Eaglebrook School Curriculum Guide 2026-2027

Eaglebrook School Curriculum Guide 2026-2027 Contents General Information and Required Courses 2 English ​ ​ 4 History ​ 7 Mathematics ​ 11 Science ​ ​ ​ ​ ​ ​ 13 World Languages ​ ​ ​ ​ ​ 15 Learning Support ​ ​ ​ ​ 20 Visual Arts ​ ​ ​ ​ ​ ​ 21 Music ​ ​ ​ ​ 25 English as a Second Language ​ ​ ​ ​ 27 Core Trimester Courses _________________ 28 Health _______________________ _________ 29 Design and Innovation Electives_____________ _ _ 30 General Electives______________ ____________ 32 Third Form ​ ​ ​ ​ ​ ​ 35 Student Life ​​ ​ ​ ​ __38 Athletics ​ ​ ​ ​ __41

Academic Curriculum Eaglebrook’s curriculum has five principal areas of study: English, history, mathematics, science, and world language. The school year is divided into three academic trimesters with seven classes that meet Monday through Friday in a rotating schedule of six periods.

Students are assigned to English, mathematics, and science classes in all forms. They are assigned to history classes in Third and Fourth Form. In Fifth and Sixth Forms, students choose their history class. For their world language class, Third Formers study Latin. Fourth, Fifth, and Sixth Form students select to study, either French, Latin, Mandarin Chinese, or Spanish.

In English and science, honors courses are available to students during their Sixth Form year. Departments place students in these courses because of ability, commitment, and interest in the subject.

Some trimester courses are required in each form. In the Third Form, all students take a trimester of woodworking. In the Fourth Form, all students take a Foundational Art course. In the Fifth Form, students take a trimester long Health class. In the Sixth Form, students take a trimester long World Views class, and many choose a trimester elective that will help them prepare for the SSATs. Study skills are integrated throughout the curriculum; however, students with greater needs may be assigned to a Learning Support class. Educational testing generally determines this placement.

Students can select an elective for two of their academic periods each trimester unless they are placed in a required class in that period. Electives offer students an opportunity to develop skills, discover new interests, and broaden existing talents. A diverse range of electives is offered throughout the year.

An explanation of the full Third Form curriculum is included towards the end of the academic section of this guide.

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Course Requirements by Form

Core Courses

Third Form

Fourth Form

Fifth Form

Sixth Form

English

English

English

English

History: Greek and Roman

History: Colonial American

History: American Government or American History: Civil War to WW1 or American History: 20th Century and Today

History: World History options

Third Form Mathematics Third Form Science

Mathematics sectioned by level

Language: Latin

Fourth Form Science Language: Chinese, French, Latin, or Spanish.

ESL or Academic Support

Mathematics sectioned by level Science: Biology

Mathematics Language: sectioned by level Chinese, French, Latin, or Spanish.

Science: ESL or Academic Earth Science or Support Anatomy Language: Chinese, French, Latin, or Spanish.

ESL or Academic Support

Core Trimester Courses

Woodworking fall, winter, or spring

Foundational Health Art fall, winter, or fall, winter, or spring spring

World Views winter or spring

Electives (Availability dependent on student schedule)

General Elective or Performing Arts or Visual Arts or Design & Innovation

General Elective or Performing Arts or Visual Arts or Design & Innovation

SSAT Prep Elective or General Elective or Performing Arts or Visual Arts or Design & Innovation

General Elective or Performing Arts or Visual Arts or Design & Innovation

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Course Offerings by Department English Department Philosophy Believing that strong reading and analytical skills are critical for both academic success and a rich life, the English Department’s curriculum is literature based. Teachers seek to introduce their students to a wide range of classical and modern literature and choose from a suggested reading list that features novels, plays, poetry, and short stories that are both of interest to adolescents and well regarded by scholars. The department also helps students gain a consistent and common understanding of figurative language within literature. To foster this, teachers teach short stories, a few novels, and a play along with common literary terms and concepts. Because the ability to express oneself in writing is also central to success in a number of realms, there is a strong emphasis on developing clear, concise, and organized writing using carefully considered literature as a starting point. To bolster the study of these areas, the department also has specific curricular goals in grammar and vocabulary. To help ensure that all new material is clearly grounded in material that has already been studied, each class is structured so that each grade group will review the important elements of previous year’s material as preparation for the introduction of new topics for learning.

Course Descriptions Third Form English Third Form English focuses on developing the skills to write clearly, read literature effectively, use grammar correctly, and expand one’s vocabulary. Novels, plays, poems, and short stories are read and discussed. Students learn to annotate literature to help improve reading comprehension and an emphasis is placed on active reading.

Throughout the year, students write journals, paragraphs, poems, and short stories with a focus on improving each student’s understanding of grammar, mechanics, and syntax.

Vocabulary is studied through literature based words and the Membean program.

Literature, both fiction and nonfiction, is studied in connection with the era being studied in history as well as the topics learned in science.

Texts used in the Third Form during the past few years Efren Divided by Ernesto Cisneros Half and Half by Lensey Namioka Hoot by Carl Hiaasen My Side of the Mountain by Jean Craighead George Refugee by Alan Gratz The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer The Iliad by Gareth Hinds The Odyssey by Gareth Hinds The Wild Robot by Peter Brown The Wolf Keepers by Elise Broach Fourth Form English 4

Fourth Form English focuses on literature through the study and discussion of novels, plays, poetry and short stories, with a specific focus on literary terms and text-based analysis. Through literature based words and the Membean program, students develop vocabulary through contextual use and practice. During the year, students learn how to create well structured and organized sentences, before moving on to paragraphs.

Throughout the year, students will have exposure to and practice in writing poems, journal entries, and short stories where they will develop both creative and thoughtful literary responses. Grammar and conventions are taught through exercises and written expression. The text, Grammar for Writing, published by Sadlier is used to support grammar and writing instruction.

Sample Texts used in the Fourth Form in the last few years A Day No Pigs Would Die by Robert Newton Peck As Brave as You by Jason Reynolds Chains by Laurie Halse Anderson Of Mice and Men by John Steinbeck Out of My Mind by Sharon Draper ​ Seedfolks by Paul Fleischman The Crossover by Kwame Alexander The Giver by Lois Lowry The Mousetrap by Agatha Christie The Old Man and The Sea by Ernest Hemingway The Outsiders by S.E. Hinton The Pearl by John Steinbeck Touching Spirit Bear by Ben Mikaelsen Fifth Form English Fifth Form English focuses on literature, through the reading and analysis of novels, plays, poetry, and short stories. Students make connections to common themes and discover the voice within writing, and students will learn to use criticism and analysis through textual evidence in discussions. Through literature based words and the Membean program, students develop vocabulary through contextual use and practice.

The development of students’ writing focuses on a well-developed, detailed, and structured paragraph, and students work toward the five-paragraph essay. Students are also exposed to creative writing techniques. There is a focus on grammar, conventions, mechanics, and sentence variation through writing and book exercises. The text, Grammar for Writing, published by Sadlier is used to support grammar and writing instruction.

Sample Texts used in the Fifth Form in the last few years A Monster Calls by Patrick Ness A Raisin in The Sun by Lorraine Hansberry All Quiet on the Western Front by Erich Maria Remarque And Then There Were None by Agatha Christie Booked by Kwame Alexander Into the Wild by Jon Krakauer Lily and Dunkin by Donna Gephart 5

Long Way Down by Jason Reynolds Out of the Dust by Karen Hesse Romeo and Juliet by William Shakespeare Salt to the Sea by Ruta Sepetys The Absolutely True Diary of a Part Time Indian by Sherman Alexie The Book Thief by Markus Zusak The Catcher in The Rye by J.D. Salinger The Importance of Being Earnest by Oscar Wilde To Kill a Mockingbird by Harper Lee Sixth Form English Sixth Form English focuses on literature, through the reading and analysis of novels, plays, poetry, and short stories. Through class discussions, individual and peer work, and written expression, students make connections to common themes, perspectives of the writing, ties to the world around them, as well as learn to use criticism and analysis through textual evidence. Through literature based words and the Membean program, students develop vocabulary through contextual use and practice. The development of students’ writing focuses on expository paragraphs and fully supported essays, as well as some creative writing. There is a focus on conventions, grammar, mechanics, and sentence variation through writing and book exercises. The text, Grammar for Writing, published by Sadlier is used to support grammar and writing instruction. An honors section accommodates those students who have demonstrated exceptional ability in English and above average academic motivation as seen by the English department.

Sample Texts used in the Sixth Form in the last few years 1984 by George Orwell All the Truth That’s in Me And the Mountains Echoed by Khaled Hosseini Anthem by Ayn Rand Fences by August Wilson Hamlet by William Shakespeare Huckleberry Finn by Mark Twain Lord of The Flies by William Golding Persepolis by Marjane Satrapi The Crucible by Arthur Miller The Great Gatsby by F. Scott Fitzgerald Their Eyes Were Watching God by Zora Neale Hurston The curious incident of the dog in the night-time by Mark Haddon The Murder of Roger Ackroyd by Agatha Christie The Things They Carried by Tim O’Brien Unbroken by Laura Hillenbrand Witness by Karen Hesse The Core Skills in English Throughout the school year, the core skills are regularly addressed within the English Curriculum. When reading short stories or the selected novels in each grade group, the Skills of Understanding Information and disseminating that information is key to 6

each student’s learning and development. Along with the reading of any material related to the curriculum, the students focus on and develop the Skills of Communicating Information. This can take the form of an oral response to a question in class, working within group settings, or producing a written response in answer to a question posed in class or for homework. Apart from reading various pieces of fiction, the students will be working with non-fiction and poetry, which will relate to the various grade projects studied here at Eaglebrook. It is here that the Skills of Critical Thinking can take shape and allow each student to formulate his own responses to pieces of work, whatever the medium, and allow him to find an avenue for structuring a response whether it is oral or written. A key area of development within the curriculum for each grade is the focus and development of writing, both analytical or creative. It is within this segment, alongside their understanding of the reading covered, that the key Skills of Self-Expression and Creativity are covered. Students practice the Skills of Organization and Time Management by using the Eaglebrook Planbook to record all of their assignments and by maintaining a notebook organized by teacher or department specifications.

History Department

Philosophy The History Department seeks to help students actively engage the past through a study of diverse times, places, cultures, and events. Students are encouraged to consider multiple perspectives to develop a personal connection with history. Faculty members impart their passion for history through classes that relate compelling historical narratives. These classes are the forum in which shared learning is carried out in a cooperative, supportive, and enjoyable environment where students are encouraged to participate. Underlying all of this is a sustained emphasis on the historian’s basic skills of reading, writing, research, and critical thought.

Course Overviews by Form Third Form Third Form History is a full year course and covers three topics: Eaglebrook history, and the ancient civilizations of both Greece and Rome. Students read from texts and supplement those texts by reading works of fiction that relate to the time period.

Students are asked to draw connections between the material they are studying, their Eaglebrook experiences, and their personal lives. Class discussions often center on current events that help students understand the connection between studying history, their own lives, and the historical importance of geographical place and physical space.

Students take notes, do nightly written homework, and take frequent tests based on their notes and reading. By the end of the year, the goal is for Third Formers to be able to analyze historical texts, trace cause-and-effect relationships, and generally develop the level of inquiry and academic focus necessary for lifelong learning and academic exploration.

Fourth Form Fourth Formers study Colonial American History. The class studies the development of the United States, from the initial European exploration and settlement to the formation 7

of colonies and eventually an independent American government. Throughout the course, there is an emphasis on both political and physical geography and the impact it had on the time periods studied.

Fifth Form In the Fifth Form, history courses are U.S. history based. Students pursue American Government, American History: Civil War to WW1, or American History: 20th Century and Today. All offerings directly connect to and grow from the Fourth Form Colonial History curriculum. The goal is to allow Fifth Form students to be able to choose which course is most appealing to them. At the same time, the courses are designed so that an incoming Fifth Former does not need the background material covered in Fourth Form and will be exposed to an area of post American Revolution history.

Sixth Form In the Sixth Form, history becomes a global experience. Each class offered is a world history based course. Students are able to choose a topic or time period in history that interests them from a number of options. This progression of courses offers returning students an opportunity to examine exciting topics of world history in relation to the development of the United States. Furthermore, the courses are designed to engage students in topics that interest them, helping to develop a strong foundation in history.

Course Descriptions Fifth Form Note: Courses offered can vary by year.

American Government This course explores the structure and function of the US government. Students examine the three branches of the federal government as well as the role of state governments, paying particular attention to the process of passing legislation, the Electoral College, and historic Supreme Court decisions. The course also includes a study of American politics today, as students will learn about the two major parties and explore some of the key issues in the national conscience from multiple perspectives.

American History: Civil War to WW I This course is an examination of the people, places, and events that shaped the country from the end of the Civil War to the early 20th century. Topics include reconstruction, developments in the American West, immigration, and industrialization. The USA’s expanding role on the international stage will also be explored as students seek to understand how American history fits in the broader global context.

American History: 20th Century and Today This course traces the USA’s role in international affairs throughout the last century, from WWI and WWII to the Cold War and the modern war on terror. The course will also explore important political, social, and economic developments domestically, paying particular attention to civil rights in the 20th century and today.

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Sixth Form Note: Courses offered can vary by year.

African History This course examines African history from the colonial era to the Twenty-First Century, paying particular attention to the patterns of development on the continent. The legacy of European colonialism is explored through a series of case studies as the students study the significant political and economic challenges facing African nations upon gaining independence in the Twentieth Century. The course also examines issues surrounding the modern economic development of Africa and current events. The political, physical, and human geography are focal points throughout the course.

Age of Exploration The end of the 15th century saw a major shift in the Atlantic World after the voyage of Christopher Columbus. This class examines the development of the Atlantic World through an “Age of Exploration.” With an emphasis on new relationships, trade, communication, and eventually the institution of slavery students will study how Europe, Africa, and the Americas became one region that revolved around the ocean.

Students discover how Europeans shaped the Atlantic World through a variety of writing assignments. Ultimately, students will be able to engage this unique time period and begin to understand how changes during that time shaped the Atlantic world that exists today by looking at both the European as well as the Native perspective.

Ancient Civilizations This course investigates the first great civilizations of the world and the impact they had on humanity. The fall and winter terms focus on Egypt and the Fertile Crescent, as we study the region’s geography, religion, and government. In the spring, the class focuses on the rise of Greece and the beginnings of classical history.

Government Government is a class that sets out to understand the origins, maintenance, and role of politics in world societies. The class will begin with a study of political philosophy including Plato, Machiavelli, and Thomas Paine. Special attention will be paid to modern governments, including the rise of extremist governments in the Twentieth Century, specifically communism and fascism, and the establishment of modern theocracies in the Middle East. Particular attention will be devoted to studying the relationship between the constitutions of various world governments and the populations and political systems they represent.

Greek and Roman History The Greek and Roman history class is a study of the founding of Western civilization.

Beginning with the Minoan people, the class examines all aspects of Greek culture, including religion, philosophy, warfare, architecture, and government. The class then moves onto a survey of Roman history, following the development of Rome from the Republic to the Empire, finishing with a brief examination of the forces behind the fall 9

of Rome.

Japanese History Japanese History studies the history of Japan from prehistoric times to the present day, with a strong emphasis on early modern and modern developments. The class focuses on several key themes including change vs. tradition, the idea of a Japanese identity, and interactions with the rest of the world. Much of the work in class is based on short writing assignments, which foster critical thought and careful analysis and allow the students to find what interests them. Additionally, the class is composed of a combination of discussions, lectures, and assessments based on class work, quizzes, and class participation.

Medieval History Medieval History allows students to explore western Europe from 500 AD to the 1500s.

Students begin their journey by looking at the collapse of the Roman Empire and how it led to the rise of Charlemagne. After exploring the military conflicts that forged his empire, students will also look into the intellectual advancement of the Carolingian Renaissance. Students then examine William the Conqueror and the rise and fall of the Plantagenet dynasty. The course concludes with a look into the Black Death and a rebellion by Robert the Bruce against the English monarchy.

Middle Eastern History Middle Eastern history explores the political, economic and cultural development of the region from the Middle Ages to the modern day. The course includes a study of the fundamentals of Islam and its relation to Judaism and Christianity as well as the political, physical, and human geography of the region. The course also traces the rise and expansion of Islamic empires and eventually the creation of modern nation states in the Twentieth Century in addition to the significant conflicts that followed.

Modern European History For much of the past 500 years, European nations and their western allies have been the dominating forces in world history. From the intellectual strength of the scientific revolution to the high tension of world wars, the rest of the world has either been interested in or controlled by European nations, their ideas, and their economies. The course will pay close attention to the Enlightenment, the French Revolution, industrialization, imperialism, new political ideologies, and the turmoil of the Twentieth Century from the Great War to the Cold War. World History & Geography This is a social studies course that will increase one's familiarity with all regions of the world. Students will examine the world one region at a time, focusing on important historical developments as well as physical and human geography. Current political, economic, and cultural developments will also be explored. Units will include North America, Central America and the Caribbean, South America, Western Europe, Central and Eastern Europe, Northern Africa, Sub-Saharan Africa, the Middle East, Central and South Asia, East and Southeast Asia, and Australia and the Pacific.

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The Core Skills in History History teachers promote the Skills of Understanding Information by having the students read and analyze primary and secondary sources that connect to the material studied. Multiple perspectives are shared through various sources to help the students to understand historical bias, and teachers work to use relevant examples in an effort to connect historical concepts and events to the student’s lives. The Skills of Communicating Information are developed by having the students engage in small group discussion, oral presentations, debates, and writing assignments. Students with different learning styles benefit from the varied approach. Presenting students with material from multiple perspectives, using riddles to encourage answers to problems, and presenting students with various source materials facilitates the development of the Skills of Critical Thinking. Using alternative sources in addition to textbooks offers an opportunity to understand bias. Art, political cartoons, music, movies and other media provide a cultural insight to historical events and facilitate meaningful discussion. Posing questions about historical events and alternative outcomes ignites creativity and allows students to engage in exploratory conversation. Students practice the Skills of Organization and Time Management by using the Eaglebrook Planbook to record all of their assignments and by maintaining a notebook organized by teacher or department specifications.

Mathematics Department Philosophy The Mathematics Department believes middle school learners are at a unique and critical point in their development, and our teaching methods are specifically designed to meet their needs at this stage. We also presume that the skills and concepts of arithmetic, algebra, and geometry form a useful and necessary language, which has application in the greater world and is the foundation to all mathematics courses that follow throughout a student’s educational journey. Understanding and application of these skills and concepts is the underlying premise of all of our teaching. Much of our work revolves around helping individual students learn and gain confidence, while having some fun along the way. Students are exposed to mathematics through four learning lenses: abstract thinking (algebraic expressions and equations); concrete thinking (tables and numbers); visual thinking (graphs and diagrams); and verbal thinking (explanation and descriptions). Measuring and knowing what students are learning provides the feedback to guide them through our curriculum. Our goal is that all students depart Eaglebrook with confidence and competence in their ability to problem solve and to learn.

Course Descriptions Note: Courses offered can vary by year.

Third Form Mathematics Third Form Mathematics is a full year course. Students are introduced to problem solving and students review basic math vocabulary and skills: whole numbers, fractions, decimals, percents, customary and metric measurements, multiplication and division, 11

addition and subtraction, ratios, proportions, perimeter, area, volume, number lines, operations with signed numbers, and rational and irrational numbers. Once they have demonstrated mastery of these skills, they study beginning algebra which includes: algebraic vocabulary, expressions, variables, solution of linear equations algebraically and graphically, order of operations, exponential forms, and inequalities.

Pre-Algebra The emphasis in this course is on developing a firm foundation in the building blocks for Algebra I. Students are introduced to abstract concepts by using variable expressions and equations. Major topics studied include the coordinate planes, graphing linear functions, writing linear functions, and linear systems. While teaching the skills of mathematics, teachers also focus on organization and time management.

Algebra 1 This course completes the Algebra I curriculum. Solving linear systems is the starting point before the class continues with studying quadratic functions, exponents, polynomials, and rational and radical expressions and equations. Basic geometric concepts are integrated into this course: the Pythagorean theorem, parallel lines, surface area and volume, and some geometric formulas. Successful completion of this course prepares students to take Geometry.

Geometry This course covers plane geometry and includes constructions, proofs, congruence, area, volume, similarity, circles, special triangles, and right triangle trigonometry. Technology is integrated into the curriculum and used primarily as a tool for exploration.

Algebra 2 and Trigonometry This course covers the fundamentals of Algebra 2. Emphasis is placed on the manipulation of systems of equations, quadratics, polynomials: logarithmic, exponential, rational and radical expressions, and solving equations and inequalities involving these expressions. Trigonometry is explored and studied in the spring term.

The prerequisite for this course is the completion of Algebra 1 and geometry,with approval from the department.

Pre-Calculus Pre-Calculus is a course designed for students who have successfully completed Algebra 2. The course serves as a critical bridge between Algebra 2 and Calculus, reinforcing algebraic foundations while introducing new and advanced mathematical concepts.

Topics include the study of functions and their transformations, trigonometry and the unit circle, conic sections, polar coordinates, vectors, sequences and series, and introductory limits. Elements of probability and statistics are also explored to strengthen students’ analytical and quantitative reasoning.Technology is integrated at a higher level in this course, with graphing calculators, software applications, and other digital tools used not only for exploration but also for modeling, analyzing, and solving real-world problems. Emphasis is placed on multiple representations of functions, problem-solving strategies, and clear mathematical communication.

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The Core Skills in Mathematics The mathematics curriculum is designed to prepare students to enter secondary school with understanding of the skills and concepts of arithmetic, Algebra I, and beginning geometry. This is a non-calculator based study, requiring memorization of basic arithmetic facts. This helps students acquire the Skills of Self-Advocacy and Accountability as it aids students in understanding the type of learner they are. This journey also offers the opportunity for students to seek out extra help, both in and out of the classroom, and to become their own best self-advocate. The desired outcome is the establishment of a strong numerical foundation and of number sense. As students develop confidence and competence in the skills and concepts, they become fluent, efficient, logical, and effective in the use of numerical language. The work of the math faculty is to apply, to reflect on, to share, to communicate, and to sustain the ingredients and the activities that create this mastery. An important part of this process is developing the Skills of Understanding Information, as it relates to the study of mathematics. We also strive to provide students with regular occasions to increase their use of the Skills of Self Expression and Creativity to solve problems in everyday life using mathematical tools. As this is carried out individually and in small groups, math classes facilitate the Skills of Citizenship as the students learn to speak and listen effectively and attentively, to take responsibility for their actions and thoughts, and to appreciate and respect differences in thought and reasoning. Students practice the Skills of Organization and Time Management by using their Eaglebrook Planbook to record all of their assignments and by maintaining a notebook organized by teacher or department specifications.

Science Philosophy The goal of the science curriculum is to provide students with a strong foundation in core scientific skills while instilling genuine interest in and enthusiasm for the sciences.

The science faculty come from a wide range of backgrounds and are given the freedom to explore personal interests and the students’ passions within the subject area. A curriculum is followed throughout the year, with the goal of having students master various concepts in each topic. A cornerstone of the department is to allow students to learn through hands-on activities, experimentation, and observation. The members of the department share the belief that providing the students a chance to engage with the material will allow them to understand it. The labs spark creativity while allowing students to observe, ask questions, and think critically.

Course Descriptions Third Form Science Third Form Science is a full year course that focuses on observation and inquiry based learning. Topics of study include: the classification of trees and dendrology, invasive species, exposure to chemistry and physics, and field work in the area to support these topics. At the end of the year, the students’ final project consists of a comprehensive report relating their fieldwork to the topics covered during the year. Students keep notebooks that become both a resource and a record of their studies through the year in science. Being able to clearly communicate one’s thinking, both verbally, in writing, and 13

in diagrams is an important part of Third Form Science.

Fourth Form Science The Fourth Form science curriculum is an introduction to chemistry, physics, and life science. The goal of the fall term is to engage students in chemistry through inquiry based learning. Specific topics include states of matter, atomic structure, and chemical reactions. In the winter term, students will encounter engineering challenges where underlying physics concepts are emphasized. Newton’s laws of motion are examined as well as key forces affecting the structures. The focus of the spring term is to understand how species in different ecosystems interact. Students will investigate where species live and which of those make up a community and ecosystem. An overview of cells, plants, the food chain, and biomes in marine and forest ecosystems is also completed.

Text: Holt Science and Technology Life Science, ISBN#: 003046224X Fifth Form Health In the Fifth Form, students take a trimester class that builds on the concepts and topics explored in Third and Fourth Forms. The class emphasizes the importance of understanding the foundations of mental health, physical health, and social health. The course covers a comprehensive range of topics including: alcohol and drugs, exercise and fitness, gender identity, healthy relationships, media literacy, nutrition, public health, sexual health, stress management, and wellness. Through discussions and lessons, students learn how mental health, physical health, and social health are intertwined and how they can affect one another. Teachers balance the amount of time dedicated to the three aspects of health through the trimester. Teachers also incorporate relevant topics in the news as well as student generated topics. An overarching question that frames the class is “Why is health important?” Throughout the class, students learn about the importance of decision making and how decisions affect their individual health.

Fifth Form Earth Science This course covers varied subjects under the umbrella of earth sciences such as astronomy, geology, paleontology, geochemistry, oceanography, and meteorology.

Students investigate these topics in the classroom and laboratory in order to establish a foundation of skills necessary for a full laboratory course in biology during the Sixth Form year. An emphasis is placed on scientific writing, measuring and recording data, and detailed analysis while also developing the students’ foundation of knowledge and vocabulary necessary for moving forward within the sciences. Since earth science is such a broad group of sciences, individual classes have the opportunity to pursue material that they find particularly interesting without sacrificing their pursuit of core scientific skills. Through this differentiation of topics covered, we seek to instill in students a genuine and lasting interest and enthusiasm for science.

Text: McGraw Hill Earth Science, ISBN#: 007677497X Fifth Form Human Anatomy and Physiology Human Anatomy and Physiology is limited to Fifth Form students who have already 14

successfully completed a full year of earth science. This course starts by examining the animal cell and the basic structure and function of the human body. The rest of the year is spent studying specific body systems with a particular focus on disease and injury.

Each student completes several dissections and labs that highlight the structure and function of each body system.

Sixth Form Biology Biology introduces students to the underlying structures and processes of living organisms. The course begins at the atomic level where students gain an understanding of organic building blocks, chemical bonding, and the functions of the major organic compounds. Building from this foundation, students evaluate characteristics of living organisms, analyzing cell structure, function, and metabolism. Connections are developed between genetics, heredity, and evolution. Modern lab techniques are introduced including DNA electrophoresis and genetic transformation. The ecology unit uncovers the connections between organisms and their environment, as students and teachers explore the pond, woods, and streams on campus. The year concludes with an exploration of complex organisms through dissection, analyzing body systems, and observing adaptations.

Text: Miller and Levine Biology, On Level, ISBN#: 0133669513 The Core Skills in Science A goal of the science department is to move toward a more inquiry-based model of learning. Specifically, during experimentation students will be given the opportunity to enhance the Skills of Critical Thinking by creating their own experiments and coming up with their own conclusions. In the class, students will develop the Skills of Understanding Information through a variety of learning tools including utilizing technology to display systems and structures, creating models and posters, and taking lecture notes. Acquiring the Skills of Communicating Information is the ultimate goal for the students in both laboratory and lecture periods in science. Tests are completed by the students at the end of chapters to evaluate material retention and ability to apply information in multiple choice, fill in the blank, short answer, and essay format. Lab reports are completed at the end of experimentation with a goal of clearly identifying procedure, results, and detailed analysis. Students practice the Skills of Organization and Time Management by using the Eaglebrook Planbook to record all of their assignments and by maintaining a notebook organized by teacher or department specifications.

World Languages All students at Eaglebrook are encouraged to develop and maintain proficiency in at least one language other than English, either modern or classical. The goal of our language program is to help students develop abilities to communicate successfully in the target language. The curriculum is designed to:

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●​ Help students develop various strategies and study habits to strengthen communication skills, including interpersonal, interpretive and presentational modes in the target language. ●​ Assist students in gaining linguistic, social, and cultural knowledge of the communities in the world where the target language is used. ●​ Create opportunities for students to use the target language outside the language classroom.

Third Form students study Spanish. Fourth, Fifth, and Sixth Form students choose to study one of the following languages: French, Latin, Mandarin Chinese, and Spanish.

Students will be placed in the appropriate course based on language ability.

Beginning -- for students with no or little experience with the language.

Novice -- for students who have basic skills of the language, usually after one to two years of formal study.

Intermediate -- for students who have mastered basic skills of the language with two or more years of formal study.

Seminar -- for students who have demonstrated skills and knowledge necessary to study advanced grammar, composition and literature. This course is conducted exclusively in the target language.

French French Beginning Topics introduced in this course are: greetings, introductions, leave-taking, and getting acquainted. Students learn to describe possessions, express likes and dislikes, describe oneself and family members, ask and give directions, tell time, dates and seasons, explain sports, locations and to understand as well as use basic sentence structures. The concept of conjugating a verb is introduced with the presentation in French of the verbs to be and to have in the present tense. Then we move on to the regular “-er” verbs and eventually a few irregular verbs. The different francophone cultures are explored through food, habitations, and of course the language.

French Novice In this course, students are asked to describe orally their daily routine, recount events in the past, make comparisons, give commands, ask questions, discuss travel options and leisure activities. Goals for students are to be able to write paragraphs and to develop the ability to read simple authentic texts. Various francophone cultures are introduced so students are exposed to the breadth of French influence in the world. There is also frequent practice in listening comprehension through various audio and video devices.

French Intermediate Students are expected to increase detailed narrative proficiency in the past tenses and the future tense. They will expand their use of personal pronouns and sentence clauses, discuss longer reading selections and literature from the francophone world, and report 16

on research. Subjects of discussion, composition and research include the arts, medical concerns, food preparation, travel arrangements and driving on the roads of both France and North America.

French Seminar This course is designed for the accomplished level language learner. Students study advanced grammar, composition, history and literature, including Camus, Saint-Exupéry, Jules Verne, and La Fontaine. Current issues in science, climate, and politics are also explored. Students discuss these and prepare more detailed research reports. French is used exclusively in the classroom and at times outside its environment.

Latin Third Form Latin This course, required for all Third Form students, provides a structured introduction to grammar, vocabulary, and reading via the Latin language. Students are expected to read and translate sentences and simple stories in the language, using the first book of the Suburani series as a basis. They are introduced to crucial grammatical concepts such as parts of speech, case, and tense. Students also learn about classical myths, deities, and the history and cultural practices of the Roman world.

Latin Beginning Intended for students in the Fourth through Sixth Forms, Beginning Latin provides a strong foundation to the Latin language. Recognizing that learning styles vary and students seek different outcomes from classical language study, teaching methods are varied, from the traditional translating and grammar method, to active spoken input. By the end of the year, students are expected to comprehend simple sentences and conversational phrases, as well as read and translate stories of up to two pages in length using the first book of the Cambridge Latin Course. In addition, students also study Roman culture and classical mythology.

Latin Novice Students in Novice Latin continue to build upon the foundation developed in either Third Form Latin or Beginning Latin. More advanced grammatical topics are covered and longer stories, with more complex syntax, are read. The primary text is the second book of the Cambridge Latin Course, with occasional supplementation from other texts, such as Fabulae Faciles. Students are expected to respond in Latin to spoken prompts, do basic creative composition in the language, and comprehend more complex spoken input for longer durations of time. Research projects require a deeper dive into cultural understanding of the Roman world, and may include topics related to architecture and lesser-known classical myths.

Latin Intermediate

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Advanced grammar topics are introduced at this level. Students are expected to be versed in passive verbs and dependent clauses and their uses, with the third book of the Cambridge Latin Course as a foundation. Other grammatical topics include the passive periphrastic construction, participles, and the subjunctive mood. Students develop their translating skills to an intermediate level, and classes include more complex spoken input in the target language.

Latin Seminar A Latin seminar is offered when there are students who are ready for advanced levels of study. Topics covered are based on student interest and ability, and may include Roman poetry, rhetoric, literature, history (including foundational myths such as Aeneas and Romulus), and anthropology. Latin readings are pulled from a wide variety of sources, including primary authors such as Martial, Vergil, and Caesar. By the end of the year, students will have largely completed their study of Latin grammar and will be ready for higher levels of secondary school study.

Mandarin Chinese Beginning Chinese In Beginning Chinese, students begin the process of studying Mandarin. Students first build a foundation in Chinese Pinyin, pronunciation and tones, as well as the basic structure of Chinese radicals and Simplified Characters. The topics at this level include self-introduction, family, likes and dislikes, numbers, animals, countries, and sports. We expect students to be able to respond to simple questions and list information about their lives when prompted. By the end of the year students can write a paragraph in Chinese characters, and give a short presentation on their lives.

Novice Chinese In Novice Chinese students grow from an introductory level of proficiency to a solid beginner level. Students focus on the themes of interests and abilities, daily schedule and routines, and school life. Class time is spent utilizing and playing with the language and vocabulary introduced in stories presented to, or created by students. By the end of the year, a goal of students in Novice Chinese is to be able to type an essay in Chinese, write roughly 300 characters by hand, deliver a short presentation, and read a long passage and answer questions about it in written Chinese.

Intermediate Chinese In Intermediate Chinese, students move to the advanced beginner or lower intermediate level while continuing to focus on communication. Themes in Intermediate Chinese include planning events and activities with friends, constructing the past, dining and shopping, as well as world travel. Students are able to read longer stories and readers, and converse at length and write in detail about their interests, daily life, and topics they research on their own.

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The course is designed for individual students who have gained basic communication skills in Chinese and are ready to study advanced grammar, literature, and composition.

The class is conducted in Chinese and students are expected to work toward their individual goals through studying textbook materials, participating in class discussions, and presenting research projects on various topics.

Spanish Beginning Spanish Topics introduced at this level include greetings, introductions and leave-taking, getting acquainted, sports, the family, housing, clothes, the body, school, sports, and foods.

Students engage in basic conversation using the present tense and immediate future.

They are expected to describe needs and wants, describe possessions, express likes and dislikes, describe family members, ask and give directions, tell time, day, month, and season, make purchases, and order food in restaurants.

Novice Spanish Topics introduced at this level include: adjectives, family, house, school, daily activities, sports, shopping, health, free time, food, hobbies and the weather. Students are expected to learn indirect and direct object pronouns, affirmative and negative expressions, how to ask questions, comparisons, and reflexive verbs, and prepositions of place. The novice class is introduced to the present, preterit, and imperfect tenses, and the formal command form of verbs both in the affirmative and negative conjugations.

Students read simple books to improve their reading comprehension and cultural understanding.

Intermediate Spanish We introduce vocabulary of train travel, restaurant, telecommunications, shopping for clothing and food, pastimes, hotel, and air travel. New constructs include the imperfect, the preterit vs. imperfect use, formal commands, impersonal ‘se’, future, present perfect, conditional, future perfect, pluperfect, and present subjunctive. Cultural readings in Spanish provide exposure to Hispanic culture as well as progressive practice.

Spanish Seminar This course offers students opportunities to study Spanish formally in an academic setting. Communication is entirely in the target language. Geography, history and culture, politics, art (music and literature) of Spanish-speaking countries are studied to provide context to the formal study of Spanish. Students are expected to make presentations, write expository essays, critiques, short stories and legends. Authentic materials, such as documentaries, novels, historical texts and newspaper editorials are used to further language and cultural understanding.

The Core Skills in World Languages The World Languages Department helps students develop the Skills of Self-Advocacy and Accountability in a variety of ways. Students are given the 19

opportunity to speak up freely and often in the classroom, to take initiative by seeking out teachers for extra help, and to engage other target language speakers in their community. Students are held accountable by performing nightly tasks that contribute to one-third of their term grade. We address the issue of plagiarism and make our policy clear at the outset of the school year. Finally, a portion of each class period is devoted to writing down assignments in the Eaglebrook Planbook. Students will learn the Skills of Understanding Information in the target language by recognizing words and expressions via class activities, nightly assignments, and quizzes that ask them to interpret auditory and written materials. These assignments are an opportunity to assess where students are in their mastery of the material before the class arrives at a test or exam. Students develop the Skills of Communicating Information through engaging in class activities and oral presentations, writing and speaking original expressions, and using the Internet to submit work. Throughout this process, students are encouraged to develop the Skills of Critical Thinking. We teach students to be aware of patterns in grammar and vocabulary, and to reflect on pattern-based errors.

Pair and group work, team games, improvised skits, and interviews with native speakers are ways for students to problem solve and collaborate frequently. In most realms of their class experience, students are asked to be creative and innovative with an aim to increase their abilities to communicate using the target language in a wide range of situations of daily life. Students practice the Skills of Organization and Time Management by using the Eaglebrook Planbook to record all of their assignments by and maintaining a notebook organized by teacher or department specifications.

Learning Support The Learning Support Office partners with families and faculty to encourage thoughtful, informed communication regarding a student’s learning profile. We appreciate and respect that each student has a unique learning style and acknowledge that each child learns differently. We believe each student possesses strengths and experiences that enhance all learning, and we work collaboratively to reinforce areas needing additional attention.

In our Learning Support classes, we recognize that every student has a responsible role in their learning, and through effective student-centered skill instruction, we promote personalized independence. In LS, a primary focus is on the executive functioning skills of time management, organization, task initiation, planning, goal setting, and self-regulation. Faculty within their respective LS classes identify the skills necessary to help their students make informed academic choices. We guide our students in advocating when they need additional clarification on assignments and provide a structured and accepting space to ask questions. In LS, we consistently offer the time to reflect on the day's expectations, promoting a stabilizing environment.

The Learning Support class also offers writing reinforcement to help students understand the writing process, provide guidance on essay structure, and navigate the many curricular elements of a research paper. Through our Copley Library, we introduce many resources, including databases, audiobooks, and citation tools. We help 20

facilitate the writing process by utilizing current assistive and grammatical technology and promote independent writing skills by using assigned content to reinforce writing development.

The Core Skills in Learning Support The Learning Support Department incorporates Eaglebrook’s Core Skills in many ways.

One of the key skills is The Skill of Self-Advocacy and Accountability. In Learning Support we feel it is very important for students to understand themselves as learners so that they can better manage the content in their respective classes. Students regularly reflect on what type of learner they are, and what works best for their particular learning style. Additionally, we strongly believe that students have a responsible role in their own learning. Through a guided process students are advised on how to seek out teachers for additional clarification of content and extra help if needed. The Skills of Organization and Time Management also play a pivotal role in the instruction.

Through the application of study skills and organizational skills, students learn how to prioritize and manage their time effectively. The use of the Eaglebrook Planbook in recording all assignments is also emphasized. Utilizing The Skills of Understanding Information students learn ways of effective note taking, academic highlighting, reading strategies, and the responsible use of technology to enhance the learning process. Learning Support classes also promote The Skills of Citizenship with an underlying expectation that all students respect the learning styles and differences of each individual.

Visual Arts Philosophy Art education provides individuals with increased awareness and a deeper understanding of the world in which they live. In recognition of this certainty, the faculty of the Eaglebrook School Art Department is committed to providing a diverse and vibrant art curriculum to students. Through exposure to a range of media, students are provided valuable opportunities to develop and expand personal perceptions while concurrently acquiring the skills necessary for success in our rapidly evolving and interconnected cultures. The creative process assists students in the discovery of innate talents and a broader recognition of the unifying nature of art and its distinct function in our daily lives. The department believes that the search for one’s identity is an important and integral component of adolescent life and that through the discovery of newfound passions in the arts, and the further practice of those previously acquired, the Eaglebrook boy will gain a number of measurable life skills while concurrently acquiring an enhanced sense of a competent and confident self.

Course Descriptions Note: Courses offered vary by year and trimester.

Analogue Photo Learn to use vintage film cameras and light meters to understand the fundamentals of photography. Students develop their own film using darkroom chemicals mixing art and science. We then scan the negatives into the computer and manipulate them digitally for 21

a unique photographic experience. Classic motifs will be covered and students finish with a digital and print portfolio.

3D Creations 3D Creations is a course that asks students to use their imaginations to combine existing elements of different media into a new creation. In this class students will explore visual solutions that will give new life to objects by making assemblages – 3 dimensional creations using paint, wire, paper, cloth, and lots of found objects. Students will hone their observation skills by examining current art work and they will learn the language of 3D art.

Ceramics As an introduction to ceramics, students explore the basic techniques of pot formation, glazing, and studio safety and cleanliness. A brief history of the impact of ceramics on civilization and the different types of kilns used for firing finished work are discussed.

Emphasis is placed on the repetition of techniques as an avenue to gaining mastery of skills as well as a personal style. Students are expected to complete six assignments: a pinch pot, a coil pot, an attached slab pot, a draped slab pot, a wheel thrown cylinder, and a wheel thrown bowl.

Collage This art elective introduces students to the craft of collage making. Students control the elements of line, color and form while designing a compositionally sound image from parts of other images and forms. A variety of collages by well-known and lesser known artists are studied and assignments include both two and three dimensional projects.

The primary goal of this class is to develop an understanding of collage through visual problem solving, with a secondary goal being pure enjoyment and appreciation of the medium.

Digital Art This class introduces students to the arts within the computer lab: creating, designing, and editing art, images, and video. Students are required to learn the basic tools of Photoshop, a professional graphics-editing program. In the course of a trimester students work on a variety of projects and learn how to investigate and decipher computer-generated images from non-computer generated images. Student projects include creative compositions derived from all genres of art as well as photographic collages created by imposing and altering images. Specific lessons include creating unique family photos, portraits, morphing animals together, animations, and creating album covers for bands.

Digital Photography Digital photography plays an important role in today’s world. We take pictures so we can preserve memories, document events and create artistic works. This course introduces students to the fundamentals of photography including technical aspects and photo composition. Frame dynamics, contrast, texture, pattern and depth, as well as photographic components such as line and color are emphasized. Additionally students experiment with the Photoshop program and become proficient at editing and 22

enhancing their images. Through a variety of assigned projects that encourage thoughtful creativity, students learn to critique and discuss their works while concurrently developing an ability to see the world through the lens of a camera.

Drawing the Natural World From the smallest shell to the largest tree, students will spend time closely observing natural objects in their environment and then drawing them. Some questions that may be posed to students include: Why do very different things have similar structures and patterns? How do those function? Can you imagine your own similar creation?

Foundational Art Foundational Art is a trimester Fourth Form course which introduces students to the elements of art that span all of the art electives offered at Eaglebrook. This course capitalizes on students’ imagination, creativity, and observational skills. Students will be immersed in both 2D and 3D engaging projects that use a wide variety of techniques and tools. They will develop an understanding of the shared vocabulary of artists, the ability to discuss and create in many mediums, and a solid foundation on which to build their creative future here at Eaglebrook and beyond.

Independent Study An Independent Study is reserved for a serious and responsible student who has had previous art class experience and who demonstrates a command of the basics of their chosen medium. The class is offered only for advanced art students who can work independently and have expressed an interest in creating pieces to augment their art portfolio. The student must be motivated to put forth extra time and effort on his projects and be willing to commit to working on his assignments during open studio hours and on the weekends.

Outdoor Art In this 2D art class, students go outside to experience and create artwork inspired by nature. Students explore a variety of mediums including: sculpting with natural materials (e.g. snow, mud, leaves), printmaking, drawing, painting with watercolors and acrylics, and special topic projects. The goal is to teach students to focus upon a specific subject area and to train them to recreate elements in nature through observations rather than from how they imagine an object in their mind.

Printmaking This course is designed as an introduction to the printmaking process. Students will learn a variety of printmaking techniques, including woodcut, linoleum cuts, dry-point etching and monoprinting. Gaining a familiarity with the studio as well as learning to work from observation are key components of this course. Basic concepts of value, color, scale and composition are focal points, and students should expect to come away with a working knowledge of the tools and materials.

Stained Glass The Stained Glass program offers students an introduction to the basic techniques of pattern making, glass cutting and shaping, copper foiling, and soldering. Emphasis is 23

put on developing an original design that might reflect the individual’s interest. Subjects range from simple patterns to complex figures, animals, and landscapes. Advanced students may create year long projects for their homes or for special gifts.

Stone Carving In this trimester long class students learn how to transform a two dimensional idea into a three dimensional work of art. The proper use of the tools used in the reduction and polishing processes is stressed and emphasis is placed on the repetition of basic skills.

The students generally finish one or two pieces and in the process they are not only practicing an ancient art form but are additionally developing skills in design and the art of patience.

Third Form Woodworking As is tradition at Eaglebrook School, all Third Formers are assigned to the Woodworking elective. The goal of the course is to introduce sixth graders to the fundamentals of woodworking and assist them in the development of basic skills.

Emphasis is placed on the responsible and safe use of both hand and power tools and on proper woodshop conduct. A cooperative atmosphere is maintained and overall good citizenship is stressed. Projects are designed sequentially to allow students to build upon their skill set and gain increased confidence in the areas of applied art.

Two-Dimensional Art The two-dimensional art class is taught by a variety of faculty who each bring their own unique experience and vision to the classroom. These classes range from a basic introduction to 2D art; painting, drawing and design techniques, and progress to more advanced coursework involving oil paint and large-scale independent projects. Students experiment with a range of media, art-making practices and aesthetic and cultural styles. The classes include learning practical skills such as how to handle and mix paint along with more challenging subjects such as developing thematic and emotional content. The goal is to impart to students the fundamental concepts of observation, color choice, composition and scale, while they create work they are proud to exhibit.

Woodworking The woodworking class is designed as an introductory course and emphasizes the acquisition of basic woodworking skills. Students are typically from mixed grade levels but share the same responsibilities in class. Each student completes an introductory project that is designed to familiarize him with a majority of the hand and power tools he will employ during the term. Woodworking terminology, shop safety, proper and safe tool use, methods of joinery, project design, woodworking plan interpretation, and wood properties are all introduced as part of the course curriculum. Each student is expected to complete the assigned first piece and then choose and complete successive projects that align with his individual interests. Advanced students are welcome to join the classes as independent study participants.

The Core Skills in the Arts Classes in the arts assist students in acquiring a multitude of skills. When the students choose the artistic medium they would like to experience throughout each term, the 24

Skills of Self-Advocacy and Accountability are employed. Students are then encouraged to assume an active and responsible role in their path to achievement, to recognize and understand their unique style of learning and of producing artworks and to take responsibility for the care and appropriate use of materials and tools. Through intensive engagement and emotional involvement in the process of creating art the student will develop the Skills of Self Expression and Creativity. Participation in both the receptive and the productive aspects of their chosen medium, observation of artistic traditions throughout history, and delaying gratification are all central to a student’s active role in the creative process. The students employ the Skills of Critical Thinking by learning to identify an artist’s theme or techniques, to explain their views or how they arrived at a conclusion, or by critiquing their own work and the work of their classmates. The Skills of Organization and Time Management are also necessary skills to exercise as all classes are tailored to a trimester schedule and the completion of projects requires planning and focused use of class time.

Music Philosophy The philosophy of the Music Department is based on the belief that music can support and enhance the educational experience of all Eaglebrook students. To accomplish this, courses are offered which meet the needs of students with a variety of skill levels. In addition, for those students not involved in music before attending the school, other courses of instruction are made available to encourage and support their introduction to music. We also believe that practice and performance are linked and therefore strongly support both solo and group performances on and off campus. Performing helps students see the benefits of their practice and gain confidence and joy in the reaction of audiences to their performances. On campus performances also contribute to school unity and spirit in a vibrant way, enhancing the Eaglebrook educational experience.

Course Descriptions Ad Libs The Ad Libs is an a cappella group offered to Sixth Form students through an audition process at the beginning of the school year. Students have the opportunity to sing as a group as well as perform solos with the ensemble. Students learn basic music skills such as note reading, identifying basic music symbols, and using music vocabulary appropriately. This is a performing ensemble and numerous concerts are presented throughout the year, and they end the year by singing the National Anthem at Fenway Park for a Boston Red Sox game.

Band The Band is a year long elective for students who play wind, brass, and percussion instruments. The group is for students who have had some previous experience playing a band instrument and offers the opportunity to play in a large ensemble. Differentiated instruction is a key component of the program, so all levels, from beginning to advanced, are able to participate. Students are exposed to different styles of music from marches and jazz to current pop music. They learn note reading, develop proper playing technique, explore different styles of musical expression, and learn to use music 25

vocabulary appropriately. The Band is also a performing ensemble and students perform on and off campus several times throughout the year.

Chorus The Chorus is a year long elective for all students who wish to sing in an ensemble. This ensemble is for students of all levels from beginning to advanced. Proper singing posture and breathing technique are taught daily, along with basic skills including note reading, identifying basic rhythms, and using music vocabulary appropriately. Many styles of music are practiced and performed, with the main focus being on popular music. Performances are given throughout the school year.

Introduction to Guitar In Introduction to Guitar, students learn basic chords, strumming techniques and fingering patterns. No previous experience required.

Jazz Band Jazz Band accommodates those students who have demonstrated both exceptional ability and motivation in Band. The Jazz Band rehearses twice a week outside of the academic day and is a year long commitment. The group performs several times throughout the year both on and off campus.

Piano Piano is offered each term to both beginners and students who have had some previous piano experience. All students receive individual attention in combination with independent work. Music they use is chosen to be appropriate for their level. For students with experience, basic skills such as note reading, identifying basic music terms, and using music vocabulary effectively are taught, along with more advanced skills such as learning to play with emotion, using proper phrasing, continuing to refine proper technique, and learning more advanced music theory. Those students with no previous piano experience may also have opportunities for class sections where basic hand positions, posture, and note reading are taught in a small group. Solo performance opportunities are provided throughout the year giving students a goal to work toward each term.

String Orchestra The String Orchestra is a year long elective for students who play string instruments.

This performing group is a large ensemble that practices outside of the academic day, and it is for students who have had some previous experience playing a string instrument. Students are exposed to different musical styles from classical to pop. They learn note reading, develop proper playing technique, explore different styles of musical expression, and learn to use music vocabulary appropriately. The String Orchestra is a performing ensemble and students perform on and off campus several times throughout the year.

The Core Skills in Music Classes in music stress the Skills of Self Expression and Creativity, which are developed through listening, analyzing, practicing, composing, and performing music.

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These courses also allow students to continue to develop or discover an interest or passion for music and helps students to identify what type of learner they are, which involve the Skills of Self-Advocacy and Accountability. Similarly, as most courses involve some amount of independent practice in order to make progress, they also work on the Skills of Organization and Time Management. Further, by learning more about the history and theory of music, students gain information, which helps them develop the Skills of Critical Thinking for use in the study of music.

English as a Second Language Philosophy Eaglebrook School embraces the diversity that our international students bring to our community. In the English as a Second Language (ESL) Department, we take each student’s language, educational, and cultural background as a starting point. It is our intent to cultivate in each student the skills to express himself with confidence, clarity, and ease in various academic and social settings. ESL tutorial classes are customized to meet the needs of students. If and when there is a greater need for a stand-alone ESL class with its own curriculum, we provide that.

Course Descriptions Third-Sixth Form Content Tutorial The ESL Tutorial Classes are designed to build fundamental skills of reading and writing so that students can meet the expectations of their content English, history, and science classes. The class emphasizes practice and mastery of English grammar and vocabulary, as well as style and organization strategies necessary for various writing assignments.

Students are expected to seek help with specific questions and, with guidance, find and correct their own mistakes and identify areas for improvement. Greater independence is expected throughout the year, and overall progress is evaluated each trimester, in conjunction with content teachers’ input, as to the need for continued support for each student.

The Core Skills In English as a Second Language English language learners at Eaglebrook are expected to become independent and effective students by developing the Skills of Self–Advocacy and Accountability.

Specific skills include articulating one’s own strengths and weaknesses in English and seeking help rather than waiting for the teacher to assign help. These skills are practiced in the classroom, during the writing process, and as part of daily class discussions. As these initial competencies are evolving, students are also developing the broader cross-curricular competencies of the Skills of Understanding Information and Communicating Information. As the students understand and communicate information more proficiently in English, they can develop the Skills of Critical Thinking and explore the Skills of Creativity and Imagination in a new language.

These competencies are developed through practicing English in the four language skill areas: listening, speaking, reading, and writing. Students practice the Skills of Organization and Time Management by using the required Eaglebrook Planbook 27

to record all of their assignments and maintaining a notebook organized by teacher or department specifications.

Core Trimester Courses Each form has one required core trimester course.

Third Form Woodworking As is tradition at Eaglebrook School, all Third Formers take a woodworking elective. The goal of the course is to introduce sixth graders to the fundamentals of woodworking and assist them in the development of basic skills. Emphasis is placed on the responsible and safe use of both hand and power tools and on proper woodshop conduct. A cooperative atmosphere is maintained and overall good citizenship is stressed. Projects are designed sequentially so that the students are able to build upon their skill set and gain increased confidence in the areas of applied art.

Fourth Form Foundational Art Foundational Art is a trimester Fourth Form course which introduces students to the elements of art that span all of the art electives offered at Eaglebrook. This course capitalizes on students’ imagination, creativity, and observational skills. Students will be immersed in both 2D and 3D engaging projects that use a wide variety of techniques and tools. They will develop an understanding of the shared vocabulary of artists, the ability to discuss and create in many mediums, and a solid foundation on which to build their creative future here at Eaglebrook and beyond.

Fifth Form Health In the Fifth Form, students take a trimester class that builds on the concepts and topics explored in Third and Fourth Forms. The class emphasizes the importance of understanding the foundations of mental health, physical health, and social health. The course covers a comprehensive range of topics including: alcohol and drugs, exercise and fitness, gender identity, healthy relationships, media literacy, nutrition, public health, sexual health, stress management, and wellness. Through discussions and lessons, students learn how mental health, physical health, and social health are intertwined and how they can affect one another. Teachers balance the amount of time dedicated to the three aspects of health through the trimester. Teachers also incorporate relevant topics in the news as well as student generated topics. An overarching question that frames the class is “Why is health important?” Throughout the class, students learn about the importance of decision making and how decisions affect their individual health.

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World Views World Views is a required trimester course for Sixth Formers. The course examines the ethical questions behind many of the contentious issues in today’s world and provides students the opportunity to regularly engage in civil discourse and reflection. Topics are generated by faculty and students as well as current events. Each student gives a presentation to the class on a topic of his choice and then leads the class in a group discussion on that topic for a class period. The course provides a setting where students are encouraged to develop their own ethical and moral viewpoints about issues of importance to them in the world while also developing the skills needed to communicate effectively about difficult issues.

Health All Eaglebrook faculty members play a key role in supporting students with their health education and social and emotional growth through the various roles of advisor, coach, dorm faculty member, and teacher. In addition to the ongoing work the faculty do in this area, students take a Health class in each Form.

Third Form In Third Form, Health is woven into the curriculum throughout the year. Social and emotional learning is a key element of the class. Dialectical Behavior Therapy skills (DBT) are taught with a focus on mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. Students are taught to recognize and identify thoughts, feelings, and emotions and to learn how to build friendships and manage conflict. A range of topics is covered throughout the year, including bullying, friendships, growth mindset, hygiene, and nutrition.

Fourth Form In Fourth Form, students take a Health class once a week throughout one of the trimesters. The class builds on the curriculum from Third Form and explores similar topics in greater depth. Social and emotional learning continues to be at the forefront of the class with a focus on self-awareness, working in a group, developing and managing friendships, and making decisions. Dialectical Behavior Therapy skills (DBT) are taught including mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. A range of topics is covered throughout the year including bullying, executive functioning, growth mindset, relationships and puberty.

Fifth Form In the Fifth Form, students take a trimester class that builds on the concepts and topics explored in Third and Fourth Forms. The class emphasizes the importance of understanding the foundations of mental health, physical health, and social health.

Dialectical Behavior Therapy skills (DBT) are taught throughout the trimester. The course covers a comprehensive range of topics including: alcohol and drugs, emotion regulation, exercise and fitness, gender identity, healthy relationships, interpersonal effectiveness, media literacy, mindfulness, nutrition, public health, sexual health, and stress management. Through discussions and lessons, students learn how mental 29

health, physical health, and social health are intertwined and how they can affect one another. Teachers also incorporate relevant topics in the news as well as student generated topics. An overarching question that frames the class is “Why is health important?” Throughout the class, students learn about the importance of decision making and how decisions affect their individual health.

Sixth Form In the Sixth Form, health topics are included in the World Views trimester class. In World Views, students build skills to consider and appreciate multiple perspectives of complex issues. The course examines the ethical questions behind many of the complex issues in today’s world, including topics related to public health and healthy relationships, and provides students the opportunity to regularly engage in civil discourse and reflection. Students utilize the social and emotional learning they have learned in their previous Health classes in World Views.

Design and Innovation Electives Course Descriptions Note: Courses offered vary by year and trimester.

3D Modeling This class will teach the basics of how to design objects in 3D using Tinkercad and Google Sketchup. Students will learn to use the 3D printers and learn how to design files for the best printing results. No previous experience is required.

Computer Programming In Computer Programming, students learn how to write code using either the Python or Java language. Computer Programming requires logic, problem solving, and creative thinking. Students learn the basics of programming which are the same for all programming languages. As students work on writing programs as a class, they will be challenged to work on their own and produce specific programs with the statements they have learned.

Custom Creations In this class students learn how to create custom logos and apply them to items. They learn how to design through a computer software program and apply their design to shirts, hats, apparel and other mediums such as wood, coffee mugs, etc.

Design Lab In this elective, students bring design thinking to life: Empathize, Define, Ideate, Prototype, Test. They seek out real challenges from across the Eaglebrook campus, and then work creatively to find solutions. This class taps into students’ curiosity, cooperative skills, and abilities to work hard, fail, and try again in a new way. Students utilize various construction techniques including woodworking, circuitry, digital design, 3D printing and fabrication.

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Digital Photography Digital photography plays an important role in today’s world. We take pictures so we can preserve memories, document events, and create artistic works. This course introduces students to the fundamentals of photography including technical aspects and photo composition. Frame dynamics, contrast, texture, pattern and depth, as well as photographic components such as line and color are emphasized. Additionally students experiment with the Photoshop program and become proficient at editing and enhancing their images. Through a variety of assigned projects that encourage thoughtful creativity, students learn to critique and discuss their works while concurrently developing an ability to see the world through the lens of a camera.

Engineering Challenge In Engineering Challenge, students strengthen their designing and building skills while competing with their peers in engineering challenges. Students build vehicles, machines, energy capturing devices, projectile launchers, and more. They utilize digital design, 3D printing, and CNC machining.

Making Stuff This class works through the design, prototype and manufacture of small items.

Students learn 3D design and how to hone their ideas and different techniques for home manufacturing (3D print, CNC cut, basic mold making).

New Media New Forms In this class, students unleash their creativity and master the art of digital expression.

From transforming melodies into masterpieces to sculpting virtual worlds with 3D printing, this dynamic course empowers students to harness the full potential of modern technology for artistic innovation. Students use photo and illustration manipulation software, fabrication programs, game development platforms, web coding, and the internet. Students learn how to use creative technologies to create new and unique forms.

Podcasting Students learn the skills to create a professional podcast, news program, or radio show.

This includes how to be an effective interviewer, how to edit sound and the different stages of production design. Additionally, students learn how to operate the school’s sound, lighting and video recording resources used for assemblies, performances and meetings.

Robotics This is an introductory robotics course in which we utilize the Lego Mindstorms EV3 kits as the main platform to introduce the student to basic programming as well as problem-solving strategies. This course will involve students in the development, building and programming of a LEGO Mindstorms robot. Students will work hands-on in teams to design, build, program and document their progress. Topics may include motor control, gear ratios, torque, friction, sensors, timing, program loops, logic gates, decision-making, timing sequences, and propulsion systems, pending the math and 31

science skill level of the students.

Rocketry Students design, build, and launch model rockets in this elective class. When constructing the rockets, students use a variety of materials including paper, plastic, and wood. Students experiment with new and interesting body, wing, and fin shapes.

Through trial and error, students test which designs produce the optimal launch and recovery of a model rocket.

Speaker Building The speaker building elective involves the construction of a set of audio speakers for the student to keep. Designs vary each session, but have included stereo bookshelf speakers, stereo tower pairs, 2.1 systems, and bluetooth portable designs. Each design involves cabinet construction, crossover installation, and cabinet finishing.

Video Game Design The game industry is an exciting, burgeoning field that requires both technical ability and creativity. Students will sharpen their abilities to analyze games and build interactive experiences using a variety of programs including Unity 3D. Through our investigations students will also construct board games.

Website Design In Website Design students learn to work with graphic and web design software. They learn to apply effects, change textures, add shadows, and distort images to make their designs look the way they want. They use photographs and add some of these effects to them. They also learn to create morphs, which are transformed into movies and can be seen on their web pages.

Video Brookie Bits In this elective class, students create a news show, Brookie Bits. Each week begins with a meeting to decide what the newsworthy stories are on campus. Students learn to interview, anchor, edit, and report. Basic components of video production including tripod set-up, camera angles, lighting, and shot composition are explored in the class.

Brookie Bits is aired on the big screen once a week before morning assembly.

Video Editing/Video Yearbook From basic cuts and transitions to advanced editing techniques and sound design, students will master the tools needed to transform raw footage into polished, professional-quality videos. The highlight of the course is the opportunity to work collaboratively on the school's video yearbook project. Students will apply their newfound skills to edit and assemble footage from various school events, capturing the highlights of the year and preserving memories for generations to come.

General Electives General Electives are one trimester courses that span a variety of subject areas and are often cross disciplinary. The courses are designed by faculty and offer a range of 32

learning opportunities.

Course Descriptions Note: Courses offered vary by year and trimester.

Chess The Chess elective provides a relaxing interlude from the academic routine. Beginners are welcome along with experienced players who want to strengthen their game. In this elective students develop patience, deep concentration, and strategic thinking. They learn the joys of combinational play.

Chinese Chess Chinese Chess offers a comprehensive exploration of the timeless game of Chinese Chess, also known as Xiangqi. Students learn about the game’s rich history, rules, and strategies. Students engage in friendly matches and strategic exercises that challenge their critical thinking and sharpen their decision-making abilities. The class is suitable for beginners as well as experienced players.

Comic Book Art and History This class begins with students learning about the history of comic books. Students also learn the basic techniques of penciling, inking, and coloring. The elements of composition and storyboarding are explored. Students are immersed in various projects such as drawing a comic book cover, inventing a superhero, and creating a story with six large panels.

Dungeons and Dragons In this elective, students learn how to play the game Dungeons and Dragons. They will strengthen their communication and collaboration skills through team building, role playing, and storytelling. They take on the roles of different characters while exploring this imaginative game.

Financial Literacy This class introduces students to personal, corporate, and global finance. Topics are explored such as budgets, debt, investing, and retirement. Students learn how to analyze company, economic, and personal information so they can begin to set themselves up for financial success. Students use creative technologies to present their investment arguments to the class.

Fly Tying and Fly Fishing The Fly-Tying and Fly-Fishing elective is designed to introduce students to a wonderful sport, rich with tradition. In this class students build a workbench and learn how to use the tools necessary for tying a wide variety of nymphs, streamers, and dry flies. While fabricating their flies, the students integrate the basic art elements of design, color, perspective, and function. Aside from developing a lifelong enjoyment of “the quiet sport,” an additional goal of this class is to help students recognize the importance of the protection and conservation of our waterways.

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Forensic Science An introduction to the principles and practices of forensic science, which starts with crime scene investigation. You’ll learn about collecting and processing evidence and about scientific tools and techniques for analyzing certain types of evidence. Pattern recognition — including fingerprint analysis, document analysis, and ballistics analysis — may be emphasized. Case studies of actual crime scenes will be presented and discussed. A background in biology or chemistry is not required, but we’ll cover basic forensic biology and chemistry topics such as DNA analysis, hair analysis, toxicology, and materials analysis.

Game Theory Game theory isn't just about playing games—it's a fascinating field that helps us understand how people and businesses make choices in various situations. In this engaging class, students will learn the basics of game theory through fun and interactive activities. From simple games like rock-paper-scissors to more complex scenarios, students will explore concepts such as cooperation, competition, and negotiation.

Juggling This elective begins with students learning how to juggle with balls. By the end of the trimester, students demonstrate their proficiency by making twenty consecutive throws and catches. Then, students branch out into diabolo, luna stick, and club juggling.

Students may also choose to learn how to unicycle, stilt walk or free stand ladder ride. At the end of each trimester the class puts on a show at one of the all school morning assemblies.

Knitting In this class students learn the basics of knitting. Students learn a few different stitches and make something by hand such as hats, pot holders, and scarves.

Lifeguard Training This is an American Red Cross certified Lifeguard Training class. The students learn techniques for water rescue, Standard First Aid, CPR for the Professional Rescuer, and how to use an Automatic Electronic Defibrillator. The students will receive a certification card for each of these subjects upon completion of the course, and will be able to act in the capacity of a lifeguard in a paid, or volunteer position. Students must be 15 years old by the time the course is completed.

Picture Book and Early Reader Creation In this elective, students study a range of picture books and early readers. They learn about the qualities and characteristics of these books and compare and contrast the language used in beginning readers to picture books. Then, students write and illustrate their own picture book or early reader. Through the writing process, students write, revise, edit, and make a final copy of their book.

Relax and Read

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Relax and Read is an elective in which students self select books to read during the academic day. The class takes place in the library. Students have the opportunity to immerse themselves in the pages of a book and build lifelong reading habits. After finishing a book, students complete a book log where they write a short reflection about the book. While students do complete a brief book log, the focus of the elective is on reading versus writing.

Sewing This beginner sewing class introduces students to the various elements of sewing.

Students learn many hand stitches as well as how to operate a sewing machine. The teacher guides students through each step of the sewing process, making sewing easy and fun. Students create a variety of items such as pillows, tote bags, and t-shirts.

SSAT Preparation SSAT Preparation is a fall elective class for Sixth Formers that provides students the opportunity to hone their quantitative, reading, verbal, and writing skills for the SSAT. The class also helps students strengthen their test taking strategies. Students participate in the online program TestInnovators which offers practice tests for students and generates individual plans for students based on their test results.

Sustainability In this elective class, students are introduced to sustainable energy. They examine different renewable resources that are used to power the world. Students work collaboratively to identify real problems and then generate answers by accessing prior knowledge as well as by conducting research. Students use an engineering design process to generate sustainable solutions. They build models and test those models.

Depending upon the results, students redesign the models and test again. Examples of projects include creating a solar phone charger, solar lanterns, a solar oven, and a water turbine.

Third Form Philosophy The Third Formers take the majority of their classes in Doubleday. This allows the Third Formers to develop a sense of themselves as students and as citizens within a tightly knit community. Students learn to coexist together as they learn, grow, and make friends as part of a distinct group. Students in the Third Form learn how to be active problem solvers in all facets of their lives, including the classroom, the dormitory, and the dining hall. As problem solving skills develop, the Third Form students develop the tools and confidence they need to deal with the challenges they will face later at Eaglebrook and beyond. Integral to being a member of the Third Form community are the abilities to work as a team, to take pride in work well done, and to learn more about the world around us.

Course Descriptions Third Form English 35

Third Form English focuses on developing the skills to write clearly, read literature effectively, use grammar correctly, and expand one’s vocabulary. Novels, plays, poems, and short stories are read and discussed. Students learn to annotate literature to help improve reading comprehension and an emphasis is placed on active reading.

Throughout the year, students write journals, paragraphs, poems, and short stories with a focus on improving each student’s understanding of grammar, mechanics, and syntax.

Vocabulary is studied through literature based words and the Membean program.

Literature, both fiction and nonfiction, is studied in connection with the era being studied in history as well as the topics learned in science.

Texts used in the Third Form during the past few years Efren Divided by Ernesto Cisneros Half and Half by Lensey Namioka Hoot by Carl Hiaasen My Side of the Mountain by Jean Craighead George Refugee by Alan Gratz The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer The Iliad by Gareth Hinds The Odyssey by Gareth Hinds The Wild Robot by Peter Brown The Wolf Keepers by Elise Broach Third Form History Third Form History is a full year course and covers three topics: Eaglebrook history, and the ancient civilizations of both Greece and Rome. Students read from texts and supplement those by reading works of fiction that relate to that time period. Students are asked to draw connections between the material they are studying, their Eaglebrook experiences, and their personal lives. Class discussions often center on current events that help students understand the connection between studying history, their own lives, and the historical importance of geographical place and physical space. Students take notes, do nightly written homework, and take frequent tests based on their notes and reading. By the end of the year, the goal is for Third Formers to be able to analyze historical texts, trace cause and effect relationships, and generally develop the level of inquiry and academic focus necessary for lifelong learning and academic exploration.

Third Form Mathematics Third Form Mathematics is a full year course. Students are introduced to problem solving and initially, students review basic math vocabulary and skills: whole numbers, fractions, decimals, percents, customary and metric measurements, multiplication and division, addition and subtraction, ratios, proportions, perimeter, area, volume, number lines, operations with signed numbers, and rational and irrational numbers. Once they have demonstrated mastery of these skills, they study beginning algebra that includes algebraic vocabulary, expressions, variables, solutions of linear equations algebraically and graphically, order of operations, exponential forms, and inequalities.

Third Form Science Third Form Science is a full year course that focuses on observation and inquiry based 36

learning. Topics of study include: the water cycle, decay cycle, weather, photosynthesis and respiration, classification of trees and dendrology, invasive species, exposure to chemistry and physics, electricity, and field work in the area to support these topics. At the end of the year, the students’ final project consists of a comprehensive report relating their fieldwork to the topics covered during the year. Students keep notebooks that become both a resource and a record of their studies through the year in science.

Being able to clearly communicate one’s thinking, both verbally, in writing, and in diagrams is an important part of Third Form Science.

Third Form Latin This course, required for all Third Form students, provides a structured introduction to grammar, vocabulary, and reading via the Latin language. Students are expected to read and translate sentences and simple stories in the language, using the first book of the Suburani series as a basis. They are introduced to crucial grammatical concepts such as parts of speech, case, and tense. Students also learn about classical myths, deities, and the history and cultural practices of the Roman world.

Third Form Health In Third Form, Health is woven into the curriculum throughout the year. Social and emotional learning is a key element of the class. Dialectical Behavior Therapy skills (DBT) are taught with a focus on mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. Students are taught to recognize and identify thoughts, feelings, and emotions and to learn how to build friendships and manage conflict. A range of topics is covered throughout the year, including bullying, friendships, growth mindset, hygiene, and nutrition.

Third Form Electives Electives are all one trimester courses. All Third Formers are required to take Woodworking. Students take two electives each trimester and they sign up from the elective courses offered to the entire school.

Third Form Woodworking As is tradition at Eaglebrook School, all Third Formers take a woodworking elective. The goal of the course is to introduce sixth graders to the fundamentals of woodworking and assist them in the development of basic skills. Emphasis is placed on the responsible and safe use of both hand and power tools and on proper woodshop conduct. A cooperative atmosphere is maintained and overall good citizenship is stressed. Projects are designed sequentially so that the students are able to build upon their skill set and gain increased confidence in the areas of applied art.

Field Trips Field Trips provide a time for the Third Form to integrate academics and citizenship while experiencing the world outside of the classroom. The Third Form generally takes one field trip every week.

Core Skills in the Third Form 37

The Third Form includes many different shared experiences both in and out of the classroom. While working and playing together, the Third Formers develop the Skills of Citizenship. By completing assignments in specific content areas as well as projects that are cross-curricular, the students enhance the Skills of Critical Thinking. The Skills of Self-Advocacy are taught from the beginning of the year and are a cornerstone of the Third Form year, as they prepare the students for success when they move on to the later grades.

Student Life Curriculum Philosophy The student life curriculum focuses on living in a boarding community with an emphasis on personal habits and health, living with a roommate, individual and community responsibility, and learning effective studying habits. Dormitory parents are responsible for providing guidance for the appropriate use of free time, the use of technology, and sustainability habits. Goals for individual students range from improving social skills and learning to use good judgment, to developing independence and preparing for a secondary school experience. As each child differs in both his previous experiences and his rate of maturation, skills taught and developed are directed more toward individual development than age or grade specific curricula. First and foremost the curriculum is intended to provide a safe, nurturing, and healthy family atmosphere. The residential community includes day students to assist in making them feel part of the residential community. Each student is assigned to an individual dormitory parents’ advisee group.

Similarly, all faculty members who live in the dorm, as well as others who live in nearby housing, are advisors or adjuncts in one of the six dorms.

Aspects of Student Life Curriculum The Advisor System The advisor system is the core of the student life program. The residential dormitory parents and the advisors who live outside of the dorms are role models and mentors for the students in all aspects of their everyday lives. They are the primary point of contact between parents and the school on most matters. They communicate regularly with parents by phone and email, and in formal letters and comments at specific intervals during the school year. Using a wide range of techniques and skills, faculty work to meet each student where he is in his individual development. They help the student learn to take care of himself and his belongings, organize and efficiently use his study time, plan ahead for special events, and interact with peers and adults in a constructive manner.

Community Living Under the supervision of advisors, boys learn to share and maintain spaces and resources with others including their room, common rooms, and locker rooms. In particular boarders learn how to share a room with another and respect the belongings of those with whom he lives. They also learn to conduct themselves appropriately in larger gatherings such as Sunday Meeting and the daily assemblies. Living in a diverse community provides opportunities for boarders to live with students from across the country and around the world, with all becoming more closely acquainted with different 38

cultures and traditions. Faculty members work with each of their Sixth Form students to help them develop leadership skills that also reinforce the standards for living in a community. Features of the community living curriculum include: Daily room clean up and inspections School service projects (dorm jobs, snow shoveling) Dorm, floor, and Sixth Form meetings Advisee Group and Dorm Based Special Events (picnics, field day, Winter Carnival, Country Fair) As part of living in a community the students are guided in how to handle interpersonal issues. Faculty members pay attention to groups within the dorms and work to help boys develop skills and confidence in making friends and working through changing relationships. Faculty members work closely with children who face challenges or tragedies in their life at home. Faculty members attend to students who have personal hygiene challenges that can draw negative attention. Faculty members teach life skills such as how to bake a cookie or how to talk to a parent when difficulties arise.

Conflict Resolution Understanding that conflict is a part of life and that resolving conflict is a skill that is desirable, faculty members use a variety of techniques to help students learn how to resolve their differences with other students. Most conflicts are brief and quickly resolved with little guidance. However, some require faculty supervision support, even though they may be one-time events. For more serious and persistent issues, faculty members employ a conflict resolution program that allows the students to air their differences with other students in a controlled setting and develop a plan of action for avoiding future conflict. Bullying or teasing often has its roots in an ongoing conflict and requires a more significant level of intervention. However, the most serious instances of bullying are treated as discipline issues.

Personal Health and Hygiene In the dorm, boys are asked to follow basic routines for maintaining good health and hygiene. Faculty members remind students to shower, brush their teeth, and wash their hands regularly. They are also scheduled for and supervised in keeping the rooms clean and in maintaining regular sleep and waking times Study Halls Boys learn effective study habits and organizational skills in dormitory study halls supervised by teachers and in more structured supervised study halls in the library. Boys who have difficulty organizing their time are provided with greater structure until they are able to effectively use their study time in their rooms. Boys are also encouraged to seek out extra help from the faculty when necessary, including their dormitory faculty, study hall supervisors, and classroom teachers.

The Dining Hall All meals, except for Sunday Brunch, are sit down meals with a faculty member in charge of the table. Students all take turns being waiters and assistant waiters, and at 39

least once each year, every student helps with Kitchen Patrol (KP), where they help wash the dishes for each meal. Sixth Formers learn leadership skills in the dining hall by acting as Proctors, helping the faculty run the table, or as Headwaiters, helping to begin and end meals. They also are taught and encouraged to adopt healthy eating habits, which are supported by limitations on snack food in the dorms.

Leadership Skills Faculty members work with each of their Sixth Form students to help them develop leadership skills that also reinforce the standards for living in a community. During the course of the year, each Sixth Former acts as Proctor in the dorm and dining hall.

Students are able to serve as members of an elected student council, which is led by a president, vice president, and treasurer, who are elected by the whole school from the Sixth Form class.

Sunday Meeting The school has a meeting every Sunday evening that offers students a time for reflection and consideration of some of the larger spiritual and ethical questions. Faculty members lead these non-denominational services on topics of their choosing. They touch on a wide range of issues including faith and ethical values and are intended to offer students a variety of voices that allows students to chart their own path for spiritual development.

Home Nights On many Wednesdays throughout each trimester, students join their advisor for dinner and a relaxing evening. Home Night, one of the students’ favorite traditions, is a break from the academic schedule in the middle of the week when students enjoy a meal away from the dining room, a variety of activities, and no homework. During Home Nights, students participate in planning, preparing, and cleaning up after meals and activities and develop close supportive bonds with their fellow advisees and advisor.

Weekend Activities Each weekend students have many different opportunities to get involved with a variety of activities. Weekends at Eaglebrook provide different venues for faculty and students to spend time together sharing in service and outdoor activities and athletic events, where they frequently learn new skills and areas of passion. We want our students to learn to become more independent and to balance a variety of commitments and social interactions while gaining new skills.

Throughout the year Eaglebrook works to provide students with opportunities to grow as individuals and to experience Eaglebrook’s mission. Weekends are busy. The athletic schedule includes Saturday commitments for most throughout the season. The Outdoor Program also provides opportunities for boys to go on both day and overnight trips.

Weekend Elective Activities take place Saturday morning and Saturday evenings.

Faculty lead a wide variety of activities throughout the year. Each week, students choose the activities that they would like to join. In the fall and spring, some activities are often service oriented, such as raking and campus clean up.

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Advisors and faculty encourage students to get involved and make a plan for the weekends. Often students are initially reluctant to try new things, but when encouraged to try something new, they find they can have fun. The opportunities that students have to try many different activities from art to academics to sports to outdoors are unique.

Balance and social interactions are also key components to our weekends and faculty and advisors are aware of what the students are doing and taking advantage of on weekends and work to guide the students.

Special Events During the course of the year, the school holds many special events designed to foster community spirit, celebrate the achievements of students, and honor traditions of the school and important holidays. These events also help students to learn the importance of coming together as a group and showing respect for themselves and others.

Major School Special Events: New Student Cookout Mountain Day Candlelighting Ski Day Global Awareness Day Field Day Baccalaureate and Graduation Fall, Winter and Spring Sports Banquets Fall, Winter and Spring Commendations Assemblies Fall and Winter Spirit Weeks Core Skills in the Student Life Curriculum Most students live with a roommate, all within a dorm of 40 other boys, and 6 to 8 faculty. the Skills of Citizenship, being a responsible member of the community and taking part in group activities, are fundamental to the daily activities in each dorm.

Being responsible for personal belongings, respecting the belongings of others and the school, and taking part in daily community service oriented tasks help to develop awareness of citizenship. Each student also takes part in daily routines, which are intended to promote the Skills of Healthy Living. Time is set aside for activities related to personal hygiene and students are given reasonable rising and bed times.

Limits on food, electronics, and other items help students practice good habits within the dorm. Required attendance at meals reinforces good habits for regular, healthy nutrition. The structure of the dormitory routines, including the evening study halls, also supports the Skills of Organization and Time Management, which begins in the classroom.

Athletics Curriculum Philosophy Eaglebrook School has always had a strong tradition in athletics, and it continues to work hard to maintain a vibrant middle school athletic program suitable for boys of all 41

sizes and abilities. The concept of team is important, and we foster a close and challenging environment for young boys to learn life lessons of commitment, cooperation, and sportsmanship. In understanding that boys need and enjoy vigorous activity, the athletic program has a wide range of sports that meet daily. Boys receive training in many areas that will allow them to improve their athletic skills and develop a lifetime of pleasure in physical activity.

Practices Coaches create well-structured practices that provide time for development of physical fitness as well as sports specific skills. The importance of appropriate warm-ups and conditioning and the athlete’s role in injury prevention are stressed. Boys are also taught the rules and fundamental skills of their sport, and advanced teams learn more sophisticated techniques and strategies. Daily practices are required of all athletes and are considered an important part of the school day.

Games All competitive sports have regularly scheduled games against age appropriate competition. These competitions give the athletes clear goals to work for and help them feel the camaraderie created by facing challenges with their peers.

Non-Competitive Sports Realizing that not all athletes want to be involved in competitive sports all the time, each season has at least one non-competitive sport offered; athletes are expected, however, to take at least one competitive sport during the year so they can learn the benefits and enjoyment of competitive sports.

Sports Offerings Fall Cross Country Football Mountain Biking Pickleball Soccer Water Polo

Winter Alpine Ski Team Basketball Ice Hockey Recreational Snow Sports Ski Patrol Squash Swimming

Spring Baseball Golf Lacrosse Rock Climbing Tennis Track and Field Ultimate Disk

Free Time Weekend Opportunities Throughout the year, most sports venues are available for student use during free times and on weekends depending on the season. Students are encouraged to make use of these facilities during free time to further their interest and abilities in that sport. When facilities are open, adult supervision is present. ​

​ Facilities available on weekends: 42

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Basketball Courts Hockey Rink (seasonal) Mountain Biking and Cross Country Trails (seasonal) Pickleball Courts (seasonal) Ski Hill (seasonal) Soccer, Football, and Baseball Fields (seasonal) Squash Courts Swimming Pool Track Tennis courts (seasonal) ​ ​ ​ ​ ​ ​

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Outdoor Program On most weekends in the fall and spring, the Outdoor Program offers a variety of activities including archery, campouts, canoe trips, fishing trips, marksmanship, mountain biking, rock climbing, skiing, and surfing. These offerings are intended to help students foster an interest in a healthy outdoor life, which teaches lessons of preparedness, self-reliance, and sustainability.

Special Events During the course of the year there are several events that bring the whole school together for community building through healthy exercise and outdoor fun. ​

Mountain Day: On a fall day, the entire school hikes Mount Monadnock.

Ski Day: The entire school has a day of skiing at a major mountain in southern Vermont.

Field Day: Students compete in dorm groups in traditional track and field and special events.

Core Skills in Athletics By teaching athletes to work and collaborate as part of a group, all sports teach the Skills of Citizenship. This is also developed by coaches emphasizing the value of effective teamwork and working as a group toward a common goal whether it be for winning a game, learning a new skill, or cleaning up their playing area after the season is done. As team members must put differences aside in order to work together as a team, sports promote the ability to appreciate and respect differences. As coaches teach students that healthy diet and food choices will give them an advantage on the playing field, the Skills of Healthy Living are taught. Requiring students to shower and clean up after each athletic practice and competition also accomplish this. Since athletics is a mandatory part of the curriculum for all students, students learn the benefits of and how to maintain a balanced healthy lifestyle. In particular, since physical exercise and fresh air are integral pieces of the athletic curriculum boys learn that they are valuable tools for managing stress. They learn that taking a break from academic work is an effective way to manage the stress created in other aspects of their lives. From daily practices to interscholastic competition, participation in the athletic program helps boys develop the Skills of Organization and Time Management. Athletes must report 43

to on campus competitions on time or meet the bus before it departs. At times, they also need to make time for academics during busy game days.

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