GSB Curriculum Guide

CU R R ICU LU M G U I D E

2017–2018

Gill St. Bernard’s School – Curriculum Guide 2017-2018

GILL ST. BERNARD’S SCHOOL AT A GLANCE CAMPUS Location: Gladstone, NJ Size: 208 acres

ACADEMICS Grades: Preschool–Grade 12 Average class size: 14–16 students Academic course offerings: Over 100 Advanced Placement course offerings: 20 Languages offered: French, Latin, Spanish Graduating seniors attending four-year colleges and universities: 100 percent

FACULTY AND ADMINISTRATION Total: 108 Faculty with advanced degrees: Over 65 percent Student/faculty ratio: 7:1

ENROLLMENT Total: 663 Lower School: 114 Middle School: 198 Upper School: 351

STUDENT LIFE Arts: Visual and performing arts programs offered to students across all divisions.

Athletics: 23 varsity and 11 junior varsity teams in the Upper School and opportunities to compete on 13 teams in the Middle School.

Extracurricular activities: Over 30 activities available in Upper School and additional programs for the Middle and Lower Schools.

FINANCIAL AID Need-based financial aid is available.

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Families receiving aid: 22 percent

Mission and Core Values. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Honor Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Diversity Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Non-Discrimination Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5 Accreditation and Professional Affiliations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5 Gill St. Bernard’s Lower School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6 Lower School Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Gill St. Bernard’s Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 30

Gill St. Bernard’s School – Curriculum Guide 2017-2018

CONTENTS

Middle School Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 34 Middle School Addendum and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 51 Gill St. Bernard’s Upper School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 53 Upper School Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 58 Upper School Addendum and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 100 Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 102 Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 103

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Gill St. Bernard’s School – Curriculum Guide 2017-2018

GILL ST. BERNARD’S SCHOOL CURRICULUM GUIDE 2017–18 MISSION & CORE VALUES 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 · Service to the school and to 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 Gill St. Bernard’s School believes that a school community should reflect a variety of ethnic, racial, economic, religious and social circumstances; all are fundamental to a 21st century education. In keeping with its Mission Statement, Gill St. Bernard’s affirms that a diverse learning community of students, faculty, administrators, trustees, alumni and staff is an essential element to who we are as a school. Beginning with the Early Childhood program and culminating in the Upper School, GSB students respect and value individual differences, seeing them as the basis for fostering a strong sense of self, community and global understanding.

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Gill St. Bernard’s does not discriminate in the admission process, its scholarship programs or in the administration of its other programs or policies on the basis of 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 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 of Colleges and Schools (MSA). 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).

Gill St. Bernard’s School – Curriculum Guide 2017-2018

NON–DISCRIMINATION POLICY

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LOWER SCHOOL

LOWER SCHOOL Every aspect of our Lower School is designed to complement 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 together 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 Schoolers 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 to work one-on-one 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 Lower School faculty collaborate among grade levels and subject areas, students transition easily and with confidence from one grade to the next. In addition to working with one another, our teachers partner with parents to achieve a fuller understanding of each student and ways to better guide and support his/her development, learning and overall wellbeing.

The Lower School also offers a range of after-school programs, the vast majority of which are led by GSB teachers and staff. Whether children are rehearsing a musical, learning to cook, building a LEGO robot or planting in the garden—they have the chance to create, collaborate, move around and simply have fun while learning something new.

PROGRAM HIGHLIGHTS Singapore Math From Preschool through the second year of Middle School, students take Singapore Math, a program that builds strong computational skills and fosters a deep understanding of mathematical concepts. Singapore Math provides a three-step approach in which mathematical concepts are represented through 1) concrete materials, 2) visual models, and 3) numeric and algebraic equations. As they progress through the program, students become increasingly comfortable working with abstract numbers and symbols. Because the program is sequential and focuses on mastery and in-depth understanding at every stage, students own their skills, eager to tackle new and more complex material independently.

Individualized Reading Instruction An excellent foundation in reading is essential for continued academic success. Our students leave the Lower School as strong, fluent and independent readers.

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In addition to our classroom teachers, who are trained in the Orton-Gillingham approach to reading, the Lower School offers a dedicated full-time reading teacher who works with students in Kindergarten and first grade.

In addition, a reading specialist is available to work with students who may benefit from further instruction in reading. Complementing classroom learning with one-to-one instruction benefits every student—from those just beginning to decode to our most avid readers. Students have room to grow, while still receiving the support they need to continue to develop as readers. In addition, library time and programs such as birthday books, reading buddies and weekly book bags help instill a culture of reading and a love of literature.

Signature Projects The Lower School offers two capstone projects each year: our Early Childhood production of The Nutcracker and a Biome Museum for all Lower School grades. These projects bring together work from across subject areas and grade levels, with students taking on greater leadership each year.

Biome Museum The annual Biome Museum marks the culmination of weeks of cross-curricular activities focused on a specific ecological environment, such as ocean, desert, and grassland. By bringing together their work in art, computers, library, music, research, science and world languages, students are challenged to think creatively about how to best present information through displays, drawings, maps, writing, voice and video. In addition, students learn to link and cross-reference information, creating iPad-guided tours of the museum and interspersing QR codes that link to resources for further learning throughout the exhibits.

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The Nutcracker All of our Early Childhood students appear in The Nutcracker each winter. Kindergarteners 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 kindergarteners read and hear different versions of The Nutcracker in class, learn the music and travel to see the ballet. After seeing different interpretations of the tale, the 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 the class brings its unique personality and flair to the time-honored tradition.

Every child in the Lower School is involved; the older students tackle research and create large-scale interactive exhibits, and the younger students contribute specific project elements. When parents tour the museum, fourth-graders serve as docents, explaining the wealth of information included in the eye-catching displays.

Social and Emotional Learning/Character Education Research indicates that social and emotional learning helps students thrive in school and throughout their lives.

An essential piece of our curriculum, social and emotional learning helps students recognize the ways in which they can be good citizens, collaborators and contributors, while reinforcing values of acceptance, compassion and kindness.

Tinker Space A dedicated space for building, creating and exploring, the Tinker Space is used by every child in the Lower School. This flexible space combines manufacturing equipment (including building blocks, doodle pens, LEGOs, and cutting and gluing tools) with technology (such as computer programming software, iPads and a 3-D printer).

While working in the Tinker Space, children build skills in collaborative problem-solving, critical thinking and innovation.

Serious About Play Research shows that for children to function at their best, they need to move and to be in physical contact with their surroundings. During their Lower School years, our students’ academic, physical and social development is greatly enhanced through physical education and through play, both creative and structured. In addition, teachers routinely incorporate outdoor lessons into their coursework, giving young learners opportunities for hands-on, experiential learning and for the chance to move around and be outdoors.

Outdoor Play Our Lower School teachers understand the vital importance of play for young learners, and recess comprises an important part of the day. Students have a chance to be outside—on the playgrounds, fields and sports courts—and to engage in creative play. Recess also provides rich opportunities for collaboration, problemsolving and social and emotional learning. Our goal is to hold recess outdoors whenever possible, and Lower Schoolers keep boots, coats, hats and mittens at school for moderately cold, snowy and wet days.

Physical Education Physical education classes are held daily for students in Early Childhood and four times each week for older students. Through structured activities and games, children develop fine- and gross-motor skills as well as balance and a sense of spatial relationships. In addition, group activities offer valuable lessons in collaboration and team work.

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ACADEMIC EXPECTATIONS Homework Homework provides essential daily practice for reading, writing and math, while fostering an important connection between school and home. First- and second-grade students are assigned work four nights per week, with occasional long-term assignments that should be completed with adult assistance. Third- and fourth-grade students continue to have daily assignments, Monday–Thursday. They also have a greater number of long-term assignments, with the expectation that they will complete these independently as they prepare for Middle School.

The purpose of homework in first grade is largely for students to practice math and reading, and occasionally, to extend other classroom learning. In the older grades, homework provides continued practice in math and reading, while also encouraging students to build a routine and to take responsibility for their learning. In addition, homework serves as reinforcement and review for concepts and lessons covered in class.

Approximate Homework Commitment for Gill St. Bernard’s Lower School Please note, homework is typically not assigned on Fridays

Math Practice

First Grade

Second Grade

Third Grade

Fourth Grade

10-15 minutes/day

15 minutes/day

15 minutes/day

20 minutes/day

10 minutes/day

10 minutes/day

10 minutes/day

Math Facts Reading

15 minutes/day

15 minutes/day

15 minutes/day

20 minutes/day

Language Arts

10 minutes/day

15 minutes/3x week

20 minutes/day

20 minutes/day

Weekly challenge puzzle

Expository writing

Daily planner

Daily planner

Long-term assignments Organization

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Assignment sheet

Assignment sheet

TESTING

PARENT COMMUNICATION, CONFERENCES AND PROGRESS REPORTS

LOWER SCHOOL

Students in Grades 3 and 4 take the Educational Records Bureau (ERB) CPT4 standardized test in the spring. In addition, students in Grades K, 2 and 4 are administered the Minnesota Executive Function Scale (MEFS). These tests serve as additional resources for teachers and parents to assess a student’s learning and progress. They also help determine whether the student could benefit from further evaluation or support in a given area. The Lower School director personally reviews each student’s results and shares these with parents, along with any observations and recommendations. Individual tests may also be administered at the request of the student’s family or the division director.

Parent-Teacher Conferences Parent-teacher communication is particularly important 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 Grades 1–4, teachers will either 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, and progress reports are sent home prior to conferences. 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 at different times 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.

ACADEMIC SUPPORT SERVICES The 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. 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 School director and/or learning specialist assess and refer students to outside professionals. When a student is unable to demonstrate academic progress (see Academic Expectations in the GSB Student 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.

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SCHOOL COUNSELOR

LOWER SCHOOL

The school employs two counselors, one full-time and one part-time. In conjunction with the faculty and Lower School director, the school counselors work to support students within the classroom and in other school settings. A school counselor may also present relevant information to students, parents, faculty and the GSB community on a range of topics.

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LOWER SCHOOL CURRICULUM

Our Lower School program develops fluent readers, expressive writers and critical thinkers through a comprehensive language arts program. The curriculum emphasizes reading for meaning and strong verbal and written communication skills. In the early grades, teachers introduce developmentallyappropriate fiction, nonfiction, articles and poetry to teach the foundational skills of decoding and comprehension. Through guided and independent practice, students learn comprehension strategies to interpret what they are reading. In addition, students build richer vocabulary, essential to their growth as readers and writers, through daily activities. As students progress, more complex materials, including novels and textbooks, help expand their reading and comprehension skills.

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LANGUAGE ARTS

Writing is incorporated throughout the curriculum at all grade levels so that students become fluent and natural writers. As they progress through the program, students learn how to develop their thinking, organize and synthesize their ideas and articulate them clearly. Students learn the elements of strong composition and the importance of careful editing as part of the writing process. In addition, practice with many forms of writing (including essays, memoirs, poems, reports, personal narratives and letters) gives students a strong foundation for entering Middle School.

PRESCHOOL LANGUAGE ARTS The Preschool program offers a hands-on, multi-sensory approach to language arts. Through the use of Big Books, picture books, poems, songs and finger-plays, children hear and retell stories, developing reading readiness as well as phonemic and rhythmic awareness. In addition, puppets, picture cards and theater activities help children distinguish the parts of a story as they begin to explore character, setting and theme. Throughout Preschool, writing readiness is taught through interactive projects that help children develop fine-motor skills as they learn to recognize and begin writing uppercase letters.

PRE-KINDERGARTEN LANGUAGE ARTS In the Pre-Kindergarten program, children continue to develop reading skills through hearing, reading and retelling Big Books, picture books, poems and songs. Songs and theater activities help children identify and practice rhymes, sounds and syllables. Children continue to explore character, setting and theme in stories. Through handwriting instruction and weekly writing workshops, children develop writing skills and associate written words with sound and meaning. In Pre-Kindergarten, parents are invited to join the class and work alongside children as they practice writing words related to the stories they are learning.

KINDERGARTEN LANGUAGE ARTS Our Kindergarten teachers nurture a deep love of reading and writing in our students as they help them develop strong foundational skills. Through classwork and the introduction of children’s literature, students practice sightwords and phonics, build skills in comprehension and decoding and develop richer vocabulary. In addition to classwork, each student works one-on-one with a reading teacher throughout Kindergarten. Through personalized reading instruction, every student is appropriately challenged and supported as he/she continues to develop as a

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reader. This is especially important during Kindergarten and first grade—a time when emergent readers can make tremendous progress. In addition, the reading teacher communicates with parents every week so that they may share more fully in their child’s reading journey.

Our Kindergarten students write every day, engaging in creative writing, keeping a personal journal and composing and reciting poems. In addition, each student partners with the librarian on an individual research project, in which the student reads and writes nonfiction. Students continue to develop their handwriting through teacher-directed handwriting instruction. As phonemic awareness increases and high-frequency sight-words are learned, students begin to construct more complex sentences.

GRADE 1 LANGUAGE ARTS Our first-grade students grow as skilled and motivated readers, writers and speakers. Students continue to work one-on-one and in small groups with a reading teacher throughout the year to ensure that they are appropriately challenged and supported during this important time. During instruction and Drop Everything and Read (DEAR) times, independent reading is supported for every learner through leveled readers in fiction and nonfiction. Students continue to practice phonetic skills and sight-words, develop and strengthen comprehension strategies and build vocabulary through daily classroom activities. In the spring, the Lower School hosts its annual Reading Rodeo, celebrating our first-graders and giving them a forum to share their success with their families.

Writing is integrated throughout the curriculum. Daily writing activities, including journals, letters and stories, help students continue to grow as writers. In first grade, students increasingly focus on writing as a process: write, revise, edit and publish. In addition, 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 able to apply grammar and punctuation rules. Handwriting instruction and practice continue to prepare students for cursive writing in the second grade.

GRADE 2 LANGUAGE ARTS Our second-grade students continue to develop into capable and enthusiastic readers and writers, growing in independence as they increasingly rely on their own skills to advance learning and explore interests through reading. Second-grade teachers combine small-group and whole-class instruction in reading and they also read to students each day. In addition, students take part in DEAR each day. Through the use of read-aloud books, articles and other materials, students engage in activities that develop comprehension strategies, such as retelling, making connections, drawing inferences, determining important ideas, understanding structure, summarizing and synthesizing. Over the course of the year, second-graders are introduced to several fiction and nonfiction genres, including biography, fable, fantasy, historical fiction, mystery, poetry and realistic fiction.

Second-graders write each day, inspired by curiosity about the world, personal experience and the literature used in class. Through 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 during the first semester and cursive writing is introduced during the second. In addition, students practice their oral language skills through reciting poetry, participating in readers’ theater and presenting book reports.

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GRADE 3 LANGUAGE ARTS

During writing workshops, students express themselves through creative and expository writing, including stories, journal entries and poetry. In addition, students 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.

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In third grade, our students develop higher-level communication and thinking skills as they continue to find greater independence as readers and writers. Building on the work in second grade, students explore fiction and nonfiction genres, including biography, short stories, tall tales and poetry. A third-grade biography project allows students to research a person of particular interest to them and to present their findings at the annual Biography Museum in the spring. Students continue to refine their reading skills through individual and group instruction, 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.

GRADE 4 LANGUAGE ARTS In fourth grade, students begin to analyze literature by engaging in discussions about character, plot, setting and style. Students also 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.

Our teachers integrate writing throughout the academic curriculum. Students develop skills in note-taking, proofreading and editing as they learn to write clear and concise paragraphs. Students also frequently write creative pieces, allowing them to further engage with story structure and to practice peer editing. Grammar, spelling and vocabulary are taught daily and integrated into the writing process. Through the peer editing process, public speaking and events, such as the fourth-grade Brainiac Museum or the annual Biome Museum, students consider ways in which they can effectively present their ideas and their projects to others.

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LOWER SCHOOL

MATHEMATICS Based on Singapore Math, our Lower School mathematics 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.

Singapore Math provides a three-step approach in which mathematical concepts are represented through 1) concrete materials, 2) pictorial models, and 3) 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. Students work with scenarios at 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 to them allows students to develop mathematical fluency at an early age. As they progress through the program, students become increasingly comfortable working with abstract numbers and symbols. In addition, 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 own their skills, eager to tackle new and more complex material independently.

PRESCHOOL MATHEMATICS Students in our Preschool engage in important foundational hands-on learning that helps them connect math concepts to everyday activities. Lessons involve counting, creating patterns, matching and sorting, allowing children to explore concepts such as less and more, same and different, parts and whole. Classroom activities encourage the development of directional and spatial skills as well as gross- and fine-motor coordination.

PRE-KINDERGARTEN MATHEMATICS Pre-Kindergarten students begin the Singapore Math sequence, learning fundamental mathematical concepts, including matching and sorting, numbers to 10, order, shapes, patterns, length and size, weight, capacity, and comparing sets. For our young learners, Singapore Math encourages logical thinking and creative problemsolving through concrete, hands-on exercises.

KINDERGARTEN MATHEMATICS Kindergarten students continue in the Singapore Math program, learning number comparisons, number bonds, addition and subtraction within 10, time to the hour, coin names and values, and numbers to 100. Students begin with hands-on materials and advance to pictorial representations. As students become comfortable with concepts, numbers and symbols are also introduced. Because the concrete, pictorial and abstract all reinforce one another, students gain a fuller and clearer understanding of the mathematical concepts being explored.

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GRADE 1 MATHEMATICS First-grade students master mathematical concepts, including basic addition; subtraction and multiplication; place value to the hundreds; two-digit addition and subtraction; nonstandard and standard measurement; time; money and spatial problem-solving. Hands-on activities and games continue to help students practice and master basic concepts, learn mathematical facts and strengthen their problem-solving skills.

Second-grade students continue to focus on deductive problem-solving, which encourages the development of critical-thinking skills. The use of manipulatives and visual representations help students better understand mathematical concepts, such as addition and subtraction with and without regrouping, place value to the thousands, measurement, money, time, geometry, problem-solving strategies, complex word problems and fractions. Multiplication and division concepts for the numbers zero to five and 10 are also introduced and explored. The second-grade program emphasizes using math in everyday situations. All concepts are reviewed throughout the school year so students recognize that different strategies can be used to arrive at the same answer. Students follow an individualized program to practice and memorize addition and subtraction facts.

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GRADE 2 MATHEMATICS

GRADE 3 MATHEMATICS A continuation of the Singapore Math program, the third-grade curriculum builds on previouslyacquired knowledge and skills, enabling students to apply thinking and problem-solving tactics in more challenging ways. Manipulative materials help students learn new strategies for visualizing difficult word problems and understanding new concepts. Once concepts are well developed, rules, algorithms and symbols are formally practiced. The third-grade mathematics program provides extensive practice in problem-solving. Students learn to represent problems using bar models, which helps students interpret and solve word problems and facilitates the development of algebraic reasoning. The curriculum includes place value, and addition and subtraction of numbers through 10,000. Students also learn to multiply multi-digit numbers by single-digit multipliers, as well as to divide multi-digit numbers by single-digit divisors. There is strong emphasis on the mastery of multiplication and division facts. The concepts of time, money, measurement, geometry, fractions and graphing are also integrated throughout the year. Topics are taught in-depth to allow for mastery, so that little repetition is required in subsequent years.

GRADE 4 MATHEMATICS A continuation of the Singapore Math program, the fourth-grade curriculum stresses proficiency with whole number computation, particularly multiplication and division, and quick recall of numeric facts. Numeration extends to numbers in the millions. Work with fractions includes naming fractional parts, and addition and subtraction of fractions. Students are introduced to decimal numbers, including adding and subtraction with decimals. The geometry unit includes understanding parallel and perpendicular lines, as well as measuring angles with protractors. Problem-solving, estimating and judging the reasonableness of an answer are emphasized throughout the program. Manipulative materials continue to be used to help students better visualize word problems and understand concepts.

Students work with metric and customary measurement, collect data for graphing assignments and work with time and money.

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SOCIAL STUDIES The Lower School social studies curriculum seeks to develop thoughtful and reflective students who see things 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 and community. In addition, the study of other countries and cultures fosters a fuller understanding of the world, as students take the first steps to becoming engaged citizens.

Ultimately, our students discover their capacity to contribute to the larger world.

Experiential class projects and field trips complement the curriculum, and geography skills are incorporated throughout the program.

EARLY CHILDHOOD SOCIAL STUDIES The early childhood (Preschool through Kindergarten) program introduces traditions and languages from around the world as well as geography and world habitats. By Kindergarten, children have also begun to explore current and historical events around the world. In addition, during the early childhood years, children are exploring the structure of families and communities, beginning with school and expanding into regional communities. Field trips to firehouses, police stations and regional farms complement their understanding of how communities work.

GRADE 1 SOCIAL STUDIES The first-grade social studies curriculum explores the building blocks of community and the ways in which different communities structure themselves. Beginning with self and family, students examine neighborhood, city, state, country and continent. Throughout the year, students learn geography and map skills. 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, while exploring the relationship among them.

GRADE 2 SOCIAL STUDIES The second-grade social studies curriculum builds on the concept of community, exploring the essential elements of a successful and thriving community. In the fall, students study the Pilgrims in Plymouth Colony, and in the spring, the American pioneers. For each unit, students take part in a simulation, enacting the daily lives of individuals in those communities. In addition, students construct a Mayflower ship, hold a Thanksgiving feast and build a pioneer school within their classroom. Throughout the year, field trips, including the Museum of Early Trades & Crafts in Madison, New Jersey, complement classroom learning.

As part of the social studies program, students continue to learn map skills. These are applied in a culminating project wherein students design their own community. As part of that effort, students work in groups to plan and design homes and services for their distinctive neighborhood. The groups later combine their neighborhoods to create a larger community.

Second grade also introduces the Passport to the World program, in which students learn more about the world and its people. Parent volunteers serve as tour guides to countries, and each student keeps a passport to document his/her travels throughout the year.

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GRADE 3 SOCIAL STUDIES

Students also learn about New Jersey, studying its animals, geography, government, population and regions.

In addition, a study of Lenape culture comprises an important part of this unit.

Map skills, research projects and reports are an important part of our program. In addition, 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.

LOWER SCHOOL

The third-grade program begins with a study of Native American tribes of North America. Students explore ways in which the climate and landscapes in different regions of North America influenced the lives and traditions of native peoples. During the second part of the year, students study Mexico as they continue to explore elements that influence and impact cultural development. In this unit, students make connections to their world languages class, where they are studying Spanish language and culture. In addition, the unit on Mexico highlights ways in which history has influenced modern-day life in the United States. Throughout the course of the year, respect for, and understanding of, other cultures is emphasized.

GRADE 4 SOCIAL STUDIES In fourth-grade social studies, through the study of the Vikings, Marco Polo, Christopher Columbus and the European explorers, students examine exploration, cultural interaction and societal development. The year culminates with an in-depth study of the colonial period in North America, examining how and why people settled in North America and how people in these communities interacted and worked together.

Topics are presented through a variety of social studies texts and through literature and writing in the language arts program. Hands-on projects, trips and films supplement the study of historical periods. Skills such as reading for information, note-taking and report writing are taught in conjunction with research projects. In addition to studying history and geography, students continue to strengthen their map skills. Learning to research, write reports and present information is an important part of the program.

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LOWER SCHOOL

SCIENCE Our science program is active, engaging and hands-on; students plan investigations, carry them out and solve problems. Science, technology, engineering and math (STEM) activities are at the core of the curriculum, as learners investigate topics in the four domains: life science, earth and space science, physical science, and engineering and technology. Classes make extensive use of our 208-acre campus, including the school’s two-acre garden and apple orchard; hydroponic greenhouse and butterfly garden; wetlands and streams; fields and playground; and the farm.

Students become citizen scientists through coursework, including plant studies in which each grade assumes responsibility for a plant family in the garden. Students see plants undergo a complete cycle: seed, planting, harvest and back to seed for future planting.

PRESCHOOL AND PRE-KINDERGARTEN SCIENCE Science lab explorations introduce our youngest students to what scientists do and how they learn about the world around us. Children learn to think like scientists, describing and sorting objects, understanding the parts that make up a whole, exploring the materials that make up everyday items and learning about different types of living things.

KINDERGARTEN SCIENCE Kindergarten students learn and use basic science and engineering practices, making observations, classifying objects and making predictions. Lab explorations and experiences help students formulate questions and answers about weather, animals and their habitats, and the effect of motion on objects.

GRADE 1 SCIENCE First-grade students begin developing scientific models, carrying out investigations and making measurements.

Students explore topics in the lab and on the campus as well as through classroom learning. Through these experiences, students explore the following questions: How do plants and animals meet their own needs so they can survive and grow? What happens when materials vibrate? What happens when there is no light? How are parents and their children similar and different? and What objects are in the sky and how do they seem to move?

GRADE 2 SCIENCE In the second grade, students practice interpreting data, planning investigations and developing scientific questions. Students explore topics in the lab and on the campus as well as through classroom learning. Through these experiences, students consider the following questions: How does land change and what are some things that cause it to change? What are the different kinds of land and bodies of water? How are materials similar and different from one another? How do the properties of the materials relate to their use? What do plants need to grow? What is the relationship between plants and insects? and How many types of living things are in a place?

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GRADE 3 SCIENCE

GRADE 4 SCIENCE In fourth grade, students learn to develop scientific explanations and design solutions. Students explore topics in the lab and on the campus as well as through classroom learning. Through these experiences, students consider the following questions: What are waves and what are some things they can do? How can water, ice, wind and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? and How can energy be used to solve a problem?

LOWER SCHOOL

Third-grade students learn to evaluate and communicate scientific information. Students explore topics in the lab and on the campus as well as through classroom learning. Through these experiences, students consider the following questions: What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits?

How are plants, animals and environments of the past similar to or different from current plants, animals and environment? What happens to organisms when their environment changes? How do equal and unequal forces affect an object? and How can magnets be used?

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LOWER SCHOOL

WORLD LANGUAGES World Languages is a comprehensive exploratory program for students in Pre-Kindergarten through Grade 4. Students are introduced to the Francophone and Hispanic/Latino cultures of the world, as they learn to listen, speak, read and write in French and Spanish. This early exposure to world languages instills a positive attitude toward learning languages and exploring other cultures. Throughout the year, the World Languages curriculum connects with the related arts curriculum to develop special projects that engage the entire Lower School community.

PRE-KINDERGARDEN–GRADE 1 FRENCH French is studied for three successive years, in Pre-Kindergarden through Grade 1. Students develop listening and speaking skills, and comprehension is stressed at the beginning stages, in keeping with the theory of firstlanguage acquisition. Students are encouraged to use the target language as much as possible, practicing French through games, songs, familiar stories, traditional tales and role-play. Arts and crafts, customs and celebrations, music and dance are all incorporated to help students better understand and appreciate the French language and its cultures.

GRADES 2–4 SPANISH Spanish is studied for three successive years, in Grade 2 through Grade 4. Students develop listening and speaking skills and gradually learn to read and write with comprehension. A wide variety of methodologies enhance linguistic and cultural competence and actively involve students in language use. Lessons relate to language, culture and everyday activities that are relevant to the students, their environment and interests.

Students collaborate through pair and small-group activities in the form of games, role-play and research.

The study of culture plays a significant role in the curriculum. Participation in authentic and age-appropriate experiences allows students to develop an appreciation for Spanish language cultures.

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VISUAL ARTS LOWER SCHOOL

Our Lower School 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, printing, clay, fiber and paint. Students develop an understanding of the elements and principles of art, gaining a deeper appreciation of different artists and styles 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. The curriculum encourages students to make connections to topics they are exploring in other classes.

PRESCHOOL–PRE-KINDERGARTEN 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 his/her verbal and visual vocabulary. Preschool/Pre-Kindergarten students use a variety of materials for experimenting and sensory exploration which help to 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. Projects are guided by a teacher, so children become more adept at following instructions while having the freedom to make their own decisions and to make their projects personal. Some projects are more 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 Kindergarten 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 particular 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. The course integrates children’s literature and reference books to provide students with a base for connecting art to other subjects.

GRADE 1 VISUAL ART Building on the introduction of art elements in Kindergarten, first-grade students continue to identify and describe concepts through various projects. First-graders use and expand on their prior experience with colors and expand their knowledge of warm and cool colors through the creation of watercolor paintings. Their knowledge of art elements continues to evolve as they dive deeper into shapes and forms while designing masks and sculptures.

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LOWER SCHOOL

GRADE 2 VISUAL ART In second grade, students incorporate several elements of art into each project. This allows them to develop more purpose within their artwork and gives them a better understanding of why various elements are being used simultaneously. Henri Matisse’s paper cutouts serve as a focal point throughout the year and inspire several projects. Students highlight shape, space and composition as they design paper collages. They also concentrate on form and symmetry while creating mixed-media portraits. Students employ ideas and techniques from previous years and begin to adopt their own sense of enjoyment and style in the creative process.

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 learned in prior years. Students combine techniques and incorporate more contrasting, analogous and complementary colors within their projects.

They learn to integrate simple and complex patterns into projects such as zentangle silhouette trees, which have overlapping elements. Throughout the year, they apply basic principles of art, such as balance, movement and rhythm. Students explore the work of Romero Britto, who focuses on pattern and placement in his work, and Pablo Picasso, whose later work is more abstract.

GRADE 4 VISUAL ART By fourth grade, students are better able to explain their decision-making while working on projects.

Fourth-grade lessons encompass all the elements of art and highlight principles of art through projects such as patterned-paper relief sculptures and Keith Haring action figures. Students also develop an understanding of important movements in art history, including surrealism, impressionism and abstract expressionism.

Students incorporate this knowledge into various projects, including drawing from observation (both still-life and landscape) and making self-portraits. Fourth-grade students are self-directed, using and applying their understanding of the elements of art, artists, media and techniques.

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MUSIC LOWER SCHOOL

In the Lower School music program, students experience the joy of music as they sing, move and compose. Lower School students explore pitch, beat and rhythm, play classroom instruments and develop their singing voices. As they progress through the program, students begin to learn the elements of music, including musical notation and literacy, 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. In addtition, concerts and performance opportunities foster a lifelong love of making music and give students the opportunity to apply and demonstrate what they have learned in the classroom.

PRESCHOOL-KINDERGARTEN MUSIC Students learn music through singing, creative movement, 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 Pre-Kindergarten students attend music class daily. A strong emphasis is placed 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.

Kindergarten students attend music class twice each week. Classroom instruments and body percussion are used to practice establishing and maintaining a steady beat. A strong emphasis is placed on using the singing voice, both alone and in a group, to match 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.

The creation and reading of a simple notational system is introduced.

Students perform in two concerts each year, one in December and one in May. The winter concert includes seasonal songs representing a variety of holidays and traditions. In addition, they study and perform a fullycostumed and narrated version of Peter Tchaikovsky’s The Nutcracker in December, a beloved GSB tradition for over two decades.

GRADES 1–2 MUSIC A rich repertoire of rhymes, folk songs, music games and movement is 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 notation, 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 forces to present two concerts each year. Grade 1–2 students attend music class twice each week.

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LOWER SCHOOL

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.

Grade 3 students attend music class twice each week. Third-grade musicians have learned how to use their singing voices and are ready for the challenge of creating vocal harmonies. 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 In fourth grade, students have already explored note and rhythm reading, form, pitch, dynamics, and tempo, and 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. In addition to singing and using classroom instruments, fourth-graders apply their music knowledge to learning to play the recorder. Both musicianship and performance are emphasized, with students practicing unison and part singing and playing the recorder as soloists or in an ensemble. Winter and spring concerts provide students with opportunities to demonstrate and apply their performance skills. Grade 4 students attend music class twice each week and have separate instruction in playing the recorder.

THE STRINGS PROGRAM Children in Kindergarten through fourth grade have the opportunity to participate in our after-school strings program for an additional fee. Students meet in groups, which are organized by level and experience, once each week for lessons in violin, viola or cello. Practice sheets and music books guide practice at home, and the students perform two times a year for family and friends. Students are responsible for providing their own instruments (rentals may be arranged through the school).

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LIBRARY

EARLY CHILDHOOD LIBRARY

LOWER SCHOOL

The Lower School library is one of three libraries at GSB. It 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. As part of library time, 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 to exchange books.

Children in Preschool and Pre-Kindergarten visit the Lower School library for story time each week, introducing them to a wide variety of children’s literature. In Kindergarten, students learn how to find and select books in the library. In addition, every kindergartener conducts individual research with the librarian, and shares his/her findings with the class during a poster presentation.

GRADE 1 LIBRARY First grade read-aloud books focus on fairy tales, pourquoi stories and word play. Students learn about theme, plot and tone. During each unit of library study, the class writes a representative story.

GRADE 2 LIBRARY Second-grade students complete one or more reading passports by reading books across different genres. Students are introduced to dictionaries, thesauri and simple encyclopedias for conducting research. In addition, they complete units of study on similes, biographies and the parts of a book.

GRADE 3 LIBRARY Third-graders learn the Dewey Decimal System to better navigate the stacks and expand their use of encyclopedias and reference books. Each student researches an animal in a cross-curricular project with his/her classroom and computer teachers. During a geography unit, students learn to use atlases and to draw maps.

GRADE 4 LIBRARY In fourth-grade, students continue to focus on research methods and strategies, learning to navigate articles, create detailed historical timelines and use a variety of sources.

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LOWER SCHOOL

TECHNOLOGY Technology is a vital tool to facilitate learning across a range of subjects. In the Lower School, technology projects are coordinated with homeroom and related arts teachers to support the curriculum and to allow children to utilize age-appropriate technology to enrich learning. Weekly computer lab classes provide students with a strong foundation in computer and technology skills. Areas of study include digital citizenship; keyboarding and mouse skills; file and network navigation; online safety and 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.

PRE-KINDERGARTEN TECHNOLOGY Students in Pre-Kindergarten visit the computer lab once each month with fourth-grade computer buddies. Class time introduces students to the basic use of computers, and for the culminating project, students digitally draw and narrate a slideshow presentation that reinforces their yearlong study of the letters in the alphabet.

KINDERGARTEN TECHNOLOGY Students meet in the computer lab every other week. As students continue to develop mouse and keyboard skills, basic Internet browser and file menu navigation is introduced. Programming is presented through the coding app Kodable and the board game Robot Turtles™. Students also participate in the Hour of Code™. Kindergarten students use iPads to create and record a slideshow presentation using VoiceThread.

GRADE 1 TECHNOLOGY During weekly classes, students continue to develop mouse and keyboarding skills. Students study basic programming through board games such as Robot Turtles™, as well as coding robots. Students also participate in the Hour of Code™. Digital citizenship lessons focus on online safety. In addition, students learn about blogging and commenting while maintaining their own blog about their grade-level bluebird project.

GRADE 2 TECHNOLOGY During weekly classes, students study basic programming through the curriculum at Code.org® and participate in the Hour of Code™. Digital citizenship lessons focus on online safety. In addition, students use MS Paint to create their own town map and Kid Pix to create documents and publications with drawings and text. Online presentation software, including VoiceThread, is also used.

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GRADE 3 TECHNOLOGY Through weekly computer classes, students continue to work independently to master keyboarding skills. Students learn the basics of Internet research, finding credible websites and properly citing Web sources. They share what they have learned through Word documents, posters and slideshow presentations. Online presentation software, including VoiceThread and ThingLink, continue to be used. Students continue to study programming using Code.org®, as well as to participate in the Hour of Code™.

GRADE 4 TECHNOLOGY

LOWER SCHOOL

By third grade, digital citizenship becomes an increasingly important topic. Units of study include online safety, digital footprints, cyberbullying, and copyright rules.

Students practice Internet research, find credible websites and learn how to properly cite Web sources. Students use the MS Office Suite to present information, sharing what they have learned through Word documents, posters and slideshow presentations. Online presentation software, including VoiceThread and ThingLink, continue to be used.

During the related arts habitat unit of study, fourth-grade students create their own website. Students also create and use QR codes to display and allow access to their online work. Students continue to study programming using Code. org®, as well as to participate in the Hour of Code™.

Digital citizenship is an important topic. Units of study include online safety and privacy of information, cyberbullying, creative credit and copyright. Working in groups, fourth-graders write, direct, film, star in and edit an iMovie about digital citizenship.

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LOWER SCHOOL

PHYSICAL EDUCATION Physical education enhances brain development, improves focus, and contributes to overall health, wellbeing and positive mood. Our physical education program teaches the importance of cooperation through 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 develop balance, endurance, flexibility and stability.

EARLY CHILDHOOD PHYSICAL EDUCATION Activities support the development of strong social and emotional skills, gross-motor skills, muscle strength, balance and coordination. Through directed games and exercises, students explore space awareness, safety, body awareness and movement. Classes meet every day.

GRADE 1–4 PHYSICAL EDUCATION The Lower School physical education program provides structured, large-group activities that develop cognitive, physical and social skills. Activities promote social interaction, team building and sportsmanship. The progression of skill development lays the foundation for transition to our Middle School physical education and athletics program. Fall physical education activities include soccer (fundamental skills, drills and games), cross country (stretching, distance running using pedometers and the Strava app), tennis (fundamental skills, drills and games) and group games. Winter offerings include basketball (fundamental skills, drills and games), floor hockey (fundamental skills, drills and games) and physical fitness (exercise stations and fitness games). The spring season includes track and field (fundamental skills and events), baseball and softball (fundamental skills and rules learned through kickball and Wiffle ball activities), and lacrosse (fundamental skills, drills and games).

In Grade 4, one class each month is dedicated to health education.

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SOCIAL AND EMOTIONAL LEARNING/CHARACTER EDUCATION Our social, emotional and character development program recognizes and celebrates GSB’s Core Values of courage, integrity, respect, compassion and excellence in our students. Throughout each day, faculty use “teachable moments” to help students become aware of good character and to encourage the use of strategies to develop stronger character. Beginning in our Preschool classroom, 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 independence through a proactive approach to solving problems. They also learn when to ask an adult for help in resolving a conflict or problem. Through interactions with students in the Middle and Upper Schools, our youngest students learn how to connect with other members of our community.

LOWER SCHOOL

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.

In our earliest grade levels, students participate in Friday Friends. This age-specific social and emotional curriculum helps build awareness and skills in friendship. 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 and Core Values are woven into our curriculum and lived each day in purposeful and intentional ways.

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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 the Middle School years, our students become increasingly comfortable articulating their ideas and values, as they begin to realize their immense capacity to contribute—not simply to the school, but also to the community and the larger world.

MIDDLE SCHOOL

Within this framework, the Middle School offers a comprehensive academic program that focuses on mastery of core academic subjects: language arts/English, mathematics, science, social studies/history and world languages. In addition, a range of coursework in fine arts, performing arts, Makerspace and technology provides a well-rounded school experience and allows 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, inschool clubs, athletics and community service. These activities are an important part of the Middle School experience, allowing students to connect with others around a common interest, explore new interests, collaborate and lead. In addition, the Middle School also offers a faculty-led study hall until 5:45 p.m. each day. Students can complete homework assignments, see teachers for extra help or work on group projects.

Study hall is free of charge, as are the vast majority of extracurricular activities in the Middle School.

PROGRAM HIGHLIGHTS Advisory Every student in the Middle School is assigned a faculty advisor, a role similar to that of a homeroom teacher in Lower School. Faculty advisors 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 advisory times, advisors also informally check in with their advisees during classes, breaks, meals and sporting events. Advisors serve as the first point of contact between a student’s parents and the school. Parents are encouraged to talk with their child’s advisor about questions or concerns and to share information that may have a bearing on 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—toward fostering and shaping the school community. The focus on community building is woven into every aspect of our Middle School program, founded on the understanding that thriving communities do not simply appear; they require thoughtful work and a willingness to show consideration and respect for others. Through advisory and classroom discussions, community service efforts, Town Hall meetings and everyday lunch-time conversations, students have the opportunity to consider the ways in which their actions and attitudes may affect others. In addition, our Middle School focuses 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, through the characters we study in history and literature and in the larger world.

Teachers encourage students to learn from their mistakes and move forward. Along the way, teachers help students think through their behavior and develop healthy strategies for resolving differences. Although the faculty guide the discussions, it is truly the students who take the lead, seeing themselves as ambassadors for, and contributors to, our wonderful Middle School community.

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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 Middle School clubs, including the Community Excellence Club, Half the Sky Club, the Garden Club and Reading Buddies, are centered around service activities. Whether organizing a food drive or weaving Paracord bracelets for Susan G. Komen Foundation, our Middle School students are committed to making the campus, the community and the world a better place.

Makerspace Classes Stocked with art supplies, building materials, a 3-D printer, 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. Every student in the Middle School has Makerspace class once a week. Classes are project-based, for example designing earthquakeproof 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 under the direction of the Middle School librarian.

In addition to exploring a topic in depth, students learn to evaluate sources and develop skills in note-taking, outlining and critical writing. Core subject teachers work in coordination with the librarian to ensure consistency in the process across grade levels. The Middle School uses NoodleTools platform to help with student organization and collaboration.

MIDDLE SCHOOL

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 ideas, 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 takes place throughout our campus. Students have fine arts classes in the arts studio, ceramics studio and woodworking barn. Music classes take advantage of the beautiful acoustics in our chapel. Classes are held in two academic buildings, which include dedicated spaces, such as the computer lab or the Merke Learning Commons, which comprises a library and adjacent Makerspace. Finally, the resources of Home Winds—farm, gardens, greenhouses, orchards, ponds, trails and streams—serve as an inexhaustible outdoor classroom to complement learning across a range of disciplines.

STREAMS In lieu of a traditional text-based science course, fifth-graders 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 fifth-graders learn best when they are given the 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.

The Unit A weeklong program held at the end of May, the Middle School Unit gives students a chance 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 Unit provides a welcome shift from traditional academics, while still allowing significant learning to take place.

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ACADEMIC EXPECTATIONS Homework Homework is an important part of the learning process, complementing classwork and encouraging students to find their own way into the material. 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. In addition, teachers post their assignments on an electronic bulletin board each day. They also routinely post upcoming assignments, attachments and links to enrichment websites. The electronic bulletin board is helpful for students wanting to do daily assignment checks, plan ahead or see assignments they may have missed due to absence.

MIDDLE SCHOOL

Missed Work Throughout Middle School, students learn how to better manage and organize their time 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 Assistant Director of Middle School, who will then notify the parents in a timely fashion. Sending this information through the Assistant Director ensures a more-complete snapshot of a student’s academic progress, one that takes into account all of his or her classes as well as other school-related activities. 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.

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Grades and Comments The Middle School provides 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 or questions regarding academic standing.

Letter grades correspond to the following numerical scale: Letter Grade

Numerical Range

Description

A+

98–100

Superior Performance

A

93–97

Excellent Performance

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

Commendable Performance

Satisfactory Performance

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. 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 will be subject to academic review. The student and his/ her family will be asked to meet with the appropriate members of the faculty and the Middle School director at the earliest possible date. Should the pattern continue, the student’s re-enrollment contract may be placed on hold.

Academic Warning Any student receiving a grade in the D range for a core course will be placed on academic warning during the next marking period.

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

Testing Students in Grades 5 through 8 sit for the Educational Records Bureau (ERB) assessment each spring. The ERB is a common standardized test administered in independent schools. Results compare Gill St. Bernard’s students to students from other independent schools across a range of categories. The Middle School director shares the ERB results with families, typically in early summer. If families have questions regarding the test, they should make an appointment with the Middle School director in the summer or early fall.

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.

MIDDLE SCHOOL

Awards

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MIDDLE SCHOOL CURRICULUM LANGUAGE ARTS/ENGLISH The Middle School English/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 six times each week for fifth- and sixth-graders and seven times each week for seventh- and eighth-graders. Throughout the program, concepts explored in literature are applied to the writing process in the development of both creative and expository pieces.

MIDDLE SCHOOL

In addition to reading literature for their courses, our students are required to read independently throughout the Middle School. Teachers also collaborate with the Middle School librarian to help students develop their research skills.

GRADE 5 LANGUAGE ARTS Fifth-graders develop a passion for literature through studying the literary genres of realistic fiction, fantasy and historical fiction 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. 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 through class discussions. The balanced curriculum encourages critical thinking and comprehension skills, collaboration and a deep understanding and appreciation of literature and expression. Fifth-grade Language Arts classes meet six periods per week.

Resources include: Accelerated Reader, Grammar Workshop and Vocabulary Workshop.

Novels include Gary Paulsen’s Hatchet, Deborah Ellis’ Breadwinner, Norton Juster’s The Phantom Tollbooth and Pam Muñoz Ryan’s Esperanza Rising.

GRADE 6 LANGUAGE ARTS Sixth-graders study a range of literary genres, including historical, science and realistic fiction, as well as short stories, poems and plays. The students learn to identify literary elements and figurative language as they develop critical-reading skills. Students learn various techniques for composing well-organized paragraphs and essays, and much of the writing is an outgrowth of the novels that are read as part of the class. Creative writing is further explored in narratives for interdisciplinary projects, journal writing and original stories.

As part of the coursework, students share original work and formal presentations using applications such as

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PowerPoint and iMovie. 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 mechanics of writing, the structural relationship between words in sentences, and direct usage in student work. Sixth-grade Language Arts classes meet six periods per week. Personal spelling lists are also differentiated for each student. English grammar lessons focus on the mechanics of writing, the structural relationship between words in sentences, and direct usage in student work. Sixth-grade Language Arts classes meet six periods per week.

Resources include: Vocabulary Workshop, Grammar for Writing, Confusing Words Reference Series, Prefixes and Suffixes, Sitton Spelling and Accelerated Reader (independent reading). Novels include Lois Lowry’s The Giver, Jacqueline Woodson’s brown girl dreaming, Raquel J. Palacio’s Wonder, James Howe’s Misfits, and a variety of short stories. In addition, students self-select a wide range of novels and nonfiction reading.

GRADE 7 ENGLISH

MIDDLE SCHOOL

Students develop critical-thinking skills in seventh-grade English as they learn to discuss and write about increasingly complex literature. In addition to teacher-directed analysis, students learn to take effective notes about the reading to aid in their comprehension and facilitation of 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, as well as reflections on how themes and lessons in literature apply to themselves and the world around them. Most writing assignments are critical analyses of the novels; using textual evidence to support an argument is emphasized. Students learn to organize their ideas and structure their writing effectively through single paragraphs, three-paragraph essays, and five-paragraph essays. Students also have the opportunity to engage in creative and narrative writing as a way to explore literature and topics of personal interest. Vocabulary and grammar instruction supports and enhances 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 seven times per week.

Resources include: Vocabulary Workshop Level B, Greek and Latin Roots, Grammar for Writing Grade 9, and Accelerated Reader (independent reading). Novels include Laurie Halse Anderson’s Chains, John Steinbeck’s Of Mice and Men, Kwame Alexander’s The Crossover, Neal Shusterman’s Bruiser, and Mildred D. Taylor’s Roll of Thunder, Hear My Cry.

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 part of a student’s written and spoken vocabulary. This class meets seven times per week to allow for in-depth discussions, group work and writing.

Resources include: Grammar for Writing 9, Vocabulary Workshop C, More Greek and Latin Roots and Accelerated Reader (independent reading). Other works include Elie Wiesel’s Night, Shakespeare’s Romeo and Juliet, Ray Bradbury’s Fahrenheit 451, Harper Lee’s To Kill a Mockingbird, Daniel Keyes’ Flowers for Algernon and S.E. Hinton’s The Outsiders.

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MATHEMATICS Throughout Middle School, an emphasis is placed on mastery of mathematical concepts so that students are fully prepared for increasingly advanced work. The Middle School math curriculum transitions seamlessly from the Singapore Math program, which culminates in sixth grade, into 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 the course of two academic years. This allows time for students to solidify pre-algebra 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.

MIDDLE SCHOOL

GRADE 5 MATHEMATICS This yearlong 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. Students study fractions and decimal and whole numbers from the thousandths to the billions and beyond. They develop proficiency in adding, subtracting, multiplying and dividing fractions, decimals and multi-digit numbers. Other major topics include number theory, measurement, ratios, and percentages. Students engage in 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 MATH/PRE-ALGEBRAÂ This yearlong course continues the Singapore Math program introducing new material. The focus is on the conceptual understanding and application of skills to solve problems. Major topics covered include the use of variables to represent unknown quantities, percentages and proportions, measurement and calculation of twoand 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 problems and to discern which strategies may be more appropriate than others. Students are both challenged and supported through group and individual projects and through a variety of assignments and assessments as they work to master the topics covered in the course.

ALGEBRA I Depending on their readiness, students take this course over a single year (accelerated) or over two years (enriched). Algebra I provides formal development of skills and concepts necessary for students to succeed in advanced mathematics courses. This course introduces students to 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, linear equations and inequalities, proportions, graphing on the coordinate plane, linear functions, systems of equations, quadratic equations and functions, and exponent properties.

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GRADE 7 ALGEBRA In the two-year enriched course, pre-algebra skills are integrated as new topics are presented. The pace of the course allows for additional exploration of topics and opportunities for group activities that stimulate creativity and critical thinking. The one-year accelerated course moves at a more rigorous pace; the focus is on critical thinking, abstract reasoning and error analysis.

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

Prerequisite: The successful completion of Algebra I and the permission of the teacher.

MIDDLE SCHOOL

This is the highest-level math course offered to Middle School students. The course has two broad goals: understanding the mechanics of geometry, which involves formulas and computations for two- and threedimensional 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, and the unit circle.

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SOCIAL STUDIES/HISTORY The Middle School history curriculum is rooted in the fundamental skills of critical reading, writing, note-taking, classroom dialogue and research. In Grades 5 and 6, students study ancient history, beginning with Mesopotamia and going through the Middle Ages. In Grades 7 and 8, they study American history from its foundations through the Civil Rights Era. In seventh grade, the focus is on the evolution of government, equity and diversity, and the emergence of a global economy.

In eighth grade, our teachers introduce the Facing History and Ourselves framework, which helps students understand the choices that shaped history.

In addition to teaching content, the history curriculum is designed to hone students’ 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.

MIDDLE SCHOOL

GRADES 5–6 SOCIAL STUDIES The social studies curriculum in the fifth grade is the first in a two-year study of the geography and culture of ancient civilizations. Beginning with a study of the earliest human ancestors from over six million years ago, the curriculum continues with a study of early farmers and the beginnings of civilization, with a focus on Mesopotamia. The course concludes with a thorough study of ancient Egypt. In sixth grade, the curriculum includes the study of Greece, Rome and the Middle Ages. In addition to the historical content, world geography and current events are an integral part of the curriculum. In preparation for the increasingly globalized society of today, students gain a better understanding of the contemporary world and the events that continue to shape history.

Students in this course learn how to research, analyze and assess different sources of information; find corroborating evidence; ask good questions to advance inquiry; and formulate an effective argument using evidence. Students learn how to communicate an idea across many different platforms, including the use of written reports, oral presentations, online discussion boards and critical reading of primary source documents. Several cross-curricular projects are completed throughout the year, including a research paper and presentation. Additionally, students frequently practice technology skills in the classroom, using computers for research and course projects.

Resources: History Alive! The Ancient World (TCI), The World in Ancient Times (Oxford University Press) and supplemental readings, articles and primary sources.

GRADE 7 HISTORY In seventh grade, students study United States history from its beginnings to the Civil War. Topics include, but are not limited to, American Indians, European explorers, the English Colonies, the Revolution, the Constitution, and the new nation. This survey course is designed to help students understand the foundation of our country, and themes such as democracy, multiculturalism, conflict, economic growth, and individual liberties are explored.

Tied into the curriculum, seventh-grade students travel to Williamsburg, Virginia, in the fall, experiencing life as it was in the Colonies, Pre-Revolution. Additionally, students participate in a mock-Constitutional Convention, role-playing certain Founders who were in attendance at the Convention of 1787. This is the first year of a twoyear discovery of United States history.

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Resources: United States History (Holt McDougal)

GRADE 8 HISTORY Using Facing History and Ourselves as a framework, eighth-grade students study American history from the Civil War through the Civil Rights Era. “Through rigorous historical analysis combined with the study of human behavior, Facing History’s approach heightens students’ understanding of racism, religious intolerance, and prejudice.” Select topics include the Civil War, Reconstruction, Immigration, WWI, the Great Depression, the rise of Nazi Germany and WWII, and the Civil Rights Movement. Skills taught include notetaking, study skills, evaluation of sources and understanding bias, critical reading and writing, and debate/ discussion. This is Part II of United States History, with Part I taught during the seventh-grade year. A placebased learning experience complements the history curriculum, with eighth-graders traveling to Washington, D.C., in the fall for their annual class trip. Making stops at the Lincoln Memorial, the WWII Memorial and the Kennedy Center, the trip highlights concepts and themes drawn from the social studies curriculum, such as domestic and international conflict, diversity and multiculturalism, and the challenges and opportunities of democracy.

Resources: Facing History and Ourselves, select reading/activities; United States History (Holt McDougal); The Omnivore’s Dilemma (YA edition), by Michael Pollan.

GRADE 8 BUILDING BRIDGES

Resources: Facing History and Ourselves, select reading/activities; United States History (Holt McDougal); The Omnivore’s Dilemma (YA edition), by Michael Pollan.

MIDDLE SCHOOL

Building Bridges is a course 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.

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SCIENCE Grounded in next-generation science skills, the science program in the Middle School 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 fifth-grade STREAMS initiative 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—including gardens, ponds, 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 method to their exploration.

MIDDLE SCHOOL

GRADE 5 SCIENCE AND THE STREAMS PROGRAM In fifth-grade science, 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 earthquake-proof towers during the seismology unit, students develop a mature understanding of science concepts and their application in the real world. GSB’s campus provides students with a tangible exploration of the environment. As fifthgraders work through the year, this course nurtures a love of science and learning. Research plays an integral part in this fifth-grade course. Students begin the year by “adopting a city” and tracking its climate and meteorological phenomena. During the space and astronomy unit, students design a travel brochure on a planet, a spacesuit in Makerspace, and create an alien to live on a planet in the solar system. Throughout the year, students work on an independent study project that is presented to the GSB community in the form of a museum exhibition. Reinforcement of study skills, review and preparation for tests and quizzes, as well as organization of data are presented to students in different formats.

The STREAMS Program is unique to fifth grade, encompassing sustainability, technology, research, engineering, agriculture, math, and service. Throughout the year, fifth-graders spend 80 minutes per week studying at Home Winds. The curriculum is designed to foster problem-solving and design thinking, with concepts around sustainability front-and-center. STREAMS is an opportunity for new Middle Schoolers to explore, discover, and make connections in the scientific world—all on Gill’s 208-acre property.

GRADE 6 SCIENCE Throughout the year, the 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 is 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 science vocabulary and appropriate lab skills. Sixthgrade 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

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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 build wind turbines, design roller coasters, take part in the “Trout in the Classroom,” hatch chicken and duck eggs in the classroom and tap our maple trees on campus to make syrup. As the culminating activity to the cells and heredity unit, students dissect a worm, fish and frog. In an effort 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 content research paper and scientist biography one. Finally, they present their findings to the school community at the annual Science Symposium.

GRADE 7 SCIENCE This hands-on course is designed for students to develop a thorough understanding of scientific concepts.

Topics covered include ecology, human body systems, and properties of light and sound. 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.

MIDDLE SCHOOL

Students are provided with many opportunities to better understand real-life science applications on the GSB campus. These include examining biodiversity in the garden; learning about hydroponics in our on-campus greenhouse; expanding upon knowledge about reproduction in humans and animals by observing pregnancy and birthing in our cows and goats at Home Winds; and by using websites/live webcams to track and/or observe several animal species in real time. 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.” These opportunities help students better understand how science extends outside the classroom and into the world around them. In addition, this course places 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 which promote group collaboration, research skills, and public speaking skills. In addition, students compose a research paper and learn how to use NoodleTools, correct citation format and how to make an outline. In the Makerspace, students use engineering skills to build paper houses that can support the weight of a brick and to construct bat houses (which coincide with lessons about bat conservation).

GRADE 8 SCIENCE This course includes a study of robotics, physics, chemistry, geologic time and evolution. Hands-on activities challenge students to design and build, analyze and evaluate, and draw valid conclusions during their final year in the Middle School. Water rockets are used to apply concepts in physics as students design, test, and redesign a rocket. Math skills are integrated as students learn to use tangents to find the height of their rocket flights.

During the study of chemistry, students conduct a series of lab activities that help them better understand concepts, learn to balance chemical equations, and write a structural formula for simple compounds.

Students learn to complete formal lab reports that include computer-generated data tables and graphs. They learn to reach conclusions based on data and develop theories to explain the science observed. Working in pairs, eighth-graders design, build, code and program a LEGO robot, using critical thinking, creativity and problemsolving skills to make the robots perform a specific task. Throughout the year, each student also investigates a scientific topic of interest and creates an original iMovie to teach others what he/she has learned. As students mature in Grade 8, there is a greater focus on learning for understanding, on independence and on refining study skills that are necessary for success in the Upper School.

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WORLD LANGUAGES The World Languages 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.

Our Middle School World Languages program offers study in French, Latin or Spanish. In addition to language instruction, each course introduces students to the corresponding culture through film, newspapers and literature. Throughout fifth and sixth grades, students learn the fundamentals of the language—functional communication, vocabulary and grammar.

In Grades 7 and 8, students embark on a two-year course that is the equivalent of a Level I high-school course. This approach allows students to master the material and begin Upper School at the intermediate level. Outside the classroom, students participate in field trips and other activities that emphasize the cultural elements of the language they study.

MIDDLE SCHOOL

GRADE 5 SPANISH This course introduces students to the fundamentals of the Spanish language. Both listening and speaking skills are emphasized; students actively participate in conversations, practice asking and answering questions, and conduct short role-plays. Students develop writing skills by examining a variety of situations from various perspectives. Cultural topics are introduced, providing students with the opportunity to become acquainted with daily life in Spanish-speaking countries. Print and audiovisual materials, presenting an authentic view of the language and culture, are used in the classroom.

GRADE 5 FRENCH This is an introductory level class that fosters functional communication and raises cultural awareness about traditions and daily life in Francophone countries. Topics include greetings, classroom objects, numbers, weather, days and dates, geography, and family and house vocabulary. Students practice and are assessed through repetition, songs, games, role-play, projects, listening activities and written exercises.

GRADE 5 LATIN This 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 Grade 5 Language Arts curriculum in order 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

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This is the second year of an introductory level class. It is, however, open to students who are new to the language. From the start, the skills of listening and speaking are emphasized, with students actively participating in the conversation, question-answer practice and short role-plays. Students develop writing skills by writing about a variety of situations and from various perspectives. Cultural topics introduce students to the life of people

in countries where Spanish is the first language. Printed visual and audio materials are designed to present an authentic view of the language and culture in the classroom.

GRADE 6 FRENCH This is the second year of an introductory level class. It is, however, open to students who are new to the language.

This course fosters functional communication and teaches students about cultural traditions and daily life in Francophone countries. Topics include body vocabulary, food, French literature and art, pastimes and travel vocabulary. Students practice and are assessed through repetition, songs, games, role-play, projects, listening activities and written exercises.

GRADE 6 LATIN This is the second year of an introductory level class. It is, however, open to students who are new to the language.

This class continues to develop and strengthen good 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 a particular god.

GRADE 7 SPANISH MIDDLE SCHOOL

This class presents students with the first half of the Upper School Level I Spanish course. The course begins with basic language patterns and vocabulary. Repetition and active participation are important components of the course, which focuses on the four language skills of listening, speaking, reading and writing. Learning about culture is an integral part of the course and is introduced through the use of media, games, adapted readings and class discussions. In addition to written tests and quizzes, students may also be assessed by means of aural activities that reinforce concepts and skills and enable them to participate in class more fully.

GRADE 7 FRENCH This class presents students with the first half of the Upper School Level I French course. The course is an introduction to the language and cultures of the French-speaking world. Students learn to ask and answer simple questions, speak and write in the present tense about activities and people that relate to daily life. Topics include greetings, school, people, time and weather. Building a core vocabulary and strong foundation in grammar is a fundamental building block for students to move toward language proficiency. Additionally, development of cultural understanding is an integral part of daily class activities through the study of Francophone countries.

GRADE 7 LATIN Grade 7 Latin presents students with the first half of 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 Grade 7 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 particular 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.

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GRADE 8 SPANISH This class presents the second half of the Upper School Level I Spanish course. It is, however, open to students with little or no previous study of Spanish. Students learn basic language patterns and vocabulary, focusing on all four language skills, listening, speaking, reading and writing. Cultural study is an integral part of the course and is taught through the use of media, games, adapted readings and class discussions. In addition to written tests and quizzes, students may also be assessed by means of aural activities. Homework reinforces the concepts/ skills introduced and explored in class, which enables students to participate in class more fully. In addition to regular World Language classes, eighth-grade students participate in Language Lab once per week, which is an opportunity for additional work and enrichment exercises.

GRADE 8 FRENCH

MIDDLE SCHOOL

This class presents the second half of the Upper School Level I French course. It is, however, open to students with little or no previous study of French. 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, 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. In addition to regular World Language classes, eighthgrade students participate in Language Lab once per week, which is an opportunity for additional work and enrichment exercises.

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GRADE 8 LATIN This class presents the second half of the Upper School Level I Latin course. It is, however, open to students with little or no previous study of Latin. 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 Grade 8 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 particular 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. In addition to regular World Language classes, eighth-grade students participate in Language Lab once per week, which is an opportunity for additional work and enrichment exercises.

FINE ARTS AND PERFORMING ARTS FINE ARTS Fine art courses in the Middle School are exploratory and introductory, designed to ignite interest and engage students in a variety of topics. In Grades 5 and 6, all students take Studio Art and Woodworking for one semester each, with classes meeting twice each week. In seventh and eighth grades, students can choose two electives per year in the fine arts, including Studio Art, Sculpture and Ceramics, Woodworking and CAD (computer-aided design).

PERFORMING ARTS

GRADES 5–6 STUDIO ART This course covers fundamental skills, techniques, knowledge and attitudes necessary to produce and understand visual art. A variety of artistic media are explored across a range of subjects and styles. Students are required to have a sketchbook and use it in class each day. Fifth-grade assignments may include organic and geometric object studies, value scales, warm and cool self-portraits, assemblage, aerial and one-point perspective, and a collaborative project. Additional projects at the sixth-grade level include monochromatic painting, color wheel and complementary color study, self-portrait drawing from observation, collage and assemblage, block prints, and interior space and linear perspective study.

MIDDLE SCHOOL

Beyond the simple joy of taking part in a production, students engaged with the performing arts are more selfconfident 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. From concerts, jazz band, singing groups, plays and musicals, Middle School students have ample opportunity to explore the performing arts. Every student in Grades 5 and 6 has a music class twice each week. In seventh and eighth grade, students choose among electives in drama, music and the fine arts. Recent Middle School musical productions include Once On This Island and Honk.

GRADES 5–6 WOODWORKING The course begins with formal instruction of proper safety procedures and with basic drawing and design to elicit students’ creativity and to build their confidence. Students discover how a variety of materials can be used in different ways and learn about the history of the craft and the role of mathematics in successful woodworking.

Projects take into account the developing nature of each student’s skills. Students develop their skills and demonstrate acquisition of these skills through the completion of a project.

In the fifth grade, students are introduced to handsaws, Dremels, tape measures and many other tools. They receive instruction on how to carefully measure and shape wood with a band saw. Students develop competency; through projects such as making clocks, they create unique carvings and designs. In the sixth grade, students carefully measure, cut, carve and shape wood to make projects like birdhouses, carvings and toolboxes.

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GRADES 7–8 COMPUTER-AIDED DESIGN (CAD) Middle School CAD introduces students to the world of drawing three-dimensional objects using computers.

Students learn to use Sketchup, a CAD program, to create scale models, animations and objects of their own design–both useful and artful. Class is primarily held in the Makerspace and students learn how to format their drawings for the 3-D printer and create video files from their animations. With the goal of promoting creativity and exploration, the class is an artful combination of math, design and technology.

GRADES 7–8 STUDIO ART Studio Art covers fundamental skills, techniques, knowledge and the attitude necessary to produce and understand visual art. A variety of artistic media is explored across a range of subjects and styles. Students are required to have a sketchbook and use it in class each day. Seventh-grade projects may include organic and geometric object drawings, drawing from a still-life, self-portraits in the style of an artist’s painting, linocut printmaking, and landscape and aerial 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.

MIDDLE SCHOOL

GRADES 7–8 WOODWORKING Woodworking projects take into account 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 course of 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 he/she has acquired.

GRADES 7–8 SCULPTURE/CERAMICS Middle School Sculpture/Ceramics introduces students to working and thinking in three-dimensional design.

This hands-on class includes a variety of traditional sculpture materials such as wood, clay and wire as well as contemporary media and found objects. Students learn different sculptural techniques, including carving, papiermâché, wire and assemblage. Ceramic hand-building techniques include coiling, slab building and modeling.

Students employ these techniques to create original sculptural forms using both observation and imagination.

Students are encouraged to use their problem-solving skills to produce thoughtful, original and imaginative work.

The class will look at a number of sculptors both historical and contemporary. Students will start to build their art vocabulary and develop the ability to think critically.

GRADES 5–6 MUSIC This two-semester 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.

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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 class 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 twice a week 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 Theater, where students are given a firsthand look at the actual production of the Upper School play and musical. In addition, each spring during the Middle School Unit, the seventh- and eighth-graders mount a production. Interested students may participate on stage or behind the scenes. Past Middle School plays have included Honk! JR., The Pirates of Penzance and You’re a Good Man, Charlie Brown.

MIDDLE SCHOOL

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TECHNOLOGY Our Middle School teaches technological skills 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 coordination with core subject teachers. Weekly technology classes give students the chance to code, design web pages and program robots.

In addition, weekly Makerspace classes give students opportunities to design, explore and innovate using 3-D printers, Arduino boards, LEGO Mindstorms and basic building materials.

GRADE 5 TECHNOLOGY

MIDDLE SCHOOL

This class meets in the Middle School iMac computer lab. 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 those found in the Microsoft Office Suite (Word, Excel, PowerPoint and Publisher), iWorks, and iLife (iMovie/iPhoto). Responsibility, organizational skills and digital citizenship are also covered.

GRADE 6 TECHNOLOGY This class meets in the Middle School iMac computer lab. Much of the focus of computer instruction at this level is on the Microsoft Office Suite (Word, Excel, PowerPoint and Publisher), with additional projects requiring the use of Apple iWorks and iLife programs, such as iMovie, Keynote and iPhoto. Students learn advanced features through completing projects; with an additional number of core subject assignments requiring students to use Microsoft Office products. 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 PowerPoint 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, designed in collaboration with core subject teachers, overlap and connect with academic subjects. Over the course of the year, students learn to undertake research projects with increasing independence.

They prepare research proposals, take effective notes, track and organize information, and properly source and analyze the search path. Throughout the year, students create visual classroom presentations highlighting their work. All are supported by PowerPoint or iMovie. In addition to the research component, students work on advancing their Microsoft Office skills using Word, PowerPoint, Publisher, Excel and other programs. Apple iWorks programs such as Keynote and Pages are also used, as well as iLife programs, including iMovie and iPhoto. Students are encouraged to use the programs creatively once they have demonstrated a mastery of basic techniques. Students also learn coding and programming skills. Finally, digital citizenship is emphasized, and is framed as a matter of respect, responsibility and appropriate use of technology.

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GRADE 8 TECHNOLOGY Technology is incorporated with interdisciplinary emphasis on projects in the classroom throughout the year.

Informational literacy skills to support writing a research paper are an important component of the curriculum.

Students learn how to select appropriate Internet sources, adding depth to their work and enhancing their research skills. Eighth-grade students also become more effective at taking notes, organizing information and writing bibliographies with in-text citations all on a digital platform. Technology integration includes research on a topic for world languages and designing a website as a presentation. Students also conduct independent study for science in which they become an expert on a topic and produce an iMovie as a final project. In all coursework, digital citizenship is emphasized and framed as a matter of respect, responsibility and appropriate technology use. The Makerspace class is a unit on circuitry and electronics, using various devices and products to design, build, collaborate and tinker.

MIDDLE SCHOOL

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HEALTH AND WELLNESS, PHYSICAL EDUCATION AND ATHLETICS Health and wellness, athletics, and physical education programs promote healthy lifestyle choices for adolescents. All Middle School students take a weekly health and wellness class; topics include emotional and social wellbeing, 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. By engaging students in a range of activities, these classes improve fitness and foster teamwork and sportsmanship. Fifth- and sixth-graders take physical education classes three times per week. Seventh- and eighth-graders participate in team sport practices during the regular school day, five days per week.

MIDDLE SCHOOL

GRADES 5–8 HEALTH AND WELLNESS Every student participates in the Health and Wellness program in the Middle School. The health curriculum addresses the social, emotional, physical and developmental needs of adolescents. Topics, which vary depending on grade level, include healthy relationships, good nutritional choices, stress management, setting boundaries, media literacy, the influence of puberty, fitness, and risk behaviors including tobacco, drug and alcohol use. The curriculum is designed to help students make choices that will have a positive impact on their health and wellbeing.

GRADES 5–6 PHYSICAL EDUCATION A variety of physical activities and team sports are introduced throughout the year at the fifth- and sixth-grade levels. Fifth-grade students participate in physical education classes three times per week, and sixth-grade students participate in physical education four times each week. These classes emphasize fitness and training, teamwork, sportsmanship and cooperation.

GRADES 7–8 PHYSICAL EDUCATION AND ATHLETICS Seventh- and eighth-grade students have the choice of physical education or extensive opportunities for interscholastic competition, with multiple sports offered during each of the three athletic seasons. The seventhand eighth-grade sports teams, when possible, are organized into A and B levels to maximize participation and to provide beginner and more advanced competition, so that students who want to be part of an athletic team can find the right level of competition. Team practices are held daily at the conclusion of the academic day; games extend into the late afternoon.

MIDDLE SCHOOL ATHLETIC OFFERINGS

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Fall Sports

Winter Sports

Spring Sports

Grades 6–8 Boys’ Soccer Grades 6–8 Girls’ Soccer Grades 5–8 Coed Cross Country Grades 6–8 Girls’ Tennis

Grades 6–8 Boys’ Basketball Grades 6–8 Girls’ Basketball Grades 5–8 Coed Fencing Grades 5–8 Coed Ice Hockey

Grades 6–8 Boys’ Baseball Grades 6–8 Boys’ Lacrosse Grades 6–8 Girls’ Lacrosse Grades 6–8 Girls’ Softball Grades 6–8 Boys’ Tennis Grades 5-8 Coed Golf Grades 5-8 Coed Track & Field

MIDDLE SCHOOL ADDENDUM AND 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. Opportunities in the 2017–18 academic year include: Classical League, Grades 7–8 Community Excellence Club Current Events Club Documentary Club Garden Club, Grade 8 GSB Show Stoppers, Grade 6 Instrumental Lessons & Jazz Band International Club Jr. Boosters Jr. Knights Voices & Jr. Gillharmonics

MIDDLE SCHOOL

Half the Sky

Library Advisory Club Literary Magazine Makerspace Club Math Boost Math Challenge Club Middle School Newspaper (On-line) Middle School Student Council Origami Club Outdoor Education Club Ping Pong Club Reading Buddies Ski Club and Snowboarding, Grades 6–8 Theatre Production, Grades 5–6 Spanish Hour String Program Yearbook Yo-Yo Club

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FACULTY-SUPERVISED STUDY HALL A faculty-supervised study hall is available to Middle School students after school on a daily basis from 3:15 p.m. until 5:45 p.m. This program is free of charge. During this time, students may work on homework assignments or collaborative projects, utilize the Middle School 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.

MIDDLE SCHOOL

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 Middle School director and/or learning specialist can offer assistance in making contact with outside professionals.

When a student is unable to demonstrate academic progress (see academic expectations in the GSB Student 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 important skill for all students to acquire. Students are encouraged to meet individually with their teachers if problems arise. Teachers are available–by appointment or on 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 given subject area or in study skills and organization should discuss the matter with their classroom teacher(s), their advisor, the learning specialist and the Middle 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 The school employs two counselors, one full time and one part time. In conjunction with the faculty and Middle School director, the school counselors work to support students within the classroom and in other school settings. A school counselor may also present relevant information to students, parents, faculty and the GSB community on a range of topics.

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UPPER SCHOOL The Upper School at Gill St. Bernard’s 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, Robotic Engineering, Spanish Culture and Conversation, Stagecraft and Urban Sociology 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, GSB 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 Ninth-Grade Seminar is one of six required courses for freshmen. This yearlong, transitional course teaches students the scholastic learning and personal learning skills necessary for success in Upper School and college.

These include specific academic skills, such as note-taking, test preparation, test-taking strategies, collaborative learning, as well as broader skills, including time management, public speaking, media literacy, cultural appreciation, 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.

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 for differing opinions and encourages students to thoughtfully consider and analyze controversial or unfamiliar ideas. 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, our Upper School students are immersed in experiences that help them grow as students and as individuals.

The Unit For over 40 years, the Unit program has been the inspiration for the school’s motto, Schola Mundus Est: “the world is our classroom.” 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 Unit offers students the chance to work collaboratively, to explore the larger world and to serve others. Recent Units 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 glass making.

GSB’s beautiful 208-acre campus offers unique opportunities to complement Unit programs and the academic curriculum.

UPPER SCHOOL

Research Across the Curriculum All GSB graduates are skilled in research methods across disciplines and are able to 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 extensive exploratory research presentation, written a scientific literature review as well as an in-depth American literature project. 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.

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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. In addition, 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 complete homework effectively: · provide a suitable environment for completing homework · support students in seeking help from faculty when necessary · encourage 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 may contact their child’s teacher or advisor with any questions regarding his/her academic standing.

UPPER SCHOOL

Letter grades are based upon the following equivalent numerical scale:

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Letter Grade

Numerical Range

Grade Description

A+

98–100

Superior Performance

A

93–97

Excellent Performance

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

Commendable Performance

Satisfactory Performance

Below Standard Performance. It is acceptable as credit only in nonsequential courses. For example, a student with a grade below C- in any foreign 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 of time.

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 receiving 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 in order to help the student address and resolve these issues and return to good academic standing.

Academic Probation Any student with 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.

Graduation Requirements Students must complete certain 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 Unit (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.) · In addition, all ninth-grade students are required to take Ninth-Grade Seminar.

The following stipulations may apply in some cases: · Students entering the school in Grades 11 or 12 must pass a minimum of five (5) credits per year in order 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.

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: 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

UPPER SCHOOL

Department

Midterm Assessments and Final Examinations Many yearlong courses administer midterm assessments and final examinations. Results of these can account for up to 30 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.

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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 gradepoint 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 in order 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-graders 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.

UPPER SCHOOL

Course Changes Students may change courses within the first 10 days of classes with no academic penalty. All class changes after the 10-day period 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 another 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.

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 at large. Awards and prizes are presented at the close of the academic year and at Commencement.

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Cum Laude Society and Honor Societies The Cum Laude Society is a national academic honor society. Each spring, some 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.

Science National Honor Society and World Language Honor Society GSB recognizes students for achievement in science and world languages through honor societies. Annual ceremonies are held to induct students who demonstrate excellence in the areas of scholarship, leadership, service and character in science and world languages.

UPPER SCHOOL

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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 concerned with the education of the whole student. Now, more than ever, students need space and time for reflection and discussion. The courses and curricula 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 an eye towards 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 we read, students will develop strong reading skills and foster an appreciation for a variety of perspectives. Putting a work in its historical, cultural and biographical context will help students enlarge a text’s value. Students develop skill 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 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.

UPPER SCHOOL

Central to our pedagogy and curricula is helping students to write and prepare lucid, welldeveloped written responses to literature, whether in essay form or on written examinations. In addition, 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, and ultimately provides students with the ability and desire to be vibrant, lifelong learners in and through language arts and literature.

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LITERARY ANALYSIS

9th Grade

This foundational ninth-grade course crosses centuries, genres and continents to challenge students with a broad sampling of literature and a wide variety of terms. Individual works take students everywhere from Homer’s “wine-dark seas” to Montana’s big skies, from Sophocles’ amphitheaters to Achebe’s Nigeria, from Yeats’ Ireland to Eudora Welty’s Mississippi. Serving as an introduction to the reading and writing skills used in subsequent English courses, this course prepares students for higher-level analysis and writing. Students learn and use close-reading skills to understand the texts and to write expository essays. The writing component emphasizes the process approach to composition: writing rough drafts and revising and editing to produce a well-written final draft. Weekly vocabulary instruction is a component of the curriculum. With the aid of a general literature anthology, students gain a solid grounding in literary terms and read poetry, short fiction and drama.

Typical readings include The Odyssey, Oedipus, Antigone, Ernest J. Gaines’s A Gathering of Old Men, William Golding’s Lord of the Flies, A Midsummer Night’s Dream, Chinua Achebe’s Things Fall Apart, Larry Watson’s Montana 1948 and various selections of poetry, drama and short fiction from Literature: An Introduction to Fiction, Poetry, Drama, and Writing (Kennedy and Gioia).

HONORS LITERARY ANALYSIS

9th Grade

For students who have demonstrated superior ability in language arts, this advanced ninth-grade course is an introduction to all genres of literature and the skills required for literary analysis and writing. The writing component emphasizes writing as a process; multiple drafts are required for the majority of writing assignments.

Focus is placed primarily on the student’s ability to develop new perspectives in the reading of established texts through the process of literary analysis. Communication skills are developed through class discussions, group presentations and oral reports. Weekly vocabulary instruction is a component of the curriculum. Reading assignments emphasize the elements of plot, character, theme, symbol and setting, using a variety of genres to instill an understanding and appreciation of literature. In addition to demonstrating the department’s commitment to multicultural and gender-balanced works as well as classics, the expanded reading list for this honors course reflects the desire to challenge analytical thinkers, readers and writers to explore themes central to the chosen works.

Typical readings include The Odyssey, Oedipus, Antigone, Ernest J. Gaines’s A Gathering of Old Men, William Golding’s Lord of the Flies, A Midsummer Night’s Dream, Chinua Achebe’s Things Fall Apart, Larry Watson’s Montana 1948 and various selections of poetry, drama and short fiction from Literature: An Introduction to Fiction, Poetry, Drama, and Writing (Kennedy and Gioia).

Prerequisites and Requirements: Grade of B+ or better in eighth-grade English and a department-evaluated essay writing sample.

AMERICAN LITERATURE

10th Grade

This tenth-grade course is a chronological survey of the rich genres that make up the mosaic of American literature.

Examining individual pieces of literature in their historical and social contexts, the course asks challenging questions about what American really means. Emphasis is placed on the creation of American literature in the 19th and 20th centuries through the consideration of central themes: implications of serial publication, the legacy of Puritanism, the influence of Transcendentalism, the development of free verse, the creation of American topics in poetry, and definitions of success and the individual. The course follows major movements in both literature and art, which have shaped and defined the fabric of American life. Students regularly write analytical papers and prepare at least one oral report each semester. Weekly vocabulary instruction is worked into the curriculum. All students in American Literature write a research paper under the direction of the English department. The threemonth process of intensive research, note-taking, outlining and drafting culminates in an 8- to 10-page research paper on a topic relevant to American culture. See Tenth-Grade American Studies Research Project for more information in Distinctive Coursework.

Prerequisites and Requirements: Literary Analysis or Honors Literary Analysis.

HONORS AMERICAN LITERATURE

10th Grade

This course provides strong tenth-grade readers, thinkers and writers with a broad and in-depth study of major works in American literature from pre-colonial times to the Age of Realism and the Modern Period. From these readings students learn about the rich literary heritage of the United States. An integrated approach provides background information for the history and art of periods under study. Students are expected to read on a nightly basis, participate in class discussions, write frequent analytical papers and prepare at least one oral report each semester. An expanded reading list challenges capable students to think more analytically and comprehensively about the themes that define American literature. Weekly vocabulary instruction is worked into the curriculum.

Additionally, all students in Honors American Literature write a research paper under the direction of the English Department. The three-month process of intensive research, note-taking, outlining, and drafting, culminates in a 10- to 12-page research paper on a topic relevant to American culture. See the Tenth-Grade American Studies Research Paper for more information in Distinctive Coursework.

UPPER SCHOOL

Typical readings for this course include Arthur Miller’s The Crucible, Henry David Thoreau’s Walden, Mark Twain’s Adventures of Huckleberry Finn, Kate Chopin’s The Awakening, Edith Wharton’s Ethan Frome, F. Scott Fitzgerald’s The Great Gatsby, and Toni Morrison’s The Bluest Eye. Works are also selected from The Norton Anthology of American Literature, including pieces by Washington Irving, William Cullen Bryant, Emerson, Hawthorne, Melville, Poe, Whitman, Dickinson, Frost and additional contemporary poets and writers.

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Typical readings for this course include Arthur Miller’s The Crucible, Nathaniel Hawthorne’s The Scarlet Letter, Henry David Thoreau’s Walden, Mark Twain’s Adventures of Huckleberry Finn, Stephen Crane’s Maggie: Girl of the Streets, Kate Chopin’s The Awakening, F. Scott Fitzgerald’s The Great Gatsby, Toni Morrison’s The Bluest Eye, Tennessee Williams’ A Streetcar Named Desire, Eugene O’Neill’s Long Day’s Journey Into Night, William Faulkner’s The Sound and the Fury, and Arthur Miller’s Death of a Salesman. Works are also selected from The Norton Anthology of American Literature, including pieces by Washington Irving, William Cullen Bryant, Emerson, Hawthorne, Melville, Poe, Whitman, Dickinson, Frost, and additional contemporary poets and writers.

Prerequisites and Requirements: Grade of A- or better in Literary Analysis, grade of B+ or better in Honors Literary Analysis and the recommendation of the ninth-grade English teacher.

BRITISH LITERATURE AND GOTHIC LITERATURE

11th Grade

Throughout this course, 11th-grade students learn about the rich literary heritage of Great Britain. Progressing from early Celtic times to the 21st century, the curriculum focuses on the poetry, drama, novels, short stories and essays of great English writers. Students learn to examine works of literature through biographical, cultural and historical contexts, and come to recognize and appreciate figurative language and literary devices. Britain’s rich history and its artistic traditions are integrated into the study of the literary works introduced in this course.

Writing skills are enhanced through response journals, the writing of analytical essays and opportunities for creative writing practice. Weekly vocabulary lists increase students’ facility with language.

In the second semester, this class will provide an in-depth study of Gothic Literature. Who doesn’t love a monster?

What makes someone a monster? Doesn’t everyone have two sides? Not all monsters live in decrepit castles, take long walks on windswept moors, or sleep in coffins; some do. Students will discover the literary traditions that gave rise to Gothic Literature. Representative works may include Dracula by Bram Stoker, Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson and The Picture of Dorian Gray by Oscar Wilde.

BRITISH LITERATURE AND ROMANTICISM

11th Grade

UPPER SCHOOL

Throughout this course, 11th-grade students learn about the rich literary heritage of Great Britain. Progressing from early Celtic times to the 21st century, the curriculum focuses on the poetry, drama, novels, short stories and essays of great English writers. Students learn to examine works of literature through biographical, cultural and historical contexts, and come to recognize and appreciate figurative language and literary devices. Britain’s rich history and its artistic traditions are integrated into the study of the literary works introduced in this course.

Writing skills are enhanced through response journals, the writing of analytical essays and opportunities for creative writing practice. Weekly vocabulary lists increase students’ facility with language.

In the second semester, this class will provide an in-depth examination of the Romantic period, one of the most creatively vibrant periods in the history of British Literature. We will read a selection of poetry, fiction, and drama from the major figures of this period. Authors covered will include Burns, Wordsworth, Keats, Byron, and Mary Shelley. We will pay particular attention to some of the recurrent themes of the period, including the search for a new understanding of man’s relationship to nature and the challenges brought on by the loss of youth.

BRITISH LITERATURE AND THE VICTORIAN AGE

11th Grade

Throughout this course, 11th-grade students learn about the rich literary heritage of Great Britain. Progressing from early Celtic times to the 21st century, the curriculum focuses on the poetry, drama, novels, short stories and essays of great English writers. Students learn to examine works of literature through biographical, cultural and historical contexts, and come to recognize and appreciate figurative language and literary devices. Britain’s rich history and its artistic traditions are integrated into the study of the literary works introduced in this course.

Writing skills are enhanced through response journals, the writing of analytical essays and opportunities for creative writing practice. Weekly vocabulary lists increase students’ facility with language.

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In the second semester, this class will provide an in-depth examination of the Victorian Age. Britain’s change from an agrarian to an industrial culture was accompanied by social, political, and economic issues that were discussed

widely in a rich outpouring of literature during the age of Queen Victoria. Texts for the course may include the poetry of Tennyson, the Brownings, Gerard Manley Hopkins, and Matthew Arnold, and novels of Charles Dickens, George Eliot, and the Brontë sisters.

BRITISH LITERATURE AND DRAMA

11th Grade

Throughout this course, 11th-grade students learn about the rich literary heritage of Great Britain. Progressing from early Celtic times to the 21st century, the curriculum focuses on the poetry, drama, novels, short stories and essays of great English writers. Students learn to examine works of literature through biographical, cultural and historical contexts, and come to recognize and appreciate figurative language and literary devices. Britain’s rich history and its artistic traditions are integrated into the study of the literary works introduced in this course.

Writing skills are enhanced through response journals, the writing of analytical essays and opportunities for creative writing practice. Weekly vocabulary lists increase students’ facility with language.

This class offers a survey of English Drama from its earliest beginnings to the modern era. Students examine in turn the mystery plays of the Middle Ages, the drama of the Elizabethan and Restoration periods, and theater in the modern world. Some of the authors include Shakespeare, Webster, Congreve, Shaw, and J.M. Synge. As this is a drama course, students will act out the material in class.

BRITISH LITERATURE AND HEROES

11th Grade

Throughout this course, 11th-grade students learn about the rich literary heritage of Great Britain. Progressing from early Celtic times to the 21st century, the curriculum focuses on the poetry, drama, novels, short stories and essays of great English writers. Students learn to examine works of literature through biographical, cultural and historical contexts, and come to recognize and appreciate figurative language and literary devices. Britain’s rich history and its artistic traditions are integrated into the study of the literary works introduced in this course.

Writing skills are enhanced through response journals, the writing of analytical essays and opportunities for creative writing practice. Weekly vocabulary lists increase students’ facility with language.

The tradition of British Literature presents the class with some of the most memorable literary heroes. Students read a wide variety of texts which focus on the exploits of a hero, and discuss and analyze similarities and differences noticed among them. Some of the works studied include Beowulf, Henry V, Paradise Lost, Don Juan, A Tale of Two Cities and Ulysses.

HONORS BRITISH LITERATURE

11th Grade

UPPER SCHOOL

This course engages 11th-grade students in the literary heritage of Great Britain while challenging strong readers, thinkers and writers with an in-depth study of British literary history. The course surveys British literature from Beowulf to Larkin and Hughes and includes the study of short stories, poems, dramas, novels, and essays. Students study the epic, Arthurian legend, tragic, and Byronic heroes as well as the modern anti-hero, and contemplate the changing concepts of heroism, morality, and good and evil. Students witness the emergence of the novel form in the English language and engage in a study of the hallmarks of British poetry. At the honors level, students look at the broader scope of Renaissance drama by reading drama in addition to Shakespeare’s. Writing skills are enhanced through weekly written responses to the reading and the writing of analytical essays. Students also write longer papers throughout the year in which they consider broader thematic and intellectual trends. Weekly vocabulary lists advance students’ facility with language.

Typical readings include Beowulf, Sir Gawain and the Green Knight, The Canterbury Tales, Dr. Faustus, Macbeth, Gulliver’s Travels, poetry of the Romantics, Frankenstein, The Picture of Dorian Gray, The Importance of Being Earnest, Tess of the D’Urbervilles, To the Lighthouse, 1984 and Grendel. Works are also selected from The Norton Anthology of English Literature, including pre-sixteenth and post-sixteenth century British Poetry of Shakespeare, Donne, Herrick, Pope, and the Romantics.

Prerequisite: A grade of A- or better in American Literature or in Honors American Literature and the approval of the American Literature teacher.

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WORLD LITERATURE

12th Grade

This senior year program serves as the capstone of a student’s four years of literary studies. World literature elective courses focus on the broader questions of human existence in Semester I, and then turn their attention to a specific topic in Semester II. Students are challenged intellectually through provocative writing assignments. The questions that frame the study of the literature lend themselves well to group projects and presentations. Class discussions and films provide students the opportunity to assess the impact of a particular work and respond to it in a coherent, well-developed argument.

WORLD LITERATURE (FIRST SEMESTER)

12th Grade

Through texts like The Stranger, the stories of Franz Kafka and Hamlet, Semester I surveys the philosophical routes of human existence. The curriculum and readings enable students to use the skills they have developed to ask broader philosophical questions about human existence and to observe how the sharing of human experience is the bridge across the seemingly vast divides of geography, religion, custom and tradition.

SEMESTER II (SPRING) ELECTIVE COURSES Some electives are offered in alternate years.

A. New Voices in Fiction Semester II surveys a vast array of works published in the students’ lifetime. The literature chosen for this section has been recognized as some of the most notable and innovative. International in scope, the writing enables students to continue to question whether there is a commonality of human experience across cultures and continents. Typical texts include Tobias Wolff’s Old School, Edward P. Jones’s Lost in the City, Naguib Mahfouz’s The Thief and the Dogs, Bharati Mukherjee’s The Middleman and Other Stories, and Rosario Ferre’s Flight of the Swan.

Prerequisites and Requirements: British Literature or Honors British Literature.

UPPER SCHOOL

B. The Soul of the American West This elective course critically examines common myths and stereotypes of the American West with the intention of determining the routes of the Western experience. Cowboys? Indians? Lawlessness? The land of gold and opportunity? Destiny? Freedom? An in-depth study documenting remarkable characters and events, both real and fictitious, facilitates an examination of legendary figures of gold rushes, Indian wars and new frontiers. The rise of the modern West, via Hollywood and Las Vegas, as a paradoxical realm of fantasy and truth is also considered.

Works of literature, historical accounts, poetry, song and film comprise the “reading list” for this course. Majestic mountains along with vast natural wonders of desert and canyon country set the scene for adventure, expansion, and wealth, as well as poverty, lawlessness and danger.

Prerequisites and Requirements: British Literature or Honors British Literature.

C. Modern Drama Ambiguity may well be the distinguishing characteristic of drama in the 20th century, and it continues to resonate as a major thematic and stylistic force in the plays of the early 21st century. This course offers students the opportunity to study the scope, history and techniques of modern drama, from Bertolt Brecht to Tony Kushner.

Students read plays, perform various scenes in class, attend performances when possible, and write analytical papers dealing with style or theme as well as shorter, one-page responses.

Typical readings include plays by Bertolt Brecht, Anton Chekhov, Henrik Ibsen, Sam Shepard, August Wilson, Eugene O’Neill, Tom Stoppard, Samuel Beckett, Suzan-Lori Parks and Tony Kushner.

Prerequisites and Requirements: British Literature or Honors British Literature.

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D. Myths, Legends and Creation Stories This course explores the stories that draw humanity together. While discussing the Bible as literature, students engage in a comparative study of mythology, legends and creation stories from various cultures, including the ancient Greeks and Romans, Sumerians and Native Americans.

Typical readings include and may be selected from The Book of Genesis, Timeless Tales of Gods and Heroes (Edith Hamilton), Four Corners of the Sky: Creation Stories and Cosmologies from Around the World (Steve Zeiten), Voice of the Wind: Native American Legends, and Sumerian Mythology: A Study of Spiritual and Literary Achievement in the Third Millennium, BC (Samuel Noah Kramer).

Prerequisites and Requirements: British Literature or Honors British Literature.

E. The Art of Short Fiction This course examines the fundamental elements of successful short fiction. Short stories, by their structural nature, must create a dynamic experience for the reader in a condensed space. Short fiction possesses the classic ingredients of its longer cousins—plot, character development, conflict, rising and falling action, etc.—however, one of these building blocks might take precedence over the others. This course offers reading selections from key authors in the genre, including Hemingway, Faulkner, Le Guin, O’Connor, Munro, Cheever, Lahiri and Boyle.

The course typically features reading collections from contemporary authors such as Thom Jones’ The Pugilist at Rest or Laura van den Berg’s What the World Will Look Like When All the Water Leaves Us. The reading list can be adjusted toward the proclivities of both the teacher and the students, and therefore the class may read stories from the classic to contemporary, the humorous to horrific. The course also explores recent trends in short fiction, such as flash fiction (stories with extremely limited parameters, such as 200 word limits) popularized on the web in the last decade or so. Students in this class are also asked to try their hand at writing their own creative pieces, often with the intent of honing a particular facet such as imagery, setting, dialogue or suspense.

Prerequisites and Requirements: British Literature or Honors British Literature.

HONORS WORLD LITERATURE

12th Grade

Typical readings include selected stories of Borges and Kafka, works by Chekhov and Faulkner, and Camus’ The Stranger, Hamlet, Cormac McCarthy’s All the Pretty Horses, Shahrnush Parsipur’s Women Without Men: A Novel of Modern Iran, Cristina García’s Dreaming in Cuban, Arundhati Roy’s The God of Small Things, Alain RobbeGrillet’s Jealousy and John David Morley’s In the Labyrinth.

UPPER SCHOOL

The World Literature senior year program serves as the capstone of a student’s four years of literary studies.

The curriculum and readings enable students to use the skills they’ve developed to ask broader philosophical questions about human existence as well as to observe how the sharing of human experience is the bridge across the seemingly vast divides of geography, religion, custom and tradition. Classic and contemporary texts from northern Africa, the Middle East, Latin America, Europe, Asia and North America present challenging themes resulting in the most basic and essential questions: Who am I? What do I believe? What is my purpose? and What would I do for another human being? Emerging voices in world literature force students to consider, among other things, what role literature plays in an increasingly global and multicultural society. Students are also challenged intellectually through provocative and stimulating writing assignments. In this honors course, students read more broadly and with greater emphasis on literary criticism. The questions that frame the study of the literature lend themselves well to group projects and presentations. Class discussions and films provide students the opportunity to assess the impact of a particular work and respond to it in a coherent, well-developed argument.

Prerequisites and Requirements: Grade of A- or better in British Literature, grade of B+ or better in Honors British Literature and the recommendation of the 11th-grade English teacher.

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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 on 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 the ways in which texts communicate and how written language functions rhetorically. Texts for the class include memos, 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.

Prerequisite: A grade of A- or better in American Literature or in Honors American Literature and the approval of the American Literature teacher.

UPPER SCHOOL

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION

12th Grade

Advanced Placement English Literature builds on the exemplary performance and skills students have demonstrated in previous English classes. Taught as an intensive college seminar, each work is studied thoroughly for its cultural and historical value, but also closely at the line level to determine how a text works to produce meaning. Students read 12 to 13 books during the year ranging from contemporary texts like Tobias Wolff’s Old School and Toni Morrison’s Song of Solomon to more classic literature, ranging from Shakespeare’s Hamlet or Othello to works by Hemingway, Chekhov, Faulkner, Conrad, Chopin and Wharton. The course does not specifically address the AP exam until Semester II. To prepare students for the exam, the midterm and final are full-length AP English Literature and Composition exams. Essay or writing exercises are assigned on a weekly basis. Students are required to actively participate in class and oral presentations are required on a regular basis.

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

Prerequisites and Requirements: Grade of A- in British Literature or Honors British Literature and the recommendation of the 11th-grade English teacher.

CREATIVE WRITING AND PORTFOLIO DEVELOPMENT

11th or 12th Grade

Creative Writing and Portfolio Development is designed with the serious writer in mind. Through literary analysis, weekly writing exercises, and weekly student writing workshops, students are introduced to and engaged in the creative writing process at all stages. 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 25–30 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

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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 Scribner Anthology of Contemporary Short Fiction: 50 North American Stories Since 1970 (Lex Willford and Michael Marton, editors).

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.

ADVANCED CREATIVE WRITING SEMINAR

12th Grade

This course is open to seniors who have taken Creative Writing and Portfolio Development. At an advanced level, students have the opportunity to craft a larger portfolio of fiction or poetry. Working closely with the teacher, a half-year or yearlong curriculum of writing and reading is crafted to guide the student and determine the shape and contents of the final portfolio. Students enrolled in this class are required to take part in weekly Creative Writing and Portfolio Development workshops and to meet with the teacher once a week to review current projects and receive feedback. New writing is due on a weekly basis.

Prerequisites and Requirements: Students must have taken Creative Writing and Portfolio Development and secured the approval of the teacher.

UPPER SCHOOL

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MATHEMATICS The mathematics department at Gill St. Bernard’s School 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 are able to 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 everchanging 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 problem is never sufficient. A well-organized, clearlyarticulated 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 challenge and opportunity for growth and advancement. The curriculum is efficient, challenging and responsive to the demands students face in college and beyond.

ALGEBRA I

9th Grade

UPPER SCHOOL

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

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9th or 10th Grade

ALGEBRA II AND TRIGONOMETRY The full-year Algebra II and Trigonometry course follows Geometry in GSB’s math curriculum. Main topics of study include discrete math (i.e., sequences, counting theory and probability); a robust study 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) in order to find and verify their solutions. Visualization of concepts is emphasized throughout the course. Students make sketches by hand or through the use of technology (graphing calculators and online tools) regularly in order 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 Pre-calculus. 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 the recommendation of the teacher.

PRE-CALCULUS 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; and completing arithmetic and geometric series. 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. In addition, the conic sections are discussed in detail and 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

This course surveys the areas of mathematics that constitute prerequisite skills for the study of calculus. The first part of the course is the study of functions: algebraic; trigonometric; exponential and logarithmic. The second 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.

UPPER SCHOOL

HONORS PRE-CALCULUS

Prerequisites: Grade of B+ or better in Algebra II and Trigonometry and competitive SAT or ACT scores or permission of the teacher. Students are usually sophomores or juniors.

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HONORS CALCULUS 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 in order 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: Pre-calculus

ADVANCED PLACEMENT CALCULUS AB 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 multirepresentational 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 B+ or better in Honors Pre-calculus, or a grade of A- or better in Pre-calculus.

ADVANCED PLACEMENT CALCULUS BC 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.

UPPER SCHOOL

Prerequisites: Successful completion of AP Calculus AB and recommendation from a teacher.

STATISTICS Using both a theoretical and experimental approach, this course 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 on a quarterly basis. Emphasis is placed on the use of technology (graphing calculators, Google Docs, Excel, statistical applets and basic statistical software).

Prerequisite: Algebra II and Trigonometry.

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FOUNDATIONS OF MATHEMATICAL ANALYSIS Open to juniors and seniors, this advanced elective course provides an introduction to the underlying structures of mathematics. Students recreate the real number system mathematically, beginning with logic concepts and set theory. Students develop the mathematics of axiomatic systems and then work their way from the natural numbers to the rationals, finally introducing Dedekind cuts to complete the real number system. The class then explores some of the idiosyncrasies and curiosities of number theory; the course concludes with an investigation of Cantor’s work with different infinities. This is a sophisticated mathematics course that requires strong analytical skills and a lively interest in stepping outside the traditional bounds of algebra and geometry.

Prerequisites: Completion of, or concurrent enrollment in, Honors Pre-calculus.

ADVANCED MATH SEMINAR Open to juniors and seniors, this advanced course considers discrete mathematical topics that address real-world issues. Major topics include mathematics in social choice, management science and fractals. Students explore voting theory, the fair division, paths and circuits, the traveling salesman problem, networks, the mathematics of scheduling and fractal geometry. In this project-based course, students must be capable mathematicians with strong analytic skills and clear-sighted intuition into mathematical systems.

Prerequisites: Completion of, or concurrent enrollment in, Honors Pre-calculus.

UPPER SCHOOL

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HISTORY The motto of Gill St. Bernard’s, Schola mundus est or “the world is our classroom,” informs the History Department in its effort to help students understand the world, using a 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.

History courses at GSB are designed to 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 his/her 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

UPPER SCHOOL

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 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.

Resources: World History (Ellis et alia), Ann Jaramillo’s La Linea, Ishmael Beah’s A Long Way Gone: Memoirs of a Boy Soldier; Marjane Satrapi’s Persepolis: The Story of a Childhood; Jared Diamond’s Guns, Germs, and Steel; and John Green’s Crash Course World History/Big History. Web resources include Big History; David Christian’s This Fleeting World; World History for Us All (San Diego State University); and Reading Like a Historian (Stanford History Education Group).

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.

Resources: United States History (Emma Lapsansky-Werner). The course text is supplemented with primary sources, films and documentaries. Summer reading: Narrative of the Life of Frederick Douglass, an American Slave.

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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 freeresponse 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: Comparative World Cultures, or a grade of A- or better in a previous history course.

DEBATING SOCIAL ISSUES

11th or 12th Grade

This course is a unique full-year offering in which students research and debate social issues that shape the world in which they live. The course uses self-directed 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 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.

Resources: A variety of resources are used to bring about informed opinions, including databases (EBSCO, ProQuest and The New York Times) and articles from the general press. Additionally, the Opposing Viewpoints Series is used to help students build their arguments.

11th or 12th Grade

This year-long course will examine the fundamental aspects of the United States government focusing on the three branches of government and how each functions. Students will be engaged 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.

UPPER SCHOOL

US GOVERNMENT AND THE CONSTITUTION

Topics to be covered 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 affairs of our state, local and federal government.

Current events are analyzed to examine how the constitutional powers of our government have 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.

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ADVANCED PLACEMENT UNITED STATES GOVERNMENT AND POLITICS

11th or 12th Grade

This course provides students with an analytical perspective of government and politics in the United States.

Students taking the course should be familiar with the various institutions, groups, beliefs and ideas that constitute 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 pertaining to 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 United States government and politics.

Resources include American Government (Wilson and Dilulio) and American Polity (Serow and Ladd, editors).

Primary sources include the Declaration of Independence, the United States Constitution, Bill of Rights, The Federalist Papers, and Supreme Court decisions.

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

ADVANCED PLACEMENT HUMAN GEOGRAPHY

11th or 12th Grade

This intensive course prepares students for the AP exam and introduces them to the systematic study of the spatial patterns and processes that have 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.

Resources include Human Geography: People, Place, and Culture (DeBlij, Murphy and Fouberg) and Tim Marshall’s Prisoners of Geography. Articles from newspapers, magazines and databases are also used as supplemental readings for the course in order to enhance understanding and to connect what we are learning to current events.

UPPER SCHOOL

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.

ADVANCED PLACEMENT MICROECONOMICS

11th or 12th Grade

This course provides students with the skills and knowledge necessary to understand and analyze key 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.

Resources include Krugman’s Economics for AP (Ray and Anderson) and Scarcity: Why Having Too Little Means So Much (Senhil Mullainathan and Eldar Shafir).

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.

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ADVANCED PLACEMENT EUROPEAN HISTORY

11th or 12th Grade

This challenging course surveys European political, social, economic and cultural history from the Renaissance to the present. Course goals include understanding principal themes of modern European history, effectively analyzing historical evidence and expressing that understanding and analysis effectively in writing. This course includes history both as content and as methodology. 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 note-taking and annotating; clear and precise written/oral expression; and the ability to weigh evidence and reach conclusions on the basis of facts.

The content 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 help to focus 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 an 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 teenage 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.

RACE, CLASS AND GENDER

11th or 12th Grade

This semester-long course explores the construction and intersection of race, class and gender in society while establishing a safe space for students to have meaningful conversations about these topics. Students begin to understand that race, class and gender are socially constructed, and that social order is shaped by these classifications, which often lead to sexism, classism and racism in contemporary, industrialized, media-influenced societies. Students are challenged to think seriously about how they can become more active participants in social change, while thinking concretely about what is needed for individuals and institutions to eradicate stereotyping and prejudices. The classroom is the testing ground, and acknowledgment of personal history is relevant to all meaningful dialogue and assignments.

Required readings include Race, Class, and Gender in the United States: An Integrated Study Paula S. Rothenberg, editor) and Daniel Woodrell’s Winter’s Bone. This course also utilizes a variety of sources in which to explore society— theories of academia, novels, documentaries, media, and popular culture, including music, television and film.

UPPER SCHOOL

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.

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URBAN SOCIOLOGY

11th or 12th Grade

This semester course provides students with an understanding of cities, their origins, the nature of urban life and its diversity. Of special importance are the intersection of race, class and gender, and their influence on the conditions and problems that are unique to urban life. Topics of study include the creation of social inequality, political power, policing, education, housing and gentrification. Once students have a basic understanding of the composition and characteristics of the modern urban landscape, they explore these aspects of the city and how they influence social policy.

Resources include The Urban Sociology Reader (Jan Lin and Christopher Mele, editors) and Wes Moore’s The Other Wes Moore: One Name, Two Fates. This course also uses a variety of resources—theories of academia, novels, documentaries, media and popular culture, including music, television and film.

HISTORY OF ANCIENT GREECE

11th or 12th Grade

In this semester course, students will learn about aspects of life in the ancient world, including culture, daily life, history, literature, and art. This course will focus on the ancient Greek civilization and will include the way this culture shaped the Western world throughout history. Lessons will be developed through assigned readings, both primary (in translation) and secondary sources; modern representations and adaptations of these cultures; and involved class discussions. Students will be introduced to this culture through as many primary sources as are applicable, and supplemented with modern studies. All aspects of these cultures will be 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

UPPER SCHOOL

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 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.

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SCIENCE AND TECHNOLOGY 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 in its students 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

• 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 • are able to discuss scientific breakthroughs • apply the virtues of a scientific education to become better citizens of the world • think innovatively • assimilate technological breakthroughs and developments into a cogent, comprehensive mindset

9th Grade

This course is designed to provide students with an understanding of—and appreciation for—physics, while preparing them for higher-level 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. This sets the stage for facing challenges in engineering.

UPPER SCHOOL

INTRODUCTION TO PHYSICS

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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 fully comprehend the various mathematical constructs used to underpin theory. The second goal of the course is teach and/or reinforce higher-order problem-solving skills. Students advance toward the second goal through the mathematical manipulation of previously acquired theories and formulas.

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 computerized 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.

UPPER SCHOOL

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, precision of measured values and the use of logarithmic and exponential relationships. Multi-level problemsolving 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 mattercharacteristics, 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 a grade of A+ in Introduction to Physics.

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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 non-Mendelian 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 a grade of A- or better in Chemistry.

ADVANCED PLACEMENT BIOLOGY

11th or 12th Grade

This course is the equivalent of 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 is broken into “Four Big Ideas� identified by the College Board: evolution, cellular processes, genetics and information transfer, and ecology.

Laboratory experience is an essential part of this course. 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 two parts: a guided inquiry with prescribed steps, and a subsequent student-proposed laboratory investigation based on the initial inquiry.

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

10th, 11th or 12th Grade

In this 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.

UPPER SCHOOL

ANATOMY AND PHYSIOLOGY (FIRST AND SECOND SEMESTER)

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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 class will research, study and discuss these emerging technologies and their effect on the way that we view the world.

HONORS ENVIRONMENTAL SCIENCE

11th or 12th Grade

This course looks at the natural world and the ways in which 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.

Prerequisite: Grade of B+ or better in a previous science course.

ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE

11th or 12th Grade

This course looks at the natural world and the ways in which 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.

UPPER SCHOOL

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.

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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.

ASTRONOMY

10th, 11th or 12th Grade

This course introduces students to the vast and rapidly growing body of knowledge about our universe, its origin, composition and likely evolution. Since humans first gazed upon the night sky, several core questions have driven the study of astronomy: How did the cosmos come into being? What are the unique conditions that give our universe its present form? What lies beyond our home planet? and How might we apply what we learn about the universe in practical ways? This course examines those questions through exposition, experimentation and independent research (including computer-based learning and extensive Internet exposure).

The course begins by considering the structure and scope of solar systems and galaxies. Other units of study include the history of astronomy; the tools used by astronomers; and the formation, structure and evolution of stars, from nebulae to supernovae. Also, a number of unusual features of the universe, from quasars to black holes are examined.

In addition to preparing research papers and presentations, students are required to build and maintain a personal blog site dedicated to astronomy. In their blogs, they will reflect on recent advances and discoveries made by astrophysicists and present the most current evidence on dark matter, the multiverse, extra-solar planetary discoveries and other topics. As part of the blog, students will critically evaluate the research they present, assessing its scientific importance, validity and impact on the field.

ADVANCED PLACEMENT PHYSICS

11th or 12th Grade

This course is a response to the format changes made by the College Board in 2014 and is based on “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 in order 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 considered 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 will fully prepare them for the AP Physics II test.

INTRODUCTION TO ROBOTIC ENGINEERING:

10th, 11th or 12th Grade

Resources include The Robotics Primer (MIT Press).

ROBOTIC ENGINEERING II

UPPER SCHOOL

Students in this semester course are introduced to the principles, history and social implications of robotics. The course provides 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 deeper understanding into 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 trade-offs; 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.

10th, 11th or 12th Grade

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 Introduction to Robotic Engineering. An advanced robotics topic is chosen and 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 gear box.

Students use design data to perform engineering calculations to lift a weight using a motor and gears. Using Arduino micro-controllers, they will further explore a range of sensors and how they interface with robotic control systems.

Prerequisite: Introduction to Robotic Engineering

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ANIMAL SCIENCE

10th, 11th or 12th Grade

Students in this class learn about a broad range of animal science topics. Through visits and labs at our Home Winds campus, students study the feed and management of livestock and learn about animal nutrition, growth, health, behavior, reproduction and genetics. Additionally, they gain an understanding of practical commercial applications, such as food formulation, disease prevention, artificial insemination, genetic selection and crossbreeding systems.

Students also gain hands-on experience gathering and processing products from animals. The products include wool, mohair, cheese, bees wax, honey and meat. In addition to hands-on experience with the animals, students learn about other biological principles in animal behavior including, circadian and 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 and work collaboratively with each other during laboratory experiments, animal observations, and farm product production.

NUTRITIONAL SCIENCE

11th or 12th Grade

UPPER SCHOOL

Every week there is a new study that debunks some old nutritional knowledge or reveals a new relationship between our food and our health. This course will focus on the scientific basis for these claims as well as examine the role food plays in our growth and development. To understand the components of food – proteins, carbohydrates, lipids, etc., it is essential to examine the chemical make-up of those complex molecules. The discussion of food, culture, and the distribution of many of the world’s staple crops will also be a component of this class. Nutritional requirements, along with the chemistry of digestion, play an integral part of understanding the role food plays in our lives.

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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

INTRODUCTION TO PROGRAMMING Students in this semester-long elective 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.

ADVANCED PROGRAMMING This second-semester elective course is designed for students who have prior understanding of computer programming and are interested in learning more sophisticated, object-oriented languages. Through an introduction to Java, students 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.

ADVANCED PLACEMENT COMPUTER SCIENCE

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 prepared 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 prior understanding of computer programming, wish to deepen their understanding of Java, and plan to take the AP exam in the spring.

Prerequisites: Advanced Programming, and Algebra II and Trigonometry or approval of the teacher.

UPPER SCHOOL

Prerequisite: Introduction to Programming or approval of teacher.

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ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES

10th, 11th or 12th Grade

The AP Computer Science Principles course is designed to be equivalent to a first-semester introductory college computing course. The content of the course is organized around seven themes: creativity, abstraction, data and information (Big Data), algorithms, programming, the Internet, and global impact. This course is appropriate for both 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 is for students in Grades 10–12 and can serve as the prerequisite for AP Computer Science A (Java).

Prerequisite: Introduction to Programming or approval of the teacher.

COMPUTER-AIDED DESIGN (CAD) This semester-long elective is offered to students who are interested in learning computer-aided design for school-related assignments or personal projects. Architects, mechanical engineers, electrical engineers, landscape designers, interior designers and a host of other professionals have used CAD in recent years to plan, organize and visually communicate their ideas to others. Students in this course explore design principles and the production process needed to develop high-quality CAD documents and renditions. Students first learn to create blueprints, floor plans or schematics of their designs. Attention to detail, precision and accuracy are emphasized. These two-dimensional designs are then converted into three-dimensional renditions using SketchUp. Working both individually and in groups, students develop an understanding of the technology and related design principles needed to produce a variety of CAD-based projects.

WEB PAGE DESIGN

UPPER SCHOOL

Students in this semester-long course learn to plan, design and code effective Web pages using basic and advanced features of Hyper-Text 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 Flash.

Throughout the course, students use an HTML editor and conversion programs for some tasks, and also work directly with HTML. This is a project-based class, and students are evaluated on their performance in a series of increasingly sophisticated projects.

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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 necessary for the task, how to resize photographs 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.

FILMMAKING This class, which may be taken as a semester or yearlong course, introduces digital filmmaking. The creative process is examined through an analysis of story narrative, lighting, sound and camera placement. Technical processes are also examined, as students learn editing techniques, the use of filmmaking equipment and storyboarding. The class is built primarily around production learning; it is experientially based and includes many hands-on projects. Although a majority of class and homework time is spent creating films, students also study theory, read and discuss pertinent articles and view independent shorts and Hollywood features produced by other filmmakers—both famous and unknown. In the spring semester, the class may have a mix of first-time and returning students. First-time filmmaking students proceed through the material as outlined above; returning students, who have successfully completed one semester, work on projects as arranged by the teacher.

UPPER SCHOOL

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WORLD LANGUAGES Gill St. Bernard’s School offers students the opportunity to study Latin, French, or Spanish. In order 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 tests and recommendations from prior teachers, students are placed in an appropriate level of language study.

The diagnostic exams are largely based on reading and writing and focus on assessing language comprehension and production. Students may also be assessed on their oral proficiency for French or Spanish placement.

UPPER SCHOOL

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 proficiency through an integrated process of listening, speaking, reading and writing. Linguistic proficiency is increased through the use of 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. In addition, students who wish to undertake or to continue 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 listening, speaking, reading and writing and provides an understanding of basic grammatical structures and patterns of communication. Students acquire functional vocabulary and conversational skills in this communication-based course, laying the foundation for future language study. The class requires students to be active participants; conversational skills are enhanced through cooperative learning activities and learner-centered instruction in the classroom. Many opportunities for creative expression are provided through the use of listening, speaking, reading and writing activities.

Building and maintaining a core vocabulary provides a critical foundation as students move toward 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 art, business, customs and holidays, family life, food and literature.

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Resources include the Avancemos 1 series (Holt, McDougal), which comprises a text and practice workbook.

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, including compositions, essays, skits and journal entries.

Resources include the Avancemos 2 series (Holt, McDougal), which comprises a text and practice workbook.

Prerequisite: Spanish I or equivalent.

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. Continuing to build on the vocabulary, grammar and conversational skills developed in earlier courses, students increase their proficiency in the language. 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 Avancemos 2 series (Holt, McDougal), which comprises a text and practice workbook.

Prerequisites: Grade of A- or better in Spanish I and recommendation of the teacher.

SPANISH III This course continues to review and 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. Regular small-group 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, students participate in class discussions and learn to think critically in the target language. Thematic topics include the outdoors, community service, the environment and professions. Grammar topics that are reviewed and introduced include 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 Avancemos 3 series (Holt, McDougal), which comprises a text and practice workbook.

Prerequisites: Spanish II or recommendation of the teacher.

This course continues to review and 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 the outdoors, community service, the environment and professions.

In addition, fragments of Hispanic literature are discussed and analyzed. Grammar topics that are reviewed and introduced include the present tense, preterite and imperfect tenses, future tense, 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.

UPPER SCHOOL

HONORS SPANISH III

Resources include the Avancemos 3 series (Holt, McDougal), which comprises a text and practice workbook.

Prerequisites: Spanish II and recommendation of the teacher.

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SPANISH IV In this course, 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 learner-centered 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 the Avancemos 4 series (Holt, McDougal), which comprises a text and practice workbook.

Prerequisite: Spanish III

HONORS SPANISH IV In this course, 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 learner-centered instruction help students improve their linguistic proficiency. Assessments and linguistic tasks follow the format of the Spanish AP language test, further preparing students for success at the AP level.

Resources include the Avancemos 4 series (Holt, McDougal), which comprises a text and practice workbook.

Supplemental AP materials are also used.

Prerequisites: Grade of A- or better in Spanish III and recommendation of the teacher.

SPANISH CONVERSATION AND CULTURE This course focuses on communication skills and oral proficiency in Spanish. Through the study of history, literature, music, film, art and current events, students are able to 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: Conversaciรณn y Repaso, Civilizaciรณn y Cultura; and excerpts from Literatura y Arte (Cengage Learning).

Additional literary and current events resources are also used.

UPPER SCHOOL

Prerequisites: Spanish IV.

ADVANCED PLACEMENT SPANISH LANGUAGE AND CULTURE

11th or 12th Grade

This rigorous and challenging course emphasizes the use of authentic Spanish for active communication and allows students to reach advanced levels in their oral, aural, reading and writing skills. Additionally, the course engages students in literary analysis, cultural studies and discussions of current events around the world. Using authentic resources, including digital newspapers, podcasts, the Internet, radio and television, students work toward mastery of the Spanish language. Faculty and students use Spanish exclusively in class.

Resources include the AP Spanish: Preparing for the Language and Culture Examination, Una vez mรกs (grammar book), and ร lbum (literature book). Other AP supplemental material is used.

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

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FRENCH I This course introduces students to French language and culture. Students develop skills in the four language modalities: speaking, listening, reading and writing. Emphasis is placed on meaningful oral communication as well as 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. In addition, 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 which 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.

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

Prerequisite: French II

Students in this course 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.

UPPER SCHOOL

FRENCH IV

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

Prerequisite: French III

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FRENCH V CONVERSATION AND CULTURE

11th or 12th Grade

This course, open to students who have completed four years of French, 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 include excerpts from various novels, historical writings and poems.

Prerequisites: French IV and recommendation of the teacher.

ADVANCED PLACEMENT FRENCH LANGUAGE AND CULTURE This course further develops 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. In addition, literary analysis and proficiency skills are stressed for those students preparing for College Board Subject tests or AP exams.

Resources include 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 teacher.

LATIN I This course introduces students 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 is incorporated into the course and helps students connect the language and culture of the Romans to our own.

UPPER SCHOOL

LATIN II Students in this course 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. Upon completion of the course, students have a thorough understanding of the declensions of nouns, the conjugations 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: Latin I

LATIN III Students in this course continue the study of Latin grammar and vocabulary, translate increasingly complex material, and further their exploration of Roman culture and society. Complex Latin sentence constructions are examined, and the study of Latin grammar includes the complete verb synopsis and full declensions of nouns and adjectives. Students increase both their Latin and English vocabularies with the additional study of derivatives.

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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. Textual analysis is essential and accompanies the literal translation through careful parsing of prose and poetry. Students also continue to deepen their appreciation of the legacy of Greco-Roman civilization in contemporary society.

Prerequisite: Latin II

LATIN IV Roman poetry is a diverse and exciting field, and in this course, students have the opportunity to read Catullus, Ovid, Horace and Vergil. In addition to translating, students are expected to analyze Roman literature, paying special attention to the ways in which Roman poets address the political systems, social problems and other issues of their time. Students discuss and analyze other aspects of Roman culture, including the ways in which modern scholars continue the study of Rome and how the ancients looked at their own lifetime and history. Additional pre-AP level work may be completed.

Prerequisite: Latin III

LATIN V Latin V concentrates on the translation, analysis and interpretation of Vergil’s epic poem the Aeneid and Caesar’s commentaries De Bello Gallico. The technical aspects of vocabulary and syntax are essential for accurate, literal translation and understanding, but emphasis is also placed on the contemporary history and culture of Rome as influences upon the authors and their works. Students discuss the works’ major themes and motifs, as well as relevant topics of Roman literary, cultural, social and political history. Latin V completes much of the syllabus of AP Latin at a slower pace.

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.

WORLD LANGUAGES INDEPENDENT STUDY Students who wish to undertake or to continue 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.

UPPER SCHOOL

Prerequisite: Grade of A- or better in Latin IV and recommendation of the teacher.

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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, Portfolio Development, Sculpture, Studio Art, AP Studio Art: 2-D Design, and Woodworking. The Upper School Fine Arts program creates a challenging and diverse learning environment for developing studio-based 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. In addition, 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 through the use of a variety of art tools and materials. With an emphasis on studio production, this course develops higherlevel 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 skills necessary for more advanced art courses.

UPPER SCHOOL

CERAMICS

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This course introduces hand-building, sculpting, slab-work and wheel-throwing. Students learn the technical processes involved in forming and firing. This course is designed to teach students several methods of handbuilding pottery, as well as throwing on the potter’s wheel. Students also learn about various sculptural techniques and have the opportunity to create sculptures in clay. The course covers types and methods of glazing, so students are able to choose glazes that will enhance the final outcome of their piece. Class presentations, topics and critiques are designed to give students a better understanding of aesthetics and history and to increase a student’s visual literacy and problem-solving abilities. Basic glaze and clay chemistry and physics are also covered. These techniques are explored in the context of ceramic art historically and in its contemporary concerns. Students learn how to work with clay as well as other materials, ceramic tools and equipment. Students are expected to respect basic safety procedures in the ceramics classroom as they learn a variety of sculpting and hand-building techniques.

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 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 actually 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 Photography is a semester-long course in which students create pictures and maintain digital photography labs and weekly journals. Basic photography is introduced early in the course. Students are taught the history of photography, digital printing, camera function and photographic techniques. As the course progresses, students are exposed to more advanced aspects of lighting, composition and subject matter. Additionally, creative and experimental photography allow students to explore the use of photography as a documentary and artistic medium. All of 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.

In this semester-long course, students enhance their skills as photographers. Students are taught an expanded range of digital printing, camera function and photographic techniques. As the course progresses, students are exposed to more advanced aspects of lighting, composition and subject matter. Additionally, creative and experimental photography allow students to explore the use of photography as a documentary and artistic medium. All of 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. In Advanced Photography, students undertake increasingly challenging and sophisticated projects.

UPPER SCHOOL

ADVANCED PHOTOGRAPHY

Prerequisites: Photography and use of an SLR digital camera.

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SCULPTURE This semester-long 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 art works, 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 This semester-long 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. Students learn about 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 discussed with an emphasis on understanding their use in different applications. This course emphasizes the use of mathematics and helps teach collaboration and problem-solving.

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 semester-long 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

UPPER SCHOOL

PORTFOLIO DEVELOPMENT 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. Throughout this course, students work on observational drawing and painting, exploring a range of styles, media and subject matter. Strong pieces of work reflecting careful observation, technique and skill are completed in class through direct observation. Students also expand their range of contemporary subjects, styles and techniques. They are introduced to a variety of traditional and contemporary artists, and learn to write and speak critically about artwork. When each piece is completed, students photograph their work and save it in digital form. 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

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PORTFOLIO II This is a yearlong course that builds upon the student’s technical skills, advances the development of the student’s personal aesthetic and empowers the student to gain confidence in the personal direction of his/her work. More advanced technical drawing, painting and printmaking are emphasized in the first semester. In the second semester, a body of personally driven work is inspired by research on selected artists. Students are encouraged to attend National Portfolio Day, visit galleries and museums and college collections on their own, and participate actively in the artistic community. They are encouraged to carry sketchbooks with them as much as possible and to document all that inspires them. They are also encouraged to work in the studio after school or during free periods, when appropriate.

Prerequisite: Portfolio Development

ADVANCED PLACEMENT STUDIO ART: 2-D DESIGN

11th or 12th Grade

In this course, motivated art students work on portfolios to submit for college admission, scholarships and the AP exam. Within the AP Studio Art class, students can use any 2-D medium. Portfolios may consist of a single medium or combine work from different disciplines such as photography, art and design, and computergenerated art.

The Quality section allows the student to select the works that exhibit his/her “best” examples of synthesizing form, technique and content. Students may include artwork previously done in other studio art classes as part of submitting the required portfolio. The Concentration section asks students to demonstrate depth of investigation and process of discovery. The Breadth section asks students to demonstrate an understanding of the principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and figure/ground relationship) while showing evidence of conceptual, perceptual, expressive and technical range.

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

GRAPHIC DESIGN

10th, 11th or 12th Grade

This course introduces the interaction of text and image and the fundamental components of graphic communication. Students will 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 will be 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.

UPPER SCHOOL

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).

Additional courses in the Fine Arts may be found in the Computer Science section of the Curriculum Guide and include Computer-Aided Design (CAD), Web Page Design, Desktop Publishing and Filmmaking.

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PERFORMING ARTS Upper School performing arts courses encourage active experimentation, which contributes to the development of skills such as creativity, problem-solving, critical thinking and collaboration. 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. In addition, 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 an interest in the creation of dramatic and musical works.

CONCERT CHOIR Concert Choir can be taken as a one-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. Prior to 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 additional events throughout the year, including Commencement and admission open houses. In addition, those enrolled in Concert Choir are invited to audition for three extracurricular choirs, The Knight Brigade (boys), The Knightingales (girls) and Knight Voices (mixed). Students are also eligible to audition for an advanced vocal ensemble, The Gillharmonics. These groups meet Wednesday evenings and focus on more sophisticated musical works.

UPPER SCHOOL

MUSIC THEORY This is a yearlong course designed to acquaint students with the fundamental elements of music notation and musical analysis. In the first few weeks, basic concepts of notation, rhythm and meter are introduced or reviewed so that all class members are able to understand and use the same language. When these concepts are mastered, students examine scales, key signatures and intervals followed by the study of chordal and contrapuntal harmony and analysis. By the end of the first semester, students are introduced to writing and analysis of species counterpoint, which continues into the second semester, followed by functional harmonic analysis and four-part chorale writing. Though the bulk of music theory is rooted in the study of compositional techniques developed in Europe during the common practice era, students also learn about modern pop and jazz notation as it relates to topics encountered throughout the course. This course is for any performer or music-lover interested in gaining a much deeper understanding of how music works.

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. 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.

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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, and independent classroom activity with a concentration on specific material of the student’s choice. Students in the course select a one-act play or a single act from a play for public performance.

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. Largely based on the Meisner technique, the Advanced Acting class develops more thoughtful actors who can portray multidimensional characters. Students explore such Meisner-based concepts as the “independent activity,” the “moment before” and the “character backstory.” The final exam in this class is the performance of a one-act play before members of the Upper School.

Prerequisite: Acting II

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 class is a culmination of what students have learned in Acting I and II. Prerequisite: Acting II

STAGECRAFT

UPPER SCHOOL

This semester-long course gives students the opportunity to participate in the construction of costumes, sets and props for the Upper School fall play and the spring musical productions. Students are taught basic safety and the proper use of the equipment found in the scene shop, costume shop and prop shop, including, but not limited to, sewing machine, serger, table saw, circular saw, drill and pneumatic nailer. In addition, students are given instruction in proper painting technique, understanding clothing patterns, and reading ground plans and elevations. Students are graded on participation and mastery of the skills taught within the context of working on the various productions.

THEATER 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 major 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. In addition, 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 a particular era, and how it affected the works that followed.

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DISTINCTIVE COURSEWORK NINTH-GRADE SEMINAR

9th Grade

Ninth-Grade Seminar is a transitional class meant to guide students from Middle School into the rigors of high school learning. Seminar teaches the skills necessary to achieve academic success and “Survive and Thrive in High School.” Methods of studying previously used in Middle School are enhanced as students gain new tools to be successful at this academic level. Time management, organization, note-taking, graphic organizers, test prep, and test-taking strategies are a few of the executive and study skills covered. Seminar focuses on exposing students to different learning tools and exploring varied learning styles to maximize an individual’s learning process. In conjunction with the Learning Specialist, students are exposed to the Theory of Multiple Intelligences, and after taking a personal learning assessment, spend two weeks exploring all eight learning styles. One key aspect of the class is “self-evaluation and reflection”; the more you learn about yourself, the more successful you can be as a student. Another significant part of Ninth-Grade Seminar is the research project based on the book A Guided Inquiry Approach to High School Research, culminating with a speech. Public speaking, technology efficiency, health and wellness, cultural competency and diversity, character education, media literacy, financial literacy and collaborative learning are other learning objectives.

This course is uniquely designed in part to provide all ninth-grade students with skills that will translate into successful performance in all areas of academic study and personal growth.

TENTH-GRADE AMERICAN STUDIES RESEARCH PROJECT

10th Grade

UPPER SCHOOL

Under the direction of the English Department, all students in tenth-grade English (American Literature or Honors American Literature) write an 8- to 10-page research paper on a topic relevant to American studies and culture. Students focus on some aspect of the works of American painters, photographers, poets, architects, essayists, musicians, or larger cultural movements or phenomena. Over three months, students engage in a comprehensive process of research writing. Starting with library research to generate topics and an introduction to database research by the research librarians, students work with their teacher to evaluate the viability of their proposed topics and sources. After students submit proposals for their projects, they complete and hand in two sets of 10-page notes, an outline and two complete drafts of their paper. At least once a week, 45 minutes of class time are devoted to the research project, often in the Library. Students receive extensive teacher feedback at every step in the process. Additionally, classmates provide feedback during workshops and peer reviews. During in-class workshops, students are given formal instruction in all of the following: · Understanding what constitutes text · Taking notes · Integrating sources into their writing · Working with contradictory sources · Documenting sources · Crafting a thesis statement · Crafting a works cited page · Structuring their paper

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FOUNDATIONAL ENGLISH FOUNDATIONAL ENGLISH: VOCABULARY AND GRAMMAR Intended for students for whom English is not their first language, this yearlong course builds a strong foundation of vocabulary and grammar for coursework in other subject areas, independent reading and daily life. This course examines word formation; words and grammar; functions, such as connecting and linking; concepts such as time and distance; and varieties of English. Students are also exposed to additional vocabulary through reading articles on related topics. Finally, students practice and demonstrate their mastery of vocabulary and grammar by writing sentences and paragraphs, and engaging in oral discussions and presentations.

Resources include Cambridge Vocabulary in Use (Cambridge University Press) and Sadlier-Oxford Vocabulary Workshop textbooks.

FOUNDATIONAL ENGLISH: LITERATURE AND WRITING This yearlong course teaches students to analyze classic literary works and write multi-draft essays of various forms.

Intended for foundational-level English students in the International Student Program, this course is designed to prepare students to read high-school level literary works comfortably, effectively, efficiently and at a moderate rate.

Emphasis is placed on the analysis and evaluation of both form and content, pre-reading strategies, active and critical reading and vocabulary development. In addition, students learn the use of basic literary elements and how to identify them in literary works. This course also addresses academic writing, helping students compose and edit effective and well-structured literary analysis essays.

Resources include Paul Fleischman’s Seedfolks, Tennessee Williams’ The Glass Menagerie, Larry Watson’s Montana 1948 and Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian.

INTERMEDIATE ENGLISH: VOCABULARY AND GRAMMAR

Resources include Vocabulary Workshop Levels A, B, and C (Sadlier-Oxford), Quizlet online flashcards, Vocabtest. com, Englishpage.com, selected TED Talks and articles on related topics.

UPPER SCHOOL

This yearlong course prepares students to build a strong foundation of vocabulary and grammar. Using the Sadlier-Oxford Vocabulary Workshop series, students focus on learning and using common vocabulary words.

Additionally, students are exposed to other vocabulary through articles and free choice novels. The primary goal is for students to develop the habit of learning definitions and word usage in English, rather than translating to the counterpart in their native languages. Various grammar topics are covered, including sentence structure, mechanics, agreement, modifiers and prepositions. Students focus on composing grammatically correct sentences and paragraphs, both orally and in written work. Finally, students practice and demonstrate their mastery of vocabulary and grammar by writing sentences and paragraphs and engaging in oral discussions and presentations.

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INTERMEDIATE ENGLISH: LITERATURE AND WRITING Intended for intermediate-level English students, this course prepares international students for reading high-school level material effectively and efficiently. In this yearlong course, students analyze classic works of literature and write various forms of multi-draft essays. Specific approaches to reading literary works are taught in modern English and are free of heavy dialect. Emphasis is placed on the analysis and evaluation of both form and content, as well as on pre-reading strategies and vocabulary development.

Writing instruction is at the heart of this course and students are expected to read, research, discuss and work both collaboratively and independently as part of the writing process.

UPPER SCHOOL

Resources include Introduction to Academic Writing (Longman) as a guideline for incorporating various grammatical components in students’ writings and for developing a few commonly used types of essays in high school. Students gain exposure to modern poetry through Kenneth Koch and Kate Farrell’s Sleeping on the Wing and through writing poems of simple format. Other readings include Chinua Achebe’s Things Fall Apart, Edith Wharton’s Ethan Frome and Kate Chopin’s The Awakening.

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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 34 teams in 14 different sports. The school holds memberships in the Skyland Conference as part of the New Jersey Interscholastic 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 Winter: basketball, fencing, winter track Spring: golf, lacrosse, softball, track and field BOYS’ TEAMS Fall: cross country, soccer Winter: basketball, fencing, winter track Spring: lacrosse, baseball, golf, tennis, track and field COED TEAMS Winter: ice hockey, swimming, cheerleading

UPPER SCHOOL

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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 Grades 9 through 12 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 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.

UPPER 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 some testing), whereas more intensive counseling is provided in the junior and senior years. Students are encouraged to attend pertinent evening programs 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 given a list of appropriate college options and receives assistance completing applications in the senior year.

Lead counselors also craft a confidential letter of recommendation for each student.

In senior year, students undertake a number of 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.

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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 extremely high, and the program upholds the school’s mission and core values, which include commitment, compassion, honor and responsibility.

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 Upper School director and/or learning specialist can offer assistance in making contact with outside professionals.

When a student is unable to demonstrate academic progress (see academic expectations in the GSB Student 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 important skill for all students to acquire. Students are encouraged to meet individually with their teachers if problems arise. Teachers are available—by appointment or on 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.

UPPER SCHOOL

Students who require ongoing support in a given subject area or in 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 The School employs two counselors, one full time and one part time. In conjunction with the faculty and Upper School director, the school counselors work to support students within the classroom and in other school settings.

A school counselor may also present relevant information to students, parents, faculty and the GSB community on a range of topics.

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Gill St. Bernard’s School – Curriculum Guide 2017-2018

ADMINISTRATION Sid Rowell Head of School Trinity College, B.A., M.A. Irene Mortensen Director of Studies Language Arts/English Vassar College, A.B. Columbia University, M.A. Honor Taft Lower School Director Hobart & William Smith Colleges, B.A. Bank Street College, M.S. Columbia University, M.Ed. Kyle Armstrong Middle School Director Trinity College, B.A. Lesley College, M.Ed. Susan Petrone Upper School Director Science & Technology Haverford College, B.S. University of Massachusetts, M.Ed. Kerri Ann Small Director of College Guidance Upper School English Drew University, B.A., M.Litt.

David Pasquale Dean of Student Life University of Notre Dame, B.S.

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Tim Davis Athletic Director Monmouth University, B.S., M.A. The College of New Jersey, M.A., M.Ed. Joan Mruk Director of Technology Upper School Computer Science Centenary College, B.S. Pennsylvania State University, M.Ed. Sarah Rowland Director of Admission & Financial Aid Denison University, B.A. Tracey Goodson Barrett Director of Diversity & Multicultural Affairs Cornell University, B.A. James Diverio Director of Development Drew University, B.A. Allyson B. Daly Director of Communication & Marketing University of New Haven, B.A., M.B.A. Stephen Graham Chief Financial Officer New York University, B.A. Fairleigh Dickinson University, M.B.A.

Kristen Armstrong Upper School Head Librarian Cornell University, B.A. Syracuse University, M.L.S. Cornelius Arnett IV ’11 Middle School and Upper School Fine Arts Rochester Institute of Technology, B.F.A. Alana Baer ’03 Middle School Science Lehigh University, B.S. Donna Bednarsky Lower School Physical Education University of Connecticut, B.A. Tony Bednarsky Middle School Social Studies Shippensburg University, B.A. Karen Blair Associate Director, College Guidance Rutgers College, B.A. Rutgers School of Law, Newark, J.D. Macada Brandl Upper School World Languages College of William and Mary, B.A. Seton Hall University, M. Public Administration Florida State University, M.F.A. Patrick Brennan Upper School Science & Technology College of the Holy Cross, B.A. Ed Brown Mathematics Department Chair College of the Holy Cross, B.A. Carnegie-Mellon University, M.S. Drew Burton Middle School History University of Maryland, B.A. Johns Hopkins University, M.A.T. Seton Hall University, M.A.Ed Donna Butler Middle School World Languages St. Peter’s College, A.A. Allentown College of St. Francis de Sales, B.S. Paul Canada Performing Arts Department Chair Mississippi College, B.M.Ed. Rutgers University, M.F.A.

Lia Carruthers Learning Commons Coordinator Middle School English Grove City College, B.A. Indiana University, Bloomington, M.L.S. Cassie Cascini ’99 Pre-Kindergarten Michael Cascini Upper School History Morris County College, A.A. Richard Stockton University, B.A. Seton Hall University, M.A. Brittany Casser Upper School World Language University of Delaware, B.A. Middlebury College, M.A. Christine Chan International Student Program Advisor Upper School History University at Albany, SUNY, B.A. Bard College, M.A.T.

Gill St. Bernard’s School – Curriculum Guide 2017-2018

FACULTY

Michael Chimes Interim Associate Director of College Guidance Rutgers University, B.A., M.Ed. Jared Ciocco Upper School World Language and History Rutgers University, B.A. Villanova University, M.A. Kathleen Conte Kindergarten Rosemont College, B.F.A. Isabel Corbin Upper School Mathematics Hamilton College, B.A. Cendahl Cornellio-Alter Learning Specialist Pre-K-Grade 8 Seton Hall University, B.S., M.A. George Mason University, M.Ed. Fred Corona Eleventh-Grade Dean Upper School Mathematics Boston College, B.A. Frank Corrado Middle School Mathematics Rutgers College, B.A. City College of New York, M.Ed.

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FACULTY (continued) Allison Czick Upper School Science & Technology Villanova University, B.S. University of Notre Dame, M.A.

Manuel Hercules Upper School Mathematics New Jersey Institute of Technology University, B.S. St. Peter’s University, M.A.

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

Christine Hinkley Upper School Mathematics Pennsylvania State University, B.S.

Jaime Diken Lower School Visual Arts Moravian College, B.A. School of Visual Arts, M.A.T. Kimberly Di Masi Upper School English Cornell University, B.S. Rutgers University, M.Ed. Marilyn Dori Twelfth-Grade Dean Upper School World Language Rutgers University, B.A. Jill Fedon Lower School Music & Technology Computer Education Indiana University of Pennsylvania, B.S. Thomas Gilbert Upper School History The University of Wolverhampton, B.A. The University of Bath, P.G.C.E. Fernando Gomez Upper School English Bucknell University, B.A. Montclair State University, M.A.T. New York University, M.S. Carrie Grabowski Upper School World Languages Princeton University, A.B. Pace University, R.N.M.S. Columbia University, M.S.N. Len Grabowski Upper School Science & Technology Princeton University, B.A. Kean College, M.Ed. Aaron Gratch Lower School Physical Education Caldwell College, B.S. Seton Hall University, M.B.A.

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Kathleen Hiott Upper School History Monmouth University, B.A., M.A. Sarah Isusi Fine Arts Department Chair Maryland Institute College of Art, B.F.A. The University of the Arts, M.F.A. Maryland Institute College of Art, M.A.T. Leo Janas History Department Chair Haverford College, B.A. Harvard Kennedy School of Government, M.P.A. Temple University, M.A., Ph.D. Carrie Johnson Middle School Technology Emerson College, B.A. Lesley University, M.Ed. Julienne Jurken Fourth-Grade Boston College, B.A. M.Ed. Linda Katz Middle School English Rutgers University, B.A. Rutgers Graduate School of Education, M.Ed. Denise Konnor Middle School English Clark University, B.A. Kristina Lasher Preschool—Grade 6 Mathematics Coordinator Middle School Mathematics Swarthmore College, B.A. Arcadia University, M.Ed. Melissa Lewis Middle School and Upper School World Language University of Rhode Island, B.S. Diane Lipnickey Kindergarten State University of NY at Farmingdale, A.A.S. State University of NY at Oneonta, B.S., M.S.

Andrew Lutz English Department Chair Rutgers College, B.A. State University of New York at Stony Brook, Ph.D. Janet MacDonald Fourth-Grade Wheelock College, B.S. Columbia University, M.A. Derek Martin Upper School English Colgate University, B.A. Washington College, M.A. Brett Mershon Assistant Middle School Director Middle School Language Arts Keystone College, A.A. Keuka College, B.S. Tracey Mueller Upper School Assistant Librarian Centenary College, B.S. Pennsylvania State University, M.Ed. Hope Napolitan Lower School World Languages Muhlenberg College, B.A. Amy Newman Middle School and Upper School Fine Arts Rutgers University, B.F.A. Montclair State University, M.A. Linda Nisky Lower School Reading Teacher Westminster Choir College, B.M. Kean College, B.A. Marygrove College, M.A.T. Robert Ort ’89 Middle School and Upper School Fine Arts Rochester Institute of Technology, A.A.S Dan Petrillo Middle School Social Studies University of Rhode Island, B.A. College of Saint Elizabeth, M.Spec.Ed. Sharon Poticny Upper School English Ohio State University, B.S. University of Southern California, M.S. Ian Prevost Upper School Computer Science Princeton University, B.S.E.

Hope Preston Lower School Librarian Lawrence University, B.A. University of Oregon, M.B.A. Rutgers University, M.L.I.S. Eileen Procaccino School Registrar/Data System Manager Upper School Computer Science Lynn Prosen Lower School Science University of Wisconsin, Superior, B.S. The College of St. Scholastics, B.A. Western Governors University, M.Ed. Candace Pryor Brown Upper School History Spelman College, B.A. Indiana University, M.A. Drew University, M.A.

Gill St. Bernard’s School – Curriculum Guide 2017-2018

FACULTY (continued)

Steven Rabel Farm Educator Rutgers University, B.S. Jessica Robina School Counselor Health & Wellness The College of New Jersey, B.A. Monmouth University, M.S. Pete Roslund Lower School and Middle School Physical Education Arizona State University, B.F.A. Todd Ross ’94 Middle School and Upper School Performing Arts Bucknell University, B.A. Columbia University, M.F.A. Steven Rossi Upper School Science & Technology University of the Sciences, B.S. University of Delaware, M.S. Casey Santonacita Lower School Specialist for Personalized Learning Rowan University, B.A. Margery Schiesswohl Ninth-Grade Dean Upper School Performing Arts University of New Hampshire, B.A. Stacy Schnurr Middle School Mathematics Rutgers University, B.A. Lesley University, M.S.

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FACULTY (continued) Jennifer Schuchman Middle School Science Cornell University, B.S. Mount Sinai Medical School, M.S.

Mary Tuohy Second Grade Mary Immaculate College, National University of Ireland, B.A.

Sarah Schultz Third Grade Simmons College, B.A. Columbia University, M.A.

Zoe Tuohy Middle School Language Arts Rutgers University, B.A. The College of New Jersey, M.A.

Leigh Seibert Lower School Music Nyack College, B.A.

Ann Turner Lower School Reading Specialist Cornell University, B.A. Seton Hall University, M.A.T. Kean College, M.A.

Courtney Sica ’06 Middle School Mathematics College of the Holy Cross, B.A. College of Saint Elizabeth, M.Ed Mark Signorelli Upper School English New York University, B.A. Catholic University, M.A. Amy Smith Middle School Performing Arts The College of Wooster, B.A. University of New Hampshire, M.A. Amy Southerland Middle School Performing Arts Birmingham-Southern College, B.A. David Southerland Upper School Performing Arts Birmingham-Southern College, B.A. Michiel Stil Upper School Science & Technology Reed College, B.A. Sara Swartz Third Grade Skidmore College, B.S. Jamie Swinson Preschool Felician College of New Jersey, B.A. Centenary College of New Jersey, M.Ed. Noreen Syed ’10 Middle School Science McGill University, B.A. Drew University, M.A. John Taeschler Science & Technology Department Chair Rutgers University, B.S. St. Peter’s College, M.A.

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Kim Turse Upper School Learning Specialist Tenth-Grade Dean Rutgers University, B.A., M.Ed. Amy Ulto Preschool William Paterson University, B.S. Montana Vasquez-Grinnell Middle School Science Hampshire College, B.A. Manhattanville College, M.A.T Greg Washburn Upper School Mathematics, Science & Technology University of Virginia, B.S. Emory University, M.B.A. University of Virginia, M.Ed. Gina Wendell World Languages Department Chair Rowan University, B.A. Mike Wendell ’84 Assistant Dean of Student Life Upper School History Guilford College, B.A. University of Richmond, M.S. Anne Wilson First Grade Chestnut Hill College, B.S. Kutztown University, M.Ed.

Gill St. Bernard’s School P.O. Box 604 St. Bernard’s Road Gladstone, NJ 07934