwick’s core values, a student-generated honor code, and a nationally recognized community service program. Self-knowledge is gained through a comprehensive program of co-curricular activities, a unique outdoor education program, a broad range of opportunities in athletics and the arts, and a school culture that values self-discovery.
upper School Curriculum A sampling of courses offered
Mathematics Algebra 1, 2 (H) AP Calculus AB, BC Calculus Fundamentals Finite Mathematics Geometry (H) Multivariable Calculus Pre-Calculus (H) AP Statistics Trigonometry Sciences AP Biology Biology 2: The Brain and Behavior Biology 2: Marine Biology AP Chemistry Chemistry 2: Forensic Science AP Environmental Science AP Physics Physics 2: Principles of Physics Physics 2: Robotics Engineering Physics, Chemistry, Biology (PCB) 2, 2H, 3, 3H English American Studies English 9, 10, 11, 12 AP English Language AP English Literature
History AP Capstone Seminar AP American Studies AP Art History African History and Politics Colonial US History Economics AP Government Issues in Contemporary Asia The Middle East US History (AP) World History Global Languages Levels: Intensive though AP French Mandarin Spanish Computer Science AP Computer Science Computer Graphics/ Game Theory Fundamentals of Information Technology Fine Arts Performing Arts (See p. 32) Visual Arts (See p. 34)
A Day in the Life
Chadwick Core Values
Upper School “
Chadwick’s Upper School is committed to the development not only of excellent students, but also of people who are ready to assume leadership
roles in the future.
–mark wiedenmann, Upper School Director
College planning “
By the time our students graduate, they are truly prepared for college. They know how to learn independently, participate actively in the classroom and
contribute positively to campus life.
–Marian hersh, Director of College Counseling
College Counseling Program •G rade-level meetings for parents begin in Middle School. • I ndividual planning meetings with parents and students begin sophomore year. • I ndividual standardized testing plans developed for each student. •C oordination with athletic director and coaches for potential collegiate student athletes. •C ollege interview preparation.
• Individual work with students and families in partnership to create strategies and college lists. • Comprehensive college counseling handbook. • Annual visits from more than 100 colleges and universities. • Use of Naviance Family Connection, organizational software to aid in college search and application process. • Financial aid and scholarships workshops.
A partial listing of colleges and universities attended by recent Chadwick graduates: Amherst College Barnard College Bates College Boston College Boston University Brandeis University Brigham Young University Brown University Bryn Mawr College Bucknell University California Institute of Technology Calif. State University, Long Beach Calif. State University, Northridge Cal. Poly University, San Luis Obispo Carleton College Claremont McKenna College Colby College
Colorado College Columbia University Connecticut College Cornell University Dartmouth College Davidson University Duke University Elon College Emerson College Emory University The George Washington University Georgetown University Grinnell College Hampton University Harvard University Harvey Mudd College Hobart and William Smith College Howard University Johns Hopkins University
Lehigh University Lewis and Clark College Loyola Marymount University Massachusetts Institute of Technology Miami University of Ohio Middlebury College New York University Northwestern University Oberlin College Occidental College The Ohio State University Pepperdine University Pitzer College Pomona College Princeton University Reed College Rensselaer Polytechnic Institute Rice University Santa Clara University Scripps College
Smith College Southern Methodist University Stanford University Syracuse University Trinity College Trinity University Tufts University Tulane University U.S. Naval Academy U.C. Berkeley U.C. Los Angeles U.C. Riverside U.C. San Diego U.C. Santa Barbara U.C. Santa Cruz University of Arizona University of Chicago University of Edinburgh University of Illinois University of Michigan University of North Carolina
University of Notre Dame University of Oregon University of the Pacific University of Pennsylvania University of Rochester University of San Francisco University of Southern California University of Texas University of Virginia University of Washington Vanderbilt University Washington and Lee University Washington University in St. Louis Wellesley College Wesleyan University College of William and Mary Williams College Wittenberg University Yale University
College admission results that speak for themselves College counselors engage students and their parents frequently in scheduled and unscheduled conversations to help develop greater awareness of the studentâ€™s possibilities and strengths and to focus on ideal learning environments. The formal college process begins in Middle School with parent meetings geared to that level. Individual meetings with college counselors, students and their families start in the sophomore year. The Upper School college counseling program, year by year, is described more fully in the college counseling section of the Chadwick School website and in the program description, available separately. The college counselors host over 100 college admission representatives each year. They work with Chadwick faculty in the preparation of school and instructor recommendations, and they serve as both sounding boards and advocates for the students to colleges. They host a series of parent and student workshops. College counselors expand college networks in close collaboration with college admission deans and educators, policy makers, testing agencies and journalists to broaden opportunities for our students and further the already strong reputation of Chadwick School. The counselors work as a team with collective wisdom they may bring to each student. They bring significant effort to coordinating with teachers, division directors and advisors to know individual students in the fullest context of Chadwick School. Communication with coaches and the director of athletics attends to the particular needs of prospective college athletes in the recruitment process.
Outdoor education “
Chadwick was first established as a country school, and outdoor education is still a value posted on our front gate. In our sequential outdoor education program, students learn about themselves, each other and the environment as they are challenged to work together to achieve common goals in a wilderness environment.
–alan hill, Director of Outdoor Education
Outdoor education trips Village School Grade 3 Three-night camping adventure at Upper El Capitan, an environmental studies center Grade 4 A whitewater rafting trip on the American River Grade 5 Five days of camping, exploration and adventure at Pali Mountain Camp Grade 6 A trip to Catalina Island Marine Institute (CIMI) for five days of marine biology and ecology
Middle School Grade 7 Fall: Five days at a base camp in Joshua Tree National Park, with daily excursions and activities. Spring: Five days of camping and hiking in the San Bernardino Mountains Grade 8 Fall: Five days at a base camp in Quaking Aspen in Sequoia National Forest, with daily excursions and activities. Spring: A variety of backpacking trips in the Los Padres and Sequoia National Forests Upper School Grade 9 Five-day backpacking journey through Joshua Tree National Park
Grade 10 Five-day backpacking journey through various mountain wilderness regions of the Inyo, Sequoia and Sierra National Forests Grade 11 Fall: A wellness retreat off campus. Spring: A six-day backpacking trip in the Domeland Wilderness of the Sequoia National Forest Grade 12 Twenty-two-day backpacking expedition in the Golden Trout and South Sierra Wilderness areas and the Sequoia and Inyo National Forests Optional weekend trips Rock climbing
A model outdoor education program • Current program established in 1983 • Two full-time faculty • All staff and leaders certified in CPR and as Wilderness First Responders • Student groups of 8-12 with two leaders per group • Fully accredited through the Association of Experiential Education (AEE) – one of only 12 fully-accredited K-12 programs in North America
Learning life skills in the natural world
Since Chadwick School was founded, outdoor education has been an essential feature of our curriculum. Margaret Chadwick firmly believed that students gain an invaluable sense of self and community through exploration of the natural world. Chadwick’s outdoor education program serves as a model for similar programs throughout the country. From the Village School onward, Chadwick students explore such stunning natural environments as Joshua Tree National Park; the Los Padres, Sequoia, Sierra and Inyo National Forests; and Catalina Island. Students camp, backpack, climb and kayak in small peer groups led by trained instructors. Risk management is an integral part of the curriculum in these challenging programs. Each new trip builds upon skills learned from past adventures, in a carefully orchestrated progression that culminates in a 22-day backpacking expedition at the end of the senior year. Through our outdoor education program, Chadwick students learn valuable life skills, including leadership, responsibility, trust, teamwork, compassion, independence and respect for the environment.
Athletics and physical education Our Physical Education Program Physical education plays an important role in the lives of our students and in the Chadwick curriculum. Our activity-based program offers a number of diverse and exciting options that emphasize skill development, active participation and fitness. Students learn to appreciate being physically active, and they develop healthy lifestyles that will benefit them throughout their lives. Four days per week, Village and Middle School students participate in classes taught by physical education professionals. At the Middle and Upper School levels, students may choose to participate on an athletic team or continue with physical education activities. About 85 per cent of our Middle and Upper School students compete on at least one athletic team during the academic year.
Teaching values through athletics
Providing a competitive sports program is an integral part of Chadwickâ€™s educational philosophy. We believe in striving for excellence, whether in the classroom or on the playing field. Chadwick students enjoy some of the finest coaches and athletic facilities in the area. Beginning in kindergarten, they participate in a physical education program that teaches them the skills, rules and sense of fair play necessary to excel both as individuals and as team players. They also develop the values of sportsmanship and loyalty. Skilled coaching helps each student to form a keen sense of self, develop natural talents, and to improve through persistence, commitment and hard work. Each year, Chadwick teams participate in post-season competition, and our varsity athletes receive recognition from the leagues and from CIF. On average, 15% of Chadwick athletes go on to play competitively for their colleges and universities, and Chadwick is proud to claim several professional athletes among its alumni.
Chadwick Dolphin student-athletes learn lifelong lessons in a strong athletic program that emphasizes teamwork, emotional and physical skill development, and sportsmanship. We offer a wide variety of sports with 45 coaches and a strong physical education department to meet the needs of
every student. Go, Dolphins!
–tom goodspeed, Athletic Director and Chair of the Physical Education Department
Athletics and Physical Education Village School Physical Education
Aerobic activities Basketball Flag football Floor hockey Frisbee Jump rope Lacrosse Racquet sports Rock climbing Soccer Softball Swimming Track and field Water polo Water safety Volleyball
Middle School Interscholastic Sports
Upper School Interscholastic Sports
Baseball Basketball Cross Country Equestrian Fencing Football Lacrosse Soccer Softball Swimming Track Volleyball Water polo
Baseball Basketball Cheerleading Cross Country Equestrian Football Golf Lacrosse Soccer Softball Swimming Surf Club Tennis Track Volleyball Water Polo
Pascoe Pavilion Athletic Complex
Competitive Athletics Program
Basketball courts Locker rooms Physical therapy room Rock-climbing wall Swimming pool Volleyball courts Weight training room
18 Middle School teams 20 Junior Varsity teams 26 Varsity teams Playing Fields
Baseball Football Lacrosse Soccer Softball
Performing arts “
Working with young people as students and as performers is a privilege. I love the relationship between the teacher/director and student/performer, and the relationship we have with the source material, be it text, music, poetry or image. Performing arts and theater can be great fun, explore serious issues, be poignant and create laughter and tears, affecting us intellectually and emotionally. The performing arts should be totally engaging, mostly
enjoyable, oftentimes challenging, and at their best, life-changing. –NIGEL WILLIAMS, Performing Arts Department Chair
Performing arts at Chadwick village School Dance Drama Instrumental music Village Vivace vocal group Vocal music
Middle School Chamber music Chorus Dance Orchestra Speech and Debate Theater and Musical Theater Theater and Acting classes
Upper School Advanced Music Composition AP Music Theory Advanced Theater Dance Honors Theater Improvisation with Chadwick’s ChImps Orchestra Ovations vocal group Set design and construction Speech and debate Stage crew Theater and Musical Theater Theater 1
LAVERTY Center for the Performing Arts A 380-seat purpose-built proscenium theater Art gallery Karen and Keith Stephens Black Box Theater Classrooms for instrumental and vocal music and drama Costume shop Dance studio Scene shop ROSENWALD AMPHITHEATER
Fostering a lifelong appreciation of the arts
Margaret Chadwick’s educational vision embraced arts education for every child and combined the instruction, opportunity and experience necessary to maximize each student’s artistic abilities. At Chadwick, performing and visual arts are an integral part of our curriculum and provide substantive opportunities for students to develop creativity, persistence, self-motivation, and understanding of others. Beginning in kindergarten, all Chadwick students benefit from the self-discovery and self-expression provided by our sequential visual and performing arts curriculum, taught by faculty who themselves are professional artists and performers.
Visual arts “
The K-12 visual arts curriculum is an in-depth, robust program that provides an experiential, hands-on approach to the process of creation. Through a myriad of media and experiences, both inside the studio and during field trips, students develop and hone innovative ideas and technical skills in the wonderful tasks of
problem-solving and self-expression.
–ANNIE WEBSTER, Chair of the Visual Arts Department
Visual arts at Chadwick village School Art appreciation Ceramics Graphic arts Mixed media Painting and drawing Sculpture Woodworking
Middle School Ceramics Painting and drawing Photography Sculpture
Upper School AP 2-D Design AP 3-D Design Ceramics 1-4B H Digital media Photography 1-4B H Studio art 1-4B H
Visual arts studios 8 art studios Ceramics studio 7 kilns
Photography studio Digital equipment Fully equipped darkroom Portraiture studio
The freedom to create what you imagine
In Middle and Upper School, students expand on their earlier performing and visual arts experiences with advanced courses in each discipline, as well as added opportunities in photography, film and digital media. Creative opportunities exist for all interested Middle and Upper School students to create original films. Rotating student art shows are mounted throughout campus during the school year, culminating in formal exhibits. Student artwork includes large-scale sculptures and ceramics installations, advanced photography, graphic design work, and film screenings. Committed student artists in 2-D and 3-D Design Advanced Placement courses also create a formal portfolio of work. Many Chadwick alumni have successfully pursued careers in both the performing and visual arts.
A sampling of student activities Village School Ecology Club Student Council Spanish Club Village Vivace Middle School Debate Club Eco Club Improvisational Theater Club Math Club Model United Nations Spanish Club Young Round Square
Upper School Admirals Community Service Advisory Board Honor Council Mariners Model United Nations Peer Mentors Round Square Student Council Sustainability Council Athletics Athletic Council 16 Sports
Publications The Dolphin yearbook The Mainsheet newspaper Soundings literary magazine Clubs Amnesty International Book Club Chadwick Broadcasting Service Drama Club Eco-Community Habitat for Humanity Math Club Music Club Robotics Club Students Against Destructive Decisions Teens in Action
Diversity Organizations Asian Culture Club Black Student Alliance Diversity Council French Club Gay-Straight Alliance Hispanic Culture Club Indian Culture Club Jewish Culture Club
The wide variety of activities and leadership opportunities available to students allows them to explore many new areas of the school, as well as to pursue their interests and passions. These types of experiences are crucial for students, as they often learn most through the process of working toward their goals,
confronting challenges, and reflecting on their experiences. –lauren White, Upper School Dean of Students
Student activities and leadership opportunities
Providing students with a wide variety of opportunities to expand their horizons beyond their schoolbooks is an important part of Chadwick’s philosophy. We believe that growth, leadership abilities and enjoyment can be immeasurably advanced by involvement in one of our clubs or other organizations. If students have the interest and initiative, they can (and often do) start new clubs. By taking risks and exploring unfamiliar activities, students discover new talents and develop their gifts in a safe environment. We believe that leadership opportunities contribute to our students’ learning and self-discovery by encouraging them to plan, motivate others, stretch their abilities, make mistakes, and learn from both success and failure. A partial list of current student opportunities for involvement and leadership by division is at left.
Community service “
Chadwick’s dedication to exemplary character is supported by our community service program. By empowering our students to do good, we provide them the opportunity to learn more about the world and its people, and also about their own capacity for empathy. Through service, they come to understand their own
potential and to embrace a world view that transcends their daily lives. –Becky Noble, Community Service Director
A partial list of our Los Angeles area community service partners Access Books AIDS Project LA All Life Charities Boys and Girls Clubs of the LA Harbor Braille Institute Cabrillo Marine Aquarium Driftwood Health Care Center Habitat for Humanity Harbor Interfaith Center Harbor UCLA Medical Center Homeboy Industries House of Yahweh LAUNCH Preschool Little Company of Mary Hospital Little Sisters of the Poor Office of Supervisor Don Knabe
Operation Gratitude Park Western School Partners for Healthy Kids Peace for Kids Pediatric Therapy Network Relay for Life Richstone Foundation 1736 Family Crisis Center Salinas Project: Migrant farmworker families Toberman Neighborhood center Torrance Memorial Medical Center Willenberg School
A sampling of international service projects Ecuador/The Galapagos: School project Guatemala: Environmental projects Nepal: Orphanage work Nicaragua: Building bus stops Vietnam: Building roads in the Mekong Delta
Community service at Chadwick
At Chadwick, we believe that our core values of respect, responsibility, honesty, fairness and compassion are best fulfilled by the acceptance of an active and informed role in the world at large. One of the ways we encourage the students to explore that role is through participation in our community service program. This program was founded in 1981 and was recognized by US News and World Report and IBM as one of the best community service programs in the United States. While our program is entirely voluntary, nearly all of our Upper School students participate in Chadwickâ€™s service opportunities. Our relationships with more than 50 local nonprofit organizations offer students a multitude of ways to serve. Beginning in 2006, through Chadwickâ€™s membership in Round Square International, Chadwick students have joined like-minded young people from around the world for international service projects that make a positive difference for people facing adversity. In recent years, among other projects, our students have built a community center in an AIDS-stricken South African town, constructed a water project in Guatemala, provided a computer lab and technology training to a Peruvian elementary school, and built roads in Vietnam.
Global study and service opportunities
Expanding global awareness through study and service
Chadwick provides formal opportunities for Upper School students to pursue their academic studies in various settings within and outside of the United States. These opportunities complement Chadwick’s curriculum, deepening students’ personal understanding of the complexities of the world, expanding their ethical awareness and leadership skills, and in the words of Chadwick’s mission statement: “Students prepare to contribute meaningfully to their local, national and global communities.” Each of these programs provides a unique learning experience, be it immersion in another culture or language, self-discovery in a challenging wilderness environment, service in a national or global context, environmental research, or civic engagement.
Visual arts at Chadwick
Participation in global society is no longer an option but rather an obligation, and through engaging in global opportunities, our students develop not only the confidence to step into unfamiliar situations but also the perspective and empathy necessary to tackle complex problems and to
harness the vast potential of our ever-changing world.
–chad detloff ’04, English faculty and Director of Global Opportunities
One School, Two Campuses Chadwick’s two campuses – one in Palos Verdes, California and the other in Songdo, South Korea – enrich one another in their academic and cocurricular programs. Through exchanges between campuses, collaborative projects and joint global expeditions, the Chadwick experience inherently fosters an informed global perspective through its international networks.
Chadwick is fortunate to be a member of Round Square, a worldwide association of about 100 independent schools on five continents
In addition to the global study and service opportunities provided through Round Square, Chadwick has built strong relationships with
that participate in reciprocal student exchanges and cooperative
several other specialized learning programs. A
international service projects. Each school shares Round Square’s
sampling of these programs:
values, represented by the acronym IDEALS: internationalism, democracy, environmentalism, adventure, leadership and service. Through their student exchange programs, Round Square schools teach students to see themselves as global citizens who look beyond gender, class, race, nationality and culture to understand human nature.
The New Zealand Study Network The Rocky Mountain Semester at the High Mountain Institute Swiss Semester CITYterm The School for Ethical and Global Leadership School Year Abroad The Mountain School The Island School
Applying to Chadwick We encourage you to visit Chadwick School
Choosing a school is one of the most important decisions you will ever make, so we encourage you to learn all you can about our values, our programs and our people. Please come to visit so that you can experience for yourself the vibrancy and spirit of the Chadwick community – the committed and inspiring faculty; the bright, diverse and energetic student body; the expansive green campus; and the variety of programs designed to encourage students in their intellectual and physical growth.
The MacFarlane Leadership Scholarship
Admission to Chadwick School
At Chadwick, academic excellence is a cornerstone. We also believe that opportunities outside the classroom enable students to grow and to define themselves in preparation for a full and meaningful life. Therefore, we enroll students with strong character and outstanding academic ability who will have a positive impact on the school community.
The MacFarlane Leadership Scholarship is a need-based/ merit scholarship that seeks to enrich the Chadwick student body by including students of strong academic capability, character and leadership potential who could not otherwise afford to attend Chadwick School. This scholarship is individualized and based on the family’s degree of demonstrated need. Candidates for admission to Grade 9 may apply for this scholarship, which is made possible through a generous grant from the MacFarlane family. The Malone Scholarship
Chadwick is fortunate to be one of a handful of schools nationwide to have received a financial aid grant from the Malone Family Foundation, aimed at excellent students who would not otherwise have the opportunity to attend Chadwick. Students entering Grade 7 and up may apply for this need-based/merit scholarship.
Guided by Margaret Chadwick’s principles, Chadwick School commits to providing opportunity for qualified students who reflect a taste for academic excellence and who will engage the school and community through exemplary character and a drive to self-discovery. Our affordability program is based on the belief that students willing to meet the challenge of a strong independent school education should be given the opportunity to pursue their goals without regard to their families’ financial status. An independent school education is a significant family investment. To help make a Chadwick School education affordable, we award approximately $3 million in financial aid to families with demonstrated need. We may also suggest tuition payment-plan options and provide advice about alternative funding solutions. Eligibility for financial aid is determined by the School and Student Service for Financial Aid in Princeton, New Jersey. Financial aid awards are based on a confidential and standardized needs analysis that takes into account all aspects of a family’s finances.
Getting to Chadwick
Chadwick students come from the greater South Bay area and beyond, representing more than 30 different communities. All Chadwick students participate in the transportation program, which offers bus or carpooling options. For further information about Chadwick, please contact: Office of Admission Chadwick School 26800 S. Academy Drive Palos Verdes Peninsula, CA 90274-3997 310.377.1543, ext. 4025 firstname.lastname@example.org www.chadwickschool.org
DIRECTIONS TO: Chadwick School 26800 S. Academy Drive Palos Verdes Peninsula, CA 90274-3997
San Diego Freeway - I 405
Pacific Coast Highway
Palos Verdes North Academy Center Chadwick Lane Crenshaw Boulevard Academy Drive
Academy Hill Pascal
Entrance to Chadwick School
Chadwick School does not discriminate on the basis of race, religion, creed, gender, sexual orientation, age, disability, or national origin in the employment of any staff, or in administration of any school programs, policies and privileges, including admissions, financial aid, scholarships, academics, athletics and extracurricular activities. Founded in 1935, Chadwick is a nonprofit, nondenominational independent day school accredited by the Western Association of Schools and Colleges as a kindergarten through 12th grade school.
O n e Scho o l , Two C am p u se s C HA DW IC K I NTERNAT IONA L The visionary educational philosophy of Margaret Chadwick was put into practice outside the United States with the founding of Chadwick International in 2010. Located in Songdo, South Korea, within the Incheon Free Economic Zone, the school has grown from its opening enrollment of 260 Pre-Kindergarten - Grade 7 students to its current population of over 700 students, with the goal of expanding through the 12th grade by 2015. Chadwick and Chadwick International engage in regular collaborative efforts. New courses for both campuses have been developed for the Upper School curriculum, while a number of lessons throughout the Village and Middle Schools are the result of joint planning. Throughout this process and subsequent dialogue, ongoing articulation between the faculties on both campuses has added a rich perspective to these conversations. The Chadwick International faculty comes from more than fifteen countries and contributes many years of experience in diverse educational models. As a result, the Chadwick curriculum becomes more â€œworld-classâ€? every day. Students benefit from interactions and relationships between their peers from across the Pacific. Some classes meet through the Telepresence video conferencing system for discussions related to their common coursework. Others work together in person through student exchanges between the campuses. Still others travel together to joint conferences around the world and represent Chadwick together. There is no doubt that, over time, our students will develop meaningful relationships with their counterparts in another hemisphere. The addition of this second campus has raised the international level of attention to the Chadwick educational philosophy. Through educational conferences, service projects, and media articles, people from around the globe have become aware of our mission through this unique endeavor.
C HA DW IC K S C HOOL C ORE C OM PETEN C I ES Chadwick’s educational philosophy is built around six core competencies – the same strengths that we have been developing in our students since 1935. They are the priorities that shape our academic philosophies, our co-curricular programs, and our decisions about the future of the school. The first three describe internal strengths of Chadwick graduates: critical and creative thinking, character, and courage. The second three describe interpersonal strengths of Chadwick graduates: communication, collaboration, and cultural competence. Critical and Creative Thinking
• Analyze information and evaluate its quality.
• Read, write, listen and speak effectively in
• Adeptly use mathematical and scientific reasoning. • Apply efficient and innovative solutions to complex problems. • S ynthesize new ideas in artistic and interdisciplinary contexts.
various contexts. • Communicate clearly, persuasively and respectfully through digital technologies. • Understand and use symbolic, non-verbal and artistic communication.
• Be imaginative and curious.
• Learn other languages.
• Live by Chadwick core values: respect,
• Listen well and demonstrate thoughtful
responsibility, fairness, honesty, and compassion. • Recognize and respond thoughtfully to ethical dilemmas. •C onfront injustice with integrity and persistence.
open-mindedness. • Inspire and manage others to achieve a goal. • Contribute responsibly and respectfully with a group.
•C ultivate self-awareness and personal wellness.
• Lead and serve by example.
• Adapt and thrive in a changing world.
• Embrace and respect cultural differences and
• Take responsible risks, both personally and intellectually. •P ersevere through academic and non-academic challenges. • Appreciate the learning that comes with mistakes. •D evelop initiative, resilience and confidence.
alternative perspectives. • Understand factors that shape individual, national and global identities. • Develop a complex awareness of global issues. • Think and act as a global citizen.
...The wind and sky and ocean
have made our spirits free,
and mighty are the visions
our minds have learned to see...
– From the Chadwick School Alma Mater
26800 South Academy Drive, Palos Verdes Peninsula, CA 90274-3997