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2016 –2017


Gill St. Bernard’s School – Curriculum Guide 2016-2017

Gill St. Bernard’s School at a Glance Campus Location: Gladstone, NJ Size: 208 acres

Academics Grades: Primary 3 - 4 years – 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: 105 Faculty with advanced degrees: Over 60 percent Student/faculty ratio: 7:1

Enrollment Total: 677 Lower School: 141 Middle School: 198 Upper School: 338

Student Life Arts: Visual and performing arts programs offered to students across all divisions. Athletics: 23 varsity and 11 junior varsity teams for the Upper School and opportunities to compete on 13 teams in the Middle School. Extracurricular activities: Over 30 activities available for the Upper School with additional programs for the Middle and Lower Schools.

Financial Aid Need-based financial aid is available.

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Families receiving aid: 18 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 2016-2017

Contents

Middle School Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 33 Middle School Addendum and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 50 Gill St. Bernard’s Upper School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 52 Upper School Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 57 Upper School Addendum and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 98 Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 100 Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 101

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Gill St. Bernard’s School – Curriculum Guide 2016-2017

Gill St. Bernard’s School Curriculum Guide 2016-17 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 faith, 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. Among its core values, Gill St. Bernard’s affirms that a diverse learning community of students, faculty, administration, trustees, alumni and staff is an essential element to who we are as a school. Beginning with the early childhood program and culminating in 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 2016-2017

Non-Discrimination Policy

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LOWER SCHOOL

Lower School The Lower School program honors and builds upon the unique qualities of childhood: an unquenchable curiosity and desire to learn. Our teachers nurture and foster each student’s natural sense of wonder and innate curiosity, laying the foundation for a lifelong love of learning, while equipping children with the skills to succeed. From their first moments in our school, children are immersed in a language-rich environment. Learning letters, reading and writing words and then simple sentences in our preschool program prepares our students to be confident and successful learners in kindergarten. Our individualized approach to teaching our earliest readers, with a designated reading teacher who works with each child, ensures that every student is challenged and supported while “cracking the code” and developing early reading skills. Throughout the Lower School, our teachers continue to tailor lessons to challenge every student, utilizing whole-class, small-group and individualized instruction. Combining a deep understanding of child development, current research and best practices in teaching and evolving curricula with a profound love for children, the Lower School fills each day with rich and challenging learning experiences for our students. Our students love to come to school, and our warm and supportive community encourages and celebrates the intellectual risk-taking essential to learning and growth. The Lower School teachers work with parents throughout their children’s elementary years, recognizing that every child’s journey is unique. Our collaborative approach strengthens our understanding of each child, enabling us to guide and support children to become their absolute best.

PROGRAM HIGHLIGHTS Technology Technology is integrated into all content areas. In addition, students attend weekly technology classes where they learn and practice programming and other skills for digital citizenship. Tinker Space Our Tinker Space offers a classroom specifically designed to encourage students to collaborate as they identify problems and design, test and revise solutions. This innovative area is specifically designed for our students encouraging exploration, creation and tinkering. The Lower School Tinker Space is used by all classes in the division from Primary through Grade 4. Singapore Math Math is an integral part of each day at GSB and even our youngest students think of themselves as mathematicians. Singapore Math, which is used throughout the elementary program, allows students to hone computation and problem-solving skills while building the foundation for a deep understanding of mathematical concepts. Singapore Math provides a philosophical framework for understanding the why and how of mathematics. Language Arts Children are immersed in a Lower School that fosters a love of words and reading, with access to a library designed for early readers and a designated reading specialist. Teachers focus on reading and written expression, beginning with our youngest learners in primary grades and continuing through Grade 4, when children read young adult books. Our Lower School children learn to appreciate the variety and richness of language and to master the reading and writing skills essential to success throughout their school career and beyond.

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Science Our science program introduces children to a world of wonder in the classroom, the science lab and through many of the resources on our 208-acre campus, including the GSB Community Garden and the Home Winds Farm. Lower School science is hands-on and experimental, encouraging children to ask questions and make connections. World Languages

Social and Emotional Learning Our Lower School offers an emotionally safe and welcoming environment that encourages intellectual exploration and risk-taking. Through social and emotional learning and character awareness programs, children are guided as they learn how to resolve conflicts, collaborate and solve problems. Our students develop early citizenship skills in a school community that nurtures and celebrates good decision-making and ethical behavior.

LOWER SCHOOL

Beginning with weekly instruction in Primary 4/5 and expanding to more frequent lessons, our Lower School curriculum provides three years of French and then three years of Spanish, introducing students to these languages as preparation for selecting a world language in Middle School.

Physical Education and Recess Students participate in daily physical education classes where they develop their fine and gross motor skills. In addition, our Lower School teachers understand the importance of play for young learners and daily recess periods are an important part of our day. Recess also provides further opportunities for collaborative and creative problem-solving through play. Assemblies It is essential that we come together as an entire Lower School community. Students gather for weekly assemblies on Wednesday mornings and at this time, general announcements are made or there may be a presentation from a teacher, student or class. These community events provide outstanding enrichment opportunities; students practice public speaking, they step up as leaders, and they support their peers as they share their skills and talents. In addition, we frequently host programs presented by outside speakers and professional ensembles. At these assemblies our students learn from professionals about storytelling, music composition, puppets and puppeteers, recycling and many other important and valuable topics. Frequently, GSB Upper School students connect with Lower School students during this gathering time. Trips Class trips are an integral part of the GSB experience, and they take on many forms such as stepping out of the Lower School building to make use of our expansive campus, as well as exiting our gates to visit and learn in other settings. Classroom work is enriched with outdoor and off-campus experiences where words on a page are brought to life. Our carefully selected trips provide experiences that lead to deeper understanding of content, both social and scientific. Parents are often invited to chaperone offering an opportunity to actively partner with the school in the educative process.

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Academic Expectations

LOWER SCHOOL

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

Homework at Gill St. Bernard’s Lower School First Grade

Second Grade

Third Grade

Fourth Grade

Purpose

Practice math and reading and extend classroom learning

To build a routine To build a routine To build a routine and practice being and practice being and practice being responsible for self, responsible for self, responsible for self, actions, belongings. actions, belongings. actions, belongings. Review and reinforce Review and reinforce Review and reinforce class concept class concept class concept

Math

Practice math online or playing games with parent or friend 10 -15 minutes

Once per week practice 15 minutes

Total math: 10-15 min Language Arts

Reading

Math facts for 10 minutes

Math facts practice 10 minutes

Math facts practice 10 minutes

Daily math time: 10 min Once per week: 15 min

Total math: 25 min

Total math: 30 min

Spelling/vocabulary 10 minutes

One of the following three nights (15 minutes): Four vocabulary words per week Reading comp – new skill each week Spelling/Phonics – New rule/pattern each week

Grammar and/or spelling/vocabulary 20 minutes

Grammar and/or spelling 20 minutes

Total LA time: 10 min

Three times per week: 15 min

Total LA time: 20 min

Total LA time: 20 min

15 minutes

15 minutes

20 minutes

20 minutes

Weekly challenge puzzle (longer term assignment, given on Monday, due by Friday)

Expository piece that happens in two parts

Keep a daily planner

Keep a planner

Long Term Assignments

Other

Daily practice Daily practice problems 15 minutes problems 20 minutes

Assignment sheet

Assignment sheet

*goes to fifth and sixth

Total Time

8

20 minutes + 15 minutes of reading

25 minutes + 15 minutes of reading

45 minutes + 20 minutes of reading

50 minutes + 20 minutes of reading


Testing Students in grades one through four take standardized tests in the spring. The Lower School director reviews the results and shares them with parents. In some cases, a student may benefit from further evaluation; individual tests are at the discretion of the division director or the student’s family.

Parent-teacher communication is a priority at our school. We encourage both teachers and parents to initiate contact whenever questions or concerns arise. Teachers will respond to email messages or phone calls within 48 hours (two work days). We encourage scheduling phone or in person meetings for scenarios that involve a student’s academic or social progress. Email is best used for basic communication about schedules, homework, or to set up meetings. Lower School teachers are not permitted to communicate with families using text-messages.

LOWER SCHOOL

parent communication, conferences and progress reports

Parent-Teacher Conferences At the beginning of school, “get acquainted” parent conferences are held for new students and all students in the primary and kindergarten classes. Parents of returning students in Grades 1 - 4 receive a phone call from their child’s teacher in September. The purpose of these initial conferences and conversations is for teachers and parents to share information and insights about the child, discuss initial adjustment to school and mutually set goals for the year. No formal written report is provided at this time. Parent-teacher conferences are held in November and February for all Lower School students, and progress reports are sent home prior to the conferences. School is closed on conference days. Childcare is offered in Evans Hall for a modest fee during the time of your conference(s). Progress Reports Primary Students Anecdotal progress reports are mailed to the parents in June. Kindergarten Parents receive a report card comprised of checklists in February. A final progress report, with checklists and comments, is mailed to the parents in June. First through Fourth Grade Parents receive a report card comprised of checklists in both November and February. The final progress report, with checklists and comments, is mailed to the parents in June.

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

kindergarten/first grade reading teacher The school has a full-time reading teacher who works with students in kindergarten and first grade. This teacher supports the classroom teachers through work in the classroom as well as individual and small group instruction that is tailored to the specific skills of each child. This personalized instruction ensures that every child is supported and appropriately challenged as they learn to decode, comprehend, and articulate their understanding of what they read.

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Academic Support Services

LOWER SCHOOL

A designated reading teacher is available in the Lower School. Teachers and the Lower School director consult and refer children who may need additional reading instruction. Students who are identified will work on an individual basis with the reading specialist during the school day. 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. The school does not make any modifications to the curriculum that require the alteration of the school’s fundamental academic program. Accommodations are limited to those contained within the school’s Academic Support Policy. These accommodations are not meant to constitute a separate or individual program for a student with learning and/or attention differences. If the level of support a student needs to succeed in our program is greater than our resources, the family will need to pursue outside support for the child. The Lower 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.

School Counselor 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 language arts program develops fluent readers, expressive writers and critical thinkers. The program emphasizes reading for meaning and developing strong verbal and written communication skills. Using developmentally appropriate books, including fiction and nonfiction, articles, and poetry, we teach the foundational skills of decoding and comprehension in the early grades. Reading comprehension strategies help students make sense of their reading through guided and independent practice. Growth of student’s vocabulary is essential to their independence in reading and writing and therefore is infused in daily activities. As students progress, literature, novels, textbooks and articles are used to expand reading and comprehension skills.

LOWER SCHOOL

Language Arts

Writing is a part of the daily life of every student. Our youngest children learn that writing is another way to communicate, and as they progress through our program, students learn how to develop their thinking, organize their ideas and express themselves in well-composed, carefully edited writing. Exposure to and practice with many forms of writing including essays, memoirs, poems, reports, personal narratives and letters give our children a strong foundation for entering Middle School.

Primary Language Arts The Primary 3 - 4 year old program is comprised of hands-on, multi-sensory emergent literacy activities. Reading readiness is developed through listening to and re-telling stories, using Big Books, picture books, poems, songs and finger-plays, which promote rhythmic and phonemic awareness. Through puppets, picture cards and theater activities, children learn about the beginning, middle and end of stories, characters, settings, emotions and moral lessons. Writing readiness is developed through interactive projects that develop fine motor skills. Students learn to recognize and begin to write uppercase letters. The Primary 4 - 5 year old program is comprised of hands-on, multi-sensory early literacy activities. Letters take on meaning for our children and are incorporated into reading and writing. Beginning reading skills are developed through telling and reading stories, using Big Books, picture books, poems and songs. We use dramatic play, singing and manipulatives to rhyme, clap syllables and identify sounds. Students explore characters’ feelings and practice relating to them. They discuss settings and the messages in the stories. Beginning writing is developed through direct instruction in handwriting and through weekly writing workshops. Parents are invited to join the class and work alongside their child as they practice writing words related to the stories.

Kindergarten Language Arts Our kindergarten program nurtures a deep love of reading and writing in our students as they develop strong foundational skills. In addition to sight-word and phonics work, reading instruction is personalized to directly correspond with each child’s developing reading skills. Students meet one-on-one or in small groups with the reading teacher for guided reading instruction. Parents share in their child’s experience of learning to read, and see their child’s progress, through weekly communication from the reading teacher. Daily exposure to children’s literature also builds vocabulary and comprehension.

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LOWER SCHOOL

Beginning to communicate using writing is a central part of the kindergarten experience. Students write every day. They practice creative writing, keeping personal journals, and writing and reciting poems. In addition, each student works with the librarian on an individual research project where they practice reading and writing nonfiction. Kindergartners initially write using a phonetic approach, and as phonemic awareness increases and high-frequency sight words are learned, students construct sentences using correct spelling and punctuation. Through teacher-directed, multisensory handwriting instruction students learn to form letters and numbers.

Grade 1 Language Arts Our first grade program develops motivated, inspired and skilled readers, writers and speakers. Reading instruction continues to be individualized and students work one-on-one or in small groups with their teachers. During instruction and DEAR (Drop Everything and Read) times, independent reading is supported for every learner through leveled readers, trade books, fiction and nonfiction. Phonetic skills and sight-word practice provide fundamental tools to help children grow as readers. Students develop and strengthen comprehension strategies and build vocabulary through daily discussions and activities. The children share their success as readers with their families in the spring at our annual Reading Rodeo event. Writing skills are developed through everyday writing tasks including journals, letters and stories, which allow the students to see that writing is used for many purposes. Writing is integrated into all curricular areas: science, social studies and math. Students record their thoughts and ideas in their journals and select some pieces to develop further. Through the writing process (write, revise, edit and publish) students learn to articulate their ideas and apply grammar and punctuation rules. Handwriting instruction and practice continue with a focus on laying the foundation for cursive writing in the second grade.

Grade 2 Language Arts The second grade program continues to develop enthusiastic, strong readers and writers as students advance to greater independence and use their skills for learning and for pleasure. Students participate in small-group and whole-group instruction and are flexibly grouped according to their reading level. Students are read to each day, and they also participate in a daily program of silent reading. Read-aloud books, articles and selections for discussions are used to develop comprehension strategies including retelling, making connections, making inferences, determining important ideas, understanding text structure, summarizing and synthesizing. Our second grade program creates a writing community that is inspired by personal experiences, curiosity about the world and literature. Students gain confidence as they engage in writing that is personally meaningful and relevant. An important component of the program is sharing and reflecting. Students listen to one another’s writing and express appreciation. Daily writing is inspired by fiction and nonfiction books that are used to introduce genres, including mystery, fables, biography, realistic fiction, historical fiction, poetry and fantasy. Students are introduced to more complex spelling patterns through phonics. Grammar and punctuation are interwoven into the writing experience. Handwriting is refined during the first semester and cursive writing is introduced during the second. To practice their oral language skills, the students recite poetry, participate in readers’ theater and present book reports.

Grade 3 Language Arts

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Our third grade program nurtures the joy of reading and writing as students develop greater independence and higher-level thinking and communication skills. Through group and individual instruction, DEAR (Drop Everything and Read), and Reader’s Choice activities, our program encourages students to fall in love with stories while learning essential skills. Students are exposed to literary genres including fiction, biography, tall tales, short stories, poetry and nonfiction. Students continue to work on silent reading skills, and read-aloud time reinforces listening skills. Reading for meaning, identifying the main idea and supporting details are practiced, and inferential comprehension and critical thinking are emphasized. Vocabulary enrichment activities support exposure to and learning of new words. During writing workshops, students learn to express themselves and


practice expository and creative writing through stories, journal selections and poetry. Students learn and practice editing skills, focusing on grammar, punctuation, capitalization and spelling. Spelling is reinforced using spelling lists that include frequently used words and content-area words. Research study skills, such as note taking, paraphrasing and editing are practiced through report writing. Cursive writing is taught and practiced throughout the year.

Our fourth grade program equips students with the skills to be independent Middle School students while continuing to nurture their love of reading and writing. Students analyze literature by engaging in discussions about plot, characterization, setting and each author’s writing style. The emphasis on reading comprehension, vocabulary development and critical thinking skills continues. The Accelerated Reader program encourages independent reading, further developing comprehension skills. Writing is integrated across the curriculum. Notetaking, paragraph-writing, proofreading and editing skills are practiced regularly. Frequent story writing integrates the writing process with proofreading, peer editing, and teacher-students conferences. This process is further enhanced through the use of book reports and other writing assignments. Vocabulary, grammar and spelling skills are taught and practiced daily. Cursive writing is further refined, with an emphasis on neatness and legibility. Students practice public speaking throughout the year. Two signature public speaking projects are Brainiac, in which students create an innovative device to assist in everyday life, and CHOW (Children Helping Our World), in which students create their own nonprofit organizations. Ideas are developed, prototypes are designed and students share their work in formal presentations.

LOWER SCHOOL

Grade 4 Language Arts

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LOWER SCHOOL

Mathematics Our Lower School mathematics program fosters deep understanding, curiosity, and appreciation for mathematics. Through daily lessons, activities and projects, students’ confidence grows as they discover the joy and power of mathematical thinking. From the primary grades through the early Middle School years, students engage in a Singapore Math-based program which focuses on developing deep conceptual understanding, flexible problem solving skills, and strong computational skills. At all grade levels, lessons take students through a three-step learning process designed to move students from a concrete, to a visual, to an abstract understanding of each concept. By spending time connecting concrete understanding to pictorial representations of concepts, students understand mathematics as far more than a series of steps required to get an answer when rules and algorithms are later introduced. Problem-solving is central to the math curriculum. Students work with problem scenarios at the earliest grades and investigate written word problems in groups and independently as they grow older. Problem-solving affords students an opportunity to integrate logic and reasoning while practicing the computational skills they are building at the same time. Additionally, students learn to express mathematical thinking using spoken and written language thereby furthering their own understanding.

Primary Mathematics Students in Primary 3-4 engage in hands-on activities which help them connect math concepts to their own lives. Lessons involve matching, sorting, creating patterns and counting. Children investigate such concepts as more versus less, same versus different, and parts versus whole. Activities help students develop spatial and directional skills. Emphasis is placed on gross motor and fine motor instructional games and activities. Students also work on individual and group learning skills. In the Primary 4-5 classes, students begin the Singapore Math sequence. Hands-on exercises and meaningful activities actively engage students in the learning process, as teachers encourage alternative means of problemsolving and promote logical thinking. The areas introduced include matching and sorting, numbers to 10, order, shapes, patterns, length and size, weight, capacity, and comparing sets. Number formation is also practiced and reinforced through our handwriting program.

Kindergarten Mathematics Singapore Math continues to be the framework for math instruction in kindergarten. Using hands-on materials as the starting point, children then advance to the pictorial stage, where pictures or drawings are used as a model. When the student has become familiar with a concept, numbers and symbols are introduced. Concepts presented in the kindergarten math program include number comparisons, number bonds, addition and subtraction within 10, time to the hour, coin names and values, and numbers to 100. Kindergarten lessons are taught with the belief that the more ways children can see something, the better they will comprehend it. Therefore, materials such as buttons, straw bundles, snap cubes, cups and beans, 10 frames, number lines and dice are all used to help students understand and master the concepts. A collection of Big Book stories are used to facilitate math talk, and iPads are used to reinforce developing skills.

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Grade 1 Mathematics

LOWER SCHOOL

The Singapore Math approach remains the framework for math instruction in the first grade, where the curriculum emphasizes thinking mathematically. Concepts such as basic addition; subtraction and multiplication; place value to the hundreds; two-digit addition and subtraction; non-standard and standard measurement; time; money and spatial problem-solving develop from the concrete to the pictorial and are then mastered at the abstract level. Manipulatives and games via the Web and on iPads continue to be used to help students learn and practice basic concepts, study mathematical facts and strengthen their developing skills. In addition, basic skills are practiced during project-based learning activities including Pockets Days, the December canned goods collection, bird measurements and Reading Rodeo. Data is collected and organized for use in bar, line and picture graphs, as students work in large and small groups, as well as individually. Assessment is built into many lessons, enabling teachers to monitor each child’s progress.

Grade 2 Mathematics Second-grade students continue learning with the Singapore Math framework, which focuses on conceptualization and mastery of topics covered. Mental math and deductive problem-solving encourage the development of critical thinking skills. The use of manipulatives and visual representations aid students in their understanding of 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, and skills are applied during both hands-on and small group activities. All concepts are reviewed throughout the school year, emphasizing the idea 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.

Grade 3 Mathematics Third-grade students continue to learn using the Singapore Math approach. The curriculum builds upon previously acquired knowledge and skills, and allows 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. This method helps students interpret and solve word problems and eventually 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 The fourth-grade mathematics 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 and they learn to add and subtract with them. 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. The curriculum offers many opportunities to apply mathematical skills to everyday situations.

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LOWER SCHOOL

Social Studies The Lower School social studies curriculum is central to developing thoughtful and reflective students. Through our program, students develop the skills to see things from perspectives other than their own, to understand events from multiple points of view, and to think critically about what they hear, watch and read. Our program includes geography, history, anthropology, economics and ethics. Through social studies, students develop an appreciation for the role they and others play in their family, school and community. Ultimately, our students discover how they can impact the larger world with their actions. Experiential class projects, field trips and daily activities support the curriculum. The study of other countries and cultures fosters a fuller understanding of the world, as students take the first steps to becoming engaged citizens.

Primary Social Studies The Primary 3 - 4 year old social studies program introduces children to traditions and languages from around the world. With rich stories provided through the Happily Ever After (Zaner-Bloser) reading readiness program, our students explore essential questions, including Who am I? and What groups am I a part of? Students sing songs, play games, stage “finger-plays,� use technology and engage in hands-on activities as they learn about their world. The Primary four and five year old students’ cultural competencies grows through the introduction of geography and habitat in the social studies curriculum. Teachers supplement these units through technology-based programs, books and other resources. Students develop a sense of place in their local communities and the greater world.

Kindergarten Social Studies The kindergarten social studies curriculum provides experiences designed to explore the questions: Who am I? What is now? and What is the past? Students learn about their family, the school community and the local community life. Kindergarten classes take trips to local farms and fire and police stations. During school, students engage in games, songs and stories as they study historical and current events and begin to develop an understanding of the world. Students learn about the needs of others and helping others. Each year, a therapy dog visits the class as children learn ways in which animals can help people. Children develop an awareness of other cultures through the celebration of diverse holidays and traditions. In addition, our hallmark kindergarten presentation of The Nutcracker immerses each student in the process of producing theater. The year culminates with a lively unit celebrating the United States.

Grade 1 Social Studies In our first grade social studies curriculum, students continue to examine themselves in relation to the larger community, as they unpack the essential questions: Where do we live? What makes a community? and How can we understand and support other communities? Beginning with the self and family, students undertake a wider examination of the world by exploring home, neighborhood, city, state, country and continent. First grade projects are designed to stimulate curiosity, develop problem-solving skills and engage students in discussion. Map skills are developed through weekly lessons.

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In the spring, students engage in a hallmark project on the study of bluebirds. Students learn from the world around them, observing and monitoring the bluebird boxes they have built. These boxes placed around the campus and at home replenish the natural habitat of the bluebirds, which has been diminished. The Lower School promotes character education as central to the study of the world and people in it; character traits are explored through writing, literature and role-playing.


Grade 2 Social Studies

Through our Passport to the World program, students learn important information about the world and its people. Parent volunteers serve as tour guides to countries of their choice. Students keep a passport and document their travels throughout the year. Students are taught map skills throughout the year, which they use for a culminating activity: designing their own community. As part of that project, students work in groups to plan and design homes and services for their neighborhood. The groups later combine their neighborhoods to create a larger community.

LOWER SCHOOL

The second grade social studies curriculum builds on the concept of a successful and thriving community. An understanding of, and appreciation for, the elements needed to establish a successful community form the basis of this program. Students study the lives of two communities through simulations. In a Pilgrim simulation, students assume the roles of early colonists to better understand the hardships of the Pilgrims during the establishment of Plymouth Colony. In the pioneer community simulation, students become pioneers and build the Apple Valley School within their classroom. This experience is enriched through a field trip to the Museum of Early Trades & Crafts in Madison, New Jersey.

Grade 3 Social Studies 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. Respect for, and understanding of other cultures is emphasized. This interdisciplinary unit bridges with our World Language curriculum, connecting the study of the Spanish language and culture. The study of Mexico highlights ways in which history has influenced modern-day life in this country, and a Mexican Fiesta provides a taste of the way of life. As a part of the third grade social studies curriculum students learn about New Jersey. Particular emphasis is placed on the Lenape culture and animals of the region. Students also study New Jersey’s geography, government and multicultural population. Map skills, research projects and reports are an important part of the program, and technology is integrated into projects throughout the year. As part of the map skills program, students undertake an independent study of a state, culminating in written reports and oral presentations.

Grade 4 Social Studies In fourth grade social studies, students examine exploration, cultural interaction, and societal development. Through their study of Vikings, students begin to examine the question: Why do people explore? This question remains central as students learn about the travels of Marco Polo, and the voyages of Christopher Columbus and other European explorers. Students also begin to explore the kinds of things that happen as people from different places and cultures interact with one another. The program concludes with an in-depth study of the colonial period in North America. Students begin to understand how and why people came together in North America and how people in these communities interacted and worked together. Unit topics are presented through a variety of social studies texts and through the literature and writing of 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. Throughout the year, in addition to studying events in history, geography and map skills are strengthened through memorization of the names of the 50 states and their capitals.

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LOWER SCHOOL

Science Students are empowered to plan investigations, carry them out and solve problems. STEM (Science, Technology, Engineering and Math) 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. Students engage in collaborative experiences, making extensive use of GSB’s 208-acre campus, including the school’s two-acre garden and apple orchard; hydroponic greenhouse and butterfly garden; wetlands and streams; and fields and playground. Students become citizen scientists through coursework, including grade-level 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.

Primary Science Lower School’s youngest students spend time in the science lab every other week. Science lab explorations and experiences introduce children to – and help them formulate answers for – the following questions: What is science? What do scientists do? How do we learn about the world around us? How can we describe and sort objects? What kinds of parts make up a whole object? What are the different types of living things? and What materials make the things we use?

Kindergarten Science Kindergartners learn and use basic science and engineering practices: making observations, classifying objects and making predictions. Lab explorations and experiences help students to formulate answers to the following questions: What happens if you push or pull an object harder? Where do animals live and why do they live there? and What is the weather like today and how is it different from yesterday?

Grade 1 Science First grade students begin developing models, carrying out investigations and making measurements. Lab and campus explorations and experiences help students formulate answers to 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. Lab and campus explorations and experiences help students formulate answers to 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. Continued campus and laboratory explorations and experiences help students to formulate answers to 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. Lab and campus explorations and experiences help students to formulate answers to 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 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 The Lower School world languages program is a comprehensive exploratory program for all students in Primary through Grade 4. The objective is to help each child attain an acceptable degree of proficiency in listening, speaking, reading and writing and to introduce children to the Francophone and Hispanic/Latino cultures of the world. The World Language program draws from and reinforces the goals of the primary grades curriculum and connects with the other Related Arts areas to develop special projects that foster positive communication among the entire Lower School community. This early exposure to another language enstills a positive attitude toward learning languages and experiencing cultures.

primary 4 - 5 years to grade 1 french French is studied for three successive years, in Primary 4-5 through Grade 1. The overall objectives are to develop listening and speaking skills. Comprehension of the language, rather than speaking is stressed at the beginning stages, based on the theory of first language acquisition. Through the Natural Approach and Total Physical Response methods, students are encouraged to use the target language as much as possible. Learning occurs in meaningful communicative contexts related to daily life. Students practice 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 to 4 spanish Spanish is studied for three successive years, in Grade 2 through Grade 4. The overall objectives are to develop listening and speaking skills and gradually learn to associate the spoken word with the written word and begin to read and write familiar material 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 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 understanding of and appreciation for the Spanish language and its cultures.

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Visual ArtS LOWER SCHOOL

In our Lower School art program, students learn the language of art and gain an appreciation for the visual arts. Students focus on the elements and principles of art, learning about artists and styles and making connections to experiences in other classes. Collaboration between the arts and other subjects, particularly the humanities, supports the progression of visual literacy, aesthetic sensitivity and problem-solving at each grade level. This approach prepares students to communicate comfortably with their peers and teachers and provides them with the skills for self-expression, helping them to discover the happiness inherent in the creative process.

Primary Visual Art Through creating art, primary students engage in discovery and develop listening skills, independence, creativity and problem-solving skills. The art curriculum focuses on self-expression, expanding each child’s imagination and extending his/her verbal and visual vocabulary. Primary art uses a variety of materials for experimenting and sensory exploration, including crayons, tempera paint, watercolor paint, finger paint, colored pencils, oil pastels, art chalk, clay and playdough. Along with these materials, students use tools such as scissors, glue bottles, glue sticks and brushes 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 and pre-reading skills. 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. Primary art is often one big science experiment with colors, shapes, textures and individuality.

Kindergarten Visual Art In 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. Students use their knowledge of insects from science class to design and make fingerprint paintings of their own bugs. Kindergartners also explore paper and shapes while constructing and designing pizza collages. The course integrates children’s literature and reference books to provide students with a base for connecting art to other subjects and to support the development of higher-order thinking skills.

Grade 1 Visual Art Building on the introduction of art elements in kindergarten, first grade students continue to identify and describe these concepts through various projects. First graders use their prior experience with colors and expand their knowledge of warm and cool colors through the creation of leaf watercolor paintings. Their knowledge of art elements continues to evolve as they dive deeper into shapes and forms while designing sugar skull masks and clay sculptures. Students develop a broader sense of lines through patterns, texture and form, as they explore various media and techniques. They also become more familiar with color by studying the rainbow order, learning the color-spectrum mnemonic Roy G. Biv, and incorporating songs and videos into a rainbow trucks lesson.

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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 hamburger collages. They also concentrate on form and symmetry while creating mixed-media scarecrow portraits. Students absorb 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. They 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. Among the artists they study are Romero Britto, who focuses on pattern and placement in his work, and Pablo Picasso, whose later work is more abstract.

Grade 4 Visual Art Fourth grade students are self-directed, using and applying their understanding of the elements of art, artists, media and techniques. At this age, students are better able to explain their decision-making while working on projects, and they begin to transition their skills and style for the middle-school level. Fourth grade lessons encompass all the elements of art and highlight certain 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. They incorporate this knowledge into various projects, including drawing from observation (both still-life and landscape) and making self-portraits.

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Music LOWER SCHOOL

In the Lower School music program, students experience the joy of music as they sing, move and create. Lower School students are immersed in music as they 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. The music program provides foundational learning experiences through rich and meaningful lessons. Music also facilitates learning other subjects and enhances skills that our students are developing across the curriculum. 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.

Primary Kindergarten Music Students experience 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 classes, allowing students to make cross-curricular connections and gain a well-rounded understanding of each lesson. Primary 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 learn about program music and 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 for 30 minutes, twice each week. Classroom instruments and body percussion are used to practice establishing and maintaining a steady beat. A strong emphasis is placed on use of 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. Primary and kindergarten students also perform in two concerts, one in December and one in May. The winter concert includes seasonal songs representing a variety of holidays and traditions. In December, students also study and perform a fully costumed and narrated version of Peter Tchaikovsky’s The Nutcracker, a beloved GSB tradition for over two decades.

Grades 1 – 2 Music Singing and maintaining a steady beat serve as the basis for this course. A rich repertoire of rhymes, folk songs, music games and movement is explored using varied music styles. Classroom instruments play an important part of early 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. Second grade students 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 performing. Because music instruction is coordinated with other classes, students are able to make cross-curricular connections throughout the academic year. First and second grade students join forces to present two concerts each year.

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LOWER SCHOOL

Grade 3 Music The third grade exploration of music includes singing, games and movement. Many songs and games from previous years are used as a springboard for identifying and labeling the elements of music. Students learn to apply their understanding of the basic elements of music to singing, moving and using classroom instruments. Third grade musicians know how to use their singing voices and are ready for the challenge of creating vocal harmonies. The students sing in two concerts each year, giving them the opportunity to demonstrate and apply these concepts. Students also learn the importance of practice and working together as a group to prepare for a performance. Because music instruction is coordinated with other classes, students are able to make crosscurricular connections throughout the academic year. As part of Grade 3 Music, students also learn about composers and their music, styles of music and how music relates to cultures around the world.

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 and skills gained to learning to play the recorder in an additional recorder music class each week. 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.

The Strings Program Children in kindergarten through fourth grade have the opportunity to participate in the after school strings program for an additional fee. Instruction and recitals are included in this program. Students are responsible for providing their own instruments (rentals can be arranged through the school). Students meet in groups, which are organized by level and experience, once each week to learn to play 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.

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Library

Students are encouraged to visit the library to exchange books. The Lower School Library is open five days a week, from 8:00 a.m. to 3:30 p.m. Students in kindergarten through second grade may check out books for one week, and students in grades three and four may check out books for two weeks. Books are renewable as long as there is no other demand for the materials.

LOWER SCHOOL

The Lower School Library is one of three libraries at GSB. It houses nearly 6,000 volumes, updated regularly, and chosen to meet the curricular needs and interests of Gill St. Bernard’s students. Books are added to the collection throughout the school year. Each class visits the library weekly for a book exchange and library lesson. Research skills are taught at every grade level.

Primary library Primary students visit the Lower School Library weekly for story time. They are introduced to a wide range of picture books in the library and inside the classroom.

Kindergarten library Kindergarten read-aloud books include folktales, tall tales and fractured fairy tales. Students learn proper book care and how to find books in the easy reader section. Each 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 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 on 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 the geography unit, students learn to use atlases and to draw maps.

Grade 4 library The fourth grade year is divided into four units. During the poetry unit, students examine poetic devices such as alliteration, metaphors and personification. A skills-based unit on the World Book Encyclopedia teaches students how to navigate articles. After researching the history of the school, a third unit focuses on the creation of a detailed timeline. The final unit of study includes the 13 original colonies.

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LOWER SCHOOL

Technology Projects are coordinated with homeroom and Related Arts teachers to support the interconnectedness of disciplines and promote technology as a vital tool that facilitates learning. Weekly computer lab classes provide students with a strong foundation of 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. All Lower School students participate in the Hour of Code™ to celebrate Computer Science Education Week in December. This event launches the Programming unit of study, which includes both online and offline activities and introduces students to the fundamentals of Computer Science and coding.

Primary Technology Students in the Primary 4 - 5 year old class visit the computer lab once a month with fourth grade computer buddies. Class time introduces students to the basic use of computers and serves as an opportunity to develop confidence in using computers independently. Activities focus on developing mouse skills. 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 visit the computer lab every other week. Lessons continue to develop mouse skills. Keyboarding instruction is geared toward locating the keys and using two hands to type. 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 and the privacy of information. In addition, students learn about blogging and commenting while maintaining their own blog about the birds that visit the birdhouses they have built as part of a class project.

Grade 2 Technology During weekly classes, students further develop mouse and keyboarding skills. Students study basic programming using the curriculum at Code.org® and participate in the Hour of Code™. Digital citizenship lessons focus on online safety and the privacy of information. In addition, students use MS Paint to create their own town map. Students use Kid Pix to create documents and publications with drawings and text. Online presentation software, including VoiceThread, are also used.

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Grade 3 Technology Weekly computer classes continue and students work independently and at their own pace to develop keyboarding skills. Students learn the basics of Internet research, finding credible websites and properly citing Web sources. Students use the MS Office Suite to present information. 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 participate in the Hour of Code™.

Grade 4 Technology

LOWER SCHOOL

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

In addition to weekly computer classes, students have one 30-minute class per week dedicated to formal keyboarding instruction. Students practice Internet research, find credible websites and learn how to properly cite Web sources. Students use the MS Office Suite to present information. They share 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 participate in the Hour of Code™. Digital citizenship is an important topic of conversation. 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 one of the digital citizenship units they have completed.

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LOWER SCHOOL

Physical Education The physical education program instills a lifelong love of physical exercise in students and teaches the importance of cooperation in games and athletic activities. Physical education classes meet 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. Attributes of balance, stability, endurance and flexibility are also developed.

Primary and Kindergarten Physical Education In the primary grades and kindergarten, the emphasis is on activities that 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. Primary students have P.E. class every day.

Grade 1 – 4 Physical Education The Lower School physical education program provides structured, large-group activities that develop cognitive, social and physical skills. These activities promote social interaction, team building, sportsmanship and cognitive and physical skill development. Students are engaged in sports and recreational activities that enhance a healthy, satisfying and active lifestyle. The progression of skill development lays the foundation for transition to GSB’s 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).

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Social-Emotional Learning/ Character Education LOWER SCHOOL

Our multi-faceted social-emotional and character development program recognizes and celebrates the GSB Core Values of courage, integrity, respect, compassion, and excellence in our students. Throughout each day, teachers use “teachable moments� to help students become more aware of good character and to encourage the use of strategies to develop stronger character. Beginning in our three-year-old classroom, we recognize that children want to do the right thing, and we work to ensure our students develop their best character traits through a variety of social-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 strategies, like talking or using I statements, and learn when to ask an adult for help in resolving problems. Through interactions with students in the Middle and Upper Schools, our youngest students learn how to connect with members of their community. In our earliest grade levels, students participate in Friday Friends. This age-specific social-emotional curriculum helps build awareness and skills in being a good friend. This includes: accepting and celebrating differences and similarities, respect, cooperation, problem-solving, and empathy. Our middle grade levels come together every month, read books, and engage in discussion and activities designed to help students understand and behave in a manner consistent with our core values. In our older grade levels, students participate in class meetings where they practice engaging in discussions to solve problems and ensure that their class community is both inclusive and safe for taking risks in learning. The GSB Mission and Core Values are woven into our curriculum and lived each day in purposeful and intentional ways.

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Middle School

MIDDLE SCHOOL

The Middle School program at Gill St. Bernard’s School engages the distinctive strengths of pre-teens and adolescents with a collaborative, hands-on, process-oriented and student-centered approach to best serve the developmental, social and emotional needs of Middle School students. The core academic program includes language arts/ English, mathematics, science, social studies and world languages. In preparation for this increasingly rigorous academic program, students learn how to take effective notes, read and analyze literature and other texts, study for assessments and organize their thoughts and their time. The Middle School also provides opportunities to explore challenging academic courses, the arts, athletics and community service. Language arts/English classes meet six or seven times each week, allowing our teachers to focus in depth on reading and on creative, analytic and research writing. By eighth grade, students are producing creative writing pieces and reading sophisticated novels. Students in grades five and six begin pre-algebra as they complete the Singapore Math program, a culmination of the school’s comprehensive Primary through grade 6 math sequence. Beginning in seventh grade, students are placed in math sections depending on their readiness. Most students take two years of algebra, while others complete algebra in one year and take geometry in eighth grade. Our science program is lab-based. In addition, the resources of our beautiful 208-acre campus, including streams, ponds, gardens and the Home Winds Campus, are a perfect complement to our science curriculum. Classes meet daily, and the emphasis is on exploration, discovery and experimentation. The STEM (Science, Technology, Engineering and Math) program is integrated into the curriculum throughout the Middle School years. All fifth and sixth graders take art, choral music and woodworking, while seventh and eighth graders choose among fine and performing arts classes. All of our students have both Makerspace classes and technology classes. Students take French, Spanish or Latin during their Middle School years. Completion of one level of world language prepares them for more advanced work in Upper School language courses. As part of the Middle School program, students take a weekly health and wellness class. The course teaches healthy habits and focuses on helping students make better decisions. With the academic program serving as a structured, disciplined backdrop, Middle School teachers at GSB understand the importance of the pre-teen years. Special emphasis is placed on the developmental needs of this age group, focusing on decision-making, empathy and community. Class meetings, group meetings and division-wide meetings provide venues for adolescents to express themselves in collaborative and constructive ways. Consistent with the school’s Mission Statement, the Middle School at GSB is a balanced, nurturing environment where students are encouraged and supported in their quest for excellence.

PROGRAM HIGHLIGHTS Merke Learning Commons The Middle School Library and the adjacent Makerspace comprise the Merke Learning Commons.

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The Library is a place for research serving as a resource and support for the curriculum. In collaboration with Gill St. Bernard’s Lower and Upper School libraries, the Middle School Library offers a collection of approximately 1,500 volumes, 70 percent of which is Young Adult fiction. Students also have access to several reference databases and a space for student and teacher meetings. A center for research and learning, the Middle School Library is a place where a love for reading is cultivated.


The Makerspace in the Merke Learning Commons fosters vibrant innovation, creativity, inspiration and exploration, both during the academic day and as part of afterschool programs. In the Makerspace, students can create, design and experiment with scientific, engineering and artistic efforts. All students in the Middle School participate in a Makerspace class once per week. The space is also utilized by teachers and their classes throughout the regular school day, and by students participating in after-school programs. Character Education As students grow and mature throughout their Middle School years, their intellectual development is enhanced by a rich exposure to the recognition, understanding and development of personal character. A variety of activities reinforce the presence of good character throughout each day. Faculty use teachable moments to help students analyze behavior and develop strategies to resolve differences. Students are encouraged to learn from their mistakes. In classes, ethics and morals are discussed through literature, current events and curricular topics. As our students mature, they take increasingly active roles in fostering the welcoming and supportive environment of the Middle School. Advisory Program Every student in grades five through eight participates in advisory activities and is assigned a faculty advisor. 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. 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 confer with their child’s advisor regarding questions and concerns, as well as to share information that may have a bearing on the student’s life at school.

Community service is an important part of the fabric of the school community. In the Middle School, community service is ongoing, and daily conversations about kindness and respect occur between teachers and students. During the school year, students have numerous opportunities to participate in community service projects such as food and clothing collections, fundraising and volunteer work with local institutions and community organizations.

MIDDLE SCHOOL

Community Service

The Unit The Middle School Unit combines the best of creativity, collaboration and design thinking. Units are designed for each grade level and include activities as diverse as constructing wooden pinball machines, exploring the inner workings of a courtroom or adventures in sailing. The Middle School Unit takes place at the end of May, with courses running four or five days in length.

Academic Expectations Homework Homework is assigned on a regular basis by the classroom teacher. Homework assignments vary in length and are designed to enrich the student’s daily classwork. Homework assignments are posted by each teacher and for each class on an electronic bulletin board. This tool is helpful for both daily assignment checks as well as during absences. Teachers post upcoming assignments, attachments and links to enrichment websites as well. Missed Work Any missing work is noted by the classroom teacher. Students have 24 hours to correct the situation before being required to make up the work after school. Each missed assignment is recorded by the Assistant Director of the Middle School, and a copy is sent home to the student’s parent(s) in a timely fashion. Grades and Comments Grades and comments are sent to students and their parents four times during the academic year. Conferences are scheduled in November and February. Outside of these official reporting periods, parents may confer with the student’s advisor or teacher(s) with any questions regarding his/her academic standing.

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MIDDLE SCHOOL

Letter grades are based upon the following equivalent numerical scale: 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 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 in 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 grades in the D range – will be placed on academic probation during the next marking period. A student on academic probation may not be issued a re-enrollment contract. Testing Students in grades five through eight 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. Awards The school acknowledges the importance of recognizing students for academic excellence and academic improvement, as well as for sportsmanship, service, leadership, character, citizenship and contributions to the school community. Awards are presented at the close of the academic year.

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Middle School Curriculum Language Arts/English The Middle School Language Arts/English program nurtures a lifelong love of reading and writing by creating a strong community of imaginative and analytical readers and writers. The multifaceted curriculum supports the development of reading, writing and analytic skills by focusing on the following content areas: literature, writing, grammar, vocabulary, spelling and independent reading. Using a rich variety of classic and contemporary literature, students analyze and think critically about universal themes and literary techniques as they develop an appreciation for different genres. Concepts explored in literature are applied to the writing process in the development of both creative and expository pieces. At all levels, students develop research, presentation and public speaking skills.

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.

MIDDLE SCHOOL

Grade 5 Language Arts

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 Munoz 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 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. 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.

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Resources include Vocabulary Workshop, Exercises in English, Confusing Words Reference Series, Prefixes and Suffixes and Sitton Spelling, Accelerated Reader (independent reading). Novels include Lois Lowry’s The Giver, Karen Hesse’s Out of the Dust and Raquel J. Palacio’s Wonder. In addition, students self-select a wide variety 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 the literature and topics of personal interest. Vocabulary and grammar instruction supports and enhances students’ writing. 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 Wilson Rawls’ Where the Red Fern Grows, Laurie Halse Anderson’s Chains, John Steinbeck’s Of Mice and Men, Neal Shusterman’s Bruiser, and Mildred D. Taylor’s Roll of Thunder, Hear My Cry.

Grade 8 English In this course, 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 tenses. Writing assignments include several five-paragraph essays, developing 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 essential. 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 Paulo Coelho’s The Alchemist, 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 The Middle School mathematics curriculum is an extension of the Singapore Math program, which begins at the Primary level and transitions into a traditional sequence of mathematics courses, including algebra and geometry, during Middle School. Teachers strive to instill mathematical confidence in every student by providing an appropriate level of challenge, a nurturing environment and an understanding that math provides tools to help us understand the world. Students in fifth and sixth grade engage in lessons and activities that focus on numeracy and problem-solving to foster a deep understanding of mathematical concepts and skills. As they complete the Singapore Math program, which focuses on understanding the why before the how, they simultaneously develop both self-regulating (or meta-cognitive) skills and an enthusiasm for mathematics. Beginning 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.

This yearlong course continues the Singapore Math program and also introduces new material. The course is designed to develop a deep conceptual understanding of mathematical concepts. 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 billionths and beyond. They also develop proficiency in adding, subtracting, multiplying and dividing fractions, decimals and multidigit numbers. Other major topics include number theory, ratios, and percentages. Students engage in a variety of problem-solving strategies including drawing unit models to help them interpret and solve word problems. Advanced topics, projects and individualized assignments provide a level of challenge and support appropriate for each student.

MIDDLE SCHOOL

Grade 5 Mathematics

Grade 6 Math/Pre-Algebra  This yearlong course continues the Singapore Math program and also introduces new material. Many lessons focus on moving from visual and concrete representations to abstract representations of numbers. 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 two- and three-dimensional shapes, probability and the four basic operations with negative numbers. A variety of strategies and skills are introduced for each topic. Students learn to understand different approaches to 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.

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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 algebraic 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.

Grade 7 Algebra In the two-year enriched course, pre-algebra skills are reintroduced in an integrated manner as new topics are presented. The pace of the course allows for additional time on topics and opportunities for group activities that stimulate creativity and critical thinking and allows students to apply the skills they learn in practical situations. The one-year accelerated course moves at a more rigorous pace; the focus is on critical thinking, abstract reasoning and error analysis.

MIDDLE SCHOOL

Grade 8 Algebra  This is the second year of the enhanced course. This class reviews and strengthens concepts introduced in seventh grade and also introduces more advanced concepts in algebra. Students complete an outside project connecting algebra to various real-world careers, which expands their knowledge of the roots and applications of math to engineering and economics.

Grade 8 Geometry  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 the logic of geometry, which focuses on proofs. Coursework is enhanced with an independent 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. Prerequisite: The successful completion of Algebra I and the permission of the teacher.

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Social Studies/History In the fifth grade, students begin a two-year exploration of geography; ancient civilizations, including Egypt, Greece and Rome; and the Middle Ages. In the seventh grade, students begin a two-year study of United States history, with a focus on the evolution of government, equity and diversity, and the emergence of a global economy. Beyond the substantive content, social studies/history in the Middle School is skills-based, with an emphasis on note taking, study skills, critical reading and writing, and presentation skills. While content serves as the backbone of the curriculum for each of the four years, the curriculum is designed to hone students’ critical thinking and communication skills. Students are asked to read and write as historians, assess bias in primary and secondary documents and learn to question with thoughtfulness and respect. The program produces emerging scholars who are beginning to see contemporary society—against the backdrop of history—through multiple lenses.

GradeS 5 – 6 Social Studies MIDDLE SCHOOL

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 also 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, VA in the fall, experiencing life as it was in the Colonies pre-Revolution. Additionally, students participate in a mock-Constitutional Convention, roleplaying certain Founders who were in attendance at the Convention of 1787. This is the first year of a two-year discovery of United States history. Resources: United States History (Holt McDougal)

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Grade 8 History Using Facing History 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 note taking, 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 place-based learning experience complements the history curriculum. Eighth graders travel 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.

MIDDLE SCHOOL

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

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Science Science classes meet five times per week at each grade level in the Middle School. The emphasis is placed on discovery, exploration, and collaboration. The integration of STEM (Science, Technology, Engineering and Math) concepts; study skills and outdoor education in our garden, pond and streams, shapes the study of science at GSB. Throughout Middle School, students learn to solve problems by designing, testing and revising projects during a wide variety of hands-on activities. Classes are designed to inspire students to follow their natural curiosity about the world around them as they learn and apply science concepts. Students also use the Makerspace, a lab-centered working classroom where they can create, design, explore and tinker. Middle School science is all about harnessing the natural energy of the students and directing it in positive ways. This program is designed to be exciting, innovative and tailored to the students’ natural need to move around, socialize, and collaborate.

Grade 5 Science MIDDLE SCHOOL

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 main and Home Winds campuses along with the garden provide students with a tangible exploration of the environment. As fifth graders 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 in the form of a report. 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 pop-up 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.

Grade 6 Science Sixth-grade lessons include topics from life, earth and physical sciences. A close inspection of the Peapack Brook, which runs through the GSB campus, includes measurement of its physical dimensions, analysis of its water chemistry, and the identification of the organisms which live in the riparian zone. Students learn about the properties of water and become aware of their own water use, how clean water impacts their health and the fact that water is not evenly distributed on the planet. The physical and chemical properties of matter and energy are investigated through a variety of lab activities. Students test for vampire devices, build wind turbines and need to stick to a budget while designing roller coasters from pipe insulation. Sixth graders take part in the “Trout in the Classroom” and “Quail in the Classroom” programs. Students 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 not only connect science to their life, but to also experience the scientific method first hand, 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. Research and conclusions, along with a study of a scientist in that field, are presented during a community Science Symposium. 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 throughout the year with an emphasis on science vocabulary and appropriate lab skills.

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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.  Real-life science applications on the Gill St. Bernard’s campus, such as examining biodiversity in the garden, hatching, tagging and releasing of monarch butterflies or using websites to track several animal species in real time, 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 read and understand scientific literature, with students carrying out informed discussions about current scientific advances or developments. Students also research and prepare several in-depth multi-media presentations which promote group collaboration, research skills, and public speaking skills. Age-appropriate test-taking and study skills are continued in seventh grade.

MIDDLE SCHOOL

Grade 8 Science

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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 problem-solving 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.


World Languages The World Languages Department strives to build confidence and inspire a love for language in our students as well as to encourage exploration of the culture and history of the regions associated with the language. In addition, the program provides natural avenues for students to explore diversity and multiculturalism. French, Latin and Spanish are offered in the Middle School. Incoming fifth graders choose which language they would like to study. Students are encouraged to continue their chosen language through Middle School; however, they are allowed to change languages in the seventh grade. Grade 5 and Grade 6 courses are experiential and provide a foundation in the language. In seventh and eighth grade French and Spanish classes, an emphasis is placed on immersion in the target language, foundations in grammar, and culture. In seventh and eighth grade Latin, coursework is tied closely to grammar, culture and etymology. Upon successful completion of the seventh and eighth grade program, students enter Level II of the language in the Upper School.

Grade 5 Spanish MIDDLE SCHOOL

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, the contributions of ancient Romans as well as the clothing, schools and architecture of the Roman Empire and its many contributions to history.

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Grade 6 Spanish 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.

MIDDLE SCHOOL

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 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 and retaining 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.

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Grade 7 Latin This class 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.

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.

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.

MIDDLE SCHOOL

Grade 8 French

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.

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Fine Arts and performing arts The fine arts program engages the creativity and curiosity of Middle School students. Problemsolving activities inherent in both the two- and three-dimensional art courses help students develop cognitive and fine motor skills and an awareness of the emotional impact of the fine arts. Students select and transform ideas, discriminate and synthesize the elements and principles of design, and apply these skills to their expanding knowledge of the visual arts and to their own creative work. Students refine the questions that they ask in response to artwork, leading to an appreciation of multiple artistic solutions and interpretations.

MIDDLE SCHOOL

In both fifth and sixth grades, students take one semester of studio art and one semester of woodworking. Through the coursework, students develop an understanding of the meaning and importance of the visual world in which they live. In seventh and eighth grade, students may choose to explore a half year or full year of art, woodworking, computer-aided design (CAD), drama, sculpture/ceramics, or music. Participating in a performance-based elective is critical to the development of a student’s communication skills, both verbal and nonverbal. At GSB, students have opportunities at each level of the Middle School to sing, dance, act and perform with their peers in a comfortable environment. All fifth and sixth graders take music class twice per week. The work in these classes is showcased in our winter and spring evening concerts. Beginning in seventh grade, students may choose electives in the fine arts or performing arts. Augmenting these courses are afterschool musical groups and theater arts productions such as Grease, Guys & Dolls and Sleeping Beauty.

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.

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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Grade 7 Computer-Aided Design (CAD) This seventh-grade elective is taught in the Middle School Makerspace and meets twice each week. In this class, students design objects and models using specific software programs. Then, utilizing tools in the Makerspace such as the 3-D printers, Surface devices, and Greenscreens, students create objects and pieces of art. 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.

Grades 7 – 8 Woodworking

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.

MIDDLE SCHOOL

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.

Grades 7 – 8 sculpture/ceramics Middle School Sculpture/Ceramics introduces students to working and thinking in 3-D. 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 will learn different sculptural techniques including; carving, paper mâche, wire and assemblage. Ceramic hand-building techniques will include coiling, slab building and modeling. They will use 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. With these tools they will be able to speak about art in an informative manner during group critiques.

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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.

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.

MIDDLE SCHOOL

Grades 7 – 8 Drama

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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 grades mount a production. Interested students may participate on stage or behind the scenes. Past Middle School plays have included HMS Pinafore, The Pirates of Penzance and You’re a Good Man, Charlie Brown.


Technology Middle School technology skills are integrated throughout the curriculum and are designed in collaboration with core subject teachers. Beginning in Grade 5, students focus on mastering basic computer skills such as keyboarding, word processing and working with spreadsheets. More sophisticated skills are introduced each year thereafter. In technology classes, students design webpages, develop presentations, produce digital films and write research papers. Digital citizenship and work/study skills are integrated into the technology program each year. All students in the Middle School take a Makerspace class once per week. The Makerspace is an area for students to create, design, tinker and experiment with science, engineering and art. Students are encouraged to explore their creativity through hands-on projects designed for individual and team work.

Grade 5 Technology

Grade 6 Technology

MIDDLE SCHOOL

This class meets in the Middle School iMac computer lab. Students learn a range of computer 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.

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

MIDDLE SCHOOL

This class focuses on the technology and informational literacy skills to support writing a research paper, an important component of the eighth grade curriculum. Students learn to select appropriate internet sources, adding depth to their work and enhancing their research skills. Over the course of the year, eighth grade students also become more effective at taking notes, organizing information and writing bibliographies with in-text citations. As part of the class, students research a topic for world languages and design a website as a presentation. The course culminates with an in-class visual presentation of student work, supported either by PowerPoint or iMovie. An extension of previous technology coursework, this class helps students master Microsoft Office and iLife applications and teaches basic coding and programming skills. Digital citizenship is also emphasized, and is framed as a matter of respect, responsibility and appropriate technology use.

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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 well-being, drug and alcohol education, human anatomy, and character development. Research indicates that there is a clear link between physical activity and superior cognitive performance, especially for adolescents. All students participate in physical education classes during school hours. 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 four times per week. Seventh and eighth graders participate in team sport practices during the regular school day, five days per week.

Grades 5 – 8 health and wellness MIDDLE SCHOOL

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 well-being.

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. Students participate in physical education classes 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 seventh and 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 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 Girls’ Basketball Grades 6 – 8 Boys’ Basketball Grades 5 – 8 Coed Fencing

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

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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 2016-17 academic year include: Classical League, Grades 7 – 8 Community Art Club Community Excellence Club Documentary Club Garden Club, Grade 8 Gill Gals & Barbershop Boys, Grade 6

MIDDLE SCHOOL

GSB Show Stoppers, Grade 6 Half the Sky Hiking Club Instrument Lessons & Jazz Band International Club Jr. Knights Voices & Jr. Gillharmonics Library Advisory Club Literary Magazine Math Boost Math Challenge Club Middle School Newspaper (On-line) Middle School Student Council Origami Club Ping Pong Club Reading Buddies Ski Club and Snow-Boarding, Grades 6 – 8 Sleeping Beauty Kids, Grades 5 – 6 Spanish Hour Stage Combat Club 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. 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.

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.

MIDDLE SCHOOL

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.

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, oceanography, 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. We encourage our students to challenge themselves and 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.

UPPER SCHOOL

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. 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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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.

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. Letter grades are based upon the following equivalent numerical scale: 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

UPPER SCHOOL

Letter Grade

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.

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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.

UPPER SCHOOL

Distribution Requirements by Department

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

Total Credits

Description

English

4

One credit per year

Fine Arts

1

Foreign 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


Midterm and Final Exams Many yearlong courses administer midterm and final examinations. Results of these two exams can account for up to 30 percent of a student’s final grade. The administration of the exams and the weight that they are given is at the discretion of the faculty member and the respective department head. Advanced Placement Courses vs. Honors Courses All students who enroll in AP courses are expected to complete the requirements of the course, including taking the AP exam. Enrolled students who choose not to sit for the AP examination will be assigned honors status in the course. Students with honors status are required to take a final exam, unless they are exempted by their 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.

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.

UPPER SCHOOL

Course Changes

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.

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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. 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

UPPER SCHOOL

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.

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Upper School Curriculum English Literature communicates values, traditions, and beliefs. It introduces 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 are expected to 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. Central to our pedagogy and curricula, of course, is helping students to write and prepare lucid, well-developed 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 education 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.

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 worked into 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).

UPPER SCHOOL

Literary Analysis

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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 worked into 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

UPPER SCHOOL

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 three-month 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.

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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. 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.


Typical readings for this course include Arthur Miller’s The Crucible, Nathanial 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

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.

British Literature and the victorian age

UPPER SCHOOL

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. 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.

Honors British Literature and romanticism

11th Grade

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 the contemporary poetry of Larkin and Hughes, and includes the study of short stories, poems, dramas, novels and essays. Students study the epic Arthurian legend, tragic Byronic heroes as well as the modern antihero, 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. Writing skills are enhanced through weekly written responses to the reading and by writing 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. 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. 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

Honors British Literature and the victorian age

11th Grade

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 the contemporary poetry of Larkin and Hughes, and includes the study of short stories, poems, dramas, novels and essays. Students study the epic Arthurian legend, tragic Byronic heroes as well as the modern antihero, 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. Writing skills are enhanced through weekly written responses to the reading and by writing 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. In the second semester, this course will include an in-depth study 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 Bronte sisters. 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. B. The Soul of the American West

Prerequisites and Requirements: British Literature or Honors British Literature. C. Immigration and Multiracial American Fiction With the short story looking more and more like an international affair every day, this course looks at a body of fiction and film that focuses on the experience of America from many different perspectives and cultural influences. It begins by considering the immigrant experience and then shifts to examining the experience of America through first-generation writers. Through literature and film, the goal is to move beyond the melting pot paradigm to re-envision what American means. Students construct a list of questions or important issues that each story forces the reader to ask or identify. Provocative essay assignments engage students in close reading of the texts in order to illuminate important issues of the American experience.

UPPER SCHOOL

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.

Stories are selected from anthologies and collections that include Imagining America: Stories from the Promised Land (Persea); Mixed: An Anthology of Short Fiction on the Multiracial Experience (Norton); and Bharati Mukherjee’s The Middleman and Other Stories.

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Films include Green Dragon, An American Rhapsody, Avalon, In America, Real Women Have Curves, Bread and Roses, Raising Victor Vargas, Mississippi Masala and Lone Star. Prerequisites and Requirements: British Literature or Honors British Literature. D. Women and Madness This course explores the connections between madness and female identity in Western literature from cultural and social perspectives. The class examines how the expectations and stereotypes placed upon women in a gender-role driven society has essentially created the image of the mad woman in Western culture. Typical readings include Jean Rhys’s Wide Sargasso Sea, Sylvia Plath’s The Bell Jar, Charlotte Perkins Gilman’s The Yellow Wallpaper and Susanna Kaysen’s Girl, Interrupted. Prerequisites and Requirements: British Literature or Honors British Literature. E. 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. F. 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.

UPPER SCHOOL

G. 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.

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Honors World Literature

12th Grade

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. 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 Robbe-Grillet’s Jealousy and John David Morley’s In the Labyrinth. 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 eleventh grade English teacher.

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, but 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 non-fiction prose. As such, the focus of these courses is literature.

Advanced Placement English Language and Composition

11th Grade

UPPER SCHOOL

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 non-fiction 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.

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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 eleventh 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 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.

UPPER SCHOOL

Advanced Creative Writing Seminar

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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.


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

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.

9th or 10th Grade

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.

UPPER SCHOOL

Geometry

Prerequisite: Algebra I

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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.

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

UPPER SCHOOL

Prerequisites: Algebra II and Trigonometry

Honors Precalculus 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 problemsolving is used. 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, but 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 collegelevel calculus (or to prepare eleventh 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: Precalculus

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 multi-representational approach to calculus is used. Concepts, results, and problems are expressed geometrically, numerically, analytically and verbally. Through Socratic interchange, activities and challenging problems, the students examine functions, derivatives, and integrals and their applications. Prerequisites: Grade of B+ or better in Honors Precalculus, or a grade of A- or better in Precalculus.

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

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).

UPPER SCHOOL

Statistics

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 Precalculus.

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.

UPPER SCHOOL

Prerequisites: Completion of, or concurrent enrollment in, Honors Precalculus.

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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

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).

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.

UPPER SCHOOL

United States History

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

UPPER SCHOOL

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.

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.

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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. 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.

Advanced Placement European History

11th or 12th Grade

UPPER SCHOOL

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.

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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. 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.

Philosophy

11th or 12th Grade

This one-semester course challenges students to reflect critically and analytically about the diverse ways in which individuals acquire knowledge and put this knowledge to practical use in their daily lives. The course encourages students to become more aware of themselves and others as thinkers, to become more aware of the complexity of knowledge and how it can be subject to change, and to discover the ways in which different forms of knowledge take shape. This course centers on exploring questions rather than determining answers. These questions include age-old philosophical questions as well as new questions. This course develops an understanding of why critically examining claims of knowledge is important to further develop one’s capacity to critically evaluate beliefs. In addition, philosophical thinking enables students to make connections across various academic disciplines and to become aware of how society’s existing biases frequently influence what people believe they know as true.

UPPER SCHOOL

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.

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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

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 Roman 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. 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 Romans outside their own world, as they expanded.

UPPER SCHOOL

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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

UPPER SCHOOL

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• 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

Introduction to Physics

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.


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, oxidationreaction 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.

Advanced Placement Chemistry

10th, 11th or 12th Grade

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.

UPPER SCHOOL

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 problem-solving and detailed interpretations of developing technologies are emphasized throughout the course. The breadth of the course is captured in the “Six Big Ideas� identified by the College Board: structure of matter; properties of matter-characteristics, states, and forces of attraction; chemical reactions; rates of chemical reactions; thermodynamics; and equilibrium.

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.

UPPER SCHOOL

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

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Human Physiology

10th, 11th or 12th Grade

This yearlong course provides students with a basic introduction to human anatomy and physiology through the study of several major organ systems. Topics covered include the detailed structure and function of the human body, with particular emphasis on those systems related to exercise physiology. Laboratory work, which includes a dissection and hands-on component, is supplemented with the study of the anatomy and physiology behind common sports injuries. The following systems merit particular emphasis: skeletal, muscular, cardiovascular and respiratory. This course helps students understand the relationship between structure and function in the human body; the different human systems; the role that anatomy and physiology play in sports performance; and the connections between health, human disease and sports injuries.


anatomy and physiology (first Semester)

10th, 11th or 12th Grade

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

botany (second Semester)

10th, 11th or 12th Grade

Botany is the scientific study of plants and their relationship to the environment. In this course, students will investigate the growth, reproduction, anatomy, structure, physiology, biochemistry, classification, genetics, and ecology of plants. Students will focus on the cycling of matter and transfer of energy within ecosystems, plant populations, anatomical structures in plants which perform specific functions, the diversity and unity among plant species, and how plants change after many populations. This class will involve classroom discussion and lab-based investigations.

Biotechnology

11th or 12th Grade

This course introduces students to advanced principles and techniques in the biotechnology industry. Topics include molecular biology, transformation, bacteriology, immunology, recombinant DNA technology, gene cloning, recombinant protein design, DNA sequencing and polymerase chain reaction (PCR). Each topic covered includes a discussion of bioethics, career possibilities and applications for the technology in the workplace. This lab-intensive course incorporates hands-on work with the different instruments and techniques used in the field of biotechnology. During the second half of the course, students design their own experiments, using the biotechnology concepts and skills that they have learned. Prerequisite: Grade of B+ or better in Honors Biology, or grade of B or better in AP Biology.

Honors Environmental Science

11th or 12th Grade

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

Advanced Placement Environmental Science

UPPER SCHOOL

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.

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.

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This course requires students to analyze and synthesize information at a college level in preparation for the AP Environmental Science exam. In addition to the classroom, the laboratory provides regular and ongoing opportunities for students to explore scientific problems in a field and experimental environment. Students are required to document lab work, using a prescribed format consistent with the requirements of college course offerings. Prerequisites: Grade of B+ or better in a previous AP science course or grade of A- or better in a standard or honors science course.

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.

UPPER SCHOOL

Advanced Placement Physics I

11th or 12th Grade

This course is a response to the format changes made by the College Board in 2014 and is based on “Seven 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 I and II

11th or 12th Grade

This course prepares students for the first two physics courses typically encountered in college. By combining various computational strategies with strong laboratory experience, the class provides a survey of many of the most important topics in modern physics including mechanics (motion, kinematics, work and energy, circular motion, fluid mechanics); thermodynamics (temperature and heat, kinetic theory); electricity and magnetism (electrostatics, circuits); wave theory (interference, diffraction, mirrors, lenses); and nuclear physics (atoms, nuclear reactions, wave-particle duality). Students are expected to be highly organized, motivated and skilled in mathematical problem-solving. This class will prepare students for the AP Physics I and II exams in May.

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


Oceanography

10th, 11th or 12th Grade

Following a century-long demographic shift, a majority of the world’s population now lives within 90 miles of an ocean. This semester-long offering provides an overview of the increasingly important content area of marine science, from its early history to important recent discoveries in the field. This course examines the ocean from different perspectives, considering it as an immense, largely unexplored frontier, an increasingly significant repository of natural resources, the primary force influencing the earth’s climate, and the basis of the world’s most intricate and varied ecological system. From early speculations about the nature of oceans to discoveries made possible by technological advances, this course presents an in-depth survey of the world’s oceans. Units of study include the origins and evolution of oceans, the management and use of oceanographic resources, naval law and covenants, bathymetry, continental margins, the air-ocean interface and its relevance to climatology, ocean exploration, the variety of ocean life, the range and importance of ocean resources, and marine habitats—an important focus in the second semester. Throughout the course, students read oceanographic charts and utilize Internet database resources to maintain current and accurate information.

Introduction to Robotic Engineering

10th, 11th or 12th Grade

Students in this one-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. Resources include The Robotics Primer (MIT Press).

Robotic Engineering II

10th, 11th or 12th Grade

Prerequisite: Introduction to Robotic Engineering

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.

UPPER SCHOOL

This one 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.

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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

UPPER SCHOOL

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. Prerequisite: Introduction to Programming or approval of teacher.

Advanced Placement Computer Science A 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.

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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 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.

Desktop Publishing 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.

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

Filmmaking

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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. 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.

UPPER SCHOOL

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 Center (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. Resources include the Avancemos 3 series (Holt, McDougal), which comprises a text and practice workbook. Prerequisites: Spanish II and recommendation of the teacher.

UPPER SCHOOL

Honors Spanish III

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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. Prerequisites: Spanish IV.

UPPER SCHOOL

Advanced Placement Spanish Language and Culture

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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11th or 12th Grade


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 branche (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

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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. 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

UPPER SCHOOL

AP Latin concentrates on the translation, analysis and interpretation of Vergil’s epic poem, the Aeneid, and Caesar’s commentaries, De Bello Gallico. Students learn the technical aspects of vocabulary and syntax, which are essential for accurate, literal translation and understanding. An emphasis is also placed on the history and culture of Rome as they influenced the authors and their works. Classes are devoted in large part to translating and analyzing Latin from the Latin AP syllabus and to sight-reading passages. The course discusses major topics, themes and motifs from Roman literary, cultural, social and political history. Students in this course prepare to take the Latin AP exam. Prerequisite: Grade of A- or better in Latin IV and recommendation of the teacher.

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 Center (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.

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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 studiobased artistic exploration. Our goal is to familiarize students with the means, the context and the interpretation of art through intensive instruction in traditional and contemporary ideas and techniques. Students acquire a comprehensive understanding of both the elements that compose artworks and the ideas that make them meaningful. Constructive criticism is an integral part of classroom discussion, helping each student to realize more fully his/her creative potential. All aspects of creating art – from generating ideas to the technical process – are included in instruction and practice. References to art history and contemporary art are integrated into every course. Students have several opportunities throughout the year to show their work to the school and community in a gallery setting. Each year, the fine arts faculty in grades K – 12 curates a winter and a spring art exhibition and hosts opening receptions for staff, faculty and friends to come together and celebrate the work of our art students. 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 higher-level thinking skills and art-related technology skills. Students engage in creative expression through a variety of art experiences that sharpen their awareness and perception, permitting them to create in-depth works of high aesthetic quality. Art history and culture are incorporated into the art experience as an enhancement for art appreciation. This course provides students with studio experiences, using a variety of media in various areas of art exploration. Projects are based on the elements of art and principles of design. Students acquire 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.

UPPER SCHOOL

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.

Intermediate English: Literature and Writing Intended for intermediate-level English students, this course prepares international students for reading highschool 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.

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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’s 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

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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 nine through twelve 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 2016-2017

administration Sid Rowell Head of School Trinity College, B.A., M.A.

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

Irene Mortensen Director of Studies Language Arts/English Vassar College, A.B. Columbia University, M.A.

Tim Davis Athletic Director Monmouth University, B.S., M.A. The College of New Jersey, M.A., M.Ed.

Susan Petrone Upper School Director Science & Technology Haverford College, B.S. University of Massachusetts, M.Ed. Kyle Armstrong Middle School Director Trinity College, B.A. Lesley College, M.Ed. Honor Taft Lower School Director Hobart & William Smith Colleges, B.A. Bank Street College, M.S. Columbia University, M.Ed. Kerri Ann Small Director of College Guidance Upper School English Drew University, B.A., M.Litt.

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Michael Chimes Director of Academic Technology Rutgers University, B.A., M.Ed. Sarah Rowland Director of Admission & Financial Aid Denison 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. Tracey Goodson Barrett Director of Diversity & Multicultural Affairs Cornell University, B.A. 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. Larry Bostian Upper School Science & Technology Southern Illinois University, B.A. Macada Brandl Upper School World Language College of William and Mary, B.A. Seton Hall University, M. Public Administration Florida State 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 Primary 4-5 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. 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.

Ed Brown Mathematics Department Chair College of the Holy Cross, B.A. Carnegie-Mellon University, M.S.

Cendahl Cornellio-Alter Learning Specialist PreK-Grade 8 Seton Hall University, B.S., M.A. George Mason University, M.Ed.

Drew Burton Middle School History University of Maryland, B.A. Johns Hopkins University, M.A.T. Seton Hall University, M.A.Ed.

Fred Corona Eleventh Grade Dean Upper School Mathematics Boston College, B.A.

Donna Butler Middle School World Language 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.

Gill St. Bernard’s School – Curriculum Guide 2016-2017

Faculty

Frank Corrado Middle School Mathematics Rutgers College, B.A. City College of New York, M.Ed. Terri Cosentino Middle School Science University of Scranton, B.S. The College of New Jersey, M.A.

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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.

Claudia Hesler Upper School Assistant Librarian Rutgers University, B.A.

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 Language 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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Pam Howard Fourth Grade Western Connecticut State University, B.S. 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. Shelly LaBarre Supervisor of Health & Physical Education Lower School and Middle School Physical Education East Stroudsburg University, B.S. Kristina Lasher Primary – Grade 6 Mathematics Coordinator Middle School Mathematics Swarthmore College, B.A. Arcadia University, M.Ed. David Lee Associate Director College Guidance Drew University, B.A. Columbia University, M.A.


Melissa Lewis Middle School and Upper School World Language University of Rhode Island, B.S.

Kathleen O’Connor Upper School History Monmouth University, B.A., M.A.

Diane Lipnickey Kindergarten State University of NY at Farmingdale, A.A.S. State University of NY at Oneonta, B.S., M.S.

Robert Ort ’89 Middle School and Upper School Fine Arts Rochester Institute of Technology, A.A.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. Kaitlyn McAteer Upper School Science Boston University, B.A. University of Minnesota, College of Veterinary Medicine, D.V.M. Takisha McCall-Sulton Upper School Mathematics Morgan State University, B.S. Brett Mershon Assistant Middle School Director Middle School Language Arts Keystone College, A.A. Keuka College, B.S. Joan Mruk Upper School Computer Science Centenary College, B. S. Penn State, M.Ed. Hope Napolitan Lower School World Language 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.

Dan Petrillo Middle School Social Studies University of Rhode Island, B.A. Sharon Poticny Upper School English Ohio State University, B.S. University of Southern California, M.S. Hope Preston Lower School Librarian Lawrence University, B.A. University of Oregon, M.B.A. Rutgers University, M.L.I.S.

Gill St. Bernard’s School – Curriculum Guide 2016-2017

Faculty (continued)

Eileen Procaccino School Registrar/Data System Manager Technology 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. 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.

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Faculty (continued) Casey Santonacita Second Grade Rowan University, B.A.

Michiel Stil Upper School Science & Technology Reed College, B.A.

Margery Schiesswohl Ninth Grade Dean Upper School Performing Arts University of New Hampshire, B.A.

Sara Swartz Third Grade Skidmore College, B.S.

Stacy Schnurr Middle School Mathematics Rutgers University, B.A. Lesley University, M.S. Jennifer Schuchman Middle School Science Cornell University, B.S. Mount Sinai Medical School, M.S. Sarah Schultz Third Grade Simmons College, B.A. Columbia Unifersity, M.A. Leigh Seibert Lower School Music Nyack College, B.A. Courtney Sica ’06 Middle School Mathematics College of the Holy Cross, B.A. College of St. Elizabeth, M.Ed.

Noreen Syed ’10 Middle School Science McGill University, B.A. John Taeschler Science & Technology Department Chair Rutgers University, B.S. St. Peter’s College, M.A. Mary Tuohy Second Grade Mary Immaculate College, National University of Ireland, B.A. Zoe Tuohy Middle School Language Arts Rutgers University, B.A. The College of New Jersey, M.A.

Mark Signorelli Upper School English New York University, B.A. Catholic University, M.A.

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

Amy Smith Middle School World Language The College of Wooster, B.A. University of New Hampshire, M.A.

Kim Turse Upper School Learning Specialist Tenth Grade Dean Rutgers University, B.A., M.Ed.

Amy Southerland Middle School Performing Arts Birmingham-Southern College, B.A.

Amy Ulto Primary 3-4 William Patterson University, B.S.

David Southerland Upper School Performing Arts Birmingham Southern College, B.A.

Greg Washburn Upper School Mathematics, Science & Technology University of Virginia, B.S. Emory University, M.B.A. University of Virginia, M.Ed.

Rachael Sperduto Primary 4-5 Clemson University, B.A. Nicole Spiotta Assistant Athletic Director Drew University, B.A.

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Jamie Swinson Primary 3-4 Felician College of New Jersey, B.A. Centenary College of New Jersey, M.Ed.

Gina Wendell World Language 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 – Curriculum Guide 2016-2017

Faculty (continued)

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



GSB Curriculum Guide