GSB Curriculum Guide 2022-23

Curriculum Guide 2022-2023

Table of Contents

Mission & Core Values, Honor Statement, and Diversity Statement..................................................3 Non-Discrimination Policy................................................................................................................3 Accreditation and Professional Affiliations..........................................................................................3 Gill St. Bernard’s Lower School..........................................................................................................4 Lower School Curriculum......................................................................................................7 Gill St. Bernard’s Middle School.......................................................................................................22 Middle School Curriculum..................................................................................................26 Middle School Addendum and Resources............................................................................43 Gill St. Bernard’s Upper School........................................................................................................45 Upper School Curriculum....................................................................................................50 Upper School Addendum and Resources..............................................................................90 Administration & Faculty................................................................................................................92

2

Gill St. Bernard’s School Curriculum Guide 2022-2023 Mission

Gill St. Bernard’s School provides a balanced, diverse, and secure community that prepares students academically, socially, and ethically for college and a meaningful life.

Core Values

Courage • Integrity • Respect • Compassion • Excellence

Honor Statement

As members of the Gill St. Bernard’s School community, we believe that respect, honor, and consideration are the foundation of an open and trusting environment. In affirming this belief, we endeavor to uphold the following ideals: · Respect for all individual community members and their beliefs; · Integrity, truthfulness, and sportsmanship in our academic and extracurricular pursuits; · Responsibility for our actions; and · Service to the school and our communities.

In affirming these ideals, we strive to uphold and strengthen bonds of trust and friendship among all individuals who are now, or will be in the future, members of the community.

Diversity Statement

We affirm that a diverse community of students, faculty, administration, staff, trustees, and alumni is essential to who we are as a school. We respect and value diversity, which includes, but is not limited to, race, ethnicity, religion, national origin, family structure, age, physical ability, sexual orientation, and socioeconomic background, as the basis for fostering a strong sense of self, community, and global understanding.

Non-Discrimination Policy

Gill St. Bernard’s School does not discriminate in the admission process, its scholarship programs, or in the administration of its other programs or policies based on characteristics or conditions, such as race, creed, color, national origin, ancestry, sex, gender identity, sexual orientation, or disability not related to the requirements for being a successful student at GSB. In reaching admission or other decisions, GSB may consider conditions that it reasonably believes would adversely affect a student or prospective student’s ability to succeed at the school, taking into account any reasonable accommodations that would not materially alter the fundamental nature of GSB’s programs or services or place an undue burden on the school.

Accreditation and Professional Affiliations

Gill St. Bernard’s School is a fully accredited member of the New Jersey Association of Independent Schools (NJAIS) and the Middle States Association Commissions on Elementary and Secondary Schools (MSA-CESS). The school maintains active membership in the National Association of Independent Schools (NAIS), the National Association of College Admission Counselors (NACAC), the Secondary School Admission Test Board (SSATB), and the Educational Records Bureau (ERB).

3

Lower School Every aspect of our Lower School complements the developmental strengths of young learners, giving form to their innate desire to explore and discover the world around them. Guided by their natural curiosity and sense of wonder, children learn the academic skills and habits to bring their questions to life, establishing the framework for a lifetime of learning and purposeful engagement.

Our Lower School teachers bring a profound respect for children, a deep understanding of child development, and a thorough grounding in best practices to fill each student’s day with rich and rewarding learning experiences. Whether in the classroom, Tinker Space, or outdoors on our beautiful 208-acre campus, learning is joyful, inquiry-driven, frequently collaborative, and always inspiring. Our Lower School students love to come to school each day. Surrounded by a warm and supportive community, they gain the confidence and sense of belonging that are essential preludes to learning and growth.

Because each child’s learning journey is distinct, our curriculum provides students considerable opportunities for personalized learning with teachers, reading specialists, and learning specialists. A combination of individual, small-group, and whole-class instruction allows our faculty to tailor each student’s learning and ensure that students remain engaged and appropriately challenged throughout their Lower School years. Because our faculty collaborate among grade levels and subject areas, students transition smoothly and with confidence from one grade to the next. In addition to working with one another, teachers partner with parents to achieve a fuller understanding and support of each student’s development, learning, and overall well-being.

The Lower School also offers a range of after-school programs, the vast majority of which are led by GSB teachers and staff.

Whether rehearsing a musical, learning to cook, building a LEGO robot, or planting in the garden, students have the chance to create, collaborate, move around, and simply have fun while learning something new.

Program Highlights Singapore Math - Our math curriculum, based on the Singapore Math approach, begins in early childhood, and extends through the second year of Middle School. Students build strong computational skills and an authentic understanding of mathematical concepts. Singapore Math presents concepts in a three-step approach through 1) concrete materials, 2) pictorial models, and 3) numeric and algebraic equations. Because our math curriculum is sequential and focuses on mastery and in-depth understanding at every stage, students are confident in their skills and eager to tackle new and more complex material independently.

Personalized Reading Instruction - Homeroom teachers incorporate a range of instructional techniques for reading, including on-level guided reading and elements of the Orton-Gillingham approach. Reading groups and reading instruction are dynamic, flexible, and fluid to best complement each student’s individual growth. A dedicated full-time reading teacher and a specialist for personalized learning work with students in kindergarten and first grade. A learning specialist is also available to work with students who may benefit from further instruction in reading. Complementing classroom learning with personalized instruction benefits every student—from those just beginning to our most avid readers. Students have room to grow, while still receiving the support they need to continue to develop as readers. Library time and programs, such as Reading Buddies and Book Bags, help instill a culture of reading and a love of literature.

Related Arts - Specialized teachers in art, library, music, science, technology, and Spanish comprise the Related Arts faculty. These teachers collaborate with homeroom teachers and with one another to implement special projects that bring together a range of skills and subjects to reinforce learning across the curriculum. Signature Related Arts projects include an Early Childhood production of The Nutcracker in December, for preschool through kindergarten students, and the creation of a Biome Museum in the spring, which involves every student in the school.

4

The Nutcracker - All Early Childhood students appear in The Nutcracker during the holiday concert performance. Kindergarten students lead the project, writing and illustrating the story that will unfold on the stage, and narrating the actual production. As part of their preparation, the students read and hear different versions of The Nutcracker in class, learn the music, and travel to see the ballet. After examining different interpretations of the tale, students create a book of their own, which stands nearly two feet high and is used during the performance. A rite of passage for our kindergarten students, each year’s class brings its unique personality and flair to the time-honored tradition.

Biome Museum - This marks the culmination of weeks of cross-curricular research, place-based learning, and exploration focused on a specific campus ecological system, such as pond, stream, wetland, forest, or farm. By bringing together technology, library and research, music, science, and world language, students are challenged to think creatively to present information through displays, drawings, maps, writing, voice, and video. In addition, students learn to link and cross-reference information through their research in the library, science lab, and on our campus.

Students create a variety of projects to represent what they learned during their studies on campus. Artistic representations of plants and animals are one of the highlights of the decorated hallways. Some grades create digital projects that integrate images, video, and voice, and these are shared in our museum with QR codes linking to the projects online. Every Lower School student contributes to the museum displays in an age-appropriate manner. When parents and friends tour the museum, students serve as docents, explaining the wealth of information included in the eye-catching displays.

Tinker Space - Tinkering and design-thinking are vehicles for innovations and invention. Our Tinker Space gives students a place to explore, create, and problem solve. By using a variety of materials, tools, and technology, students gain a deeper understanding of the world around them. They learn how to think creatively, approach problems in a variety of ways, and persevere through trial and error. Furthermore, through collaboration, students learn from each other while working together to be critical thinkers.

The Tinker Space allows students to build and explore while fostering curiosity, creativity, confidence, resilience, and innovation.

Importance of Movement and Exploration - Research shows that for children to function at their best, they need to move and be in physical contact with their surroundings. During their Lower School years, our students’ academic, physical, and social development are greatly enhanced through movement and exploration, both creative and structured. Teachers routinely incorporate active and engaging indoor and outdoor lessons into their coursework, giving young learners opportunities for hands-on, experiential learning and the chance to move around and to interact with their environment.

Outdoor Play, Recess, and Physical Education - Our teachers understand the vital importance of play for young learners.

Recess and physical education comprise an integral part of the day. Students are outside—on the playgrounds, fields, and sports courts—engaging in creative play. Recess also provides abundant opportunities for collaboration, problem-solving, and social and emotional learning. Our goal is to hold recess outdoors whenever possible; boots, coats, hats, and mittens are kept at school for moderately cold, snowy, and wet days. Physical education classes are held daily for students. Through structured activities and games, children develop fine and gross-motor skills, as well as balance and a sense of spatial relationships. Teachers incorporate academic concepts like shapes, numbers, and letters, as well as health and wellness concepts, into daily physical education games.

In addition, group activities offer valuable lessons in collaboration and teamwork.

Health and Wellness - As part of physical education, students in grades three and four have health and wellness instruction on a variety of topics, including healthy eating, the importance of physical fitness, healthy strategies for working through differences with friends, hygiene, and other developmentally appropriate topics.

Social and Emotional Learning/Character Education - Research indicates that guided social and emotional learning helps students thrive in school and throughout their lives. An essential piece of our curriculum, social and emotional learning allows students to recognize how they can be good citizens, collaborators, and contributors while reinforcing values of acceptance, compassion, and kindness.

5

Academic Expectations Homework - Homework provides essential daily practice and review for reading, writing, and math, while also extending classroom learning in other subjects. Homework also serves to foster an important connection between school and home, encouraging students to build a routine and to take responsibility for their learning. Students are assigned work several nights each week, with occasional long-term assignments that should be completed with adult assistance. Third- and fourth-grade students have a greater number of long-term assignments, with the expectation that they will complete these more independently as they prepare for Middle School.

Standardized Testing - Students in fourth grade take the Educational Records Bureau (ERB) CTP5 standardized test in the spring. Students in third grade are administered practice tests. The test serves as an additional resource for teachers and parents to assess a student’s learning and progress. The testing data also help determine whether the student could benefit from further evaluation or support in a given area. The Lower & Middle School director of learning support reviews each student’s results and shares these with parents, along with any observations and recommendations.

Academic Support Services Personalized Support Services - In keeping with our school’s mission, “To provide a balanced curriculum that prepares students academically, socially, and ethically for college, and a meaningful life,” access to personalized support services is an integral part of every student’s experience. GSB’s faculty and staff are highly qualified in their fields of expertise; they work with students to demonstrate understanding and an advanced level of mastery in each discipline. In tandem with our dedicated faculty, students and families can also access specialists in learning resources, mental health, and health services. The director of learning support, school counselor, nurse, reading specialist, and health and wellness teacher, together with the division director, deans, and faculty, comprise an expert support team for students in meeting the high expectations of our program.

Beginning in Early Childhood, and carrying through fourth grade, the Lower School program supports the development of a strong academic foundation for all students. In each classroom, grade-level experts provide targeted and personalized instruction in all disciplines. When classroom teachers recognize that students need additional support, they utilize the expertise of our student support team. The team, which includes the director of learning support, reading specialist, learning support teacher, classroom teachers, school counselor and dean of students, meet to discuss students’ academic, social, emotional, and physical progress. Then they design and implement the personalized support plan.

School Counselor - Our Lower & Middle School counselor works with the faculty, director, and Lower School deans, to support students within the school setting. The school counselor provides mental health education, individual and small group counseling, and guidance and referrals for outside counseling. The school counselor is a resource for students, parents, faculty, and the GSB community, and may present information on a range of mental health and wellness topics.

Parent Communications, Conferences, and Progress Reports Parent-Teacher Conferences - Parent-teacher communication is particularly vital during a student’s Lower School years. In addition to meeting with parents during scheduled conferences, our teachers connect with parents regularly, letting them know about the work the class is undertaking and, of course, sharing any specific concerns or observations about the student.

At the beginning of each school year, teachers set up individual conferences for the parents of new students and parents of Early Childhood students. For returning students in first through fourth grade, teachers will reach out by phone or meet with parents in person. These initial conversations allow parents and teachers to share information, insights, and news about each child. In addition, parents and teachers can discuss a student’s adjustment to the school or grade and mutually set goals for the year.

Parent-teacher conferences are held in November and February for all Lower School students. School is closed on conference days; however, childcare is offered in Evans Hall for a modest fee during conferences.

Progress Reports - In addition to conferences, students receive progress reports and report cards throughout the year.

Prizes and Awards - Presented annually to a fourth-grade student, the Amol Anjinkya Citizenship Award recognizes the importance of citizenship in our school community. It is the only formal award in the Lower School.

6

Lower School Curriculum

Language Arts Our teachers provide students with a strong foundation in reading and writing, essential for success in Middle School academics and beyond. Students leave the Lower School as confident, fluent readers and thoughtful writers who possess an appreciation for the written word and a growing sense of their own voice. Working in collaboration with our reading specialists, our homeroom teachers incorporate a range of instructional techniques for reading, including guided reading and elements of the OrtonGillingham approach. In addition, reading groups and reading instruction is dynamic, flexible, and fluid to best complement each child’s individual growth. The result is young learners who are engaged, supported, and appropriately challenged throughout their development as readers.

Beyond classroom work, Gill St. Bernard’s fosters a culture of literacy on its campus. In this environment, students see reading and writing as enjoyable and essential elements of daily life. They regularly spend time working on reading activities with their reading buddies who visit from the Middle and Upper Schools. Library time each week provides further opportunities for exploring books, learning about genre, and simply enjoying stories. Literary circle discussions and whole class novel study are important parts of the third- and fourth-grade curriculum in preparing students for Middle School.

Writing is emphasized throughout the curriculum in homeroom classes, Related Arts classes, and in signature projects, such as the annual Biome Museum. Long-term projects in any subject feature a strong research and writing component and careful editing is taught as a vital part of the writing process. Throughout their Lower School years, students practice the elements of composition as they learn to organize, synthesize, and articulate their ideas in writing. This, combined with practice in many forms of writing, gives students a strong foundation for Middle School.

Preschool Language Arts

Our Early Childhood teachers nurture a deep love of reading and writing in students as they help them develop strong fundamental skills. In preschool, teachers introduce developmentally appropriate fiction, non-fiction, and poetry to teach the foundational skills of decoding and comprehension. Students learn to recognize uppercase letters and their corresponding sounds. By tracing and writing these letters, they become familiar with their form and sound. Students also practice identifying rhyming words to build phonemic awareness. Young learners begin to develop book-handling skills and print awareness by listening to stories, engaging with story images, letters, and words. Hands-on activities, such as using puppets, picture cards, and fingerplays, help children distinguish the parts of a story. As their awareness of stories grows, students begin to predict possible story patterns and outcomes through group conversations and activities.

Prekindergarten Language Arts

Prekindergarten students continue to develop skills for reading through listening and retelling stories and poems. Activities, games, and songs build knowledge of rhyming words, sounds, and syllables. Students learn to explore story elements, including characters, setting, and theme. They identify patterns and likely outcomes in stories that help them in their critical thinking.

Students continue to develop their writing and reading readiness through handwriting instruction, understanding letter sounds, and weekly Writing Workshop sessions. The students label their drawings with phonetic spelling to further solidify the connection between reading and writing.

7

Kindergarten Language Arts

Kindergarten is a special time when emergent readers can make tremendous progress. Through classroom activities and ageappropriate literature experiences, students build a rich vocabulary, sight words, phonemic awareness, and comprehension skills.

In addition to whole-group instruction, each kindergarten student meets one-on-one with our reading specialist once a week for personalized reading instruction. The reading specialist communicates weekly with parents to share a more comprehensive picture of their child’s reading journey. In both the classroom and the Reading Room, each student is appropriately challenged and supported as he/she continues to develop as a beginning reader.

As an important complement to our reading program, our kindergarten students write every day. Students engage in a variety of writing experiences, such as personal narratives, creative writing, and poetry. The writing process is captured in writing journals, which provide a record of progress and are a source of great pride for the students. In kindergarten, students are exposed to the beginning of writing mechanics such as capitalization, punctuation, and beginning sentence structure. As they build phonemic awareness and familiarity with high-frequency sight words, they can construct more complex and expressive sentences.

Grade 1 Language Arts

First grade continues to be a time of exponential growth in literacy. Our students work with reading teachers one-on-one and in small groups to ensure that they are appropriately challenged and supported throughout the year. Students routinely practice skills to help them become more confident and capable readers. These include phonics, sight-word recognition, building vocabulary, and using strategies to decode unfamiliar words. Emphasis is placed on supporting students to become more independent as readers. Practice with context clues, comprehension strategies, and story questions enable students to maintain meaning and fluency while reading a story. Leveled books in fiction and non-fiction are used during classroom independent reading times to meet each student at an individual reading level. As they grow in fluency, students continue to identify important elements in a story, including main ideas, characters, and events, and to draw inferences from a text.

The students begin to use a structured approach to writing through Writing Workshop. With a given framework and genre, students focus on topics that they find meaningful and interesting. In this process they write, revise, edit, and publish. First grade students record ideas and reflections in their journals and then select some pieces for further development. Through reworking and editing, students become more capable writers who are confident articulating their ideas and applying grammar and punctuation rules. Handwriting instruction and practice continue to prepare students for cursive writing in the second grade. To celebrate the accomplishments of our first-grade readers, each spring, the Lower School hosts its annual Reading Rodeo, giving first-grade students a forum to share their reading success with their families.

Grade 2 Language Arts

Second-grade students continue to become more independent as readers, exploring their interests through reading, building reading stamina, and applying reading strategies to maintain reading fluency. Second-grade teachers combine small-group and whole-class instruction in reading, and they also read to students each day. Students take part in Drop Everything and Read (DEAR) time. Children learn reading strategies that enhance comprehension and retention, such as retelling, making connections and inferences, identifying main ideas and key details, drawing conclusions, exploring text features, summarizing, and synthesizing.

Students are introduced to fiction and nonfiction, including biography, fantasy, historical fiction, mystery, poetry, and realistic fiction, and they continue in the Writing Workshop approach. Daily writing is inspired by curiosity about the world and personal experience and is modeled on the class literature. By engaging in writing that is personally meaningful and relevant, students become more articulate and more confident as writers. Students also learn to reflect on their own writing and to understand the importance of editing in the writing process. Instruction in grammar, punctuation, and spelling is interwoven into the writing process. Handwriting is refined, and cursive writing is introduced later in the year. Students practice their oral language skills by reciting poetry, participating in readers theater, and presenting book reports.

8

Grade 3 Language Arts

Students continue exploring fiction and nonfiction genres, including narratives, informational texts, fairy tales, and poetry, as they become increasingly more independent as readers. They continue refining their reading skills through individual and group instruction, Drop Everything and Read (DEAR), Reader’s Choice activities, and read-aloud time. Students practice reading for meaning, identifying the main idea, finding supporting details, and drawing inferences to further refine comprehension and critical thinking skills.

During Writing Workshop, students express themselves through creative and expository writing, including stories, journal entries, and poetry. Students also learn and practice editing skills, focusing on grammar, punctuation, capitalization, and spelling. Spelling is reinforced through word lists that include frequently used words and content-area words. Research skills, such as note-taking, paraphrasing, and editing, are practiced through report writing. Cursive writing is taught and practiced throughout the year.

The third-grade research project focuses on essential research skills and allows students to learn more about colonial life while exploring a specific colonial trade. In the spring, students present their findings at the annual Colonial Job Fair.

Grade 4 Language Arts

Students begin the Accelerated Reader program, which encourages independent reading and the further development of comprehension skills. Activities emphasize comprehension, vocabulary, and the development of critical thinking skills. Students learn to identify key ideas and details in a text: to differentiate between fact, fiction, and opinion; summarize and draw conclusions about what they have read, and to understand the use of figurative language in a text. Students also begin to analyze literature more thoughtfully through discussions about character, plot, setting, and style.

The Writing Workshop approach for creative pieces continues to be used as students delve more deeply into story structure. Peer editing remains an integral part of the writing process, allowing students to see the effectiveness of other styles and types of writing and to extend their own knowledge of grammar, punctuation, and spelling. Grammar, spelling, and vocabulary are taught daily and integrated into the writing curriculum. Academic writing is woven throughout the curriculum, and long-term research projects encourage students to consider ways in which they can effectively present their ideas and projects to others.

9

Mathematics Based on Singapore Math, the Math in Focus curriculum fosters deep conceptual understanding, flexible problem-solving, and strong computational skills. Students develop an appreciation of numbers, patterns, and problem-solving, growing in confidence as they apply mathematical thinking to a range of activities and problems. The curriculum provides a three-step approach in which concepts are represented through concrete materials, pictorial models, and numeric and algebraic equations. Working through problems using different methods, students become flexible problem solvers and achieve a genuine understanding of numerical and mathematical relationships. They work with real-world scenarios in the earliest grades and investigate word problems as they mature as mathematicians. The ability to solve problems in a way that makes the most sense allows students to develop mathematical fluency at an early age. As they progress through the curriculum, students apply problem-solving to larger and more complex numbers, including negative numbers, decimals, and fractions. Frequent problem-solving enables students to integrate logic and reasoning while simultaneously practicing computational skills. Because our math program is sequential and focuses on mastery and in-depth understanding at every stage, students are confident in their abilities and eager to tackle new and more complex material independently.

Preschool Mathematics

Hands-on activities introduce young learners to numbers and foundational mathematical concepts, including less versus more, part versus whole, and same versus different. Lessons involve counting, creating patterns, matching, sorting, sequencing, and tracing and writing numbers. The curriculum is based on mastery of numbers one to ten, allowing students to develop a strong number sense. Classroom activities are developmentally appropriate and foster directional and spatial skills, and gross and finemotor coordination.

Prekindergarten Mathematics

Young learners continue to explore fundamental mathematical concepts and relationships. Students match and sort objects by specific attributes; sequentially order numbers, events, and times; work with the concepts of more, less, and fewer; and create and identify the properties of two and three-dimensional shapes, including capacity, length, size, and weight. Throughout the year, number formation is also practiced and reinforced through our handwriting program. Moreover, concrete, hands-on exercises allow young learners to develop fluency with numbers, logical thinking, and creative, flexible approaches to problem-solving.

Kindergarten Mathematics

The curriculum emphasizes the concepts and foundational skills needed to solidify a strong number sense. By building upon this foundation, students acquire a deeper understanding of addition and subtraction. Working with numbers one to onehundred, students practice number bonds, extend their work with number comparisons, count by twos, fives, and tens, and understand and independently solve basic addition and subtraction problems. Students use mental math strategies to solve oral story problems that incorporate their knowledge of addition and subtraction. Students also learn about coins and their value.

They practice telling time to the hour and the half-hour and explore the passage of time through calendar activities. As they learn new number concepts, they begin with concrete hands-on materials, move to pictorial representations, and then to the abstract use of numbers and symbols. Students employ each of these methods, or combinations of them, at different times. This allows our learners to explore new ideas in a way that feels the most natural. The Singapore Math approach fosters confidence, mathematical fluency, and a fuller understanding of abstract concepts. This program lays an essential foundation for success in future learning in the Lower School and beyond.

Grade 1 Mathematics

The curriculum builds on addition and subtraction skills, as students work with two-digit numbers and place value. Students also begin to explore the concepts of multiplication and division by adding equal groups and sharing equal groups. Other topics introduced in first grade include plane and solid shapes, charts, bar graphs, and picture graphs, coins and their values, and telling time to five-minute intervals. Hands-on activities, interspersed with more abstract work, enable students to practice and master basic concepts, learn mathematical facts, and strengthen their problem-solving skills.

10

Grade 2 Mathematics

Students gain increasing mastery with addition and subtraction skills, working with numbers up to 1,000, using mental math strategies, and solving word problems. Bar models are introduced to help solve word problems. Concepts in multiplication and division are further explored and practiced, as students count and group by sets of two, three, four, five, and ten. Students begin to identify, compare, and add fractions. Beyond these foundational skills, students continue to work with measurement using metric and traditional units. New skills include comparing the capacity of objects, reading graphs, and adding, subtracting, and using decimal notation for money. As concepts are reviewed throughout the year, students explore different problem-solving strategies, emphasizing the idea that there are several ways to arrive at the same answer. Continued work in deductive problemsolving encourages the development of critical-thinking skills.

Grade 3 Mathematics

Students continue to practice addition, subtraction, multiplication, and division with larger and more complex numbers. Also integrated throughout the year are units on graphing, measurement, and money. There is a strong emphasis on mastery of multiplication and division facts, and students also extend their work with fractions, learning to find the simplest form of a fraction and to identify equivalent fractions. This solid foundation, combined with practice in estimating and rounding, enables students to increasingly rely on mental calculations when solving problems, an essential step before tackling more abstract mathematical concepts. Students also take essential steps in the development of algebraic reasoning. They create bar models to represent complex word problems and begin to use variables in problem-solving. Elemental geometry skills are also introduced, as students learn to identify points, lines, and segments, differentiate between acute, obtuse, and right angles, and explore perpendicular and parallel lines.

Grade 4 Mathematics

More advanced work is introduced with decimals, fractions, algebraic reasoning, and basic geometry, while also stressing mastery of skills that will enable students to thrive in later math courses: proficiency with the four operations; quick recall of math facts; and facility with estimating, rounding and judging the reasonableness of an answer. Working with numbers into the millions, students routinely practice mentally calculating sums, differences, products, and quotients. The result is mathematical fluency and a solid foundation in numeracy that serves students well in later math courses. Work with fractions is extended to include conversion between improper fractions and mixed numbers, conversion between decimals and fractions, and adding and subtracting improper fractions, and fractions with different denominators. Students work with decimals in the four operations.

Other skills include constructing and interpreting graphs and tables, as well as using the data in problem-solving; working with factors and multiples; finding the mean, median, mode, and range of a data set; estimating and measuring angles with a protractor; and solving problems involving the perimeter of squares, rectangles, and composite figures.

11

Social Studies The social studies curriculum seeks to develop thoughtful and reflective students who see issues from perspectives other than their own, understand events from multiple points of view, and think critically about what they read, hear, and watch. Through social studies, students develop a greater awareness of and appreciation for the role they and others play in their family, school, community, and the world. The study of other countries and cultures fosters a fuller understanding of the world, as students take the first steps to become engaged, responsible citizens. Our students are encouraged to look at the world around them through a variety of lenses so that they can be thoughtful contributors. Experiential class projects and field trips complement the curriculum, and geography skills are incorporated throughout the program.

Early Childhood Social Studies

The program begins by helping children understand their place in the world from the perspective of the self within a community.

During the early childhood years, children start by exploring their personal history as well as the structure of families and communities. They further broaden their lens of exploration by looking at their school community, surrounding towns, and the world around them. Through classroom activities, discussions, literature, and studies in geography, traditions and cultures around the world are explored. By kindergarten, current and historical events are incorporated into the social studies curriculum.

Visitors to our campus, field trips, and exploration of our farm complement each student’s understanding of the world.

Grade 1 Social Studies

The curriculum explores the building blocks of community and how different communities are structured. Beginning with self and family, students examine communities from neighborhoods, cities, stats, and countries, to continents. Throughout the year, students learn geography and map skills as they explore various communities. In the spring, the study of bluebirds on our campus teaches students some of the fundamental tools for studying community. Children observe and record the behavior, diet, and habitat of the bluebirds and the relationship among them.

Grade 2 Social Studies

The curriculum builds on the concept of community, exploring the essential elements of a successful and thriving community. In the fall, students explore growth and fixed mindset and look at how their mindset can impact their thinking and their classroom community. Students then explore the English settlers in Plymouth Colony. They look at how the English and the Wampanoags interacted. Students continue to learn map skills and explore geography. Second grade also introduces the “Passport to the World” program in which students learn how cultures and communities all over the world are interconnected. Parent volunteers serve as tour guides to countries, and each student keeps a passport to document his/her travels throughout the year. This study of world communities helps broaden the diverse perspectives of students.

Grade 3 Social Studies

The course of study begins with a unit on Native Americans and continues to European explorers and the British colonization of North America. Students investigate the culture and contributions of Native American tribes; the interactions among the early Europeans and the Native Americans; how and why Europeans settled the Americas; the challenges they faced; the products and ideas that the settlers brought to the Americas; the reasons for settlement in the thirteen colonies; and the push and pull factors brought on by the government, economic, and religious preference of each colony. Throughout the year, respect for and understanding of other cultures is emphasized. Map skills, research projects, and reports reinforce the learning. Technology is integrated into assignments and projects throughout the year. As part of the map skills program, students undertake an independent study of a state, culminating in written reports and oral presentations.

Grade 4 Social Studies

The curriculum includes an in-depth study of the American Revolution, the United States government, westward expansion, and immigration. Students explore the major causes and effects of the American Revolution, the Constitution and Bill of Rights, roles of the three branches of government, civic responsibilities, and the push and pull factors of people both within and outside of the United States. In conjunction with the third-grade curriculum, students gain a solid foundation for further studies in United States history and human movement. Hands-on projects, class trips, debates, and exposure to rich text enhance the study of each historical period. Skills such as reading for information, note-taking, and report writing are taught in conjunction with research projects.

12

Science Our science curriculum builds on children’s natural curiosity, providing them with the scientific framework and tools to explore and safely investigate the natural world. Integrating phenomenon-based learning and place-based learning with the explorer mindset of the National Geographic Learning Frameworks, our program facilitates critical and scientific thinking, while developing a strong foundation in scientific and engineering knowledge and practices. Science topics spiral through domains: physical sciences, life sciences, earth and space sciences, and engineering, technology, and applied science. Through investigations in the classroom and on campus, students practice asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; defining ideas with evidence; and obtaining, evaluating, and communicating scientific information. Students act as engineers test different materials and design solutions in lessons from the Engineering is Elementary program. The abundant resources of our 208-acre campus are thoughtfully integrated into the curriculum. Beyond the classroom, Lower School Science Lab and Tinker Space science lessons bring students to the garden, apple orchards, greenhouse, farm, apiary, pond, streams, playground, and fields.

Preschool and Prekindergarten Science

Science explorations for our youngest learners introduce them to what scientists do and how they learn about the world around us. Through multi-sensory and play-based explorations, students learn to approach the world like scientists: describing and sorting objects, investigating the relationship between part and whole, examining the materials that make up everyday items, and looking for patterns. Students learn how flashlights work and experiment with light to create shadows. By exploring nature in their playground, visiting the farm, and other areas on our campus, they are learning about different types of living things and how they compare to one another. Early Childhood classes experience age-appropriate engineering lessons from the Wee Engineer program in which students test different materials and design solutions including designing a sound maker, a fan, a raft, and an animal shelter.

Kindergarten Science

The curriculum encourages the natural curiosity of young learners while introducing them to the science skills and tools to investigate the world around them. Students explore how the sun affects the land. They examine and experience how sunlight, heat energy, and weather change from season to season. Visiting our farm and natural areas on campus allows kindergarteners to learn where different animals live, where they find food, and how they eat. Students study how objects move and how different surfaces affect the motion of objects. Specialized labs on solution making in the fall and a bubble festival in the spring help students learn laboratory safety and explore the properties of solids, liquids, and gases. Kindergarten engineers test different materials and design solutions in the Kindergarten Engineering is Elementary program. A special unit on paper engineering and papermaking is a favorite each year.

Grade 1 Science

Students are introduced to many of the fundamental skills that scientists use. A study of trees as a habitat in the fall allows exploring ways in which plants and animals meet their own needs to survive and grow. Tree tours on-campus enable observation and identification of different types of bark, leaves, needles, seeds, and trees. In the winter, students observe and record patterns in the sky through direct observation and online astronomical resources. They learn about how light travels by experimenting with flashlights, shadows, and mirrors. These results are connected to sunlight, moonlight, and starlight. In the spring, students embark on a study of birds, learning about the body structure and the characteristics of different species. Through the study of birds and farm animals, including the chickens and baby chicks at Home Winds Farm, students explore how animal parents, and their offspring are similar and different. First graders learn about bird calls and sound. As engineers, students learn about the properties of sound and its many applications in fields from animal research to the design of musical instruments.

13

Grade 2 Science

Students practice scientific investigations of butterfly and plant systems throughout the year. In the fall, our study of butterflies begins. Our campus garden, natural spaces, and hay meadows allow students to investigate the interdependent relationships between plants and insects. In collaboration with Spanish class, students participate in a citizen-scientist project sponsored by Journey North in which we track Monarch butterfly movement to and from Mexico. As part of their study of plants, second graders examine the needs of seeds and plants. They create models of flowers and seeds, design plant pollinators, and generate questions and investigations about seed germination and plant growth. Over the winter, second graders have a special unit all about candy chemistry to classify different materials and investigate chemical and physical properties of solids, liquids, and gases.

The students explore different materials through engineering projects. After exploring the campus to observe how land and water interact, students gather information and create models to represent the kinds of land and bodies of water in an area. Students apply their understanding of the idea that water can change the shape of the land to explore and compare design solutions to slow the change.

Grade 3 Science

Beginning with observations of the sky and weather, third graders become meteorologists using weather measurement tools to predict the weather. Weather observations lead to understanding how weather impacts the climate. Through analysis and interpretation of fossil evidence, students form conclusions about animals and their environments long ago and how changes in climate can affect plant and animal life. During the winter, they study motion, balanced and unbalanced forces, and magnetism, and use their understanding of magnets and magnetism for engineering design challenges. Spring offers many ways to examine life cycles on campus with nature studies of plants and animals. Students use their developing skills as scientists to investigate traits and record evidence to explain variations. They learn about the variety of sheep at our farm and complete a behavior study, and they explore the history and technology of how wool is processed.

Grade 4 Science and the STREAMS Program

In fourth grade, students begin our STREAMS program, an acronym for sustainability, technology, research, engineering, agriculture, math, and service. STREAMS extends traditional coursework in science with fieldwork that continues to utilize the natural resources of the campus. The curriculum is ideal for students in this age group to gain a natural connection while using our campus as our classroom to apply science and engineering skills. Not only do students use iTouch devices during campus explorations to document observations, but they also learn the importance of nature journals/scientist notebooks for making mindful observations.

Our campus becomes our natural laboratory and part of a working landscape where students examine how we are responsible stewards of the Earth. Students learn how the functions of different body structures and body forms impact survival within the specific habitat. We examine eyesight, light, and electromagnetic (EMR) waves. We discover the importance of EMR to modern communication and mapping. The Home Winds animals and garden plants become model organisms for our study of adaptations and survival mechanisms. The importance of bees in agriculture and natural ecosystems is explored. Students examine rocks and minerals of New Jersey, and we see how geology connects to topography. We study earth’s features and learn how to interpret, create, and use topographic maps. We gain a sense of place as we examine how water and humans interact with the land when we look at land uses. Students expand from the local environment to the global as we examine the birth of rocks, while mapping volcanoes to determine if a volcano could erupt in New Jersey. Geothermal, solar, wind, fossil fuels, and water are investigated as sources of energy and connected with a study of electricity during tinkering sessions.

14

Spanish Lower School Spanish is a comprehensive exploratory program for all Lower School students. The program is sequential, spiraling within each grade level. The overall goal is the gradual development of listening, speaking, reading, and writing in the target language. Students are introduced to the diversity of the Spanish-speaking world, so they will have a deeper understanding of their own culture and language while learning to value different Hispanic/Latino cultures around the world. This early exposure to Spanish instills a positive attitude toward learning world languages and exploring other cultures. Throughout the year, the Spanish program connects with the Related Arts curriculum in developing special projects to engage the entire Lower School community.

Preschool and Prekindergarten Spanish

The Spanish program begins with our youngest students by introducing vocabulary and expressions. Students practice greeting, the days of the week, counting number up to 20, farm animals, colors, feelings, family members, and body parts. Songs, games, crafts, and short stories will be used to engage students and promote growth in learning.

Grade 1 Spanish

In first grade, the students will start to write words in Spanish. They will develop a phonetic Spanish language book that will support their learning and recognition of the Spanish alphabet, words, and phrases in later grades. First grade students will learn to recognize and practice greetings, popular phrases, count to 100, colors, ABC’s and their symbols, and family members.

Students will learn to write the date, seasons, feelings, and specific vocabulary words that connect to the curriculum. Grade 1 students will be immersed in a cultural experience using songs, carols and learning about Children’s Day in Mexico.

Grade 2 Spanish

In second grade, students will start reading words, phrases, and sentences in Spanish. At this level, they will begin to read larger passages and apply what they know about the language to decode unfamiliar text. Students will continue to practice and learn new greetings. Second grade students will learn to spell their names using the phonetics learned in grade 1. They will continue to practice writing Spanish letters, count to 200, the date, weather, clothing names, food names, and family members. Mexican holidays, such as Mexican Independence Day, The Day of the Dead, New Years, and Mother’s Day guide the cultural immersion at this level. Grade 2 students experience learning across the curriculum, as they apply their science knowledge about Monarch Butterflies to Spanish.

Grade 3 Spanish

In third grade, students begin to read Spanish stories with a more enhanced level of understanding. They are introduced to the book “Alba and Gael” that will reinforce previously taught vocabulary while introducing new words and phrases. This book also encourages students to practice their listening comprehension skills. Grade 3 students will begin to practice simple conversation, asking questions such as, “What is your name?” “How old are you?” “Where do you live?” “How do you feel?” They will also have consistent practice counting to 500 and writing vocabulary words for the days of the week, months of the year, seasons, clothing, school materials, foods, adjectives, and family members. Students at this level will also extend their learning to begin a more in-depth study about the Mayan culture. Mexican holidays, such as Mexican Independence Day, and Cinco de Mayo guide the cultural immersion at this level.

Grade 4 Spanish

In Fourth Grade, students will continue to expand their Spanish vocabulary and reading level. They will be reading and listening to “Alba and Gael 2”. This practice will help students to reinforce new vocabulary and practice what they have learned in previous years. Grade 4 students will practice simple conversations, count to 1000, learn how to conjugate verbs in past tense and form simple sentences. In fourth grade, students will have an in-depth study of Frida Kahlo and Puebla, learn about The Three Kings Celebration and Cinco de Mayo.

15

Visual Arts Our arts program builds on the inherent joy of creativity, providing students with the skills and understanding to express themselves with greater confidence and clarity through a range of art forms. Students explore a diverse studio experience working with many media, including pencils, paint, fiber, recycled materials, and collage. They cultivate an understanding of the elements and principles of art, gaining a deeper appreciation for art history while developing coordination, fine-motor skills, and visual sense. As students mature, they work more independently and begin to discover their own artistic styles and more fully incorporate their understanding of form, media, and technique. Art is cross-curricular by making connections to topics explored in other classes.

Preschool and Prekindergarten Visual Art

By creating art, young learners engage in discovery and develop creativity, independence, and problem-solving skills. The art curriculum focuses on self-expression, engaging each child’s imagination, and extending verbal and visual vocabulary. Preschool/ prekindergarten students use a variety of materials for experimenting and sensory exploration, which help develop fine motor skills and build control of large and small muscle groups. Through repeated practice, students build control, coordination, strength, and confidence in art. A teacher guides projects so that children become more adept at following instructions while having the freedom to make decisions and to make their projects personal. Some projects are guided, while others focus on the process and experience, giving students a chance to experiment with colors, shapes, textures, and individual style.

Kindergarten Visual Art

Students are introduced to the elements of art (line, shape, space, value, color, texture, and form) and learn about well-known artists and the unique styles they use to emphasize elements. Students learn the importance of colors, both primary and secondary, and how to mix colors through various media such as acrylic paint, homemade colored dough, and watercolors. For example, kindergarten students explore paper and shapes while constructing and designing collages. As a foundation for connecting art to other subjects, this course actively integrates children’s literature and reference books.

Grade 1 Visual Art

Building on the introduction of art elements in kindergarten, first-grade students continue to identify and describe concepts through various lessons. First-grade lessons are largely multi-media to aid in the further development of fine motor skills. Each lesson emphasizes the elements of art and principles of design and incorporates exposure to the work of a variety of artists.

Grade 2 Visual Art

Students continue to incorporate elements of art and principles of design into each project, allowing them to develop more purpose within their artwork. They form a better understanding of why various elements are used simultaneously. Students employ ideas and techniques from previous years and begin to adopt their own sense of enjoyment and style in the creative process. Throughout the year, a variety of artists and techniques throughout history to modern-day are introduced, exposing students to the role art plays in life.

Grade 3 Visual Art

Students begin to work independently on projects in the third grade. As their artistic styles continue to mature, they are increasingly able to recall and employ the elements of art and principles of design learned in prior years. Students combine techniques and incorporate color theory within their projects and learn how to convey emotions and opinions through visual art. Presentation of one’s work and creative process are introduced.

Grade 4 Visual Art

By fourth grade, students are better able to present their decision-making while working on projects. Fourth-grade lessons encompass the elements of art and principles of design. Students continue to be introduced to various artists and periods of art history with each lesson. Fourth-grade students are self-directed, using and applying their understanding of the subject throughout their Lower School years. Self-evaluation and critiquing skills are further developed with each completed piece.

16

Music Students experience the joy of music as they sing, move, and compose. They explore pitch, beat, and rhythm, play classroom instruments, and develop their singing voices. As they progress through the program, they begin to learn the elements of music, including musical notation and the form of musical compositions. Students also study composers and the instruments of the orchestra, as well as music from various cultures and celebrations. Concerts and performance opportunities foster a lifelong love of making music and allow students to apply and demonstrate what they learn in the classroom.

Preschool and Prekindergarten Music

Students learn music through singing, creative movement, and listening and playing classroom instruments. Songs reinforce regular classroom activities and celebrate the seasons of the year, holidays, and multicultural events. When applicable, lessons are coordinated with academic content, allowing students to make cross-curricular connections and gain a well-rounded understanding of each lesson. Preschool and prekindergarten students attend music class daily. Lessons and activities focus on developing a sense of a steady beat and finding one’s singing voice. Students study The Sorcerer’s Apprentice by Paul Dukas to explore how music and sound can tell a story. Orchestra instruments are introduced through Sergei Prokofiev’s Peter and the Wolf.

Students perform in two concerts each year, one in winter and one in spring.

Kindergarten Music

Students attend music class twice each week. Classroom instruments and body percussion are used to practice establishing and maintaining a steady beat. There is a strong emphasis placed on using the singing voice, both alone and in a group, along with matching pitch and rhythm in a variety of songs and chants. Students study Camille Saint-Saëns’ Carnival of the Animals to learn about orchestra instruments and the elements of music. Students perform in two concerts each year, one in winter and one in spring. The winter concert includes seasonal songs representing a variety of holidays and traditions. They study and perform a fully costumed and narrated version of Peter Tchaikovsky’s The Nutcracker, a beloved GSB tradition for over three decades.

Grades 1-2 Music

A rich repertoire of rhymes, folk songs, music games, and movement are explored using varied music styles. Classroom instruments play an important role in music learning, as students explore the differences between beat and rhythm. Through making music, students learn to identify basic elements, such as rhythm, tempo, dynamics, and form. In the second grade, students identify and label these music elements and read and write simple rhythmic and melodic patterns. These skills are often applied when playing classroom instruments, creating a foundation for further music learning and performance. First- and second-grade students join with third- and fourth-grade students to present two concerts each year.

Grade 3 Music

Third-grade exploration of music includes singing, games, and movement. Students learn to apply their understanding of the basic elements of music to singing, moving, and using classroom instruments. Students also learn about composers and their music, styles of music, and how music relates to cultures around the world. Students attend music class twice each week. Thirdgrade musicians learn how to use their singing voices and are ready for the challenge of creating vocal harmonies. In addition to singing and using classroom instruments, students apply their music knowledge to learning to play the recorder. In preparation for two concerts each year, students learn the importance of practice and working together as a group to prepare for a performance.

Grade 4 Music

Students have already explored note and rhythm reading, form, pitch, dynamics, and tempo, and they are ready for an exploration of timbre and texture. General music education continues, as students learn about various composers and their music, conducting and conductors, styles of music, and how music relates to different cultures in society. Both musicianship and performance are emphasized, with students practicing singing in unison and in parts. Winter and spring concerts give students opportunities to demonstrate and apply their performance skills. Students attend music class twice each week. Fourth-grade students also explore wind and percussion instruments as part of their weekly music classes in preparation for becoming members of the Middle School Band the following year.

17

Library and Technology The Lower School library is one of three GSB libraries and houses over 6,000 volumes. Books are updated regularly and chosen to meet the curricular needs and interests of Lower School students. Each class visits the library once a week to select books and take part in a library lesson, where students learn research skills at every grade level. The Lower School library is open five days a week, from 8:00 a.m. to 3:30 p.m., and students are encouraged to visit the library as often as they wish. The library hosts monthly reading challenges, Read Across America week, an annual bookfair as well as a reading passport program.

Technology is a vital tool in facilitating learning across a range of subjects, and Lower School projects are coordinated with homeroom and Related Arts teachers to support the curriculum and allow students to use age-appropriate technology to enrich learning. Areas of study include digital citizenship; keyboarding and mouse skills; file and network navigation; research; device usage and etiquette; programming; document and publication design and formatting; and video, audio, and slideshow presentations. Students are also introduced to the fundamentals of computer science and coding.

Early Childhood Library

Students visit the library for story time each week, introducing them to a wide variety of children’s literature. Students learn how to find and select books in the library and practice using library vocabulary correctly (check-out, check-in, and renew). Every kindergarten student conducts individual research with the librarian and shares their findings with the class during a poster presentation. The research is tied into the annual biome research project. Students utilize books, articles, and a photo database for their research project with librarian guidance.

In technology, students begin the year by touching on digital citizenship through Common Sense Media, with topics including media balance and well-being and privacy and security. Class time introduces students to the basic use of computers. Students develop mouse and keyboard skills, as well as basic Internet browser skills with an introduction to file menu navigation.

Programming is presented through the coding app Kodable, the board game Robot Turtles™ and Bee-bot robots. Students also participate in the Hour of Code™. Kindergarten students use iPads to create and record a slideshow presentation using VoiceThread.

Grade 1 Library and Technology

In library, students begin the year by reorienting themselves in the library through a scavenger hunt. Students practice alphabetical order to help guide them throughout the library. After a review of the parts of a book and the role of the author and illustrator, students learn about theme, plot, and tone. First-grade students pursue an area of study related to the biome project. Students also study poetry and culminate this work by writing animal poems for the biome study.

In technology, students begin the year by completing a course on digital citizenship through Common Sense Media, with topics including media balance and well-being and privacy and security. Students continue to develop mouse and keyboarding skills along with basic programming through board games such as Robot Turtles™, as well as coding robots. They also participate in the Hour of Code™.

Grade 2 Library and Technology

In library, students begin the year by reorienting themselves in the library through a scavenger hunt. Students review what the term “just right book” means and how to find them. Students review the difference between fiction and nonfiction books as well as spend some time learning about biographies. Students also review story elements and how to identify them in books. Students practice alphabetical order and begin learning about reference sources, specifically dictionaries. Students then move into research, learning about keywords and how to answer research questions. They then use these skills to complete their biome projects in connection with the science curriculum. In conjunction with the biome project, students write acrostic poems about their biome animal.

In technology, students begin the year by completing a course on digital citizenship through Common Sense Media, with topics including media balance and well-being, privacy and security, digital footprint and identity, relationships and communication, cyberbullying, and news and media literacy. Students are exposed to and practice their coding skills using Dot & Dash, Scratch Jr. and Code.org®, as well as non-digital options, such as Hop Scotch Coding. Students are introduced to and begin to progress through the EduTyping program.

18

Grade 3 Library and Technology

In library, students begin the year by reorienting themselves in the library through a scavenger hunt. They then do some practice locating books by call number. Students review fiction versus nonfiction and practice comparing the two on the same subject.

Students explore Native American Folktales, learn about author’s purpose and practice their paraphrasing skills. Students spend some time learning about different types of references sources and how to properly use them including dictionaries, thesauri, encyclopedias and atlases. Students then move into research learning about databases, how to organize research, and reading for information. They use these skills to complete their biome projects. Students the biome project, students write Calligram poems about their biome animal.

In technology, students begin the year by completing a course on digital citizenship through Common Sense Media, with topics including media balance and well-being, privacy and security, digital footprint and identity, relationships and communication, cyberbullying, and news and media literacy. Students progress through the EduTyping program. Students are exposed to and practice their coding skills using Dot & Dash, Scratch Jr. and Code.org®. In addition, students begin to use the MS Office Suite to present information.

Grade 4 Library and Technology

In library, students continue to focus on research methods and strategies, learning to navigate the library spaces, and using a variety of sources. Students begin the year by reorienting themselves in the library through a scavenger hunt. They then do some practice locating books by call number. Students take a genre personality quiz followed up by a book tasting to get to know more about genres that may interest them. Students review the different types of reference sources including dictionaries, thesauri, encyclopedias and atlases. Students then move into research learning about databases, how to organize research, source credibility, and citations. They use these skills to complete their biome projects in connection with the science curriculum. In conjunction with the biome project, students write Haiku poems about their biome animal.

In technology, students begin the year by completing a course on digital citizenship through Common Sense Media, with topics including media balance and well-being, privacy and security, digital footprint and identity, relationships and communication, cyberbullying, and news and media literacy. Students progress through the EduTyping program. Students are exposed to and practice their coding skills using Dot & Dash, Scratch Jr. and Code.org®. In addition, students use the MS Office Suite to present information, sharing what they learn through Word documents, posters, and slideshow presentations. Online presentation software, including VoiceThread and ThingLink, continue to be used. Working in groups, fourth-grade students write, direct, film, star in, and edit an iMovie about presentation skills.

19

Physical Education Health and Wellness Physical education classes enhance brain development, improve focus, and contribute to overall health, well-being, and positive mood. Our physical education program teaches the importance of cooperation through skill development, games, and athletic activities. Physical education classes meet four to five times each week and emphasize the development of gross-motor control skills through running, jumping, throwing, catching, and other activities that enable students to develop body and spatial awareness. Students also build balance, endurance, flexibility, and stability.

Early Childhood Physical Education

Activities support the development of healthy social and emotional skills, fine and gross-motor skills, balance, and coordination.

Students are provided daily instruction in group games and physical activity developing physical skills and exploring spatial awareness, body awareness, and movement in a fun and safe environment. Co-curricular instruction is implemented at this level where classroom teachers are consulted, and content is reinforced in the physical education setting.

Grade 1-4 Physical Education

The program provides structured, large-group activities and games that develop cognitive, physical, and social skills. Activities promote social interaction, team building, and sportsmanship. The progression of skill development lays the foundation for the transition to our Middle School physical education and athletics program. Our programs provide opportunities to introduce students to fundamental sports skill development, drills, and applying those skills in a structured and safe game setting. Technology is also introduced in classroom activities by using various forms of training apps and devices. Students are introduced to soccer, cross country, tennis, basketball, floor hockey, volleyball, track and field, lacrosse, baseball, and softball.

Health & Wellness

Third- and fourth-grade students are introduced to formal health and wellness classes. Social, emotional, and physical health literacy skills are studied in the classroom with the goal of continued practice and growth outside of the classroom. Topics include building self-confidence, nutrition and healthy eating, stress management, the importance of physical fitness, communicating emotions, human development and puberty, and strategies for building relationships and a healthy lifestyle.

20

Social-Emotional Learning and Character Education Research indicates that social and emotional skills help students thrive in school and throughout their lives. Social and emotional learning comprises an essential part of our curriculum, as children learn to be good citizens, collaborators, and contributors while reinforcing values of acceptance, compassion, and kindness.

Our social, emotional, and character development program recognizes and celebrates GSB’s Core Values of courage, integrity, respect, compassion, and excellence in our students. Guided by the principles of Responsive Classroom®, faculty create a safe and welcoming classroom climate where students can feel open and empowered to develop their social and emotional skills.

Throughout each day, teachable moments are embraced to help students become aware of good character while encouraging the use of strategies to develop stronger character. Beginning with our youngest students, we recognize that children want to do the right thing, and we work to ensure our students develop strong character traits through a variety of social and emotional learning activities and experiences.

Students model and practice appropriate language and behavior in everyday relationships and are taught problem-solving and responsibility of choice through “DeBug,” a proactive conflict-resolution strategy. This approach also teaches when to ask an adult for help in resolving a conflict or problem with peers. Through interactions with students in the Middle and Upper Schools, our youngest students learn how to connect with other members of our community. The Virtue of the Month Program and Wednesday Town Meetings enhance social and emotional learning experiences and opportunities as a Lower School community.

Students participate in Friends and Feelings. This age-specific social and emotional curriculum, taught by our school counselor, helps build awareness and skills in friendship by first teaching students to understand their feelings, behaviors, and who they are.

Students learn strategies to solve problems, the importance of accepting and celebrating our differences and similarities, and the value of cooperation, empathy, and respect. The GSB mission statement, Core Values, and monthly virtues are woven into our curriculum and lived each day in purposeful and intentional ways.

21

Middle School

The unmistakable energy of our Middle School—vibrant, joyful, and nurturing—encourages students to challenge themselves in academics, explore new interests, and take intellectual risks. During these years, our students become increasingly comfortable articulating their ideas and values as they begin to realize their immense capacity to contribute—not merely to the school, but also to the community and the larger world. Within this framework, we offer a comprehensive academic program that focuses on the mastery of core academic subjects: language arts/English, mathematics, science, social studies/history, and world language. In addition, a range of coursework in fine arts, performing arts, Makerspace, and technology provides a well-rounded school experience, allowing students to discover new interests and develop existing ones. Throughout the curriculum, students acquire essential skills for increasingly rigorous academic work—learning how to take effective notes, read and analyze complex texts, study for assessments, and organize their thoughts and their time. Complementing the academic program are after-school offerings in the fine and performing arts, in-school clubs, athletics, and community service. These activities are a vital part of the Middle School experience, allowing students to connect with others around a common interest, explore new interests, collaborate, and lead. The Middle School also offers a faculty-led study hall until 5:30 p.m. daily, where students can complete homework assignments, see teachers for extra help, or work on group projects. There is no additional fee for participation in study hall or most extracurricular activities in the Middle School.

Program Highlights Homeroom Teachers/Advisors - Every student is assigned an advisor who is the homeroom teacher. Homeroom teachers oversee and support each student’s academic progress, maintain regular contact with parents, teachers, and coaches, and assist students in all areas of school life. In addition to meeting with students during structured times, they informally check in with their students during classes, breaks, meals, and sporting events. Homeroom teachers serve as the first point of contact between a student’s parents and the school. Parents are encouraged to talk with their child’s homeroom teacher about questions or concerns and to share information that may affect the student’s life at the school.

Character Awareness/Social and Emotional Learning - In the words of one of our Middle School science teachers, “There is an unspoken code at Gill: work hard, be joyful, and help one another.” During the Middle School years, our students increasingly recognize the critical roles they play—as individuals and in groups—in fostering and shaping the school community. The focus on community building is woven into every aspect of our program, founded on the understanding that thriving communities do not just appear; they require thoughtful work and a willingness to show consideration and respect for others. Through advisory and classroom discussions, community service efforts, Town Meetings, and everyday lunch-time conversations, students have opportunities to consider how their actions and attitudes may affect others. In Seminar, students also engage in social emotional topics. We also focus on one virtue each month, giving students a chance to thoughtfully consider what that virtue, or its absence, might look like—how it might be manifested in everyday life right here in our school community, and through the characters we study in history, literature, and the larger world. Teachers encourage students to learn from their mistakes and move forward.

Along the way, teachers help students think through their behaviors and develop healthy strategies for resolving differences.

Although the faculty guide the discussions, it is genuinely the students who take the lead, seeing themselves as ambassadors for, and contributors to, our wonderful Middle School community.

Community Service - Community service is a natural extension of our emphasis on character awareness, citizenship, inclusion, kindness, and respect. While service is an integral part of the curriculum, during the Middle School years, students begin to take ownership of service activities: identifying a need and designing and implementing a solution. Several clubs, including Half the Sky Club, the Farm and Garden Club, and Reading Buddies, are centered around service activities. Whether organizing a food drive or weeding the garden, our students are committed to making the campus, the community, and the world a better place.

22

Makerspace Classes - Stocked with art supplies, building materials, several 3-D printers, Arduino boards, and other technology resources, the Makerspace hums with activity before, during, and after the academic day. Located in the Merke Learning Commons, the Makerspace is dedicated to hands-on exploration, innovation, and learning. Classes are project-based—for example, designing earthquake-proof structures, or coding robots—and often tie into work being done in other subjects.

Research and Presentation - At each grade level, students undertake research projects. In addition to exploring a topic in depth, students learn to evaluate sources and develop skills in notetaking, outlining, and critical writing. Core subject teachers work in coordination with the librarian to ensure consistency in the process across grade levels. We use the NoodleTools platform to help with student organization and collaboration. Students at each grade level develop public speaking and presentation skills, becoming more comfortable expressing their ideas and more confident responding to questions. Presentations are woven into coursework throughout the curriculum, and events such as the Science Symposium and Roman Day afford students further opportunities to share their work in front of teachers and peers. Advisory groups and monthly Town Hall meetings also provide space for students to share their ideas and opinions within larger groups. Through frequent group discussions, students learn not only how to express their own thoughts, but also how to express dissent constructively and to demonstrate respect for the ideas and opinions of others.

Room to Grow - Middle School at Gill St. Bernard’s fosters students’ growing independence, understanding that preteens and adolescents are naturally driven to explore and experience the larger world. By Middle School, coursework is place-based throughout our campus. Students have fine arts classes in the art studio and woodworking barn. Music classes take advantage of the beautiful acoustics in our chapel and performance space in our theater/community center. Classes are held in two academic buildings, which include dedicated spaces, such as the computer lab and the Merke Learning Commons, which comprises a library and adjacent Makerspace. Finally, the resources of Home Winds—farm, gardens, greenhouses, orchards, pond, trails, and streams—serve as an inexhaustible outdoor classroom to complement learning across a range of disciplines.

STREAMS - Students in fourth through sixth grade take part in STREAMS, a yearlong program that brings together work in sustainability, technology, research, engineering, agriculture, math, and service. Our STREAMS teachers understand that Middle School students learn best when they are given a chance to create, tinker, and problem-solve. Using our 208-acre campus as a living laboratory, our students work together to design and implement solutions to achieve greater sustainability on our campus and in the larger world.

Spring Unit Program - Held at the end of May, the Middle School Spring Unit Program allows students to immerse themselves in a subject outside of the core curriculum. Whether rock climbing in the Delaware Water Gap, learning to cook, designing pinball machines, or staging a musical production, the experience is creative, collaborative, and hands-on. Scheduled at the end of the school year, the Spring Unit provides a welcome shift from traditional academics, while allowing significant, in-depth learning to take place.

23

Academic Expectations Homework - Homework is an essential part of the learning process, complementing classwork and encouraging student independence. In addition, regular homework assignments give teachers further insight into each student’s challenges, strengths, and understanding of the material. Our teachers thoughtfully design homework assignments to enrich daily classwork. Students keep track of their assignments in a traditional plan book provided by the school. Teachers also post assignments on an electronic bulletin board each day, as well as attachments, reminders, resources, and links to enrichment websites. The electronic bulletin board is helpful for students wanting to do daily assignment checks, plan, or see assignments missed due to absence.

Missed Work - Students learn how to manage and organize their time better as they take on increasingly rigorous coursework.

It is vital that they feel supported in this effort and that their progress is not hindered by a few bumps along the way. When a student misses an assignment, for example, the classroom teacher will share that information with the student’s advisor and the parents in a timely fashion. If missed work is not completed within a designated time, teachers may have students remain after school to make up assignments and/or receive extra help.

Grades and Comments - We provide frequent opportunities, both formal and informal, for parents to see a student’s progress.

In addition to graded student assessments, homework, and projects, written grades and comments are sent to students and their parents six times during the academic year. In addition, parent/teacher conferences are scheduled in November and February.

Outside of these official reporting periods, parents are encouraged to talk with the student’s advisor or teacher(s) about any concerns, questions, or suggestions.

Grades - Letter grades correspond to the following numerical scale:

24

Letter Grade

Numerical Range

A+

98–100

A

93–97

A-

90–92

B+

87–89

B

83–86

B-

80–82

C+

77–79

C

73–76

C-

70–72

D+

67–69

D

63–66

D-

60–62

F

0–59

Description

Unacceptable Performance. Students will not receive credit for the course.

I

An incomplete grade is given due to illness or other significant issue.

Students are required to complete the coursework within a brief, specified period of time.

P

Indicates that the student has passed the course.

Academic Review - Any student who shows a pattern of grades below “C” is subject to academic review. The student and his/ her family will be asked to meet with the appropriate members of the faculty and the Lower & Middle School director as soon as possible. Should the pattern continue, the student’s re-enrollment contract may be placed on hold.

Academic Warning - Any student earning a grade in the “D” range for a core course is placed on academic warning during the next marking period.

Academic Probation - Any student earning an “F” or two or more course grades in the “D” range is placed on academic probation during the next marking period. Re-enrollment contracts may be withheld for students on academic probation.

Student Support Services Student Support Services - In keeping with our school’s mission, “To provide a balanced curriculum that prepares students academically, socially, and ethically for college, and a meaningful life,” access to personalized support services is an integral part of every student’s experience. GSB’s faculty and staff are highly qualified in their fields of expertise; they work with students to demonstrate understanding and an advanced level of mastery in each discipline. In tandem with our dedicated faculty and advisors, students and families can also access specialists in learning resources, mental health, and health services. The director of learning support, school counselor, nurse, and health and wellness teacher, together with the division director, deans, and faculty, comprise an expert support team for students in meeting the high expectations of our college preparatory program.

The Middle School program solidifies the foundation laid by the Lower School and guides students towards new academic, social, emotional, and physical challenges. The student support team meets to discuss students and their growth. Through the Seminar Course and the Middle School Advisory Program, students focus on building independent habits of study skills, organization, time management, and test-taking. All students are encouraged to seek help from teachers in study hall. When faculty recognize that a student needs additional resources, the director of learning support works with families to develop a support plan.

Testing - Students in fourth through eighth grade sit for the Educational Records Bureau (ERB) assessment each spring. The ERB is a common standardized test administered in independent schools. Results correlate Gill St. Bernard’s students to students from other independent schools across a range of categories. The director of learning support shares the ERB results with families, typically in early summer. If families have questions regarding the test, they may make an appointment with the director of learning support in the summer or early fall.

Awards - In keeping with its core values, Gill recognizes students for academic excellence and academic improvement, as well as for character, citizenship, service, sportsmanship, and contributions to the school community. Awards are presented at the close of the academic year.

25

Middle School Curriculum

Language Arts The language arts program nurtures a love of reading and writing, while also giving students a comprehensive foundation in grammar, spelling, and vocabulary. Because reading and writing are essential to academic success in a range of subjects, English/ language arts classes meet for an extended period of time each week. Throughout the program, concepts explored in literature are applied to the writing process in the development of both creative and expository pieces. In addition to reading literature for their courses, our students are required to read independently throughout Middle School. Teachers also collaborate with the librarians to help students develop their research skills and research projects.

Grade 5 Language Arts

Fifth-grade language arts is studied within the context of a greater humanities course. The interdisciplinary nature of language arts and social studies provides a rich educational experience that allows students to explore, analyze, and interpret literature in a historical context.

Students further develop a passion for literature through studying various literary genres in detail. They learn to recognize different writing styles and literary techniques, to comprehend figures of speech, and to analyze character and plot development. Students also participate in literature circles and take turns leading small-group discussions. Students choose novels for independent reading from a classroom library that is categorized by interest and genre. Accelerated Reader, a Web-based program that integrates computer technology with reading enrichment, increases reading comprehension and monitors independent reading progress.

Students engage in the writing process throughout the year, drafting book reviews, fantasy stories, persuasive essays, literary essays, and nonfiction pieces. Fifth-grade students learn to effectively review their own writing and collaborate in the peer editing process.

Grammar is studied throughout the year and is integrated into writing instruction, as are spelling skills. Students study vocabulary in the context of the literature they are reading, as well as from a workbook series. Students learn to listen and speak effectively through presentations to the class and class discussions. The balanced curriculum encourages critical thinking and comprehension skills, collaboration, and a deep understanding and appreciation of literature and expression.

Resources include Accelerated Reader, Grammar Workshop, and Vocabulary Workshop. Novels include Linda Mullaly Hunt’s Fish in a Tree, Rita Williams-Garcia’s One Crazy Summer, Linda Sue Park’s A Long Walk to Water, Karen Hesse’s Letters from Rifka, Thanhha Lai’s Inside Out and Back Again, and Pam Muñoz Ryan’s Esperanza Rising among others.

Grade 6 Language Arts

Students study a range of literary genres, including historical fiction, science fiction, and non-fiction (memoir), as well as short stories and poems. The students learn to identify literary elements and figurative language as they enhance critical-reading skills. Students learn various techniques for composing well-organized paragraphs and essays, and much of the writing is an outgrowth of the required novels and an emphasis on the GSB core values. Creative writing is further explored in narratives for interdisciplinary projects, journal writing, and poetry.

As part of the coursework, students share original work and formal presentations using applications such as PowerPoint and Adobe Creative Cloud. Vocabulary is derived from literature units, a comprehensive workbook, and the study of prefix and suffix meanings. Spelling skills are reinforced through the study of commonly confused words and those most frequently misused in writing. Personal spelling lists are also differentiated for each student. Grammar lessons focus on the parts of speech, the mechanics of writing, the structural relationship between words in sentences, and direct application to student work.

26

Resources Include 365 Days of Wonder, R. J. Palacio, Vocabulary Workshop, Confusing Words Reference Series, Prefixes and Suffixes, Grammar for Writing, and Accelerated Reader (independent reading). Novels include Raquel J. Palacio’s Wonder, Lois Lowry’s The Giver, Laurence Yep’s Dragonwings, Jacqueline Woodson’s Brown Girl Dreaming, Paul Fleishman’s Joyful Noise: Poems for Two Voices, and a variety of short stories. In addition, students self-select a wide range of novels and nonfiction for independent reading.

Grade 7 English

As they learn to discuss and write about increasingly complex literature, students develop critical-thinking skills in seventhgrade English. In addition to teacher-directed analysis, students learn to take effective notes about the reading to aid in their comprehension and to facilitate discussion. Participation in class discussions is an essential component of this course as students learn to analyze ideas. Exploring novels, short stories, and poetry, students move beyond understanding plot to analyzing literary devices, including character development, symbolism, and theme. Students draw from their own experiences to inform and strengthen their understanding of the texts. They also reflect on how themes and lessons in the literature apply to themselves and the world around them.

Most writing assignments are critical analyses of the novels, emphasizing their use of textual evidence to support an argument.

Students learn to organize their ideas and structure their writing effectively through single paragraphs and five-paragraph essays. Students also engage in creative and narrative writing to explore literature and topics of personal interest. Vocabulary and grammar instruction support and enhance students’ writing. Grammar topics include parts of speech, parts of a sentence, sentence structure, punctuation, principal parts of verbs, pronoun usage, and commonly confused words. This class meets extra sessions weekly to allow for collaboration and full exploration of class material and students’ ideas.

Resources include Vocabulary Workshop Level B, Greek and Latin Roots, and Grammar for Writing Grade 9. Literature includes Alan Gratz’s Refugee, Paolo Bacigalupi’s Ship Breaker, Orson Scott Card’s Ender’s Game, and Neal Shusterman’s Bruiser, along with poetry selections from authors such as Langston Hughes, Robert Frost, E.E. Cummings, Nikki Giovanni, and William Wordsworth.

Grade 8 English

In eighth grade, students become more independent in their reading, writing, and thinking skills. An emphasis is placed on literary analysis, including understanding and identifying themes, tone, characterization, symbolism, plot elements, and the effect of literary devices, such as irony and foreshadowing. Classroom interaction, including student-led discussions, is an integral part of the course. The study of grammar continues as students learn about phrases, clauses, different sentence structures, and verb tenses.

Writing assignments include several five-paragraph essays, frequent talking points, weekly creative writing, and a research paper.

Strong arguments, supporting details, textual evidence, proper Modern Language Association (MLA) format, peer review, and knowledge of grammar and vocabulary are emphasized. Vocabulary instruction focuses on making new words a part of a student’s written and spoken vocabulary. Extended class time each week allows for in-depth discussions, group work, and writing.

Resources include Grammar for Writing 9, Vocabulary Workshop C, and More Greek and Latin Roots. Other works include Elie Wiesel’s Night, Shakespeare’s Romeo and Juliet, Ray Bradbury’s Fahrenheit 451, Daniel Keyes’ Flowers for Algernon, S.E. Hinton’s The Outsiders, and short stories from authors such as Ray Bradbury, Kurt Vonnegut, Edgar Allan Poe, and Shirley Jackson.

27

Mathematics Throughout Middle School, an emphasis is placed on mastery of mathematical concepts so that students are fully prepared for increasingly advanced work. The math curriculum transitions seamlessly from the Singapore Math program, which culminates in sixth grade with pre-algebra. In the seventh grade, each student begins an enriched or accelerated math sequence, depending on his/her readiness. The enriched sequence offers Algebra I over two academic years, allowing time for students to solidify prealgebra skills and to apply those skills to problem-solving. The accelerated sequence offers Algebra I in seventh grade and geometry in eighth grade. Math placement is based on aptitude and readiness, ensuring a strong foundation for further mathematical study and success.

Grade 5 Mathematics

This year-long course continues the Singapore Math program from earlier grades, introducing new topics and concepts. The course is designed to help students develop a deep conceptual understanding of mathematics. Skills and concepts are taught in an integrated manner, allowing students to draw on prior knowledge, explore topics in-depth, and achieve mastery. Lessons are carefully designed to move students from a concrete to a visual and, ultimately, to an abstract understanding of each concept. The course encourages students to become confident, creative problem-solvers. They study fractions, decimals, and whole numbers from the thousandths to the billions and beyond, and they develop proficiency in adding, subtracting, multiplying, and dividing fractions, decimals, and multi-digit numbers. Other key topics include number theory, measurement, ratios, and percentages.

Students are introduced to a variety of problem-solving strategies, including drawing unit models to aid in interpreting and solving word problems. Advanced topics, projects, and individualized assignments provide a level of challenge and support appropriate for each student.

Grade 6 Mathematics/Pre-Algebra

This year-long course continues the Singapore Math program, building pre-algebra skills, and focusing on conceptual understanding and application of skills to solve problems. Major topics include the use of variables to represent unknown quantities, percentages and proportions, measurement, and calculations of two and three-dimensional shapes, probability, and the four basic operations with negative numbers. A variety of strategies and skills are introduced for each topic. Students learn to understand different approaches to solving problems and discerning which strategies may be more appropriate for specific problems. They are challenged and supported through assignments as well as individual and group projects as they work to master course topics.

Algebra 1

Depending on their readiness, students take this course over a single year (accelerated) or over two years (enriched). The Algebra I course provides a formal development of skills and concepts necessary for students to succeed in advanced mathematics courses.

This course introduces higher-order abstract reasoning strategies. The syllabus covers a variety of topics that serve to open new areas of inquiry while continually reviewing and reinforcing previously presented materials. Course topics include operations with integers, proportions, graphing on the coordinate plane, linear functions and equations, inequalities, systems of equations, exponential functions, quadratic functions and equations, and radical expressions and equations.

Grade 7 Algebra

This is the first year of the enriched course. Pre-algebra skills are reintroduced in an integrated manner, as new topics are presented. Course highlights include solving equations and inequalities, solving and graphing linear functions, and solving systems of equations. The pace of the course allows for additional exploration of topics and opportunities for group activities that stimulate creativity and critical thinking.

Grade 8 Algebra

This is the second year of the enriched course. This class reviews and reinforces linear algebraic concepts introduced in seventh grade and applies them to non-linear algebraic functions and expressions. Students have independent and collaborative opportunities to practice these skills in practical situations. An emphasis on critical thinking, error analysis, and improved accuracy contributes to students’ readiness for Upper School math classes.

Grade 8 Geometry

This is the highest-level math course offered to Middle School students and is open only to eighth-grade students who successfully completed a full year of Algebra I. The course has two broad goals: understanding the mechanics of geometry, which involves formulas and computations for two and three- dimensional shapes; and understanding the logic of geometry, which focuses on proofs. Coursework is enhanced with an engineering project and an exploration of trigonometry, which encompasses non-right triangle trigonometry, the Law of Sines and the Law of Cosines. The McDougall Littell textbook is used to teach this course, which is the same textbook used in Upper School Geometry classes at GSB. Prerequisite: The successful completion of Algebra I and the recommendation of the department.

28

Social Studies/History The social studies/history curriculum is rooted in the fundamental skills of critical reading, writing, note-taking, classroom dialogue, and research. The fifth-grade course focuses on human movement and cultural exchange; sixth and seventh grades study ancient history. In eighth grade, students examine American history and government from its foundations to today. The introduction of Facing History and Ourselves and Pollyanna curricular frameworks helps students understand the choices and perspectives that shaped history.

Students in these courses learn how to research, analyze, and assess different sources of information; find corroborating evidence; ask good questions to advance inquiry; formulate an effective argument using evidence, and analyze primary source documents.

Students also learn how to communicate an idea across many different platforms, including the use of written reports, oral presentations, and online discussion boards. Global, national, and local current events from a variety of sources are investigated to supplement inquiry of contemporary and historical issues.

Students are encouraged to expand their understanding of the relationship of geography to cultures, global issues, and themselves.

Cross-curricular projects are completed throughout the year, including research papers and presentation. The history curriculum is designed to hone communication and critical thinking skills. Students learn to evaluate, synthesize, and write as historians, assessing bias in primary and secondary documents and questioning with thoughtfulness and respect. The program produces emerging scholars who are beginning to see contemporary society through multiple lenses and against the backdrop of history.

Grade 5 Social Studies

Fifth-grade social studies is studied within the context of a greater humanities course. The interdisciplinary nature of social studies and language arts provides a rich educational experience that allows students to explore, analyze, and interpret topics in a historical context.

Students examine the historical context of the demographics and culture of the United States today. They learn to use data, maps, primary sources, and textbook readings to enhance their understanding of the context through which American society has developed. Themes explored include immigration and New York City’s changing neighborhoods, including forced migration, civil rights, and contemporary movements; and colonization and the impact of the Columbian Exchange on indigenous cultures and the environment. This course develops the following historical thinking skills: chronological thinking, historical comprehension, analysis and interpretation, and research. Through inquiry and reverse-chronological study of events, students understand the connection between history and today’s world. To support greater comprehension and empathy, students use a journaling system for the management of their course materials and the creation of a personal portfolio. The online textbook is TCI History Alive! The United States Through Modern Times. Junior Scholastic is an additional resource for students.

Grade 6 Social Studies

Students investigate the ancient civilizations of Mesopotamia, Egypt, and China. Students learn to use data, maps, primary sources, and short readings to enhance their understanding of the development of these civilizations. Students learn skills for note-taking, studying, oral presentation, and geographic awareness. Research skills are developed through a written paper related to ancient Egypt. In addition to traditional assessments, students have an opportunity to demonstrate understanding through projects, reenactments, and virtual reality tours. This course also fosters an ability to discuss and debate contemporary issues. By learning about the world’s earliest communities, students have a better understanding and greater appreciation for monumental achievements around the world.

Grade 7 History

Students continue to investigate early civilizations by exploring Greece, Rome, Europe during the Middle Ages, and Islamic culture. Students learn to use data, maps, primary sources, and short readings to enhance their understanding of the development of these civilizations. Students learn skills for note-taking, studying, oral presentation, and geographic awareness. Research skills are developed through a project centered on ancient Greece. In addition to traditional assessments, students have an opportunity to demonstrate understanding through reenactments and virtual reality tours. This course also fosters an ability to discuss and debate contemporary issues. By learning about the world’s earliest communities, students have a better understanding and greater appreciation for monumental achievements around the world. Junior Scholastic is an additional resource for students.

29

Grade 8 History

This course is based on a thematic approach to civics rooted in the history of American government. Students discuss the conditions and events that helped create the colonial foundations of American political ideals, traditions, and systems. In addition, they explore the core principles of American government and what it means to be a citizen. Students will also explore current events to understand how the past informs the present and how the present illuminates the past. All eighth graders travel to Washington D.C. to tour the nation’s political and cultural institutions.

Resources include Center for Civic Education’s We The People: The Citizen & The Constitution, Facing History and Ourselves Curriculum, Scholastic’s The New York Times Upfront magazine, and various supplemental materials, including primary documents, videos, and secondary sources.

Middle School Building Bridges

Building Bridges is designed to facilitate discussion around choices in communities. Through critical reading and classroom dialogue, students explore how multicultural communities live in harmony, examine problem-solving skills, and conflict resolution, and learn how to make a positive difference in an increasingly complex society. The course is framed in the pedagogy of Facing History and Ourselves, and the foundational text Seedfolks, by Paul Fleischman. Resources: Facing History and Ourselves, select readings/activities.

30

Science The science program challenges and engages students with exploratory and lab-based learning. Science class meets every day, and topics introduced are revisited throughout Middle School with increasing complexity each year. The STREAMS program brings together work in sustainability, technology, research, engineering, agriculture, math, and service while emphasizing the skills of collaboration, problem-solving, and cross-disciplinary thinking. In STREAMS, and throughout the Middle School curriculum, teachers utilize the natural resources of our 208-acre campus—gardens, pond, streams, and a working farm—to complement classroom learning. Students also use the Makerspace, a lab-centered working classroom where they can create, design, explore, and tinker. Middle School science harnesses the natural curiosity and energy of students, teaching them how to apply scientific concepts and methods to their exploration.

Grade 5 and the STREAMS Program

Students journey through the earth’s systems, investigating the biosphere, hydrosphere, atmosphere, cryosphere, and geosphere.

Through hands-on, collaborative lab activities, this course exposes students to physical science, earth science, life science, and engineering design technology. From making earth system jars and witnessing a live water cycle, to constructing a food web from organisms found around campus, students develop an understanding of science concepts and their application in the real world.

GSB’s campus provides students with a tangible exploration of the environment. As students work through the year, this course nurtures a love of science and learning. Reinforcement of study skills, review and preparation for tests and quizzes, as well as the organization of data, is presented to students in different formats.

The STREAMS Program, encompassing sustainability, technology, research, engineering, agriculture, math, and service, is an extension of the fifth-grade science course. The program allows fifth-grade students to spend an extended block of time each week studying at Home Winds Farm. The curriculum is designed to foster problem-solving and design thinking, with sustainability concepts front-and-center. STREAMS is an opportunity for new Middle School students to explore, discover, and make connections in the scientific world. Research plays an integral part in this fifth-grade course. Students explore the biodiversity of flora and fauna on campus. The STREAMS program has partnered with Eco-School USA, where students spend the year working on projects that analyze and measure sustainable practices on campus.

Grade 6 and the STREAMS Program

Students become more aware and curious about science in the world around them. Becoming good citizen scientists, and learning how to be an integral part of a team, are continually modeled. Lessons are designed to encourage students to connect and work with each other. In addition, study and test-taking skills are reinforced with an emphasis on appropriate lab skills and application of science content. Sixth-grade lessons include topics from life, earth, and physical sciences.

A close inspection of the Peapack Brook, which runs through the GSB campus, includes measurement of its physical dimensions, analysis of its water chemistry, and the identification of the organisms, which live in the riparian zone. Students learn about the properties of water and become aware of their own water use, how clean water impacts their health, and the fact that water is not evenly distributed on the planet.

The physical and chemical properties of matter and energy are investigated through a variety of lab activities. Students take part in the “Trout in the Classroom” project, and tap maple trees on campus to make syrup. As the culminating activity to the year, students dissect a worm, a fish, and a frog. To connect science to their life while using the scientific method, students complete a long-term scientific investigation of their choice. The sixth graders determine a problem, set up variables, write a hypothesis, and then carry out the experiment by collecting and graphing their data. They draw a conclusion comparing the results to their hypothesis and write both a research paper and a scientist biography. Finally, they present their findings to the school community at the annual Science Symposium.

In sixth-grade STREAMS, students apply the field scientist skills they have practiced in previous years of STREAMS to complete more comprehensive capstone projects. Most of these projects align with the sixth-grade science course. Students research and analyze watersheds and wetlands in conjunction with the AmeriCorps Watershed Ambassadors, and explore our impact on nature through studies of bird migration through campus. By the end of the sixth-grade STREAMS program, students develop an awareness and understanding of the interconnectedness of environment, culture, and society.

31

Grade 7 Science

This hands-on course helps students develop a thorough understanding of scientific concepts. Topics include ecology and human body systems. Through weekly experiments, students develop skills in planning and conducting investigations, analyzing and interpreting data, and developing models to explain natural phenomena. Students are also required to compose several full-length lab reports throughout the year, in which lab report format, graphing, and analysis are emphasized. Students are provided with many opportunities to better understand real-life science applications on the GSB campus, including conducting research to help solve current environmental problems; examining biodiversity in the garden; developing and creating models of human body systems, and researching diseases and disorders in the body. Students also engage in a cow eye dissection, have the chance to speak with visiting ophthalmologists, and learn about how dogs are trained to assist blind individuals during a visit by “The Seeing Eye.” During the human body segment, classes led by practicing physicians allow students to ask questions about complex diseases affecting the human body, as well as inquire about the medical profession, helping them better understand how science extends outside the classroom and into the world. This course places a strong emphasis on learning how to understand scientific literature, with students carrying out informed discussions about current scientific advances or developments. Students also research and prepare several in-depth multimedia presentations that promote group collaboration, research skills, and public speaking skills.

In addition, they compose a research paper on a topic of their choice and learn about the process of writing a research paper, including how to outline, find credible sources, and use proper citation format.

Grade 8 Science

Exploration of physics, chemistry, and evolution frames this course, with hands-on activities that challenge students to design and build, analyze, evaluate, and draw valid conclusions from data. Water rockets are used to apply concepts in physics as students design, test, and redesign a rocket. During the study of chemistry, students conduct a series of lab activities that help them better understand concepts, learn to balance chemical equations, and build molecules and compounds. Students develop theories to explain the science observed and learn to reach conclusions based on data. They also write formal lab reports that include computer-generated data tables and graphs. Throughout the year, each student also investigates a scientific topic of interest and creates an original movie to teach others what he/she has learned. As students mature in eighth grade, there is a greater focus on learning for understanding, on independence, and on refining study skills that are necessary for success in Upper School.

32

World Language The World Language Department strives to inspire a love for language in our students, helping them become confident speakers in the target language. Classes encourage students to explore the culture and history of the regions associated with their language.

In addition, the program provides natural avenues for conversations about diversity and multiculturalism. In Middle School, the program offers study in French, Latin, and Spanish. In addition to language instruction, each course introduces students to the corresponding culture through music, film, printed media, and literature. A student entering the Middle School in fifth grade is required to study French, Spanish, and Latin for one trimester. During each fifth-grade trimester, students learn the fundamentals of the language—functional communication, vocabulary, and grammar. In grades six, seven, and eight, students embark on a three-year course that is the equivalent of a Level I high-school course. This pacing allows students to master the material and begin Upper School at the intermediate level. Outside the classroom, students participate in activities that emphasize the cultural elements of the language they are studying.

Grade 5 Spanish

The goal of this class is to expose and foster topical and functional communication and to raise cultural awareness of traditions and daily life in countries where Spanish is spoken. From the first day of class, students actively participate in short dialogues, question-answer exercises, and role-playing. Elements of the curriculum include geography, history, and art, along with the study of basic grammar and vocabulary. Printed visual and audio materials, presenting an authentic view of the language and culture are used.

Grade 5 French

This class is designed to introduce and expose all students in the grade to the sounds, structure, and basic use of the French language. The class focuses on functional communication, which includes listening, speaking, reading, and writing skills, with an emphasis on the listening and speaking components. Cultural awareness of the traditions and daily life of Francophone countries is emphasized through language and classroom activities.

Grade 5 Latin

This introductory course develops and strengthens good vocabulary and grammar skills while teaching students the fundamentals of a classical language. Since many English words are derived from Latin, the class serves as an excellent tool for students to develop their vocabulary skills in English, as well as in Latin. Emphasis is placed on derivatives, prefixes, and suffixes so that students can begin to recognize connections between Latin and English. All grammar instruction is aligned with the language arts curriculum to reinforce the concepts taught in both courses. Students study the geography of Italy and the contributions of ancient Romans, as well as the clothing, schools, and architecture of the Roman Empire and its many contributions to history.

Grade 6 Spanish

This is the first of three consecutive years in the Middle School language program corresponding to the Upper School Level I Spanish course. The study of the language progresses with the communicative approach in a program oriented to provide opportunities to develop conversational and listening comprehension skills. Concurrently, writing skills and grammar are emphasized. The students continue to develop an appreciation for the culture of the Spanish-speaking countries around the world. They develop their skills through creative activities such as writing short dialogues, performing celebrity interviews with their classmates, and writing a book report on a well-known Spanish or Latin American author or artist.

Grade 6 French

This is the first of three consecutive years in the Middle School language program, corresponding to the Upper School Level I French course. The course is an introduction to the language and cultures of the French-speaking world. Students learn basic vocabulary to carry a simple conversation. This course fosters functional communication as a fundamental building block in reading, writing, listening, and speaking skills for students to move toward language proficiency. The development of cultural understanding is an integral part of daily class activities.

33

Grade 6 Latin

This is the first of three consecutive years in the Middle School language program, corresponding to the Upper School Level I Latin course. This class develops and strengthens sound vocabulary and grammar skills while teaching students the fundamentals of a classical language. Students are introduced to Latin and Greek mythology, which culminates in a Roman shield project.

Students research the shape of various Roman shields and design them, using the symbols and the stories of gods.

Grade 7 Spanish

This is the second of three consecutive years in the Middle School language program, corresponding to the Upper School Level I Spanish course. The study of the language progresses with the communicative approach to provide opportunities to develop conversational and listening comprehension skills. Concurrently, writing skills and grammar are emphasized. The students continue to develop an appreciation for the culture of the Spanish-speaking countries around the world. Building a core vocabulary and a strong foundation in grammar is a fundamental building block for students to move toward language proficiency. They learn to ask and answer simple questions, to speak in Spanish, and to write in the present tense about activities and people that relate to daily life.

Grade 7 French

This is the second of two consecutive years in the Middle School language program, corresponding to the Upper School Level I French course. The course continues the introduction of the language and cultures of the French-speaking world. Students learn to ask and answer simple questions, to speak in French, and write in the present tense about activities and people that relate to daily life. Building a core vocabulary and a strong foundation in grammar is a fundamental building block for students to move toward language proficiency. The development of cultural understanding is an integral part of daily class activities.

Grade 7 Latin

This is the second of two consecutive years in the Middle School language program, corresponding to the Upper School Level I Latin course. The class is designed for students to pursue the study of Latin, to reinforce their English grammar, and to build a strong vocabulary. Students use the Cambridge Latin Course (Cambridge University Press), a reading program designed to help them acquire Latin vocabulary and to read Latin easily. Students build on the grammar structures that are taught in seventh-grade English, enabling them to make connections between English and the root language, as well as to increase their vocabulary and grammar skills in both languages. The Cambridge Latin Course text provides insight into Roman culture and history through stories centered around the destruction of Pompeii and its effects on a Roman family. The text also includes Greek and Roman mythology. A variety of activities, projects, and a Roman festival of the gods enrich the student’s experience in the course.

Students may take this class with no prior training in Latin.

Grade 8 Spanish

This is the third of three consecutive years in the Middle School language program, corresponding to the Upper School Level I Spanish course. The study of the language progresses with the communicative approach in a program oriented to provide opportunities to develop conversational and listening comprehension skills. Concurrently, writing skills and grammar are emphasized. The students continue to develop an appreciation for the culture of the Spanish-speaking countries around the world. Building a core vocabulary and a strong foundation in grammar is a fundamental building block for students to move toward language proficiency. They learn to ask and answer simple questions, to speak in Spanish, and to write in the present and preterite tenses about activities and people that relate to daily life. Along with World Language classes, eighth-grade students participate in Language Lab, which is an opportunity for additional work and enrichment exercises.

Grade 8 French

This is the third of three consecutive years in the Middle School language program, corresponding to the Upper School Level I French course. Building a core vocabulary and a strong foundation in grammar is critical as students develop language proficiency.

Students learn to ask and answer simple questions, to speak, and write about activities and people that relate to daily life.

Opportunities for creative expression are provided through the integration of listening, speaking, writing, and reading activities in French. The development of deeper cultural awareness is an integral part of daily class activities as well. Along with regular World Language classes, eighth-grade students participate in Language Lab, which is an opportunity for additional work and enrichment exercises.

34

Grade 8 Latin

This is the third of three consecutive years in the Middle School language program, corresponding to the Upper School Level I Latin course. This class enables students to pursue the study of Latin, to reinforce their English grammar, and to build a strong vocabulary. Students use the Cambridge Latin Course (Cambridge University Press), a reading program designed to help them build Latin vocabulary and to read Latin easily. Students study the grammar structures that are being taught in their English classes, enabling them to make connections between English and the root language, as well as to increase their vocabulary and grammar skills in both languages. The Cambridge Latin Course text provides insight into Roman culture and history through stories centered around the destruction of Pompeii and its effects on a Roman family. The text also includes Greek and Roman mythology. Students compete in the Certamen at Princeton University, and they take the National Latin Exam in March. Along with regular World Language classes, eighth-grade students participate in Language Lab, which is an opportunity for additional work and enrichment exercises.

35

Fine and Performing Arts Fine Arts Fine arts courses are exploratory and introductory, designed to ignite interest and creativity and engage students in a variety of topics. In fifth and sixth grade, all students take Studio Art and Woodworking for one semester, each with weekly class meetings.

In seventh and eighth grade, students can choose two electives per year in the fine arts, including Studio Art, Sculpture and Ceramics, Woodworking, and CAD (computer-aided design).

Grades 5-6 Studio Art

Fundamental skills, techniques, knowledge, and attitudes necessary to produce and understand visual art are covered in this course. A variety of artistic media explored in fifth and sixth grade include plaster, acrylic, tempera and watercolor paints and ink, across a range of subjects and styles. Assignments may include drawing from observation, color value paintings, sculpture with recycled materials and plaster, assemblage, surrealistic self-portraits, perspective, block prints, and a collaborative project.

Grades 5-6 Woodworking

Beginning with formal instruction of proper safety procedures and with basic drawing and design to elicit creativity and to build confidence, students discover how to use a variety of materials in different ways. They learn about the history of the craft and the role of mathematics in successful woodworking. Projects consider the developing nature of each student’s skills, and they demonstrate the acquisition of these skills through the completion of a project. Fifth-grade students are introduced to handsaws, Dremels, tape measures, and many other tools. They learn to measure and shape wood with a band saw carefully. Through making clocks, they create unique carvings and designs. Sixth-grade students accurately measure, cut, carve, and shape wood into birdhouses, carvings, and toolboxes.

Grades 7-8 Computer-Aided Design (CAD)

CAD introduces students to the world of drawing three-dimensional objects using computers. It is a semester elective for seventhand eighth-grade students. Students learn the TinkerCad program to create scale models and objects of their own design–both practical and artistic. Class is held in our iMac technology lab, where students learn how to format and slice their drawings for the 3-D printers. With the goal of promoting creativity and exploration, the class is an artful combination of math, design, and technology.

Grades 7-8 Studio Art

We cover fundamental skills, techniques, knowledge, and the attitude necessary to produce and understand visual art. Art history plays a vital role in the course as students explore a variety of artistic media. Seventh-grade projects may include drawing from a still-life, self-portraits in the style of an artist’s painting, linocut printmaking, collage, sculpture with recycled materials, landscape, and perspective studies. Additional projects at the eighth-grade level include charcoal still-life drawing, monochromatic acrylic painting, analogous painting, relief prints, and linear perspective studies.

Grades 7-8 Woodworking

Woodworking projects consider the developing nature of each student’s skills. In the seventh grade, students carefully measure, cut, carve, shape, and laminate wood to make projects such as custom chess boards and hand-carved paddles. In the eighth grade, students cut, carve, shape, and laminate wood to make projects such as custom lamps and hand-made boxes. At both grade levels, students may participate in the completion of group projects such as Adirondack chairs and tables. Students begin each semester by producing scaled drawings, calling on the design skills and creative ideas from the prior year. Over the term, they are introduced to more involved techniques with a variety of wood materials and tools. The history of the craft and the mathematics inherent in the woodworking process are included in the curriculum. At the end of the semester, each student takes home a project that demonstrates some of the more advanced skills acquired.

36

Grades 7 Ceramics

Seventh-grade ceramics teaches the basic skills of working with clay while focusing on sculptural projects and hand-building techniques. Students will learn how to make coils, build with clay slabs, and employ slipping and scoring while exploring texture, pattern making, and the connection to our natural world within the medium of clay.

Grades 8 Ceramics

Eighth-grade ceramics explores how we interact and utilize clay and pottery within our daily routine by utilizing foundational ceramic techniques to create functional pottery pieces. While learning how to make clay slabs, employ coils, and incorporate molds, students will create tableware and storage pieces through the lens of a unique art style.

37

Performing Arts Beyond the pure joy of taking part in a production, students who engage in the performing arts become more self-confident and better able to present their ideas to others. They learn firsthand how to collaborate and push beyond their comfort zone to discover and develop talents they may not have known they possessed. In concerts, jazz band, singing groups, plays, and musicals, Middle School students have ample opportunity to explore the performing arts. Every fifth- and sixth-grade student has music classes each week. In seventh and eighth grade, students choose among electives in drama, music, and the fine arts. Previous Middle School productions include Honk! JR., Once on This Island Jr., High School Musical Jr., Eureka!, The Wizard of Oz. Jr., Hoodie, & How to Survive the Zombie Apocalypse.

Grades 5-6 Studio Music

This yearlong, required class gives students a deeper understanding of music, while engaging them in a choral setting. Throughout each semester, music history and theory are taught alongside sight-singing, rhythm development, proper vocal and breathing techniques, and harmonization skills. The choir works together as a team to prepare a diverse repertoire for a concert at the end of each semester.

Grades 7-8 Music

This one-semester elective class is designed to give students a deeper understanding of music, while continuing to engage them in a choral setting. The course delves further into music history and theory. Sight-singing, rhythm development, proper vocal and breathing techniques, and harmonization skills continue to be refined as the choir works together as a team to prepare a diverse repertoire for a concert at the end of the semester.

Grades 7-8 Drama

Drama class meets weekly and offers students the opportunity to study all facets of theater, from theater games and acting, to history and stagecraft. The class meets in the Performing Arts and Community Center (PACC), where students are given a firsthand look at the actual production of the Upper School play and musical. Each spring during the Middle School Spring Unit, the seventh- and eighth-grade students mount a production. Interested students may participate on stage or behind-the-scenes.

38

Technology In the Middle School, technology skills are learned in coordination with informational literacy and Internet safety so that students can effectively and safely navigate an increasingly digital world. Technology is integrated throughout the curriculum and in collaboration with core subject teachers. Weekly technology classes allow students to research, code, create, and program.

Grade 5 Technology

Students learn a range of computing skills, including keyboarding, word processing, working with spreadsheets, and creating presentations. Students are also introduced to coding and programming. Internet research skills are taught in coordination with projects assigned for other academic classes. Assignments are designed through collaboration with core subject teachers. Lessons are developed around integrating software packages, such as Microsoft Office Suite (Word, Excel, PowerPoint), Google Apps for Education, and Apple apps (iMovie/iPhoto). Responsibility, organizational skills, and digital citizenship are also covered.

Grade 6 Technology

Much of the focus of computer instruction at this level is on the Google Apps for Education, with additional projects requiring the use of Apple apps, such as iMovie and iPhoto. The projects in this class, designed in collaboration with core subject teachers, overlap and connect with academic courses. Basic architecture skills, graphing, data presentation, and the creation of visual presentations are taught in relation to core subjects. Fundamentals of coding and programming are woven in throughout the year. Digital citizenship is covered extensively and is framed as a matter of respect, responsibility, and appropriate use of technology.

Grade 7 Technology

Projects in this class connect with academic subjects and are designed in collaboration with core subject teachers. Throughout the year, students undertake research projects with increasing independence. They prepare research proposals, take effective notes, track and organize information, and properly source and analyze data. Students create visual classroom presentations highlighting their work. In addition to the research component, students work on advancing their Google Apps for Education and other educational programs. Students are encouraged to use the programs creatively once they have demonstrated a mastery of basic techniques. Students also learn coding and programming skills in conjunction with Arduino devices and robotics. Finally, digital citizenship is emphasized and is framed as a matter of respect, responsibility, and appropriate use of technology.

Computer-Aided Design (CAD)

This class introduces students to the world of drawing three-dimensional objects using computers. It is a semester elective for seventh and eighth-grade students. Students learn to use the TinkerCad program to create scale models and objects of their own design–both practical and artistic. Class is held in our technology lab, where students learn how to format and slice their drawings for the 3-D printers. With the goal of promoting creativity and exploration, the class is an artful combination of math, design, and technology.

39

Makerspace The Makerspace experience is dedicated to hands-on exploration, innovation, engineering, and learning. Our Makerspace is stocked with art supplies, building materials, electronics, and other tools and technology resources. Classes are project-based— for example designing earthquake-resistant structures, rollercoasters, or coding robots—and have enriching interdisciplinary connections.

Grade 5 Makerspace

This class focuses on introducing design thinking and engineering, allowing students to tinker, collaborate, craft, and build.

Basic tools and techniques are introduced using a variety of materials such as recycled cardboard, wood, plastics, cloth, paper, and more. Projects completed include constructing ping-pong roller coasters, mini survival shelters connected to core subject coursework, earthquake-resistant towers, and simple robotics.

Grade 6 Makerspace

Sixth-grade Makerspace class focuses on teamwork and advancing individual design skills and techniques. Many projects are connected to core subject lessons. STEM challenges are woven into the curriculum to allow students to understand how to use materials wisely, effectively manage their time, and successfully execute the task at hand. Projects completed include water bottle filters for science, learning how to code and program with Ozobot devices, paper circuits, and assembling kites.

Grade 7 Makerspace

Seventh-grade students continue their engineering and design skills and build on their previous experiences in the Makerspace.

Projects are both teacher-led and student-initiated. Students experience one-class design challenges, as well as projects that require several weeks of tinkering. Projects include automata design and engineering, cardboard games construction, Little-bits challenges, and homemade musical instruments incorporating science lessons.

Grade 8 Makerspace with Tech Ed

Projects in this class are hands-on learning opportunities that incorporate circuitry, robotics, and electronics, as well as using a variety of materials and devices to design, build, collaborate, and tinker. Eighth-grade students learn to program projects using Hummingbird Arduino kits, as well as build robots with Lego Mindstorms EV3. Teamwork is essential and a fun way to work with peers in the design-thinking process of Makerspace learning. Our digital citizenship curriculum is covered during this class time and is emphasized and framed as a matter of respect, responsibility, and appropriate technology use.

40

Health & Wellness, Physical Education, and Athletics Health and wellness, physical education, and athletic programs promote healthy lifestyle choices for adolescents. All students take health and wellness classes; topics include emotional and social well-being, drug and alcohol education, human anatomy, and character development. Research indicates that there is a clear link between physical activity and superior cognitive performance, especially for adolescents. All students participate in physical education classes during school hours and may choose to join an athletic team. Student engagement in a range of physical activities, promotes fitness and positive character building, as well as fostering teamwork and sportsmanship in our young student-athletes.

Grade 5 Health & Wellness

Students attend weekly health and wellness classes throughout the school year. Topics such as self-advocacy, evolving friendships, becoming a healthy community member, and expressing emotions help support students during their transition into Middle School. Additional topics include making healthy nutritional choices, building personal character traits, an introduction to body systems, human development, and puberty.

Grade 6 Health & Wellness

Students attend weekly health and wellness classes throughout the school year. Lessons support students as they continue

to develop independence, social relationships, and personal identity. The objective is for students to understand how their behaviors, attitudes, relationships, and decisions play an integral part in their own wellness. Topics include assessing and building personal relationships through healthy communication skills, understanding how peers influence one another, practicing conflict resolution strategies, respecting differences, bullying, stress management, and human development and puberty.

Grade 7 Health & Wellness

Students attend weekly health and wellness classes throughout the school year. Students begin the year learning how to set personal goals, as well as exploring careers that match their current interests. Additional topics this year include the study of sleep hygiene and an introduction to drug use, misuse, and abuse (specifically: caffeine, including energy drinks, and nicotine, electronic cigarettes, and vaping). Also covered are an introduction to common mental illnesses, human reproduction, pregnancy, and childbirth.

Grade 8 Health & Wellness

Students attend weekly health and wellness classes throughout the school year. One focus of the course is understanding how leadership affects personal and community wellness. Lessons include how to be a positive role model and how to stand up for and help others. Additional topics include drug addiction and the brain, the opioid epidemic, the effects of alcohol on wellness, teen relationships with friends and significant others, how to identify and navigate unhealthy relationships such as abuse, and the risks of sexual activity, including teen pregnancy and sexually transmitted infections.

Grades 5-8 Physical Education and Athletics

A variety of physical activities and sports are introduced in physical education classes that emphasize fitness, skill development, teamwork, sportsmanship, and cooperation, in addition to strength and conditioning. Cooperative games and team-building activities provide opportunities to practice and hone skills necessary for group and sports participation, as well as lifelong fitness.

Students are introduced to sports offerings and learn the skills associated with that sport to prepare them for participation in athletics in Upper School. As students move through the Middle School, instruction and opportunities to continue skill development in physical fitness and athletics are provided. Interscholastic competition is offered with multiple sports to choose from during each of the three athletic seasons. Team practices and games are held in the afternoon and extend after school. Some athletic teams, such as swimming, are scheduled at off-campus facilities and may meet at times nonconcurrent with athletic offerings scheduled during the regular school day. Additional fees may apply for off-campus programs. Athletic offerings may be adjusted to accommodate enrollment, facilities, and staffing.

41

Middle School Athletic Offerings Fall Sports Grades 7–8 Boys’ Soccer Grades 7–8 Girls’ Soccer Grades 7–8 Girls’ Tennis Grades 5–8 Coed Cross Country Winter Sports Grades 7–8 Boys’ Basketball Grades 7–8 Girls’ Basketball Grades 5–8 Coed Fencing Grades 7–8 Volleyball Spring Sports Grades 7–8 Boys’ Baseball Grades 7–8 Boys’ Lacrosse Grades 7–8 Girls’ Lacrosse Grades 7–8 Girls’ Softball Grades 7–8 Boys’ Tennis Grades 5–8 Coed Track & Field

42

Middle School Addendum & Resources

Extracurricular Activities and Clubs

Extracurricular activities are an integral and enriching part of a student’s education, allowing students to work in small groups and to develop skills outside of the classroom. A sampling of opportunities includes: · · · · · · · · · · · · · · · · · ·

Classical League, Grades 7–8 Current Events Club GSB Show Stoppers, Grade 6 Half the Sky International Club Jr. Knights Voices & Jr. Gillharmonics Literary Magazine Makerspace Club Math Boost Middle School Newspaper (Online) Middle School Student Council Outdoor Education Club Reading Buddies Theatre Production, Grades 5–6 Scrabble Club Spanish Hour Yearbook Yo-Yo Club

Faculty-Supervised Study Hall

A daily faculty-supervised study hall is available to Middle School students from 3:15 p.m. until 5:30 p.m. During this time, students may work on homework assignments or collaborative projects, utilize the computer lab or library for classwork and research, make-up missed tests, quizzes, and assignments, or read independently.

Academic Support Services

Gill St. Bernard’s School provides a limited number of accommodations for those students who have learning and/or attention differences, as documented by a psycho-educational, neuropsychological, audiological, speech-language, occupational, or physical therapy evaluation administered by a recognized licensed professional. The school does not make any modifications to the curriculum that require the alteration of the school’s fundamental academic program.

Accommodations are limited to those contained within the school’s Academic Support Policy. These accommodations are not meant to constitute a separate or individual program for a student with learning and/or attention differences. If the level of support a student needs to succeed in our program is greater than our resources, the family will need to pursue outside support for the child. The Lower & Middle School director of learning support can help in contacting outside professionals.

When a student is unable to demonstrate academic progress (see academic expectations in the GSB Parent-Student Information Handbook) or exhibits a pattern of inappropriate behavior of such frequency, duration, or intensity that it disrupts that student’s own learning or the learning of others, the school reserves the right to terminate the student’s enrollment agreement.

43

Extra Help and Tutoring

Learning to recognize and respond to academic concerns is an essential skill for all students to acquire. If problems or concerns arise, students are encouraged to meet individually with their teachers. Teachers are available by appointment or on a drop-in basis to give extra help before school, during morning break, and after school. While teachers are frequently available for extra help without advanced notice, students should schedule individual appointments.

Parents of students who require ongoing support, in a subject area or study skills and organization, should discuss the matter with their classroom teacher(s), their advisor, the director of learning support, and the Lower & Middle School director. The school’s director of learning support is available to work with students and families to identify supplemental strategies to assist students in their learning; however, the director cannot serve as a long-term tutor for any individual student. If long-term tutoring is necessary, a list of tutors can be provided.

School Counselor

Our Lower & Middle School Counselor works in conjunction with the faculty, division director, and Middle School deans, to support students within the school setting. The school counselor provides mental health education, individual and small group counseling, and guidance and referrals for outside counseling. The school counselor is a resource for students, parents, faculty, and the GSB community, and may present information on a range of mental health and wellness topics.

44

Upper School

Gill St. Bernard’s Upper School fosters intellectual curiosity and genuine academic engagement through a rigorous and varied college-preparatory curriculum, abundant opportunities for research across the curriculum, and a wealth of specialized elective courses for students to explore and further their unique interests. Honors courses, advanced placement (AP) courses, and electives such as Advanced Math Seminar, Computer-Aided Design (Cad), Creative Writing, Animal Science, Portfolio Development, Robotics and Engineering, Spanish Culture and Conversation, Stagecraft, and Comparative World Cultures speak to the depth and breadth of the course offerings.

At GSB, teachers and students see learning as a shared enterprise in which everyone is engaged. Students are encouraged to challenge themselves and to strive for excellence while maintaining balance in their lives and discovering their own unique passions. As a result, our students are known for their enthusiastic approach to academic exploration and their pursuit of authentic understanding. They are students who love learning and who aspire to make meaningful contributions to the larger world. Our graduates are confident, independent, and thoughtful individuals, well prepared for the challenges of college and beyond.

Program Highlights Ninth-Grade Seminar - This is one of six required courses for freshmen. This yearlong transitional course teaches students the academic learning and personal learning skills necessary for success in Upper School and college. These include specific skills, such as note-taking, test preparation, test-taking strategies, and collaborative learning, as well as broader skills, including time management, public speaking, media literacy, cultural competence, and financial literacy. Students are introduced to formal research methodology and complete a comprehensive seminar project. The course also includes both character education and health and wellness topics.

Spring Unit - For over 50 years, the Spring Unit has been the inspiration for the school’s motto, Schola Mundus Est: “The World is Our Classroom.” Spring Unit courses are held for two weeks each May and allow students to explore an area of particular interest to them, typically outside the range of traditional academic coursework. Whether on campus or through travel abroad, the Spring Unit offers students the chance to work collaboratively, to explore the larger world, and to serve others. Recent Spring Units have included a study of historical connections with the Holocaust in Poland, environmental awareness focusing on recycling, hiking in the Adirondacks, and learning the art of glassmaking. GSB’s beautiful 208-acre campus offers unique opportunities to complement the Spring Unit and the academic curriculum.

GSB Student Internship Program - This program provides select eleventh- and twelfth-grade students an enhanced educational experience by exploring career opportunities. It exposes students to careers in educational and medical institutions, veterinary and legal professions, broadcasting/communications, entrepreneurship, cultural programs, and community service organizations.

Eligible students must submit an application and an advisor recommendation to be considered for the program.

Character Education - The school’s commitment to its core values is integrated into daily life at Gill, as is a focus on character awareness and development. The school fosters respect for all individuals and differing opinions and encourages students to consider and analyze controversial or unfamiliar ideas thoughtfully. Class discussions, personal conversations, assembly programs, guest speakers, and a wide variety of clubs and activities help our students work toward an understanding and exploration of their own values, both as individuals and as members of a community. Throughout their time at GSB, Upper School students are immersed in experiences that help them grow as students and as individuals.

Research Across the Curriculum - All GSB graduates are skilled in research methods across disciplines and utilize a variety of information resources. The ninth-grade research project is based on A Guided Inquiry Approach to High School Research, setting the foundation for comprehensive work throughout high school. By the time they are seniors, students will have presented an 45

extensive exploratory research presentation, written a scientific literature review, as well as an in-depth American literature paper.

As part of that effort, students identify and incorporate several peer-reviewed articles. Through this research, students learn to summarize and draw analytical conclusions in the process of writing a college-level paper.

Spotlight on Science - In addition to standard, honors, and AP courses for physics, chemistry, and biology, the Upper School Science Department offers many elective courses. Animal Science and Anatomy and Physiology courses complement classroom learning with fieldwork opportunities that utilize the natural resources of Home Winds: apiary, farm and farm animals, garden and greenhouse, ponds, streams, and meadows. Current and engaging topics are studied in these courses, as well as in other offerings, such as Biomedical Ethics and Robotics and Engineering.

Academic Expectations Homework - Homework is assigned in all academic courses. Homework enriches daily classwork, prepares students for class, and allows them to practice skills and apply information. Also, homework serves as a means for faculty to measure a student’s mastery of concepts and skills. Students should work alone on homework assignments unless otherwise instructed by their teacher. A parent can play an important role in helping students to complete homework effectively by: · providing a suitable environment for completing homework; · supporting students in seeking help from faculty when necessary; and · encouraging independent preparation.

All papers of 500 words in length or longer must be word-processed, and all students in math courses from Algebra I through Calculus must have a Texas Instruments, TI-84 graphing calculator.

Academic Progress - Grades and comments are sent to students and their parents quarterly. Students may confer with their teachers or advisors about their academic progress throughout the school year. Conferences are scheduled in November and February. Outside of these official reporting periods, parents/guardians may contact the students’s teacher or advisor with questions regarding academic standing.

Grades - Letter grades are based upon the following equivalent numerical scale:

46

Letter Grade

Numerical Range

A+

98–100

A

93–97

A-

90–92

B+

87–89

B

83–86

B-

80–82

C+

77–79

C

73–76

C-

70–72

D+

67–69

D

63–66

D-

60–62

F

0–59

Description

Below Standard Performance. It is acceptable as credit only in nonsequential courses. For example, a student with a grade below “C-” in any world language course will not be passed to the next level of that course.

Unacceptable Performance. No credit will be awarded.

I

Incomplete grade is given due to illness or another significant issue and indicates an obligation to complete the coursework within a brief, specified period.

P

Indicates that the student has passed the course.

Academic Review - Any student who shows a pattern of grades below “C” will be subject to academic review. The student and his/her family will be asked to meet with appropriate members of the faculty and the Upper School director. Should the pattern continue, the student’s re-enrollment contract may be placed on hold.

Academic Warning - Any student earning a grade in the “D” range in a core course will be placed on academic warning during the next marking period. The goal of academic warning is to alert a student and his/her parents and teachers to significant academic concerns to help the student address and resolve these issues and return to good academic standing.

Academic Probation - Any student earning an “F” or two or more grades in the “D” range, will be automatically placed on academic probation. Students on academic probation may not be issued a new enrollment contract.

Learning Support Services - In keeping with our school’s mission, access to personalized support services is an integral part of every student’s experience. GSB’s faculty and staff are highly qualified in their fields of expertise; they work with students to demonstrate understanding and an advanced level of mastery in each discipline. In tandem with our dedicated faculty and advisors, students and families can also access specialists in learning resources, mental health, and health services. The director of learning support, school counselor, nurse, reading specialist, together with the division director, deans, and faculty, comprise an expert support team for students in meeting the high expectations of our college preparatory program.

To ensure that our students meet and exceed the rigorous expectations that lead to success in college and beyond, Upper School student support focuses on student skill development. All students receive general support through the Ninth-Grade Seminar course and personal support from their teachers and academic advisors. When students need more targeted support, as they take on more challenging coursework, daily meeting periods provide students time to seek out individualized connections with their teachers.

Graduation Requirements - Students must complete specific requirements to receive a diploma from Gill St. Bernard’s School: · · · ·

Complete all distribution requirements, as specified below.

Complete a minimum total of 23 academic credits.

Complete one Spring Unit Program (see Program Highlights) for each year they are in the Upper School. (If a student fails to meet this requirement, he/she must petition the Upper School director for a waiver.)

All ninth-grade students are required to take the Ninth-Grade Seminar.

The following stipulations may apply in some cases: · · ·

Students entering the school in eleventh or twelfth grade must pass a minimum of five (5) credits per year to receive a Gill St. Bernard’s School diploma.

Students may have completed Middle School courses that satisfy department distribution requirements, but these may not be applied toward the total number of Upper School credits required for graduation.

Students who have not met the minimum credit requirements for graduation may, under certain circumstances, participate in the graduation ceremony.

47

Distribution Requirements by Department - The following requirements are minimum standards for graduation and do not represent anything other than Gill St. Bernard’s minimum expectations for our students: Department

Total Credits

Description

English

4

One credit per year

Fine Arts

1

World Language

3

Sequential in one world language

Mathematics

3

Sequential courses including completion of Algebra II/Trig

Science

3

Standard sequence: Physics, Chemistry, Biology

History

3

Including World Cultures and US History

Additional Electives

6

Any departmental offerings beyond requirements

Final Examinations and Assessments - Many yearlong courses administer assessments and final examinations. The results of these can account for up to 20 percent of a student’s final grade. The administration of these assessments and exams and the weight that they are given is at the discretion of the faculty member and the respective department head.

Advanced Placement Courses vs. Honors Courses - All students who enroll in AP courses are expected to complete the requirements of the course, including taking the AP exam. Enrolled students who choose not to sit for the AP examination will be assigned honors status in the course. Students with honors status are required to take a final exam unless they are exempted by their grade-point average (GPA) as designated for that course.

Advanced Placement Testing Policy - All students who enroll in AP courses are expected to take AP exams. A student who chooses not to take an AP exam will not receive an AP designation for the completed course on his/her transcript. Additionally, this change will be communicated to any college or university that the student has applied to for admission. National AP exams take precedence over all athletic events and tournaments, as well as all other personal commitments. In keeping with published national AP policies, alternative testing arrangements will not be made unless permitted by published policies.

Weighted Grade Point Average - GPA will be weighted as follows: Advanced Placement Courses: +.67; Honors Courses: +.33.

Students enrolled in AP courses who choose not to take the exam will receive honors course credit and GPA weighting.

Course Selection Procedures - Current students meet with their advisors in February to begin the process of selecting courses for the following school year. Students must receive approval for all honors and AP courses from their current teachers and must have the appropriate grades and prerequisites to take AP courses. Rising seniors must meet with the College Guidance Office before submitting course requests for their senior year. Students submit their course requests in early March; preliminary schedules are produced in late June, and final schedules are made available in August. Rising ninth-grade students may choose their electives and preferred world language in April. Preliminary schedules for ninth-grade students are produced in late June, and final schedules are made available in August. Placement in honors-level courses is based on teacher recommendation, standardized testing, middle school grades, and results from GSB placement tests. Some courses are offered in alternating years or may not run if enrollment is limited.

Course Changes - Students may change courses within the first ten days of classes with no academic penalty. All class changes after the ten days must be teacher-initiated and approved by the corresponding department chair and Upper School director.

Honor Roll - The honor roll is published at the conclusion of each semester. The qualifications are as follows: High Honors List: “A-” or better in every course; Honors List: “B-” or better in every course. A student who does not complete coursework due to illness or other excused absence may receive a grade of WP (Withdrawn Passing) or an “I” (Incomplete). An “I” is a temporary grade and will be replaced by a letter grade (“A” through “F”) if work is completed within a prescribed period. A student who withdraws from a course with a grade of “D” or lower will receive a “WF” (Withdrawn Failing) grade. No credit will be given for this course.

Courses Taken Outside of GSB - Transcripts are calculated based on courses taken at GSB. The School does not include non48

GSB course work on the GSB transcript, and those course grades will not be included in the computation of the student’s grade point average (GPA). However, upon request, non-GSB transcripts may be included in the application packets sent to colleges or other institutions.

Awards and Prizes - Gill St. Bernard’s acknowledges the importance of recognizing students for excellence in the classroom, as well as for the arts, athletics, service, leadership, citizenship, and contributions to the school community and the community atlarge. Awards and prizes are presented at Commencement.

Cum Laude Society and Honor Societies - The Cum Laude Society is a National Academic Honor Society. Each spring, eligible seniors are inducted into the GSB chapter of the society at Commencement. The motto of the Cum Laude Society is Areté (Excellence) Diké (Justice) Timé (Honor). Cum Laude is the highest academic honor that the school bestows upon members of the graduating class. GSB may induct up to 20 percent of its senior class into the society. The criteria used for selection include academic achievement, integrity, and disciplinary record.

World Language Honor Society - GSB recognizes students for achievement in world language through an honor society.

Annual ceremonies are held to induct students who demonstrate excellence in the areas of scholarship, leadership, service, and character in world language.

Offerings may vary slightly from year to year. A course’s inclusion in this guide does not guarantee that it will be available to students during any given year; all classes are dependent upon sufficient enrollment, staffing, and facilities.

49

Upper School Curriculum

English



Literature communicates values, traditions, and beliefs, introducing students to cultures, history, psychology, human existence, and the common struggles of humanity. The English Department is dedicated to the education of the whole student. Now, more than ever, students need space and time for reflection and discussion.

The courses in the English Department are designed to bring about thoughtful discussion and contemplation of issues before and beyond our doorsteps and meaningful collaborative work between peers. While students are thoroughly schooled in developing literary and writing skills and an appreciation for literature, texts are chosen for each course with the goal of reaching beyond literary analysis. In an increasingly global and technical society, we strive to develop critical thinkers, problem solvers, listeners, and strong communicators.

Through weekly vocabulary study and the varied works read, students develop strong reading skills and foster an appreciation for a variety of perspectives. Putting work in its historical, cultural, and biographical context help students enlarge a text’s value.

Students develop skills and confidence in identifying and understanding the significance of figurative language and a wide array of literary devices. The works students read are regularly accompanied by scholarly, critical articles. Students develop confidence in finding and interpreting literary criticism to understand a text and to engage with a critic’s ideas. Each class in the English Department requires students to speak before their peers, either through formal oral presentations or collaborative work.

Central to our pedagogy and curriculum is helping students to prepare and write lucid, well-developed responses to literature, whether in essay form or on written examinations. During their sophomore year, students will learn to research and write a comprehensive research paper on a topic in American studies (see Distinctive Coursework). The English curriculum prepares students for academic success in college. It ultimately provides students with the ability and desire to be vibrant, lifelong learners through language arts and literature.

50

English 9: Exploring Identity

9th Grade

An introductory class to the study and analysis of literature, English 9 prompts students to contemplate how we form our identities. Through carefully chosen texts, students are challenged to ask questions about the formation of values and beliefs, examining among other things, the influence of family, friends, cultures, heritage, history, and society. The list of available readings pulls together texts from a variety of cultures and perspectives.

Core Texts: Animal Farm and Othello Potential Additional Texts: When I Was Puerto Rican, The Odyssey, Feed, Montana 1948, The Black Kids, Mexican White Boy, The Sun Is Also a Star, This Boy’s Life

English 9 Honors: Exploring Identity

9th Grade

An introductory class to the study and analysis of literature, English 9 prompts students to contemplate how we form our identities. Through carefully chosen texts, students are challenged to ask questions about the formation of values and beliefs, examining among other things, the influence of family, friends, cultures, heritage, history, and society. The list of available readings pulls together texts from a variety of cultures and perspectives.

Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth.

Students in honors-level classes should plan for more reading or homework each night.

Core Texts: Animal Farm and Othello Potential Additional Texts: When I Was Puerto Rican, The Odyssey, Feed, Montana 1948, The Black Kids, Mexican White Boy, The Sun Is Also a Star, This Boy’s Life

English 10: American Voices

10th Grade

What does “American” mean, and how has the answer to that question changed and developed over the course of America’s history? Taking a well-known play by Arthur Miller about a dark hour in America’s Puritan beginnings and the story of a Depression-era African American woman’s journey of self-discovery as its core texts, this class closely examines through multiple lenses aspects of the American identity and experience, and success narratives associated with it.

Core Texts: The Crucible by Arthur Miller and Their Eyes Were Watching God by Zora Neale Hurston Potential Additional Texts: The Great Gatsby, Poet Warrior, The Tempest, Imagining America, A Raisin in the Sun, Quicksand, All The Pretty Horses, The Street, Call Me American, We Are Not Free

51

English 10 Honors: American Voices

10th Grade

What does “American mean,” and how has the answer to that question changed and developed over the course of America’s history? Taking a well-known play by Arthur Miller about a dark hour in America’s Puritan beginnings and a collection of Native American stories as its core texts, this class closely examines through multiple lenses aspects of the American identity and experience, and success narratives associated with it.

Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth.

Students in honors-level classes should plan for more reading or homework each night.

Core Texts: The Crucible and American Indian Stories, Legends, and Other Writings (Zitkala Sa) Potential Additional Texts: Imagining America, A Raisin in the Sun, Their Eyes Were Watching God, Quicksand, All The Pretty Horses, The Great Gatsby, The Street, Call Me American, We Are Not Free Prerequisites and Requirements: Grade of “A-” or better in English 9, grade of B+ or better in English 9 Honors, and recommendation of the department.

English 11: Social Responsibility

11th Grade

This course focuses on the roles we play in our society as individuals and in groups and looks at how we interact. What is our responsibility in a society made up of minorities, majorities, and others? Not limited to a single country or continent, we will ask questions about social interaction in multi-cultural, pluralistic societies and examine the implications of the formation and existence of any group, culture, or entity within larger populations.

Core Texts: Mixed: An Anthology of Fiction on the Multiracial Experience and Macbeth Potential Additional Texts: Pachinko, Summer, The House on the Lagoon, The Underground Railroad, Everything I Never Told You, On Borrowed Wings, Caucasia, Lord of the Flies, Dorian Gray, The Bell Jar, Dread Nation

English 11 Honors: Social Responsibility

11th Grade

This course focuses on the roles we play in our society as individuals and in groups and looks at how we interact. What is our responsibility in a society made up of minorities, majorities, and others? Not limited to a single country or continent, we will ask questions about social interaction in multi-cultural, pluralistic societies and examine the implications of the formation and existence of any group, culture, or entity within larger populations.

Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth.

Students in honors-level classes should plan for more reading or homework each night.

Core Texts: Mixed: An Anthology of Fiction on the Multiracial Experience and Macbeth Potential Additional Texts: Pachinko, Summer, The House on the Lagoon, The Underground Railroad, Everything I Never Told You, On Borrowed Wings, Caucasia, Lord of the Flies, Dorian Gray, The Bell Jar, Dread Nation Prerequisite: Grade of “A-” or better in English 10, grade of B+ or better in English 10 Honors, and recommendation of the department.

52

English 12: Choices and Decisions

12th Grade

If we are the decisions and choices we make, then those decisions and choices have multiple implications for our place and meaning in the world. This course surveys the philosophical routes of human existence. Classic and contemporary texts from America and throughout the world will present students with challenging themes, resulting in the most basic and essential questions: Who am I? What do I believe? What is my purpose? Why do I do what I do?

Core Texts: Song of Solomon and Hamlet Potential Additional Texts: Purple Hibiscus, Chekhov Play, The Stranger, Kafka, Women Without Men, A Friend of the Family, Faulkner Novel, Things Fall Apart, Homegoing, Mrs. Warren’s Profession

English 12 Honors: Choices and Decisions

12th Grade

If we are the decisions and choices we make, then those decisions and choices have multiple implications for our place and meaning in the world. This course surveys the philosophical routes of human existence. Classic and contemporary texts from America and throughout the world will present students with challenging themes, resulting in the most basic and essential questions: Who am I? What do I believe? What is my purpose? Why do I do what I do?

Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth.

Students in honors-level classes should plan for more reading or homework each night.

Core Texts: Song of Solomon and Hamlet Potential Additional Texts: Purple Hibiscus, Chekhov Play, The Stranger, Kafka, Women Without Men, A Friend of the Family, Faulkner Novel, Things Fall Apart, Homegoing, Mrs. Warren’s Profession Prerequisites and Requirements: Grade of “A-” or better in English 11, grade of “B+” or better in English 11 Honors, and the recommendation of the department.

Introduction to Film Analysis

12th Grade

This semester course is designed to develop the skills necessary for the active viewing and critical discussion of various film texts. Because we experience movies as a part of popular culture or simply as entertainment, it is easy to overlook and ignore the complexity of their construction. Often we don’t realize that we should read a visual image just as we would a piece of literature.

Directors choose camera angles, lighting, colors, and images to create carefully constructed tableaus ripe with meaning. The main objective of this elective would be to help students develop the analytic tools required for understanding how exactly this meaning is constructed. This will not be merely a movie appreciation class. Students will begin by learning the basic vocabulary used to describe films: mise-en-scène, montage, cinematography, differences among camera lenses, aspect ratio, lighting, etc., and then progress to how political, cultural, and ideological landscapes also impact the director’s vision.

53

Advanced Placement English Courses The English Department offers two Advanced Placement courses: AP English Language and Composition for juniors and AP English Literature and Composition for seniors. These rigorous courses prepare students specifically for college-level English work and equip them with the skills as readers and writers to help them succeed in the Advanced Placement English Literature and Language examinations. Success on the AP English exams can result in college credit or higher placement in college English classes; however, these courses are not designed simply to teach to a test. Success on the AP English exams is measured by the ability to comprehend, analyze, and write intelligently about fiction, drama, poetry, and nonfiction prose. As such, the focus of these courses is literature.

Advanced Placement English Language and Composition

11th Grade

AP English Language is a course designed to teach how written language connects with and persuades audiences primarily through various forms of prose writing. Students study how texts communicate and how written language functions rhetorically. Texts for the class include letters, advertisements, political satires, personal narratives, cultural critiques, scientific arguments, and political speeches. While heavy focus is placed on nonfiction prose texts, the course will also help students to understand how poems, plays, stories, and novels function rhetorically as well. Reading and writing exercises help students understand conventions of written language and demonstrate that conventions, voice, and technique are culturally and socially produced. Through engagement with texts in this way, students will develop both critical and cultural literacy.

Typical longer texts may include Antigone, Six Great Dialogues (Plato), Julius Caesar, and 1984.

Prerequisites and Requirements: A grade of “A-” or better in EG 10 or EG 10 Honors and the recommendation of the department.

Advanced Placement English Literature and Composition

12th Grade

A rigorous advanced-level humanities class, AP English Literature and Composition prepares students specifically for collegelevel English work. Students read a minimum of ten books during the year, ranging from contemporary novels like Tobias Wolff’s Old School and Toni Morrison’s Song of Solomon to more classic literature, ranging from Shakespeare’s King Lear to works by Hemingway, Chekhov, Faulkner, Conrad, and Wharton. The course does not explicitly address the AP exam until Semester II. A full-length AP English Literature exam is administered during Semester II to prepare students for the exam. Essay or writing exercises are assigned weekly. Students are required to participate in class actively, and oral presentations are required regularly.

Students are also responsible for reading, writing, and talking about critical articles related to novels and poetry studied during the year.

Prerequisites and Requirements: AP Language and the recommendation of the department.

54

Creative Writing and Portfolio Development

10th, 11th or 12th Grade

This course is designed with the serious writer in mind. Students are introduced to and engaged in the creative writing process at all stages through literary analysis, weekly writing exercises, and weekly student Writing Workshops. The first semester focuses on short fiction. During the second semester, the course addresses poetry. Through the reading of classic short fiction and poetry, students will learn what makes “good” and literary writing. Each published writer will be studied for his or her style and unique strengths. By the end of Semester I, students will be required to produce a 25–to 30-page portfolio of revised short fiction, some of which will originate from prompts, some from problems derived from stories and authors we read during the semester. By the end of Semester II, students will be required to produce a portfolio of 8–10 revised poems. Portfolios can be used to facilitate applying to creative writing and English programs or can demonstrate in the alternative, a well-rounded candidate for any college program.

Required texts include The Vintage Book of Contemporary American Short Stories and The Vintage Book of Contemporary American Poetry.

Prerequisites and Requirements: Submission of a portfolio of one piece of fiction and two to three poems. Portfolios are reviewed each spring by both the teacher and the department. Sophomores and juniors taking this course will also register for an additional English course.

Advanced Creative Writing I

11th or 12th Grade

Open to juniors and seniors who have taken Creative Writing and Portfolio Development, students in Advanced Creative Writing I craft a more extensive portfolio of fiction or poetry organized around a theme or common topic. Students work closely with the teacher to determine the shape and contents of their final portfolios. New writing is due every week. Students enrolled in this class are required to serve as leaders and facilitators for entry-level writers in Creative Writing and Portfolio Development workshops. Students are also required to lead craft sessions to guide their peers on specific aspects of the writing process.

Prerequisites and Requirements: Creative Writing and Portfolio Development and recommendation of the department.

Advanced Creative Writing II

12th Grade

Advanced Creative Writing II is open to seniors only. It offers advanced writing students the opportunity to extend and build on their previous work while continuing to hone their skills. Students will write a novella for the fall semester and continue-on with poetry in the spring or investigate another genre that will showcase their considerable talent. New writing is due every week. Additional reading may be assigned to help students address the specific needs of their writing or their newly chosen genre. Students enrolled in this class are required to serve as leaders and facilitators for entry-level writers in Creative Writing and Portfolio Development workshops. Students are also required to lead craft sessions to guide their peers on specific aspects of the writing process.

Prerequisites and Requirements: Successful completion of the requirements for Advanced Creative Writing I and recommendation of the department.

55

Mathematics Gill St. Bernard’s School Mathematics Department develops in each student an understanding, enthusiasm, curiosity, and appreciation for mathematics. The curriculum extends well beyond the essential calculation of numbers to exploring, reading, writing, and communicating mathematics with confidence, and applying these skills in real-world situations. GSB graduates interpret quantitative information, describe relationships analytically, and use data to support arguments and communicate ideas at a level appropriate for college work.

The department approaches mathematics as a symbolic language that is essential to understanding many fields of study. The objective is to equip students with the necessary tools to pursue these fields in an ever-changing technological world and to develop logic skills as mathematical thinkers. Students are encouraged to approach problems numerically, analytically, and graphically using appropriate technology. Effective communication is essential, stating the final answer to a question is never enough. A well-organized, articulated verbal or written presentation of a solution is a key indicator of a solid grasp of the underlying concepts. Gill St. Bernard’s mathematics courses are not organized by grade level. Students are placed in classes that offer and ensure appropriate challenges and opportunities for growth and advancement. The curriculum is efficient, challenging, and responsive to the demands that students face in college and beyond.

Algebra I A full-year course, Algebra I, is an introductory level math course and is a prerequisite for Geometry. Students in this class are typically freshmen who have not taken Algebra I previously. Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced mathematics courses. This course introduces students to higher-order abstract reasoning strategies. Algebra I covers a variety of topics that serve to open new areas of inquiry while providing ongoing review and reinforcement of previously presented materials. Course topics include an examination of algebraic operations, linear relationships, absolute value equations, radicals, polynomial functions, and the quadratic formula. The graphical representation of two-variable relationships is emphasized throughout the course, as students utilize the Texas Instruments TI-84 Plus graphing calculator. Desired outcomes for this course include preparing students for future math courses, creating an appreciation of mathematics, developing study skills, and building a foundation in preparation for future standardized tests.

Geometry This course usually follows Algebra I and is a prerequisite for Algebra II. Topics of discussion include angles, triangles, coordinate geometry, similarity, congruence, parallelism, deductive proof, polygons, circles, right triangle trigonometry, area, and volume.

An important aspect of the course is the integration of geometry with algebra skills. Students are constantly reminded of real-life applications. Algebra concepts, especially solving of equations, are used throughout the year to reinforce geometric ideas.

Prerequisite: Algebra I.

Honors Geometry This course is designed to challenge students with strong mathematical backgrounds. The course emphasizes the development of logical reasoning through proofs. Topics include: perpendicular and parallel lines, triangles, transformations, similarity, congruence, deductive proof, polygons, circles, right triangle trigonometry, area, and Non-Euclidian Geometry. Coordinate proofs will be used throughout the year. These topics will be discussed at a depth and pace that will provide an opportunity for students to display their knowledge.

Prerequisite: Algebra I.

56

Algebra II and Trigonometry The full-year Algebra II and Trigonometry course follows Geometry in GSB’s math curriculum. Main topics of study include a robust examination of functions (which includes polynomial, piecewise, absolute value, root, exponential, and trigonometric functions); and an extended unit on trigonometry of the unit circle. Emphasis is placed on problem-solving. Students often use multiple representations of functions or mathematical models (i.e., chart, graph, equation, and verbal model) to find and verify their solutions. Visualization of concepts is emphasized throughout the course. Students make sketches by hand or through technology (graphing calculators and online tools) regularly to analyze and make sense of functions.

Prerequisites: Algebra I and Geometry.

Honors Algebra II and Trigonometry A yearlong course, Honors Algebra II and Trigonometry follows Geometry and is a prerequisite for Honors Precalculus. The course prepares students for future math courses, creates an appreciation of mathematics, develops study skills, and builds a foundation for future standardized tests. Main topics of study include graphing functions of various types (linear, absolute value, quadratic, square root, piecewise, cubic, cube root, higher power, polynomial, rational, exponential, logarithmic, trigonometric, and greatest integer); solving higher power equations; solving systems of equations using matrices; working with inequalities; understanding imaginary numbers; performing operations with radicals, and simplifying using rational exponents. In addition, a comprehensive study of trigonometry is undertaken using the unit circle as a starting point.

Prerequisites: Algebra I, a grade of “A-” or better in Geometry and recommendation of the department. Algebra I grade will also be part of the consideration.

Precalculus A prerequisite for Calculus, students master topics that include recognizing parent functions; graphing functions (polynomial, rational, logarithmic, and exponential); solving quadratic equations and inequalities; solving systems of equations using matrices.

A thorough study of trigonometry from the standpoint of the unit circle is completed. Trigonometry identities are proven, and trigonometry equations are solved. Triangles are solved using the Law of Sines and the Law of Cosines. Polar coordinates provide an alternate system of graphing. Also, probability is determined for real-life situations. At the conclusion of the course, an introduction to limits helps prepare students for calculus.

Prerequisites: Algebra II and Trigonometry.

Honors Precalculus

11th or 12th Grade

This course surveys the areas of mathematics that constitute prerequisite skills for the study of calculus. Much of the course is the study of functions: algebraic, trigonometric, exponential, and logarithmic. The final part of the course is an introduction to classic calculus problems of limits of functions and slopes of tangent lines. Throughout the year, problems are approached analytically, numerically, and graphically. Students use a graphing calculator throughout the course. A multi-representational approach to algebraic and trigonometric problem-solving is used. The final weeks of the course are devoted to an introduction to Calculus. Topics covered include limits, derivatives, optimization problems using derivatives, and integrals.

Prerequisites: Grade of “B+” or better in Algebra II and Trigonometry and recommendation of the department.

57

Honors Calculus

10th, 11th or 12th Grade

This course is designed for students who wish to take Calculus, but not in preparation for the AP exam. Honors Calculus students are primarily seniors; however, juniors may enroll in the class as an alternative to AP Calculus AB. This course provides an overview of calculus to build a solid foundation to prepare students for college-level calculus (or to prepare 11th-grade students for AP Calculus AB). It creates an appreciation of calculus, learning to think logically, and presenting solutions in an organized manner. The main topics of study include limits, the definition of the derivative, differentiation rules, related rates, optimization, graphing, Riemann sums, integration, area under and between curves, volumes of revolution using the disc and shell methods, slope fields, and a brief introduction to differential equations. Calculators are used extensively throughout the course, and activities are assigned to reinforce concepts.

Prerequisite: Grade of B or better in Precalculus or Honors Precalculus and recommendation of the department.

Advanced Placement Calculus AB

11th or 12th Grade

This course follows the syllabus for the AP exam in Calculus AB. As such, it is a rigorous, demanding course requiring a strong foundation in algebra, geometry, trigonometry, and analytic geometry. A multi-representational approach to calculus is used.

Concepts, results, and problems are expressed geometrically, numerically, analytically, and verbally. Through Socratic interchange, activities, and challenging problems, the students examine functions, derivatives, and integrals and their applications.

Prerequisites: Grade of “A-” or better in Honors Precalculus or Honors Calculus and recommendation of the department.

Advanced Placement Calculus BC

12th Grade

This course follows the syllabus for the AP exam in Calculus BC. It is a rigorous, demanding course requiring a strong foundation in algebra, geometry, trigonometry, and analytic geometry. A multi-representational approach to calculus is used, in which concepts, results, and problems are expressed geometrically, numerically, analytically, and verbally. BC Calculus is an extension of the material covered in Gill St. Bernard’s AP Calculus AB course, examining functions, derivatives, integrals, series, and sequences. In addition to supplementary topics on derivatives and integrals such as arc lengths and surface areas, the course introduces the concepts of infinite series and sequences and the approximation of functions by Taylor polynomials.

Prerequisites: Successful completion of AP Calculus AB and recommendation of the department.

Statistics

11th or 12th Grade

This course uses both a theoretical and experimental approach and provides students with a solid foundation in introductory statistics. The four major concepts covered are exploratory data analysis, the design of studies and experiments, probability, and statistical inference. Problem-solving skills and collaboration are developed through examples, activities, and projects. Public speaking is emphasized; students interpret large amounts of data and create clear and concise presentations quarterly. Emphasis is placed on the use of technology (graphing calculators, Google Docs, Excel, statistical applets, and basic statistical software).

Prerequisite: Algebra II and Trigonometry.

58

Advanced Placement Statistics

11th or 12th Grade

The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes evident in the content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation, probability and simulation, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

Prerequisites: Grade of “A-” in Honors Precalculus or Honors Calculus, successful completion of AP Calculus AB, and recommendation of the department.

Discrete Mathematics

11th or 12th Grade

This introductory semester course in discrete mathematics is designed for strong math students, particularly those also interested in computer science. A primary goal of the course is to develop students’ mathematical and logical reasoning skills through an inquiry-based approach. Discrete math is “real world” mathematics teaching mathematical reasoning and proof techniques, which are necessarily applied creatively and flexibly. The main topics include counting, sequences, logic, and graph theory.

Multivariable Calculus

11th or 12th Grade

This advanced course is designed to further explore calculus topics after taking AP Calculus BC. In this course, students apply previously developed skills learned in calculus of a single variable to the learning of multivariable calculus and vectors. Topics include vector and geometry of space, vector-valued functions and motion in space, partial derivatives, multiple integrals, integrals and vector fields, and second-order differential equations. This course prepares students for Differential Equations and higher mathematics courses.

Prerequisites: Completion of Calculus BC.

59

History The motto of Gill St. Bernard’s, Schola mundus est (The World is Our Classroom), informs the History Department in its effort to help students understand the world, using knowledge of the past to improve the present and better shape the future. The department also embraces the goals of the humanities and the social sciences to shed light on our human condition, to improve our understanding of human societies, and to know ourselves better as individuals.

GSB history courses provide the skills and knowledge necessary to appreciate and interpret the world. An important goal is for each student to develop a thoughtful, independent, history-conscious perspective, informed by a variety of academic disciplines.

The curriculum provides students with the knowledge, skills, and experiences necessary to function as resourceful members in an increasingly complex and interconnected world.

The department’s goals are that each student will be able to formulate hypotheses; critically evaluate evidence, including competing arguments and interpretations; refine their writing and speaking skills; understand a variety of historical periods; have an awareness of geography and its relation to history, and understand the role of political and economic forces in shaping society and the individual.

Comparative World Cultures (CWC)

9th Grade

This course explores critical developments in world history, using resources drawn from the social sciences, history, and the natural sciences. The integration of materials from the social and natural sciences, along with the humanities, provides students with a broad understanding of the historical and cultural evolution of humankind. Students examine some of the most important physical, ecological, social, and technological developments shaping today’s world. The course provides frameworks for thought and promotes deeper consideration of history and the present world. Through their study of human origins and the examination of four distinct cultural units, students gain a greater insight into their own lives. CWC raises fundamental questions about what it means to be human.

Advanced Placement World History: Modern

9th Grade

In World History, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. This course will include lecture, note taking, independent practice, document-based question analysis, and writing assignments. In addition, this course prepares students for the AP World History examination.

Prerequisite/requirement: Placement test.

United States History

10th Grade

Students explore the history of the United States from the pre-colonial era to the present day. Students acquire a knowledge of basic chronology, as well as an understanding of the various political, social, intellectual, and economic trends that have characterized American history through the 20th century. The specific skills of the historian are taught and emphasized; students analyze and interpret primary source documents, conduct historical research, and write critical essays throughout the year.

60

Advanced Placement United States History

10th, 11th or 12th Grade

This is an intensive yearlong course that prepares students to read historical texts critically, develop vital skills in the analysis of primary documents, and write effective essays incorporating historical background and primary document analysis. The class helps students to appreciate the significance of major schools of historiography and to acquire a fundamental grasp of U.S. history, including its dominant themes and the theoretical frameworks within which ideas and developments may be interpreted. The course emphasizes the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative). The writing component of the course is rigorous, equivalent to that of a two-semester introductory college or university U.S. history course. Students learn to identify the nature of essay questions, organize response outlines or frameworks, collaborate on Document-Based Question (DBQ) analyses, and write timed free-response and DBQ essays in class.

The course follows a narrative structure supported by Eric Foner’s Give Me Liberty! Primary sources, secondary sources, historiographical essays, and a variety of multimedia materials are selected to fit each time period. Each student will be prepared to complete the AP exam in the spring.

Prerequisites: Grade of “A-” or better in Comparative World Cultures or a previous history course.

Sociology of America

10th, 11th or 12th Grade

Sociology is the study of social life, social change, and the social causes and effects of human behavior through the study of groups, organizations, and societies. This class will explore human behavior through novels, documentaries, media, and popular culture (music, television, and film) to understand the complex relationship between the individual and society. Units of study include: Culture - Food and Music; The Media; Social Class, Socialization, Organizations and Deviance; Collective Behavior: Fads, Fashion, Hysteria, and Propaganda; Race, Gender, Sexuality, and Religion; Immigration; and Family Relationships.

Urban Sociology

10th, 11th or 12th Grade

This course is designed to provide students with an understanding of cities: the origins, the nature of urban life, and the diversity.

Students will utilize a variety of sources to explore the city. Through novels, documentaries, media, and popular culture (music, television, and film), students will explore and examine the complex relationship between people and the city. Units of study will focus on Education; Crime and Punishment; Housing and Health; Government, Politics, and Policy; and The Environment.

US Government and the Constitution

11th or 12th Grade

This year-long course examines the fundamental aspects of the United States government, focusing on the three branches of government and how each one functions. Students engage in student-centered learning through academic discourse where discussion, debate, and pair-share are a common occurrence. Students will focus on analyzing primary and secondary sources to formulate positions, write position papers, and defend them in debate or panel discussions.

Topics include an in-depth analysis of the Constitution as it applies to the three branches of government, the election process, and the current state of our state, local, and federal government. Current events are analyzed to examine how the constitutional powers of our government evolved and changed since its founding. During the course, students will participate in ‘We the People’ mock Legislative hearings, mock Congressional sessions, where they will research, write, and prepare bills, and study governmental issues in current events.

61

Advanced Placement Human Geography

11th or 12th Grade

This intensive course prepares students for the AP exam. It introduces them to the systematic study of the spatial patterns and processes that shaped humanity’s understanding, use, and alteration of the Earth’s surface. Using maps, data, and geographic models, students examine spatial relationships at different scales, ranging from local to global. An integral part of this course is the relationship that humans have with their environment. Topics studied in detail include demographics and population growth, immigration, cultural development and diffusion, languages, urbanization, and economic development.

Through the study of these and other topics, students gain the ability to use and think about maps and spatial data. They develop the skills to recognize and interpret different scales, as well as to identify the relationships among different patterns and processes.

Students define regions, evaluate the regionalization process, and characterize and analyze changing interconnections among places.

Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Advanced Placement United States Government and Politics

11th or 12th Grade

This course provides students with an analytical perspective on government and politics in the United States. Students should be familiar with the various institutions, groups, beliefs, and ideas that constitute the U.S. government and politics. In this class, students learn general concepts used to interpret U.S. government and politics and analyze specific examples. Students learn to describe and compare important facts, concepts, and theories about the U.S. government and politics, and to explain typical patterns of political processes and behavior, as well as their consequences. These include components of political behavior, the principles underlying various government structures and procedures, and the political effects of these structures and procedures.

Students read and analyze scholarly work, write position papers, and participate in organized debates related to the United States government and politics.

Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Introduction to Psychology

11th or 12th Grade

This course offers an overview of the scientific study of both the behavioral and mental processes of human beings. It includes, but is not limited to, such topics as the history of psychology, the biological foundations of behavior, learning, memory, sensation and perception, states of consciousness, motivation, emotions, personality, and abnormal behavior. This class also studies the various stages of the lifespan (late adulthood, middle adulthood, and the teenage years,) while examining developmental challenges and tasks as outlined by psychologist Erik Erikson in his stage theory of psychosocial development. The adolescent years are highlighted, and students are asked to consider the formation of their own identities as they attempt to answer the question: Who Am I?

Advanced Placement Psychology

11th or 12th Grade

This course is the equivalent of an introductory college course in Psychology. It introduces students to the systematic and scientific study of the behaviors and mental processes of human beings. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the methods psychologists use in their science and practice. Students will be prepared to take the AP exam.

Prerequisites: Grade of “B+” or better in a previous AP course in the History Department or an “A-” or better in a previous history course.

62

Advanced Placement European History

11th or 12th Grade

This course surveys European political, social, economic, and cultural history from the Renaissance to the present and provides in-depth coverage of significant developments. Through successful participation in the course, a student will develop an understanding of the principal themes in modern European history, an ability to analyze historical evidence, and an ability to analyze and communicate historical understanding in writing. Emphasis is placed on the students developing intellectual and academic skills, including effective analysis of such primary sources as documents, maps, statistics, and pictorial and graphic evidence; effective notetaking and annotating; clear and precise written/oral expression; and the ability to weigh evidence and reach conclusions based on facts.

The learning objectives of this course and the AP exam are organized under five “themes,” topics for historical inquiry that will be explored throughout the course. Each theme is guided by three to five essential questions that inform student inquiry and learning. These themes focus on the student’s understanding of major historical issues and developments, helping students to recognize trends and processes that have emerged over centuries.

Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Advanced Placement Microeconomics

11th or 12th Grade

This course provides students with the skills and knowledge necessary to understand and analyze critical topics in microeconomics.

The class also serves as preparation for the AP exam. The course examines and describes the principles of economics that apply to the functions of individual decision-makers—both consumers and producers—within a larger economic system. Students examine the theories behind demand, supply, and the market. They analyze the behavior of profit-maximizing firms under various market structures and evaluate the efficiency of the outcomes with respect to price, output, consumer surplus, and producer surplus. Students also consider instances in which private markets may fail to allocate their resources efficiently, and they examine various public policy alternatives aimed at improving the efficiency of private markets.

Prerequisites: Grade of “B+” or better in a previous AP course in the History Department or “A-” or better in a previous history course.

Debating Social Issues

11th or 12th Grade

In this year-long offering, students research and debate social issues that shape the world in which they live. The course uses selfdirected inquiry, allowing students to take ownership of their work, bringing about a richer experience while fostering a deeper understanding of the complexities of a given issue. Students hone their public speaking skills, engage in civil discourse, and use research to support a given stance during a debate.

Class debates begin with student-led presentations on chosen topics. During these presentations, students are asked to consider which side of the argument they would rather debate. Once the debate teams are formed, the class enters its research period when students use gathered resources to formulate and solidify their arguments. After completing the research, debate teams square off against one another in the classroom, using opening statements, rebuttals, open discussion, and closing arguments.

Ethics

11th or 12th Grade

Using a seminar format based on primary texts, students in this semester course will engage with the great debates of ethics and apply their understanding to practical, contemporary situations. Authors include Lao Tzu, Aristotle, Augustine, Machiavelli, Descartes, and Nietzsche. Objectives of the course are to increase awareness of cultural value difference, increase comprehension and application of ethical vocabulary, provide tools for effective analysis and evaluation of moral questions, prompt critical examination of value systems, prepare students to resolve future professional and interpersonal ethical situations, and help students build, test, and improve their personal values. Students demonstrate skills through personal reflections, formal critical analyses, and oral presentations.

63

History of Ancient Greece

11th or 12th Grade

In this semester course, students learn about aspects of life in the ancient world, including culture, daily life, history, literature, and art. This course focuses on ancient Greek civilization and will include the way this culture shaped the Western world throughout history. Lessons are developed through assigned readings, both primary (in translation) and secondary sources, through modern representations, through adaptations of these cultures, and involved class discussions. Students are introduced to this culture through as many primary sources as are applicable, and these are supplemented with modern studies. All aspects of these cultures are examined, not limited to history or literature, but including the role of the lower classes and foreigners, and the interactions of the Greeks outside their own world, as they expanded.

History of Ancient Rome

11th or 12th Grade

In this semester course, students learn about aspects of life in the ancient world, including culture, daily life, history, literature, and art. This course focuses on the ancient Roman civilization and includes the way this culture shaped the Western world throughout history. Lessons are derived through assigned readings, both primary (in translation) and secondary sources, modern representations and adaptations of these cultures, and involved class discussions. All aspects of these cultures are examined, not limited to history or literature, but including the role of the lower classes and foreigners, and the interactions of the Romans outside their own world, as they expanded.

Leadership

11th or 12th Grade

This semester seminar-style course will explore and evaluate different leadership styles and theories. The course will expose students to historical and contemporary leaders from a variety of fields and organizations (corporate, military, educational, athletic, political). Students will assess and evaluate the attributes and characteristics of successful leaders and leadership styles. Students will assess and evaluate the role of a leader and the impact that leadership has on organizations. Students will explore their own approach to leadership as they consider the effectiveness of different methods and styles. The course will be interactive, whereby students will regularly discuss leaders and leadership styles.

64

Science Science asks questions about the planet and the universe and seeks answers through observation and experimentation. The Upper School science curriculum is dedicated to the development of the scientific method as a technique for investigating the world.

The department fosters scientific curiosity and the ability to consider multiple interpretations and critically review all theories and hypotheses. Students become critical thinkers who ask focused questions and can interpret responses. The program exposes the students to the wonder of science, from the beauty of the natural world, to the elegant theories of physics and the stewardship of our planet. Students become fluent in the discussion of scientific advancements, learn to critically analyze materials using a reasoned approach, and become aware of technology’s impact on society. Through its curriculum, the department helps to develop scientifically literate citizens and to foster among our students a lifelong interest in science.

Students will: · develop skills centered on the scientific method so that they can formulate hypotheses, design, and safely perform experiments, quantitatively and qualitatively analyze results, and communicate conclusions · develop a lifelong interest in science · become fluent in the discussion of scientific advancements · critically analyze materials using a reasoned approach · become comfortable with, yet wary of, technology and its impact on society · discuss scientific breakthroughs · apply the virtues of a scientific education to become better citizens of the world · think innovatively · assimilate technological advances and developments into a cogent, comprehensive mindset

Introduction to Physics

9th Grade

This course is designed to provide students with an understanding of and appreciation for physics while preparing them for higherlevel science and mathematics courses. The course emphasizes two main topics, kinematics and energy, and four main goals. The first goal is for students to forge cognitive connections between underlying concepts and their mathematical expressions; students should be able not only to use equations but to read them as one would read a sentence. The second goal is for students to sharpen their problem-solving skills. Many problems require multi-step solutions, and the techniques for solving them vary depending on their complexity. Through this course, students are equipped with a range of strategies that apply to different scenarios. A third goal is to reinforce students’ algebra skills and introduce basic trigonometry. Vectors are central to an understanding of force and motion, and this course explores the concept of vectors as mathematical entities having both magnitude and direction. The final goal is for students to understand fundamental principles, such as the conservation of energy, which sets the stage for facing challenges in engineering.

Honors Physics

9th Grade

This class fosters in students an appreciation of, and interest in, this most fundamental branch of science. A strong effort is made to couple the theoretical principles and concepts of physics with their logical application to real-world situations. As such, the course has two broad goals. The first is for students to understand the theories that explain the nature of reality. Through classroom demonstrations, hands-on laboratory experience, and careful attention to the textbook, students arrive at and come to comprehend the various mathematical constructs used to underpin theory fully. The second goal of the course is to teach and reinforce higher-order problem-solving skills. Students advance toward the second goal through the mathematical manipulation of previously acquired theories and formulas.

65

Chemistry

10th Grade

This course emphasizes the periodic table of elements, the formation of compounds, and reactions that occur to produce new substances. Students study the elements, compounds, reactions, and the properties of a wide variety of substances. Students are introduced to problem-solving techniques, the scientific method, and the underlying concepts of chemical composition and reactions. Other course topics include the study of matter, atomic structure, the structure of the periodic table and periodic properties, moles, chemical reactions, bonding, molecular structures, oxidation-reaction processes, and energy and its transformations. The laboratory provides regular and ongoing opportunities for students to explore scientific problems in an experimental environment. Students are required to document lab work, using a prescribed format consistent with the requirements of future science courses. Written lab reports include digital data collection, graphical analysis, and comprehensive, cogently written conclusions. In the study of chemistry, the department seeks to spark, inspire, and sustain students’ curiosity about the scientific world.

Honors Chemistry

10th Grade

This course emphasizes the periodic table of elements, the formation of compounds, and reactions that occur to produce new substances. Students study the elements, compounds, reactions, and the properties of a wide variety of substances. In addition to the classroom, the laboratory provides regular and ongoing opportunities for students to explore scientific problems. Students are required to document lab work, using a prescribed format consistent with the requirements of future science courses. The goal of this course is to communicate the wonder and beauty of science in the real world.

Prerequisites: Grade of “B” or better in Honors Freshman Physics, or grade of “A” or better in Introduction to Physics.

Advanced Placement Chemistry

10th, 11th or 12th Grade

This course is the equivalent of a first-year college chemistry course; it covers materials in-depth and provides a deeper consideration of both the theoretical and mathematical analysis of topics. Specific attention is given to significant figures, the precision of measured values, and the use of logarithmic and exponential relationships. Multi-level problem-solving and detailed interpretations of developing technologies are emphasized throughout the course. The breadth of the course is captured in the “Six Big Ideas” identified by the College Board: structure of matter, properties of matter; characteristics, states, and forces of attraction; chemical reactions; rates of chemical reactions; thermodynamics; and equilibrium.

The course is designed to make students aware of the intricacies of science, to help them understand how research is conducted, and to prepare them for a career in the sciences and beyond. The coursework fosters independent thinking; collaboration, especially in the laboratory; problem-solving skills; the ability to collect, analyze and interpret data and to analyze scientific literature; laboratory skills; big-picture thinking; and the ability to integrate and appreciate emerging technologies.

Prerequisites: Grade of “A-” or better in Honors Physics, or grade of “A+” in Introduction to Physics.

Animal Science

10th, 11th or 12th Grade

Students learn about a broad range of animal science topics. Through visits and labs at our Home Winds Farm campus, students study the feed and management of livestock and learn about animal nutrition, growth, health, behavior, reproduction, and genetics. They gain an understanding of practical commercial applications, such as food formulation, disease prevention, artificial insemination, genetic selection, and crossbreeding systems. Along with hands-on animal experience, students learn about other biological principles in animal behavior, including seasonal rhythms, habitat selection, antipredator behavior, sexual selection, raising of the young, parental care, communication, migration, and the roles of both predators and prey in the food web.

Students are required to work with farm animals during lab experiments and observations.

66

Biology

11th Grade

This course provides a systematic approach to the study of biology. Students begin by concentrating on microscopic aspects, with an emphasis on molecular biology, including cytology, biochemistry, and genetics. The course proceeds to a macroscopic level of study that focuses on morphological, evolutionary, and environmental aspects. Also studied are mechanisms of cellular energy, the continuity of life, multicellular plants, vertebrates, invertebrates, and human biology. The laboratory provides regular and ongoing opportunities for hands-on learning, as students engage in experimentation and exploration. Students typically take this course in eleventh grade.

Honors Biology

11th Grade

Topics covered in this fast-paced course include ecology, biochemistry, cell biology, molecular biology, Mendelian and nonMendelian genetics, bioethics, evolution, diversity of life, and animal and human anatomy, and physiology. Concepts in class are illustrated with demonstrations and experiments, and students are expected to review independently the information that is presented. Students must be able to clearly articulate their knowledge both orally and in writing. This course helps students develop their abilities to analyze, evaluate, and synthesize information; understand the role of chemistry in life processes; examine the theory of biological evolution; demonstrate an understanding of heredity, genetics, and the structure and function of cells; and understand the importance and application of biological advancements in today’s world.

Prerequisites: Grade of “B+” or better in Honors Chemistry, or grade of “A-” or better in Chemistry.

Advanced Placement Biology

11th or 12th Grade

This is equivalent to an introductory college-level biology course for biology majors. The three main goals of the course are to help students gain a conceptual framework for modern biology, to appreciate science as a process, and to learn to think like scientists. This course follows the recommendations of the College Board and places greater emphasis on understanding major concepts than on memorizing details. The AP Biology course consists of “Four Big Ideas” identified by the College Board: evolution, cellular processes, genetics and information transfer, and ecology. Laboratory experience is an essential part, and lab experimentation takes place in small groups, and the emphasis is on quantitative investigation. Lab work challenges students to understand problems, to develop and implement appropriate experimental designs, to analyze data, to draw conclusions, and to report their findings in written form. Every laboratory investigation consists of a guided inquiry with prescribed steps, and a subsequent student-proposed investigation based on the initial inquiry.

Prerequisites: Grade of “A-” or better in Honors Chemistry, or grade of “B+” or better in AP Chemistry.

Advanced Placement Environmental Science

11th or 12th Grade

This course looks at the natural world and how human activity impacts it. On a local and global scale, students study biodiversity, population ecology, land and water use, energy resources and consumption, pollution, and climate change. Environmental indicators, graphs, and mathematical equations are used to study physical and chemical changes and to evaluate the health of the environment. As part of the course, students debate current environmental, political, and social issues, including the unequal distribution of resources worldwide, deforestation, animal rights, genetically modified organisms, the disproportionate amount of pollution in lower socioeconomic areas, conservation efforts, and evidence of climate change. Students conduct lab experiments and fieldwork to analyze the state of the environment and the impact of human activity. This course requires students to analyze and synthesize information at a college level in preparation for the AP Environmental Science exam. In addition to the classroom, the laboratory provides regular and ongoing opportunities for students to explore scientific problems in a field and experimental environment. Students are required to document lab work, using a prescribed format consistent with the requirements of college course offerings.

Prerequisites: Grade of “B+” or better in a previous AP science course or grade of “A-” or better in a standard or honors science course.

67

Advanced Placement Physics I

11th or 12th Grade

This course is a response to the format changes made by the College Board in 2014, and it is based on the “Six Big Ideas,” or core principles identified by the College Board. A full appraisal of these foundational principles requires a multifaceted approach, which includes content analysis, the exercise of various logic and problem-solving skills, and a wide range of inquiry-based laboratory work. Several aspects of systems analysis are stressed, among them how various components of a system interact, what laws mediate such interactions, and what constraints and conditions must be considered to predict the future behavior of a given system. A variety of mathematical strategies must be considered, and ultimately adopted, in the pursuit of such an analysis.

Units found in this course include motion, forces, gravity, energy, momentum, rotational and harmonic motion, as well as an introduction to electric charge and basic circuits. Students completing the course will be fully prepared for the AP Physics I exam.

Prerequisites: Grade of “B+” in a previous AP science course or grade of “A-” or better in a previous standard or honors science course.

Advanced Placement Physics II

11th or 12th Grade

This course follows the first-year AP Physics course and requires many of the same skills: mathematical competence, organization, motivation, and strong problem-solving abilities. Topics covered will include thermodynamics and fluid mechanics, electricity and magnetism, wave theory, and nuclear physics. The course is a demanding, college-level option for the intensely motivated student, and it will fully prepare them for the AP Physics II test.

Prerequisite: Grade of “B+” in a previous AP science class or “A-” in a previous Honors course.

Biomedical Ethics

11th or 12th Grade

Has our ability to manipulate nature outstripped our capacity to make moral decisions about these techniques? With the advent of CRISPR, AI, cloning, GMO foods, and 3-D printing of organs, how do we make deep, informed decisions about the moral and social implications of these provocative techniques? This new age of human innovation will force us to confront essential questions about morality, consciousness, aging, humanity, and the future of our species. This semester class will research, study, and discuss these emerging technologies and their effect on the way that we view the world.

Exercise Science

11th & 12th Grade

The focus of this one-semester course is to empower students with the capacity to obtain, interpret and understand basic health information and services, and apply that knowledge to make informed decisions in their daily life. Topics will include personal health and fitness, injury prevention, nutrition, mental and emotional health, and substance use and abuse.

Geological Disasters

11th or 12th Grade

This semester course will cover aspects of introductory geology as it applies to natural disasters in a brief survey. Earthquakes, volcanic eruptions, landslides, hurricanes, and tsunamis will be some of the disasters discussed. The human, economic, and environmental impact of these disasters throughout the geological evolution on the planet is significant. The course is intended for students interested in fields ranging from geology or environmental sciences to physics and engineering.

Anatomy and Physiology

10th, 11thor 12th Grade

In this semester course, students study the anatomy (structure) and the physiology (function) of body systems in humans and other animals. There is an emphasis on the structures and functions from the microscopic level to the macroscopic level. This course includes anatomical terminology and the study of skeletal, muscular, nervous, and endocrine systems. Lab experiences are used to demonstrate anatomical and physiological concepts.

68

Robotics and Engineering I Students in this semester course are introduced to the principles, history, and social implications of robotics and experience a hands-on introduction to robotics and engineering, enabling students to combine the skills of a mechanical engineer, project manager, and programmer. Students prepare a research presentation, comparing anthropomorphic and industrial robots, as a way of gaining a more in-depth understanding of societal perceptions of robots, real and potential uses of robots, and appropriate principles of robotic design. Students keep engineering notebooks and collaborate to design and build an autonomous robot.

Concepts presented include basic engineering principles, such as prototyping, testing, documenting and the necessity of tradeoffs; the design, understanding, and representation of robotics systems (electrical, pneumatic and control); the importance of stored or potential energy; principles of material selection; tool use for the shaping and joining of materials; shop safety; and engineering as a team effort. Resources include The Robotics Primer (MIT Press).

Robotics and Engineering II This semester course takes robotics further by concentrating on advanced topics. Students study the use of sensors by adding vision recognition and distance measurement to the autonomous robot built during Robotic Engineering I. An advanced robotics topic is chosen, and a research project is presented to the class. Using Autodesk Inventor, students learn the basics of 3-D CAD modeling to design and then 3-D print and assemble a gearbox. Students use design data to perform engineering calculations to lift a weight using a motor and gears. Using Arduino micro-controllers, they further explore a range of sensors and how they interface with robotic control systems.

Prerequisite: Robotics and Engineering I.

Forensic Science

12th Grade

This course is designed for seniors who would like to pursue advanced studies in science after successfully completing physics, chemistry, and biology. Forensic Science is an inquiry-rich integrated curriculum that requires critical thinking and problem solving using real-world forensic science methodologies and case studies while applying the laws of criminal justice. This course integrates the techniques and knowledge from the sciences to better understand crimes that are committed and to catch those individuals responsible for said crimes. Students will learn to document how clues and data are recorded and preserved. Students will be expected to perform in-class analyses including blood spatter investigation, blood typing, fingerprint analysis, hair and fiber analysis, DNA profiling, real-life crime scene analysis, and psychological issues associated with violent crimes and criminal nature.

Prerequisite: Physics, Chemistry, and Biology.

69

Computer Science Computer Science elective courses help students understand and utilize computer-based technology, software, and hardware. The curriculum is designed for all students, from those who wish to pursue a technological career to those who want to express their artistic and creative talents through digital media. Many simply recognize that computer literacy is essential in today’s world.

Courses are offered in two major areas: computer programming and computer design. The objectives of the department are to prepare students to: · · · · · · ·

design and implement computer-based solutions to problems in a variety of application areas use and implement well-known algorithms and data structures develop and select appropriate computer strategies to solve problems code fluently in various computer languages read and understand a large program consisting of interacting objects identify the major hardware and software components of a computer system, their relationship to one another and the roles of these components within the system recognize the ethical and social implications of computer use.

Computer Science Principles Computer Science Principles is a semester-long course which builds a solid understanding of computer science. Through creativity and problem solving, students will develop their understanding and explore the relevance of technology in their world.

This course will focus on computational thinking, abstraction, and analyzing problems. The goal of this course is to familiarize students on how computers work, and help them develop their understanding technology, and learning about industry standards.

Programming I – Python Students in this semester course learn computational basics through programming or coding. They are taught program design and programming mechanics. Topics explored include input/output commands, looping or iteration, conditional statements, read/data statements, variables, graphics, and sound. This class is a great opportunity for students to become acquainted with coding and explore their artistic/design skills.

Programming II – Java This year-long course is designed for students who have computer programming experience and are interested in a rigorous introduction to object-oriented languages. Students complete a series of projects in Processing and Java. They learn to follow the essential steps of programming: defining program objectives, designing the program, writing the code, compiling source code, running the program, testing and debugging the code, and maintaining and modifying the program.

Prerequisite: Programming I - Python or equivalent programming experience with department recommendation.

Web Design

70

10th, 11th or 12th Grade

Students in this semester course learn to plan, design, and code effective Web pages using basic and advanced features of HyperText Markup Language (HTML). Students first learn a defined set of tags to be placed around words and paragraphs in the text of a page. This definition will grow to include images, sound, and other multimedia elements. Skills learned include file management, organizing ideas, adding hyperlinks, incorporating images, and adding sound and video. Advanced topics include tables, frames, image mapping, and Cascading Style Sheets (CSS). Throughout the course, students use an HTML editor and conversion programs for some tasks and work directly with HTML. This is a project-based class, and students are evaluated on their performance in a series of increasingly sophisticated projects.

Desktop Publishing

10th, 11th or 12th Grade

Students in this semester-long course learn the basic design principles involved in print publications, including the development of a theme or motif, layout and design, the appropriate choice of a font or typeface, the appropriate placement and use of images, and the importance of proofreading for both spelling and grammar. Students learn to use eDesign, software created in partnership between Adobe and Herff Jones. Students also learn the software and hardware skills necessary to import images and text into projects, how to scan photographs, the dots per inch (dpi) resolution required for the task, how to resize pictures without losing the original proportions, and various special effects that can be applied to text or images. The major focus of this class is the publication of Excalibur, Gill St. Bernard’s Upper School yearbook, for which students create and design the cover and internal layouts. Students also learn how to market advertisement pages and coordinate and oversee photography assignments. In addition, the chance to meet with a representative of the yearbook publisher allows students to learn more about the publishing industry.

Advanced Placement Computer Science A

10th, 11th or 12th Grade

This is a college-level, yearlong course that prepares students to sit for the AP exam. Students in this class have met the prerequisites and are ready to study procedural and data abstraction, object-oriented programming, design methodology, algorithms, and data structures. Much of the course is built around the development of computer programs (or segments of code) that correctly solve a given problem. This class covers the design issues that make programs understandable, adaptable, and reusable. The development of useful programs is also used as a context for introducing other important concepts in computer science. An understanding of the basic hardware and software components of computer systems and the responsible use of these systems is an integral part of this class. This course is designed for students who have a prior understanding of computer programming, wish to deepen their knowledge of Java, and plan to take the AP exam in the spring.

Prerequisites: Programming II – Java and Algebra II and Trigonometry or recommendation of the department.

Advanced Placement Computer Science Principles

11th or 12th Grade

The AP Computer Science Principles course is designed to be equivalent to an introductory college computing course. The content of this full-year course is organized around seven themes: creativity, abstraction, data and information (Big Data), algorithms, programming, the Internet, and global impact. This course is appropriate both for students with programming experience, as well as those new to programming. Students learn Javascript and Web programming as the coding platform. The assessment of the AP Computer Science Principles course is comprised of two distinct parts. The first is an in-course assessment, which involves two performance tasks that require students to explore the impacts of computing and create computational artifacts through programming. The second assessment is a multiple-choice exam developed by the College Board. This course can serve as the prerequisite for AP Computer Science A (Java).

Prerequisite: Programming or recommendation of the department.

Advanced Topics in Computer Science

11th or 12th Grade

This is an advanced course in programming application and computer science intended for students who have completed AP Computer Science A and would like to explore the subject in greater detail. Topics covered vary by year but have previously included Unity game development, classic computer science problems/algorithms, and introductory discrete mathematics. This course has the same GPA weighting as an AP course.

Prerequisite: AP Computer Science “A.”

71

Cyber Security

11th or 12th Grade

This semester course will give students the ability to “determine security requirements and mechanisms,” focusing on the big 8: ethics, establishing trust, ubiquitous connectivity, data security, system security, adversarial thinking, risk, and implications. In order to be successful in this class, a student will need to have completed the Computer Science Principles and Programming 1.

The basic practices and tools used in a professional setting will be studied in this course, while also utilizing safe environments to practice those skills.

Prerequisite: Computer Science Principles and Programming 1.

72

World Language GSB offers students the opportunity to study Latin, French, or Spanish. To fulfill the language requirement for graduation, students must take three consecutive years of one language. Students may also choose to study more than one language. Based on diagnostic and placement tests and recommendations from prior teachers, students are placed in an appropriate level of language study. The diagnostic exams are based mainly on reading and writing and focus on assessing language comprehension and production. Students may also be evaluated on their oral proficiency for French or Spanish placement.

The Spanish and French language programs are proficiency-based with a focus on the development of oral, aural, written, and reading comprehension skills. Classes in Spanish and French are conducted in the target language, and students are expected to speak exclusively in that language during class. Students develop skills through an integrated process of listening, speaking, reading, and writing. Linguistic proficiency is increased using cooperative learning techniques and learner-centered instruction. A language classroom is alive with students speaking with one another and with their teacher, and risk-taking is always encouraged.

Classes stimulate critical thinking and enable students to better understand and appreciate other cultures through authentic readings from various countries.

The Latin program uses Latin prose and poetry to achieve reading fluency. Students begin reading Latin sentences and stories, immersing themselves in the structure and style of Roman literature. Although conversational Latin is not the focus of the program, students do learn pronunciation and have opportunities to read Latin passages at early and advanced levels. Classes stimulate critical thinking and grammatical analysis, enabling students to understand the Latin language and to deepen their understanding of English. The program also uses the history, culture, and mythology of the Romans to stimulate interest and help students connect the language and culture of the Romans to their own.

Students who wish to undertake or to continue the study of a language that GSB does not offer may contract with the Language Education Resource Network (LEARN) in Liberty Corner, New Jersey, to provide language instruction on campus during the academic day or after school. Instruction is provided at the family’s expense and is in addition to GSB’s tuition. Upon successful completion of the coursework, students receive full academic credit, which is applied to graduation requirements.

Spanish I This course stresses proficiency in all four skills—listening, speaking, reading, and writing—and provides an understanding of basic grammatical structures and patterns of communication. The acquisition of functional vocabulary and conversational skills are the primary goals at this level. This is a communication-based language course that emphasizes the active involvement of the learner. Conversational skills are enhanced through cooperative learning activities and learner-centered instruction in the classroom. Many opportunities for creative expression are provided using listening, speaking, reading, and writing activities. This course lays the foundation for future language studies. The building and maintenance of a core vocabulary provides a critical foundation as students move towards language proficiency.

Additionally, students gain an understanding of Spanish grammar throughout the course. Vocabulary and grammar are taught, in part, through exposure to the culture and history of Spain and Latin America. Through these regional studies, students learn about customs, art, literature, food, family life, and holidays.

Resources include the Auténtico Level 1 series.

Spanish II This course reviews and reinforces communication skills through the integration of listening, speaking, reading, and writing activities. Students increase their cultural awareness through the study of authentic cultural materials and realia. Continuing to build on the vocabulary, grammar, and conversational skills developed in earlier courses, students increase their proficiency in the language. They enhance their writing ability through a variety of activities.

Resources include the Auténtico Level 2 series, which comprises a text and practice workbook.

Prerequisite: Spanish I or equivalent.

73

Honors Spanish II This course reviews and reinforces communication skills through the integration of listening, speaking, reading, and writing activities. Students increase their cultural awareness through the study of authentic cultural materials and realia. Linguistic proficiency is increased through a variety of learning modules in a learner-centered environment. Students communicate through spoken and written Spanish at a more sophisticated level, expanding and elaborating upon their answers and performing more open-ended linguistic tasks.

Resources include the Auténtico Level 2 series, which comprises a text and practice workbook, as well as more challenging supplemental materials.

Prerequisites: Grade of “A-” or better in Spanish I and recommendation of the department.

Spanish III This course reviews and reinforces Spanish communication skills through the integration of listening, speaking, reading, and writing activities. Students deepen their knowledge of vocabulary, grammar, and Hispanic cultural traditions. Regular smallgroup work and paired activities help to increase proficiency in all skill areas. Students continue to develop fluency in both writing and speaking Spanish. Through the study of thematic units and in-class discussions, students learn to think critically in the target language. Thematic topics include the outdoors, community service, the environment, and professions. Grammar topics are reviewed and introduced, including the present tense, preterite, and imperfect tenses, future tense, prepositions, and the subjunctive mood in various scenarios. At the end of level three, students are eligible for membership in the Spanish Honor Society, based on language achievement.

Resources include the Auténtico Level 3 series, which comprises a text and practice workbook.

Prerequisites: Grade of “A-” or better in Spanish II or recommendation of the department.

Honors Spanish III This course continues to reinforce Spanish communication skills through the integration of listening, speaking, reading, and writing activities. Students also deepen their knowledge of vocabulary, grammar, and Hispanic cultural traditions. Cooperative learning and learner-centered activities help students continue to develop fluency. Through the study of thematic units, students participate in class discussions and learn to think critically in the target language. Thematic topics include enjoying the outdoors, community service, the environment, and professions. Fragments of Hispanic literature are discussed and analyzed. Grammar topics that are reviewed and introduced include the present preterite, imperfect, and future tenses, prepositions, and the subjunctive mood in various scenarios.

Students in this course must be able to communicate in the target language with minimum support and guidance. Questions are more open-ended, which allows students the opportunity to expand and elaborate upon their answers and to use the target language at a more sophisticated level. Many assignments integrate multiple skills simultaneously. Assessments in this course are for high-achieving students. Questions follow the format of the Spanish AP language test, further preparing students for success at the AP level.

Resources include Auténtico Level 3, which comprises a text and practice workbook, as well as more challenging supplemental materials.

Prerequisites: Grade of “A-” or better in Spanish II and recommendation of the department.

74

Spanish IV Students read and analyze contemporary and classic literature from Spain and Latin America. Students enhance their cultural awareness through the reading and analysis of authentic material. Cooperative learning activities and learnercentered instruction help students improve their linguistic proficiency. Throughout the course, students continue to develop vocabulary, grammar, and conversational skills. Creative expression is encouraged through daily writing assignments. Students are expected to speak exclusively in the target language during class.

Resources include Auténtico Level 3, which comprises a text and practice workbook.

Prerequisite: Spanish III.

Honors Spanish IV In this course, students continue to expand and refine their knowledge and communication skills through the study of more complex vocabulary and advanced grammatical structures at a rigorous pace. Regular small group work and paired activities help to increase and strengthen linguistic proficiency in all skill areas through the integration of listening, speaking, reading, and writing activities. This Honors course is structured to prepare the students for the AP Spanish Language and Culture Examination; therefore, the following six thematic units will be explored: The Influence of Language and Culture on Identity, Influences of Beauty, Fashion and Art, Science and Technology and their respective Professions, Environmental, Political and Societal Challenges, Personal and Public Identities, and Contemporary Life.

Students participate in class discussions and think critically in the target language. Thematic topics are centered around cooperative learning activities and learner-centered instruction. More complex grammar topics are introduced and include the preterit and imperfect tense, the future tense, the conditional tense, the present, past, and future perfect tense, adjectives, prepositional phrases, por vs. para, and the present and pluperfect subjunctive mood. Creative expression is encouraged through weekly oral presentations and writing assignments. Assessments in this course are for high-achieving students and follow the format of the AP Spanish Language and Culture Exam. A variety of authentic audio and literary selections are used. Current events topics are discussed weekly. Students are expected to speak exclusively in the target language during class.

Resources: Realidades 4 Textbook, Realidades 4 Vocabulary, Grammar, and Communication Workbook, and Realidades 4 Reading, Writing and Speaking Skills Practice (Volume 2) Workbook.

Prerequisites: Grade of “A-” or better in Spanish III and recommendation of the department.

Spanish Conversation and Culture

11th or 12th Grade

This upper-level course focuses on communication skills and oral proficiency in Spanish. Through the study of history, literature, music, film, art, and current events, students can discuss a variety of cultural topics. This course provides students with an opportunity to broaden their vocabulary, refine their grammar skills, and expand their ability to communicate in the target language both in written and verbal form.

Resources: Conversación y Repaso, Civilización y Cultura, and excerpts from Literatura y Arte (Cengage Learning). Additional literary and current events resources are also used.

Prerequisite: Spanish IV.

75

Advanced Placement Spanish Language and Culture

11th or 12th Grade

This rigorous and challenging course emphasizes the use of authentic Spanish for active communication, allowing students to reach advanced levels in their oral, aural, reading, and writing skills. Students engage in conversation by using advanced grammatical structures, literary analysis, cultural studies, and in-depth discussions of current events around the world. In preparation for the AP Exam in the spring, the AP Spanish Language and Culture course is structured around six themes: 1.) Beauty and Aesthetics, 2.) Contemporary Life, 3.) Families and Communities, 4.) Global Challenges, 5.) Personal and Public Identities and 6.) Science and Technology. These themes facilitate the integration of language, content, and culture, and promote the use of the language in a variety of contexts. Additional authentic resources are used throughout the year, such as podcasts, TED Talks, digital newspapers, radio, and television. Students prepare to take the AP Spanish and Language Culture Exam in the spring. Faculty and students use Spanish exclusively in class.

Resources for AP Spanish: Preparing for the Language and Culture Examination, Una vez más (grammar book), and Álbum (literature book). A variety of AP supplemental material is used.

Prerequisites: Grade of “A-” or better in Honors Spanish IV and recommendation of the department.

French I Students are introduced to the French language and culture. They develop skills in the four language modalities: speaking, listening, reading, and writing. Emphasis is placed on meaningful oral communication, as well as the accuracy of expression.

Students develop basic structured sentences, acquire a core vocabulary, and learn to ask questions and provide information orally. Students build vocabulary and strong grammar skills, critical building blocks as they move towards language proficiency.

A variety of activities in French offer opportunities for creative expression. The development of deep cultural awareness is an integral part of this class.

French II Although this course expects students to have a solid first-year preparation in vocabulary and grammar, the class begins with an active review of previous material before leading the student into more challenging material. Students learn to ask and answer simple questions, speak, and write in the present and the past tenses, and talk about activities and people that relate to daily life. Topics include, but are not limited to, identity, professions, weekend activities, food, and the geography and regions of France. Activities that integrate listening, speaking, writing, and reading offer opportunities for creative expression. Students build vocabulary and a strong understanding of French grammar. Classes are taught primarily in French. Through the French language and daily class activities, students continue to develop an awareness of French culture.

Prerequisite: French I or Middle School equivalent.

Honors French II In this course, students are expected to have a solid first-year foundation in vocabulary and grammar. Students learn to ask and answer questions in a more sophisticated way, to speak more frequently, to write in the present and past tenses, and to talk about activities and people related to everyday life. Topics include, but are not limited to, identity, professions, weekend activities, food, geography, and regions of France. Activities that integrate listening, speaking, writing, and reading are provided for daily creative expression. Students continue to build vocabulary and a strong understanding of French grammar. Classes are taught in French.

Through the French language and daily class activities, students continue to develop an awareness of French culture.

Prerequisite: Grade “A-” or higher in French I and a recommendation of the department.

76

French III This course continues to review and reinforce communication skills through the integration of listening, speaking, reading, and writing activities. An emphasis is placed on deepening students’ facility with vocabulary, grammar, and French cultural traditions.

Small-group and paired activities help to increase proficiency in all skill areas. Students develop an awareness of language structure and French culture by reading and analyzing authentic literary texts. At the end of level III, students are eligible for membership in the French Honor Society, based on language achievement.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt) and selected literary texts.

Prerequisite: French II.

Honors French III This course continues to review and reinforce communication skills through the integration of listening, speaking, reading, and writing activities. An emphasis is placed on deepening students’ facility with vocabulary, grammar, and French cultural traditions.

Small-group and paired activities help to increase proficiency in all skill areas. Students develop an awareness of language structure and French culture by reading and analyzing authentic literary texts. Students at this level must be able to communicate in French with minimum support. Questions will be more open-ended than in previous classes to facilitate class discussions in French.

Assessments will be at a higher level and geared towards preparing students for the AP test. At the end of level III, students are eligible for membership in the French Honor Society, based on language achievement.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt) and selected literary texts.

French IV Students continue to develop and refine their language skills through increased exposure to more advanced grammar and vocabulary. Cultural awareness is enhanced by the students’ increased ability to read original material in the target language.

Students are expected to speak French in class. Resources include Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Prerequisite: French III.

Honors French IV Students continue to develop and refine their language skills through increased exposure to more advanced grammar and vocabulary. As students become more fluent, the classroom becomes more immersive. Cultural awareness is enhanced by the students’ increased ability to read original material in the target language. Cultural awareness and critical thinking are both addressed through reading and analyzing contemporary and classic literature of Francophone countries and texts focusing on history, politics, and the fine arts. Assessments will follow the format of the French AP Language Test to further prepare students for the AP level.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Prerequisite: French III.

77

French V Conversation and Culture

11th or 12th Grade

Open to students who have completed four years of French, this course is an alternative to AP French. It challenges students to improve and refine their spoken and written language skills while exploring the history and culture of France. From the caves of Lascaux to the position of France in the modern world, students connect with the important social, intellectual, and artistic movements of the country. Reading, writing, and discussion, as well as film and field experience, help students develop language proficiency and cultural literacy. Cultural awareness and critical thinking are both addressed through reading and analyzing contemporary and classic literature of Francophone countries.

Resources: Excerpts from various novels, historical writings, and poems.

Prerequisites: French IV and recommendation of the department.

Advanced Placement French Language and Culture

11th or 12th Grade

Students further develop oral proficiency through oral reports that focus on cultural and historical topics. The examination of contemporary cultural themes based on the genres of art, film, music, poetry, literature, and politics provides a context for all language development. Literary analysis and proficiency skills are stressed for those students preparing for College Board Subject tests or AP exams.

Resources: T’es branché (EMC), Allons au-delà! (Pearson), cultural and literary texts.

Prerequisites: Grade of “A-” or better in French IV and recommendation of the department.

Latin I Students are introduced to the fundamentals of Latin grammar. The course uses a reading approach designed by the Cambridge Latin Course to gradually and naturally teach the intricacies of Latin. The acquisition of basic grammar skills and fundamental vocabulary is the primary goal of this course. Roman history and culture are incorporated into the course and help students connect the language and culture of the Romans to our own.

Latin II Students continue their exploration of the Latin language and ancient Roman culture. Vocabulary, translation, and grammar are expanded as students approach more complex narratives based on Roman history and mythology. Students also continue to practice classical Latin pronunciation through daily readings. In the study of culture, special attention is given to the effects of the Roman Empire’s expansion into Britain.

Resources: Cambridge Latin Course (Cambridge University Press), a reading approach that helps students acquire grammar and vocabulary through translation-based exercises.

Prerequisite: Latin I.

78

Honors Latin II Students continue their exploration of the Latin language and ancient Roman culture at an accelerated rate. Vocabulary, translation, and grammar are strongly emphasized as students focus on complex narratives based on Roman history and mythology. Students also continue to practice classical Latin pronunciation through daily readings. Upon completion of the course, students have a thorough understanding of the declensions of adjectives and nouns, the complete conjugation of verbs, and the use of several types of dependent clauses. In the study of culture, special attention is given to the effects of the Roman Empire’s expansion into Britain.

Resources: Cambridge Latin Course (Cambridge University Press), a reading approach that helps students acquire grammar and vocabulary through translation-based exercises.

Prerequisite: Grade of “A-” or better in Latin I and recommendation of the department.

Latin III Students continue the study of Latin grammar and vocabulary, translate increasingly complex material, and further their exploration of Roman culture and society. Students increase both their Latin and English vocabulary with the additional study of derivatives. Students translate stories of several classic heroes and begin to study original works by Roman authors, including Pliny, Martial, and Ovid. Roman poetry is introduced along with the study of figures of speech and meter. Students also continue to deepen their appreciation of the legacy of Greco-Roman civilization in contemporary society.

Prerequisite: Latin II.

Honors Latin III Students continue the vigorous study of Latin grammar and vocabulary to be able to translate increasingly complex material, including several classic heroes and begin to study original works by Roman authors, including Pliny, Martial, Catullus, and Ovid.

Roman poetry is introduced, along with the study of figures of speech and meter. Textual analysis is essential and accompanies the literal translation through careful parsing of prose and poetry. Students continue to deepen their appreciation of the legacy of Greco-Roman civilization in contemporary society.

Prerequisite: Grade of “A-” or better in Latin II and recommendation of the department.

Latin IV Roman literature is a diverse and exciting field, and in this course, students have the opportunity to read authors such as Catullus, Ovid, Virgil, Caesar, Suetonius, and others. In addition to translating, students are expected to analyze Roman literature, paying particular attention to the ways in which Roman authors address the political systems, social problems, and other issues of their time. Students discuss and analyze other aspects of Roman culture: how modern scholars continue the study of Rome and its impact on modern society and how the ancients looked at their own lifetime and history. Creative expression is encouraged through frequent composition assignments.

Prerequisite: Latin III.

79

Honors Latin IV Roman literature is a diverse and exciting field, and in this course, students read diverse authors such as Ovid, Virgil, Caesar, Cicero, and others. In addition to translating, students are expected to analyze Roman literature, paying special attention to the ways in which Roman authors address the political systems, social problems, and other issues of their time. Students discuss and analyze other aspects of Roman culture: how modern scholars continue the study of Rome and its impact on modern society and how the ancients looked at their own age and history. Assessments and daily translation work follow the format of the Latin AP test, focusing on grammatical constructions and language usage, further preparing students for success at the AP level.

Prerequisites: Grade of “A-” or better in Latin III and recommendation of the department.

Latin V: Literature and Composition The Romans used literature not only to record and maintain information and ideas but to express their understanding of the world around them and to express their ideas and beliefs about their society. In Latin V, students examine the overarching themes of Roman literature, such as politics and philosophy, but also consider more intimate aspects of Roman life such as mythology and storytelling. Students continue this analysis of the language through original composition work, which reflects the themes analyzed throughout the year.

Prerequisite: Latin IV.

Advanced Placement Latin

11th or 12th Grade

AP Latin concentrates on the translation, analysis, and interpretation of Vergil’s epic poem, the Aeneid, and Caesar’s commentaries, De Bello Gallico. Students learn the technical aspects of vocabulary and syntax, which are essential for accurate, literal translation, and understanding. An emphasis is also placed on the history and culture of Rome as they influenced the authors and their works.

Classes are devoted in large part to translating and analyzing Latin from the Latin AP syllabus and to sight-reading passages. The course discusses major topics, themes, and motifs from Roman literary, cultural, social, and political history. Students in this course prepare to take the Latin AP exam.

Prerequisite: Grade of “A-” or better in Latin IV and recommendation of the department.

World Language Independent Study Students who wish to undertake or to continue the study of a language that GSB does not offer may contract with Language Education Resource Network (LEARN) in Liberty Corner, New Jersey, to provide language instruction on campus during the academic day or after school. Instruction is provided at the family’s expense and is in addition to GSB’s tuition. Upon successful completion of the coursework, students receive full academic credit, which is applied to graduation requirements.

80

Fine Arts A wide variety of art courses in two and three-dimensional media are offered in the Upper School Fine Arts program, including Ceramics, Drawing, Painting, Photography, Digital Illustration, Graphic Design, Honors Portfolio Development, Studio Art, AP 2-D Design, and Woodworking. The program creates a challenging and diverse learning environment for developing studiobased artistic exploration. Our goal is to familiarize students with the means, the context, and the interpretation of art through intensive instruction in traditional and contemporary ideas and techniques. Students acquire a comprehensive understanding of both the elements that compose artworks and the ideas that make them meaningful.

Constructive criticism is an integral part of classroom discussion, helping each student to realize more fully his/her creative potential. All aspects of creating art—from generating ideas to the technical process—are included in instruction and practice.

References to art history and contemporary art are integrated into every course. Students have several opportunities throughout the year to show their work to the school and community in a gallery setting. Each year, the fine arts faculty in Grades K-12 curates a winter and a spring art exhibition and hosts opening receptions for staff, faculty, and friends to come together and celebrate the work of our art students. Student work is submitted to several juried and non-juried art competitions and exhibitions throughout the year.

Studio Art This semester-long, entry-level course provides an overview and introduction to the visual arts using a variety of art tools and materials. With an emphasis on studio production, this course develops higher-level thinking skills and art-related technology skills. Students engage in creative expression through a variety of art experiences that sharpen their awareness and perception, permitting them to create in-depth works of high aesthetic quality. Art history and culture are incorporated into the art experience as an enhancement for art appreciation. This course provides students with studio experiences, using a variety of media in various areas of art exploration. Projects are based on the elements of art and principles of design. Students acquire the skills necessary for more advanced art courses.

Ceramics I Ceramics one focuses on the development of skills within sculptural and functional pottery creations to allow students to familiarize themselves with the medium of clay. This class will delve into how ceramics has played an essential role in human routine and culture, introduce wheel throwing skills, and explore how ceramics has developed within the fine arts world including research into specific artists and art movements.

Ceramics II Ceramics two focuses on the unification of sculptural and functional pottery creations to allow students to pursue projects unique to his/her/their interests and art style. This class will continue research into the ceramic arts through exploration into presentation, location, and collaboration. Students will further develop skills in hand building techniques as well as wheel throwing through project-based learning, as well as create connections to historical and contemporary art movements and artists.

Prerequisite: Ceramics I.

81

Advanced Ceramics Advanced ceramics will allow the further development and exploration into technical skill, personal style, and aesthetic choice within the medium of clay. The class is project-based with a focus on long-term, self-guided pieces built around more advanced ceramic skills. Projects will explore a multitude of design techniques including sgraffito, brushwork and carving while also tackling advanced form building within both wheel and hand-built work. Students will utilize critical thinking through the exploration of historical and contemporary ceramic art as a form of inspiration and development of contextualization within art movements and culture.

Prerequisites: Ceramics I and II.

Drawing In this semester-long course, students learn numerous skills and techniques for representational drawing, focusing on and capturing what they see and using value, shading, and contrast to create a sense of form. Gesture and line quality are carefully considered as a powerful means of expression. Using both conventional and nonconventional drawing tools, students investigate mark-making and the use of color as it relates to the development of symbolic and expressive form. Students use a sketchbook to document research, growth, reflection, personal imagery, and ideas. They develop an awareness of how cultural, political, historical, and personal influences can be incorporated into their work. They also develop technical versatility and skills while using the visual elements and principles in compositional forms. Students are encouraged to become independent thinkers who contribute inventively and critically to their culture through the creation of art.

Prerequisite: Studio Art.

Painting In this semester-long course, students learn about the unique qualities of different types of paint, including watercolor, acrylic, and oil. This studio course provides a fundamental theoretical and technical approach to making representational paintings on canvas. After an initial overview of color and composition, followed by a brief cycle of basic color-mixing and paint handling exercises, most of the remaining in-class time is spent making paintings, with ongoing guidance and critique of works in progress. Students work primarily from life—in still-life, portrait, and landscape contexts—to develop skills in using cohesive color schemes and painting techniques. Students are introduced to relevant contemporary and historical artists and art styles and learn to compare, analyze, evaluate, and discuss their own work, as well as the work of others.

Prerequisite: Drawing.

Photography I This course serves as an introduction to the historical, technical, and aesthetic responsibilities of digital photography. Class time will be spent looking at and talking about images, which will take form in lectures, demonstrations, critiques, and lab time. We will have an ongoing discussion about the different roles that images play in history and art. This course will mostly be based on digital capture and printing. Throughout the semester, we will cover topics such as camera raw, photoshop, lighting, and shooting techniques. With the culmination of each project an assignment and critique are completed. Students will become comfortable talking about art in constructive and productive ways.

Photography II Students continue discussions of the historical, technical, and aesthetic responsibilities of digital photography. Class time is spent looking at and talking about images in the form of lectures, demonstrations, critiques, and lab time. There is an ongoing discussion about the different roles that images play in history and student artwork. This course is primarily based on digital capture and printing. Throughout the semester, students are given larger and more extensive independent projects, and with the culmination of each project, an assessment and critique are completed. Students continue to build their confidence in discussing art and handling constructive criticism throughout the critique process.

82

Prerequisites: Photography I.

Advanced Photography Students are taught an expanded range of digital printing techniques, camera functions, and photographic techniques. As this yearlong course progresses, students are exposed to more advanced aspects of lighting, composition, and subject matter.

Additionally, creative and experimental photography allows students to explore the use of photography as a documentary and artistic medium. All these skills can be used in a wide variety of career paths. Students maintain journals, documenting their camera’s technical features and capabilities. They must select a photograph each week and critique their work carefully and students undertake increasingly challenging and sophisticated projects.

Prerequisites: Photography I and II.

Sculpture This semester course helps students develop an understanding of the interaction of forms in space. Using basic sculptural processes and readily available materials, students investigate three-dimensional ideas and decision making. Sculpture introduces fundamental studio skills in designing three-dimensional artworks, using various three-dimensional media processes. Students are introduced to different artistic styles from realistic representation to interpretive abstractions. Art appreciation, history, and theory are woven into 3-D projects that are integrative, inspire creativity, and develop problem-solving skills.

Woodworking I This semester course introduces students to the wood medium, beginning with the basics of shop safety. Students become adept at using a wide variety of tools and machinery, including traditional hand tools and modern power equipment. They learn traditional joinery, how to execute joints, and how to select their proper application. Students produce a range of hand joints, including dovetail joints, mortise, and tenon joints, and shoulder joints. The proper use of tools is taught with an emphasis on understanding use in different applications. This course emphasizes mathematics and helps teach collaboration and problemsolving. As a first major project, students design and produce a box constructed through traditional joinery techniques.

Finishing techniques are also integrated into this project. Following this introductory work, students select and complete woodworking projects.

Advanced Woodworking This yearlong course enhances the skills that students have previously acquired. In advanced levels of woodworking, students— under the direction of the teacher—undertake increasingly challenging and sophisticated projects. Cabinetry, furniture making, and sculptural work are typical of the type of project work undertaken by students. In-depth design concepts and construction techniques are also explored at this level.

Prerequisite: Woodworking.

Honors Portfolio Development Honors Portfolio Development is a yearlong course for students who are serious about the practical experience of art and want to develop mastery in conceptualizing, composing, and executing their ideas. Students in this class focus on developing a portfolio that embodies the standards of skill and quality that art schools seek in their candidates. In building the portfolio, students explore a variety of concepts, techniques, and approaches designed to help them demonstrate their abilities, as well as their versatility with techniques, problem-solving, and ideation. Students are introduced to a variety of traditional and contemporary artists and learn to write and speak critically about the artwork. They also share their work in group critiques, an important element of the course. Each student is required to maintain a sketchbook, recording his/her ideas and research for each assignment, and highlighting his/her personal investigation.

Prerequisite: One semester each of Studio Art, Drawing, and Painting.

83

Advanced Placement Art History

11th or 12th Grade

The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop indepth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history. AP Art History is the equivalent of a two-semester introductory college or university art history survey course.

Prerequisite: One year of any Fine Arts course(s) in the same discipline.

Advanced Placement Drawing

11th or 12th Grade

AP Drawing is a course designed for the serious art student who is interested in an intensive investigation of art concepts, media, and techniques after taking an introductory level art course, Drawing and Painting and Honors Portfolio. The focus of this class is to prepare students to meet the requirements of the College Board through creating original art pieces. This class will offer students the opportunity to further master their skills in communicating concepts visually, developing their artistic voice, creating strong compositions, and increasing techniques in various art media. This class will consist of creating art to submit for your AP Portfolio. The portfolio for AP Drawing consists of two sections: Sustained Investigation and Selected Works. The Sustained Investigation requires students to submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision. Students will produce a minimum of 15 digital images that include works of art and design and process documentation, and will produce typed responses to prompts, providing information about the questions that guided their investigation and how they practiced, experimented, and revised, guided by their questions. This work is submitted digitally. For the Selected Work section, students select their strongest five pieces to be mailed directly to AP for evaluation.

Prerequisite: One year of fine arts in the same discipline.

Advanced Placement 2-D Art and Design

11th or 12th Grade

AP 2-D Art and Design is a yearlong course that is not based on a written exam; instead, students submit portfolios for evaluation in early May. In building their portfolios, students experience a variety of concepts, techniques, and approaches designed to help them demonstrate their abilities as well as their versatility with techniques, problem-solving, and ideation. This course emphasizes making art as an ongoing process that involves the student in informed and critical decision making using the elements of art and the principles of design. The AP 2-D Art and Design Portfolio Exam consists of two sections. The Sustained Investigation requires students to conduct an inquiry-guided investigation through practice, experimentation, and revision. This Portfolio is designated for work that focuses on the use of two-dimensional elements and principles of art and design. For the Selected Works section, work is expected to demonstrate a skillful synthesis of materials, processes, and ideas. For both sections of the portfolio, students are expected to share information in writing about their work.

Prerequisites: One semester of Studio Art, Drawing or Painting, and one year of Portfolio Development.

Graphic Design In this semester course, the interaction of text and image and the fundamental components of graphic communication are introduced, and students develop and hone skills in working with text and image as they create solutions to a series of design problems. Visual literacy will be increased through exposure to contemporary design issues and graphic design history. Students are expected to expand their proficiency in all aspects of the design process, including the use of formal design principles, type as image, creative brainstorming, conceptualizing, critical thinking, collaboration, and presentation. A major focus of the course is to develop students’ abilities to think creatively and generate innovative ideas. Students will use a range of media from traditional art materials to digital design tools, including Adobe creative software (Photoshop, Illustrator, and InDesign). Assignments will demonstrate aesthetics (what is visually pleasing) and functionality (what does the job).

84

Digital Illustration Serving as an introduction to the study of digital illustration as a visual interpretation of words, concepts, and ideas, students will use a variety of Adobe software for illustration, technical drawing, composition, and implementation of created art into page layout. In this semester course, students will also incorporate traditional drawing skills and scanning methods into their digital illustrations. The course covers various problem-solving methods, appropriate solutions for spot illustrations, and basic illustrator tools: palettes, creating and converting anchor points, creating and reshaping paths, basic coloring gradients, layers, and creating, styling, and editing type. Assignments will have an emphasis on concept, creativity, technical achievement, and presentation.

Advanced Digital Media In this full year, students will expand on the technical and design skills they previously learned in Digital Illustration and Graphic Design. These accelerated learners will focus on understanding the aesthetics and applications of production techniques within the Adobe suite. Advanced Digital De students will execute their concepts by creating ads, posters, and dynamic visual presentations. This course is ideal for individuals who are interested in digital arts, media, and studio-based practices.

Prerequisites: Graphic Design and Digital Illustration.

Honors Digital Media

11th or 12th Grade

This course is designed for students who have mastered the required skills in Graphic Design and Digital Illustration. It involves studio inquiry into the advanced nature of visual problem-solving strategies and visual communication. This course stresses the ever-changing concepts and skills needed to work professionally in the visual communication field. Specific areas of application will be examined through the study of notable artists/designers in the field. Students will be encouraged to explore areas of special interest, and emphasis will be placed on independence, using industry-standard techniques, strengthening computer skills, and individual creative development.

Serving as an introduction to the study of digital illustration as a visual interpretation of words, concepts, and ideas, students will use a variety of Adobe software for illustration, technical drawing, composition, and implementation of created art into page layout. In this semester course, students will also incorporate traditional drawing skills and scanning methods into their digital illustrations. The course covers various problem-solving methods, appropriate solutions for spot illustrations, and basic illustrator tools: palettes, creating and converting anchor points, creating and reshaping paths, basic coloring gradients, layers, and creating, styling, and editing type. Assignments will have an emphasis on concept, creativity, technical achievement, and presentation.

85

Performing Arts Upper School performing arts courses encourage active experimentation, which contributes to the development of creativity, problem-solving, critical thinking, and collaboration skills. Course offerings include experiential acting classes for students interested in learning about the acting process, as well as for students who are experienced performers. Similarly, there are choral music offerings for students who are new to the choral experience and for those who have performed in the past. Courses are available for students who wish to learn more about aspects of theater production. Courses in directing and music theory are available for students with interest in the creation of dramatic and musical works.

Concert Choir Concert Choir can be taken as a semester or yearlong course. It is designed to develop musical skills, broaden students’ familiarity with musical genres, and deepen students’ musical and aesthetic sensibilities. Students learn and develop a vocal music vocabulary and learn musical concepts—including harmony, melody, notation, rhythm, and tone color—across the music genres. Concert Choir meets as a class throughout the week. Before choral concerts, the class holds additional meetings during the day and in the evening for group rehearsals. As a performance-based class, each semester culminates in evening performances. The choir performs at other events throughout the year, including Commencement and admission open houses. Also, those enrolled in Concert Choir are invited to audition for two extracurricular choirs, Blue in the Face and Knight Voices. Students are also eligible to audition for an advanced vocal ensemble, The Gillharmonics. These groups focus on more sophisticated musical works.

Honors Choir Students who have completed the Concert Choir course and pass a proficiency evaluation are eligible to take Advanced Choir. In this course, students will sharpen their sight-reading skills and deepen their understanding of music theory topics such as scales and modes, chord qualities, cadence types, counterpoint, and song form. This group will tackle their own challenging repertoire from a variety of periods in a variety of styles from classical to contemporary choral literature. The Advanced Choir will perform its repertoire in the Winter and Spring concerts and will also support the Concert Choir in performance. The proficiency evaluation would include (1) an assessment of the student’s performance in the Concert Choir class; (2) a written exam about basic music notation, the elements of a score and basic music vocabulary; and (3) a vocal audition in which students would have to demonstrate expressive singing and musical phrasing while performing a memorized piece, the ability to sight-read at a beginning level, and the ability to sing a variety of scales with good intonation.

Prerequisite: One year of Concert Choir and proficiency evaluation.

Music Principles I Music Principles I is a one-semester, introductory course that acquaints students with the fundamental elements of Western music, music notation and musical analysis. Through the exploration of a vast array of music ranging from classical to contemporary rock and pop, students will be introduced to the essential concepts of pitch, rhythm, meter, and notation, followed by scales, key signatures, intervals, chords and chord progressions. The course has no prerequisite and is suitable for students with little or no previous musical experience. Students who enjoy and excel in this course may want to consider moving on to Music Principles II course or to Music Laboratory.

Music Principles II Music Principles II is a one-semester, intermediate course that builds on the concepts of the Music Principles 1. Topics include species counterpoint, functional harmonic analysis, song form, voice leading, and modulation. Students will develop aural skills through dictation and sight-singing. The course culminates in four-part chorale writing. Students who enjoy and excel in this course may want to consider following up with the AP Music Theory course. The prerequisite for this course is the Music Principles 1 course or, for students who have a moderate amount of prior experience with music theory, permission of the instructor or department chair.

86

Music Laboratory Music Lab is a one-semester, repeatable course in which student musicians will advance their existing musical skills and develop new ones. Through a series of guided units, students will explore arranging, composition, pop and jazz chord theory, music notation software, music technology, recording, the history of modern music and the music industry. Students will learn the basics of current cross-platform music software including AVID Sibelius, AVID ProTools and Adobe Audition.

Students will collaborate and work individually to create new arrangements, cover songs and original compositions utilizing both in-person and remote techniques and software for recording and collaboration. Students will also have the opportunity to work individually on their own repertoire and to gain performance experience as they test out new material in class. Enrolled students will ideally have some prior experience as an instrumentalist or a vocalist or have some rudimentary knowledge of music theory.

Advanced Placement Music Theory This yearlong course takes advanced musicians with existing knowledge of music theory through the equivalent of a first-year college music theory class. A primary goal is to prepare students for the AP Music Theory exam in May, and in preparing for the exam, students will develop the skills used to analyze music both harmonically and structurally. Emphasis is placed on the tonal practices of Western music, particularly of the Common Practice Period, and students will engage in analysis of the written score and explore basic compositional techniques. Students will also spend a significant amount of time developing aural skills through sight-singing, recognition of intervals and chords, as well as melodic and harmonic dictation. This rigorous course is best suited to students who intend to pursue a music major or minor in college or who want to enhance their music understanding or performance abilities. Students without an intermediate proficiency in piano or classical guitar are strongly encouraged to take piano lessons before and simultaneously with the course. Participation in a performance ensemble is also encouraged.

Prerequisite: Permission of the department.

Acting I This semester-long course introduces students to drama through theater games and activities. These exercises stimulate the imagination, sharpen sensory awareness, and develop skills in public speaking, movement, and improvisation by providing students with the opportunity to create characters that are fresh, unique, and believable. The goals of the beginning class include the development of self-discipline and a sense of responsibility toward others, a stronger interest in the theater, and a basic battery of acting skills. Course content includes the following topics: emotion and emotional recall, silent performance, goals and obstacles, working with props, and physical attachments.

Acting II Students in this semester-long course work toward a more advanced set of goals, including a broader mastery of character development, the ability to effectively critique the performance of another student, and the ability to identify the individual goals and the overall theme of the plays being studied. Additional course content includes advanced scene and character study from selected works of classical and contemporary playwrights.

Prerequisite: Acting I.

Advanced Acting Building on the concepts of Acting I and Acting II, this semester-long course offers more in-depth training in the areas of emotion, character development, and motivation. Through the study of some of the great acting teachers, including Stanislavski, Strasberg, Adler, and Meisner, the Advanced Acting class develops more thoughtful actors who can portray multidimensional characters. Students explore such techniques as the “independent activity,” the “moment before,” and the “character backstory.”

Part of the final grade for this course includes the presentation of scene work at the One-Act Festival in late May. This class is a culmination of all the work from Acting I and II. Prerequisite: Acting II. 87

Directing In this semester-long course, students learn how to create an artistic vision of an existing play, how to serve as the coordinator of a cast of performers, how to manage the schedule of a production, and how to be the single director of a staged performance.

Students discover the many nuances of leadership and time management, learn how to distinguish between the wants and needs of performers, and realize the importance of flexibility when working with a variety of personalities. Students experiment with spatial awareness, with areas of strength, with architectural and artistic requirements, with body positioning on stage, and with forging a relationship between the actor and the audience. The final exam in this class is a fully realized production of a one-act play that has been selected, cast, rehearsed, and produced by each student director.

Prerequisite: Advanced Acting.

Technical Theatre I: Technology & Design This semester course develops knowledge of and experience in the technical (nonperformance) aspects of theatrical production.

Special emphasis is placed on the elements of theatrical design (scenery, lighting), design analysis, stage management, and production management. We will sketch, draft, and build models to help us understand a set designer’s process. Additionally, students gain hands-on experience in the construction of the fall play and/or spring musical.

Theatre History and Dramatic Texts This yearlong course examines the history of Western theater, from ancient Greece through the 21st century. Throughout the course, students read various significant works of the Western theatrical canon, including Euripides’ Medea, Shakespeare’s The Tempest, and Ibsen’s A Doll’s House. Through these works, students gain a fuller understanding of the period in which they were written. Students develop the ability to make connections from one historical period to another, noting the social, political, and religious influences that defined the drama of an era and how it affected the works that followed.

88

Interscholastic Athletics GSB fields an extensive offering of interscholastic teams at both the varsity and junior varsity levels for boys and girls, a total of 25 teams in 14 different sports. The school holds memberships in the Skyland Conference as part of the New Jersey State Interscholastic Athletic Association (NJSIAA), New Jersey Independent School Athletic Association (NJISAA), and the Somerset County Interscholastic Athletic Association (SCIAA). The athletics program is an integral part of the educational experience at our school.

Girls’ Teams · · ·

Fall: cross country, soccer, tennis, volleyball Winter: basketball, fencing, swimming, winter track Spring: golf, lacrosse, softball, track and field

Boys’ Teams · · ·

Fall: cross country, soccer Winter: basketball, fencing, ice hockey, swimming, winter track Spring: lacrosse, baseball, golf, tennis, track and field

Coed Teams ·

Winter: cheerleading

89

Upper School Addendum and Resources Matthews Family Library

The Matthews Family Library in the Hockenbury Academic Center serves as a resource center and gathering place, supporting the academic needs and recreational reading of the Upper School student community. Students are encouraged to use the library to collaborate with teachers and peers, to conduct research, to further their personal knowledge and to study. Among its many resources, the library has over 20,000 volumes, 20 databases, dozens of periodicals, daily newspapers, audiovisual materials, and access to interlibrary loan resources throughout the state. Librarians work with students and teachers to teach information literacy skills. Students may take advantage of their free time (before and after school, during unscheduled periods, and meeting times) to use the Library, which is staffed by a school librarian or faculty member every school day from 7:45 a.m. until 5:45 p.m.

Advisory Program

Every student in ninth through twelfth grade is assigned a faculty advisor who oversees and supports the student’s academic progress, maintains regular contact with the student’s teachers and coaches, and assists the student in all areas of school life.

Advisory meetings are built into the academic day, and they include scheduled group advisories and availability for individual meetings. In addition, advisors often informally check in with their advisees during classes, breaks, meals, and sporting events.

Students are encouraged to seek out their advisor whenever necessary. Advisors are student advocates and should serve as the first point of contact between a student’s parents and the school. Parents should reach out to their child’s advisor with questions and concerns, or to share information that may have a bearing on the student’s life at school.

College Guidance

During their Upper School years, students receive information and guidance on all facets of their transition from high school to college. Some counseling takes place early in the high school years (e.g., scheduling and testing), whereas more intensive counseling is provided in the junior and senior years. Students and parents are encouraged to attend pertinent evening programs presented by the College Guidance Staff each year and to familiarize themselves with the college guidance materials on Gill St. Bernard’s website.

In junior year, each student is assigned a lead counselor who works with him or her to ensure that he/she is offered a list of appropriate college options. The lead counselor also writes a confidential letter of recommendation for the student. The junior year includes a weekly College Guidance class that provides useful information about the college search and gives students space and the time to complete the main components of the application process. Summer workshops between the junior and senior years allow rising GSB seniors to continue to work on their applications.

In senior year, students undertake several tasks as they become college applicants. They create a resume, write application essays, and request confidential letters of recommendation from their teachers. A student’s lead counselor serves as a key advisor throughout each of these activities; however, the entire College Guidance Staff plays a role in supporting and advocating for GSB college applicants.

Service Activities

Gill St. Bernard’s School offers a wide array of community service opportunities both on and off-campus throughout the academic year. In the Upper School, the Office of Student Life coordinates student-driven activities, which help to serve local institutions and community organizations. Activities supporting the Community FoodBank of New Jersey, the Samaritan Homeless Interim Program, New Jersey Blood Services, Habitat for Humanity, the Interfaith Food Pantry, and others allow students to develop their generosity of spirit while making a positive impact on those around them. Although community service is not required, student participation is extensive, and the program upholds the school’s mission and core values.

90

Academic Support Services

Gill St. Bernard’s School provides a limited number of accommodations for those students who have learning and/or attention differences as documented by a psycho-educational, neuropsychological, audiological, speech-language, occupational, or physical therapy evaluation administered by a recognized licensed professional. The school does not make any modifications to the curriculum that require the alteration of the school’s fundamental academic program. Accommodations are limited to those contained within the school’s Academic Support Policy. These accommodations are not meant to constitute a separate or individual program for a student with learning and/or attention differences. If the level of support a student needs to succeed in our program is greater than our resources, the family will need to pursue outside support for the child. The Director of Upper School Learning may help in contacting outside professionals. When a student is unable to demonstrate academic progress (see academic expectations in the GSB Parent/Student Information Handbook) or exhibits a pattern of inappropriate behavior of such frequency, duration or intensity that it disrupts that student’s own learning or the learning of others, the school reserves the right to terminate the student’s enrollment agreement.

Extra Help and Tutoring

Learning to recognize and respond to academic concerns is an essential skill for all students to acquire. Students are encouraged to meet individually with their teachers if problems arise. Teachers are available either by appointment or on a drop-in basis to give extra help before school, during their free periods, during meeting time, and after school. While teachers are frequently available for extra help without advanced notice, students should schedule individual appointments. Students who require ongoing support in each subject area or study skills and organization should discuss the matter with their classroom teacher(s), their advisor, the learning specialist, and the Upper School director. The school’s learning specialist is available to work with students and families to identify supplemental strategies to assist students in their learning; however, the learning specialist cannot serve as a long-term tutor for any individual student. If long-term tutoring is necessary, a list of tutors can be provided.

School Counselor

Our Upper School counselor works in conjunction with the faculty, dean of student life, learning specialist, and Upper School director. The counselor provides mental health education, individual and small group counseling, and guidance and referrals for outside counseling. The school counselor is a resource for students, parents, faculty, and the GSB community, and may present information on a range of mental health and wellness topics.

91

GSB Administration and Faculty 2022-2023 Administration Sid Rowell Head of School Trinity College, B.A., M.A. Kyle Armstrong Lower and Middle School Director Middle School History Lesley College, M.Ed. Trinity College, B.A. Tracey Goodson Barrett Director of Diversity, Equity, and Inclusion Cornell University, B.A. Ananya Chatterji Director of Studies University of Pennsylvania, M.S. Ed. Bucknell University, B.S. Joel Coleman Upper School Director Upper School History University of Georgia, M.A., Ph.D. Virginia Military Institute, B.A. Kelly Garnes Chief Financial Officer Columbia Business School, M.B.A. Harvard University, Ed.M. University of Virginia, B.A. Joseph Locandro, Jr. Director of Enrollment Management/Marketing & Communications Washington University School of Law, J.D. University of Notre Dame, M.B.A. Duke University, B.A. Meredith Marks Director of Advancement Lafayette College, B.A. Irene Mortensen Dean of Faculty Middle School English Columbia University, M.A. Vassar College, A.B.

92

Jennifer Noon Athletic Director Fairleigh Dickinson University, M.P.A. Rutgers University, B.A. David Pasquale Upper School Dean of Student Life Upper School History University of Notre Dame, B.S. Kerri Small Assistant Director of the Upper School and Director of College Guidance Drew University, B.A., M.Litt.

Faculty Nongnapat Meowset Abbett First Grade Western Governors University, M.A. University of Washington, B.A. Nasrin Ameri Upper School Mathematics Rutgers University, B.A., M.A. Kristen Armstrong Head Librarian Syracuse University, M.L.S. Cornell University, B.A. Donna Bednarsky Lower and Middle School Physical Education University of Connecticut, B.A. Tony Bednarsky Middle School History Shippensburg University, B.A. Camille Bonds Digital Communications and Technology Specialist Upper School Computer Science Howard University, B.B.A. Jennifer Branch Lower and Middle School Instrumental Music Rutgers University, D.M.A. University of Michigan, M.Mus. University of Colorado, B.Mus.

Macada Brandl Upper School World Language Seton Hall University, M. Public Administration Florida State University, M.F.A. College of William and Mary, B.A. Patrick Brennan Upper School Science College of the Holy Cross, B.A. Monique Brown Middle School World Language Siena College, B.S.W. William Bruckel Upper School World Language and History Villanova University, M.A. Donna Butler Middle School World Language Allentown College of St. Francis de Sales, B.S. St. Peter’s College, A.A. Paul H. Canada Performing Arts Department Chair Rutgers University, M.F.A. Mississippi College, B.M.Ed.

Byron Collins Director of Lacrosse Operations Lower School and Middle School Physical Education Whittier College, B.A. Kathleen Conte Kindergarten Rosemont College, B.F.A. Isabel Corbin Upper School Mathematics Hamilton College, B.A. Cendahl Cornellio-Alter Lower and Middle School Director of Learning Support George Mason University, M.Ed. Seton Hall University, B.S., M.A. Mary Cors ’15 Middle and Upper School World Language Lafayette College, B.A. Fred Corona Eleventh-Grade Dean Upper School Mathematics Boston College, B.A.

Elizabeth Carney Lower School Music Lebanon Valley College, M.M.E., B.A., B.Mus.

Frank Corrado Middle School Mathematics City College of New York, M.Ed. Rutgers College, B.A.

Emily Caspersen Middle School English and History Brown University, A.M. Harvard University, A.B.

Jonna DeFalco Middle School Health and Wellness and Physical Education Springfield College, M.Ed. Rowan University, B.A.

Christine Chan Tenth-Grade Dean Upper School History Bard College, M.A.T. University at Albany, SUNY, B.A.

Joseph DeVico Coordinator of Instructional and Visual Technology Indiana University, B.M.

Sweta Chandra Middle School Mathematics Lehigh University, M.S. Cornell University, M.Sc.Eng. Allegheny College, B.S. Michele Coleman Early Childhood Shepherd University, B.A.

Timothy DiBisceglie ’13 Middle School Technology University of Scranton, B.S. Kimberly DiMasi Upper School English Rutgers University, M.Ed. Cornell University, B.S.

93

Lee Curtis Eaton School Counselor Health and Wellness Seton Hall University, M.A. University of Adelaide M.Ed. Dickinson College, B.A. Jill Fedon Lower School Dean of Student Life Early Childhood Music Concordia University Wisconsin, M.C.M. Indiana University of Pennsylvania, B.S. Brendan Flanagan Upper School English Boston College, M.A. Ramapo College of New Jersey, B.A. Fernando Gomez Upper School English New York University, M.S. Montclair State University, M.A.T. Bucknell University, B.A. Carrie Grabowski Upper School World Language Columbia University, M.S.N. Pace University, R.N.M.S. Princeton University, A.B. Len Grabowski Upper School Science Kean College, M.Ed. Princeton University, B.A. Emily Haberman School Counselor Health and Wellness Columbia University, M.S.W. University of Maryland, B.S. Wendy Hanks Preschool and Early Childhood Art Syracuse University, B.F.A. Mary Healey Lower School West Chester University, B.S. Courtney Heller Upper School Science Temple University, B.S.

94

Manuel Hercules Mathematics Department Chair St. Peter’s University, M.A., Ph.D. NJ Institute of Technology University, B.S. Jenna Hoffman Fourth Grade Columbia University, M.A. State University of New York at Oswego, B.S. Charlotte Hogan Middle School English and History Drew University, M.Ed. Boston University, B.S., B.A. Meredith Hungarter Fourth Grade University of South Carolina, B.A. Carly Hydrusko Lower and Middle School Visual and Fine Arts Rowan University, B.A. Sarah Isusi Fine Arts Department Chair Maryland Institute College of Art, M.A.T. The University of the Arts, M.F.A. Maryland Institute College of Art, B.F.A. Leo Janas History Department Chair Temple University, M.A., Ph.D. Harvard Kennedy School of Government, M.P.A. Haverford College, B.A. Linda Katz Middle School English Rutgers Graduate School of Education, M.Ed. Rutgers University, B.A. Denise Konner Middle School English Clark University, B.A. Anita M. Kurisko Upper School Mathematics Cornell University, B.S., M. Eng. Ana La Tournous Upper School World Language Rutgers University, B.A.

Shelly LaBarre Middle School Athletics Coordinator Lower and Middle School Physical Education East Stroudsburg University, B.S.

Kyle Modes Upper School Science University of California, Davis, M.S. Lafayette College, B.S.

Kristina Lasher Preschool - Grade 8 Mathematics Coordinator Middle School Mathematics Arcadia University, M.Ed. Swarthmore College, B.A.

Madison Moreno Middle and Upper School Fine Arts University of Massachusetts Dartmouth, B.A.C.C., M.F.A. Juniata College, B.S.W.

Steve Leo Lower and Middle School Physical Education Strength and Conditioning Coach Upper School Science Centenary University, B.S. Luan Lepi Academic Technology Coordinator Upper School Computer Science Hood College, MSc Rochester Institute of Technology, BFA Edward “Ned” Lincoln Home Winds Farm Manager Upper School Science Union College, B.S. Diane Lipnickey Kindergarten State University of NY at Oneonta, B.S., M.S. State University of NY at Farmingdale, A.A.S. Jeffrey Ludlum ’01 Upper School Science Rutgers University, M.S. Muhlenberg College, B.S. Andrew Lutz English Department Chair State University of New York at Stony Brook, Ph.D. Rutgers College, B.A. Derek Martin Upper School English Washington College, M.A. Colgate University, B.A. Francesco Mazzotta Middle and Upper School Fine Arts Maryland Institute College of Art, M.A.

Tracey Mueller Upper School Assistant Librarian Pennsylvania State University, M.Ed. Centenary College, B.S. Linda Nisky Lower School Reading Teacher and Kindergarten Marygrove College, M.A.T. Kean College, B.A. Westminster Choir College, B.M. Kathleen O’Connor Upper School History Monmouth University, M.A., B.A. Robert Ort ’89 Middle and Upper School Fine Arts Rochester Institute of Technology, A.A.S. Simon Poncé Upper School History University of Florida, B.A. Karen Pope Upper School Mathematics Boston College, B.S. Sharon Poticny Upper School English University of Southern California, M.S. Ohio State University, B.S. Ian Prevost Upper School Computer Science Gwynedd Mercy University, M.S. Ed. Princeton University, B.S.E. Eileen Procaccino School Registrar Data System Manager Upper School Computer Science

95

Lynn Prosen Lower School Science Western Governors University, M.Ed. University of Wisconsin, Superior, B.S. The College of St. Scholastics, B.A. Candace Pryor Brown Assistant Director of Diversity, Equity, and Inclusion Upper School History Indiana University, M.A. Drew University, M.A. Spelman College, B.A. Brittany Rajah Upper School World Language Middlebury College, M.A. University of Delaware, B.A. Samantha Ramsay Middle School Science Fordham University, B.S. Courtney Renna Lower and Middle School Library/Media Queen’s University, B.A. Pete Roslund Lower and Middle School Physical Education Arizona State University, B.F.A. Todd Ross ’94 Middle and Upper School Performing Arts Columbia University, M.F.A. Bucknell University, B.A. Steven Rossi Upper School Science Rider University, Ed.D. University of Delaware, M.S. University of the Sciences, B.S. Cliff Schafer Assistant Director of Admission & Athletic Liaison Middle School History Montclair State, University, B.A. Margery Schiesswohl Ninth-Grade Dean Upper School Performing Arts University of New Hampshire, B.A. Sarah Schultz Third Grade Columbia University, M.A. Simmons College, B.A. 96

Adriana Morales Silver Lower School World Language Anahuac University, B.A., M.A. Tyler Snyder Assistant Director of College Guidance Southern Methodist University, M.Ed. Boston University, B.S. Amy Southerland Middle School Music and Performing Arts Birmingham-Southern College, B.A. David Southerland Upper School Performing Arts Birmingham-Southern College, B.A. Jill Stropoli Upper School History Rutgers University, M.S., Ph.D. Villanova University, B.A. Christina Temnycky Middle School Mathematics and Science Farleigh Dickinson University, B.A., M.A. Graham Touhey Middle School Dean of Students Middle School Science University of Pennsylvania, M.S.Ed. Lehigh University, B.A. Mary Tuohy Second Grade Mary Immaculate College, National University of Ireland, B.Ed. Zoe Tuohy Lower and Middle School Academic Dean Middle School English The College of New Jersey, M.A. Rutgers University, B.A. Montana Vasquez-Grinnell Science Department Chair STREAMS Director Middle and Upper School Science Northeastern University, Ed.D. Manhattanville College, M.A.T Hampshire College, B.A. Gina Wendell World Language Department Chair Rowan University, B.A.

Mike Wendell ’84 Assistant Dean of Student Life and Twelfth-Grade Dean Upper School History University of Richmond, M.S. Guilford College, B.A. Anne Wilson First Grade Kutztown University, M.Ed. Chestnut Hill College, B.S. Cindy Wyatt Director of Summer and Auxiliary Programs Rhode Island College, B.A. TarynAnn Barry Zambino ’05 Upper School Learning Specialist Fordham University, M.S. Lafayette College, B.A.

97