2010 - 2011 Program of Studies

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PROGRAM OF STUDIES 2010 - 2011

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The Samuel Scheck Hillel Community Day School The Ben Lipson Hillel Community High School The Juda and Maria Diener Elementary School The Henrietta Scheck Middle School

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Mission With care and concern for each child, Hillel, a Jewish community day school, seeks to create a nurturing, respectful and academically inspiring environment, imbued with traditional Torah values and designed for college preparation and admission. Talented faculty and dedicated families work together guiding our students to attain their maximum potential, become lifelong learners and thinkers, develop high moral standards, respect diversity, and make meaningful contributions as members of Klal Yisrael and as Americans. By engaging students in vibrant Torah study and meaningful religious and cultural experiences, we strive to deepen their commitment to Judaism, the Jewish people and the State of Israel.

Hillel Program of Studies

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Message from the Principals Dear Students and Parents, From early childhood through Grade 12, Hillel’s administration, faculty and staff share a goal to instill in all students a love of learning, cultivating and inspiring students’ interests and talents to prepare them for college admission. Hillel offers a curriculum that is rigorous and deeply rooted in Jewish values, matched with an expansive student activities program.

The Program of Studies is designed to help you maximize your school years at Hillel. This Grade 6-12 course guide is a reference, workbook and supplement to the face-to-face planning conferences students and parents have with their teachers and guidance counselors.

The available courses are extensive and provide students with a well-rounded curriculum. The Lower School program provides the foundation for a lifelong love of learning. In Middle School, students are challenged in an active, engaging environment where they are encouraged to think independently.

While the Upper School prepares for higher education, it culminates Hillel’s efforts to foster intellectual and social growth in areas outside the classroom, especially in athletics, special interest clubs and community service, where students find opportunities to develop skills and experiences necessary for an ever-changing world.

This guide will help you frame discussions about selecting courses that will challenge and excite you as you progress toward graduation. Your Hillel faculty and guidance counselors stand ready to work with you in this very important planning process.

Wishing you all the momentum and skills needed for an outstanding year!

Debra Abolafia Principal, Lower School

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Nick Hinrichsen Principal, Grades 6-12

Hillel Program of Studies

Dr. Carole Repensek Director, Nativ

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Table of Contents Philosophy of Learning.........................................................................................................4 Judaic Philosophy.................................................................................................................5 Lower School (Early Childhood - Grade 5) Lower School Program............................................................................................7 Course Descriptions Language Arts............................................................................................ 9 Social Studies..........................................................................................11 Mathematics.....................................................................................12 Science...................................................................................................13 Judaic Studies..........................................................................................14 Hebrew Language....................................................................................15 Physical Education...................................................................................17 Technology.............................................................................................17 Music.....................................................................................................18 Art..................................................................................................18 Middle School (Grades 6 - 8) Middle School Program..........................................................................................19 Extracurricular Program........................................................................................21 Guidance Counseling...........................................................................................24 Course Descriptions Language A -English.................................................................................25 Mathematics.....................................................................................26 Science............................................................................................28 Humanities........................................................................................29 Judaic Studies...........................................................................................30 Language B-Hebrew.................................................................................32 Physical Education..................................................................................34 Upper School (Grades 9 - 12) Upper School Program..........................................................................................35 Graduation Requirements.....................................................................................36 International Baccalaureate...................................................................................37 Scholars Program..................................................................................................38 Extracurricular Program........................................................................................39 Guidance and College Counseling........................................................................41 Course Descriptions Language Arts..........................................................................................45 Mathematics........................................................................................48 Science ....................................................................................................50 Social Studies...........................................................................................53 Judaic Studies .........................................................................................56 Foreign Language ....................................................................................58 Technology........................................................................................59 Performing and Practical Arts................................................................61 Physical Education..................................................................................66 College Acceptances 2004-2010.........................................................................................67

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Philosophy of Learning From early childhood through Grade 12, Hillel cultivates and inspires students’ interests and talents to prepare them for college admission. Founded in the 1970s and built upon an inspirational vision and a profound commitment to community, Hillel is the second-largest Jewish community day school in the nation.

Hillel not only prepares students for higher education, but also helps develop individual character. The carefully balanced program is designed to cultivate children’s moral, intellectual, spiritual, aesthetic and physical qualities through a rigorous curriculum, religious and cultural experiences, competitive athletics, comprehensive service learning and enrichment opportunities.

Hillel prioritizes critical, independent and creative thought and expression in the classroom and has high expectations for its students – expectations they are challenged to meet everyday. Hillel offers students a unique program: a superior academic education, a solid preparation for college, opportunities to explore special interests and develop leadership skills, and an enduring Jewish identity.

Extending hands to local service projects as well as communities afar, Hillel students fulfill their roles as members of the next generation on campus, at home and in the global village, reinforcing the concept of tikun olam, making the world a better place. Leadership experiences instill ambition and drive in Hillel students so they may reach their greatest potential and discover their individuality and talents within.

Hillel is further enhanced by a commitment to serve all families who seek a rich Jewish education for their children. Diversity is a key component of the school’s unique environment. Members of the school community come from across the globe, including the United States, Europe, Latin America, Israel and Africa, and are of many denominations within Judaism. Today, the school offers financial support to nearly 30 percent of its student body. Hillel’s celebration of diversity makes it a place where students learn not only from their teachers, but also from each other, speaking to the very soul of the school’s mission.

Hillel is about educational excellence. Nationally recognized programs and leadership demonstrate how academics are strengthened by traditional values and a vibrant community that deepen Hillel students’ commitment to Judaism, the Jewish people and the State of Israel, and prepare them to become knowledgeable, responsible adults.

Everyday, on campus and in the classroom, Hillel preserves tradition through innovation. Hillel truly opens doors to opportunity for children. Hallways are paths to academic achievement, creative development and spiritual growth. Drawing upon a rich history, these are all outcomes from Hillel’s ultimate goal to provide children with the finest Jewish educational experience. At Hillel, a sense of belonging nurtures minds, souls and hearts…encouraging the lifelong learning and leadership that continuity requires.

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Hillel Program of Studies

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Judaic Philosophy In this document, Hillel describes its identity as a traditional Jewish community day school that serves one of the nation’s most diverse, dynamic Jewish communities.

Hillel educates students with the underlying premise of Torah Mishamayim: the belief in one G-D who created the world and gave the Jewish people the Torah at Sinai, and who upholds a constant presence in the world. Hillel’s Judaic education is based on the Thirteen Principals of Faith formulated by the Rambam which incorporate such tenets as the transcendence of G-D, the oneness of G-D, that there is no other Torah, the concepts of reward and punishment and the coming of Moshiach.

From PK-T through Grade12, Hillel introduces to students the concept of .rt lrs og vru, - Torah with worldly knowledge. This is the foundation of the Jewish community day school model. Torah knowledge, coupled with general knowledge, will guide students through the modern world in which they live. The Hillel program is based upon the following pillars: • Torah • Avodah/Prayer • Gimilut Chassadim/Charity Torah One of Hillel’s key objectives is to instill in students a deep knowledge, understanding and ability to analyze the Torah in order to find within it practical everyday lessons. These include the appreciation of such basic concepts as pride versus humility, materialism versus spirituality, lashon hara (tale bearing) versus productive speech, all of which students may identify with as conventional norms.

At the same time, Hillel shows students how the Torah is a practical guide for all of life’s choices.

From childhood through adulthood, it supports people in their roles of child, sibling, parent, spouse, as well as school roles of student, teacher and administrator. It even applies to interactions of the modern business world. Hillel students learn to value the Torah in its entirety. Through its stories, historical information, philosophical thought and Hallachic guidelines, the Torah will be viewed as a Holy Book life. As the sages teach, - hb hlkd hb ;phv hb ;ph - Learn it and learn it, for everything is in it.” (Avot 5/26) Avodah/Prayer Through the process of individual and communal prayer, Hillel guides students to understand the significance, meaning, and process of prayer as it is described in the Code of Jewish law.

Gimilut Chassadim/Acts of Kindness The importance of caring for and taking care of all other creations on G-D’s earth - starting with those who are close - is incorporated throughout the Hillel program. This includes general concepts of equity, love and gratitude.

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Building upon these pillars, Hillel believes it is essential that students develop an understanding of and appreciation for all Mitzvot, as they are interpreted by Orthodox sages. These Mitzvot are divided into the following categories: • ,usg - Testimonials of past heritage • ohypan - Laws that guide a civil society • oheuj - Mitzvot that strengthen connection to G-D Hillel provides students with opportunities to practice these Mitzvot based on the perspective they have been taught. With that, all curricula are taught in co-educational classrooms, emphasizing the vital role that both men and women share within Judaism.

As link in the chain, Hillel students are taught to value their heritage and History with the realization that it is now their turn to write the next chapter of Jewish history. The State of Israel is that tangible connection between memories of the past and modern lives today. Thus, Hillel demonstrates a love for Israel and passionate Zionism as integral parts of Judaism.

Hebrew language plays a vital role in the Hillel experience. ,hscg is taught for the purpose of studying the written and oral Torah, as well as for modern communication with Jews in Israel and those who come from diverse communities around the world. Hebrew serves as a window that exposes students to contemporary Israeli culture and society.

As a Jewish community day school, Hillel embraces all Jewish students who wish to attend, with the understanding that they may enroll with various levels of knowledge and skills. Aware of students’ many levels and facets of observance, the school does not downplay or overlook anyone’s religious feelings or practice. Rather, the school respects, values and celebrates its diversity while promoting and teaching the Judaic philosophy described in this document. Hillel encourages righteousness, not selfrighteousness. Hillel is committed to provide every enrolled student with the opportunity to learn in a way that empowers him or her to reach their maximum potential.

Preserving continuity, Hillel graduates knowledgeable, responsible young adults with a deep sense of identity, pride and commitment to Judaism, the Jewish people and the State of Israel. Students who think Jewishly and know how to act Jewishly grow from Hillel’s meaningful balance of academic, religious and cultural experiences. It is this comprehensive Jewish education built upon that foundation of Torah that ultimately enables the next generation to consider Judaism as more than a religion of theory, but as a practical way of life.

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Hillel Program of Studies

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Lower School Program of Studies Early Childhood - Grade 5 Lower School Program

In Lower School, Hillel strives to instill in each student a love of learning, a curiosity about the world, a sense of respect and responsibility toward others, and an understanding and appreciation of timeless Jewish values. Hillel respects individual differences and recognizes that all students develop at their own pace and in accordance with their own style. Hillel’s Best Practice programs incorporate Differentiated Instruction to help each student meet his or her potential in a learning environment that stimulates all students to achieve their very best.

Hillel believes that experiences during children’s early years provide the foundation for a lifelong love of learning as well as social and academic success. In early childhood classes (PKT- PK4), students are encouraged to develop socially, emotionally and intellectually in a setting that promotes individuality, enthusiasm and curiosity. The goals are for the students to learn how to question, how to think, and how to communicate. The students are provided with opportunities, choices and challenges that foster feelings of competence and stimulate and further intellectual growth. Hillel strives to engage students in both a broad and deep integrated curriculum of General Studies, Judaic Studies and Hebrew language to build strong skills and a solid foundation of knowledge.

The General Studies program for Kindergarten - Grade 5 consists of Language Arts (reading, writing, listening, speaking), Science, Social Studies and Mathematics. The curriculum balances the General Studies program with the study of Hebrew language, Judaics and religious practice. Believing that the arts and sciences are the foundations of well-rounded learning, the curriculum also includes weekly Library/Media, Art, Physical Education and Music. All of Hillel’s curricula, where applicable, are aligned with Florida State Standards. Field trips, after-school activities, student council (Grades 4-5) and special events round out a full and enriching Lower School program.

Lower School adheres to the requirements established by the Florida State Legislature with the addition of specific Hillel requirements outlined in the progression and promotion guidelines.

Talmid Program

The Talmid Program is an extension of the school day that offers students the benefits of a flexible yet structured framework of professional tutoring from Hillel teachers outside the regular school day without losing valuable classroom time. This after-school program is not only for students with academic difficulties but also for those students who simply want to reach a higher level of proficiency.

This program allows students at the top end of the ability range to benefit in the same way as those at the other end of the spectrum. Such assistance is available in every major subject and for each division of the school. The Talmid Program is offered Monday through Thursday in learning spaces throughout campus. It helps to ensure the success of Hillel students so they may reach their full potential academically and personally, regardless of the discipline or assistance required.

The Learning Center

Designed to provide support to students in the areas of reading and related learning skills, the Learning Center offers tools to help students succeed. The primary goal is to offer students strategies toward becoming more effective, independent and efficient learners. In addition, the Learning Center staff collaborates with classroom teachers to help incorporate these strategies into their learning repertoire.

The Learning Center is designed to assist advanced students as well as those who need assistance with basic skills. Individual students will receive help in the Learning Center upon completion of a psychoeducational evaluation conducted by a licensed psychologist. All psycho-educational evaluations must be updated every three years. The Learning Center staff is always available to help parents with any educational concerns.

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Nativ

Nativ is South Florida’s first full-day program dedicated exclusively to children with dyslexia and related learning differences at a Jewish day school. The Hebrew word for path, Nativ is designed to remediate alternative learners in elementary grades.

Nativ includes all aspects of Hillel’s curriculum including reading, language arts, math, science, social studies, Judaic Studies and Hebrew. It also emphasizes a structured, multi-sensory, language-based curriculum that benefits dyslexic students. By providing students with success and a supportive, individualized environment, each student is able to maximize his or her academic potential. Students learn compensatory strategies that eventually enable them to transition into traditional classroom settings full-time.

Nativ’s ultimate goal is to enhance students’ abilities to successfully participate in all Hillel classes independently.

ESOL Hillel is proud to offer assistance in English language skills to those students whose primary language is one other than English. ESOL (English for Speakers of Other Languages) classes are limited in size and are taught by a teacher certified in ESOL education.

Admission to this program is based on a comprehensive recent psycho-educational evaluation. For information, please contact Dr. Carole Repensek at 305.931.2831 x149 or repensek@hillel-nmb.net.

Student Activities

Hillel’s Office of Student Activities is designed to ensure uncompromising attention to the cultivation of Jewish values in every facet of school. Hillel seeks to provide a broad range of extracurricular materials and activities designed to supplement students’ classroom experiences and contribute significantly to their personal growth. With Torah themes introduced into the schoolwide program, Hillel teaches students how the Torah nourishes lives and informs everyday decisions.

Guidance, field trips, Shabbatonim, enrichment programs, holiday celebrations and the arts are infused with an additional level of Jewish awareness. The Office of Student Activities helps develop students’ understanding of and appreciation for Jewish views through these experiences as they participate in each of the programs.

Through Student Activities programming, students are encouraged to: • create and participate in intellectual, artistic, social, recreational and multicultural activities • assume campus leadership and governance responsibilities • develop positive interpersonal relationships and skills • explore different cultures, ideas and experiences • put learning into practice in the laboratory of extracurricular programs

Library Media Center

The Library Media Center is committed to the promotion of reading and research skills. It is Hillel’s goal to ensure that students become effective users of ideas and information, develop a lifelong love of reading and are prepared to meet the challenges of an ever-changing world. The Library Media Center reflects the philosophy of the school and is designed to meet the needs of students in the pursuit of academic and personal growth. Visits to the Library Media Center are integral to the school community and critical elements in students’ social and intellectual development.

Standardized Testing

The Stanford Achievement Test (SAT) is given on an annual basis for Grades 3 - 5.

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Hillel Program of Studies

Course Descriptions Language Arts

The Lower School Language Arts curriculum incorporates a balanced literacy approach in which all the elements of language—reading, writing, listening and speaking - are connected in an effort to develop student understanding of the wholeness of language.

The writing component of Hillel’s integrated Language Arts program recognizes that writing, like reading, is a fundamental skill which is crucial to learning in every subject area. The writing approach guides students through the stages of the writing process – planning and pre-writing through drafting, revising and editing. By teaching very specific skills, at grade-appropriate levels, young writers develop loosely organized thoughts and words into conventional compositions.

Handwriting, grammar and word study (spelling) instruction are core essentials of a fully developed Language Arts program. In every grade, students work to improve these areas authentically, using real literature and real writing opportunities that follow Best Practice. Handwriting, grammar and word study instruction are addressed as they become developmentally appropriate.

Formal handwriting is taught in Grades K - 5. Printing is formally introduced in Kindergarten, taught in Grade 1 and reinforced in Grade 2. Cursive handwriting is taught in Grade 3 and reinforced through Grade 5.

Word study (spelling) is taught using a sequence of letter relationships, as well as prefix, root and suffix patterns that are common in English. Words appropriate to grade level are used to illustrate spelling patterns and word structures. Often, words that do not contain consistent spelling patterns are taught separately. Students are expected to apply their spelling pattern knowledge to writing in all other subject areas and in personal writing. Word study, grammar and vocabulary are generated both through chapter books and materials read, as well as mini units to teach specific skills.

The reading approach is a balance of sight words and phonics to meet the needs of all learners. In Grades 1-2, the students first learn to read. The principal focus is print awareness, visual recognition, comprehension and phonemic awareness. As the students progress to Grade 3, the focus moves away from learning to read to reading to learn.

Critical thinking is taught in all grades as students learn to respond to, think about, and discuss reading and writing. Across the grades reading groups include whole group, small group, book clubs, guided and independent reading.

Oral reading is an important skill in the building of listening comprehension. Students are read to daily in all grades, and parents are encouraged to read aloud to children at home. Students learn a love of books by being immersed in literary environments. In addition to the Lower School Library Media Center, every classroom in Hillel’s Lower School has libraries of both fiction and non-fiction books.

The expectations are that the students increase their basic knowledge of listening, speaking, reading and writing strategies to expand their understanding of the nature and power of language.

PKT - PK4

Students spend their early childhood years immersed in a language-rich environment, teachers and parents read to them and they learn to read themselves. Children’s stories, questions and investigations are continuously documented by their teachers and displayed prominently on their classroom walls.

Units of study evolve around the students’ interests and around Jewish holidays and themes.

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Hillel Program of Studies

Kindergarten

The Kindergarten Language Arts curriculum incorporates a balanced literacy approach through the Reading and Writing Workshop model. Teachers implement a skills-based curriculum enhanced by the use of authentic texts. Students learn through various modalities which include phonics instruction, shared reading and writing, guided reading, interactive writing, independent reading and writing, and read-alouds. Students are encouraged to become aware of the sounds of language, identify words based on initial sounds and picture clues, work with written symbols and explore words and print.

Grade 1

The Grade 1 Language Arts curriculum is a balance of phonics, word study, literature, grammar, writing and skill-based instruction that offers a wide range of opportunities for all students including Reading and Writing Workshop. Students are encouraged to become aware of the sounds of language, work with written symbols, explore words and how they work, learn the conventions of print, read and write continuous text, and develop flexibility and fluency to enhance comprehension and enjoyment in reading and writing.

Grade 2

Grade 2 Language Arts applies a blended approach that teaches students to master strategies for decoding new words through word structure, context clues, phonics and Reading and Writing Workshop. They develop and strengthen vocabulary and expand their comprehension of different types of text. An appreciation for reading is developed through exposure to high interest, themerelated literature.

Grade 3

The teaching of reading begins with the student, the students’ language, experiences and their world. The Grade 3 reading curriculum is literature-based and integrates Language Arts by weaving grammar, writing, speaking and listening activities throughout the literature students read.

Instruction is based on a balanced approach that includes Reading and Writing Workshop. Activities are selected according to students’ needs and interests and provide challenging opportunities that respond to the students’ diversity and language abilities. The goals are to teach students the strategies necessary to become independent readers and to develop the self-motivation to make reading a lifelong, rewarding experience. Grade 3 students are now reading to learn.

Grade 4

The Grade 4 Language Arts curriculum is a literature-based program designed to incorporate reading, critical thinking, listening, writing, grammar, word study and vocabulary development.

Many fiction and non-fiction readings are thematically tied to the Social Studies focus of Florida.

Trade books are used in whole group or small group settings, and Reading and Writing Workshop continues to be an integral part of the curriculum.

Grade 5

The Grade 5 Language Arts curriculum is a literature-based program, that introduces students to a variety of genres and text types. Students read authentic children’s literature by well-known authors.

The curriculum is designed to incorporate reading, critical thinking, listening, writing, grammar, word study, speaking and vocabulary development. Chapter books and other forms of literature are read and analyzed as a whole class, but at other times, students have ample opportunity to select their own books to read and participate in group discussions through book clubs. Reading and Writing Workshop continues to be an integral part of the curriculum.

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Hillel Program of Studies

Social Studies

Social Studies in Grades 1-5 is taught thematically and integrated throughout the Lower School Language Arts curriculum. Core Social Studies strands include time, culture, people, places and identity.

The Social Studies curriculum provides interdisciplinary experiences that help students become active explorers and responsible members of their world. The curriculum provides students with authentic, meaningful learning experiences, beginning their study with the most relevant topics of self and family and progressing to the nation and the world. Students develop a network of understandings based on in-depth study of essential topics.

PKT - PK4

During the early years, Hillel provides opportunities for students to learn about themselves and their Jewish identity through play and learning centers.

Kindergarten

The Kindergarten Social Studies curriculum focuses on the child and his/her own world, diversity within the community, the school community, neighborhood, people far away, getting along with others and national and state holidays.

Grade 1

In Grade 1, students explore family, community and school. Students study national heroes and holidays, map skills and the environment, and they investigate and a compare their own community to various international communities.

Grade 2

In Grade 2, students explore school and communities. The curriculum focuses on the exploration of how individuals and groups interact within the community, the need for rules and laws, the responsibilities of citizenship, the role of diversity in the community and the world and basic map skills and dierent environments.

Grade 3

Students in Grade 3 learn about immigration and celebrating dierences. The history, culture, economy, geography and civics of South Florida are infused, compared and contrasted throughout the study of local, state, national and international communities.

Grade 4

In Grade 4, the curriculum explores Florida and the regions of the United States. This course is divided into two sections. The ďŹ rst half of the school year is the study of the history, culture, economy, geography and civics of Florida infused into the study of the Southeast region, while the remainder of the year is devoted to the study of the history, culture, economy, geography and civics of the Northeast, Midwest, Southwest and West.

Grade 5

In Grade 5, students learn about the United States. This course explores the history, culture, economy, geography and civics of the United States from the Age of Exploration to the present. It is covered in a cooperative group project-based curriculum.

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Hillel Program of Studies

Mathematics

The Lower School’s Mathematics curriculum is based on the guidelines and standards of the National Council of Teachers of Mathematics (NCTM). The Mathematics curriculum’s primary emphasis is placed on developing a solid mathematical foundation on which each student can build. Lessons are structured so that students continually apply prior knowledge and experiences. This helps students gain confidence in their abilities to do math and to understand that it is an integral part of their daily lives.

Each successive year extends from the scope and sequence of the previous year’s study.

Because students learn by doing, the youngest math students explore patterns (sorting and classifying) and discover the work of mathematics through manipulatives and hands-on experiences. They explore and practice solving problems, simple and complex, through a variety of strategies. They estimate, guess, revise and reason. Students explore numbers and operations, pre-algebra, pre-geometry, data analysis and probability, and problem solving.

The general goals for students are to learn to value mathematics, become confident in their ability to do mathematics, become mathematical problem solvers, learn to communicate in the language of mathematics and reason mathematically.

The specific curriculum described below for each grade level is viewed as major instructional goals and desirable learning expectations. They are implemented with the intention of building mathematical competency for all students, bolstered by the pedagogical understanding that not every student learns at the same rate or acquires concepts and skills at the same time.

PKT - PK4

Math is everywhere in preschool! It is integrated into all subject areas: Language Arts, Music, Art, Science, Social Studies, Judaics, Tzedakah projects and Hebrew Language.

Kindergarten

Matching sets to numbers, recognizing numbers, and writing numbers are ongoing evolving processes that begin day one in Kindergarten. As much as possible, mathematics instruction is integrated with literacy and thematic instruction using differentiated strategies.

Grade 1

The Mathematics curriculum for Grade 1 introduces students to the skills, concepts and vocabulary of mathematics. Using the elements of number sense, operations, measurement, geometry and problem solving, students explore the world around them.

Grade 2

The Mathematics curriculum designed specifically for Grade 2 provides students with opportunities to expand skills, concepts and vocabulary of mathematics. Students strengthen their understanding of number sense, operations, measurement, geometry and problem solving.

Grade 3

Proficiency in mathematical skills is essential in order to connect mathematics to other subject areas and everyday experiences. The classroom environment motivates and challenges students to see the power and value of mathematics. The Grade 3 Mathematics curriculum stimulates students to investigate, question, reason, verify, apply and enjoy mathematics while developing their thinking abilities.

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Hillel Program of Studies

Grade 4

The Grade 4 Mathematics curriculum introduces students to the skills, techniques and vocabulary of math concepts. Using the elements of vocabulary, reading, writing and calculation, students are asked to think critically and analytically about speciďŹ c mathematical concepts and problem solving.

Students expand on the fundamentals of place value, whole numbers, decimals, fractions, algebra, geometry, time, graphing, data analysis and probability.

Grade 5

The Grade 5 Mathematics curriculum teaches concepts through enthusiasm and a positive attitude toward the subject matter. This is done through activities with the use of manipulatives, reading, writing, vocabulary and calculating. Problem solving and analytical thinking skills are practiced throughout the year. Operations are taught using whole numbers, fractions and decimals. Data, graphing, probability, geometry and measurement continue to be an integral part of the Grade 5 Mathematics curriculum.

Science

The world of science is the world of discovery. From the early Lower School years through Grade 5, students explore, measure, weigh, observe, ponder and reect on the world around them through disciplines including physics, chemistry, biology, nutrition, electricity and earth science. Through handson learning in the science labs, simple science experiments in the classrooms, preparing for the Science Fair, traveling on ďŹ eld trips to Space Camp, the Everglades and more, the curriculum is designed so that students develop critical thinking skills, work cooperatively in groups to raise questions, seek solutions to problems, develop a respect for the views of others and gain an understanding of their world and themselves.

All units of study emphasize the science processes of observing, comparing, measuring, communicating, classifying, ordering, recognizing relationships, predicting, inferring, formulating and using models, interpreting data, hypothesizing, identifying and controlling variables, and conducting experiments.

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Hillel Program of Studies

Judaic Studies

The Lower School’s Judaic Studies curriculum nurtures the intellectual, emotional, moral and spiritual growth of Hillel students. The overarching objective is to foster a love of G-d, Torah and the land of Israel. Recognizing that each child is unique, the program’s endeavor is to provide a curriculum that accommodates the various styles of learning. Through intensive textual study, meaningful daily prayer, hands-on projects designed to enrich the learning experience and a commitment to showing relevance, students are provided with a system of values and principles that will last a lifetime.

PKT-Grade 1

The Judaic curriculum for the early years at Hillel is an integrated one. At a very young age, the students are introduced to being part of a Jewish community through Tefilah, Kabbalat Shabbat, Parshat Hashavuah and the Jewish holidays. This is done authentically as they learn through song, dance, drama, cooking, art, storytelling and conversations all done in an environment that is developmentally appropriate and one that clearly reflects students’ self-expression, interests and choices. The goal is that every year the students are able to expand on the information they have already learned and apply their knowledge in a more advanced way.

Grade 2

This year-long course, which covers parshiyot Lech Lecha through Vayeira, is designed to build a strong foundation for Chumash study. While the course emphasizes textual skills such as reading, writing and understanding, it also aims to instill values such as love of Hashem, love of Torah and a connection to the Land of Israel. In addition to learning new vocabulary words, students become familiar with Biblical text as they learn to identify shorashim, prefixes and suffixes. Students develop a love of their heritage and a connection to their faith as they are encouraged to ask questions and participate in class discussions.

Grade 3

This year-long course, which covers parshiyot Chayei Sarah through Vayishlach, is designed to create independent learners. Students gain a greater understanding of their faith and heritage as they learn important skills to become lifelong learners. Significantly, ethics and values are emphasized as students explore the decisions made by our matriarchs and patriarchs and learn how to apply these very messages.

Grade 4

This year-long course, which covers parshiyot Vayeishev through Vayechi, is designed to stimulate curiosity and further enhance a love of learning. Through Rashi’s commentary, students sharpen their higher-level thinking skills and appreciate the depth of Torah wisdom. The Grade 4 Chumash curriculum is replete with age-appropriate morals and ethics that consequently enrich the learning environment. Through their study of Chumash, students discuss timely topics such as judging others favorably, having faith in Hashem, the power of forgiveness, the beauty of the Jewish heritage and keeping a promise.

Grade 5

This year-long course, which covers Parshiyot Shmot through B’shalach, focuses on inner-growth and spiritual connectedness. Students are challenged to draw on lessons learned from the text to develop moral character and relevance. Through the study of Chumash, students begin to understand the role that Hashem plays in the history of the Jewish people. While studying independently, students build and expand their Torah vocabulary. While studying communally, students will come to realize their place in this world. Further, with the help of Rashi’s commentary and other Biblical commentaries, students fine tune their ability to think analytically.

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Hillel Program of Studies

Dinim

The Dinim curriculum developed for Kindergarten - Grade 5 offers students a well-rounded education with respect to holidays, laws and customs. Given the diverse student populace, students learn the various laws and traditions in a way that helps them appreciate how these customs enrich faith and bridge generations. Consequently, while each grade level studies the meaning and key laws/customs before each holiday, each respective grade level has a specific focus that is designed to clarify and beautify religious observances.

Mishna

The subject of Mishna aids Grade 5 students in their cognitive, analytical and memory abilities. The Mishna program uses workbooks, CDs, and colorful posters and charts, to gain access to this most important part of Jewish literature. Studying Mishna provides Jewish historical awareness, the written sources of Jewish oral law and an appreciation for the Sages who taught Jewish values. Grade 5 students learn Mishna as they did hundreds of years ago, that is by-heart with comprehension. Study by-heart increases the amount of Mishnayot that may be learned and gives students pleasure while learning.

Finally, students are given a log-in to the “Mishnakids” Web site. There they can learn through games and stories about the Sages and their teachings.

Hebrew Language

Lower School’s Hebrew Language curriculum formally begins in PK3 and integrates the four major language skills: listening, speaking, reading and writing. The goals of the program are tri-fold. Students become “at home” with the Hebrew language, understand the history, culture and traditions of their ancestors and foster a sense of belonging to the Jewish people and the State of Israel.

Hebrew is the key to Jewish self-sufficiency. The curriculum stresses Jewish and Israeli culture, general world knowledge, thinking skills and feelings. The units are thematic and revolve around areas relevant to students’ lives, the Jewish life cycle, and challenging and current issues. Grammar is taught through content and in context. It is used as a tool to enhance language skills. The curriculum is part of the Zionist atmosphere by including contemporary Israeli literature, modern idiomatic expressions and current events. There is a strong Judaic music presence throughout Lower School. Hebrew and Israeli songs, along with prayer, are taught to develop familiarity with Jewish liturgy and culture.

PK3 - Kindergarten

The Chalav u’Dvash Hebrew Language curriculum lays the foundation for the acquisition of spoken Hebrew by young students, using Hebrew words and language structures in the context of relevant communication and situations in the classroom. The words in Hebrew are taken from the familiar and readily available classroom environment. It connects Hebrew to everyday social situations related to the students’ experiences in the home, at school, in encounters with friends and holiday celebrations. This program provides the broader context for the emergence of a Jewish identity and a sense of belonging to the Jewish people and the land of Israel. Although the emphasis of this program is on spoken Hebrew, the students begin to develop the ability to isolate and associate individual phonemes of the Aleph-Bet. This creates a foundation for learning the aleph-bet letters and Hebrew reading in Grade 1.

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Grade 1

The Grade 1 Hebrew Language curriculum introduces the blending of Hebrew letters and vowels.

Reading is taught using a Hebrew primer book, and writing is taught using script. The students read stories daily which help to enrich communication. Knowledge is acquired through a variety of reading, writing, listening and speaking activities. The students speak Hebrew and follow basic communications everyday in class. In addition, music, games and visual aids are used to learn Hebrew, the Safa-Language.

Grade 2

The Grade 2 Hebrew Language curriculum is designed to teach the students communication skills, reading comprehension of texts written in different styles, the connection between Modern Hebrew and Original Hebrew, Jewish values and holidays emphasizing Israel. Throughout the Grade 2 curriculum, there is a comparison between Jewish lives now and of the past.

Grade 3

The Grade 3 Hebrew Language curriculum introduces students to new vocabulary and grammar using the proficiency of listening, word study, reading, writing and sentence structure. The students are asked to think critically about various texts and learn to write short paragraphs as modes of expression.

Grade 4

The Grade 4 Hebrew Language curriculum uses many texts including one in particular that examines the daily lives of children in Israel. The students enjoy this immensely as they compare their lives in Florida to the lives of children in Israel. Other texts center on various other themes including objects and stories, food, Jewish holidays, the Holocaust and events that led to the establishment of the State of Israel.

Grade 5

The Grade 5 Hebrew Language curriculum immerses students in Hebrew Language. Daily discussions, thematic units, sharing of ideas, explanations of events and descriptions of places are all done in Hebrew. The students listen to Hebrew conversation, understand it and are part of it. They are taught how to read informative and fictional texts, conduct a debate about a given subject and compare and contrast themes both in writing and orally. In addition to studying from textbooks, students use music, games and visual aids to acquire Hebrew proficiency.

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Physical Education

Physical Education is an integral part of the learning process in Lower School. The physical, social and emotional aspects of development of each student are the foundation of the primary goals of the curriculum. Physical Education encourages students to understand the importance of fitness and develop a positive, healthy attitude toward physical activities. Based on research showing a link between physical activity and academic performance, Hillel’s Physical Education curriculum contains physical activities that teach lessons in reading and language arts, math and logic, health and nutrition, social studies and geography, music and dance, and interpersonal cooperation and self-esteem.

Studies show that children who participate in daily physical activity exhibit better attendance, a more positive attitude toward school, less disruptive behavior, higher self-esteem and geater academic performance.

The key objectives of Hillel’s Physical Education program are to instill in all students the motivation and desire to keep oneself physically fit and to encourage students to pursue activities and sports that they can enjoy throughout their lives.

PKT2 - PK4

A number of developmentally appropriate activities and skills are presented during each Physical Education class and then are repeated and perfected throughout the years. Skills taught include the following: balancing, body and space awareness, running (chasing, fleeing), skipping, cooperative learning, jumping and landing, kicking and punting, rhythm and throwing and catching.

Kindergarten - Grade 2

The Physical Education curriculum for Kindergarten - Grade 2 is planned and organized to allow for all students to participate. It provides cognitive content and learning experiences in a variety of activities focusing on body awareness, movement, ball skills, gymnastics, nutrition and cooperative games.

Grades 3 - 5

The Physical Education curriculum for students in Grades 3 - 5 includes a variety of activities to develop the student’s fitness level, movement skills, body management, as well as skills and knowledge of team sports. Appropriate drills are used at each level of development. Many of the skills are similar, however, they differ with the expectations of each grade level. Character development is a vital part of the Physical Education program. Sportsmanship, citizenship and cooperating with others are stressed throughout the program. Team sports for these grades include football, soccer, basketball, softball, and volleyball.

Technology

The Lower School’s technology curriculum provides students from Grades 1-5 with many opportunities for research, writing and enrichment. The students learn to employ technology to gather, evaluate, process and present information in meaningful ways. The curriculum is presented in a developmentally appropriate manner, allowing students to become computer literate and to be able to create newsletters, presentations, data bases and spreadsheets to enhance their curriculum. The students are trained to use technology as a tool for expanding their academic achievement.

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Hillel Program of Studies

Music

Singing, playing instruments, moving to music and creating music enables children to acquire musical skills and knowledge that can be developed in no other way. Through the Music curriculum, an appreciation of music as an art is instilled in each student, which can become a lifelong means of fulfillment, expression and enjoyment. Students learn about rhythm and instruments, are introduced to classical musical pieces, study composers and learn songs that are integrated with the other curricula.

Through the Jordan Alexander Ressler Performing Arts Program, the Lower School choir is comprised of students from Grades 2 - 5. Participation in this arts activity is open to all students in these grades.

Performing in the choir not only enhances self-esteem, but also encourages team effort. This afterschool arts activity allows for students from ages seven to eleven to interact cooperatively with each other. In order to participate in choir, students have to fulfill the following requirements: attendance at after school weekly rehearsals and cooperation with the choir director.

PKT - PK2

Music and song are powerful tools that create a sense of community. The students sing, dance and play rhythm instruments as they experience music in a natural and engaging setting allowing for a shared connection with each other.

PK3 - Kindergarten

In PK3 - Kindergarten, students move to music, play rhythm instruments, sing, and are introduced to many styles of music. They learn songs that are integrated with the Judaic and General Studies curricula.

Grades 1 - 2

In Grades 1 - 2, the goals are to create an awareness of the importance of music in everyday life, to provide a sense of respect for music and its creation and performance, to promote the enjoyment of music as a means of personal expression, to encourage singing, moving to music, to playing rhythm instruments alone and with others, to enjoy singing songs and song games, and to become familiar with major composers.

Grades 3 - 5

The goals in Grades 3 - 5 continue to promote a love of music and music making. The curriculum provides students with an increased awareness of the variety of music in everyday life. The students are exposed to musical form and structure, note reading, singing harmony, several types of music and understanding of sophiscated rhythms.

Art The Lower School Art curriculum provides Hillel students in PKT - Grade 5 with many opportunities for expression and discovery. It aims to stimulate the students to experience the world of art through different and many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. Art appreciation is incorporated by familiarizing students with famous artists, selected artists and topics in art history. Art is integrated with all disciplines as part of Hillel’s themebased, interdisciplinary learning program.

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Middle School Program of Studies Grades 6 - 8 Middle School Program

Middle School is dedicated to providing students with an active, engaging environment in which students are encouraged and challenged to think independently to become lifelong learners, inspired by a love of learning, for the sake of learning. Hillel prioritizes critical, independent, creative thought and expression in the classroom and has high expectations for students.

Middle School implements the International Baccalaureate’s Middle Years Programme as a candidate school. The Middle Years Programme is of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

The Middle School years offer a particularly critical phase of personal and intellectual development and require a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts.

The curriculum contains the following subject groups: Language A-English, Language B-Hebrew, humanities, mathematics, science, Chumash, Mishna/Talmud, technology, visual and performing arts and physical education. In the areas of Language A-English and mathematics, Honors-level classes are offered to students who demonstrate outstanding academic performance, have above-average grades, above-average standardized testing scores and excellent teacher recommendations.

Students study subjects from each of the subject groups through the IB’s five areas of interaction: approaches to learning, community and service, human ingenuity, environment, and health and social education.

Middle School adheres to the requirements established by the Florida State Legislature with the addition of specific Hillel requirements outlines in the progression and promotion guidelines.

Progression and Promotion

Middle School provides every student, without exception, both the opportunities and the necessary support to benefit from a high-quality educational experience. A challenging, rigorous curriculum expressly articulated for Middle School students is implemented in all content areas.

Hillel believes that student retention (repeating a grade) is a last resort. Therefore, students who are struggling or who are at risk of failure are identified early and provided with the necessary support to meet standards and to prepare them for the next level.

Performance assessment and evaluation are planned parts of the curriculum. Educators are actively involved with parents and students to assess, evaluate and communicate the progress of every student.

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All full-year courses count when determining progression to the next grade level. As a reflection of the importance of valuing and integrating all areas of learning, Middle School students must pass all required courses at each grade level to be promoted to the next grade level.

Hillel notifies parents of students’ progress toward achieving the standards for promotion and transition to the next grade level at the end of each school year. If a student exhibits unsatisfactory progress toward the promotion and transition standards during the school year, parents are notified by the Administration by personal telephone call, a written form or a letter as soon as possible.

Advisory

The relationship between teacher and student is vital to the design of a school that supports and encourages student success in all areas. The advisor’s role is to assist the student in any manner possible and serve as a resource for parents. Students are assigned an advisor at the start of the academic year who will remain their advisor during their time in Middle School grades.

Community Service

All Middle School students are required to participate in organized school and community projects and to earn hours of community service each year. Many opportunities are available during the year for students to earn these hours.

Student Activities

Hillel’s Office of Student Activities is designed to ensure uncompromising attention to the cultivation of Jewish values in every facet of school. Hillel seeks to provide a broad range of extracurricular materials and activities designed to supplement students’ classroom experiences and contribute significantly to their personal growth.

Guidance, field trips, Shabbatonim, enrichment programs, holiday celebrations and the arts are infused with an additional level of Jewish awareness. The Office of Student Activities helps develop students’ understanding of and appreciation for Jewish views through these experiences as they participate in each of the programs.

Through Student Activities programming, students are encouraged to: • create and participate in intellectual, artistic, social, recreational and multicultural activities • assume campus leadership and governance responsibilities • develop positive interpersonal relationships and skills • explore different cultures, ideas and experiences • put learning into practice in the laboratory of extracurricular programs

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Extracurricular Program

Hillel is dedicated to the belief that participation in extracurricular activities is essential to develop skills and talents beyond those emphasized in academic classes. As a result, students engage in a variety of opportunities on and off campus including athletics, service learning, performing arts, music, political action organizations, academic and special-interest clubs, religious and cultural experiences, yearbook, newspaper, student government, literary magazine, debate and more. Students are encouraged to initiate and passionately lead organizations of interest to them. For a detailed list of clubs and activities, visit the Student Activities office.

Hillel offers activities that satisfy interests both during and beyond the school day. The program provides a wholesome atmosphere and helps to develop future leaders possessing both sensitivity toward others and concern for the community. In addition to the Shabbatonim, assemblies, trips and other special programs planned throughout the school year, Hillel offerings include the following highlights.

Fairchild Challenge As a Fairchild Challenge Award winning school, Hillel Middle School students participate each year in a series of academic challenges against over 150 participating schools. The Fairchild Challenge fosters interest in the environment by encouraging students to appreciate the beauty and value of nature, develop critical-thinking skills, understand the need for biodiversity and conservation, tap community resources, become actively engaged citizens and recognize that individuals do indeed make a difference

National Junior Honor Society

In order to become or remain a member of National Junior Honor Society (NJHS), students must be in Grade 7, 8 and 9 and demonstrate excellence in the areas of scholarship, service, leadership and character.

Athletics

The purpose of the Hillel athletic program is to provide students with the opportunity to electively represent their school and compete interscholastically in a wide variety of sports. Athletics play an integral part of teaching the whole child. Athletics, along with an academically inspired curriculum, help foster strength of character and promote great leadership qualities that last a lifetime. Dedicated, quality and caring coaches continue to imbue traditional Torah values, while challenging the intellectual and physical abilities of student-athletes. As it instills in students school pride, dedication and self-discipline, the Hillel athletic experience teaches them to respect others and encourages a lifelong love of sport. Hillel offers a variety of sports and athletic programs in Middle School. Practice and game play usually occur after school Monday through Thursday, with a few Saturday evening games.

Student Council

Student Council is Hillel’s student government. Each fall, the Middle School student council is chosen.

Performing Arts Theatre

Hillel has produced more than 40 productions. The Jordan Alexander Ressler Performing Arts Program is structured for talented, committed students who seek training through intensive practice in acting, music theatre, design and technical theatre, as well as new aspiring performers. Members of the performing arts program are given the opportunity to join the more than 200 inducted members of the Hillel Chapter of the International Thespian Honors Society. Thespians travel to New York or London for shows and workshops with working professional actors, directors, designers and theatre teachers.

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Recent productions have included: Aladdin Jr. Cinderella William Shakespeare’s “Comedy of Errors” The Diary of Anne Frank Joseph and the Amazing Technicolor Dreamcoat Oliver Golda The World of Shalom Aleichem Man of La Mancha The Miracle Worker Inherit the Wind Flowers for Algernon Shylock Little Shop of Horrors!

Ten Little Indians I Never Saw Another Butterfly Charlotte’s Web Les Misérables Disney’s Beauty and the Beast

Music

Hillel’s music program gives students the opportunity to demonstrate their vocal skills and perform throughout the school and extended communities in choir and music events. The Middle School and Upper School program features a school choir for students, in addition to select music courses.

Upper School Students who maintain a high level of academic and performance standards are eligible to participate in the National Music Honor Society. It is a school goal that every student has an opportunity to learn music and to share in rich musical experiences throughout the year.

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Course Offerings 2010-2011 Language A - English Grade 6 - English 6 Grade 7 - English 7 Grade 8 - English 8

Humanities

Grade 6 - World History Grade 7 - Geography Grade 8 - American History

Language B - Hebrew

Mathematics

Science

Chumash

Mishna and Talmud

Visual and Performing Arts

Physical Education

Technology

Grade 6 - Hebrew Grade 7 - Hebrew Grade 8 - Hebrew

Grade 6 - Earth Science Grade 7 - Life Science Grade 8 - Physical Science

Introduction to Mishna Mishna Mishna/Talumd Talmud

Grade 6 - PE/Health and Wellness Grades 7 - PE/Health and Wellness Grade 8 - PE/Health and Wellness

Grade 6 - Math 6, Math 6 Advanced Grade 7 - Math 7, Pre-Algebra, Algebra 1 Grade 8 - Pre-Algebra, Algebra 1, Geometry Grade 6 - Chumash Grade 7 - Chumash Grade 8 - Chumash

Grade 6 - Drama Grade 7 - Music Grade 8 - Art

Grade 6 - Level 1 Technology Grade 7 - Level 2 Technology Grade 8 - Level 3 Technology

Tefilah for Grades 6, 7 and 8 Ashkenaz Minyan Sephardic Minyan Boys Tefilah Group Girls Tefilah Group Minyan Shalem

Grading

Academic grades are based on the quality of student performance as measured by academic progress.

Grades are an indication of the student’s progress toward achieving promotion and transition standards.

Assessed work may include: Portfolio Contents Teacher Observation Performance Assessment/Projects Discussion/Problem Solving Group Work Quizzes Class Assignments Tests Homework Participation Journals 23

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Guidance Counseling

Hillel guidance counselors focus on the individual student’s success academically, socially and emotionally. Whenever a student’s need arises – and often before an urgent need becomes apparent – the Guidance Counselor is on site to discuss how to improve classroom performance, enhance selfesteem, relate better to others, handle peer pressure, mourn loss through death or divorce, handle stress, deal with bullying, develop time management skills and assist students in making healthy choices.

Talmid Program

The Talmid Program is an extension of the school day that offers students the benefits of a flexible yet structured framework of professional tutoring from Hillel teachers outside the regular school day without losing valuable classroom time. This after-school program is not only for students with academic difficulties but also for those students who simply want to reach a higher level of proficiency.

This program allows students at the top end of the ability range to benefit in the same way as those at the other end of the spectrum. Such assistance is available in every major subject and for each division of the school. The Talmid Program is offered Monday through Thursday in learning spaces throughout campus. It helps to ensure the success of Hillel students so they may reach their full potential academically and personally, regardless of the discipline or assistance required.

Learning Center

Designed to provide assistance with study, time management and organizational skills, the Learning Center offers tools to help students succeed. Students enrolled in study skills classes will benefit from training in small group tutorials. The primary goal is to offer students strategies toward becoming more effective, independent and efficient learners. In addition, the Learning Center staff collaborates with classroom teachers to help incorporate these strategies into their learning repertoire. The Learning Center is designed to assist advanced students as well as those who need assistance with basic skills.

Individual students will receive help in the Learning Center upon completion of a psycho-educational evaluation conducted by a licensed psychologist. All psycho-educational evaluations must be updated every three years. The Learning Center staff is always available to help parents with any educational concerns.

Grade 6 Transition Program Henrietta Scheck Middle School offers a self contained classroom to support Grade 6 students in their transition from Lower School to Middle School. Highlights follow.

• Self-contained classroom with a maximum of 10 students • Geared toward students who continually require intensive academic support • Focus on individual learning needs • Traditional Henrietta Scheck Middle School curriculum enhanced by reading and study strategy course • Interactive Smart Board and laptop technology Admission to this program is based on a comprehensive recent psycho-educational evaluation. For information, please contact Dr. Carole Repensek at 305.931.2831 x149 or repensek@hillel-nmb.net.

ESOL Hillel is proud to offer assistance in English language skills to those students whose primary language is one other than English. ESOL (English for Speakers of Other Languages) classes are limited in size and are taught by a teacher certified in ESOL education.

Admission to this program is based on a comprehensive recent psycho-educational evaluation. For information, please contact Dr. Carole Repensek at 305.931.2831 x149 or repensek@hillel-nmb.net.

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Library Media Center

The Library Media Center is committed to the promotion of reading and information skills. It is Hillel’s goal to ensure that students become effective users of ideas and information, develop a lifelong love of reading and are prepared to meet the challenges of an ever-changing world. The Library Media Center reflects the philosophy of the school and is designed to meet the needs of students, faculty and staff in the pursuit of academic, professional and personal growth. It is where students and faculty come to access information, research and read for academic needs as well as for enjoyment. Visits to the Library Media Center are integral to the school community and critical elements in students’ social and intellectual development.

The Library Media Center houses extensive book collections for Judaic and general studies, along with numerous periodicals, computers with research and educational software, and printers for student use.

Students are encouraged to browse the collection and check out materials for curriculum support as well as for pleasure.

Standardized Testing

The Guidance Office administers the Measure of Academic Progress (MAP) computerized aptitude test three times during the school year

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Course Descriptions Language A - English

The Middle School Language Arts curriculum concentrates upon the interrelated study of English grammar, literature, vocabulary and composition. The program aims to develop each student’s love of reading and appreciation for all forms of verbal expression. The curriculum is skill-based and developmentally sequenced to meet the needs of Middle School students. Progressing from Grade 6 to Grade 8, students are gradually exposed to more challenging reading experiences that require greater skills of abstraction and inferential reasoning. The objective is to inspire students to pursue ideas and to think critically in all academic areas. Reading and writing are connected. Students at all levels gain experience as creative writers and as analysts of their reading.

English – Grade 6

Grade 6 English is a literature-based course designed to incorporate reading, listening, speaking, writing, critical thinking, grammar and vocabulary development. Heavy emphasis is placed on writing including the study of narrative, expository and persuasive writing, and literary analysis.

Writing is taught as a process in which the students routinely write drafts, edit and revise their work, and then produce a final copy. Regardless of which form they are using, the six writing traits are emphasized: ideas, organization, word choice, sentence fluency, voice and conventions. The students are required to analyze, identify, define, and critique the chapter books read during the year. Instruction focuses on being able to evaluate the materials read through expository critique and literary response. This helps build the foundation necessary for their Middle School and Upper School years.

Several chapter books and other forms of literature are read and analyzed as a whole class including, but not limited to, The Egypt Game by Zilpha Keatley Snyder, The View from Saturday by E.L. Konigsburg, The Giver by Lois Lowry, and Greek Gods and Heroes by Robert Graves. Students are asked to analyze plot, characters and setting in order to explain how these literary elements affect the central conflict of the chapter book. At other times, students have ample opportunity to select their own books to read and then to participate in small group discussions through literature circles, as well as individual reading and responding to literature through the use of a reader’s response journal.

In addition, students enjoy a unit of poetry focusing on the lyrical and figurative aspect of our language. Spelling and vocabulary are generated both through the trade books and materials read as well as bi-weekly formal vocabulary lessons. Formal grammar instruction is taught and applied to the students’ writing.

English – Grade 7

Grade 7 English is a class that immerses students in reading and writing. A literature-based course, it includes the study of both classical and contemporary young adult literature. Students explore literary themes and elements of novels within the framework of a variety of genres. Literary terms are introduced within the framework of various texts. The themes of identity, place in the world, and coming of age are introduced in a multi-cultural setting that integrates with the Social Studies and Judaic curricula. Vocabulary, grammar and punctuation are taught separately as well as within writing. Students learn to develop a personal writing style while experimenting with a wide variety of genres. Peer sharing and collaborative learning activities enable students to work cooperatively and exchange and analyze ideas in small groups. Students use the writing process to publish personal portfolios of writing which help to encourage personal growth and nurture a love of reading and writing.

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English – Grade 8

Grade 8 English integrates themes in literature, such as the American Dream, the Personal Dream, the Utopian Dream, and tolerance, with real life experiences and the students’ personal lives. The curriculum continues the development of skills begun in Grade 7. Students are expected to analyze literature in depth, write five-paragraph essays with continued emphasis on thesis statements, support for thesis statements, introductory and concluding paragraph development, and strengthened editing and revising skills. They also continue responding to literature, writing various types of poetry, creative writing, vocabulary development, and continuous application of grammar and mechanical skills within literature and writing. The curriculum is interdisciplinary with the Grade 8 Social Studies themes and is designed to introduce many aspects of classic and contemporary literature and relate them to current issues and students’ roles as citizens of the world and as Jews.

Mathematics

The Math department offers a systematic progression of Mathematics courses. These include Middle School courses as well as the availability of Upper School credits for Algebra and Geometry. In each of the courses, the curriculum is aligned with Sunshine State and the National Council of Teachers of Mathematics (NCTM) Standards. Application and integration of knowledge are stressed on all levels.

Students are encouraged to solve problems using analysis, prior knowledge and synthesis. They learn that there are often many solutions to a problem and are encouraged to pursue their personal solution of a problem rather than learn a set of algorithms. The need for laying out a solution in a clear and logical manner is stressed. This explains a need for the language of mathematics and why it is required that students learn the relevant terms, symbols and formulas.

The department offers homogeneous classes where teachers differentiate and cater to the individualized needs of students. While all class levels cover the same topics, they differ in the difficulty of problems.

Each mathematics teacher provides Math Lab for individual help and the Talmid Program provide assistance after school.

Technology is used as an aide in learning, and the development of timeless and essential critical thinking skills help students with future changes in mathematics and the world around them.

Mathematics – Grade 6

This year-long course builds a strong foundation for Middle School Mathematics. Number sense and numerical reasoning are the major emphasis. Operations are strengthened through the increased understanding of place value, estimation, and number theory. This is developed through varied activities requiring whole number computation and working with decimals, fractions, and percents.

Relationships between number theory and fraction concepts are also emphasized. Students learn to describe patterns and differentiate variables from constants. Throughout the curriculum, connections are made to Algebra, introducing students to Algebraic vocabulary and the solving of basic Algebraic equations. Two-dimensional geometry and measurement are also an important part of the curriculum. Problem solving is practiced throughout the year, enabling students to develop their mathematical thinking and reasoning skills. Additionally, estimation and mental math are practiced to enhance students’ ability to think mathematically.

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At the end of this course, students are able to: • Accurately compute the addition, subtraction, multiplication, and division of whole numbers, decimals and fractions • Accurately use mental math and estimation as a means to compute and judge the reasonability of a solution • Determine the appropriate method of computation and to solve real life mathematical problems • Accurately compute ratio, proportion and percents • Collect, organize and interpret data through charts, tables and graphs • Make predictions based on probability of outcomes

Mathematics – Grade 7

This course is a combination of the reinforcement of basic arithmetic skills and of the development of algebraic thinking and problem solving. Students work both independently and cooperatively on developing arithmetic skills with decimals, fractions, signed numbers and exponents (including scientific notation), and use these skills in working with percentages and proportions in a wide variety of applications in geometry, probability and statistics. Students further develop problemsolving skills using visual, tabular and algebraic means, as well as using mental math and estimation skills when appropriate. Students then begin the development of algebraic thinking with variables in formulas by investigating and describing patterns and by using the coordinate plane to quantify relationships and geometric objects. Applications to real world situations always are employed.

Pre-Algebra - Grades 7 - 8

This course transitions students from working primarily with arithmetic concepts and skills to working with algebraic concepts and skills. Students continue to develop and use the vocabulary and symbols of Algebra through the study of patterns, formulas and equations. Students develop skills with positive and negative exponents, square roots, absolute value, and scientific notation. Students learn to use visual, numeric, graphic, and symbolic means to express algebraic patterns. Students then develop the means to write, evaluate and solve sentences involving whole numbers, integers, and rational numbers. Data collection, statistics and geometric patterns are used extensively as applications. Furthermore, an emphasis is placed on the communication of solutions and problemsolving methods through cooperative learning.

Algebra Honors - Grades 7 - 8

Florida Scholars (1200320 Mathematics) This course is a rigorous in-depth study of Algebra. It covers notation, language and properties of algebra including integers, rational and irrational numbers. Polynomials, factoring, solving linear and quadratic equations, systems of linear equations and graphing concepts are among the included topics. Problem solving is an integrating theme as well as the unifying concept of relations and functions. Students use relevant technology to facilitate the mastery of concepts.

Geometry Honors - Grade 8

Florida Scholars (1206320 Mathematics) This course emphasizes discovery of geometric relationships. Students use these relationships in a variety of mathematical and real-life applications. Themes include parallel and perpendicular lines, congruent triangles, quadrilaterals, similarity and right triangles, circles, coordinate geometry, and area and volume. Trigonometry is also introduced. The emphasis is on method of proof and the development of a deductive postulation system. Cooperative learning and differentiated instruction facilitate the students’ ability to see and apply concepts. The students sharpen their reasoning skills by proving many additional geometric results. Algebra skills are strengthened through application to geometric models to ensure preparation for both Algebra II and college entrance exams.

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Science

The Science Department endeavors to retain the curiosity of childhood. The goal is to encourage a student’s desire to seek, explore, discover, inquire, examine, build and take apart, and wander with an open mind and open eyes. The curriculum fosters the ability to expand one’s perceptions of the universe in which we live. The two-year course prepares students to excel in Upper School biology, physics and chemistry.

Science – Grade 6

This is a General Science course designed to introduce students to the underlying themes of science such as energy, patterns of change, scale and structure, unity and diversity and stability. A core curriculum on the scientific method, metric system and science/lab terminology; students gain a base knowledge that will carry them through the three-year Middle School Science program through Upper School. Students develop their lab skills in participating in a Lower/Middle School Science Fair.

Earth/Space Science is the concentration in the Grade 6 curriculum. Students distinguish and recognize the earth’s atmosphere, weather, climate and Earth in space. Students journey through the earth’s oceans and its geographical features along with its major life zones and coral reefs; how they affect the environment. Students identify characteristics and physical properties of minerals used to identify rock and crystals. Students describe major global concerns and address the interactions of living things, conserving resources, and properties of changes and matter.

Science – Grade 7

The Grade 7 science program is a general overview of the fields of Earth and Life Science. Students cover numerous skill areas including asking questions for scientific investigations, conducting scientific investigation, using appropriate tools and developing techniques to gather data, thinking critically, logically, and imaginatively about the relationships between evidence and explanations.

Earth Science is designed to introduce students to the underlying themes of science such as energy, patterns of change, scale and structure, unity and diversity, and stability. Life Science is an introductory course in the Characteristics of Living Things, Human Biology, Heredity and Adaptation.

Science – Grade 8

This course is designed to provide students with a framework to understand how matter and energy interact, and serves as a foundation to facilitate success in Upper School Chemistry and Physics.

Utilizing the scientific method, students are challenged to think critically and make applications of the principles learned to everyday life. This process is facilitated by an in-depth study of such topics as the following: work, force, energy, motion, atomic theory, chemical bonding, chemical reactions, electricity and magnetism. Weekly labs serve to reinforce the principles learned and provide handson experience in manipulating scientific phenomena. Students are also assigned research projects that parallel their coursework. These research projects include learning to conduct research, writing scientific papers, and creating/presenting their own original research project to demonstrate comprehension of the subject matter.

Hillel teaches specific information and skills for analysis and application of the above information; having as the goal the production of scientifically literate students who have gained the ability to take the knowledge and experience they have learned and apply their skills toward their future education.

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Humanities

The Humanities program concentrates its course offerings in three specific content areas – World History, World Geography and Cultures and American History. Each is presented in a thematic format, looking at the “big ideas” underlying the subjects being studied. The curricula are designed to enhance critical thinking skills, increase each student’s knowledge base, and expand the ability to identify the commonalities or themes found within each course of study. The goal is to enable every student to understand the role of the individual in terms of history, global stewardship and his or her unique obligations as a contributing member of society.

Humanities/World History – Grade 6

World History is a survey course that begins with the study of early humans and the rise of civilizations on the shores that surround the Mediterranean Sea. The study of history then focuses on Europe and the development of western civilization after the fall of Rome through the 16th century (Renaissance). Students use primary and secondary source materials, engage in individual and project/group work, develop critical thinking and writing skills, and learn to identify the key components of any civilization.

Though generally chronological in scope, the course also addresses certain thematic aspects, including: • Early humans • Rise of civilizations in Egypt, Greece, Italy and Greater Europe • The role of religion in shaping civilization • The rise of government • Social stratification • Migration, conquest, and trade as vehicles for exchange of ideas and technology • Economics • Culture • A global view of the chronology of events and how they interrelate

Humanities/World Geography and Culture – Grade 7

World Geography and Culture is the general course of study offered to Grade 7 by the Social Studies department. The course begins with a definition of geography, and then looks at the role and importance of geography in daily life. It explores the tools of the geographer, getting a sense of the world in terms of spatial relationships, resources and responsibility people have as stewards of the Earth. Human geography is a major component, with the student gaining an understanding of the multiple connections between environment and culture. Emphasis is given to the role each person plays in terms of Earth, with the goal of the class being twofold, a strong knowledge of Earth and appreciation for its gifts.

Humanities/American History – Grade 8

American History is a survey course of history in America from the pre-colonial period to the present.

The course explores several important themes: immigration, discrimination, the Constitution, conflict (international and internal; political, military and social), and economic development (from industrialization to a post-industrial state). During their course of study, students use primary and secondary source materials, while exercising critical thinking and writing skills. The U.S. Constitution segment includes the importance of citizenship and stewardship in the maintenance of national ideals and the fulfillment of social and political obligations. Other themes explore the many waves of immigrants and their impact on American society, including the absorption or isolation of individual groups based on race, ethnic and/or religious beliefs.

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Judaic Studies Chumash (Bible)

The Middle School Chumash curriculum is a comprehensive study of the themes and laws found in the Books of Shmot through Devarim, including the commentaries of Rashi and other sages. The approach to instruction includes a stress on achieving broad knowledge and deriving personal relevance from the material. Emphasis is on the development of reading skills, grammar and vocabulary that enable the student to become an independent learner. Lessons are designed to provide the students with a variety of learning experiences. Also included in Chumash is the study of the Parshat Hashavua (weekly Torah portion). Each session consists of a review of the ethical concepts and practices derived from the weekly Parsha.

Chumash – Grade 6

This year-long course covers the Parshiyot of Yitro through Pekudey in Sefer Shemot. Selected topics in Sefer Vayikra are learned as well. Students in this grade learn such topics as Matan Torah, the Golden calf, purpose of sacrifices, respect for elders and many of the Torah’s ethical laws. The students have the ability to read and translate, identify root words, recognize prefixes and suffixes, and to categorize the Mitzvot. With the study of Rashi, they gain a better understanding of the text.

This course also gives students a love of Torah, Israel and the Jewish people. They also learn what makes a good leader and to apply these lessons into their daily lives.

Chumash – Grade 7

In this year-long course, the students learn Sefer Bamidbar. Selected topics include the Nazir, Birkat Kohanim, Tzitzit, Korach and Miriam’s role in the Chumash. This course allows students to gain better skills in decoding, identifying root words as well as prefixes and suffixes. Text-based commentaries, in addition to Rashi, allow better understanding. Students develop the ability to read and identify the question being posed by Rashi. By the end of the year, the students are able to recognize G-d’s role in the history of the Jewish people and apply the values of the Torah to their daily life.

Chumash – Grade 8

During this year-long course the students study selected topics from Sefer Devarim. Some of these topics are the establishment of courts, Jewish king, Jewish prophet, marriage and divorce and modesty. The concepts of the Torah’s perspective in business ethics is introduced as well. Skills worked on are identifying prefixes and suffixes, reading and translating the text, increased vocabulary, and the ability to identify and appropriately utilize selected commentators. Throughout the year the students come away with a better understanding of G-d’s role in Jewish history, a better appreciation of Torah values and a connection to the Land of Israel.

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Mishna and Talmud

Jewish identity and practice are rooted primarily in Oral Torah, which is itself presented and detailed in the Mishna, related Tannaitic texts, and Amoraic and Talmudic texts. V’Shinantam, the program through which Mishna is taught, is the first step of a fully integrated curriculum for the study of the Oral Torah, combining enriched content with a skills-based approach. The overarching goals of V’Shinantam are to inculcate an enduring love of learning and Emunat Chachamim, by empowering the student to independent learning of Mishna, related Tannaitic texts, and Amoraic and Talmudic texts.

Introduction to Mishna

The Introduction to Mishna class was developed to meet the needs of students who would benefit from a class of historical background, a refresher in basic Mishna skills, as well as in-depth understanding the processes that make learning Mishna and eventually Talmud completely unique to any other learning style. The students understand the definition of the relationship between the Oral and Written Torah and appreciate the contribution of the scholars of the Oral Torah. They develop recognition of the Rabbis and their time period for the purpose of understanding the logical development of law. As the students learn they gain an awareness of the associative sections and the historical perspective to facilitate the understanding of the Mishna in its original context.

Mishna

The Mishna program teaches basic skills of reading, understanding and being able to follow an argument or discussion taking place in the Tannaic or Amoraic times. The students will gain an awareness of the literary process involved in the formation of the texts in their current and the importance of these processes for learning, and the distinction between the Oral Torah and its literature, and the effects of this distinction on learning strategies. The program covers the Six Orders of the Mishna, and which topics of law are discussed in specific books of Mishna through group study, skill sets, and an interactive Web site, through which the students develop the foundation to move forward to the next level Talmud class.

Mishna/Talmud

In the Mishna/Talmud class, the goals are to reinforce the learning and skill sets from the Mishna course. With the necessary background information, students complete the V’shinantam program, ending the course of studies for Mishna. The students are then scholastically prepared to begin the more complex studies of Gemara. A fully transparent, objective and assessable scope and sequence of skills for Gemara is applied consistently, with the finest of didactic thought and graphic presentation. The V’Dibarta Bam Talmud Skills Program is designed for those who have completed the V’Shinantam Mishna Program.

Talmud

The focus within this course is Amoraim and Amoraic Literature, specifically, a familiarity with the Amoraim of Israel and Babylonia, according to their Batei Midrash (houses of study) and generations.

Additionally the students become familiar with the Memrah, in all its forms and permutations, and identification of memrot (passages) in the sugyah (Talmudic section). The students study the Sugyot of Amoraim, in all its forms and permutations and gain skills in the scanning of sugyot in the Vilna Talmud and identifying sugyot according to fixed types. The students gain an understanding of Aramaic and Shakla V’Tarya (questions and answer), which are the foundations of analyzing the Talmud.

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Tefilah

Hillel is committed to ensuring that Tefilah is an integral and essential component of the student’s day.

It allows for individual and communal reflection and provides students with a set time to consider their relationship with G-d and community. Tefilah is a mandatory part of every student’s day, built into the program in age-appropriate ways. Middle School offers girls and boys Tefilah groups, divided by grade, as well as a Sephardic Minyan and an Early Minyan. Most Minyanim begin daily at 8:00 AM; Early Minyan begins at 7:45 a.m. All students are expected to bring a Siddur. Young men are required to lay tefillin, commencing one month before their Bar Mitzvah. Middle School Tefilah options follow.

Boy’s Tefilah Group

This service is for Grade 6 students, where they learn the meaning of the prayers and become more proficient with the order of the service. This prepares them for the Ashkenazic Minyan in Grades 7-8.

Girl’s Tefilah Group

This prayer group allows girls in Grade 6 to pray and sing and to assume leadership of their service.

Ashkenazic Minyan (Grades 7-8)

This service is designed for Grade 7-8 students who are now comfortable with the Ashkenazic prayer format, have by now acquired strong Hebrew skills and an understanding of the Siddur, and are ready to lead their own full service.

Sephardic Minyan

This service is designed for students who come from a Sephardic family, are comfortable with the Sephardic prayer format, have strong Hebrew skills and an understanding of the Siddur.

Minyan Shalem

This service is the Early Minyan and begins at 7:45 a.m.

Language B - Hebrew

The Middle School Language B - Hebrew Program makes use of the NETA curriculum in the instruction of Hebrew Language. The NETA curriculum is sequential and based on a structured linguistic progression. The curriculum consists of four levels: Alpha NETA, NETA 1, NETA 2 and NETA 3.

Lessons are centered on themes of interest to teenagers, ranging from computers and sports to friendship and freedom. Each theme is presented from three perspectives: Jewish tradition, modern Israeli culture and general world knowledge, including art, science, mathematics, literature and philosophy. Each unit of study incorporates art, music, prose, poetry, news articles and Jewish texts, in layers of language ranging from biblical Hebrew to current scientific Hebrew terminology and common colloquialisms.

A unique and important feature of the NETA curriculum is its adherence to a steady pace that allows students to experience tangible progress in their Hebrew proficiency so that by the end of the advanced level students will be able to study subject matter in Hebrew. The curriculum specifies clear goals and measures of achievement, and is accompanied by standardized tests written by the curriculum development team and educational evaluation experts. Prior to entering the program each student’s level is determined by a placement test.

Alpha NETA – Introductory Level: This level is divided into two sub-courses which upon completion of both, will launch the student into NETA 1 and NETA 2. Course 1 is designed for students with no or very little knowledge of Hebrew. Course 2 assumes mastery of the Aleph-Bet and the skill of reading in print or cursive, both without the vowels. Students who complete this introductory level are able to speak in short dialogues about daily life or customs, write a paragraph on a personal topic, read a paragraph of information, a story or folk tale, listen to and comprehend a story about daily life, and comprehend and summarize a short informative lecture on places, customs, groups of people and social phenomena.

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NETA 1 and NETA 2 – Beginner’s Level: Students who complete this level are able to speak in dialogues about school, family, entertainment, personal preferences, the weather or place description; interview, ask questions, answer and report; express an opinion and support the opinion with reasons; write short notes (greetings, apology, thanks, and invitation), a personal letter and an impersonal letter; read and comprehend an informative paragraph, an opinion supported by reasons, a short story and simple poems or a few biblical verses; listen and comprehend a short dialogue about daily life, a simple song and a short informative lecture about modern life, tradition and habits.

NETA 3 – Intermediate Level: Students who complete this level are able to speak in conversation on any topic; read press releases and articles in journalistic style in elementary Hebrew; read short stories partially adapted to elementary Hebrew and general comprehension based on key words, syntactic structures and morphology of poetry, Midrashim, or biblical verses; write personal or historical chronological report, and a theoretical analysis of reasons, results, and purposes; form tables from texts; listen to and comprehend a dialogue in standard Hebrew, and a simple song based on single hearing. Students passing this course are able to earn one credit of Hebrew study toward graduation requirements in Upper School.

Visual and Performing Arts

Throughout the International Baccalaureate experience that Hillel’s Middle School offers students are provided with an introduction to visual and performing arts. At each grade level students are offered the opportunity to take a 50 hour introductory course in drama, music and art.

Technology

Students enrolled in Hillel’s Middle School all are offered the opportunity to exoand upon their use of technology by taking a different level of technology training at each grade level. Each year students are challenged by taking on various design challenges where they use technology to complete a series of unique educational tasks.

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Physical Education

The mission of the Physical Education program is to focus on developing individual movement, team social interaction and lifelong physical skills within the personal, intellectual and spiritual development of each student by providing the strongest possible physical education instruction in a nurturing Jewish environment. Physical education emphasizes physical activity, nutrition, wellness and teamwork, all of which are crucial habits to form in the middle school years. Thus, physical education lessens competition between students and tries to develop in students the skills and habits for a healthy lifestyle.

Physical Education and Health & Wellness - Grades 6 - 8

A preteen’s health and well-being affect every aspect of his or her life. The Physical Education program for Grades 6-8 has a general philosophy that provides all students with the opportunity to develop and demonstrate a level of fitness and promote a positive lifestyle habit. The program focuses on gross motor skills, sport specific skill and higher-level thinking skills, all of which provide a wellrounded experience in physical activity. The program promotes fitness as a way of life. Through participation in sport, aerobic, cardiovascular training, and proper nutrition, students learn how to establish and maintain a positive healthy lifestyle.

Students also learn valuable cooperative and team building skills that challenge them to work with other people. Through team sports, students are exposed to and learn strategies that require not only motor skill development, but critical thinking skills, problem solving, analysis, and synthesis skills within the confines of sport. The program is designed to have a direct, significant and far-reaching benefit as students grow to become lifelong learners.

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Upper School Program of Studies Grades 9 - 12 Upper School Program

Hillel offers a rigorous General Studies curriculum of courses in Language Arts, Math, Science, History and a myriad of electives; all courses are offered at a variety of instructional levels. Courses are offered at the college preparatory and Advanced Placement levels. Hillel proudly offers Advanced Placement courses in each discipline and has an impressive number of students who achieve grades of three or higher on the AP Exams. All students are required to take Hebrew in order to fulfill the Foreign Language requirement.

Bible, Ethics, Jewish Philosophy, Jewish/Israel Advocacy, Tefilah and Talmud comprise the bedrock of the Judaic Studies program. Through the Study of Sacred Text, in conjunction with classroom discussions, students develop the knowledge, skill and values Hillel believes Upper School students must attain in order to deepen their commitment to Judaism, the Jewish People and the State of Israel. Judaic Studies coupled with Jewish History and Hebrew Language comprise Hillel’s three-faceted Judaic program. All Judaic Studies courses are offered at college preparatory and Beit Midrash levels. Students merit Honors credit at the Beit Midrash level. The result is a rich Jewish educational experience.

All students are required to enroll in a dual curriculum composed of both General Studies and Judaic Studies courses. The school year is divided into two semester grading periods.

The Honors Portfolio is offered in all core academic subject areas. Advanced Placement Courses are available in American Government, American History, Biology, Calculus AB, Calculus BC, Chemistry, Computer Science, English Language and Composition, English Literature and Composition, European History, Macro Economics, Music,Physics, Psychology, Spanish Language, Spanish Literature, Statistics, Studio Art and World History.

Upper School adheres to the requirements established by the Florida State Legislature with the addition of specific Hillel requirements outlined in the graduation requirements.

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Graduation Requirements

A minimum of 31.5 academic credits and 100 hours of community service are required for graduation.

All Hillel students are required to take the following core courses: Subject English/Language Arts Math Science Social Studies

Credits 4 4 3 4

Chumash (Bible) Judaic Studies

4 3

Hebrew Language Tefilah Technology Fine/Performing/Practical Arts Physical Education General Electives

3 2 .5 1 1 2

Total

31.5

Specific Requirements

World History, U.S. History, Jewish History, Government, Economics Contemporary Jewish Ethics, Nach, Jewish/Israel Advocacy .5 credit per year Fitness .5, Health .5

Note: In order to maximize the strength of the academic program at Hillel students are required to enroll in a minimum number of courses each semester in addition to Tefilah. The following minimum numbers of courses are required for each semester for the 2010-2011 school year: Grade 9: 9 courses Grade 10: 9 courses

Grade 11: 7 courses Grade 12: 7 courses

Grade Point Average Requirements

A diploma will be awarded if a student has earned at least 31.5 credits for graduation and has a minimum cumulative unweighted grade point average of 2.0. A certificate of attendance will be issued to a student holding less than a 2.0 unweighted grade point average. In accordance with Florida law, a student graduating after June 1999 must have a cumulative unweighted grade point average of 2.0.

Grade Point Averages (GPAs) are computed annually both for the year and cumulative to date. While Hillel does not rank graduating students, it uses the weighted GPA to determine the Valedictorian (highest weighted GPA) and the Salutatorian (second-highest weighted GPA). To be eligible for these honors, a student must have attended Hillel for four school years, Grades 9-12.

Judaic Studies

Hillel’s Judaic Studies department offers a variety of exciting, relevant courses for each Hillel student.

Each course is structured to further develop the knowledge base, morals and ethics, as well as the thinking and the analytical skills of students. Zionism and Hebrew language are taught and promoted as integral parts of the curriculum.

Every morning begins with Tefilah (prayer), which sets the tone for the school day. All students take one period of Chumash/Bible and an additional year-long course of Contemporary Jewish Ethics, Jewish Philosophy, Jewish/Israel Advocacy or Talmud. All Judaic Studies courses offer the opportunity for students to earn Honors Credit. In addition, students may participate in the Beit Midrash program in which they take three year-long Talmud and Bible courses. Students also may earn an advanced certificate in Judaic Studies by participating in early Minyan, the Mishmar program and Beit Midrash classes for a total of three years each. These courses, together with Jewish history and Hebrew, equip Hillel students with a rich, well-rounded Judaic knowledge base.

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International Baccalaureate Middle Years Programme (Grade 9 Students)

Grade 9 Students entering in the Fall of 2010-2011 are enrolled in Hillel’s International Baccalaureate Middle Years Program which is currently a candidate school. The Middle Years Program offers an international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

Grade 9 continues to be a particularly critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. The IB curriculum contains the following subject groups: Language A-English, Language B-Hebrew, humanities, mathematics, science, Chumash, Judaic Studies, technology, visual and performing arts and physical education.

Students study subjects from each of the subject groups through the IB’s five areas of interaction: approaches to learning, community and service, human ingenuity, environment, and health and social education.

Tefilah

Upper School offers men’s and women’s Tefilah groups divided by grade, as well as a Sephardic Minyan and an Early Minyan. Students wishing an Advanced Judaic Certificate must attend Early Minyan.

Most minyanim begin daily at 8:00 AM; Early Minyan begins at 7:45 AM. Any unexcused absence or tardiness from Tefilah is treated in the same manner as an unexcused absence or tardiness from class.

Students with excessive tardiness or absences from Tefilah do not receive the ½ credit for the year that is necessary for graduation. All students are expected to bring a Siddur. Young men are required to lay tefillin during Tefilah.

Community Service

In order to graduate from Hillel, students must complete a combined total of 100 community service hours. The following number of community service hours must be completed by students each year so that they will satisfy this requirement: Grade 9 students: 20 hours Grade 10 students: 20 hours Grade 11 students: 30 hours Grade 12 students: 30 hours Members of National Honor Society must complete an additional 25 hours for each year they are in the Society.

Program Offerings

Hillel offers a differentiated curriculum based on student needs, abilities and performance levels. The following programs are offered.

Advanced Placement

This course level is intended for highly able students who wish to obtain college credit while enrolled in Upper School. Successful completion of Advanced Placement courses and satisfactory performance on the Advanced Placement test may lead to college credit, advanced placement or both. Students enrolled in Advanced Placement courses are required to take the Advanced Placement exams. Please refer to each individual course description for Advanced Placement prerequisites.

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Scholars Program (Students entering grade 9, 2010-2011 school year)

An accelerated program for highly motivated, hard working and dedicated students who are seeking to challenge themselves in a more rigorous and academically demanding course of study. Students selected to participate in this program have proven themselves to excel academically as evidenced by exceptional past academic performance.

The Scholars program will be introduced to students in grade 9 in the 2010-2011 school year. These students will be able to participate in the Middle Years Programme of the International Baccalaureate Programme at the same time that they are a member of Hillel Scholars program.

Grade 9 Course of Study for students in the 2010-2011 school year Scholars program will include the following required course of study as a small cohort of students that study together: Grade 9 English Algebra 2 Biology

AP World History Jewish Ethics

Students will also need to enroll in the following courses: Chumash Hebrew Physical Education and Health Visual and Performing Arts and Technology Students who are enrolled in Hillel’s Scholars program are required to maintain standing as a Hillel Distinguished Honor roll student or Hillel Honor roll student at the end of each grading period in order to remain in the program. Students are also required to sit for each AP exam for any AP course they are enrolled in.

College Course offerings at Hillel Hillel has partnered with Touro College to offer a unique dual enrollment program that will permit second semester Juniors and all Seniors the opportunity to earn up to 18 college credits by the time they graduate Hillel. Any student who earns a combined SAT score of 1000 or higher and has a minimum unweighted grade point average of 3.0 will be able to enroll in select college courses offered at Hillel. Students will earn 1.0 credit hour at Hillel and a 2.0 GPA bump on their transcript for each of these courses that they complete satisfactorily. In addition, a student will be given the opportunity to pay $150 to Touro College each semester in order to earn 6 college credit hours per semester for completing two courses each semester satisfactorily.

Honors The honors curriculum is offered through the Honors Portfolio program and is designed to challenge students who excel academically in a specific discipline and who wish to challenge themselves beyond the course load offered in the college preparatory curriculum. Each course that offers the option to earn an Honors credit will require students to complete additional coursework beyond the college preparatory curriculum that will test their higher level thinking skills by having them demonstrate their ability to analyze, synthesize and evaluate. Once a student is assessed and demonstrates that they have achieved mastery they will earn Honors credit at the completion of the semester that they are enrolled in the course they are seeking honors credit.

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College Preparatory The college preparatory curriculum emphasizes core concept mastering and includes application and extension activities as integral to the instructional program.

Note 1: Students are recommended for a performance level based on past performance, test scores, work ethic and teacher recommendation.

Note 2: Students who want to take a course level that was not recommended must begin by speaking with their guidance counselor.

Note 3: Students who require special accommodations, including extended time testing, must have current documentation on file with the school. The guidance counselor can provide details.

Student Activities Hillel’s Office of Student Activities is designed to ensure uncompromising attention to the cultivation of Jewish values in every facet of school. Hillel seeks to provide a broad range of extracurricular materials and activities designed to supplement students’ classroom experiences and contribute significantly to their personal growth. With quarterly Torah themes introduced into a school wide program, Hillel teaches students how the Torah nourishes lives and informs everyday decisions.

Guidance, field trips, Shabbatonim, enrichment programs, holiday celebrations and the arts are infused with an additional level of Jewish awareness. The Office of Student Activities helps develop students’ understanding of and appreciation for Jewish views through these experiences as they participate in each of the programs.

Through Student Activities programming, students are encouraged to: • create and participate in intellectual, artistic, social, recreational and multicultural activities • assume campus leadership and governance responsibilities • develop positive interpersonal relationships and skills • explore different cultures, ideas and experiences • put learning into practice in the laboratory of extracurricular programs

Extracurricular Program

Hillel is dedicated to the belief that participation in extracurricular activities is essential to develop skills and talents beyond those emphasized in academic classes. As a result, students engage in a variety of opportunities on and off campus including athletics, service learning, performing arts, music, political action organizations, academic and special-interest clubs, religious and cultural experiences, yearbook, newspaper, student government, literary magazine, debate and more. Students are encouraged to initiate and passionately lead organizations of interest to them. For a detailed list of clubs and activities, please visit the office of Student Activities.

Hillel offers activities that satisfy interests both during and beyond the school day. The program provides a wholesome atmosphere and helps to develop future leaders possessing both sensitivity toward others and concern for the community. In addition to the Shabbatonim, assemblies, trips and other special programs planned throughout the school year, Hillel offerings include the following highlights.

National Honor Society

Students in Grades 11 through 12 with a minimum of a 4.5 weighted grade point average, are a member of at least one club or participate in an extra curricular activity, and have at least 50 hours of community service are eligible for membership in the Hillel Chapter of the National Honor Society.

They are elected to National Honor Society by the faculty and administration for having shown outstanding scholarship, service, leadership, character and citizenship.

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Athletics

The purpose of the Hillel athletic program is to provide students with the opportunity to electively represent their school and compete interscholastically in a wide variety of sports, under the Florida High School Athletic Association. Athletics play an integral part of teaching the whole child. Athletics, along with an academically inspired curriculum, help foster strength of character and promote great leadership qualities that last a lifetime. Dedicated, quality and caring coaches continue to imbue traditional Torah values, while challenging the intellectual and physical abilities of student-athletes. As it instills in students school pride, dedication and self-discipline, the Hillel athletic experience teaches them to respect others and encourages a lifelong love of sport.

Hillel offers a variety of sports and athletic programs at both the Middle School and Upper School levels. Practice and game play usually occur after school Monday through Thursday, with a few Saturday evening games. A full list of all Middle School and Upper School sports offered is available through the office of Director of Hillel’s Athletics Program and on the Hillel Web site.

Student Council

Student Council is Hillel’s student government. Representatives are elected to act as a proactive voice for the student body by maintaining effective and positive communication with the Upper School Administration. The Upper School Principal and the Office of Student Activities act as administrative liaisons. Students who want to voice their opinions and effect change should channel their voices through their appointed class representatives.

Senior Board

Members of the Senior Board represent the senior class throughout their final year of school. These representatives collaborate with Student Council and school administration to discuss issues that regard the senior class. Activities such as special events, fundraising, and team and spirit building are planned by a partnership of Senior Board and administration. The Office of Student Activities acts as a administrative liaison with the Upper School Principal.

Performing Arts Theatre

Hillel has produced more than 40 productions. The Jordan Alexander Ressler Performing Arts Program is structured for talented, committed students who seek training through intensive practice in acting, music theatre, design and technical theatre, as well as new aspiring performers. Members of the performing arts program are given the opportunity to join the more than 200 inducted members of the Hillel Chapter of the International Thespian Honors Society. Thespians travel to New York and/or London for shows and workshops with working professional actors, directors, designers and theatre teachers.

Recent productions have included: Aladdin Jr. The Diary of Anne Frank Cinderella William Shakespeare’s “Comedy of Errors” Joseph and the Amazing Technicolor Dreamcoat Oliver Golda Man of La Mancha The Miracle Worker

Inherit the Wind Flowers for Algernon Shylock Little Shop of Horrors!

Ten Little Indians I Never Saw Another Butterfly Charlotte’s Web Les Misérables Disney’s Beauty and the Beast

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Music

Hillel’s music program gives students the opportunity to demonstrate their vocal skills and perform throughout the school and extended communities in choir and music events. The Middle School and Upper School program features a school choir for students, in addition to select music courses.

Upper School Students who maintain a high level of academic and performance standards are eligible to participate in the National Music Honor Society. It is a school goal that every student has an opportunity to learn music and to share in rich musical experiences throughout the year.

Newspaper

Students sharpen their writing, editing and technical skills through the production of The Periscope which keeps students, parents and the general community apprised of school news, events and student opinions.

Yearbook

Hillel’s yearbook staff members implement their creative skills in writing, photography and graphic design, while practicing necessary management and production techniques. Staff members represent all Upper School grades.

Guidance Counseling

Guidance counselors provide counseling in course selection and monitor the academic progress and emotional well-being of students. Grade advisors discuss issues of concern, at Town Hall Meetings or with their classes, and counsel individual students as needed. The program is designed to make sure that no student falls through the cracks by providing each student with a caring adult who knows how and where to refer students to get the help they need for success.

Hillel guidance counselors focus on the individual student’s success academically, socially and emotionally. Whenever a student’s need arises – and often before an urgent need becomes apparent – the Guidance Counselor is on site to discuss how to improve classroom performance, enhance selfesteem, relate better to others, handle peer pressure, mourn loss through death or divorce, handle stress, deal with bullying, develop time management skills and assist students in making healthy choices.

Guidance counselors are prepared to: • Provide a positive, supportive environment where students can discuss personal, social and academic concerns • Meet with individual students and/or families regarding academic progress • Work with the Learning Center to advise parents on out-of-school testing and/or clinical services • Notify appropriate staff and faculty of family crises • Make course placement and schedule changes, in accordance with teacher recommendations • Organize and administer the school’s standardized testing program (PSAT, ACT, SAT I, SATII) • Arrange testing accommodations for students with appropriate documentation • Conduct staffing of parents, teachers and Learning Center staff to address a student’s needs • Write summer-school program recommendations • Check graduation requirements

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College Counseling

Hillel has a proactive College Guidance Program that begins in the Grade 9 and spirals with intensity through Grade 12. Hillel understands that students and families approach the college application process with diverse needs and styles and, thus, highly values and practices a student-centered philosophy in this crucial transition. Counselors provide current information regarding the college admissions process and encourage open communication and an open door policy with students and parents. Guidance counselors are strong student advocates, both within Hillel and through relationships with colleges.

Hillel is strongly committed to helping students find the school that best matches their needs, interests and abilities.

Grade 9

In conjunction with the Guidance department, college counselors help each and every student develop a four-year Upper School program that meets his/her individual needs and interests. Course selection emphasizes a competitive permanent record while maximizing individual success. Hillel offers a College Matters parent night during the first semester to provide an overview of the college admissions scene, highlighting specific tasks and time lines for high school freshmen. All freshmen take the MAP (Measures of Academic Progress) standardized test to obtain feedback about their academic strengths and weaknesses.

Grade 10

During the first semester, sophomores take the PSAT/NMSQT test and continue to explore their strengths and weaknesses as well as their career choices. The second semester offers a College Matters parent night that features a more detailed overview of college application procedures, as well as a presentation on the advanced program options available as students make their course selection for the junior year. All sophomores take the MAP (Measures of Academic Progress) standardized test to obtain feedback about their academic strengths and weaknesses.

Grade 11

All students in Grade 11 take the PSAT/NMSQT in the first semester of the year. Results on this test count toward the National Merit Scholarship competition. This test is the final practice before students begin taking the SAT for college admission. Every year, approximately 50 college and Israel program representatives visit this campus. Students in Grades 11-12 are encouraged to meet with them and obtain first-hand information and literature about requirements, college life, financial aid and much more.

As a member of the Miami Private School Consortium, Hillel strongly encourages Grade 11 students and their parents to attend the Consortium’s October College Fair, Miami’s only private event of its kind. At that time of year, Hillel also offers Gap Year Night. Because colleges view the Gap Year abroad after graduation as a valuable experience, Hillel encourages students to participate in a one year-program in Israel before starting college. This night for parents of Grades 11-12 students focuses on the benefits of such programs. Several guest speakers discuss their respective Israel Programs.

In the second semester, Hillel hosts Countdown to College parent night: a very detailed presentation of the college application process with plenty of handouts and time for questions and answers.

College counselors work with students in the classroom for five weeks in the beginning of the second semester, reviewing the details and language of college admissions process: the college search, the application process, the essay, the resume and teacher recommendations. Students complete personal questionnaires about their interests, activities and qualifications. A parent questionnaire is also required.

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In the second semester, students are assigned a college guidance counselor and individual family conferences begin. Students begin to take admissions tests such as the SAT/ACT and TOEFL. Hillel is a Sunday Test Center. All Grade 11 students participate in a mandatory full-day visit to the University of Miami campus where they receive a tour and several presentations from admission officers, Hillel Center representatives and the Judaic Studies director. Through this event, Hillel teaches students the skills they need to visit other campuses of their choice. Students are encouraged to begin planning for summer programs and campus visits. The College Guidance office maintains information about summer programs.

Grade 12

Hillel offers The Nuts & Bolts of Applying to College early in the first semester. This night for seniors and parents focuses on the concrete tasks of the final stage of the college application process.

Financial Planning for College, a seminar offered in the first semester for seniors and their parents, focuses on all issues relevant to financial needs and applications for financial aid.

This intensive phase of the college application process at Hillel is characterized by much one-on-one work. Ongoing individual meetings with college counselors are intensified as students finalize their research consolidate their list of colleges and embark on the application process. A designated English teacher also assists students with revision of their college essays. Counselors write an individualized letter of reference for each student under their care. Students continue taking admissions tests (SAT/ ACT). Students attend college and Israel programs visits. Students and parents attend the Miami Invitational College Fair. Students and school register for the Florida Bright Futures Scholarship Program.

Naviance

Naviance is a state-of-the-art Web-based college application management program that makes it possible for students to perform all their college-admissions related tasks in one place. This includes college research, application management, communication with their counselor and much more. It enables Hillel’s College Guidance office to efficiently process and track applications while maintaining the most accurate records and statistical analyses. Hillel’s College Guidance office communicates with students and parents on a bi-weekly basis via an electronic newsletter sent through Naviance to parents’ e-mail accounts. Information about deadlines, requirements, college visits, news and updates, will be posted through this newsletter.

Florida Bright Futures Scholarship

Every Hillel course that is eligible for Florida Bright Futures Scholarship credit is assigned a Florida Scholars code and listed as such in the pages of course offerings.

Talmid Program

The Talmid Program is an extension of the school day that offers students the benefits of a flexible yet structured framework of professional tutoring from Hillel teachers outside the regular school day without losing valuable classroom time. This after-school program is not only for students with academic difficulties but also for those students who simply want to reach a higher level of proficiency. This program allows students at the top end of the ability range to benefit in the same way as those at the other end of the spectrum. Such assistance is available in every major subject and for each division of the school. The Talmid Program is offered Monday through Thursday in learning spaces throughout campus. It helps to ensure the success of Hillel students so they may reach their full potential academically and personally, regardless of the discipline or assistance required.

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Distance Learning Lab

This school year Hillel will be introducing The Distance Learning lab, a program of online classes which will allow students to take courses online which are otherwise not offered at Hillel. Every course will be done in the distance learning lab and at home. There is no cost for many of the courses offered, though their will be a cost for some courses offered. The Distance Learning Program will compliment the normal learning day and it is not intended to replace core academic subjects. It will provide Hillel with more ways to enhance the educational experience. A list of courses for students to enroll in will be provided to students as the new school year approaches.

Learning Center

Designed to provide assistance with study, time management and organizational skills, the Learning Center offers tools to help students succeed. Students enrolled in study skills classes will benefit from training in small group tutorials. The primary goal is to offer students strategies toward becoming more effective, independent and efficient learners. In addition, the Learning Center staff collaborates with classroom teachers to help incorporate these strategies into their learning repertoire. The Learning Center is designed to assist advanced students as well as those who need assistance with basic skills.

Individual students will receive help in the Learning Center upon completion of a psycho-educational evaluation conducted by a licensed psychologist. All psycho-educational evaluations must be updated every three years. The Learning Center staff is always available to help parents with any educational concerns.

ESOL Hillel is proud to offer assistance in English language skills to those students whose primary language is one other than English. ESOL (English for Speakers of Other Languages) classes are limited in size and are taught by a teacher certified in ESOL education.

Admission to this program is based on a comprehensive recent psycho-educational evaluation. For information, please contact Dr. Carole Repensek at 305.931.2831 x149 or repensek@hillel-nmb.net.

Library Media Center

The Library Media Center is committed to the promotion of reading and information skills. It is Hillel’s goal to ensure that students become effective users of ideas and information, develop a lifelong love of reading and are prepared to meet the challenges of an ever-changing world. The Library Media Center reflects the philosophy of the school and is designed to meet the needs of students, faculty and staff in the pursuit of academic, professional and personal growth. It is where students and faculty come to access information, research and read for academic needs as well as for enjoyment. Visits to the Library Media Center are integral to the school community and critical elements in students’ social and intellectual development.

The Library Media Center houses extensive book collections for Judaic and general studies, along with numerous periodicals, computers with research and educational software, and printers for student use.

Students are encouraged to browse the collection and check out materials for curriculum support as well as for pleasure.

Standardized Testing

The Guidance Office administers standardized tests as indicated: • Grade 9 MAP (Measures of Academic Progress) • Grade 10 PSAT/NMSQT,MAP • Grade 11 PSAT/NMSQT, ACT, SAT I, SAT II • Grade 12 ACT, SAT I, SAT II The Guidance Office provides explanation for registering for these exams. However, the responsibility for registering for these tests rests on students and parents. Upon request, the Guidance Office provides a list of test preparation providers. Hillel is a national Sunday testing site for the SAT and ACT exams.

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Course Descriptions Language Arts

Hillel’s Language Arts program teaches knowledge of language, the development of its use as a basic means of communication and an appreciation of its artistry as expressed in literature. Hillel strives to develop richly literate environments in which students become effective users of language, information and ideas. Course offerings include World Literature, American Literature, British Literature and electives. All students, at all levels, are provided experiences with good literature, including multicultural selections of traditional classic and modern works in a variety of genres. Reading and writing are linked to one another, as well as to other elements of the language arts program: thinking, listening, speaking and viewing. Faculty prepare students to achieve success in a rigorous curriculum and on standardized tests. Students read and analyze a wide variety of texts and write essays of varying lengths that incorporate all facets of the writing process. Group work, oral presentations, research papers and thinking activities are common elements of the Hillel program.

Introduction to Literature

1.0 credit

Introduction to Literature Honors

1.0 credit

World Literature

1.0 credit

World Literature Honors

1.0 credit

American Literature

1.0 credit

Graduation Credit for English/Language Arts Florida Scholars (1001310 English) This course offers a smooth, comprehensive transition from Middle School to the demands and expectations of Upper School. Formal essays based on literature, in-class writing in anticipation of the SAT exam and creative writing are included in the curriculum. The wide array of literature that is read and discussed includes novels, plays, short stories and poems. Grammar and vocabulary lessons are staples of the course.

Graduation Credit for English/Language Arts Florida Scholars (1001320 English) This required English course for Grade 9 is enhanced by increased emphasis on critical thinking skills and expository writing. The number of readings done for this class is increased to fit the needs of the students.

Graduation Credit for English/Language Arts Florida Scholars (1001340 English) Students study and write about selected works of western and eastern literature from ancient times through the present that are representative of world cultures and literary movements. Selections include fiction, nonfiction and poetry. Works are selected in order to explore the relevancy of cultural, social and literary ideas. This course provides frequent opportunities for writing both formal and informal papers based upon the literature. A formal term paper is an integral part of this course.

Preparation for the SAT exam’s essay is integrated throughout the curriculum.

Graduation Credit for English/Language Arts Florida Scholars (1001350 English) This course is designed for students who display ability above grade level in English and have the desire to do in-depth study of world literature. The general world literature curriculum is followed, however, additional material is covered and more writing is assigned.

Graduation Credit for English/Language Arts Florida Scholars (1001370 English) In this course, students trace the development of American literature from 1620 through the present.

Emphasis is placed on historical, philosophical and religious contexts, as well as on purely literary concerns.

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This course is designed as a continuation of skill development and refinement in the areas of reading, writing, listening and speaking through literature as a product of time, place and artist. By the end of the course, students have gained a greater understanding of what is uniquely America’s contribution to literature. Every student is required to write a term paper during the second semester; it must be specifically related to American Literature. Research techniques and writing ability are stressed.

American Literature Honors

1.0 credit

British Literature

1.0 credit

British Literature Honors

1.0 credit

Advanced Placement English: Language & Composition

1.0 credit

Advanced Placement English: Literature & Composition

1.0 credit

Graduation Credit for English/Language Arts Florida Scholars (1001380 English) This course is based on the required regular American literature curriculum with increased emphasis on critical thinking skills and expository writing. Two term papers are required: one each semester.

Focusing on topics within American literature, these assignments demonstrate students’ ability to do true research.

Graduation Credit for English/Language Arts Florida Scholars (1001400 English) Students trace the development of English literature from 449 through the present. Emphasis is placed on historical, philosophical and religious contexts, as well as on purely literary concerns.

The history of the English language also is emphasized. The course is designed as a continuation of skill development and refinement in the areas of reading, writing, listening and speaking through literature as a product of time, place and artist. By the end of the course, students have gained a greater understanding of the history of the literary genre. Every student is required to write a research paper about a literary problem unique to British literature.

Graduation Credit for English/Language Arts Florida Scholars (1001410 English) This course is based on the regular British literature curriculum with increased emphasis on critical thinking skills and expository writing. Two term papers are required: one each semester. Topics relevant to British Literature are infused in the writing assignments.

Graduation Credit for English/Language Arts Florida Scholars (1001420 English) This course provides students with an understanding of the semantic, structural and rhetorical resources of the English language as they relate to the principles of effective writing. The course is also designed to provide students with a variety of writing opportunities calling for the use of different styles and tones. Students are required to take the Advanced Placement exam upon completion of this course.

Graduation Credit for English/Language Arts Florida Scholars (1001430 English) This is a year-long seminar course in reading, analysis, discussion and writing. With intensive concentration on composition skills and on authors’ narrative techniques and with a further their focus on the analysis of poetry, the course prepares students for the AP exam, as well as for future college and career challenges..

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Advanced Placement English: Literature & Composition

1.0 credit

Graduation Credit for English/Language Arts Florida Scholars (1001430 English) This is a year-long seminar course in reading, analysis, discussion and writing. With intensive concentration on composition skills and on authors’ narrative techniques and with a further their focus on the analysis of poetry, the course prepares students for the AP exam, as well as for future college and career challenges. The course requires students to be prepared and motivated to work at the college level.

To be successful, the students must assume responsibility for their learning. Using various class activities, the teacher acts as a consultant and facilitator to assist the students in achieving their goals.

Students are required to take the Advanced Placement exam upon completion of this course.

Creative Writing

0.5 credit

Graduation Requirement for General Elective Florida Scholars (1009320 Writing) This engaging semester course taps into the creative minds of those students who have potential in this area. It allows those creative writers who have long felt stifled by the uniform rigidity of the traditional language course to express their creativity and enhance the skills they already possess.

It also offers a wonderful opportunity to all students, even those who never fancied themselves as creative writers, to learn all the elements of creative writing. As with all language arts courses, it includes quite a bit of writing and vocabulary and significant input and support from teachers.

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Mathematics

The Hillel Mathematics Department offers a wide variety of courses. The core is comprised of Algebra I, Geometry and Algebra II, and electives at the college level include Calculus and Statistics. In every course, the curriculum is aligned with Sunshine State and National Council of Teachers of Mathematics standards. Application and integration of knowledge is stressed on all levels. In math classes, teachers encourage students to solve problems using analysis, prior knowledge and synthesis. Students learn that there are often many solutions to a problem and how to pursue their personal solution of the problem rather than learn set algorithms.

The curriculum stresses the need for laying out a solution in a clear, logical way. This explains the need for the language of mathematics and why students are required to learn relevant words, symbols and formulas. While all class levels cover the same topics, they differ in depth of coverage and difficulty of problems. A math learning lab is available for all students on a drop-in basis throughout the school day to support classroom learning. Hillel students are required to earn four credits in mathematics, including Algebra I, Geometry and Algebra II.

Algebra I

1.0 credit

Algebra I Honors

1.0 credit

Geometry

1.0 credit

Geometry Honors

1.0 credit

Graduation Credit for Mathematics Florida Scholars (1200310 Mathematics) Prerequisite: Math 8 or Equivalent This one-year course covers notation, language and properties of Algebra including integers and rational and irrational numbers. Polynomials, factoring, linear and quadratic equations, systems of linear equations and graphing concepts are among the included topics. Problem solving is an integrated theme along with the use of graphing calculator technology.

Graduation Credit for Mathematics Florida Scholars (1200320 Mathematics) Prerequisite: Math 8 with a B or higher and teacher recommendation This course is a rigorous, in-depth study of Algebra including the topics mentioned above for Algebra I. It provides a foundation for more advanced mathematics courses and develops the skills needed for modeling and problem-solving. A critical theme is the unifying concept of relations and functions. Students use graphing calculator technology.

Graduation Credit for Mathematics Florida Scholars (1206310 Mathematics) Prerequisite: Algebra 1 This course emphasizes discovery of geometric relationships which students use in a variety of mathematical and real-life applications. Deductive reasoning is introduced and applied to basic geometry theorems. Themes include parallel and perpendicular lines, congruent triangles, quadrilaterals, similarity and right triangles, circles, coordinate geometry, areas and volumes.

Graduation Credit for Mathematics Florida Scholars (1206320 Mathematics) Prerequisite: Algebra 1 Honors with a B or higher and teacher recommendation A rigorous, in-depth study of geometry including all of the themes mentioned above for Geometry.

The emphasis is on methods of proof and the development of a deductive reasoning.

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Algebra II

1.0 credit

Algebra II/Trigonometry Honors

1.0 credit

Pre-Calculus/Trigonometry

1.0 credit

Pre-Calculus/ Trigonometry Honors

1.0 credit

Graduation Credit for Mathematics Florida Scholars (1200330 Mathematics) Prerequisite: Algebra 1 This course refreshes, continues and extends the study of Algebra and provides the foundation for applying these skills to advanced mathematics and scientific fields. Topics include structure and properties of the real numbers, relations and functions, graphs, linear and quadratic equations and systems, complex numbers, polynomial and rational expressions and equations, polynomial functions, rational and irrational exponents, and logarithmic functions. Problem-solving applications are provided. Graphing calculator technology is employed throughout the course.

Graduation Credit for Mathematics Florida Scholars (1200340 Mathematics) Prerequisite: Algebra 1 Honors with a B or higher and teacher recommendation This course is the keystone to prepare students for Pre-Calculus Honors and AP Calculus courses.

Graphing calculator technology is a primary tool. All topics listed for Algebra II are covered, but with greater depth and increased rigor, as well as units in conic sections, transformational functions, matrices, and sequences and series. In addition, the course includes a full treatment of triangle and analytical trigonometry.

Graduation Credit for Mathematics Florida Scholars (1202340 Mathematics) Prerequisite: Algebra II and Geometry with teacher recommendation This course prepares students to take a college-level calculus course. Topics include functional theory, logarithmic and exponential function, trigonometric functions, sequences and series, and a basic introduction to differential and integral calculus. Many of these topics build on students’ Algebra II experiences. The graphing calculator is a primary exploration tool.

Graduation Credit for Mathematics Florida Scholars (1202340 Mathematics) Prerequisite: Algebra II Honors with a B or higher and teacher recommendation This course prepares students oriented in mathematics and science to take a college-level calculus course and builds on the students’ Algebra II Honors background. The graphing calculator is a primary tool. All of the topics listed for Pre-Calculus are included and treated in-depth. Additional units include vectors in two and three dimensions, polar coordinates and graphs, parametric equations, three-dimensional analytic geometry, combinatorics and probability. Students receive a thorough introduction to calculus concepts and applications using limits, derivatives and integrals.

Calculus Honors

Graduation Credit for Math Match Concentration Credit Florida Scholars (1202300 Mathematics) Pre-requisite: Pre-Calculus with a B or higher This course is a moderately paced introduction to the methods, techniques and applications of differential integral calculus. Calculus is the study and analysis of functions using the tools of limits, derivatives and integrals. The functions model real-world situations and problems.There is no option for advanced placement credit. Students taking this course should expect to start Calculus in college at the introductory course level. The purpose of this course is to give you some valuable background providing a solid “head-start”.

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Advanced Placement Calculus (AB or BC)

1.0 credit

Graduation Credit for Mathematics Florida Scholars (1202310 or 1202320 Mathematics) Prerequisite: Honors Pre-Calculus with a B or higher and teacher recommendation This course meets and exceeds standards for the Educational Testing Service Calculus AB Course.

Students selecting this course should have a high degree of competence in both Algebra 2H and PreCalculus H. Calculus is the study and analysis of functions using the tools of limits, derivatives and integrals. The functions model real-world situations and problems. Depending on results, students may receive credit and placement at their colleges for one term of college calculus. Ambitious students may embark on a program of additional independent study work that will prepare them for the Educational Testing Service Calculus BC Examination. Successful candidates may receive credit and placement at their colleges for two terms of college calculus. Students are required to take the Advanced Placement exam upon completion of this course.

Advanced Placement Statistics

1.0 credit

Analysis of Functions

1.0 credit

Graduation Credit for Mathematics Florida Scholars 1210320 Mathematics) Prerequisite: Algebra II Honors with a B or higher and teacher recommendation This is a college-level course in data collection, data presentation, data analysis, probability and statistical inference. Students may earn college credit for the course based on their performance on a standardized College Board Examination. Students considering this course should be aware that participation is rewarding with potential for college credit, but demands are high in terms of homework time commitments and studying intensity. Students are required to take the Advanced Placement exam upon completion of this course.

Graduation Credit for Mathematics Florida Scholars (1298310) Prerequisite: Algebra II The purpose of this course is to enhance and continue the study of mathematics after Algebra I, Algebra II and Geometry and provides a college-level foundation to students not aspiring to a math, science or technical major.

Science

The science curriculum includes three required courses: physics, chemistry and biology. Students may choose a fourth course from a variety of electives. Science electives include marine biology, earth space science, anatomy and physiology and zoology, plus advanced placement courses in biology, chemistry and physics.

The science curriculum adheres to published national standards for all courses. Emphasis is placed on providing experiences that show the standards in context (real-world connections) and require inquiry, problem solving, observation, research and synthesis skills. The essential skills of close reading, wring and critical thinking are integrated into all levels of the science curriculum.

Physics

Graduation Credit for Science 1.0 credit Florida Scholars (2003380) This course takes a conceptual approach to the understanding of physics and places emphasis on fundamental concepts and their applications to daily life. The focus of the ďŹ rst semester is on mechanics through thermodynamics. The second semester topics include waves, sound, electricity, magnetism, light, optics, atomic and nuclear physics. Frequent lab activities and follow up discussions characterize class time.

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Physics Honors

Graduation Credit for Science 1.0 credit Florida Scholars (200390) This course is designed for students in Grades 11 and 12 who have not yet had an opportunity to take the introductory course in physics. The focus of the first semester is on mechanics through thermodynamics. The second semester topics include waves, sound, electricity, magnetism, light, optics, atomic and nuclear physics. A greater emphasis is placed on the mathematical approach in addition to the conceptual approach to understanding the topics.

Chemistry

Graduation Credit for Science 1.0 credit Florida Scholars (2003340) This is an introductory curse designed to provide students with a working knowledge of basic concepts of chemistry. Topics studied include atomic structure, energy relations in chemical reactions and organic chemistry.

Chemistry Honors

Graduation Credit for Science 1.0 credit Florida Scholars (2003350) This course is designed to provide students with a rigorous study of the composition, properties and changes associated with matter. Additional class time is provided to cover in detail such topics as kinematics, stoichiometry, acid-base theory, and equilibria.

Biology

Graduation Credit for Science 1.0 credit Florida Scholars (2000310) This is an introductory level course designed to provide students with a sound foundation in the biological sciences. Biology focuses on the study of life by examining the five fundamental concepts of cellular biology, genetics, ecology, evolution and physiology. The scientific process and laboratory skill are emphasized along with biology’s connections to other scientific disciplines.

Biology Honors

Graduation Credit for Science 1.0 credit Florida Scholars (2000320) This is an intensive introductory biology course designed to challenge the scientifically motivated student. Covering the principles of modern biology, it covers scientific process, the chemistry of life, the basics of metabolism, cell theory, cellular respiration, photosynthesis, classical and molecular genetics.

Anatomy and Physiology Honors

Graduation Credit for Science 1.0 credit Florida Scholars (2000360) This course provides exploratory activities in the structure and functions of the components of the human body. Emphasis is placed on anatomical and medical terminology.

Marine Biology

Graduation Credit for Science 1.0 credit Florida Scholars (2002500) This course is an introduction to the biology of the seas. Emphasis is placed on the variety of marine organisms and their structural, physiological, and behavioral adaptations within specific marine environments. It also includes the geological, chemical, and physical characteristics of the world’s oceans.

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Advanced Placement Physics

Graduation Credit for Science 1.0 credit Florida Scholars (2003420) This course provides students with an understanding of the physical world and the laws and equations that govern physical processes. The topics covered follow the prescribed AP Physics syllabus and include mechanics, simple harmonic motion, fluid mechanics, heat and thermodynamics, electricity, magnetism, waves, sound, light, optics, atomic and nuclear physics. Students are required to take the Advanced Placement exam upon completion of this course.

Advanced Placement Chemistry

Graduation Credit For Science 1.0 credit Florida Scholars (2003370) This is a one-year course designed to follow Chemistry Honors as its pre-requisite of study. The course is designed to cover the material presented in typical college/university first level chemistry courses. The Topics covered follow the prescribed AP Chemistry syllabus. Emphasis is placed on the understanding of fundamental principles and competence in dealing with chemical problems. The first semester includes in-depth study of gas laws, structure of matter, thermodynamics, chemical bonding, quantum theory, molecular geometry, polarity and organic chemistry. The second semester emphasizes the study of chemical equilibrium, solution chemistry, kinetics, acid and base theory, oxidation and reduction processes and electrochemistry. Successful students will take this course the year immediately following the study of Honors Chemistry. Students are required to take the Advanced Placement exam upon completion of this course.

Advanced Placement Biology

Graduation Credit For Science 1.0 credit Florida Scholars (2000340) This is currently a one year course designed to follow Biology Honors and Chemistry Honors. This is a rapid, intensive course designed to give the more academically challenged student an opportunity to learn biological science at the college level. Students who successfully complete the requirements of this course will be eligible to receive college credit. The topics covered follow the prescribed AP Biology syllabus and include biochemistry, modern genetics, classification, ecology, evolution and a review of the invertebrate and vertebrate organ systems. Successful students will take this course the year immediately following the study of both Honors Chemistry and Honors Biology. Students are required to take the Advanced Placement exam upon completion of this course.

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Social Studies

Hillel’s Social Studies Department offers a range of courses to challenge and prepare Upper School students for the future. In Grade 9, students are required to take a survey of World History. The course covers 5,000 years of history from early man to the Post-World War II Cold War era. In addition, students are required to take a year-long Jewish History course, which can be taken at any time during their Upper School career.

They also are offered the opportunity to enroll in either Advanced Placement European History or Advanced Placement Psychology. In Grade 11, students are ready to enroll in a full year of American History that may include Advanced Placement United States History. The final year of the social studies curriculum includes a semester of American Government and a semester of Economics. Advanced Placement courses in Macroeconomics and Government also are offered in the senior year. The department offers several popular extracurricular programs such as Yeshiva University National Model United Nations (YUNMUN), Panim el Panim and the Geography Team.

World History 1.0 credit Graduation Credit for Social Studies Florida Scholars (2109310 World History) This survey course introduces students to the advance of civilization from earliest time to the present. The course also includes a number of simulations of historical events. Current events are stressed.

World History Honors Graduation Credit for Social Studies Florida Scholars (2109320 World History) Prerequisite: Recommendation of Teacher

1.0 credit

This course offers students a comprehensive opportunity to acquire an understanding of the past in terms of what has been interpreted about the process of change as it related to the development of humanity. This is done by analyzing the political, economic, social, religious, military, dynastic, scientific and cultural events that have shaped and molded humankind. Current events are stressed.

Advanced Placement World History Graduation Credit for Social Studies Florida Scholars

Jewish History

1.0 credit

Graduation Credit for Social Studies Florida Scholars (2109410 Social Science) This course can be taken for honors or regular credit if the student completes the honors’ portfolio.

It focuses on the unique institutions and creative energies that have contributed to the survival of the Jewish people under different regimes and the various conditions faced by each community. The course begins with a timeline from creation of the world until the rise of Islam, focusing briefly on fundamental events such as the destruction of both Temples and the subsequent exiles. It then focuses on major events that affected the Jews throughout the world, questioning their belief, identity and strength as a nation. The course raises important philosophical and moral issues that maintain their relevance and importance in today’s society. It offers students the opportunity to explore and discuss current events and become active supporters of the State of Israel and Judaism. Hence, the course aptly ends with the establishment of the State of Israel.

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American History

1.0 credit

American History Honors

1.0 credit

Advanced Placement American History

1.0 credit

American Government

0.5 credit

American Government Honors

0.5 credit

Graduation Credit for Social Studies Florida Scholars (2100310 American History) This course provides students with the opportunity to acquire a basic understanding of the contemporary United States through an overview of those significant events which have affected the growth and development of the nation. Appropriate concepts and skills are developed in connection with content. The history of the United States is covered from the beginning of the Colonial period to the present. The course is designed as a basic preparation for the exercise of citizenship in a democracy. Current events are stressed.

Graduation Credit for Social Studies Florida Scholars (2100320 American History) Prerequisite: Recommendation of Teacher This course provides students with the opportunity to acquire an in-depth and comprehensive understanding of the development of the American people. Students examine the political, economic, social, religious, military, scientific and cultural events that have affected the nation. They gain an in-depth understanding of the historical method, the inquiry process, historical reasoning and interpretation, and the issues of external and internal validity. Appropriate historical and research concepts and skills are developed. Current events are stressed.

Graduation Credit for Social Studies Florida Scholars (2100330 American History) Prerequisite: Recommendation of Teacher This course helps students develop the analytic skills and factual knowledge necessary to deal critically with the problems, content and materials of American historic development from the explorers until today. Students focus on persistent themes and changes in history and apply historical reasoning to seek solutions to contemporary problems. Students are required to take the Advanced Placement exam upon completion of this course.

Graduation Credit for Social Studies Florida Scholars (2106310 Amer. Govt.)

This course provides students with the opportunity to acquire an understanding of American Government and political behavior, enabling them to participate as Jewish American adults in the democratic process. Current events are stressed.

Graduation Credit for Social Studies Florida Scholars (2106320 American Government) Prerequisite: Recommendation of Teacher This course introduces students to American Government and facilitates their understanding of government and political behavior. Students examine documents and analyze basic principles that have shaped the nation’s political traditions. They also learn to compare and explain the roles of the three branches of government at national, state and local levels, and the relationship among federal, state and individual rights. The role and influence of political parties and interest groups are studied and students apply their knowledge to political current events. Lastly, this course continually stresses the importance of civic participation in the democratic process and the responsibilities of being a citizen of the United States.

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Advanced Placement American Government

0.5 credit

Economics

0.5 credit

Graduation Credit for Social Studies Florida Scholars (2106420 American Government) Prerequisite: Recommendation of Teacher This course is an in-depth study of the American Government and its political system, which includes all topics of the Honors course. Students are required to take the Advanced Placement exam upon completion of this course.

Graduation Credit of Social Studies Florida Scholars (2102310 Economics) This course provides students the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. Discussion includes the major characteristics of the mixed economic system in the United States and how the basic economic questions are answered.

The emphasis is on learning forces of the marketplace by examining the eects of their roles as producer, consumer, saver, investor, resource owner, voter and taxpayer on the system. Included in this course is a comparison of the capitalist and various socialist economic systems.

Economics Honors

0.5 credit

Advanced Placement Macroeconomics

0.5 credit

Advanced Placement European History

1.0 credit

Graduation Credit for Social Studies Florida Scholars (2102320 Economics) Prerequisite: Recommendation of Teacher This course provides students the opportunity to acquire a comprehensive understanding of the way in which society utilizes its limited resources to satisfy unlimited wants, and the distinguishing characteristics of various types of economic systems with particular attention to the American mixed market system. The major emphasis is to provide students with the tools to examine and analyze the implications of market solutions and public decisions related to economic problems.

Graduation Credit for Social Studies Prerequisite: Recommendation of teacher Students learn to understand the choices they must make as producers, consumers, investors and tax payers. The study of economics provides students with the knowledge and decision-making tools necessary for understanding how a society must organize its limited resources to satisfy its unlimited wants. Students are required to take the Advanced Placement exam upon completion of this course.

Graduation Credit for Elective Florida Scholars (2109380 Social Science) Prerequisite: Recommendation of Teacher This in-depth course teaches the development of European History from 1450 to the present. It focuses on recurring themes and changes in history and, by applying historical reasoning, seeks solutions to contemporary problems. Students are required to take the Advanced Placement exam upon completion of this course.

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Psychology

1.0 credit

Graduation Credit for General Elective Florida Scholars (2107300 Social Studies) This course can be taken for honors or regular credit if the student completes the honors’ portfolio.

Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. This course better prepares them to understand their own behavior and the behavior of others.

Advanced Placement Psychology

1.0 credit

Graduation Credit for Social Studies Advance Placement Florida Scholars (2107350 Social Studies) Prerequisite: Teacher recommendation Students are exposed to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students learn psychological facts, principles and phenomena associated with each of the major subfields within psychology, as well as the ethics and methods used by psychologists in science and practice. Students are required to take the Advanced Placement exam upon completion of this course.

Judaic Studies

Hillel’s Judaic Studies department offers a variety of exciting, relevant courses for each Hillel student.

Each course is structured to further develop the knowledge base, morals and ethics, as well as the thinking and the analytical skills of students. Zionism and Hebrew language are taught and promoted as integral parts of the curriculum.

Chumash (Bible, Grade 9-12)

1.0 credit each year enrolled in grades 9-12

Graduation Credit for Judaic Studies Florida Scholars (I 0900400, II 0900410 Elective) Chumash (Bible) is a required year-long course for every student in each year of Upper School. In these courses, students thematically analyze the Five Books of Moses using biblical commentators, the various stories and Hallachot featured in the text, with an eye toward understanding how they are relevant and applicable to modern times.

Contemporary Jewish Ethics

1.0 credit

Nach (Prophets)

1.0 credit

Graduation Credit for Judaic Studies Honors or Regular Not Florida Scholars This course focuses on modern day issues within various Jewish communities in America and Israel.

It concentrates on complex issues such as how Jews should live in today’s diverse society and how/ why they should act toward one another. The development of a moral, ethical lifestyle is an ongoing theme within this course.

Graduation Credit for Judaic Studies Honors or Regular Not Florida Scholars Students study selected prophesies from Isaiah and Jeremiah which help students understand their historic and contemporary relevance. They also study the wisdom of King Solomon by way of analyzing monumental verses from the book of Proverbs. These verses help guide them in making the right choices in life.

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Jewish Advocacy 0.5 credit Graduation Credit for Judaic Studies Honors or Regular Florida Scholars (2109430 Social Science) This course incorporates major areas of study: basic elements of advocacy, fundamental concepts and principles of Judaism, life cycle events, contemporary medical issues and Jewish life, institutions of Jewish communal living, and participation/interaction of Jews in the secular world. This class has its focus on Jewish life beyond Hillel.

Israel Advocacy 0.5 credit Graduation Credit for Judaic Studies Honors/Regulars Florida Scholars (210943 Social Science) This course is designed to develop and prepare students with the necessary skills and knowledge base that will enable them to articulate appropriate responses to challenges facing Jewish students beyond Hillel. In particular, the David Project curriculum is followed when dealing with issues relating to Zionism and the existence of modern Israel.

Beit Midrash (Chumash) 1.0 credit for each year enrolled in grades 9-12

Graduation Credit for Judaic Studies Not Florida Scholars This exciting co-ed program offers students the opportunity to explore and understand deeper levels of Judaic Studies and to experience Jewish life in a peer setting of other like-minded students. It is geared toward students who want a more rigorous Judaic program. This honors program fulfills the four-year requirement for Bible as well as three years of Talmud study. Upon graduation, an advanced certificate in Judaic Studies is given to students who attend this program for three years as well as Minyan Shalem and Mishmar for three years each.

Talmud (3 year course of study) 1.0 credit for each year enrolled

Part of the Beit Midrash Program Not Florida Scholars This course is part of the Beit Midrash program (see placement levels) and focuses on select issues in the Talmud through analysis of texts and commentary. Students study the discussions and arguments that took place in the development of the Hallachic/legal system.

Jewish Law 0.5 credit Graduation Credit for General Elective Not Florida Scholars This course explores the development of Jewish Law from Biblical through modern times.

Holocaust Studies 0.5 credit Graduation Credit for General Elective Not Florida Scholars Through this course, students are exposed to an in-depth analysis of the history of the Holocaust, guiding them through its theological implications.

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Foreign Language

All Hillel students are required to take Hebrew in order to fulfill the foreign language graduation requirement; students may opt to take Spanish above and beyond the current requirements. Hillel’s foreign language department is one of 90 schools nationwide that participates in a curriculum cooperatively devised through Hebrew University. As a true partnership, Hillel teachers undergo continuous training to optimize the learning experience for students. Additional mentoring is provided as the curriculum team members visit classrooms to assess and improve the program’s quality.

NETA Curriculum (Hebrew Courses)

The aim of the curriculum is gradual progress in competence toward a holistic fluency and precision in Hebrew language. Knowledge of vocabulary and mastery of linguistic elements are tools and not goals.

Thus, the skills described in the curriculum are not tied to any specific vocabulary and are not evaluated only according to the complexity of the linguistic elements.

From the very beginning, the units include all genres, historical layers and registers of Hebrew so that students are exposed to all aspects of the language throughout the program. The graduate of all four levels of the NETA curriculum progresses to the fifth level, in which elected subject matters, such as Jewish and Israeli history, philosophy, art, media and literature, are taught in Hebrew. Every unit includes texts from classical and modern sources not specifically adapted to the particular level of that unit. They are intended to enhance the students’ absorption of the language in two ways: by enlarging their passive vocabulary along with their active, and by broadening their encounter with the richness of Hebrew culture.

Hebrew Beginner I – Hebrew VII

1.0 credit

Spanish I

1.0 credit

Spanish II

1.0 credit

Graduation Credit for Hebrew Florida Scholars (I 0704300, II 0704310, III 0704320, IV 0704330, V 0704340, VI 0704350, VII Foreign Language) All NETA Hebrew courses earn one credit and are eligible for Florida Scholars credit. After completion of two years of pre-NETA courses Hebrew Beginner I and Hebrew Beginner II, students progress to Hebrew I through Hebrew VII. Please see the above description of the Hebrew NETA courses.

Graduation Credit for General Elective Florida Scholars (0708340 Foreign Language) This course introduces students to the four skills of Spanish: listening, speaking, reading and writing. The curriculum engenders appreciation by the students for the cultural contributions of the countries where Spanish is spoken.

Graduation Credit for General Elective Florida Scholars (0708350 Foreign Language) This course offers reinforcement of the basic skills previously acquired by the student. It develops increased listening, speaking, reading and writing skills as well as grammar knowledge and cultural awareness.

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Advanced Placement Spanish Language

1.0 credit

Graduation Credit for General Elective Florida Scholars (0708360) The purpose of this course is to develop oral and written fluency in Spanish. The content includes, but is not limited to, the following: • the content specified by the Advanced Placement Program • comprehend formal and informal spoken Spanish • possess vocabulary and structure that allow for accurate reading of newspaper and magazine articles and of modern Spanish and Hispanic-American literature • compose expository passages • express ideas orally with accuracy and fluency

Computers and Technology

Hillel’s Computers and Technology program prepares students with the knowledge, understanding and capabilities necessary to use computers and related technologies as creativity and productivity tools in their academic, personal and professional lives. Students use real-world tools to gain capability and aptitude in a variety of disciplines and applications. Course offerings include Computer Applications, Graphic Arts, Digital Photography, Web Design, Digital Publishing and Computer Science (Regular, Honors and AP). In all courses, students work independently and in teams to complete project-based assignments, using the same software tools available to professionals.

Computer Applications

0.5 credit

Graphic Arts

0.5 credit

Graduation Credit for Technology Florida Scholars (0200310 Elective) This course presents an in-depth introduction to Microsoft Office 2003, the world’s most popular suite of productivity applications. Students will be exposed to the fundamentals of Word 2003, Excel 2003, Access 2003 and PowerPoint 2003. Additionally, a working understanding of Windows XP is included.

Graduation Credit for Technology or Fine Arts Florida Scholars (0106300 & 0106310 Performing Fine Arts) This course introduces the student to the fundamentals of Digital Art using Adobe Photoshop CS3, the industry standard application for digital image editing. Students will be exposed to the fundamentals of digital art, including working with color, vector drawing, image composing, working with text, the digital darkroom and the technical requirements of preparing art for both print and the web. The course is taught as a series of tutorials followed by individual student work and assessment is based upon a reflective portfolio consisting of students’ best work.

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Digital Photography

0.5 credit

Web Design

0.5 credit

Graduation Credit for Technology or Practical Arts This course is an exploration of the fundamental principles, techniques and application of camerabased image making using professional-quality digital cameras and software tools. Students will learn the techniques of acquiring, manipulating and outputting digitized photographic images utilizing Adobe Photoshop. Additionally, technical skills are covered including reďŹ nement of exposure, postimage capture processing, and manipulation and the controlled output of digital images.

Graduation Credit for Technology or Practical Arts Florida Scholars (0200400 Technology) This course presents to the student an in-depth introduction to design techniques for the World Wide Web. Students will be exposed to the fundamental hardware and software that makes the web operate as well as the various programming languages used to create web sites. The course includes an introduction to Adobe Dreamweaver CS3, the industry-standard application for web authoring.

Advanced Placement Computer Science 0.5 credit Graduation Credit for Technology or Practical Arts This course presents an object-oriented programming methodology with an emphasis on problem solving and algorithm development. Students will study object-oriented program design, implementation and analysis as well as standard data structures and algorithms. Programming examples and assignments are written in Java and the course prepares students for the AP Computer Science A exam.

Prerequisite: Computer Science Honors

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Performing and Practical Arts Newspaper

1.0 credit Graduation Credit for General Elective This course introduces students to the fundamentals of journalistic writing, editing, design, production, and management. Students will study and practice journalistic writing and will learn basic reporting, research, and interviewing skills. Students will also discuss journalistic ethics and will consider the special and unique issues surrounding student news production within a private educational setting. Additionally, students work on the staff of The Periscope, Hillel’s official student publication. Students can expect to receive regular writing and/or photography assignments requiring them to do considerable research, writing and editing outside of class. Students should also expect to spend at least four evenings each month at school working to get the Periscope published. Available positions include staff writer, photographer and various editorial positions.

Yearbook Class I - IV .05 credit Graduation Credit for Practical Arts Florida Scholars (J1-100-630011, J2-100-631001, J5-100-633101/Honor Credit, J6-100-633201/ Honor Credit) These courses shall integrate the goal of preparing a whole high school book and will provide tools an educator requires to teach either a yearbook course or a unit within a journalism, communications or graphic arts course, or to train an extracurricular yearbook staff. The students will learn the fundamentals of journalistic writing, photojournalism, publication design and production, advertising and product marketing and sales.

• Understand the complexities of fact-finding, interviewing, photographing, and reporting stories that uniquely represent the Upper School each school year.

• Develop critical thinking skills, set team goals, participate in team project work and meet team deadlines.

Course requirements: A Digital Camera and a Lap-Top Computer Chorus

1.0 credit Graduation Credit for Performing Arts Florida Scholars (I 1303300, II 1303310, III 1303320, IV 1303330 Performing Fine Arts) This course includes preparation for performance and learning to sight read. Vocal literature includes music from classical and modern Jewish and secular sources.

Chamber Music I – II

0.5 credit Florida Scholars (None) If you take instrument lessons (voice, piano, and other harmonic or melodic instruments), you may want to bring your music a step further and perform in the “Chamber Music” class. Techniques for performance and sight reading are learned and the class includes recitals. Repertoire ranges from Baroque to Romantic and modern music.

Music Appreciation I - II 0.5 credit Graduation Credit for Performing Arts Florida Scholars (1301300 Performing Fine Arts) This course involves extensive listening of music from different time periods including jazz as well as music from a variety of non-western countries. Basic Music Theory is covered (how to read and compose music). This course prepares you for AP Music Theory.

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Advanced Placement Music 1.0 credit Graduation Credit for Performing Arts Florida Scholars (1300330 Performing Fine Arts) The ultimate goal of an AP Music Theory course is to develop a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals may best be approached by initially addressing fundamental aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course should progress to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figured-bass notation.

Introduction to Drama 0.5 credit Graduation Credit for Performing Arts Florida Scholars (0400300 Performing Fine Arts) This course provides a broad overview of the study and practice of dramatic art. The fundamentals of acting are introduced to the students.

Acting I - II 0.5 credit Graduation Credit for Performing Arts Florida Scholars (0400370 Performing Fine Arts) This course develops students’ fundamental acting skills and integrates them into individual and ensemble theatrical performances. Instructor approval is required to enroll in this course.

Stagecraft I 0.5 credit Graduation Credit for Performing Arts Florida Scholars (0400410 Performing Fine Arts) The purpose of this course is to teach students to develop fundamental skills in stagecraft and to apply them through practical experiences.

Entrepreneurship

0.5 credit

Journalism

0.5 credit

Debate and Public Speaking

0.5 credit

Graduation Credit for Practical Arts Florida Scholars (None) This course introduces students to the concept of entrepreneurship to develop an awareness of the business and economic principles necessary for the potential entrepreneur. The course also gives students the opportunity to evaluate their potential as entrepreneurs.

Graduation Credit for Practical Arts or General Elective Florida Scholars (1006300 Elective) Journalism is a semester course made available to students in Grades 9-12 that introduces the history of newspapers, periodicals and broadcast journalism, as well as laws and ethics of journalism. Students learn to write in journalistic style. Production of the school newspaper is another component.

Graduation Requirement for Practical Arts or General Elective Florida Scholars (1007330 Oral Communication) This course challenges students to use their keen insights and innate intelligence to formulate strategies to succeed in the arenas of public speaking. Quite a bit of reading and planning is featured in these semester courses. Many of the traditional elements of language arts are utilized. Vocabulary is important as the right choice of words is essential to success in this area. Properly organizing information is important as well. Competitions sharpen and bring out the best in students’ abilities.

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Visual Fine Art Department

The purpose of fine art courses is to enable students to communicate ideas and concepts through basic two-dimensional design and composition, and develop appreciation of exemplars in varied cultures and historical periods. The arts serve as the primary signature of a culture, carrying our individual and collective images and ideas from one generation to another. The arts are a distinctive way of understanding and give purpose to learning; they provide tools for interpreting life’s experiences and develop a child’s identity and sense of self-worth. The whole student as an artist is guided to share his or her feelings and impact others while encouraging self-discipline. Art is a vehicle for knowing and understanding the world and our heritage.

Art Comprehensive I

0.5 credit

Art Comprehensive II

0.5 credit

Regular or Honor Graduation Credit for Fine Arts Florida Scholars (0101300) The content of this course should include, but not be limited to, the following: • Use of tools and materials • Art vocabulary • Varied two-dimensional media, technology, processes, and techniques • Elements of art and principles of design • Historical and cultural perspectives • Connections between visual arts and other subject areas This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. Course student performance standards must be adopted by the district, and they must reflect appropriate Sunshine State Standards benchmarks. An Honor credit can be earned upon completion of the Honors requirements.

Regular or Honor Graduation Credit for Fine Arts Florida Scholars (0101310) The content of this course should include: • Use of tools and materials • Art vocabulary • Varied two-dimensional media, technology, processes, and techniques • Elements of art and principles of design • Historical and cultural perspectives • Connections between visual arts and other subject areas • Collaborative skills-career opportunities.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. Course student performance standards must be adopted by the district, and they must reflect appropriate Sunshine State Standards benchmarks. An Honor credit can be earned upon completion of the Honors requirements.

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Studio Art Comprehensive

1.0 credit

Creative Photography I & II

0.5 credit

AP: Advanced Placement Studio Art:

1.0 credit

Prerequisite for AP 2D DRAWING/AP 2D DESIGN Graduation Credit for Fine Arts Florida Scholars (0101360) This course incorporates hands-on activities and consumption of art materials. The purpose of this course is to enable students to communicate ideas and concepts through advanced two and threedimensional design and composition, and develop appreciation of exemplars in varied cultures and historical periods. After successfully completing this course, the student will: Demonstrate use of tools and materials for two and three-dimensional works of art in a safe and appropriate manner. Use tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner. Create two and three-dimensional works of art that communicate complex ideas through application of the elements of art and principles of design. Know how the elements of art and the principles of design can be used to solve specific art problems. Apply various subjects, symbols, and ideas in works of art. An Honor credit can be earned upon completion of the Honors requirements.

Regular or Honor Graduation Credit for Fine Arts Florida Scholars (: 0108310) The purpose of this course is to enable students to develop fundamental skills and creative approaches in photographic imagery, processes, and techniques. The content should include, but not be limited to, the following: • Use of equipment, tools, and materials • Art and photography vocabulary • Media, software, processes, and techniques • Elements of art and principles of design An Honor credit can be earned upon completion of the Honors requirements. Course requirements: A digital camera and a lap-top computer.

Two Dimensional (2D) Drawing Portfolio Prerequisite Requirements - Studio Art Course Graduation Credit for Fine Arts Florida Scholars (: 0109350) This Advanced Placement course is intended to address a very broad interpretation of twodimensional (2-D) design issues with an emphasis on drawing. This type of design involves purposeful decision-making about how to use the elements and principles of art in an integrative way. It is for the advanced student who wishes to seek AP credit through submitting a Portfolio of work for consideration by the College Board. The content should include, but not be limited to, the following: • Advanced study of the principles elements of design • Development of proficiency in a variety of 2-D forms including but not limited to graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking • Development of rationale and criteria for inclusion of works of art in an AP Portfolio

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AP: Advanced Placement Studio Art: Two Dimensional (2D) Design Portfolio

1.0 credit

Prerequisite Requirements - Studio Art Course.

Graduation Credit for Fine Arts Florida Scholars (: 0109350) This Advanced Placement course is intended to address a very broad interpretation of two-dimensional (2-D) design issues. It is for the advanced student who wishes to seek AP credit through submitting a Portfolio of work for consideration by the College Board. The content should include, but not be limited to, the following: • Advanced study of the elements of design • Development of proficiency in a variety of 2-D forms including graphic design, typography, digital imaging, photography, fabric design, weaving, illustration, painting, and printmaking.

• Advanced study of approaches to representation, abstraction, and expression • Development of rationale and criteria for inclusion of works of art in an AP Portfolio.

Graphic Design I and II

0.5 credit Regular or Honor Graduation Credit for Fine Arts Florida Scholars (0106300) The purpose of this course is to enable students to develop skills in graphic design. Students will learn layout, typography, and design to create images and products that reflect knowledge of the elements of art and principles of design.

The content should include, but not be limited to, the following: • Art and graphic design vocabulary • Elements of art and principles of design-formal, expressive, and conceptual elements • Critical thinking and analysis-technological and historical trends and events • Connections between graphic design and other subject areas • Graphic design in marketing, advertising, and publishing This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. An Honor credit can be earned upon completion of the Honors requirements.

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Physical Education

The Physical Education department designs its curriculum to develop the mental, emotional, physical and social aspects of living necessary for a happy and productive lifestyle. Students are introduced to the fundamentals of team and individual sports; including skills, rules, and strategy. The program is geared to adolescent students who are not only reaching physical maturity but also assuming responsibility for many behavior patterns that will affect their health throughout their lives.

Personal Fitness

0.5 credit

Graduation Credit for Physical Education Florida Scholars (1501300 Personal Fitness) This course provides students with opportunities to develop an individual level of physical fitness, to acquire knowledge of physical fitness concepts including stress management and sound nutritional practices related to physical fitness.

Beginning Weight Training 0.5 credit Graduation Credit for General Elective Florida Scholars (1501340 Physical Education) The purpose of this course is to enable students to acquire basic knowledge and skills in weight training, improve muscular strength and endurance, and begin to enhance self-image.

Intermediate Weight Training

0.5 credit Graduation Credit for General Elective Florida Scholars (1501350 Physical Education) This course teaches students to develop intermediate-level knowledge and skills in weight training to further improve muscular strength and endurance and to enhance self image.

Lifetime Fitness

0.5 credit Graduation Credit for General Elective Florida Scholars (1501310 Physical Education) The purpose of this course is to enable students to extend their knowledge of fitness concepts, so they may design, implement and evaluate a personal fitness program, and develop an individualized level of health-related fitness.

Health

0.5 credit Graduation Credit for Physical Education Florida Scholars (0800300 Life Management) This course provides students with opportunities to develop and enhance critical life management skills necessary to make sound decisions and take positive action for healthy and effective living.

Please note: The Hillel administration reserves the right to amend the 2010-2011 Program of Studies at anytime during the school year to offer the best program possible to students.

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College, University and Israel Program Acceptances (2004-2010)* Adelphi University American Music and Dramatic Academy American University Amit Arizona State University Art Institute of Chicago Art Institute of Fort Lauderdale Babson College Bar Ilan University Barnard College Barry University Baruch College Belmont University Bentley College Berklee College of Music Bezalel School of the Arts Binghamton University Birkat Moshe Boston University Brandeis University Bravenders Brooklyn College Broward Community College California State University Carnegie Mellon Case Western Reserve Clark University College of Charleston Columbia University Concordia University Cooper Union Cornell University City University of New York Curry College Dartmouth College Drexel University Duke University Emerson College Emory University Fashion Institute of Technology Florida Atlantic University Florida Gulf Coast University Florida International University Florida Southern College Florida State University Florida State University Film School

George Mason University George Washington University Goucher College Hampshire College Harvard University Hebrew University of Jerusalem Hofstra University Hunter College Indiana University Bloomington Ithaca College Jacksonville University Jewish Theological Seminary Johns Hopkins University Johnson & Wales Kean University Lesley University Lynn University Machon Maayan Manhattan College Maryland Institute College of Art Massachusetts Institute of Technology McGill University Mevaseret Yerushalaim Miami Dade College Miami International University of Art & Design Miami University of Ohio Michigan State University Michlelet Esther Midreshet Harova Midreshet Lindenbaum Monmouth University Montclair State University Ner Yaakov Netiv Aryeh New College of Florida New World School of the Arts New York University New York University, Tisch School of the Arts Northeastern University Northwestern University Nova Southeastern University Oberlin College Ohio State University Or Tamimim Oxford College of Emory University Pace University Hillel Program of Studies

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Parsons School of Design Pennsylvania State University Pratt Institute Princeton University Purdue University Queens College Raphael Recanati International School Rensselaer Polytechnic Institute Rhode Island School of Design Ringling College of Art and Design Roger Williams University Rutgers University Saint Leo University Santa Fe Community College Santa Monica College Savana college of Art and Design School of Visual Arts Shalem Simmons College Southern Methodist University St. John’s University Stanford University Stern College for Women Stern University Stetson University Stony Brook Suffolk University University at Buffalo Swarthmore Syracuse University Tel Aviv University Temple University Tiferet Touro College Towson University Tufts University Tulane University United States Naval Academy University of Alabama University of Arizona University of California, Los Angeles University of California, San Diego/Santa Barbara University of Central Florida University of Colorado, Boulder University of Connecticut

University of Delaware University of Denver University of Florida University of Guelph University of Hartford University of Illinois, Chicago University of Maryland University of Massachusetts, Amherst University of Miami University of Michigan University of Missouri, Kansas City University of Nevada University of North Florida University of Pennsylvania University of Pittsburgh University of Rhode Island University of South Carolina University of South Florida University of Southern California University of Tampa University of Tennessee, Knoxville University of Texas, Austin University of the Arts University of Vermont University of West Florida University of Wisconsin, Madison Valencia Community College Vassar College Washington University in St. Louis Wesleyan University Wheaton College Wheelock College Widener University Worcester Polytechnic Institute Yale University Yeshiva University Yeshivat Har Etzion – Gush Yeshivat Lev Ha Tora Yeshivat Reishit Yerushalayim Yeshivat Shaalavim Yeshivat Shaarei Mevaseret Zion Yeshivat Torat Shraga York College Young Judea *June 2010

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