Teaching & Learning at Louisville Collegiate School

Teaching and Learning at Louisville Collegiate School Mission Statement Louisville Collegiate School inspires academic excellence, extraordinary character, and global citizenship.

INTRODUCTION Louisville Collegiate School’s academic experience empowers students to remain curious, welcome growth, and learn with ever-increasing confidence and desire. The contexts in which our current lives operate and those that we predict for our students as they enter adulthood are marked by their increasing volatility and complexity. In such environments, having the skills and attributes of a lifelong learner is of significant value as things like vision and agility become increasingly crucial.

grade offers a road map and intentionality for how we as a school community cultivate these skills and attitudes throughout a student’s time at Louisville Collegiate School.

HOW WE PURSUE THESE AIMS - Louisville Collegiate School’s Course Map comprises the latter portion of this booklet. Organized by subject matter, this section lays out the content, practice, and learning experiences students encounter in LCS classes from the beginning of Lower School to the end of senior year. The first part of this booklet articulates what we hope to inspire and cultivate in Collegiate students. This second portion demonstrates, at a high level, the matrix of studies, classwork, and assessments that bring the school’s larger student-centered mission to fruition.

At the same time, rich learning and skill development require equally rich subject matter and teaching. This curriculum booklet demonstrates how Louisville Collegiate School navigates these demands by laying out what skills and attitudes we aim to cultivate in our students and how we sequence the content and experiences of our courses such that these student-centered aims emerge.

WHAT WE FOSTER IN OUR STUDENTS - The LCS Core Competencies comprise this booklet’s first portion.

This collection of scopes and sequences focuses on eight Core Competencies identified by the school as critical skills and attitudes for lifelong learning and citizenship. Not only does the collection of these competencies offer a valuable portrait of an LCS graduate, but also, the sequencing of these skills and attitudes from junior kindergarten to twelfth

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COLLEGIATE CORE COMPETENCIES CURIOSITY & CREATIVITY I have a sense of wonder, a willingness to explore, and a desire to create.

GROWTH MINDSET I value constructive feedback, understand that what might be perceived as failure is a building block of learning, and am comfortable taking responsible risks.

WELLNESS I reflect on my inner self and intentionally cultivate my mind, body, and heart.

QUANTITATIVE REASONING I use mathematical reasoning to analyze and to solve academic and real-world problems.

INTERPRETATION I use strategies to understand and evaluate a variety of media; I apply these texts to the world in which I live.

COMMUNICATION I communicate in native and world languages with a variety of audiences using multiple forms of media.

INQUIRY & INNOVATION I use a research-based process as a means of synthesizing information, testing ideas, and making new discoveries.

INTERCULTURAL ENGAGEMENT I know myself as a citizen, and I engage diverse perspectives and cultures to enact meaningful change.

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Over four school years, faculty, staff, and family

COLLEGIATE

CORE COMPETENCIES

committees worked together to research, survey the community, hold focus groups with students, visit peer schools invested in similar work, and participate in professional learning opportunities to identify and sequence eight core competencies.

These are the LCS Core Competencies, and they serve as clear, articulated goalposts for what every LCS student and eventual graduate can do as they

The Core Competencies are a wholehearted, whole-human approach to education.

What do we as a school community most want for our students? At Louisville Collegiate School, the answer is for them to be confident, lifelong learners so that they can be stronger, more aware, and more hopeful as they encounter the future.

The LCS Core Competencies are an integral framework for how we pursue this commitment to lifelong learning. The 21st Century has expanded our definition of academic excellence to include a more adaptive skill set. In 2019, Steven Sowell, Upper School English teacher and department chair, earned a grant to chair a team of seven teachers and administrators to explore competency-based learning and assessment. In that vein, over the next several years, the school built on that exploratory committee’s initial work to consider how we could better balance traditional learning outcomes with other timely skills such as emotional awareness, creativity, cultural competence, and project

matriculate through our curriculum.

Each of the eight LCS Core Competencies has been broken up into a collection of three to five subcompetencies, and these sub-competencies are sequenced across seven levels related to student growth from preschool through graduation. The choice of seven levels as opposed to thirteen--one for each grade at LCS--was intentional. While the nine-month school year and annual grade level advancement fall according to formulaic calendars, the accrual of skills and attitudes for lifelong learning is less predictable. The seven levels for each LCS Core Competency encompass approximately two grade levels. Nevertheless, by design, the LCS Core Competencies are structured to be effective guideposts for students’ development rather than yearly to-do lists for teachers, students, and families.

Louisville Collegiate School is committed to student-centered, whole-child education. The LCS Core Competencies challenge and remind us to be intentional and thoughtful in living out this commitment.

management, all of which we see as vital to lifelong learning.

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CURIOSITY AND CREATIVITY I have a sense of wonder, a willingness to explore, and a desire to create.

Seek and play

Level 1 I ask why.

I explore through imaginative play.

I engage in dramatic, musical, and artistic play.

I share my creative works with others.

Create and share

Level 3

I use my senses to observe and wonder.

With support, I explore natural and virtual worlds.

I participate in and contribute to the play of my peers.

When prompted, I use listening skills to ignite new questions and explorations.

With support, I study the creative process and expression of others.

I create through imaginative play.

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Level 2

When prompted, I make connections from play with my peers.

When prompted, I expand from my own discoveries and choices.

I experiment with the ideas and products of artists.

I share my creative works with others.

I can identify when I am in a focused, creative state I experiment with the ideas of others and develop my own.

I share my creative works with an intended audience.

Level 4

Level 5

Level 6

Level 7

I play and experiment for personal fulfillment and learning goals.

I seek inspiration through play, research, and new experiences.

I seek inspiration through play, research, and new experiences.

I seek out and generate opportunities to explore, play, and experience.

With prompting, I selfadvocate and use resources to help my creative process.

I self-advocate and use resources to help my exploration.

I reflect on my exploration to acquire new insight and self-direction.

I find inspiration in great art and the world around me

I recognize focused, creative states.

When prompted, I identify the conditions I need to be focused and creative.

I pursue the conditions I need to be focused and creative.

I create the conditions I need to be focused and creative.

I create in multiple disciplines with a developing sense of personal style and aesthetic.

With support, I create and polish an in-depth work.

I create in multiple disciplines.

With prompting, I identify my aesthetic preferences and creative influences.

I tailor my creative works for an intended audience.

I apply feedback and expanded technique to improve my work in multiple creative fields.

With support, I craft and curate my work according to my artistic goals and audience’s needs.

With support, I can synthesize ideas and methods from different disciplines and artists.

I can explain my creative process, aesthetic preferences, particular influences, and personal style.

I challenge myself to wonder, learn, self-discover, and create.

I produce polished creative work to understand the world and myself and to connect to others.

I synthesize ideas and methods from different disciplines and artists.

I evaluate new information, connect it to prior learning, and use it to create or produce a new product, evaluation, or point of view.

I can articulate my developing aesthetic, defend my stylistic choices, and reflect on feedback to improve my work.

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GROWTH MINDSET

Act with resilience

I value constructive feedback, understand that what might be perceived as failure is a building block of learning, and am comfortable taking responsible risks.

Level 1

Level 2

Level 3

With support, I articulate what it means to make a mistake through examples.

I support my peers when they make mistakes.

I demonstrate understanding that mistakes are part of the learning process.

With support, I notice when things are challenging and with encouragement sustain effort despite difficulty.

With support, I acknowledge my mistakes.

With support, I can articulate that mistakes are part of the learning process.

With support, I acknowledge my mistakes and support my peers when they make mistakes.

With support, I identify potential causes for mistakes, apply knowledge from previous challenges, and seek creative solutions.

With support, I respond to setbacks with resilience.

Value feedback and reflection

With support, I articulate how to contribute to a healthy learning culture.

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With support, I recognize the importance of feedback as part of my learning.

With support, I use feedback from my teachers to improve future efforts.

When prompted, I use feedback from my teacher and peers to improve future efforts.

With support, I begin to reflect on feedback from my peers.

With support, I share constructive feedback with peers.

With support, I set goals to grow as a learner.

Level 4

Level 5

Level 6

Level 7

I anticipate setbacks being part of the learning process, acknowledge my mistakes, and support my peers when they make mistakes

I anticipate the potential for setbacks and unexpected outcomes as a normal part of the learning process.

With support, I develop strategies to anticipate and respond to setbacks and mistakes.

I develop and implement strategies to anticipate and respond to mistakes with resilience.

When prompted, I identify potential causes of my mistakes, apply knowledge from previous challenges, and seek creative solutions.

When prompted, I acknowledge my mistakes and discuss them with others as a tool for growth and reflection.

I articulate that mistakes and “failures” are not reflections of my principal self-worth.

When prompted, I help others analyze and problemsolve mistakes.

With support, I articulate that mistakes and “failures” are not reflections of my principal self-worth.

When prompted, I identify potential causes of my mistakes, apply knowledge from previous challenges, and seek creative solutions.

When prompted, I respond to setbacks with resilience.

I can articulate my responsibility for contributing to a healthy culture of learning.

With support, I apply knowledge gained by previous mistakes.

I incorporate feedback from my teacher and peers to improve future efforts.

When prompted, I seek and share feedback to identify areas for improvement.

I seek and incorporate feedback to improve my work.

When prompted, I share constructive feedback with peers.

I reflect on my own work to identify strengths and growth areas as a learner.

I tailor my feedback to meet the goals of my peers.

When prompted, I identify my strengths and growth areas as a learner.

I set and act upon specific goals to grow as a learner.

When prompted, I set goals to grow as a learner.

I know that skills and understandings are developed through effort.

I exercise my responsibilty for contributing to a healthy learning culture.

I discern patterns within feedback to prioritize and set goals to grow as a learner.

I request feedback to help reach identified goals.

I apply feedback to improve my work.

I share feedback consistent with identified goals and my own expertise.

I incorporate reflection as an essential component in growing and learning.

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GROWTH MINDSET continued Level 1

Take healthy and responsible risks in my learnig

I learn what a risk is.

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With support, I begin to differentiate between healthy and unhealthy risks.

Level 2

Level 3

I identify healthy and unhealthy risks.

I can articulate what a healthy and unhealthy risk is.

I try new roles in group activities.

With support, I identify healthy risks that provide opportunities for personal growth.

With support, I share my thoughts, ideas, and work with the class.

When prompted, I explore a variety of roles in group work.

I present my work in front of an audience.

When prompted, I share my thoughts, ideas, and work with my class.

Level 4

Level 5

Level 6

With support, I identify healthy risks that will provide opportunities for personal growth.

With support, I explore my limitations in taking risks.

With support, I demonstrate leadership skills.

When prompted, I take healthy risks to foster personal growth.

When prompted, I evaluate the potential benefit versus harm of a risk.

I work collaboratively in a group by participating and contributing ideas.

I request the support needed to safely take healthy risks that exceed my ability.

With support, I identify ways to challenge myself that allow for personal growth.

With support, I demonstrate flexibilty in group work.

Level 7 I evaluate risk in terms of potential benefit versus harm.

I request support when a healthy risk exceeds my limitations.

I demonstrate leadership skills.

With support, I explore various ways to exercise leadership.

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WELLNESS

Cultivate mindfulness

Develop emotional intelligence

Understand the value and components of wellbing

I reflect on my inner self and cultivate my personal growth and relationships.

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Level 1

Level 2

With support, I can practice wellness habits that contribute to my wellbeing.

With support, I identify and practice physical and mental wellness habits that contribute to my wellbeing.

Level 3 With support, I choose mental and physical wellness strategies and habits that contibute to my wellbeing.

With support, I explain why physical and mental wellbeing is a significant factor in my overall health, happiness, and academic success.

With support, I identify and label emotions in myself and others.

With support, I identify and label increasingly precise emotions in myself and others.

When prompted, I identify and label a variety of emotions in myself and in others.

With support, I use self-regulation strategies to manage my emotions.

When prompted, I identify and use self-regulation strategies to manage my emotions.

When prompted, I articulate the impact of emotions on relationships with peers.

With support, I particpate in mindful practices that focus the mind, calm the body, and engage the heart.

With support, I learn mindful practices that focus the mind, calm the body, and engage the heart.

With support, I implement mindful practices that focus the mind, calm the body, and engage the heart.

With support, I define mindfulness and explain the connection to wellbeing.

Level 4

Level 5

Level 6

Level 7

I employ mental and physical wellness strategies and habits.

I develop wellness habits with the aim of living a balanced, healthy life.

I develop wellness habits with the aim of living a balanced, healthy life.

I articulate what it means for me to live a healthy life and strive for optimum health.

I explain why physical and mental wellbeing is important for my overall health, happiness, and academic success.

With support, I identify wellness resources within and outside of my school community.

I access multiple wellness resources within and outside my school community.

I understand my wellness needs and advocate for them.

I cultivate increasing awareness of habits and behaviors that negatively impact my wellbeing.

I share healthy habits and wellness resources with others to improve the wellbeing of my community.

I identify and label a variety of emotions in myself and in others.

I identify and use selfregulation stategies to manage my emotions.

With support, I communicate my emotions to support positive relationships.

With support, I identify habits or behaviors that may have a negative impact on my wellbeing.

I identify, label, and understand nuances within my emotions and the emotions of others.

I identify and use selfregulation stategies with increasing precision to manage my emotions.

With support, I communicate my emotions and listen to the needs of others to support positive relationships.

With support, I can advocate for my wellbeing and wellness needs.

I use self-regulation strategies and self-advocate I have begun to understand how emotional awareness and regulation support and strengthen peer relationships.

With support, I examine how conflicting emotions can occur simultaneously within a single individual or group.

I describe conflicting emotions that occur simultaneously.

I apply emotional selfregulation strategies and self-advocate I understand how emotional awareness and regulation strengthen my relationships.

I create and implement plans for personal growth.

When prompted, I implement mindful practices that focus the mind, calm the body, and engage the heart.

I implement mindful practices that focus the mind, calm the body, and engage the heart.

I implement mindful practices that focus the mind, calm the body, and engage the heart.

I implement and could teach others mindful practices that focus the mind, calm the body, and engage the heart.

When prompted, I describe the connection between mindfulness and wellbeing.

I explain the connection between mindfulness and wellbeing.

I create and adapt as needed my own mindfulness habits that incorporate a variety of resources.

I create and adapt as needed my own mindfulness habits.

I create and adapt as needed my own mindfulness plan using resources within and beyond the school community.

I understand a variety of traditions and approaches to mindful practices and can take an active role in teaching my community about mindfulness.

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WELLNESS continued Level 1

Cultivate Mindfulness Cultivate healthy relationships

Value self-discovery and connections greater than the self

With support, I explore who I am.

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Level 2

Level 3

With support, I identify aspects of who I am.

With support, I reflect upon and explain aspects of my identity.

With support, I understand that some aspects of myself change and some are consistent over time.

With support, I can explain that some aspects of myself change and some are consistent over time.

With support, I explain my connections to communities larger than myself, such as my family, my school, or nature.

With support, I describe my connections to communiites greater than the self and explain why they are important to me.

With support, I play cooperatively with peers and notice their feelings

With support, I listen to my peers to understand them

I ask adults for help with peers

With support, I practice conflict resolution skills

I can articulate how behaviors, words, and nonverbal cues impact others

With support, I explore connections that I value, such as family, my school community, and nature.

I recognize boundaries and identify trusted peers and adults.

When prompted, I demonstrate conflict resolution skills

Level 4

Level 5

Level 6

Level 7

With support, I examine how my identity and values impact my behaviors, interests, and decisions.

I explore and explain connections that give me a sense of belonging or purpose.

I understand how my identity and values impact my behaviors, interests, and decisions.

I articulate how my identity and values impact my behaviors, interests, and decisions.

With support, I demonstrate respect for others’ differences and different processes of self-discovery.

I value reflection, play, and unscripted time, and I take time to cultivate connections greater than the self.

I demonstrate respect for others’ differences and different avenues of selfdiscovery.

I explain the value of a lifetime of self-discovery

With support, I explore and explain that connections greater than the self foster a sense of belonging or purpose.

When prompted, I articulate how my identity and values impact my behaviors, interests, and decisions.

I value reflection, play, and unscripted time, and I take time to cultivate connections greater than the self.

I can adjust my behavior in different settings

I can adjust my behavior to build relationships as my peers and I grow and change.

I adjust my behavior to improve my relationships with my peers and community.

When prompted, I set, respect, and communicate boundaries

I set, respect and communicate boundaries

With support, I set, respect, and communicate boundaries I demonstrate conflict resolution skills and identify traits of a good mediator.

When prompted, I demonstrate respect for others’ differences and different avenues of selfdiscovery.

With support, I exercise restorative approaches in pursuit of conflict resolution and recognize good mediators.

I am respectful of others’ differences and their selfdiscovery processes and help others in my community explore their sense of self and connections.

I value reflection, stillness, and unscripted time, and I take time to honor connections greater than the self.

When prompted, I exercise restorative approaches and mediation skills in pursuit of conflict resolution.

I am compassionate leader and value a healthy community I exercise restorative approaches in pursuit of conflict resolution and practice mediation skills.

I set, respect and communicate boundaries.

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QUANTITATIVE REASONING I use mathematical reasoning to analyze and to solve academic and real-world problems.

Investigate and reason problems Cultivate Mindfulness Cultivate Solve Healthy Relationships

Demonstrate sense of number, operation, and probability

Level 1

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Level 2

Level 3

I count and represent groups of objects with whole numbers.

I compare, order, and represent with whole numbers.

I compare quantities of objects.

I demonstrate understanding of place value for two- and three-digit numbers.

I compare, order, and use place value to break down whole numbers of any size.

I demonstrate addition and subtraction with concrete objects.

With support, I make simple estimates.

I demonstrate conceptual understanding and computational ability with simple addition and subtraction.

I compare, rename, order, and represent with fractions and decimal numbers.

With support, I use estimation to check my answer.

I demonstrate conceptual understanding and computational ability with whole-number operations.

I manipulate objects to represent a problem.

I use objects, pictures, and other representations to answer questions.

I use more abstract representations to answer questions.

With support, I use objects, pictures, and representations to answer questions.

I identify alternate strategies to solve a problem.

I use multiple strategies to solve problems.

With support, I make predictions and check my answer for reasonableness.

I assess the reasonableness of answers.

I manipulate and answer questions about concrete objects.

With support, I pose mathematical questions.

I verbalize my wonder.

I investigate a problem using concrete manipulatives.

With support, I pose mathematical questions and strategize how to answer them.

I use prior knowledge to investigate a novel situation.

Level 4 I compare, order, and represent with rational numbers.

I evalute numerical expressions efficiently using properties of real numbers and order of operations.

When prompted, I use estimation to check my answer.

I demonstrate conceptual understanding and computational ability with operations on rational numbers.

Level 5

Level 6

I compare, order, and represent with real numbers.

I demonstrate number sense in the complex number system.

I demonstrate conceptual understanding and computational ability with operations on real numbers.

I use estimation to check my answer.

I use proportional relationships and percents to solve problems.

I calculate the probability of one or more events.

With support, I select appropriate strategies, models, and representations to use in a given situation.

I select appropriate strategies, models, and representations to solve unfamiliar problems.

I make a prediction about an outcome and assess my answer for reasonableness.

I assess whether I am making progress in the middle of a process.

I choose a new strategy or model if my first solution attempt produces an unreasonable result.

I identify what is known and unknown about a given situation and formulate questions.

I make a conjecture about a situation based on prior knowledge and my own observations.

I investigate teacher-posed questions about the nature and behavior of different scientific or numerical phenomena.

With support, I formulate questions in a problemsolving, classroom situation.

I demonstrate conceptual understanding and computational ability with operations on complex numbers.

I represent scientific data with precision and accuracy.

Level 7 I recognize opportunities to apply probability and number sense to analyze situations.

I demonstrate understanding of quantities in multiple dimensions and sophisticated number systems.

I extend my understanding of numbers to more complex algebraic methods.

I apply probability in various disciplines to make predictions and analyze risk.

I categorize unfamiliar problems and choose appropriate tools, multidimensional models, representations, and strategies to solve them.

I assess my results and process for reasonableness.

I persevere when my first or second attempt does not work.

I solve problems using algebraic, geometric, arithmetical, and statistical methods and models.

I synthesize core ideas and concepts to solve real-world problems.

I analyze my results and process for reasonableness, recalibrating as necessary.

I apply strategies across disciplines.

I apply mathematical and scientific methods to model real-world problems.

I make reasonable conjectures within a more complex context.

I formulate and explore questions about novel situations.

I formulate questions in a problem-solving, classroom situation.

I use sophisticated reasoning to prove or disprove my own conjectures.

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Communicate mathematical reasoning

Analyze and measure data

QUANTITATIVE REASONING continued

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Level 1

Level 2

Level 3

I collect and represent data in ageappropriate ways.

I ask and answer questions based on data.

I collect, sort, and represent data in increasingly abstract ways.

I use simple graphs to answer simple questions.

I collect data and create simple graphs.

I use reasoning to analyze and explain data.

I verbally explain my mathematical thinking.

With support, I explain my solution using objects, drawings, diagrams, actions, and words.

I explain my solution using objects, drawings, diagrams, actions, and words.

I share my explanations with others.

Level 4 With support, I pose and investigate simple statistical questions.

Level 5 I create an appropriate display for a data set.

With support, I choose from an increasingly sophisticated variety of models to display my data.

I choose the best representative measures for a data set based on the shape of the data and presence of outliers.

I summarize a data set using measures of central tendency and spread.

I analyze data to draw simple conclusions and make predictions.

With support, I interpret a data display and recognize misleading data representations.

I compare two separate data sets based on visual models and summary data.

I show my process with appropriate computational work, visual models, and vocabulary.

I compare and contrast multiple solution methods of a single problem.

I recognize and describe errors in my own or others’ work.

With support, I listen to the explanations of my peers.

With support, I analyze and question data displays to recognize misleading representations.

I justify my process with logical mathematical reasoning, appropriate mathematical representations, and appropriate vocabulary.

Level 6

Level 7

I use technology to create appropriate data displays using various formats.

I analyze data using appropriate mathematical and statistical methods.

I analyze bivariate data using residuals and correlation.

I demonstrate understanding of the appropriate use of surveys, observational studies, and experiments.

I pose questions and investigate measurable problems.

I demonstrate understanding of the difference between theoretical and experimental probability.

I use statistical inference to quantify uncertainty.

I analyze and question the statistical methods of a study.

I analyze and question data displays, recognizing misleading data and graphs.

I explain solutions orally and in writing using a logical path of thinking and appropriate vocabulary.

I select and use common technological tools to convey my ideas.

I communicate quantitative information verbally, numerically, algebraically, and graphically at a sophisticated level.

I analyze and correct errors in my own or others’ work.

I listen to my peers’ explanations and add on to their thoughts.

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INTERPRETATION

Engage with media to answer essential questions about myself and the world

Apply critical thinking skills to interpret a variety of media

Employ strategies to understand a variety of media

I use strategies to understand and evaluate a variety of media; I apply these texts to the world in which I live.

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Level 1 I recognize the relationship between letters and sounds.

I read simple sentences.

Level 2 I read or listen to texts and media with growing attention and understanding.

Level 3 I build stamina with age-appropriate texts.

With prompting, I seek help to improve my comprehension.

I use phonics-based strategies to decode unfamiliar words

I use phonics, sight words, and meaning context to read and study new material.

With support, I identify key ideas of text or media.

With support, I identify a main idea and supporting details

I identify main ideas and supporting details.

I draw and write responses about a specific work.

With support, I identify elements of fiction, nonfiction, and other creative media.

With support, I make predictions.

With support, I develop note-taking and annotating skills. and generate comprehension-level questions.

With support, I predict, infer, and analyze.

With support, I answer interpretive questions about a particular work.

With support, I find media that interests me.

With support, I find media that interests me.

I discuss books and other creative media with others.

I discuss books and other creative media with others.

With support, I make connections between what I experience and what I read.

I use previous experience in reading and other studies to inform future reading and study choices.

With support, I share text-to-text, text-to-self, and text-to-world connections.

Level 4

Level 5

Level 6

Level 7

I build stamina by enageing a variety of genres.

I compensate for fatigue, challenge, or disinterest with strategies that I know work for me.

I compensate for fatigue, challenge, or disinterest with strategies that I know work for me.

I compensate for fatigue, challenge, or disinterest with strategies that I know work for me.

I find resources to better comprehend.

I annotate and reread as needed to improve my comprehension.

I use multiple strategies to ensure that I comprehend material.

I analyze the craft choices in a work.

I can independently interpret an unfamiliar text or other creative media.

I recognize points of confusion and, when prompted, seek appropriate support resources.

With support, I annotate to improve my comprehension.

When prompted, I annotate to build my understanding.

I summarize and paraphrase essential elements and recognize the author’s genre craft in a work.

I identify choices that the author or artist made in crafting fundamental elements of a work.

With support, I answer interpretive questions requiring inference and analysis.

With support, I track patterns and analyze to discover themes.

With support, I make interdisciplinary connections and comparisons between different works.

I read for pleasure.

I deepen my understanding of myself and others by drawing connections between my life and what I read and study.

With support, I engage media to explore essential questions.

With support, I make interdisciplinary connections and comparisons between different works.

I track patterns and analyze to discover themes.

I compose and answer multilevel questions about a work.

When prompted, I make connections between disciplines and texts.

With support, I compose and answer multi-level questions about a work.

I read for pleasure and personal growth.

With support, I expand my capacity for empathy through reading and other creative media.

With prompting, I can connect a text or other media to current events and to personal experiences.

I value reading as an avenue for pleasure and personal growth.

I expand my capacity for empathy by engaging with reading and other creative media.

I can apply a text in incisive and personally courageous ways.

I use texts to help me answer essential questions about the world.

I synthesize across disciplines.

I evaluate authors’ / artists’ worldviews and techniques.

With support, I apply a variety of critical lenses to develop interpretations of different works.

I read and engage other creative media to sustain my own lifelong learning, deepen my interest and curiosity, encounter perspectives and experiences different from my own, and examine my own beliefs and experiences.

I use ideas and experiences drawn from creative media to meaningfully participate in and contribute to my world.

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COMMUNICATION

Demonstrate command of conventions in various methods

Substantiate an insightful main idea

I communicate effectively with a variety of audiences using multiple forms of media.

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Level 1

Level 2

I use rules for listening and speaking.

I construct drawings and sentences to communicate a main idea.

I communicate a main idea.

I draw, write, and share ideas.

With support, I make connections and select details that support a main idea.

I listen to reading and begin to read with support.

I use inflection to accurately convey meaning when presenting ideas.

I write letters and simple words.

I write complete sentences.

I connect letters with sounds.

I sequence ideas to form paragraphs.

Level 3 I construct stories.

I select and communicate details that support a main idea.

I share and create visual representations with written support.

With support, I use correct grammar.

I begin writing paragraphs and more complex sentences.

With support, I use technology to research, publish, and communicate.

Level 4 I craft stories, opinions, and persuasive debates that express a main point.

I structure and organize information with descriptive details and relevent facts that support the main message.

I begin to choose precise vocabulary.

I apply rules of grammar and mechanics.

I use technology to research, publish, and communicate with others.

Level 5 With support, I generate independent ideas.

I use details and evidence to support a main idea.

I consider my audience’s needs when structuring and supporting my main idea.

I apply grammatical and stylistic conventions that are appropriate for my audience.

I select approriate technology to present my material.

Level 6 I generate a main idea.

I synthesize information and organize my ideas into a coherent argument or story.

A growing sense of my audience’s needs helps me structure and substantiate a more complex main idea.

Level 7 I formulate insightful, original main ideas.

I select, integrate, and analyze the best evidence to support my main idea.

I synthesize among multiple sources.

I organize and structure my argument or story according to my audience’s needs.

I use grammar, style, and formatting to shape meaning and influence my audience.

I have an effective writing style that informs my ability to persuade in various media.

I have a growing fluency and flexiblity in selecting modalities to communicate with my audience.

I use various modalities to communicate.

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COMMUNICATION continued

Develop proficiency in a world language

Use an effective process to develop and refine a purposeful final product

Level 1

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With support, I can work toward a goal.

Level 2 I write a rough draft before a final copy.

Level 3 With support, I generate ideas through brainstorming, research, and discussion.

I plan with graphic organizers.

I use drafting as part of my writing process.

I revise and share my work with others.

I understand that different languages are spoken in my local community and the world.

I can recognize or speak a few words in another language.

I communicate in another language with small number of memorized words or phrases.

I communicate in spontaneous spoken or written conversations on some very familiar topics using practiced or memorized words.

Level 4

Level 5

Level 6

Level 7

With support, I generate and organize ideas through brainstorming, research, discussion, and note-taking.

With prompting, I use strategies to generate and organize ideas.

I use strategies to generate and organize ideas.

I independently seek feedback to create my best final product.

I use model examples to analyze techniques.

I revise my work through collaborative feedback from teachers and peers.

I use model examples to integrate different techniques and approaches into my work.

I incorporate feedback from teachers and peers to create my final work.

I reflect on the steps I followed and the final product it produced; I apply my insights to future work.

I communicate in spontaneous spoken or written conversations on familiar topics, using a variety of practiced or memorized words and sentences.

I communicate in spontaneous spoken or written conversations on everyday topics, using a variety of practiced or memorized words, sentences, short paragraphs and questions.

I use modeling to advance and improve my writing.

I use strategies to keep the drafting process moving.

I seek out support to improve my final product.

I self-evaluate the effectiveness of my process and revise accordingly.

I choose an appropriate avenue to display my expertise.

At appropriate moments, I seek a greater audience for my work.

I participate in spontaneous spoken and written conversations on familiar and unfamiliar topics, creating sentences, series of sentences, and paragraphs to ask and answer a variety of questions.

I communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

25

INQUIRY & INNOVATION Level 1

Level 2

Question and empathize

I can notice things around me and ask questions about how and why they work.

With support, I can decide whether a question is testable.

I can identify questions to investigate in an area of interest.

I help classmates and other community members when their feelings are hurt or they face a problem.

I learn about real-world challenges that other communities have faced and are facing.

Research a variety of sources and perspectives

I use a research-based process as a means of synthesizing information, testing ideas, and making new discoveries.

My teacher leads my class in exploring a question.

My teacher leads my class in exploring a question.

I can explore a variety of experiences different from my own.

With support, I can recognize the difference between a fact and an opinion.

I can use teacher-provided sources to deepen my understanding of a chosen topic.

26

I notice how others around me feel.

Level 3

I can search online; with support, I can evaluate the credible sources.

Level 4

Level 5

Level 6

Level 7

I can create questions about my topic with assistance from class discussion, teacher provided sources and input.

I can recognize a real-world problem.

I empathize with those disadvantaged and facing challenges in need of solutions.

I empathize with those facing challenges in need of solutions.

I seek to solve problems that impact others.

With support, I form essential, guiding questions and problem statements.

With support, I form meaningful questions and problem statements.

I form meaningful questions and problem statements.

Teachers and peers help me refine my questions and problem statements.

With support, identify and evaluate sources of information.

I have started to understand the difference between credible and questionable sources.

With teacher guidance, I create a working answer to my essential question or problem statement.

I can independently locate and evaluate credible sources of information related to the topic I am researching.

With support, I can curate a collection of sources that are relevant to and offer a variety of perspectives on my topic.

With teacher guidance, I evaluate sources to determine credibility and bias.

I evaluate sources for credibility and usefulness.

I use resources and experiences to develop a claim or hypothesis.

With teacher guidance, I engage in experiences that help me more deeply understand my topic.

With support, I extrapolate relevant information for my question of inquiry.

I curate collections of sources that are relevant to and offer a variety of perspecives on my topic.

I evaluate sources for credibility and usefulness.

I actively seek out a variety of resources to uncover gaps in my understanding.

I cultivate relationships and experiences with individuals or organizations related to my topic.

I discern and extrapolate relevant information and develop a claim or hypothesis.

27

INQUIRY & INNOVATION continued Level 1

Test and refine

With support, I can make observations and interpret information to make a prediction.

I can test my predictions.

Level 2 With support, I can make a reasonable prediction based on previous experiences and information.

I can test my predictions.

Level 3 I participate in teacher-designed and created experiments.

I identify variables and control the experiment for one variable at a time.

I identify patterns and similarities that occur within the experiment or test.

Create new products and knowledge that can be shared with others

With support, I use a process to review and improve an insight.

28

With support, I use senses and basic tools to verbally answer questions about a topic and draw a picture that demonstrates my knowledge.

With support, I test conclusions multiple times.

I communicate the results of a group experiment through drawings, tables, written answers, and/or verbal summaries.

Level 4

Level 5

Level 6

Level 7

With support, I participate in group-designed or created experiments and projects.

With support, I design or create my own experiment testing a hypothesis.

With support, I develop my own skills by performing important roles, questioning, and making predictions.

With support, I use disciplinary skills and processes to refine a claim.

With support, I design or create my own experiment to test a hypothesis, to begin to apply different variables, and to anticipate outcomes.

I design or create a testable hypothesis, a step-by-step plan for examining and/ or testing that idea, and consider the variables that affect the outcomes.

With support, I use a process in collaboration with my peers to review and improve an insight, claim, or product.

With support, I analyze my results and repeat steps as needed.

With support, I use disciplinary skills and processes to refine a claim.

With support, I acknowledge that a research process is not a straight line.

With support, I analyze my results and repeat steps as needed, for I understand that paths of inquiry are not strictly linear.

With support, I plan and create products that address simulated or real problems.

With support, I design products that address simulated or real problems.

With support, I design products that address realworld problems.

With support, I draw conclusions from my path of inquiry to make a wellinformed claim.

With support, I created researched claims for simiulated or authentic audiences.

With support, I contribute substantiated claims for simulated or authentic audiences.

With support, I use various methods, including written summaries and models, to describe the process I used and the conclusion I reached.

With support, I identify and use appropriate types of media to convey my findings and process.

With support, through a variety of mediums, I can share my findings, explain their importance, educate an audience on my process, and consider implications for future work.

I use cross-disciplinary skills and processes to refine a claim.

I frequently analyze results and repeat steps as needed.

I design products that address real-world problems.

I contribute substantiated claims for authentic audiences.

I can defend and explain my findings through a variety of media and describe my process.

I welcome constructive feedback and consider implications for future work.

29

INTERCULTURAL ENGAGEMENT

Value diversity of identities, thought, and practices

Understand the factors that shape identity and perspective

I know myself as a citizen, and I engage diverse perspectives and cultures to enact meaningful change. world in which I live.

30

Level 1

Level 2

I can identify my family, my classroom peers, and others in my immediate community.

I can discuss other communities with similarities and differences to mine.

I can identify communities on local and global levels.

Level 3 With support, I articulate my own culture and values.

With support, I can label some aspects of my identity and describe some limitations to my perspective.

I can articulate that I am part of a school community with its own values.

With support, I describe the history of the state and national communities to which I belong, and I am developing an awareness of the impact of that history on indigenous and enslaved people.

I participate in discussions about daily life experiences with peers.

I connect and start to understand there are differences with my peers.

I understand that different languages are spoken in my local community and the world.

I use the Cornerstones as a framework to participate in discussions about people who live in other communities.

I describe different identity groups.

I identify and honor differences with my peers.

I use the Cornerstones as a framework to participate in discussions about historical events in my community and other communities.

With support, I am learning to listen and experience the tension that arises from discussions about diversity, equity, and inclusion.

Level 4

Level 5

Level 6

I understand that the spectrum of identity includes ability, gender expression/ orientation, ethnicity, nationality, race, religion, and socio-economic status.

I analyze the factors that have shaped identity with curiosity and compassion.

I evaluate the strengths, challenges, and biases that contribute to how identities form.

I analyze the factors that have shaped my and others’ identities with curiosity and compassion.

I describe how groups throughout history have failed to consider the perspectives of other groups they considered to be different.

I understand how groups and individuals sometimes define themselves in opposition to others.

I understand how Eurocentric and similar perspectives have shaped world history.

I can reconsider my perspectives.

I understand that communities evolve over time.

I honor my heritage while celebrating cosmopolitanism.

I understand how groups and individuals sometimes define themselves in opposition to others.

I understand how marginalized people can struggle with internalized oppression and cumulative impact.

I understand how Eurocentric and similar perspectives have shaped world history.

I articulate how group identities matter and impact the ways individuals are treated.

I understand that I am part of many communities and that my actions impact my communities in ways I am not always conscious of.

I consider a variety of experiences and perspectives to identify communities’ needs.

I can work mindfully and productively with the tensions that arises from discussions about diversity, equity, and inclusion.

I can describe and respect different cultural beliefs and traditions.

With support, I describe why and how cultures develop diverse beliefs and traditions.

With support, I describe why and how cultures develop diverse beliefs and traditions.

I participate in discussions about cultural differences while respecting the diverse backgrounds, perspectives, and abilities of those around me.

I participate in discussions about the influence of history in how groups of people have built civilizations and governments.

I invite others to participate and contribute divergent viewpoints.

With support, I listen and can work mindfully and productively with the tension that arises from discussions about diversity, equity, and inclusion.

I strive to work mindfully and productively with the tension that arises from discussions about diversity, equity, and inclusion.

I understand how diverse perspectives make me more open and knowledgable.

Level 7

I strive to work mindfully and productively with the tension that arises from discussions about diversity, equity, and inclusion.

I demonstrate how diverse perspectives make me more open-minded and knowledgable.

I connect disciplines and acquire diverse perspectives in order to thrive in academic and real-world settings.

I can utilize the information I’ve acquired to amplify the importance of diverse communities and cultures.

31

INTERCULTURAL ENGAGEMENT continued Be an active community member and citizen

Level 1

32

I respectfully work with others in teacher-directed activities.

Level 2 With support, I respectfully work with others to acheive a teacherdirected outcome.

I understand that I am a part of many communities, and I can follow rules, play, and begin to collaborate with others.

I can seek guidance on how to help when others are treated unfairly in my classroom or school community.

Level 3 With support, I identify different group roles, model effective group participation, and help to solve group problems with support.

With support, I participate in adultdriven efforts to serve my school or local community.

I support others who are being treated unfairly in my classroom or school community.

I can begin to describe the responsibilities of citizenship.

Level 4

Level 5

Level 6

Level 7

With support, I can use my strengths in groupwork while encouraging others to use their strengths, backgrounds, and perspectives.

With support, I use my strengths while encouraging others to use their strengths, backgrounds, and perspectives in achieving shared outcomes.

I use my strengths while encouraging others to use their strengths in achieving shared outcomes.

I work individually and in groups to create solutions to support the community.

With support, I can participate in, lead, and form groups to positively impact communities.

With support, I participate in, lead, and form groups to positively impact communities.

I can help as an ally when others are treated unfairly in my classroom or school community.

I am an ally when others are treated unfairly in my classroom or community.

I articulate how historical events have contributed to current events and challenges in local and global communities.

I seek knowledge about past and current events in communities beyond my own.

With support, I participate in, lead, and form inclusive groups to impact communities.

I describe how past events impact local and global communities.

I anticipate potential hurdles with group work and support the group’s efforts to solve them.

I recognize when collaboration and conflict resolution are necessary and how and when to access appropriate resources.

I can articulate how complex, intertwined forces shape local and global challenges today.

I meaningfully exercise my citizenship in my various communities.

33

34

Louisville Collegiate School’s

Course Map Rich learning requires equally rich content, teaching, practice, and assessment. We have limited time with our students and want to be as intentional as possible with that resource. Louisville Collegiate School’s Course Map outlines at a high level the progression of coursework the school offers from junior kindergarten through twelfth grade.

Organized by academic subject, the course map succinctly describes the overarching aims and essential experiences for each course across the school’s three divisions.

This course map does not mean to serve as a day-to-day unit guide for teachers and students.

Individual teachers, grade-level teams, and

academic departments are better positioned for these more granular designs. This map highlights the essential touchpoints of each course, JK-12, to ensure appropriate alignment, breadth, and purpose in the classes we offer across the school and at each grade level.

» English » Fine Arts » History and Global Studies » Mathematics » Physical Education » Science » World Langauge

35

English JK Language Arts

Citizenship:

Students practice oral language skills of listening and speaking and learn the written language skills of reading and writing.

»

Core Objectives Reading: »

Look through story books, understand signs and symbols, and students own writing

»

Participate in daily phonemic awareness lesson

Writing: »

Write in sundry ways: drawing, scribbling, letter-like forms, invented spelling

Oral: »

Dictate journal entries and stories

»

Use complex patterns of speech, describe objects, events and relations, recall a known text, name letters and some sounds, make up stories and rhymes

Grammar and Mechanics: »

Use patterns of speech

»

Use specific vocabulary to describe events

36 Course Map - English

Discuss meaningful experiences with others

Kindergarten Language Arts Students grow steadily in their reading and writing skills. They learn IMSE and Heggerty curriculums. Kindergartners practice blending sounds, reading fluently, comprehension, and writing using proper letter formation and sentence structure.

Core Objectives Reading: »

Read consonant-vowel-consonant pattern words

»

Read decodable words

»

Learn high-frequency words

Writing: »

Use correct letter formation

»

Use both emergent spelling and learned high-frequency words to write words and sentences

Oral: »

Identify rhyming patterns and sounds

»

Isolate sounds

»

Blend and segment phonemes

1st Grade Language Arts

»

Listen to and discriminate sounds

»

Segment words and sentences

»

Recognize and recall letters and sounds

Students are empowered to achieve their goals within the first-grade language arts program with the development of their listening, speaking, reading, and writing skills. This includes reading and listening for enjoyment and information, as well as, speaking and writing to convey information, tell stories, and evoke emotions. They gain valuable experience collaborating with others across various languagebased activities. Gaining confidence with these skills, students become fluent readers, attentive listeners, and proficient communicators in both oral and written language.

Grammar and Mechanics: »

Practice proper letter formation

»

Practice self-correction of sentences

Citizenship: »

Share ME books

»

Respond to classmates’ writings

Core Objectives Reading: »

Read grade-level texts

»

Read text from a variety of genres and make connections between texts

»

Fomulate questions and responses before, during, and after reading text material

»

Read with fluency and expression

»

Understand and apply new vocabulary

Writing: »

Understand and identify complete sentences

»

Write legibly using manuscript handwriting

Course Map - English

37

»

Identify and apply sentence elements such as subjects, predicates, nouns, and verbs

»

Read, find, and use interesting words discovered in texts

»

Identify key details and sequence events from age appropriate texts

»

Write letters and numbers in proportion

»

Form letters correctly

Writing:

»

Use correct spacing

»

Build stamina to free-write in journal for 10 minutes without stopping

»

Compose unified paragraphs comprising complete sentences

»

Write personal narratives, letter writing, realistic fiction, research reports, and poetry with purpose for the students and their perceived audience

»

Understand that writing is a process of brainstorming, drafting, editing, revising, and publishing a piece after giving and receiving feedback

Citizenship: »

Participate in class activities and discussions in respectful ways

2nd Grade Language Arts Students continue to build their love for independent reading by reinforcing and learning new foundational skills. The goal for second grade is to establish reading fluency so that students can begin reading to learn rather than learning to read. Students deepen their understanding of writing as a process. They practice writing across multiple genres and are steadily challenged to apply essential grammar concepts to their compositions.

Oral: »

Share ideas and thoughts in small reading groups and in whole-class discussions

»

Present an informational text written by a student orally to the class

Core Objectives Reading:

Grammar and Mechanics:

»

»

Identify different sentence types

»

Form and correct complete sentences with a subject and predicate

»

Identify nouns, verbs, pronouns, adjectives, and adverbs

»

»

Reading with accuracy, fluency, and understanding Build upon strategies for comprehension and expanding vocabulary Decode and read unknown words

38 Course Map - English

»

Identify and practice writing compound sentences

Citizenship: » »

Participate in class activities and discussions in respectful ways Read and discuss diverse texts as a means to explore different people, places, and cultures

3rd Grade Language Arts Third-grade students express themselves through reading, writing, speaking, and grammar application. Students utilize class novels and assorted texts to build comprehension, complete written assignments, contribute to discussions, and further develop themselves as critical thinkers. Writing lessons and practice focus on a variety of genres and apply the grammar and mechanical skills needed to develop proficient and effective writers.

Students expand their oral expression skills through a formal oral presentation and small and whole group discussions and debates.

Core Objectives Reading: »

»

Read a class novel each quarter, participate in class discussions, and complete comprehension and skill related assignments Read from a variety of self-selected texts during nightly independent reading

»

Utilize text rich resources to strengthen and practice comprehension skills taught in literacy lessons

»

Utilize technology to read and research

Writing: »

Write in a variety of genres (personal narrative, opinion writing, poetry, fables, and informational writing) throughout the year

»

Restate questions to formulate written and oral responses to posed questions

»

Develop effective paragraphs with topic sentences, supporting details, and closing sentences using various purposes (persuade, inform, entertain)

Oral: »

Read a biography of a selected individual and present a 3-5 minute “first person” oral presentation

»

Express judgments, predictions, and inferences based on texts or topics

»

State an opinion and provide supporting details in a debate

»

Share readers’ responses in large and small groups and partnerships

Grammar and Mechanics: »

Utilize texts to identify parts of speech, correct mechanical errors, and formulate original sentences by applying covered concepts

Course Map - English

39

»

Proofread daily work to self-correct mechanical and spelling errors

Core Objectives Reading:

»

Use prefixes, roots, and suffixes to aid in determining word meanings

»

Identify and use elements of fiction to appreciate, understand, and analyze texts

»

Utilize close reading skills with fiction and nonfiction texts to annotate, increase and deepen understanding, and make connections and predictions

»

Read multiple books/magazines at the same time (class novels, self-selected texts, Scholastic News, Storyworks), throughout the school year

»

Develop a reading practice that involves multiple texts at a time

»

Read a wide and varied assortment of texts that provide windows to other time periods, cultures, events, and people

Citizenship: »

Participate in class discussions and listen to others’ perspectives in a respectful manner

»

Read to explore and better understand different people, places, and experiences

»

Honor the opinions of others

4th Grade Language Arts The fourth-grade program develops the reading habit, builds confidence, and exposes children to many genres.

Children improve their appreciation and comprehension of a text by reading thought provoking books and stories. Students are urged to think inferentially, examining character’s feelings and motivations and comparing them to themselves and their own past life experiences. Students strengthen their nonfiction reading skills by annotating articles to determine main ideas, supporting details, and keywords and phrases. Ideally, students increasingly use textual evidence to support their thinking over the year. Students fully engage in the writing process from reading mentor texts, brainstorming, and developing drafts to publish. Editing their own work is a major point of practice in fourth grade. The aim is for students to share their writing with each other, perceive themselves as authors, and become deeply involved in the writing process.

40 Course Map - English

Writing: »

Explore genres of writing, learn about writing practices of professional authors, use mentor texts to define elements of genres

»

Explore purpose, audience, and form of narrative writing, poetry, persuasive and functional writing

»

Utilize the writing process to organize information in a logical sequence, make improvements from draft to draft, and provide details to enhance and support the writer’s purpose

»

Increase vocabulary by learning Greek and Latin Roots, prefixes, and suffixes

Oral: »

Reads texts with accuracy, expression, and fluency

deepen their growth mindsets to approach their study of reading and writing as life-long efforts.

Grammar and Mechanics:

Core Objectives

»

Reading:

»

Identify parts of speech, parts of sentences, and types of sentences

»

Read multiple books at the same time (class novels, Battle Books, and selfselected books) throughout the school year. Develop a reading practice that involves multiple texts at a time

»

Read and annotate a text in order to deepen understanding and be able to use annotations for a later purpose Use multiple texts as sources in which to compare and contrast topics

Apply this information to enhance written communication

Citizenship: »

Discuss ideas in a group setting respectfully and responsibly

»

Support classmates and the learning environment by demonstrating collaboration, cooperation, and teamwork.

»

Read “window” and “mirror” books

»

Freewrite on any given topic for five minutes without stopping. (on-demand creative and analytical)

»

Demonstrate how the writing changes if the purpose (to persuade, inform, entertain, or express) changes

»

Write a variety of pieces by the year’s end: responses to prompts, compare/ contrast essays, persuasive and informative paragraphs, poetry, short stories

»

Write an original piece of writing in the same style as a published piece written by a well known writer

»

5th Grade English Students hone their reading skills, demonstrating fluency, expression, comprehension, and the ability to draw personal connections. With increasing confidence, they identify literary devices, utilize text features to enhance their understanding, make accurate inferences and predictions, and participate in class discussions. In writing, they increase their awareness of correct grammar, usage, and mechanics; reorganize their ideas so they are clearer; and offer relevant support tailored to different writing purposes and genres. Students grow in their ability to spell correctly in daily writing and assessments, while also acquiring a deeper understanding of new vocabulary words. Finally, students

Writing:

Oral: »

Present Battle Book project to class four times a year

Course Map - English

41

Grammar and Mechanics:

Writing:

»

»

Produce various forms of creative writing, including poetry and short stories

»

Research projects on Greek gods, homelessness, and grammar rules

»

Incorporate quotes from texts to support written answers and to defend their analysis of shared readings

»

Write a PEEL paragraph draft with complete sentences, correct beginning capitalization and correct end punctuation Identify misspelled words and correct them using appropriate resources

Citizenship: »

Participate in class discussions in respectful ways

Oral: »

Create and deliver a three-minute presentation describing a specific scene of significance from a novel read outside of class

»

Work collaboratively in groups to research projects and give presentations

6th Grade English Through the study of various forms of literature, writing styles, and mechanics, students develop the skills not only to read for comprehension but also to analyze and draw connections to larger ideas. Students also increase their confidence to convey their thoughts in writing and compositions.

Grammar and Mechanics: »

Grow in their understanding of different parts of speech and parts of the sentence

»

Gain practice with end punctuation, commas, apostrophes, and quotation marks

»

Begin learning and practicing MLA guidelines for in-text citations and works cited entries

Core Objectives Reading: »

Read novels, short stories, and poetry by authors of diverse backgrounds

»

Develop specific strategies to deepen comprehension beyond the surface of a text

Citizenship: »

Practice open exchange of ideas

Analyze figurative language and investigate how/why authors communicate themes about our world through fiction

»

Empathize with characters whose experiences differ from their own

»

42 Course Map - English

7th Grade English English 7 students devote considerable effort and focus to increasing the confidence and sophistication of their writing and research. Students immerse themselves in deliberate writing practice, developing their voice through a variety of prompts and genres. Students review grammar for mastery and work to advance the complexity and intention of their syntax and sentence structure. Students also take on significant interdisciplinary studies to understand better the contexts surrounding the different course readings on the syllabus.

»

Grammar and Mechanics: »

Increase command of parts of the sentence with a specific focus on compound and complex sentences

»

Review and practice all forms of punctuation

»

Identify and correct necessary grammar and usage changes during guided revisions

»

Submit essays with minimal errors: (> 75% of sentences are error-free)

Core Objectives Reading: »

»

Read works from a variety of sources, including graphic novels, fiction, and poetry Make connections to self and the world around them

Demonstrate leadership and collaboration through reading circles with small groups, fulfilling the expectations of the different assigned roles for these small group activities

Citizenship: »

Engage in cultural experiences and study diverse cultures through interdisciplinary work with Seventh-Grade Global Studies

Writing: »

Write 1-2 warm-up prompt responses per week

»

Implement stylistic elements of the readings into their writing

»

Take strong positions on PEEL paragraphs

»

Construct a self-reflective poetry chapbook

Oral: »

Share two “choice projects” publicly with the class by way of rehearsed, timed presentations about selected class readings

Course Map - English

43

8th Grade English

Oral:

Eighth grade English reinforces skills and practices cultivated in previous Middle School English classes and challenges students to assume greater responsibility and precision in the execution of those skills and practices. Students tackle diverse writing exercises across genres and take on several multi-media projects to further their critical thinking skills and expressive abilities. With a deliberate focus on drawing connections between the literature studied and their own lives, students gain practice with close reading and critical analysis. The curriculum integrates grammar instruction and vocabulary, empowering students to use language with increasing confidence and intention.

»

Core Objectives

»

Engage with classmates respectfully in whole-class and small-group discussions

»

Use literature and personal experience to dig deeply into the questions: Who influences you, how, and to what end

Reading: »

Read increasingly demanding literature spanning a wide range of genres, historical contexts, and narrative perspectives

»

Annotate course readings to support understanding and critical engagement

»

Use fiction and non-fiction texts to understand their place in the world

Writing: »

Complete daily writing prompts in class responding to recent readings to increase student stamina in creative, persuasive, and analytical writing

»

Organize and compose, with increasing independence, a 2-3-page academic essay using PEEL principles

44 Course Map - English

With support, prepare and deliver the ME Project, a 5-10 minute reflective presentation before an audience of ~60 people

Grammar and Mechanics: »

Identify words, phrases, and clauses according to their function

»

Diagram simple, compound, and complex sentences with increasing confidence Independently recognize grammar, spelling, and punctuation errors in personal and peer writing

»

Citizenship:

Honors Introduction to Literature & Composition Through the study of novels, poetry, and drama, students establish a foundation in literary analysis. Work in grammar, mechanics, and argumentative composition prepares students for meaningful study of English throughout their Upper School experience.

Core Objectives

Citizenship:

Reading:

»

Engage with classmates respectfully in whole-class and small-group discussions

»

Support the learning of others through peer editing and feedback

» »

»

Read progressively complex texts with a specific focus on bildungsroman Articulate and utilize reading strategies, such as annotation, appropriate for various forms of literature Read and analyze poems that can be used in comparisons with different selections of prose

Writing: »

Compose a series of short argumentative PEEL and TPEELPEEL paragraphs

»

Select and explicate quotations from a work in support of a thesis

»

Compose a thesis-driven argumentative essay responding to a single text

»

Engage in peer revision and feedback

Oral: »

»

With support and in a small-group setting, analyze and present on a single work, its author, and its historical/social context Participate in a student-driven Socratic Seminar about a single text

Grammar and Mechanics: »

Recognize all parts of a sentence; punctuation; and MLA formatting, style, and citation

»

Further skill and facility with simple, compound, and complex sentences through the study of sentence diagramming

Honors World Literature Through careful study of literature from writers around the world, students engage with questions, problems, and themes that affect the global community. In doing so, they expand their understanding of the globe’s diversity and their capacity to participate in increasingly complex discourse.

Core Objectives Reading: »

Read literary works of epic scope tracking patterns and analyzing intricacies of those works’ evolving plots, characters, and settings to discover larger themes

»

Contextualize literary works by drawing material connections and contrasts to different disciplines and texts

Writing: »

Compose a thesis-driven research paper that synthesizes insights from 1-2 primary sources and 2-4 secondary sources

»

Pursue theses and arguments that are not merely viable and correct in form but increasingly substantive and incisive

Course Map - English

45

Oral:

Core Objectives

»

Reading:

Create and deliver a five-minute presentation describing and defending work completed during the spring semester research paper

»

Grammar and Mechanics: »

Demonstrate dependable command (>85%) of all parts of a sentence; punctuation; and MLA formatting, style, and documentation

»

»

Citizenship: »

»

Empathize and understand various cultures, communities, and lifestyles across the globe

American Studies uses a rich interdisciplinary context to enable students to develop important twenty-first-century skills and to think deeply about pressing American issues.

The two-component courses–Advanced or Honors English: American Studies and Advanced or Honors History: American Studies–unite around major ideas that have been and remain central to life in the United States, such as American identity and the American Dream. Students read and study a variety of literature, practice creative and expository writing, and build upon grammar, vocabulary, research, and reading comprehension skills.

46 Course Map - English

Develop their ability to independently interpret textual material using rhetorical and literary analysis strategies

Writing: »

Compose a thesis-driven essay drawn from the synthesis of historical and literary sources

»

Write a rhetorically compelling essay

»

Sharpen ability to write on-demand about material not yet analyzed in class

Make connections between personal life and the greater human experience

Honors/Advanced English: American Studies

Root literary works in their respective historical contexts and use this contextualization to deepen understanding and interpretation Examine how writers address complex American issues in their poetry, fiction, and non-fiction writing

Oral: »

Present a compelling, evidence-based, and logical oral argument addressing American exceptionalism

»

Use various media to build an engaging, argument-driven documentary film on an aspect of the American Dream

Grammar and Mechanics: » »

Write an out-of-class essay with minimalto-no errors Understand the role of syntax in composing and interpreting

Citizenship:

Core Objectives

»

Develop an appreciation and empathy for those who lived before them and those present in literature whose experiences and perspectives differ from their own

Reading: »

Succeed on a mean-level interpretive assessment on an undiscussed text (or a portion of it)

Examine how past Americans have exercised their rights and responsibilities as American citizens or residents and consider how they might be agents for change today

»

Identify and evaluate an author’s worldview

»

»

Solve or imagine solutions for contemporary problems related to core American issues such as the American Dream

Honors /Advanced English: Seminar and Capstone This course responds to the senior year in two key ways. The first expects students to work with a level of independence and mastery that marks their progress with literary skills and conventions. The second capitalizes on this important moment--closing out one stage of life while anticipating another--to encourage self-discovery relative to the concentric communities in which one lives and acts.

The fall semester accomplishes both goals by engaging with great literature in a seminar format. The spring semester continues that work yet also gives way to the Senior Capstone, a three-month long, studentchosen and designed passion project.

Writing: »

Demonstrate proficiency with a longer synthesis essay that includes matter-level significance

»

Excel at a close reading essay with not only nuanced analysis of the content but also an explication of the author’s style and form on the work’s content

Oral: »

Engage and compel audiences through presentations as part of the Capstone Project and Showcase

Grammar and Mechanics: »

Write an essay with minimal-to-no errors.

»

Understand the role of syntax in composing and interpreting.

Citizenship: »

Complete an independent, sustained project of one’s own choice and design

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Fine Arts Drama 5

Presentational:

Students learn that collaboration is essential to theatre-making. They reflect on the skills needed to create art in small groups effectively. Then, they articulate collaboration expectations for themselves and their peers. They learn to be compelling storytellers by adding details to their pantomime, neutral scene, and monologue performances, and they strengthen their physical and vocal presence onstage using basic acting techniques.

»

Justify physical and vocal choices to tell a compelling story

»

Practice audience etiquette and adjust behavior with feedback

»

Reflect on and utilize strategies for dealing with rehearsal and performance stress

Core Objectives

Intercultural: »

Recognize and appreciate diverse roles and strengths while working collaboratively

»

Empathize with characters while crafting backstories and establishing the elements of a story

»

Investigate diverse global and historical perspectives while devising non-fiction scenes and monologues

Interpersonal: »

Write an ensemble agreement as a class and work to uphold it

»

Build awareness of one’s emotional self and relationship to others through mindfulness, play, collaboration, and reflection

»

Exchange, respect, and integrate ideas during group discussions and collaborative art-making

Interpretative: »

Discover subtext and define the given circumstances of a fixed text

»

Provide constructive feedback using specific evidence of peers’ physical and vocal choices onstage

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Integrated Arts 6 Students playfully investigate character development and storytelling through voice and body. They become more nuanced performers by applying intermediate acting and vocal techniques. With newfound control and awareness, they express themselves more confidently and authentically. As collaborators, they tackle specific and complex prompts that require them to collectively solve problems. They learn to advocate for themselves while fully listening to their peers’ ideas. They create performances with greater awareness of the technical elements of blocking, set, props, and music and an understanding of the origins and purposes of theatre. They perform their rehearsed scenes and songs in front of large audiences and reflect on their experience.

»

Physically define relationships and conflict onstage

»

Use new vocabulary to teach peers how to chorally deliver a line

»

Sing to pitch with accompaniment and practice two part harmony

»

Apply basic principles for healthy vocal production and singing

»

Work to incorporate feedback when revising scenes

Presentational: »

Create and share realistic characters in silent scenes

»

Maintain rehearsed physical and vocal presence while performing

»

Practice audience etiquette and adjust behavior with feedback Give focus, energy, and respect to every performance

Core Objectives Interpersonal: »

Write an ensemble agreement as a class and work to uphold it

»

»

Reflect on the necessity of active listening when collaborating

Intercultural:

»

Collaborate in groups of two or three to create original work

»

Give kind feedback on the compelling and unclear sections of a peer’s performance

»

Discuss reasons for nonverbal communication

»

Reflect on music’s influence on mood and imagination

»

Unpack theatrical use of heightened emotions, conflict, and stakes

»

Understand the Greek origins of theatre and chorus

Interpretative: »

Assess how blocking, set, props, and music impact storytelling

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Integrated Arts 7 Students learn to improvise while acting, singing, moving, and playing percussion.

Through guided exercises, they develop their listening, observing, and responding skills, which strengthen their ability to collaborate and interpret artistic work. While creating spontaneous performances, students broaden their understanding of storytelling structure and discover artistic choices that have a strong audience impact. They collaborate to research and devise scenes, choreography, and musical arrangements.

For their final vocal and theatrical projects, they sharpen their performance skills by applying classical music and dramatic theory to their work. They perform their rehearsed scenes and songs in front of large audiences and reflect on their experience. acting and vocal techniques.

With newfound control and awareness, they express themselves more confidently and authentically. As collaborators, they tackle specific and complex prompts that require them to collectively solve problems. They learn to advocate for themselves while fully listening to their peers’ ideas. They create performances with greater awareness of the technical elements of blocking, set, props, and music and an understanding of the origins and purposes of theatre. They perform their rehearsed scenes and songs in front of large audiences and reflect on their experience.

Core Objectives

»

Reflect on the necessity of creative risk-taking and trust when collectively making art

»

Discuss the life lessons embedded in improvisation

»

Collaborate in groups of four or five to create original work

»

Give kind, specific feedback on the compelling and unclear sections of a peer’s performance

Interpretative: »

Develop a working knowledge of modern improvisation and Commedia dell’arte and create original performances operating within each framework

»

Strengthen ability to use solfege, read a score, and sing in two parts

»

Adjust physical or vocal technique with nuance when directed

»

Analyze the impact of storytelling choices as an audience member

Presentational: »

Create and share specific, physically exaggerated characters

»

Maintain rehearsed physical and vocal presence while performing

»

Model audience etiquette for peers

»

Give focus, energy, and respect to all parts of a performance, including transitions

Interpersonal: »

Uphold a collectively written ensemble agreement

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Intercultural: »

Discuss how storytelling and comedy are shaped by cultural expectations

»

Devise scenes and choreography for a middle school audience

»

Research musicians’ backgrounds to analyze the structure and meaning of their songs

realistic and compelling performances in collaboration with their classmates. Through playwriting, design, film, and dramaturgy projects, they develop an appreciation of theatrical theory beyond acting. They identify their artistic interests in order to select material for their final project and define their role within a small creative team.

With a group of their peers, they articulate an artistic vision for a scene and produce it with all technical elements and an awareness of rehearsal etiquette. They perform their scenes for their entire grade level and reflect on their experience.

Core Objectives Interpersonal: »

Uphold a collectively written ensemble agreement

»

Define and evaluate role within group work for personal and collective benefit

»

Give compassionate feedback that helps collaborators identify areas of improvement

»

Receive and apply feedback with a growth mindset

Interpretative:

Drama 8 Students begin modern scene study and investigation of 20th-century acting methods. These frameworks help them understand a character’s psychology, their personal connection to a text, and a story’s dramatic structure. Students use this newfound knowledge to create more

»

Practice professional rehearsal and performance etiquette

»

Utilize scene study techniques to understand dramatic structure and find meaning within a text

»

Apply acting, design, and playwriting theory when devising performances

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»

Analyze the impact of theatrical choices as an artist and audience member

Presentational: »

Model theatrical professionalism onstage and behind the scenes

»

Share rehearsed text and cues with energy, focus, and a personal connection to the story

»

Adapt in the moment to unforeseen events and audience feedback

each performance project, including those focused on playwriting, directing, design, dramaturgy, and devising. Throughout each project, students collaboratively articulate and execute a clear vision for a piece using multiple artistic modalities. They learn and maintain professional rehearsal etiquette and apply theatrical theory to their work. At the end of each course unit, they formally reflect on their artistic and personal discoveries and analyze their audience’s reaction to their performance.

Core Objective

Intercultural:

Interpersonal:

»

Select material to share with a specific audience for a defined purpose

»

Uphold a collectively written ensemble agreement

»

Discuss cultural motivations behind modern design, playwriting, and acting theories

»

Evaluate and broaden ensemble and artistic role for personal and collective benefit

»

Investigate the source(s) driving personal and communal reactions to scripts, artistic strategies, and performances

»

Give compassionate feedback that helps peers understand a new perspective on their work

»

Reflect on patterns within collaborator and audience feedback to set personal and artistic goals

Upper School Theatre Students learn advanced acting strategies for building awareness and command of their voice and body. In partnership with their teacher or student director, they work to develop nuanced characters and a compelling artistic presence for in-class and public performances. Students select their role in the artistic process based on their interests and level of experience.

They are encouraged to broaden their theatrical understanding and skill set by participating in a new capacity within

52 Course Map - Fine Arts

Interpretative: »

Master professional rehearsal and performance etiquette

»

Apply scene study techniques to improve character development and storytelling ability

»

Define design and acting choices to bolster the director’s vision

»

Apply director feedback during subsequent rehearsals

»

Discuss theatrical theory when critiquing artistic choices

»

Analyze professional scripts and performances to guide devising choices in a specific genre

Presentational: »

»

Execute specific acting and design styles in front of an audience Maintain full awareness of the script, time, physical environment, fellow ensemble members, and the story’s impact throughout a performance event

offers opportunities to sing a wide variety of repertoire, exposing students to diverse musical styles and cultures. Throughout the year, students prepare for several performances that highlight their growth and collaboration as an ensemble, laying the groundwork for continued vocal study in high school and beyond.

Core Objective Interpersonal: »

Build strong relationships with their peers through collaborative singing, shared experiences, and positive interactions

»

Communicate respectfully with their teachers, peers, and audience through active listening, offering effective constructive feedback, and valuing different musical perspectives

»

Listen to the singing of other members of the ensemble and adjust their voices, and work together to achieve a unified sound

»

Recognize and analyze elements like melody, rhythm, harmony, form, texture, and expressive devices within a musical piece

»

Examine how techniques like unity, variety, tension, and release are used in music to create a specific effect

Intercultural: »

Discuss responsibility when selecting material and topics to share with a diverse and/or specific audience group

»

Identify universal questions to create meaningful performances

»

Research the motivations behind an artist’s theory, process, or work to more fully understand their perspective

8th Grade Vocal Students continue to strengthen their vocal foundations through proper technique, breath control, and tone production. Students also grow their musical independence through practice in harmony and sight-singing. The class

Interpretative: »

Recognize and analyze elements like melody, rhythm, harmony, form, texture, and expressive devices within a musical piece

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»

Examine how techniques like unity, variety, tension, and release are used in music to create a specific effect

and they have opportunities to audition for honors ensembles, such as the All-State Chorus, to complement their studies in the class.

Presentational: EIncrease confidence in one’s singing voice and comfort in performing before an audience

Core Objective

»

Increase command of blending and balancing to improve harmony within the ensemble

»

Work together effectively to contribute to a shared musical goal, understanding the importance of each individual’s role within the ensemble

»

Practice basic stage presence, paying attention to posture, microphone technique, and audience engagement

»

Communicate musical ideas clearly in providing and responding to feedback

»

Approach different personalities and perspectives within the ensemble with respect and empathy to foster a supportive environment to create music

»

Intercultural: »

»

Explore a variety of musical styles, including folk, classical, pop, and world music Investigate the historical and cultural context of the music they perform to learn more about how music reflects different cultures and societies

Upper School Vocal The Upper School vocal class welcomes students of all musical backgrounds to grow as confident and skilled singers. Students perform a varied repertoire from different genres and cultures, explore harmony, and develop sight-singing abilities. The class focuses on developing solid vocal technique and musical literacy for both individual growth and ensemble collaboration.

Students prepare for multiple performances that showcase their progress and creativity,

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Interpersonal:

Interpretative: »

Sing expressively, conveying the meaning and emotions of the music through dynamic contrast, phrasing, and articulation

»

Develop personal interpretations that consider the composer’s intent, while also reflecting their own understanding of the music

»

Compare different interpretations of the same piece of music to identify areas for exploration and improvement

Presentational: »

Sing one’s own part independently, contributing to the overall sound of the ensemble

»

»

Develop confidence in balancing and blending voices within the ensemble to create a cohesive sound Follow proper rehearsal and performance etiquette, including listening to other parts, responding to the conductor, and maintaining focus

Intercultural: »

Learn and perform music from various cultures and genres, exploring different musical styles, aesthetics, and performance practices

»

Appreciate the beauty of commonalities and differences across cultures through music, fostering mutual respect and a sense of global citizenship

Music (Grades JK-1) Students will embark on a musical journey filled with discovery and joy. They will explore the world of music, discover their musical talents, and develop a lifelong love of music. Students will engage in fun and interactive activities to introduce them to fundamental musical concepts such as rhythm, melody, and dynamics. Through singing, movement, and playing simple instruments, they will develop their musical skills and creativity in a supportive and nurturing environment. Students will have opportunities to share musical experiences with classmates and families, fostering a sense of community and belonging. They will celebrate cultural diversity through music, learn about different musical traditions, and explore the rich tapestry of global music.

This class will empower students to express themselves confidently and creatively through music, laying the foundation for a lifetime of musical exploration and enjoyment.

Core Objectives Interpersonal: »

Develop social skills through collaborative music-making activities, fostering teamwork, cooperation, and respect for others’ contributions

»

Cultivate empathy and emotional awareness by exploring musical themes and expressions, encouraging students to recognize and respond to the feelings conveyed through music

»

Strengthen communication abilities through verbal and nonverbal expression during musical interactions, promoting

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active listening, turn-taking, and clear expression of ideas and emotions

»

Interpretative: »

Cultivate active listening skills by encouraging children to identify and mimic simple rhythms, melodies, and sounds through interactive music games and activities

»

Foster imaginative thinking by inviting children to create their own stories and movements inspired by the music, encouraging them to express themselves creatively

»

Develop basic music vocabulary by introducing simple terms such as high and low, fast and slow, loud and soft, and encouraging children to use these words to describe the music they hear

Presentational: »

Perform as a grade at a winter concert and spring concert

»

Perform independently for peers

Encourage empathy and understanding by highlighting similarities and differences in musical expressions across cultures

Music (Grades 2-4) Students will embark on a journey of musical growth and exploration. They will discover their unique voices and talents while developing a sense of appreciation for the diversity of musical traditions. Students will engage in a curriculum integrating music theory, performance, active listening, and composition. Through hands-on experiences and collaborative projects, they will develop the skills and confidence to express themselves creatively and authentically through music. Students will celebrate cultural diversity, embrace experimentation by taking healthy risks, and foster meaningful connections through music. This class empowers students to become skilled musicians and compassionate individuals who understand the transformative power of music in their lives and the world around them.

Intercultural:

Core Objectives

»

Interpersonal:

»

Introduce children to music and instruments from different cultures through fun and interactive activities such as listening to traditional songs, playing simple percussion instruments, and learning basic dance movements Cultivate curiosity and appreciation for diversity by incorporating multicultural stories, images, and props into music lessons, sparking children’s interest in learning about different cultures through engaging and age-appropriate narratives

56 Course Map - Fine Arts

»

Encourage collaboration and teamwork through ensemble activities where students work together to create harmonies, rhythmic patterns, and melodies to promote mutual support among classmates

»

Develop communication skills through opportunities to express individual musical ideas and preferences verbally and through nonverbal cues during group discussions and performances

»

Explore the cultural and historical background of different musical genres to cultivate empathy and respect and encourage appreciation of diverse perspectives through music

and interested in the customs and practices surrounding music from diverse cultures »

Interpretative: »

Demonstrate the ability to identify, describe, and perform key elements of music, such as tempo, dynamics, and timbre, in a variety of pieces from diverse genres

»

Express thoughtful interpretations of various compositions by analyzing elements like mood and stylistic features and provide evidence to support those interpretations

»

Develop proficiency in vocal interpretation by applying expressive elements of music like dynamics, phrasing, and articulation while singing

Presentational: »

Perform as a grade at a winter concert and spring concert

»

Perform independently for peers

»

Perform in an Orff ensemble at Kindergarten Derby (Grade 4)

Intercultural: »

»

Demonstrate an understanding of music from various cultures by actively engaging with songs, instruments, and musical styles from around the world Show respect for cultural diversity by being curious about musical traditions

Explore and appreciate music from diverse cultures through active listening, singing, and playing musical instruments

6th Grade Instrumental Music Students learn the first steps of studying and practicing a bowed string instrument.

They gain practice and understanding of craft and cultivate an appreciation of music and performance. Throughout the course, students work collaboratively and independently, practice with intention, solve problems, reflect on recent efforts, and develop greater confidence in being vulnerable and patient.

Core Objectives Interpersonal: »

Create music in a respectful and positive environment

Interpretative: »

Use rehearsal time to learn and master the music

»

Develop the fundamentals of technique

»

Decipher a one-octave scale

»

Develop proficiency in vocal interpretation by applying expressive elements of music like dynamics, phrasing, and articulation while singing

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Presentational:

7th Grade Instrumental Music

»

Play with correct posture

»

Develop skills and understanding of a successful bow hold

»

Participate in a live performance to demonstrate mastery of the music, proper etiquette, and respect for the concert experience

Students increase their understanding of studying and practicing a bowed string instrument. They gain practice and understanding of craft and cultivate an appreciation of music and performance.

Throughout the course, students work both collaboratively and independently. Students increase the stamina of play and theoretical knowledge, creating a growing demand to practice and improve the facility. The musicians end the course playing orchestral music for an audience.

Intercultural: »

Discuss multiple genres and origins of music

Core Objectives Interpersonal: »

Create music in a respectful and positive environment

»

Accept critique from the instructor to improve musicianship

»

Rehearse collaboratively with students

Interpretative:

58 Course Map - Fine Arts

»

Refine posture and technique

»

Decipher first position notation

»

Understand key signatures

»

Understand simple and compound meters

»

Incorporate dynamics

»

Listen to reference recordings as a source of study

Presentational:

Core Objectives

»

Interpersonal:

Play with proper left and right-hand technique

»

Create music in a respectful and positive environment

»

Collaborate between orchestral sections

»

Learn the basics of leading and following within the ensemble

»

Collaborate between all instruments and sections

»

Participate in a live orchestral performance

»

Respect varieties and levels of musicianship among peers

Intercultural:

»

Learn from critique

»

Interpretative:

»

Find intentional moments to discuss music and composers Relate performance pieces to composers from the past and present

»

Maintain posture and technique

»

Gain confidence with music notation

»

Develop an inner pulse or internal metronome

»

Recognize articulations and phrasing

»

Master level-appropriate music

8th Grade Instrumental Music Students learn the fundamentals of studying and practicing orchestral music while continuing to refine basic techniques.

Students increase their stamina to practice and gain an appreciation for developing their skill and facility on their instrument.

During rehearsal, students work both independently and collaboratively as an ensemble. Sections of the orchestra split off to rehearse and refine excerpts of music, while portions of the ensemble may remain as a whole group. Students learn from each other with consistent rehearsal and gain the skills and knowledge to lead a section.

The musicians end the course with a live performance, including multiple pieces.

Presentational: »

Follow the conductor to help the ensemble improve musicianship

»

Perform in an orchestra setting with increasing comfort

»

Exhibit posture and technique with less coaching

»

Participate in a live performance to demonstrate mastery of the music, proper etiquette, and respect for the concert experience

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Intercultural: »

Tailor every ensemble with appropriate levels, genres, and styles of music.

Discuss, research, and collaborate on repertoire for performances

Strings Students understand the importance of practice and rehearsal etiquette while feeling confident with posture and technique. Students develop their facility and theoretical knowledge while rehearsing music that spans multiple grade levels and abilities. Students participating for multiple years within the ensemble have the opportunity to lead their section. Students are surrounded by multiple experience levels and opportunities to thrive as orchestral players. School community performances are held throughout the year, while advanced students receive the opportunity to participate in extracurricular musical offerings. as a whole group. Students learn from each other with consistent rehearsal and gain the skills and knowledge to lead a section. The musicians end the course with a live performance, including multiple pieces.

»

Interpretative: »

Master the music at an appropriate level

»

Recognize major and minor key

»

Recognize time signature and tempo changes

»

Execute stylistic articulations, dynamics, and phrasing

»

Listen to reference recordings to improve ensemble play

»

Practice becomes consistent and natural

Presentational: »

»

Create music in a respectful and positive environment

»

Collaborate across all instruments and sections to create music in a respectful and positive environment

»

Discuss and share ideas for appropriate musical choices

60 Course Map - Fine Arts

Participate in a live performance to demonstrate mastery of the music, proper etiquette, and respect for the concert experience

Intercultural: »

Discuss the choices the ensemble makes about composers and arrangers when applicable.

»

Perform arrangements created by students to create a strong bond within the orchestra.

»

Share the stage with multiple groups, including the Contemporary Ensemble and middle school groups

Core Objectives Interpersonal:

Develop leadership skills through consistent practice, rehearsals, and performances

Contemporary Ensemble Students learn to play as an ensemble with multiple instruments, including guitars, drums, percussion, keyboards, winds, and vocalists. They gain practice and understanding of craft and cultivate an appreciation of music and performance.

Students work as an ensemble in class, while individual practice becomes a key component to success. Students collaborate to create particular set lists according to each audience while being conscious of the limitations of the ensemble.

Core Objectives Interpersonal: »

Begin the rehearsal by discussing musical styles, genres, decades, and artists

»

Learn to respect the ensemble’s likes and dislikes by choosing a setlist that demonstrates a meaningful way to select music

Interpretative: »

Analyze the original work and make conscious decisions to mimic or manipulate the piece

»

Practice all major and minor keys

»

Compose, arrange, or copy music

Presentational: »

Participate in a live performance demonstrating the mastery of the music

»

Create a successful concert with added light, sound, and technology

Intercultural: »

Choose and perform multiple musical styles throughout the setlist

Visual Art (Grades K-2) Artists encounter a wide variety of artmaking mediums. They are encouraged to play and experiment with these materials while creatively expressing themselves.

They create both collaboratively and independently. Art history inspires young artists to look at the world in new ways while still being encouraged to trust their intuition and unique vision from within. Students learn to care for supplies, the studio, and their sketchbooks. Students exhibit their artwork throughout the year and during the Lower School Visual Arts Showcase in the winter, and a portfolio of art for the school year is sent home.

Core Objectives Interpersonal: »

Learn about the growth mindset in art, using the term “Beautiful Oops”

»

Learn to create art in a respectful and positive environment

»

Choose how to be greeted at the door

»

Learn how to care for the shared studio supplies

Interpretative: »

Introduce and reinforce the Elements of Art with songs and experimentation

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»

Examine historical and contemporary works of art and participate in group discussions

is exhibited throughout the year and during the Lower School Visual Arts Showcase in the winter.

»

Use studio time to practice and play with materials and techniques introduced in class

Core Objectives

Presentational:

Interpersonal: »

Increase growth mindset and see mistakes as a pathway to developing skills

»

Exhibit art in lower school hallways for students to be honored and appreciated

»

Share with peers and participate in gallery walks

»

Create art in a respectful and positive environment

»

Collect work in a portfolio to demonstrate techniques and materials studied

»

Share materials and contribute to the care and organization of the art studio space, but they are solely responsible for the care of their sketchbooks

Intercultural: »

Discuss multiple genres and origins of art

Visual Art (Grades 3-4) Artists learn explicit skills in an environment that prioritizes creativity, play, and problemsolving. Mindfulness practices cultivate an environment of safety, fostering a growth mindset. Students create both collaboratively and independently. Art history and Visual Thinking Strategies help to inspire and challenge artists to look at the world in new ways while being called to trust their intuition and unique vision from within.

Artists use thumbnail sketches and planning time to prepare for work and reflect when completed with artist statements, titles, or reflection sheets. Students continue to learn to care for supplies and the studio, with more options for free time. Student artwork

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Interpretative: »

Deepen understanding of the Elements of Art, and students are introduced to the Principles of Design

»

Use Visual Thinking Strategies to analyze art

»

Use studio time to practice and play with materials and techniques introduced in class. During free time, learn how to use and care for a wider range of materials

Presentational: »

Exhibit art to offer a forum for students to be honored and appreciated

»

Share with peers and reflect on work through written reflections and artist statements

»

Collect work in a portfolio to demonstrate techniques, artists, and materials studied

Intercultural: »

View and discuss multiple genres and origins of art

»

Choose how to be greeted at the door and practice advocating for their needs in class

5th Grade Visual Art Students build on existing artistic skills and gain opportunities to express their unique individuality in a variety of art disciplines, including clay, drawing, painting, and printmaking. Fifth Grade Integrated Arts connects the arts with the core curriculum in the fourth quarter. The shared goals include experiential learning, empathy for others, and understanding the influence of one’s environment on the individual.

»

Use Integrated Arts and cross-curricular art experiences to connect with other disciplines and broaden learning experiences

Presentational: »

Exhibit art to offer a forum for students to be honored and appreciated

»

Give presentations, share with peers, and reflect on work in the form of art critiques

Intercultural: »

Encounter artists from around the world

»

Further cultural awareness and appreciation

»

Use historical and multicultural themes of art to inspire student work

Core Objectives Interpersonal: »

Practice sharing tools and materials with peers

»

Practice sharing ideas in conversations and class discussions

Interpretative: »

Develop an understanding of the Elements of Art and Principles of Design in relation to student creations and other works of art

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6th Grade Visual Art Students continue to build artistic skills and practice good craftsmanship in a variety of art disciplines, including clay sculpture, drawing, painting, and printmaking.

They grow in self-awareness and artistic sensibilities through creative learning experiences and personal expression.

The art critiques offer opportunities for selfevaluation and practice with art vocabulary to describe and interpret works of art and the creative process.

Core Objectives Interpersonal: »

Assist and encourage peers in the artmaking process

»

Practice sharing ideas and constructive criticism in conversations and class presentations

Interpretative: »

»

»

Practice new art techniques to build upon existing knowledge and skills

Intercultural: »

Cultivate knowledge of multicultural themes and artists from around the world

»

Use art historical and multicultural themes to inspire student work

7th Grade Visual Art Students learn new artistic skills and develop aesthetic sensibilities in a wide range of disciplines, including ceramics, drawing, mixed media, painting, printmaking, and sculpture. They also encounter art history and multicultural themes throughout the curriculum. Students continue to use their imaginations, explore, problem-solve, and work collaboratively. Students’ written artist statements include research on the subject, self-reflection, and self-evaluation.

Use the Elements of Art and Principles of Design to evaluate student creations and other works of art

Core Objectives

Use art vocabulary in self-reflection and art critiques

»

Share tools and materials with peers in a collaborative work environment

»

Practice empathy for one another through the shared learning experience and personal identity reflected in student work

Presentational: »

Exhibit art to offer a forum for students to be honored and appreciated

»

Share and reflect on work in art critiques with peers

64 Course Map - Fine Arts

Interpersonal:

Interpretative: »

Develop the use of the Elements of Art and Principles of Design to guide the process of art-making

»

»

Use the Elements and Principles to evaluate and improve student creations Use art vocabulary in self-reflection, written artist statements, and art critiques

Presentational: »

Exhibit art to offer a forum for students to be honored and share with the school community

»

Give presentations and share personal self-reflection with peers through artist statements and art critiques

»

Develop new artistic skills to add to one’s repertoire

Intercultural: »

»

Share interpretations and research of multicultural themes with the school community Create collaborative works with crosscurricular themes that celebrate historical figures from around the world

Design & the Arts 7 Students will be introduced to multiple media specific to visual arts with the end goal of the mastery of craftsmanship, a willingness to be curious, and an appreciation for the design process. Students will develop and refine their written and verbal communication through selfreflection and peer discussions. Students will experience various materials, techniques, and art-making processes while developing conceptual and critical thinking through inquiry-based learning. Each student will engage in projects that directly support the theatrical productions in the middle school.

Core Objectives Interpersonal: »

Work collaboratively in a group by participating and contributing ideas

»

Further character development by sharing tools and studio space

»

Use strengths while encouraging others to use their strengths, backgrounds, and perspectives in achieving shared outcomes

Interpretative: »

Identify choices the artistic collaborators made when crafting fundamental elements of a work

Presentational: »

Craft and create work according to artistic goals and audience needs

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»

Use an effective process to develop and refine a final product

Interpretative: »

Use the Elements and Principles to evaluate and improve student creations

»

Compare and contrast works of art to understand an artist’s style and development

Intercultural: »

Learn about and engage with media from different cultural backgrounds

»

Discuss how cultural considerations can contribute to the design goals of an artist

»

Find intentional moments to discuss artists and designers

8th Grade Visual Art Students continue to add to their repertoire of artistic skills, practice craftsmanship, and gain knowledge in preparation for the Upper School Art curriculum. They use their toolbox of skills, aesthetic sensibilities, and personal expression to create works of art in sundry art disciplines, including drawing, ceramics, mixed media, painting, printmaking, and sculpture. Students apply ideas and concepts, problem-solve, and use research as inspiration for the creation of their works of art.

Presentational: »

Exhibit artwork and give presentations in the form of artist statements, research essays, and art critiques

»

Build confidence in their art-making abilities through practicing and perfecting new artistic skills and craft

Intercultural: »

Apply concepts and ideas from world cultures in students’ works of art.

»

Research and share the history and significance of works from different cultures in artist statements

»

Empathize with artists from other cultures through shared artistic expression

Core Objectives Interpersonal: »

Share the meaning behind personal expression in students’ artworks with peers

»

Consider constructive feedback from peers to improve a work of art

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2-D Studio Art In this introductory course, student artists work on the fundamentals of drawing and painting, practicing essential techniques for completing a range of projects. The overarching goal of the course, which emphasizes composition and craftsmanship, is to give students the confidence to use a variety of mediums, including charcoal, pencil, colored pencil, pen & ink, watercolors, and acrylic paint. In the course’s drawing

and painting portions, students complete still lifes, landscapes, and portraits. As they gain a working art vocabulary, students offer critiques of their work and their peers’ art.

»

Learn the steps necessary to plan, begin, and then complete a drawing or painting

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Exhibit pieces, either drawing or painting, to build a sense of pride in one’s work

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Present and describe pieces in class to receive feedback during critique

Core Objectives Interpersonal: »

Practice sharing tools and materials with peers

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Assist peers when aid is requested

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Share ideas about artwork in conversations and class discussions

Interpretative: »

Build a knowledge of the elements of art while building a working art vocabulary

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Use art vocabulary to discuss the work and styles of famous artists

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Use art vocabulary to describe one’s work and critique the artwork of peers

Presentational: »

Build proficiency with line, proportion, and perspective

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Practice the drawing techniques of shading, hatching, and cross-hatching

Intercultural: »

Analyze styles of drawing and painting from around the world

3-D Studio Art In this introductory course, student artists work on the fundamentals of three-dimensional art, focusing primarily on sculpture and ceramics. The threedimensional aspect of the course builds spatial sense, design principles, and craftsmanship. Students will construct sculptures from paper, cardboard, balsa wood, and soapstone. In the ceramics portion of the course, students learn and practice essential techniques for making, firing, and glazing decorative and functional clay objects. As they gain a working art vocabulary, students offer critiques of their work and their peers’ art.

Core Objectives Interpersonal:

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Learn how to use different drawing and painting mediums

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Develop a sense of composition and enhance technical proficiency with the creation of still lifes, landscapes, and portraits.

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Practice sharing tools and materials with peers

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Assist peers when aid is requested

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Share ideas about artwork in conversations and class discussions.

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Collaborate and cooperate when working on group projects

Intercultural: »

Interpretative: »

»

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Reinforce knowledge of the elements of art while building a working art vocabulary.

Use art vocabulary to discuss the work and styles of other artists.

Use art vocabulary to critique one’s work and the artwork of peers

Presentational: »

Continue to build proficiency with line, proportion, and perspective

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Imagine, visualize, and construct objects with height, width, and depth.

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Consider measurement, balance, and aesthetic appeal when constructing sculptural forms from various media.

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Use additive and subtractive techniques when working on clay.

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Use the score and slip method to join pieces of clay slabs.

Present and describe pieces in class to receive feedback during the critique

Analyze styles of 3-D art from around the world

Drawing, Painting, & Printmaking Through the study of contemporary and diverse artists, media, and techniques, students will expand their two-dimensional artistic skills while also building an awareness of critical and conceptual thinking. Students develop a consistent sketchbook practice to supplement their artistic process and skill development. Inclass demonstrations, lectures, field trips, and visiting artists offer robust exposure to art-making within and beyond the classroom. Small exercises and larger inquiry-based projects are designed to give students various opportunities to discover a two-dimensional medium they most connect to. Students are also encouraged to think in ways that connect their art with social and personal experiences.

Core Objectives Interpersonal:

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Learn about the process of firing and glazing ceramic pieces.

»

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Plan, begin, and complete the steps to create sculptural and ceramic pieces.

Interpretative:

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Exhibit 3-D pieces to build a sense of pride in one’s work

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Create art while respecting individuals, each other, and the space

Use studio time to complete inquirybased projects

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Develop the fundamentals of technique

Mixed Media Sculpture

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Investigate personal experiences and identity

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Learn the importance of personal style and expression

Students expand their three-dimensional artistic skills while gaining a deeper awareness of critical and conceptual thinking. They continue to survey contemporary and diverse artists, media, and techniques while engaging with inclass demonstrations, small exercises, and larger inquiry-based projects. They are guided through a multitude of sculptural approaches, including collage, assemblage, clay, and mixed media, to support an understanding of shape, form, scale, weight, and materiality. Students are also encouraged to investigate conventional and unconventional art materials.

Presentational: »

Display artwork for formal critiques and discussion

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Describe the artwork process, materials, visions, inspirations, and research

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Construct written artist statements that detail the vision, process, materials, and influence

Core Objectives

Intercultural:

Interpersonal:

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Create art while respecting individuals, each other, and the space

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Communicate with peers to create collaborative projects

Gain exposure to global artists through videos and lectures

Interpretative: »

Use studio time to learn and experiment with materials

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Create inquiry-based projects

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Develop the fundamentals of technique

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Investigate personal experiences and identity

Presentational: »

Display artwork for formal critiques

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»

»

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Describe the artwork process, materials, visions, inspirations, and research Receive constructive critique in a formal setting from both teacher and peers Explore methods for the display and installation of artwork

Intercultural: »

Gain exposure to global artists through videos and lectures

Graphic Design Through the study of formal elements of art and principles of design, creative software, the history and contemporary applications of graphic design, small exercises, and larger projects, students expand their creative and technical skills while gaining a deeper awareness of critical and conceptual thinking. In-class discussions and assignments are designed to engage students with the world of design all around them, encourage paying attention to what inspires, and use observations to inform successful design work. Students will conclude the course with a digital portfolio of their work.

Core Objectives Interpersonal: »

Create digital designs while respecting individuals, each other, and the space

Interpretative: »

Use lab time to learn and experiment with graphic applications in design

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Develop the fundamentals of design

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Learn the importance of visual communication

Presentational: »

Display designs for formal critiques and student showcases

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Describe the design process, visions, inspirations, and research

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Receive constructive critique in a formal setting from both teacher and peers

Intercultural: »

Gain exposure to global designers through documentaries and lectures

Digital Art In this introductory course, students will learn how to make creative projects with a variety of computer programs and audio/ visual media. Centered on storytelling and collaboration, these projects will build technical knowledge while learning about historical and contemporary digital artists and their work since the dawn of the computer age. Major themes of play, place, sound, and emotion will challenge students to develop skills in time-based digital production and consider the interaction of their audience.

Core Objectives Interpersonal: »

Share the meaning behind personal expression in students’ projects with peers

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Consider constructive feedback from peers to improve their projects

Interpretative: »

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Build a knowledge of the elements of digital art while developing digital art vocabulary Use art vocabulary in self-reflection, written artist statements, and art critiques

Presentational: »

Exhibit projects and give presentations in the form of artist statements, research essays, and art critiques

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Build confidence in their abilities through practicing and perfecting digital art skills and craft

Intercultural: »

Gain exposure to the work of diverse digital artists from around the world; both contemporary and historical

Photography I This introductory course explores digital photography through history, technique, aesthetics, and practice. Through continued practice and reflection, students learn the skills to be competent, confident photographers. Students explore the fundamentals with a digital single-lens reflex camera (DSLR) and gain a working knowledge of Adobe Lightroom.

Core Objectives Interpersonal: »

Share the meaning behind personal expression in students’ photographs with peers

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Consider constructive feedback from peers to improve their photographs

Interpretative: »

Build a knowledge of the elements of photography while developing visual art vocabulary

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Use art vocabulary in self-reflection, written artist statements, and art critiques

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Presentational: »

Exhibit photographs and give presentations in the form of artist statements, research essays, and art critiques

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Build confidence in their abilities through practicing and perfecting new photographic skills and craft

Intercultural: »

Gain exposure to the work of diverse photographers from around the world; both contemporary and historical

Photography II Through continued study of historical and contemporary applications of photography, small exercises, and larger choice-based projects, students expand their creative and technical skills with digital photography.

Students create an inspired and original series of photographs that speak to a cohesive body of work. They explore multiple genres of photography in both commercial and fine art applications. Students also experiment with alternative methods in image making. Students conclude each project with a written statement detailing their artistic vision and process.

Core Objectives Interpersonal: »

Create images while respecting individuals, each other, and the space

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Collaborate for partner and group exercises

Interpretative: »

Use lab time to learn and experiment with photography methods

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Develop the fundamentals of image making and image editing

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Learn the importance of personal style and expression

Presentational: »

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Display photographs for formal critiques and art exhibitions

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Describe the photographic process, materials, visions, inspirations, and research

Interpretative: »

Use studio time to complete choicebased projects

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Receive constructive critique in a formal setting from both teacher and peers

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Strengthen confidence in the process of art making

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Prepare a digital portfolio of work for scholastic and exhibition opportunities

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Investigate personal experiences and identity

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Connect personal style and expression

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Generate meaning and symbolism within art making

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Visually communicate themes, ideas, and subject matter

Intercultural: »

Gain exposure to global photographers through videos and lectures

Honors Art Portfolio/ Advanced Studio Art Students take their study and understanding of contemporary artists, media, and techniques and apply them to larger choicebased projects that culminate in a diverse portfolio and, for Advanced Studio Art, build a cohesive body of work. While self-directed, students survey contemporary unfoldings within the art world, in-class discussions, formal critiques, and contemplative exercises further support critical and conceptual thinking. Senior students in the course conclude with an exhibition of thoughtfully curated works and refined artist statements.

Core Objectives Interpersonal: »

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Create art while respecting individuals, each other, and the space Collaborate with peers to brainstorm projects, discuss ideas, and support inquiry

Presentational: »

Display artwork for formal critiques and art exhibitions

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Verbally articulate the art-making process, materials, visions, inspirations, and research

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Receive constructive critique in a formal setting from both teacher and peers

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Develop well-crafted artist statements that encapsulate the artistic vision and process

Intercultural: »

Gain exposure to global artists through videos and lectures

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Participate in field trips to engage with contemporary art in museums and galleries

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History & Global Studies JK Social Studies

Kindergarten Social Studies

Understanding identity of self and others as it extends beyond self, family, and the world.

Communication:

Students cultivate an early understanding of the world’s breadth and diversity and develop initial ideas of global citizenship by encountering diverse perspectives, practicing critical-thinking skills, nurturing imagination and empathy, and building curiosity about our interconnected world.

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Core Objectives

Core Objectives

Weekly journal activity and oral description

Communication: »

Self-portraits and family photo album

Critical Thinking: »

Discussions of differences in ourselves, families, communities, and the world

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Speak clearly to be understood

Critical Thinking: »

Compare and relate geographical locations to students’ surroundings

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Compare and relate to different people around the world

Citizenship:

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Identification of self

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Morning meetings and a cultural traditions winter holiday party

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Learn about the people who serve in our school

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Invite and experience collaborative play and exploration to develop a foundational understandig of friends, families, communities and the world

Research & Innovation:

Research & Innovation: »

Play-based exploration of nature

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Read aloud on the focus topic

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Journal about traveling experiences

Citizenship:

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Participate in service-learning projects

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Participate in Fourth-Grade Buddy program

1st Grade Social Studies In first-grade social studies, students embark on an exciting journey to discover the continents and oceans of our planet. From North America to Antarctica, they delve into the rich diversity of cultures, landscapes, and wildlife across the globe. Through hands-on activities and engaging lessons, students explore everything from famous landmarks to unique folktales, fostering a deeper understanding of the world around them. First graders develop the knowledge and proficiency to be global citizens from an early age.

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Learn about and identify outstanding landmarks and landforms found on each continent

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Compare/contrast family units and lifestyles from each continent

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Learn some of the history and cultural influences of each continent

Research & Innovation: »

Explore biodiversity found on each continent

Citizenship:

Core Objectives

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Develop a collaborative classroom community with a classroom charter

Communication: »

Identify locations on a map

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Participate in group discussions and activities

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Describe a few landforms of a continent and compare them with landforms on other continents

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Value different perspectives

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Describe the living things on different continents and how the land influences the development of living things

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Compare/contrast different seasons and climates around the world

Critical Thinking: »

Name general cultural elements of each continent

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Learn about the holidays, foods, and traditions of each continent

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Read folklore and stories from each continent

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Core Objectives Communication: »

Identify individual communities - their planet, continent, country, state, and city

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Compare and contrast urban, suburban, and rural communities

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Discuss and identify qualities that make a good leader

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Discuss how communities celebrate their unique cultures and heritages

Critical Thinking:

2nd Grade Social Studies The theme throughout second grade Social Studies is community and citizenship.

Students explore different communities beginning with our classroom community.

Second graders learn rules and laws, as well as rights and responsibilities of good citizens. Additionally, students determine the qualities of good leaders. Students also learn basic community economics and natural resources. Second graders explore their impact on the world around them.

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Define community and citizen

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Name different kinds and sizes of communities

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Explore traits of good citizens and good leaders

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Determine the rights and responsibilities of citizens

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Compare and contrast rules and laws

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Examine the history of money and how money moves in a community

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Define goods, services, producers, consumers, needs, and wants and recognize examples of each

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Examine natural resources, renewable and nonrenewable resources, and conservation

Research & Innovation:

Critical Thinking:

»

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Identify, examine, and interpret a variety of maps

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Use geographic tools and vocabulary to recognize different parts of a map

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Use geographic information to examine large land and water masses and distinct regions

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Understanding the national, state, and local government structure and various leaders’ roles

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Identify current government leaders at national, state, and local levels and explain the roles and responsibilities of each

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Develop financial literacy

Recalls known text

Citizenship: »

Develop a cooperative and respectful classroom community

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Demonstrate the Collegiate Cornerstones

3rd Grade Social Studies Students develop critical thinking skills and decision-making abilities that will help them become responsible citizens. They explore maps and globes, allowing them to expand their geographical knowledge.

Throughout their studies, they deepen their understanding of how our state, local, and national governments make decisions and how our leaders are elected. By exploring the topic of citizenship, students learn about their roles and responsibilities as active members of society. Furthermore, studying economics allows them to understand how goods and services are produced, provided, and traded.

Research & Innovation: »

Understand key events and people involved in settling and development of Kentucky

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Research a famous Kentuckian and summarize their achievements and contributions to the state

Core Objectives Communication:

Citizenship:

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Present research and relevant details on a famous Kentuckian

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Understanding the roles and responsibilities of U.S citizens

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Construct responses through various forms of writing using evidence and reasoning

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Differentiate between types of government and how leaders are elected

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Examine citizens’ rights and how they are protected

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»

Recognize how governments make and enforce rules and laws

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Determine how economic systems function

holidays celebrated throughout the world »

Study the cultures, geography, history, and governments of Indigenous peoples of North America

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Recall the early explorers of the American continents

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Understand the early colonies of the Americas and their origins

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Identify the causes and main events of the American Revolution

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Explore the creation of the US Constitution and Government

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Study the movement of people and communities throughout North America

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Identify the causes of the Civil War

4th Grade Social Studies In fourth grade, students learn about exploring the Americas and the founding of our nation. The students will develop an understanding of the Indigenous peoples of the Americas, how they interacted with their environment, and developed sophisticated civilizations across North America. Students identify reasons for exploration and the formation of the early colonies, including the push and pull factors of migration. From there, students identify the causes of the American Revolution and research significant people of the period.

Then, students will analyze the movement of people throughout the western United States and the growing divisions within the young nation. Throughout our studies, students examine people and events from various viewpoints to understand our country’s formation.

Research & Innovation: »

Research and identify contributions of African Americans throughout American History to create a culminating project on a person of focus

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Research and identify contributions of key figures during the American Revolution

Core Objectives Communication: »

Research, synthesize, and analyze information to present to the class

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Use various forms of writing to demonstrate knowledge

Critical Thinking: »

Explore and discuss traditions and

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Citizenship: » Practice respectfully and responsibly discussing multiple perspectives

5th Grade Social Studies Students explore historical events beginning with early civilizations in Mesopotamia.

Then, they direct their attention westward to examine and analyze several major civilizations on both sides of the Atlantic Ocean. Students learn the geography of these civilizations. They also dig deeper to explore how geography impacts how people live throughout the world’s regions. Religion, arts and achievements, political systems, and economic and social structures are major focal points in each unit. Study skills like note-taking, identifying reliable research, and chunking larger projects are prominent and ongoing areas of practice and attention in the class.

Core Objectives Communication: »

Compose paragraph TPEEL essays that correspond with units of study, such as where the Elgin Marbles rightfully belong and the lasting legacy of Rome

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Perform a retelling of student-written Greek myths to an audience

Research & Innovation: »

Research from textbooks, classroom resources, and selected primary sources to create a class-wide museum about Mesoamerica

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Using a libguide and other resources, write a five-paragraph essay about a person who lived in the Medieval Ages and their lasting significance

Citizenship: »

Create a family scrapbook highlighting the different experiences and perspectives within an Aztec, Mayan, or Incan family

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Participate in discussions through active listening and thoughtful contribution, such as debating the fairness of selected laws from the Code of Hammurabi

Critical Thinking: »

Students participate in a Conflict of the Orders simulation to experience how Plebians gained power and Patricians compromised

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Analyze the Renaissance through selected paintings and sculptures from the period

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6th Grade Social Studies Sixth-grade Global Studies students explore Eastern world cultures, relevant historical and current events, and geography (primarily of Asia and Africa). Students will examine the interconnectedness of civilizations through trade. The class will explore the shifts in power and control in several regions of Africa and Asia. To deepen students’ critical thinking and historical insight, they use factual research to explore unique perspectives on topics and issues, both historical and contemporary.

Core Objectives Communication: »

Gather notes and develop a research project that includes the presentation of synthesized facts to an audience

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Prepare for and participate in Socratic Seminars, mock trials, and pro/con debates

Critical Thinking: »

»

Identify and develop informed arguments about fundamental elements of major world religions Identify and develop informed arguments about seminal events, people, and ideas from selected ancient civilizations in the Eastern Hemisphere

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Citizenship: »

Design individual utopian societies by hand drawing maps, organizing governments, selecting social structures, advocating for human rights, and establishing global relationships

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Practice discussing ideas in a group setting respectfully and responsibly

7th Grade Social Studies Students use their background knowledge and skills of ancient history from their 5th— and 6th-grade global studies classes to explore current issues affecting our global world. They develop media literacy skills to analyze sources and research topics.

Throughout the class, students try to understand the multiple perspectives of and within different cultures and the impact of those perspectives on world events.

Core Objectives Communication: »

Interview a real migrant to learn about their human migration story

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Record a podcast episode sharing the push and pull factors of a migration story

»

Defend the level of credibility of a specific source

Research & Innovation: »

Book study on the Indian Caste System with supplementary activites and a research project focusing on personal stories

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Experiment with bridge building in conjunction with the Makery and African geography (Strait of Gibraltar)

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Engage in various inquiry-based lesson topics to discuss, debate, and communicate conclusions

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Survey the impacts human migration has on destination and origin countries by creating mini-posters

Critical Thinking: »

Evaluate the credibility and bias of physical and digital sources

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Develop solutions to world problems through the World Inequalities Project

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Compare and contrast various types of migrants, refugees, and their experiences

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Reflect on the values, beliefs, and backgrounds of yourself and others to understand how they influence perspectives

Research & Innovation: »

Research and examine maps, data sets, and charts to raise awareness and develop solutions to global inequalities

»

Research and present a country through the lens of the Five Themes of Geography

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Identify and implement skills to yield better research results

Citizenship: »

Decode mixed media messages, examine the role those messages have, and how they can manipulate people and society

»

Examine the development of modern international law through the creation of the Universal Declaration of Human Rights and the aftermath of the Holocaust

8th Grade Social Studies Students acquire knowledge and understanding of the framework of representative government in the United States as described in the United States Constitution. Students can identify and describe the three branches of the federal government, understand their roles in our political system, trace the historical origins of Constitutional principles, and apply those standards to modern situations

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Core Objectives Communication: »

Formulate and articulate informed opinions and conclusions regarding pivotal Supreme Court cases

»

Students will consider viewpoints different from their own and respond appropriately

Honors Approaches to History I Honors Approaches to History I students develop skills necessary to succeed in future high school history courses while exploring the history of the world from ancient civilizations to the beginning of the Age of Exploration. Students study universal themes that transcend periods, learning to think and write as emerging historians.

Critical Thinking: »

»

Understand and apply the historical context of key sections of the United States Constitution to interpret original intent Utilize historical knowledge of the United States Constitution and interpretative skills to develop their understanding of what it means to them and how it should be applied to real-world situations

Research & Innovation: »

Read the United States Constitution as a primary resource

»

Learn the vocabulary found in the document and recognize the importance of breaking down specific words for multiple meanings

Citizenship: »

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Develop an appreciation and empathy for those who lived before them and those involved in the cases studied whose experiences and perspectives differ from their own Work to apply the principles in The Constitution to present-day challenges

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Core Objectives Communication: »

Develop factual, analytical, and creative communication skills (in written and oral presentation)

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Make historically defensible arguments using a variety of methods.

»

Participate thoughtfully in class discussions

Critical Thinking: »

Synthesize insights from primary sources and secondary sources to develop independent arguments

Research & Innovation: »

Implement MLA format

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Analyze and apply texts for literary, cultural, personal, and historical significance

»

Interpret the past (analyzing primary and secondary sources, making historical

comparisons, and chronological reasoning)

Critical Thinking: »

Read sources from both secondary and primary authors

»

Contextualize historical works by making connections to different disciplines and texts

»

Pursue theses and arguments that are not merely viable and correct in form but increasingly substantive and incisive.

»

Build upon and continue to develop 21st-century analytical thinking skills, such as inferential thinking, sequencing, categorization, event integration, interpretive skills, analysis, and synthesis

Citizenship: »

Develop a growing understanding of the diversity of people’s lives and the historical and cultural circumstances that changed the world

Honors Approaches to History II Approaches to History II students study world cultures from the mid-sixteenth century to modern times. The course does not incorporate all cultures and periods; rather, the focus is on building and developing the historical skills introduced and practiced in Approaches to History I. Each quarter, students focus on a major historical thinking skill. Additionally, throughout the year, students examine how art provides integral insight into past cultures.

Research & Innovation: »

Implement MLA format

»

Analyze and apply texts for literary, cultural, personal, and historical significance

»

Present research that integrates evidence from primary and secondary sources

»

Make historical comparisons and construct chronological reasoning

Core Objectives Communication: »

Compose a thesis-driven research paper that synthesizes insights from both primary and secondary sources

»

Increase class participation skills and the ability to articulate one point aloud

»

Demonstrate public speaking and presentation skills

Citizenship: »

Deepen understanding of the diversity of people’s lives and the historical and cultural circumstances that changed the world

»

Consider the role of history and historians in solving present-day challenges

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»

Work cooperatively and productively in a group and larger class activities

Honors / Advanced History: American Studies Students develop essential twentyfirst-century skills and think deeply about pressing American issues within a rich interdisciplinary context. The two component courses–Advanced or Honors English: American Studies and Advanced or Honors History: American Studies–unite around vital ideas that remain central to life in the United States, such as American identity, the Dream, and America’s role in the world.

Core Objectives Communication: »

Develop argumentative, analytical, and creative writing skills

»

Make a historically defensible argument using a variety of methods and sources

»

Be thoughtful participants in a group discussion

Critical Thinking: »

Allow for multiple perspectives when studying and solving problems

»

Recognize how individual perspectives select, omit, emphasize, and frame issues to create meaning

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Research & Innovation: »

Implement MLA format

»

Analyze and apply a text for literary, cultural, personal, and historical significance to interpret the past (analyzing primary and secondary sources, making historical comparisons, and chronological reasoning)

Citizenship: »

Develop an appreciation and empathy for those who lived before them and those present in literature whose experiences and perspectives differ from their own

»

Explore how past Americans have exercised their rights and responsibilities as American citizens or residents and consider how they might be change agents today

Honors Women in History Through careful study of women’s experiences in past cultures and contemporary society, students examine how women have shaped the history of the United States and the global community.

Students examine how women worked towards a “full and fair share” of equal rights, political participation, and socio-economic opportunity. Discussion of current events and issues is incorporated throughout the course.

Core Objectives

Honors Human Rights

Communication:

Through careful study, students examine the contextual beginnings of “human rights” and its modern societal implications. Students encounter the story of efforts made to define basic human rights and the entitlements bestowed on all human beings. Further investigation will include questioning world responses to human rights violations and surveying social justice movements and their impact on our evolving view of human rights in the 21st century.

»

Compose regular compositions demanding summary of significant ideas, analysis of key inferences, and evidence from course readings and research

»

Create and deliver presentations on chosen topics to the class

Critical Thinking: »

Analyze historical developments through the lens of women’s experiences

»

Practice close reading and data recall/ integration skills

Research & Innovation: »

Analyze and apply texts for literary, cultural, personal, and historical significance

»

Interpret the past (analyzing primary and secondary sources, making historical comparisons, and chronological reasoning)

»

Determine relevance and bias in articles, websites, and other materials to arrive at an increasingly sophisticated understanding of women’s circumstances and perspectives

Core Objectives Communication: »

Create and deliver presentations of personal interest and historical significance to teach the group about human rights issues

Citizenship: »

Develop a greater understanding of the diversity of women’s lives, past and present, and the cultural circumstances that affect them

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Critical Thinking:

Critical Thinking:

»

»

Study significant core concepts and theories of psychology

»

Recognize psychological principles when encountered in real-life situations

»

Apply data to real-life applications

»

Consider ethical standards governing the work of psychologists

Compose multiple assignments that synthesize insights from primary sources and secondary sources

Research & Innovation: »

Determine relevance and bias in articles, websites, and other materials to arrive at an increasingly sophisticated understanding of human rights

Citizenship: »

Develop a greater understanding of the diversity of global circumstances that affect human rights

Honors /Advanced Psychology Students encounter the systematic and scientific study of human and animal behavior and mental processes.

Concentrating on higher-order, criticalthinking skills within a rigorous academic context, students hone their ability to analyze, synthesize, and evaluate primary and secondary sources.

Research & Innovation: »

Identify their assumptions on the human condition, cognitive thinking, and behavior

»

Learn the basic skills of psychological research

»

Devise simple research projects, interpreting and generalizing from collected data

»

Evaluate the validity of research reports

Citizenship: »

Understand what identity comprises and how we interact and communicate with others

Core Objectives Communication: »

Through presentations and daily discussions, students learn to actively listen to others, add respectful comments, and develop respect for others’ values and ideas

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AP Macroeconomics AP Macroeconomics is a college-level course that introduces students to the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination. It also develops students’ familiarity with economic

performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts

»

Create original economic analysis by synthesizing information from multiple sources and developing logical conclusions

Citizenship:

Core Objectives

»

Examine how macroeconomic policies affect different demographic groups and communities within society

»

Understand the role of economic literacy in making informed decisions as voters, consumers, and future professionals

»

Explore how economic choices at individual, business, and government levels impact both current and future generations

Communication: »

Construct clear, evidence-based arguments using economic data, graphs, and models to support policy recommendations

»

Articulate complex economic concepts and relationships through written explanations and oral presentations

»

Participate thoughtfully in class discussions

Critical Thinking: »

Analyze economic problems from multiple stakeholder perspectives (consumers, producers, government, international partners)

»

Evaluate the assumptions, limitations, and unintended consequences of economic models and policies

Research & Innovation: »

Gather and analyze current economic data from reliable sources such as the Federal Reserve, Bureau of Labor Statistics, and Congressional Budget Office

»

Apply economic theories and models to contemporary issues and real-world case studies

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Honors/ Advanced U.S. Government & Politics

»

Students gain an analytical perspective on government and politics in the United States. It provides students with the political knowledge and reasoning processes to participate meaningfully and thoughtfully in discussions and debates that are currently shaping American politics and society.

Research & Innovation: »

Analyze the Declaration of Independence and Locke’s Secodn Treatise to identify essential values and behaviors being introduced in thise seminal documents

»

Research standing committees in both chambers and identify top five committees ranked in importance to relevant current issues; then justifythose rankings

»

Select a poll from a non-partisan polling organization and evaluate the reliability of the information. They will highlight limitations of the poll

Core Objectives Communication: »

Make a historically defensible argument using a variety of methods and pieces of evidence

»

Explain political processes in a variety of modalities

»

Articulate the similarities and differences among political principles

Critical Thinking: »

Explains the causes and effects of political principles, institutions, processes, and behaviors and their effects on our political culture over time

»

Understand the evolution of political ideologies and their role in shaping public policy over time

»

Analyze how political institutions and entities work together and interact in order to uphold American political values

»

Formulates evidence-based opinions on public policy positions

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Understands the complexity and nuances of the American government and how that shapes our political culture

Citizenship: »

Allow for multiple perspectives when studying political issues

Honors/Advanced Comparative Government The course uses a comparative approach to examine the political structures; policies, and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom.

Students compare approaches to many global issues by examining how different governments solve similar problems.

Students engage in disciplinary practices that require reading and interpreting data, making comparisons and applications, and developing evidence-based arguments.

Research & Innovation: »

Describe the data presented

»

Describe patterns and trends in the data

»

Explain patterns and trends in data to conclude

»

Explain what the data implies or illustrates about political systems, principles, institutions, processes, policies, and behaviors

»

Explain possible limitations of the data provided

Core Objectives

Citizenship:

Communication:

»

»

Develop a defensible claim/thesis

»

Support the argument using relevant evidence

»

Use reasoning to organize and analyze evidence, explaining its significance to justify the claim/thesis

»

Use refutation, concession, or rebuttal in responding to opposing or alternative perspectives

Compare two or more course countries based on their political systems, principles, institutions, processes, policies, and behaviors

Critical Thinking: »

Describe, explain, and compare political institutions, principles, processes, policies, and behaviors

»

Explain how political systems, principles, institutions, processes, policies, and behaviors apply to a course country

Course Map - History & Global Studies

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Mathematics JK Math

Kindergarten Math

Students engage in hands-on and interactive lessons to develop an understanding of numbers and operations, geometry, and measurement.

Students engage in hands-on practice and build upon previously learned skills to further their number sense and arithmetic.

Kindergartners learn the foundations and fundamentals of math concepts by using concrete experiences and manipulatives.

Core Objectives Whole Numbers 1-10:

Core Objectives

»

Foundational Counting Principles and Skills:

Develop an awareness of numbers and their uses; associate number names, quantities, and written numerals; recognize and use different ways to represent numbers (for example, groups of objects or dots)

Comparisons and Measuring : »

Analyze and interpret data

Sizes: »

»

Distinguish and describe size attributes, including length, weight, and capacity or volume Compare and contrast objects according to various size attributes

Shapes- 2D/3D: »

Recognize and describe basic 2-dimensional geometric shapes

»

Explore the relationships between basic 2-dimensional and 3-dimensional shapes

90 Course Map - Mathematics

»

Learn and apply basic counting principles

»

Explore graphing, measurement, and shapes

Reading, Writing, and Using Numbers; Making Comparisons: »

Connect written numerals to quantities

»

Compare numbers

»

Count to tell the number of objects

»

Use correct numeral formation

Advanced Counting; Composing/ Decomposing Numbers and Shapes; Measurable Attributes: »

Explore attributes of shapes

»

Understand addition (putting together) and subtraction (taking apart)

»

Describe and compare measurable attributes.

Core Objectives Operations and Algebraic Thinking:

»

Analyze, create, compare, and compose shapes

Exploring 3-D Shapes and Measurable Attributes; Representing Addition and Subtraction: » »

»

Represent and solve problems involving addition and subtraction

»

Understand and apply properties of operations and the relationship between addition and subtraction

»

Add and subtract numbers from 0-20

»

Work with addition and subtraction equations

»

Extend the counting sequence

»

Understand place value

»

Use place value understanding and properties of operations to add and subtract

Explore 3-dimensional shapes Learn how to model and represent addition and subtraction symbolically Develop and discuss addition and subtraction strategies in a variety of contexts

Measurement and Spatial Thinking: »

»

Apply knowledge of counting, operations, measurement, and geometry to new contexts and situations

Measurement and Data:

1st Grade Math Students learn by revisiting concepts multiple times within the “spiral” layout of the math curriculum. Instruction is the whole class and small group with students discussing their ideas and strategies for computation. They are engaged in problem-solving with real-world examples and games to reinforce learning. Students focus on addition, subtraction, whole number relationships, place value, linear measurement, and geometry. Overall, the goal is to build students with a strong understanding of math who can connect that understanding to critical thinking and problem-solving.

»

Measure lengths indirectly and by iterating length units

»

Tell and write time

»

Represent and interpret data

Geometry: »

Reason with shapes and their attributes

Mathematical Practice: »

Make sense of problems and persevere in solving them

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»

Construct viable arguments and helpful critiques of classmates’ reasoning

»

Model with mathematics

»

Use appropriate tools strategically

»

Look for and express regularity in repeated reasoning

»

Communicate with mathematical vocabulary

»

Explore solving strategies for addition and subtraction and develop an understanding that problems can be solved using multiple strategies

Place Value: »

Understand that place value is a system that gives each digit a value through the thousands place

»

Students represent numbers using base ten representation and expanded form

Measurement:

2nd Grade Math Students engage in daily spiral review exercises, where they are encouraged to spot patterns, devise strategies, and play games to enhance foundational math skills. The repeated exposure to concepts over time develops students’ ability to recall concepts confidently. Students learn to tackle various problems, articulate their thought processes, and make sense of real-world mathematical problems.

Core Objectives

»

Measure using US customary units and Metric System

»

Measure using different measuring tools and determining appropriate applications

»

Identify and write time to the nearest five minutes using analog and digital clocks

Data: »

Understand word problems and organize information appropriately using diagrams to determine a corresponding number model

»

Record, gather, and organize information into various graphs, including tally charts, bar graphs, picture graphs, line plots

Establishing Routines: »

Establish an understanding of basic math facts and strategies (e.g., using number lines or a hundred chart to count, compare, add, subtract, and recognize number patterns)

Fact Strategies: »

Build fluency and automatic recall of basic facts to develop strategies to solve multi-digit computations

92 Course Map - Mathematics

Geometry: »

Explore 2-dimensional shapes and 3-dimensional solids

»

Describe shapes and solids according to their various attributes

Arrays:

3rd Grade Math

»

Solve number stories involving equal groups of objects

»

Build equal groups and arrays with counters and explore strategies for finding how many counters there are in all

Third-grade students build upon prior knowledge and their math foundation through focused instruction, meaningful practice opportunities (independently and in partnerships/small groups), discussion of reasoning and strategies, and daily engagement in mathematical practices.

The spiral approach to the Everyday Math curriculum allows students to practice and revisit skills and concepts previously taught to move toward mastery. Students increase their confidence and readiness to apply mathematics to real-life problem-solving.

Equal Shares and Whole Number Operations: »

Partition shapes into same-size parts or equal shares

»

Use fraction vocabulary to name equal shares and learn that equal shares do not necessarily have to be the same shape

Core Objectives Math Tools, Time, and Multiplication: »

Recall how to use various math tools to solve problems (pattern block template, manipulative clock, calculator, ruler, etc.)

»

Represent and solve problems involving multiplication and division

»

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects

Number Stories and Arrays: »

Make sense of multi-step number stories involving all four operations

»

Represent situations with diagrams, arrays, pictures, words, and number models

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Operations:

4th Grade Math

»

Use place value to develop and practice strategies for addition and subtraction of 2- and 3-digit numbers

»

Represent multiplication arrays and use these representations to develop strategies for solving multiplication facts

The fourth-grade math curriculum utilizes the research-based Everyday Mathematics program, which emphasizes developing conceptual understanding and problemsolving skills. Students practice math fluency daily, learn by linking past experiences to new concepts, and engage in hands-on activities in groups and independently.

Students learn and share multiple strategies for each new concept and show mastery through various assessment opportunities.

Students begin the year learning about the importance of place value understanding for basic operations. Students then extend their ability to use place value understanding and properties of operations to perform multidigit arithmetic. They then apply those skills to measurement conversion, fractions, decimals, and division.

Measurement and Geometry: »

Measure and represent measurement data on a scaled lined plot and interpret data

»

Explore geometric attributes of polygons and classify quadrilaterals

»

Identify and measure the perimeter and area of polygons

Fractions, Multiplication, and Division:

Core Objectives

»

Relate part-whole understanding of fractions to visual and symbolic representations

Place Value: Multi-digit Addition and Subtraction:

»

Explore fraction equivalence and comparisons

»

Multiply and divide numbers 0 - 100

»

Compare differing approaches to solving a problem

»

Explore the Order of Operations rules and apply them to solve equations

»

Multiply and divide 1 - 100

»

Compare, order, find equivalence, and represent fractions

94 Course Map - Mathematics

»

Use the four operations with whole numbers to solve word problems

»

Generalize place value understanding for multi-digit whole numbers

Multiplication: »

Gain familiarity with factors and multiples

Fractions and Decimals: »

Extend understanding of fraction equivalence and ordering

»

Understand decimal notation for fractions and compare decimals and fractions

Multi-digit Multiplication: »

Use the four operations with whole numbers to solve problems

»

Learn and apply multiplication strategies in real-world situations

Fractions: »

»

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers Apply understanding of fractions to addition, subtraction, and multiplication problems

5th Grade Math With guidance, students apply prior knowledge and quantitative reasoning to ask and answer important “what if” questions that advance the curriculum. They bolster their growth mindsets by regularly analyzing mistakes and reflecting on their problem-solving process. They continue to develop their understanding of the size of whole, fraction, and decimal numbers. They discover and apply strategies for computing with these numbers. They gain practice with the foundations of spatial sense, geometric reasoning, and geometric vocabulary.

Core Objectives Whole Numbers 1 / Geometry Foundations: »

Evaluate expressions using order of operations

»

Describe shapes based on their geometric attributes

Division: »

Learn and apply division strategies in real-world situations

Geometry: »

Classify shapes, measure angles, and identify attributes

Whole Numbers 2 / Triangle Geometry: »

Multiply large numbers using the US traditional algorithm

»

Divide large numbers by 1- and 2-digit divisors using the US traditional algorithm

»

Classify triangles and understand their angle properties

Fractions 1: »

Write a variety of equivalent names for fractional amounts

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»

Use several different strategies to compare fractions

connections between their observations and algorithms from their math practice.

»

Problem-solve with fractions in realworld contexts

Core Objectives

Decimals 1 / Triangle Area:

Number Sense and Estimation:

»

Understand the size of decimal numbers

»

Use the rules of divisibility to test for factors of 2, 3, 5, 6, 9, and 10

»

Add and subtract decimal numbers

»

»

Find the area of triangles using visual strategies

Identify numbers as prime or composite by applying the rules of divisibility.

Fractions 2 / 3-D Spatial Sense: »

»

»

Use traditional algorithms to add and subtract mixed numbers Interpret and solve basic fraction multiplication and division problems through the lens of story problems Analyze buildings composed of cubes

Decimals 2 / Quadrilaterals: »

Multiply and divide decimal numbers

»

Classify quadrilaterals and understand their characteristics

Number Theory: »

Find the greatest common factor of two or more numbers

»

Find the least common multiple of two or more numbers

Operations with Decimals: »

Add, subtract, multiply, and divide decimals up to the thousandths place

»

Use estimation to check answers for reasonability and to discern the decimal point place in a sum, difference, product, or quotient

Measurement: »

Calculate the area and perimeter of rectangles, triangles, parallelograms, and compound figures

»

Use the correct units (units squared for area and units for perimeter) when labeling answers

6th Grade Math Students build upon the foundational skills covered in Math 5 and further hone their math reasoning and estimation skills. They make estimates before and after solving problems to check for reasonableness.

Students also look for patterns and relationships between numbers to make

96 Course Map - Mathematics

Fraction Sense:

6th Grade Bridge to Algebra

»

Use fraction strips and benchmark fractions (0, ¼, ½, ¾, 1) to estimate fraction values

»

Find equivalent fractions by multiplying or dividing the numerator and denominator by the same value

»

Compare and order fractions by using the lowest common denominator

Students begin to move their thinking from concrete processes and algorithms to abstract problem-solving and thinking to prepare for a two-year study of Algebra.

There is a significant focus on working with negative numbers, fractions, ratios, and proportional reasoning. The concept of variables is also introduced and developed.

By the end of the year, students will be able to use proportional reasoning to solve problems and will be able to solve one-step algebraic equations.

Statistics: »

Calculate a given data set’s mean, median, mode, and range

»

Read various measures of central tendency from graphs and charts

Core Objectives Evaluating Expressions: »

Use the order of operations to evaluate multi-step expressions

»

Substitute given numerical values for variables in an expression to evaluate

Introduction to Negative Numbers: »

»

Identify different real-life applications of negative numbers (temperature, debt, below sea level, etc) Compare both negative and positive numbers by using a number line

Number Theory: »

Find the greatest common factor of two or more numbers

»

Find the least common multiple of two or more numbers

»

Use the greatest common factor or the least common multiple to answer story problems

Operations with Negative Numbers: »

Use red and black chips to model addition and subtraction problems with positive and negative integers

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»

»

»

Use algorithms to add and subtract with positive and negative integers Use patterns to identify and apply algorithms for multiplying and dividing with positive and negative integers

Displaying and Analyzing Data: »

Calculate a data set’s mean, median, mode, and range from a graph or chart

»

Create various graphs from sets of data

Evaluate expressions involving positive and negative integers using the order of operations

Operations with Fractions: »

Compare and order positive and negative fractions with different denominators

»

Add, subtract, multiply, and divide positive and negative fractions

Solving One-Step Equations: »

Apply the inverse operation to a onestep algebraic equation to isolate the variable

»

Write a one-step algebraic equation from a story problem

Ratios, Rates, and Proportions:

6th Grade Algebra A

»

Write ratios in three ways in simplest form

»

Use unit rates to calculate “the better buy” or to compare rates

»

Solve proportions using equivalent fractions, unit rates, or cross-products

»

Write a proportion from a story problem

Students in this course learn to develop mature study habits while being challenged to think critically and abstractly about algebraic concepts. They begin working with variables at the beginning of the year and strive to connect concrete patterns and abstract mathematical concepts. They will become proficient at working with variables, negative numbers, fractions, and solving multi-step linear equations. By the end of the year, students can graph linear functions and determine the equation of a line from a graph.

98 Course Map - Mathematics

Core Objectives

»

Number Properties and Order of Operations: »

»

Identify and apply the properties of addition and multiplication (commutative, associative, identity, zero) Evaluate numerical expressions

Apply the distributive property and combine like terms to simplify and solve multi-step equations and inequalities

Ratio, Proportion, and Similar Figures: »

Write ratios in three ways in simplest form

»

Use unit rates to calculate “the better buy” or to compare rates

»

Solve proportions using equivalent fractions, unit rates, or cross-products

»

Write a proportion from a story problem

Operations with Integers: »

Add, subtract, multiply, and divide positive and negative numbers

»

Evaluate multi-step expressions involving exponents and negative and positive numbers

Operations with Rational Numbers: »

Add, subtract, multiply, and divide positive and negative fractions

»

Review operations with decimals

»

Convert between fractions and decimals

Expressions and Equations: »

Write algebraic expressions and equations from words (written or verbal)

»

Evaluate algebraic expressions for given variables using the order of operations

»

Solve one- and two-step algebraic equations

Solving Multi-Step Equations and Inequalities: »

Solve and graph single variable inequalities

Linear Functions and Graphing: »

Calculate slope from a graph or set of points

»

Graph a linear equation in slopeintercept form

»

Write a linear equation from two points

7th Grade Bridge to Algebra Students begin to move their thinking from concrete processes and algorithms to abstract problem-solving and thinking to prepare for a two-year study of Algebra.

There is a significant focus on working with negative numbers, fractions, ratios, and proportional reasoning. The concept of variables is also introduced and developed.

By the end of the year, students use proportional reasoning to solve problems and confidently solve one-step algebraic equations.

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Core Objectives

Geometry:

Operations with Integers:

»

»

Add, subtract, multiply, and divide integers

Operations with Rational Numbers: »

Add, subtract, multiply, and divide fractions & decimals

Ratios & Proportional Reasoning: »

»

Recognize, write, and solve proportions from a context Find and apply scale factor

Percentages: »

Convert between a fraction, decimal, and percentage

»

Use the percent proportion to solve percentage problems

»

Calculate a specific percent of a number

Algebraic Expressions & One-Step Equations: »

Simplify and evaluate an algebraic expression

»

Write an algebraic expression from a context

»

Solve a one-step equation w/inverse operations

100 Course Map - Mathematics

Calculate the area & perimeter of parallelograms, triangles, trapezoids, and circles

Statistics & Probability: »

Fill out a scatter plot

»

Calculate mean, median, and mode

»

Calculate simple & compound probability

7th Grade Algebra A In this course, students develop a conceptual understanding of foundational algebra topics and develop skills. This starts with a review of pre-algebra skills, including operations with integers and rational numbers and proportional reasoning, as well as building the communication skills and grit to work through lengthier and more challenging problems. Students will also become proficient in solving multistep equations & inequalities. By the end of the year, students will have been introduced to functions and linear equations and be able to graph & write equations in slope-intercept form.

Core Objectives Geometry: »

Calculate the area & perimeter of parallelograms, triangles, trapezoids, and circles

»

Calculate the area of composite shapes

Ratios & Proportional Reasoning: »

»

»

Recognize, write, and solve proportions from a context

Graph a linear equation in slopeintercept form

»

Write a linear equation from two points

Find and use scale & scale factor

Probability:

Percentages:

»

Calculate simple & compound probability

»

Use the Percent Proportion to solve percentage problems

»

Calculate odds

»

Solve percentage change problems

The Real Number system, algebraic properties, simplifying expression: »

Identify & give examples of the types of numbers and properties

»

Use properties and combining like terms to simplify algebraic expressions

Multistep Equations: »

Solve multistep equations with variables on both sides of the equation

»

Write an algebraic equation from a context

Inequalities & Functions: »

Write & solve multi-step inequalities

»

Identify a function given a table, graph, or list

»

Evaluate a function using a table

Linear Equations: »

7th Grade Algebra B Students develop a strong understanding of all the concepts in an Honors Algebra 1 class. Students review and master the skills covered in Algebra A, including multi-step, inequalities, and linear equations. Students become proficient in solving and graphing systems of equations and inequalities. By the end of this course, students can perform operations with and factor polynomials.

They can also solve and graph quadratic equations.

Calculate slope from a graph or set of points

Course Map - Mathematics

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Core Objectives

Polynomials:

Probability:

»

Add and subtract polynomials

»

Calculate simple & compound probability

»

Multiply & factor polynomials

»

Calculate odds Quadratic Equations:

Multistep Equations, Inequalities, Absolute value equations:

»

Graph a quadratic function

»

Review solving multistep equations and inequalities

»

Solve a quadratic by factoring, completing the square, and the quadratic formula

»

Solve absolute value equations Radical Expressions:

»

Write equations, inequalities, and absolute values from a context

»

Simplify radicals and estimate to the nearest tenth

Linear Function: »

Write equations in slope-intercept, standard, and point-slope form

»

Graph equations from any form

»

Identify and evaluate functions

Systems of Inequalities: »

Graph and write a system of inequalities

Systems of Equations & Exponents: »

Solve a system by graphing, substitution, and elimination

»

Write a system of equations

»

Simplify monomial expressions using exponent rules

102 Course Map - Mathematics

8th Grade Algebra A Students solidify their understanding of integers and the properties of numbers.

Students increase their confidence in explaining their reasoning and collaborating effectively with their classmates. They apply their knowledge of integers and rational numbers to simplify expressions and solve multi-step equations. Students analyze realworld problems and work with variables.

By the end of the year, students can create linear functions and apply slope calculations to patterns they observe in the world around them.

Core Objectives Integers: »

Add, subtract, multiply, and divide integers

»

»

Compare integers and find absolute value Graph points in all four quadrants of the coordinate plane

Expressions & Properties: »

Evaluate expressions using the order of operations

Linear Functions & Graphing: »

Identify a function from a set of points, a table, or a graph

»

Evaluate functions

»

Graph functions on the coordinate plane

Slope:

»

Write algebraic expressions using variables

»

Calculate slope from a graph or two points

»

Make connections between tables, graphs, and equations

»

Write an equation for a line in slopeintercept form

Expressions & Equations: »

Add, subtract, multiply, and divide fractions and decimals

»

Use the distributive property and combine like terms

»

Solve one-step and two-step equations

Multi-Step Equations: »

Solve multi-step equations requiring distribution and combining like terms

»

Write multi-step equations from words

Inequalities: »

Write inequalities and graph solutions on a number line

»

Solve one-step, two-step, and multi-step inequalities

8th Grade Algebra B Students solidify their understanding of solving multi-step equations and inequalities. Students gain confidence in explaining their reasoning and collaborating effectively with their classmates. Students become comfortable working with multivariable systems and reflecting on the best method. They practice analyzing solutions

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and determining meaning in the context of each problem. Students practice simplifying algebraic expressions by applying exponent properties. They can classify and factor polynomial expressions. By the end of the year, students use quadratic equations for different scenarios and explain the meaning of parts of the parabola in terms of a situation.

Core Objectives Equations and Inequalities: »

»

Solve multi-step and absolute value equations Solve multi-step and compound inequalities

Linear Inequalities & Systems of Inequalities: »

Graph linear inequalities

»

Solve systems of inequalities and identify a point in the solution set

Systems of Equations: »

Solve systems of equations by graphing, substitution, or elimination.

»

Solve break-even problems and other applications of systems of equations

Exponents: »

Simplify exponential expressions

Relations & Functions:

»

Write numbers in scientific notation

»

Represent relations as a set of ordered pairs, a graph, a table, or a mapping diagram

»

Evaluate exponential expressions

»

Determine if a relation is a function

»

Name polynomials by number of terms and degree

»

Evaluate functions in function notation

»

Add, subtract, and multiply polynomials

»

Factor polynomial expressions

Linear Equations: »

»

»

Calculate the slope of a line given two points or a graph Write and graph equations in standard, slope-intercept, and point-slope forms Identify and write equations of parallel and perpendicular lines

104 Course Map - Mathematics

Polynomials:

Quadratics: »

Graph quadratic functions

»

Solve quadratic equations by graphing, factoring, or using the quadratic formula

8th Grade Honors Geometry

Parallel Lines & Transversals:

Students apply their algebra knowledge and mathematical reasoning to shapes and the world around them. Students gain confidence in explaining their reasoning and collaborating effectively with their classmates. Students analyze and determine the relationship between shapes, lines, and angles relating to measurement, similarity, and congruence. Students apply elements of trigonometry and right triangles to different scenarios and use properties to solve for unknown measurements. By the end of the year, students can identify/explain how various aspects of geometry appear in their everyday lives.

»

Identify the types of angles formed when parallel lines are cut by a transversal

»

Calculate the distance between a point and a line or between two parallel lines

Core Objectives

Relationships in Triangles:

Foundations of Geometry:

»

Identify segments in triangles and their points of concurrency

Identify and correctly name points, lines, and planes

»

Determine possible side lengths of a triangle

»

Calculate the midpoint between two points

Proportions & Similarity:

»

Identify types of angles and angle relationships

»

Congruent Triangles: »

Classify triangles by sides and angles

»

Prove triangles are congruent using different methods

»

Apply the Pythagorean Theorem to find missing side lengths and classify triangles

»

Write and solve proportions

»

Use the properties of similarity to find missing information in polygons

Geometric Reasoning: »

»

»

Identify the hypothesis and conclusion of conditional statements Write related conditionals and determine the truth value of each statement Complete proofs involving segment and angle relationships

Right Triangles & Trigonometry: »

Calculate the geometric mean

»

Identify special right triangles

»

Apply right triangle trigonometry to find missing measurements

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Polygons & Quadrilaterals:

Core Objectives

»

Use the interior angle sum theorem and exterior angle sum theorem to find missing measurements

Number Concepts and Probability : »

Simplify and calculate with radicals

»

Classify types of quadrilaterals using properties

»

Calculate and interpret relative probabilities using percentages

»

Calculate the areas of quadrilaterals

Linear Equations and Inequalities:

Transformations & Symmetry:

»

Solve multi-step linear equations

»

Apply reflections, translations, and dilations to different figures

»

Write and solve linear equations in slopeintercept or standard form

»

Identify the lines of symmetry and order of rotational symmetry of a figure

»

Write and solve inequalities in one variable

Graphs of Linear Functions:

Honors Algebra I Students grow in their number sense and ability to visualize the world quantitatively. They gain a fundamental, flexible understanding of the various representations of linear and quadratic functions, solve many types of equations, and practice applying their math knowledge to the world around them.

106 Course Map - Mathematics

»

Graph linear equations in standard or slope-intercept form

»

Find and interpret slope and y-intercept from context

»

Write an equation of a line given various information

Systems of Linear Equations and Inequalities: »

Write and solve systems of linear equations using multiple methods

»

Solve systems of inequalities and interpret solution sets

Polynomials: »

Simplify expressions using properties of exponents

»

Add, subtract, and multiply polynomials

»

Recognize unique products of binomials

Quadratics: »

Factor quadratic trinomials and difference of squares

»

Graph quadratic functions

»

Solve quadratic equations using a variety of methods

»

Identify types of angles and angle relationships

Geometric Reasoning: »

Identify the hypothesis and conclusion of conditional statements

»

Write related conditionals and determine the truth value of each statement

»

Complete proofs involving segment and angle relationships

Parallel Lines & Transversals:

Honors Geometry Students apply their algebra knowledge and mathematical reasoning to shapes and the world around them. Students gain confidence in explaining their reasoning and collaborating effectively with their classmates. Students analyze and determine the relationship between shapes, lines, and angles relating to measurement, similarity, and congruence. Students apply elements of trigonometry and right triangles to different scenarios and use properties to solve for unknown measurements. By the end of the year, students can explain how transformations, symmetry, and threedimensional figures show up in their everyday lives.

Core Objectives Foundations of Geometry: »

»

Identify and correctly name points, lines, and planes Calculate the midpoint between two points

»

Identify the types of angles formed when parallel lines are cut by a transversal

»

Calculate the distance between a point and a line or between two parallel lines

Congruent Triangles: »

Classify triangles by sides and angles

»

Prove triangles are congruent using different methods

»

Apply the Pythagorean Theorem to find missing side lengths and classify triangles

Relationships in Triangles: »

Identify segments in triangles and their points of concurrency

»

Prove statements are true using indirect proof

»

Determine possible side lengths of a triangle

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Proportions & Similarity:

Honors Algebra 2

»

Write and solve proportions

»

Prove polygons are similar and solve for missing side lengths using ratios

With a focus on developing a growth mindset and curiosity, students build on their prior algebraic understanding by exploring functions of all types and their real-world applications. Through deep problem-solving and modeling, students will grow in their ability to use the TI-84 calculator and communicate mathematically.

Right Triangles & Trigonometry: »

Calculate the geometric mean

»

Identify special right triangles

»

Apply right triangle trigonometry to find missing measurements

Polygons & Quadrilaterals: »

»

Use the interior angle sum theorem and exterior angle sum theorem to find missing measurements

»

Statistical Applications with Linear Functions: »

Find and analyze statistics for one and two-variable data sets using a TI-84, including linear regression

»

Write, analyze, graph, and interpret multiple representations of linear functions in all equation forms

Classify types of quadrilaterals using properties

Transformations & Symmetry: »

Core Objectives

Apply reflections, translations, and dilations to different figures

Matrices and Systems of Equations and Inequalities: »

Add, subtract, perform scalar multiplication, and find the determinants of 2x2 and 3x3 matrices

»

Solve systems of equations and inequalities using a variety of methods, including word problems

Identify the lines of symmetry and order of rotational symmetry of a figure

Factoring and Quadratic Functions:

108 Course Map - Mathematics

»

Factor quadratic expressions

»

Determine the axis of symmetry, vertex, maximum/minimum, domain, and range of a quadratic function

Quadratic Function Applications and Complex Numbers: »

Solve real-world problems using their knowledge of quadratic functions

»

Add, subtract, multiply, and divide complex numbers and simplify powers of i

Function Language, Notation, Transformations: »

IDetermine the function’s turning points, end behavior, maximum, minimum, domain, range, and extrema

»

Analyze transformations using graphs and equations, including vertex form for quadratic functions

»

Solve exponential equations

»

Simplify logarithmic expressions

Accelerated Algebra 2 With a focus on developing a growth mindset and curiosity, students build on their prior algebraic understanding by exploring functions of all types and their real-world applications in an accelerated and rigorous environment. Through deep problem-solving and modeling, students will grow in their ability to use the TI-84 calculator and communicate mathematically.

Students typically cover at least one-third of the Honors PreCalculus curriculum by the end of the course.

Introduction to Polynomial Functions:

Core Objectives

»

Apply the properties of exponents to simplify expressions

Statistical Applications with Linear Functions:

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Factor and solve cubic and quartic equations

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Find and analyze statistics for one and two-variable data sets using a TI-84, including linear regression

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Recognize the characteristics and behaviors of cubic and quartic functions

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Write, analyze, graph, and interpret multiple representations of linear functions in all equation forms

Introduction to Radical Functions: »

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Add, subtract, multiply, and divide radical expressions Recognize the characteristics and behaviors of radical functions

Introduction to Exponential and Logarithmic Functions: »

Recognize the graphs and characteristics of exponential growth and decay

Matrices and Systems of Equations and Inequalities: »

Add, subtract, and perform scalar multiplication, as well as finding the determinants of 2x2 and 3x3 matrices

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Solve systems of equations and inequalities using a variety of methods, including word problems

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Factoring and Quadratic Functions:

Radical and Rational Functions:

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Factor quadratic expressions

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Simplify and perform operations on radical and rational expressions

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Determine the axis of symmetry, vertex, maximum/minimum, domain,, and range of a quadratic function

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Solve radical and rational equations

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Recognize the characteristics of radical and rational functions, including asymptotes

Quadratic Function Applications and Complex Numbers: »

Solve real world problems using their knowledge of quadratic functions

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Add, subtract, multiply, and divide complex numbers and simplify powers of i

Function Language, Notation, Transformations: »

»

»

Determine the turning points, end behavior, maximum, minimum, domain, range, and extrema of a function Use the vertex form for quadratic functions to analyze and predict transformations from the equation Analyze transformations by looking at graphs and equations

Polynomial Functions: »

Apply the properties of exponents to simplify expressions

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Factor and solve cubic and quartic equations

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Recognize the characteristics, behaviors of higher-degree functions

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Exponential and Logarithmic Functions: »

Recognize and analyze the graphs and characteristics of exponential growth and decay

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Simplify logarithmic expressions

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Solve exponential and logarithmic equations, applying properties

Honors College Algebra & Trigonometry This course provides students with a solid basis for further study of math at the university level. Students refine their mastery of algebraic concepts and function representations, and they take a deeper look at trigonometry. Higher-level concepts, such as logarithms and series, are taught in the context of financial mathematics.

Core Objectives Linear Functions and Equations: »

Solve linear equations

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Graph lines in any form

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Write linear models for real-world situations

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Find the present value or future value of a single investment or loan using compound interest, including continuously compounded interest

Rational Functions and Equations: »

Analyze rational functions for discontinuities, form, and end behavior

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Solve an interest equation for time using logarithms

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Graph Rational Functions

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Evaluate a simple logarithm mentally

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Simplify rational expressions using all four operations

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Consider long-range ramifications of borrowing and investment decisions

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Solve rational equations

Series and Annuities:

Topics in Trigonometry:

»

Evaluate a series by hand or using a spreadsheet

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Solve triangles using trigonometric ratios, the Pythagorean Theorem, law of sines, and law of cosines

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Find the future value of an annuity using a spreadsheet

»

Convert between radians and degrees

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Create amortizations tables using a spreadsheet

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Evaluate all 6 trigonometric functions of a given angle using the unit circle

»

»

Model circular motion using sine and cosine graphs

Investigate real-world decisions related to mortgages and loans, such as making extra payments

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Identify characteristics of graphs of periodic functions

Budgets: »

Create t-accounts to model assets, liabilities, income, and expenses

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Use spreadsheets to create basic financial statements

Exponential Functions and Interest: »

Differentiate between exponential and linear growth

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Function Analysis: »

Use correct notation to describe functions and operations on functions

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Analyze the effect that transformations have on familiar parent functions

Polynomial and Rational Functions: »

Use factoring to solve and graph polynomial functions

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Use domain, intercepts, and end behavior to sketch graphs of rational functions

Exponential and Logarithmic Functions:

Honors PreCalculus As the first elective math course most students will take, this class ratchets up the expectations of conceptual understanding and internal student motivation. Students further their study of familiar functions and gain a deep understanding of the basic trigonometric functions. With opportunities for self-reflection and metacognition, students apply a growth mindset to their experiences with challenging material.

Students leave this course prepared for further study of Calculus or other higherlevel mathematics and science courses.

»

Solve application problems involving exponential growth and decay, including compound interest and half-lives

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Use logarithms as a tool to solve equations, including exponential growth and decay

Unit Circle and Radian Measure: »

Define angles by radian measure and trigonometric functions as circular functions rather than triangular

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Use the unit circle to find trigonometric functions of specific angles, including angles given in radian measure

Core Objectives Equations and Inequalities: »

Review linear and quadratic functions

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Solve radical and rational equations

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Trigonometry: »

Use previously developed understanding of transformations to graph trigonometric functions, including using sinusoids to represent real-world situations

Analytic Trigonometry:

Analytic Trigonometry:

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Solve trigonometric equations

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Solve trigonometric equations

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Prove trigonometric identities

»

Prove trigonometric identities

Vectors:

Accelerated PreCalculus This course combines a fast-paced coverage of trigonometry and related vector topics as well as an introduction to limits and differential calculus. Before beginning the new material, the first few weeks will be devoted to a brief recap of the material covered in Advanced Algebra 2. Throughout the wide range of material covered, the emphasis is on quantitative reasoning, computational fluency, and depth of understanding, all of which are essential ingredients for future study of higher-level math. Developing a growth mindset is a priority, as most students will be challenged by the pace and depth of the class, and recognizing setbacks as temporary is critical.

Core Objectives Algebra 2 Review: »

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Solve and graph linear, quadratic, polynomial, radical, inverse, and rational equations Solve, graph, and apply exponential and logarithmic equations

Trigonometry: »

Explore unit circle trigonometry

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Graph trigonometric functions

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Introduce parametric coordinates and equations

»

Introduction to vectors and their applications

Limits: »

Examine limits from numerical, algebraic, and graphical perspectives

»

Investigate continuity

Introduction to Derivatives: »

Define and interpret derivatives

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Prove and apply derivative formulas

More Derivatives: »

Investigate and apply chain rule problems

»

Derivatives of inverse functions

Honors/Advanced Statistics This course examines how to gather, analyze, and use data in order to make real-world decisions. Technology (primarily in the form of graphing calculators) is integrated throughout, so quantitative reasoning and conceptual understanding are higher

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priorities than computational details. The course models the AP exam in Statistics and requires specific and accurate use of terminology. Accordingly, students develop the ability to communicate their mathematical thinking clearly using appropriate vocabulary. By the completion of this course, students should be critical and informed consumers of information presented in newspapers, marketing, medicine, studies, surveys, polls, and experiments.

the conclusions that can be drawn even in well-designed studies Probability: »

Review basic probability properties with a particular focus on independence of events

»

Introduce random variables, including those with geometric, binomial, and normal distributions

Core Objectives

Inference:

Univariate Statistics:

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Discuss the necessity of checking conditions and assumptions

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Explore confidence intervals using z- and t- procedures

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Explore hypothesis testing using z-, t-, and chi-squared procedures

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Investigate and interpret graphical and numerical representations of single variable data sets

»

Introduce and apply the normal distribution

Bivariate Statistics:

Logic of Inference:

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Investigate association and correlation between variables

»

Discuss the scope and limitations of conclusions

»

Introduce and Apply linear regression, including discussing the scope and limitations of conclusions that can be drawn

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Investigate Type 1 and Type 2 errors

Experimental Design: »

Examine how polls, surveys, studies, and experiments use samples to gain useful information about populations

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Distinguish between effective experimental design and biased designs, and discuss the scope and limitations of

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Honors Calculus

Advanced Calculus AB

This course aims to equip students with a solid foundation of Calculus skills to continue their future study of Calculus after high school. Students will explore enhanced problem-solving, effective mathematical communication, a growth mindset, collaboration, critical thinking, and technology integration through their study of Calculus topics. Topics will include limits, derivatives, integrals, and their applications.

The goal of this course is to equip students with a solid foundation of intermediate and advanced Calculus skills and prepare students for college level Calculus and the Advanced Placement Calculus AB Exam in May. Students explore enhanced problem solving, effective mathematical communication, a growth mindset, collaboration, critical thinking, and technology integration through their study of Calculus topics. Calculus topics will include limits, derivatives, integrals, and their applications.

Core Objectives Limits: »

Evaluate limits

»

Determine continuity at a point

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Evaluate derivatives using the limit definition of the derivative.

Derivatives: »

Derive a variety of functions

Applications of Derivatives: »

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Analyze a function through its first and second derivative Analyze problems involving related rates

Core Objectives Limits: »

Evaluate limits

»

Determine continuity at a point

»

Evaluate derivatives using the limit definition of the derivative

Derivatives: »

Applications of Derivatives: »

Analyze a function through its first and second derivative

»

Analyze problems involving related rates

Definite Integrals: »

»

Approximate and determine the exact area under a curve Apply the Fundamental Theorem of Calculus

Derive a variety of functions

Definite Integrals: »

Approximate and determine the exact area under a curve

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Apply the Fundamental Theorem of Calculus

Differential Equations and Mathematical Modeling: »

Solve differential equations

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Model exponential/logistic growth and decay

»

Investigate the fundamental theorem of calculus

Techniques of Integration: »

Solve integrals using u-substitution and integration by parts

»

Solve integrals using long division and partial fractions

Applications of Definite Integrals:

Applications of Integration:

»

Analyze net change

»

Solve first-order separable differential equations

»

Determine the volume of a solid

»

Solve area and volume problems

Advanced Calculus BC This class begins with an introduction to integral calculus and covers the rest of a typical Calculus I and II sequence at many universities from that point. It mirrors the AP Calculus BC syllabus. The class emphasizes quantitative reasoning and conceptual understanding, but computational fluency remains imperative. The level of material is conducive to the development of a growth mindset because many students will have setbacks and moments of struggle.

Recognizing those moments as temporary and as opportunities for growth is a critical outcome of this course.

L’Hopital’s Rule and Improper Integrals: »

Solve limits using L’Hopital’s rule

»

Use improper integrals to evaluate unbounded areas

Infinite Series: »

Use MacLaurin and Taylor polynomials to approximate functions

»

Evaluate interval of convergence and error bounds associated with Taylor and MacLaurin approximations

Parametrics, Polars, and Vectors:

Core Objectives

»

Use vectors and parametrics to model motion in two dimensions, including velocity, speed, acceleration, and position

»

Find the direction and the area enclosed by polar curves

Introduction to Integration: »

Apply numerical approximation techniques

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Advanced Multivariable Calculus This course covers material typically taught in Calculus III classes at the college level.

The two-dimensional ideas from single variable calculus (AB and BC) are expanded into three dimensions, and the connections between these different levels are a point of emphasis. Applications to Physics are stressed throughout, as in addition to being important in their own right, they also help students to understand the meaning and significance of the concepts they are learning. Strong quantitative reasoning skills and a growth mindset are prerequisites for success in this course.

Core Objectives Vectors and Three-Dimensional Space: »

Investigate graphs of curves and surfaces in three dimensions

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Evaluate and interpret dot products and cross products of vectors

»

Use partial derivatives and gradients to solve optimization problems

Multiple Integrals: »

Evaluate double and triple integrals in rectangular coordinates

»

Evaluate double and triple integrals using polar, cylindrical, and spherical coordinates

Vector Calculus: »

Evaluate line integral and surface integrals

»

Use Green’s theorem, divergence theorem, fundamental theorem, and Stokes’ theorem to evaluate curl and divergence

Vector Valued Functions: »

Investigate limits, continuity, and parametrizations of vector valued functions

»

Find normal, tangent, and binormal vectors to curves and curvature

Partial Derivatives: »

Investigate continuity, differentiability, directional derivatives and partial derivatives

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Physical Education PE (JK - Kindergarten) Students learn developmentally appropriate physical skills and participate regularly in beneficial, healthy fitness development activities emphasizing imaginative play.

Students begin practicing various motor skills and movement patterns while being encouraged to sustain effort despite difficulty and take safe risks. Students demonstrate age-appropriate behaviors for individual, partner, and group activities.

Core Objectives Motor Skills: »

»

Practice locomotor and non-locomotor skills Use manipulatives to explore rolling, tossing, and kicking

Movement Concepts: »

Develop body and spatial awareness

»

Recognize and navigate pathways, shapes, and levels

Personal and Social Behavior: »

Increase awareness of personal responsibility tied to cooperation, safety, and effort

Health/Fitness/Wellness: »

Use body and movement for selfexpression and social interaction

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Cultivate an enjoyment of physical activity, challenges, and fitness

PE (Grades 1-2) Students learn developmentally appropriate physical skills and participate regularly in beneficial, healthy, fitness-development activities, with an emphasis on mirroring and mimicking the play of teachers and peers. Students are introduced to movement concepts and strategies while encouraged to acknowledge mistakes and act resiliently.

Students will demonstrate age-appropriate behaviors for individual, partner, and group activities.

Core Objectives Motor Skills: »

Increase locomotor and non-locomotor skills

»

Use manipulatives to explore throwing, catching, kicking, and striking

Movement Concepts and Strategies: »

Develop body, spatial, and effort awareness

»

Comprehend speed and force

»

Identify patterns in a manipulative’s movements (e.g., a bouncing tennis ball, knocking down pins)

Personal and Social Behavior:

Movement Concepts and Strategies:

»

»

Develop spatial, effort, and relationship awareness

»

Anticipate patterns in a manipulative’s movements (e.g., a bouncing tennis ball, knocking down pins, arc and force of a shuttlecock, etc.)

Recognize personal responsibility tied to cooperation, safety, and effort

Health/Fitness/Wellness: »

Use body and movement for selfexpression and social interaction

»

Cultivate an enjoyment of physical activity, challenges, and fitness

Personal and Social Behavior: »

PE (Grades 3-4) Students learn developmentally appropriate physical skills and participate regularly in beneficial, healthy, fitnessdevelopment activities, with an emphasis on experimenting through play with others and cultivating their own individual strengths. Students continue to develop their movement and concept strategies through active gameplay while being encouraged to identify causes for mistakes, apply knowledge from previous challenges, and seek creative solutions. Students demonstrate age-appropriate behaviors for individual, partner, and group activities.

Recognize and articulate personal responsibility tied to cooperation, safety, and effort

Health/Fitness/Wellness: »

Use body, movement, and team play for self-expression and social interaction

»

Further enjoyment of physical activity, challenges, and fitness

Core Objectives Motor Skills: »

Increase locomotor and non-locomotor skills

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Further confidence with throwing, catching, kicking, and striking

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Explore punting, dribbling, and volleying

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PE (Grades 5-8) Students participate in regular physical activities that contribute to a healthy, active lifestyle, emphasizing play, personal fulfillment, and new experiences. Students develop their sense of individual style and aesthetics by applying game concepts and strategies in various activities, games, and challenges. Students demonstrate cooperative, collaborative, and teambuilding skills by supporting peers when they make mistakes, identifying causes for their mishaps, and sharing responsibility for contributing to a healthy learning environment. Students will demonstrate age-appropriate behaviors for individual, partner, and group activities.

Core Objectives Skill Related Fitness: »

Measure and increase agility, balance, coordination, power, speed, and reaction time

Health/Fitness/Wellness: »

Challenge and expand growth mindset

»

Articulate personal fitness aims

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Demonstrate physical-fitness literacy

Lifetime Fitness and Welness (Grade 9) Students need physical activity for general health and wellness throughout their lives.

Lifetime Fitness and Wellness provides the skills and knowledge to plan, manage, and implement individualized lifelong fitness strategies. Students acquire new insight and self-direction while embracing their creative process, aesthetic preferences, particular influences, and personal style. They discern patterns within peer and teacher feedback to prioritize and set goals to improve healthy habits. The curriculum emphasizes personal fitness, weight and resistance training, lifetime physical activity, and wellness.

Movement Composition and Strategies: »

»

Learn and practice games focused on different skill and tactical frameworks (e.g., invasion games, net games, target games, striking/fielding games, and individual pursuits) Explore dance, gymnastics, and acrobatics

Core Objectives Motor Skills/Manipulatives: »

Practice interval training

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Learn aerobic games

»

Practice jogging and complete a onemile run

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Explore step aerobics

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Learn and practice proper lifting and spotting techniques

Personal and Social Behavior: »

Maintain expectations for personal responsibility tied to cooperation, safety, and effort

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Identify appropriate weight and set/rep strategies

»

Use strength and conditioning machines safely

Gameplay/Strategies: »

Gain confidence with ultimate frisbee, tennis, squash, pickleball, and floor hockey

»

Explore local swimming, skating, hiking, walking, Yoga,

»

Pilates and Cycling resources

»

Execute different climbing wall challenges

»

Develop skills and knowledge to plan, manage, and implement individualized lifelong fitness strategies

Personal and Social Behavior: »

Maintain expectations for personal responsibility tied to cooperation, safety, and effort

Health/Fitness/Wellness: »

Develop skills and knowledge to plan, manage, and implement individualized lifelong fitness strategies

»

Earn American Red Cross certification (CPR/AED/First Aid for Adult and Pediatric).

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Science JK Science

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Observe simulations of Earth long ago

Students engage in small-group, handson explorations to enhance their curiosity about the natural world and introduce basic scientific concepts and skills. Students observe, make predictions, compare and classify, look at and create models, draw conclusions, and communicate their ideas.

»

Compare a Tyrannosaurus Rex foot and stride to one’s foot and stride

Core Objectives

Chemical Reactions: »

Observe and describe the reaction of baking soda and vinegar

»

Predict what will happen when additional or different materials are added

Human Body: »

Express the functions of bones

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Examine the movement of joints and muscles

»

Identify organs in a model

Rocks and Dirt: »

Explore soil to identify its components

»

Compare sand and soil

»

Create sand from rocks

»

Classify rocks based on characteristics

Fossils and Dinosaurs: »

Compare fossils to depictions of the plants and animals when they were alive

»

Describe why sea shell fossils are found in Louisville

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Insects: »

Observe caterpillars metamorphose into butterflies

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Order the life stages of butterflies

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Identify the characteristics of insects

Kindergarten Science Students engage in hands-on activities to practice scientific skills and explore scientific concepts. While observing natural phenomena, students communicate verbally and with drawings. Students build and test structures, measure and classify materials, make predictions, and draw conclusions. The course integrates the Next Generation Science Standards.

Core Objectives Measurement of Length: »

Measure the length of objects and spaces using non-standard units

»

Explain how measurements can determine whether an object will fit in a space

»

Describe limitations of non-standard units

»

Measure the length of objects in metric units

»

Evaluate materials for suitability to intended purpose

»

Build and test model bridges

»

Verbally communicate construction decision processes

Water: »

Explore and list properties of water

»

Predict, test, and record which objects will float in water

»

Observe and draw conclusions about evaporation and condensation

1st Grade Science Students engage in hands-on activities to connect scientific principles to everyday experiences. During investigations, they predict, compare, measure, and draw conclusions. The students communicate with lists, charts, descriptive writing, models, and diagrams. This course aligns with the Next Generation Science Standards.

Seasons: »

Observe conditions of plants and weather in each season

»

Measure the temperature in each season

»

Place the seasons in order

»

List characteristics of each season

Construction: »

Identify natural and manufactured objects

Core Objectives Solids, Liquids, and Gases: »

Observe and compare properties of materials

»

Design and construct an object

»

Record changes to solids in water

»

Demonstrate that air takes up space

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»

Construct objects and observe how they use air

Plants: »

Examine parts of a seed

»

Observe, measure, and record changes in plants

»

Explain how new plants are produced

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Examine the effect gravity and friction have on objects

»

Construct and test tops, wheel and axle systems, and marble tracks to determine which design will allow objects to spin the longest or roll the furthest

»

Explore and evaluate ways to make objects balance to design and construct a balancing figure

Weather:

The Moon:

»

Record weather conditions

»

Observe and draw the moon daily over four weeks

»

Measure temperature

»

»

Identify types of clouds

Model and draw a diagram to connect the moon’s appearance with its position concerning the Earth and sun

»

Create a chart to compare the frequency of each weather condition

2nd Grade Science Students explore scientific phenomena through hands-on activities that allow them to test their predictions, measure to collect data, modify their designs, and support their conclusions. They communicate with written answers, drawings, diagrams, and spoken summaries. The Next Generation Science Standards guide this course.

Core Objectives

Animal Adaptations and Habitats: »

List adaptations of animals

»

Explain the connection between conditions in a habitat and an animal’s adaptations

»

Draw a food chain using data from a chart

Forms of Energy: »

Explore the effects of reflection and refraction on light

»

Sort materials as transparent, translucent, or opaque

»

Create a container that slows the melting of an ice cube, using the results of tests on the options for materials

Forces: »

Explore ways force can make an object move

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Explore the connection between vibration and sound

The Solar System and Space: »

Model the size differences between the planets of the solar system

3rd Grade Science

»

Students explore scientific phenomena through hands-on activities that allow them to test their predictions, measure to collect data, modify their designs, and support their conclusions. They communicate with written answers, drawings, diagrams, and spoken summaries. The Next Generation Science Standards guide this course.

Research and present information about an aspect of space to classmates

4th Grade Science

Core Objectives Food Chains and Webs:

Students engage in scientific investigations involving the scientific process and collaborative learning skills. They complete experiments and are introduced to Lego robotics building and programming.

Students continue to develop a positive attitude toward science and robotics. The course integrates the Next Generation Science Standards.

»

Identify characteristics of organisms

»

Observe plants grown under different conditions to draw conclusions about the needs of plants

Core Objectives

Draw and read food webs

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Conduct investigations to discover differences in a variety of soils

»

Experiment with physical and chemical changes to see the effects of erosion and deposition

»

Build stream table models, then plan and conduct controlled experiments by changing one variable at a time.

Identify the properties of several minerals and rocks

»

Measurement and Matter:

Soil, Rocks, and Landforms:

»

Measure the length, volume, and mass of materials

»

Determine which standard or nonstandard measuring unit is best for a task

»

Identify common characteristics for each state of matter

»

»

Predict and observe alterations in matter when it changes from one state to another

LEGO Robotics: »

Apply mechanical engineering skills to build “Spike” LEGO Robotics devices

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Experiment with and steadily apply various robotic sensors (light, touch, and ultrasonic) to various programming challenges.

School at the Zoo: »

Identify common characteristics of abiotic and biotic factors in every ecosystem.

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Exploration through observations and activities to discover how plants and animals adapt to their ecosystems

Integrated Science 5 Students engage in scientific investigations involving the scientific process, formal research, and collaborative learning skills.

They complete experiments, projects, and robotics challenges. Students continue to develop a positive attitude toward science and robotics. The course integrates the Next Generation Science Standards.

Core Objectives Mixtures and Solutions:

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Ask questions to determine human impact on plants and animals that are at risk and discover ways people are working to save those organisms.

»

Observe zoo keepers, trainers, zoo kitchen staff, and educators to recognize all they do to care for animals and plants.

»

»

»

Conduct investigations to discover differences between mixtures and solutions

»

Plan and conduct saturation investigations

»

Experiment with chemical reactions to find a solution to a problem

»

Apply chemical reaction investigations to alchemy as part of a medieval crosscurricular unit of study

Question and discuss zoo conservation efforts

Motion, Force, and Models: »

»

Explore motion, force, and gravity through a variety of controlled experiments.

Natural Disasters: »

Apply components of formal research skills to create a Google slideshow and model about a natural disaster

»

Ask questions to determine climate change’s effects and suggest solutions to combat climate change

Use of graphs to identify relationships between independent and dependent variables Test variables of mass and release position to determine the effects of energy transfer and measurement of a force

Diversity of Life: »

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Identify common characteristics of all living organisms to develop an operational definition of life

»

Develop skills to use a microscope to investigate the structure of living singlecelled microorganisms found in pond water

LEGO Robotics: »

Use mechanical engineering skills to build “Spike” LEGO Robotics devices

»

Experiment with and steadily apply various robotic sensors (light, touch, and ultrasonic) to various programming challenges

»

Ecology: »

Use observations to describe patterns of what plants and animals (including humans) need to survive

»

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms and among the living and nonliving parts of an ecosystem

»

Develop a model to describe how food is rearranged through chemical reactions, forming new molecules that support growth and release energy as this matter moves through an organism

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Construct an explanation based on evidence for how genetic variations can affect some individuals’ probability of surviving and reproducing in a specific environment

Integrated Science 6 Students work together to solve authentic problems that spark their curiosity and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions. Students construct their understanding of the natural world by working collaboratively with peers and the instructor. In doing so, they gain essential practice in thinking critically, constructing evidence-based scientific arguments, planning and executing experiments, properly utilizing equipment within the lab, and effectively communicating their findings. This course supports Next Generation Science Standards.

Weather and Water: »

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed

»

Construct arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object

Core Objectives Human Body Systems: »

Create arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories

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Apply scientific principles to design, construct, and test a device that minimizes or maximizes thermal energy transfer

continental shapes, and seafloor structures to provide evidence of past plate motions Physics:

Integrated Science 7 Students explore the natural world, develop scientific reasoning skills, and enhance their ability to communicate findings effectively. They integrate technology, engineering, mathematics, and the arts into their studies, cultivating a readiness to apply their knowledge in various contexts while aligning with Next Generation Science Standards.

Core Objectives Astronomy: »

Analyze and interpret evidence to learn about the formation of our universe, galaxy, and solar system and the celestial objects that make them up

»

Build a scale model of our solar system

Geology: »

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history

»

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales

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Analyze and interpret data on the distribution of fossils and rocks,

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Plan an investigation into fundamental principles of kinetics

»

Engineer a Rube Goldberg Machine that demonstrates understanding of simple machines, potential energy, and kinetic energy

Environmental Science: »

Compose and record a podcast to educate and communicate solutions to human activities harming Earth

»

Utilize the book Braiding Sweetgrass to engage students in discussion on Indigenous wisdom and scientific knowledge

Integrated Science 8 In this course, students collaborate to tackle authentic challenges that ignite their curiosity and explore novel concepts through inquiry-based learning methods such as questioning, observation, analysis, and inference. Students construct their comprehension of the natural world with peers and the instructor, honing critical thinking skills and crafting evidence-backed scientific arguments. They acquire essential laboratory skills, including experiment planning and execution, equipment utilization, and clear communication of findings. Aligned with Next Generation Science Standards, this course nurtures students’ ability to engage with scientific inquiry effectively and prepares them for future academic pursuits.

Core Objectives Organization of Living Things - Body Invaders: »

Conduct investigations to provide evidence that living things are made of cells and to distinguish between living and nonliving things

»

Develop a model that demonstrates the function of a cell as a whole and its contributing parts

»

Compose an argument supported by evidence to justify that viruses are nonliving

»

Analyze geoscience data to claim that one change to the Earth’s surface can create feedback that causes changes to other Earth systems

Chemical Interactions: »

Develop models to describe the atomic composition of simple molecules and extended structures

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Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred

»

Undertake a design project to construct, test, and modify a device that releases or absorbs thermal energy by chemical processes

Honors Biology This course is a comprehensive introductory program that will help students better understand the living world and think critically about it. Students gain confidence in the fundamentals of biology, articulate its interconnections, and draw salient connections to their everyday observations and experiences.

Core Objectives Organic Macromolecules: »

Identify essential biological macromolecules, their monomers, and their purpose

»

Describe where different macromolecules are found in cells

Weather, Climate, and Climate Change: »

Design, evaluate, and refine a solution to reduce human activities’ impacts on the environment and biodiversity

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The Cell: »

Explain the origin of the cell and its role as a component of life

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Explain the processes that ensure genetic variation during reproduction

Heredity and Genetic Inheritance:

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Describe and identify the various cellular organelles and define their purpose

»

Explain the central tenants of Mendelian Genetics

»

Identify methods of substances entering or exiting the cell to reach equilibrium and predict subsequent changes to cell volume

»

Solve Non-Mendelian Genetic Problems (incomplete dom, X-linked, etc.)

»

Determine inheritance patterns based on pedigree charts

Respiration and Photosynthesis: »

»

»

Describe the role and chemical processes of metabolism in an organism Explain primary enzymatic function in biological processes

Biological Evolution: »

Explain the concept of Natural Selection as proposed by Darwin

»

Describe the role of environmental pressures, mutation, and chance in biological evolution

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Define Artificial Selection and describe its use by humans for furthering the species Describe the evidence for biological evolution

Describe the interaction between photosynthesis and respiration

DNA and RNA: »

Define the structure and function of Nucleic Acids in living organisms

»

»

Describe the processes of Transcription and Translation

Taxonomy and Organization of Life:

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Explain how and when mutations can occur and the magnitude of their impacts

Cellular Reproduction: »

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Describe the major components of the Cell Cycle Explain the steps and purpose of mitosis and meiosis and their role in species

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Explain and classify basic organisms using the DKPCOFGS system of taxonomy

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Define Binomial Nomenclature and explain its use in biology

Ecology: »

Define an ecosystem and identify its biotic and abiotic components

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Identify organisms as autotrophic or heterotrophic

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Describe relationships between living organisms (energy, predation, biomass, etc.)

Advanced Biology In this course, students are met with an in-depth, college-level study of biology.

Students prepare for the AP Exam in Biology, which will also give them excellent preparation for additional college-level life science courses. Labs will focus on outcomes and self-designed inquiry.

resulting from modifications in its polymer subunits Cell Structure and Function: »

Analyze the structure and functionality of subcellular components and organelles

»

Evaluate how surface area-to-volume ratios influence the exchange of cellular materials

»

Distinguish the specific functions of individual components within a cell membrane and assess its selective permeability

»

Elaborate on the concept of concentration gradients and analyze their role in osmoregulation

Cellular Energetics: »

Evaluate the properties of enzymes and their impact on biological reactions

»

Examine the significance of energy in the functioning of living organisms

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Analyze how photosynthetic mechanisms enable organisms to capture and sequester energy

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Assess the biochemical processes facilitating organisms in the utilization and storage of energy within biomolecules

Core Objectives Chemistry of Life: »

Analyze the impact of water’s polarity and hydrogen bonding on biological functions

»

Evaluate the monomeric structures and molecular compositions of macromolecules within living systems

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Predict the alterations in the structure and function of a macromolecule

Cell Communication and Cell Cycle: »

Analyze the various mechanisms through which cells can actively communicate with each other

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Deconstruct the components involved in a signal transduction pathway and elucidate their functions

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Evaluate the regulatory mechanisms governing gene expression and their significance in cellular function

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Assess the influence of the environment in initiating and modulating cellular responses

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Describe the application of biotechnological tools in the analysis and manipulation of DNA sequences

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Differentiate and articulate the operation of positive and negative feedback mechanisms within an organism

Natural Selection:

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Elaborate on the intricate processes of the cell cycle and the transmission of chromosomes, highlighting their role in the continuity of generations

Heredity: »

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Analyze the intricate process of meiosis and its pivotal role in transmitting chromosomes across generations while fostering genetic diversity Evaluate Mendelian and non-Mendelian genetic principles, discerning their contributions to genetic variation within populations

»

Analyze the factors driving natural selection and evaluate its implications for population dynamics

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Assess the significance of phenotypic variation in shaping evolutionary trajectories

»

Examine the contributions of human activities to the diversity and dynamics within populations

»

Evaluate the environmental and genetic conditions that influence shifts in allele and genotype frequencies within populations

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Describe evidence for evolution, explaining how organisms have changed over time

Gene Expression and Regulation: »

»

»

Deconstruct the molecular structures of DNA and RNA, elucidating their roles in transmitting hereditary information Analyze the intricate mechanisms facilitating the transfer of genetic information from one generation to the next Sequence the processes of DNA transcription to RNA translation, culminating in protein synthesis

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Ecology: »

Investigate the relationship between an organism’s reactions and shifts in its internal or external environment

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Detail the methods organisms employ for the acquisition and utilization of energy

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Evaluate the impact of varying energy availability on populations and broader ecosystems

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Identify the variables that shape the growth patterns and dynamics of populations Discuss the interrelation between population density and resource availability, emphasizing their mutual influence

Honors Conceptual Physics In this course, students learn and strengthen the skills necessary for success in later science courses by exploring topics of Physics at an introductory level. Students improve their reading comprehension, logical reasoning, problem-solving abilities, and descriptive and explanatory writing. Hands-on activities and laboratory explorations help students learn through a visual framework while improving their lab skills. Students strengthen their understanding through opportunities to correct and resubmit work, including retaking assessments.

Core Objectives Physics Foundations: »

»

»

»

Use and convert SI units and apply dimensional analysis Record and interpret measurements using appropriate significant figures Differentiate between accuracy and precision in scientific data Calculate and apply the concept of density to real-world materials

1-Dimensional Motion: »

Distinguish between scalar and vector quantities

»

Compare distance vs. displacement and speed vs. velocity

»

Describe acceleration and its effect on motion

»

Interpret and create position-time and velocity-time graphs

Vector Addition and Projectiles: »

Add vectors in one and two dimensions using diagrams and estimation

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Describe projectile motion and the influence of gravity

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Analyze free fall as an example of accelerated motion

»

Apply vector concepts to explain basic projectile behavior

Newton’s Laws and Force: »

Explain Newton’s three laws and apply them to motion scenarios

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Identify and describe common forces (gravitational, normal, applied, frictional)

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Construct and interpret free-body diagrams

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Analyze motion in systems with balanced and unbalanced forces, including elevators

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Work and Energy:

Honors Physics

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Define work and relate it to force and motion

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Describe and compare kinetic and potential energy

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Explain energy transformations using conservation of energy

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Interpret energy in physical systems using diagrams and scenarios

This conceptual and algebra-based analytical course is an introduction to the science of physics. Students explore mathematical relationships to the physical world and learn to solve complex problems. Through the laboratory component of the course, students engage with hands-on experiences to enhance their understanding of each physical property. Students complete build projects based on the concepts covered.

Fluids: »

»

Define pressure and describe its relationship with depth and fluid density Apply Archimedes’ Principle to explain buoyancy

»

Use Pascal’s Principle to describe pressure in confined fluids

»

Explain fluid motion using the Continuity Equation and Bernoulli’s Principle

Core Objectives 1-D and 2-D Kinematics: »

Create and interpret graphs of 1-D motion

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Describe motion and apply kinematic equations to calculate distance, time, or velocity under conditions of constant acceleration

»

Apply kinematics equations to predict the landing point of a projectile and verify through testing

Circular Motion and Gravitation: »

»

»

Analyze centripetal force and its role in maintaining circular motion » Investigate real-world applications of gravity and circular motion, including satellite orbits and planetary motion

Forces: »

Use Newton’s three laws of motion to explain various physics scenarios

»

Interpret various forces, construct free-body diagrams, and use them to analyze the effect of standard friction, gravitational, and tension forces on motion

» Relate gravitational force to orbital motion and use equations to determine orbital speed and period

Work, Energy, and Power: »

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Use Hooke’s Law to calculate the spring constant in an ideal spring

»

Define mechanical energy and the types of energy that affect it

Core Objectives 1-D and 2-D Kinematics:

»

Apply the work-energy relationship to simple physical situations

»

Create and interpret graphs of 1-D motion

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Calculate the power for physical situations

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Become adept at vector additions and vector decomposition

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Explain conservative and nonconservative forces and their relationship to a system’s energy change

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Create tables and graphs using Google Sheets

»

Write a formal lab report

Rotational Physics: »

»

Set up a free-body diagram for and solve static equilibrium conditions for objects in equilibrium in various physical situations Apply understanding of torque and equilibrium to construct a balanced mobile supported by calculations

Advanced Physics Students strengthen their problem-solving abilities by applying physics concepts to various college-level, calculation-based problems in a group setting. Students construct their understanding of the natural world by working collaboratively with peers and the instructor, gaining essential practice in thinking critically, constructing evidencebased scientific arguments, planning and executing experiments, properly utilizing equipment within the lab, and communicating their findings.

Forces: »

Create free body diagrams

»

Use Newton’s Laws with force analysis to solve applicable problems.

»

Model gravity using Newton’s Law of Universal Gravitation

Work, Energy, and Power: »

Utilize a work-energy approach to analyze the evolution of a system

»

Explain energy changes with conservative and non-conservative forces

»

Explore the exponential fractional nature of energy loss

Impulse, Momentum, and Collisions: »

Solve for final velocity using Impulse and Momentum

»

Distinguish between elastic, inelastic, and completely inelastic collisions and

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their effect on the subsequent motion of the colliding objects »

Develop familiarity with 1-D collisions

Rotation and Torqu: »

Describe centripetal force and its relationship to other forces

»

Analyze motion using tangential and centripetal directions

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Apply all previous concepts to motion along a circular path

Waves and Sound: »

»

»

Identify simple harmonic motion based on the relevant forces

Advanced Physics C Students strengthen their problem-solving abilities and skills comparable to a Calculusbased introductory physics course for Scientists and Engineers. Students construct their understanding of the natural world by working collaboratively with peers and the instructor, gaining essential practice in thinking critically, constructing evidencebased scientific arguments, planning and executing experiments, properly utilizing equipment within the lab, and communicating their findings.

Core Objectives 1-D and 2-D Kinematics: »

Create and interpret graphs of 1-D motion

Mathematically describes waves and how they combine to create various wave phenomena

»

Become adept at vector additions and vector decomposition

Relate decibels to sound intensity

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Create tables and graphs using Google Sheets

»

Write a formal lab report

Fluids and Pressure: »

»

Relate pressure, flow velocity, and fluid depth Use conservation of matter and energy to describe fluid flow

Electrostatics and Circuits: »

Utilize inverse square laws to determine net Coulomb forces

»

Utilize a Field based approach to analyze electrostatic situations

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Create breadboard circuits

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Forces: »

Create free-body diagrams and apply Newton’s laws

»

Identify and solve 1st-order homogenous differential equations arising from velocity-dependent forces such as air resistance

»

Develop a standard approach to using force analysis

Work, Energy, and Power: »

»

»

Utilize a work-energy approach to analyze the evolution of a system Explain energy changes with conservative and non-conservative forces.

Explore the exponential fractional nature of energy loss

Impulse, Momentum, and Collisions: »

»

»

Solve for final velocity using Impulse and Momentum Distinguish between elastic, inelastic, and completely inelastic collisions and their effect on the subsequent motion of the colliding objects Develop familiarity with 1-D collisions

»

Use Gauss’s law to shortcut solving for the electric field

»

Relate Electric forces and fields and Potential Energy and Electric Potential

Circuits: »

Explore capacitive and resistor circuits using Kirchoff’s Laws

»

Create breadboard circuits that supply set current and set voltage

Magnetism and Inductance: »

Describe the motion of charged particles in magnetic fields

»

Apply the Biot-Savart law and Ampere’s Law

»

Use induction principles to describe the formation of fields

Gravitation and Rotational Physics: »

Describe centripetal force and its relationship to other forces

»

Analyze motion using tangential and centripetal directions

»

Apply all previous concepts to motion along a circular path

»

Identify simple harmonic motion based on the relevant forces

Honors Chemistry Students develop critical thinking skills and better understand their physical world. The interactions of elements and mathematics serve as the framework for discussing chemical reactions. Students reinforce the scientific method through laboratory investigations using varied data-gathering techniques.

Electrostatics:

Core Objectives

»

Science Basics:

Utilize a Field based approach to analyze electrostatic situations

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Practice measuring techniques in the laboratory & understanding error analysis

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»

»

Explain how to read and write Significant Figures Execute analysis using the Scientific Method

The Atom: »

Develop and understand atomic theory & structure

»

Use the Periodic Table to solve equations and understand trends

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Understand isotopes & solve average atomic mass

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Execute fundamental problems converting substances through the Mole

Naming and Formula Writing & Equations with Reactions: »

»

»

Identifying types of compounds using naming and formulas Solve percent ​composition ​and empirical​​ and​ molecular​ ​formula problems Calculate ratios using the Mole with Compounds

Stoichiometry: »

Develop a deeper understanding of ​mole ratios by problem-solving

»

Solve ideal​ ​stoichiometric​ ​calculations

»

Solve for percentage​​yield & limiting ​ reactants

Electrons in Atoms: »

Use wave​​mechanics to understand the absorption​ &​ ​emission​ ​spectra​

»

Manipulate quantum models to draw orbital ​​diagrams and electron​​ configurations

Periodic Law & Chemical Bonding: »

Identify and label periodic trends using the history​ ​of​ ​the​ ​periodic​ ​table

»

Develop a deeper understanding of ​ bonding​: metallic, ionic, and covalent

»

Draw molecular geometry & identify intermolecular forces

States of Matter & Gasses:

»

Correctly identify signs​ ​of​ ​a​ Chemical​ ​ Reaction​

»

Solve & analyze heating ​&​ ​cooling​ ​curves​ and phase​​diagrams using joules

»

Write &​ balance ​equations and identify types​ of​ ​chemical​ ​ reactions

»

Solve equations using basic gas laws, combined​ ​gas​ law​, and ​ ​ideal​ ​gas​ ​law

»

Use ​the​ ​Activity​ ​Series and Solubility​ ​ Rules to predict ​products

»

Investigate standard​ ​molar ​​volume and gas ​​stoichiometry

»

Solve for Dalton’s ​law​of​partial​​pressures​ & graham’s​ ​law​ ​of​ ​effusion

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Solutions and Acids & Bases:

Core Objectives

»

Atomic Structure and Properties of Matter:

»

»

» »

Identify types​ ​of​ ​mixtures: electrolytes, the​ ​solution​ process​, and concentrations​ of​​ ​solutions

»

Convert quantities (units, moles,)

Make solutions​​& solve net ​ionic​​ equations​

»

Relate periodic trends to atomic structure and electron configuration

Develop an understanding of acid-base​ theories​and reactions

»

Interpret Photoelectron spectroscopy data

»

Write essential nuclear decay reactions for alpha and beta particle emission

Identify properties​ ​of​ ​acids​ ​and​ ​bases Solve for pH & execute titrations in the lab

Chemical Reactions And Solution Chemistry:

Advanced Chemistry This course examines and develops the basic underlying concepts that explain what matter is and how it is defined. Emphasis is placed on atomic and molecular structure, bonding, molecular geometry, and the physical states of matter. Stoichiometry and solution chemistry also incorporate the theory of gasses and basic thermodynamic principles. As the course timeline progresses, we begin examining the relationship between chemical systems’ structure and kinetic reactivity with a significant emphasis on acid-base theory and chemical equilibrium. Once proficiency is established in all these theories, higher level thermodynamics are incorporated into the chemistry and oxidation/reduction concepts to finalize with the Nernst Equation, which unifies so much of the final chapters of study.

»

Learn the nomenclature of the various inorganic chemical species

»

Utilize Stoichiometry to balance reactions and identify limiting reactants

»

Classify chemical reactions by reactants and predict the products

»

Manipulate solution chemistry equations and incorporate them into stoichiometry

Kinetic Molecular Theory of Gases: »

Utilize basic gas law equations and incorporate them into stoichiometry

Thermodynamics: »

Distinguish between endothermic and exothermic processes

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Utilize calorimetry to calculate heat transfer

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Analyze enthalpy changes during reactions utilizing Hess’s law and incorporate them into stoichiometry

Acids and Bases And Solubility Calculations: »

Describe acid-base reactions

Molecular and Ionic Compound Structure and Properties:

»

Relate pH to pKa and ion concentration

»

Detail the structure and properties of ionic solids, metals, and alloys

»

Explain the properties of buffers and their use in maintaining pH levels

»

Create Lewis diagrams and calculate formal charge

»

»

Apply VSEPR theory to predict the molecular shape and hybridized bonds

Calculate concentrations and pH values for titrations of strong and weak acid/ base systems

»

Utilize the solubility calculations for weakly soluble systems and incorporate common ions into the equilibria as it affects solubility

Intermolecular Forces and Properties: »

Identify intermolecular forces and relate them to phase behavior. Establish the colligative properties of solutions and relate them to phase diagram changes

Applications of Thermodynamics: »

Describe entropy in terms of energy distribution

»

Utilize Gibbs free energy to determine thermodynamic favorability

Kinetics: »

Utilize zero, first, and second-order integrated rate law equations

»

Consider temperature effects on reaction rates

Equilibrium: »

Describe chemical equilibrium using a particle model

»

Apply Le Châtelier’s principle to determine reaction direction

»

Use equilibrium principles to analyze dissolution

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Electrochemistry: »

Describe the functioning of galvanic (voltaic) and electrolyte cells, and work through the Nernst Equation incorporating basic equilibrium theory and advanced thermodynamic theory

Honors Environmental Science Students investigate fundamental processes that exemplify the interactions between humans and Earth’s environment. The course focuses on the flow of matter in terms of

nutrients and pollutants and how humans impact such cycles. It also investigates current, research-informed environmental issues, including energy use, extreme climate events, environmental degradation, and other human-influenced environmental concerns.

usage of natural resources and impact future population changes Environmental Injustice: »

Research and present on environmental and socioeconomic disparities at the regional and local scale

Core Objectives Matter and Chemistry: »

Construct and revise an explanation of how large carbon-based molecules are formed and how they are involved in life’s processes

Ecology and Evolution: »

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy and how organisms change over time

Biogeochemical Cycles: »

Illustrate the relationships among Earth’s abiotic systems and how those relationships are being modified due to human activity

Soil and Agriculture: »

Consider the evolution of agricultural practices and their impacts on natural systems, methods to combat those negative impacts, and implications for the growing human population

Population Demographics: »

Consider how population size, affluence, and technology influence the large-scale

Advanced Environmental Science Students explore and investigate the interrelationships of the natural world and analyze research-informed environmental issues, including energy use, extreme climate events, environmental degradation, and other human-influenced environmental concerns. The course focuses on the relationship between ecosystems and human civilization, explaining ecological concepts and processes, analyzing data, and the visual representation of data and processes.

Core Objectives The Living World - Ecosystems: »

Describe the movement of nutrients and water through ecosystems

»

Organize organisms within an ecosystem according to the flow of matter and energy using the laws of Thermodynamics

The Living World - Biodiversity: »

Relate the biodiversity of an ecosystem to its stability and resilience

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Detail the causes of and path to ecological succession in various ecosystems

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»

Connect ecological succession to humancaused environmental change

Atmospheric Pollution: »

Detail the sources of atmospheric pollution

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Describe the local and global impacts of air pollution on ecosystems and human health, both long-term and short-term

»

Connect policy decisions and past legislation to changes in atmospheric pollution and craft an argument for policy to continue to address it

Populations: »

Compare and contrast generalist and specialist strategies

»

Interpret age structure diagrams and survivorship curves

»

Evaluate human impacts on ecosystems through the lens of the demographic transition

Earth Systems and Resources: »

»

»

»

Aquatic and Terrestrial Pollution: »

Detail human activities that lead to pollution of terrestrial and aquatic ecosystems

»

Detail the evolution of human food production and the benefits and drawbacks to our current food production systems

Connect pollution to changes in the health and size of various organism populations

»

Describe the environmental impacts of human resource extraction. Calculate personal ecological footprints and connect them to lifestyle choices

Relate human activities to the development and spread of infectious diseases

Global Change:

Identify current Tragedies of the Commons and describe how they impact current, unsustainable human activities

Energy Resources and Consumption: »

Explain the connections between energy use, energy conservation, and energy efficiency

Compare and contrast the various ways humans create usable forms of energy Connect human progress to energy use and describe a path to future development that provides for the growing energy needs we expect to need

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Detail the global impact of local and regional human activities and evaluate and propose solutions

»

Explain how globalization of the human economy has large-scale impacts on biodiversity, habitat, extinctions, and invasive species proliferation

»

»

Connect changes to the global climate to the expected impact on the population, distribution, and quality of life of humans and other organisms Describe the impact of human-induced changes to the world’s oceans and the effect on marine ecosystems and biodiversity

Computer Programming: »

Apply coding fundamentals to solve complex problems using text-based JAVA programming language

»

Utilize coding principles to control motors and sensors

»

Automate and streamline hardware control through the use of programming logic

Honors Robotics Students use engineering and programming principles to build and program a robot to compete in the FIRST® Tech Challenge (FTC).

Students work together to apply real-world math and science concepts and develop problem-solving, organizational, and teambuilding skills. Students must work well with others to achieve a common goal.

Additional time will focus on the engineering process, principles of robotics, 2D and 3D design and printing, and a community outreach component that is part of the FTC competition.

Core Objectives

Teamwork & Collaboration: »

Work together as a group to achieve a common goal

»

Collaborate with technical groups to understand the possibilities and constraints of hardware and software

Technical Writing and Presentation: »

Keep a daily engineering notebook to document the technical process

»

Create a portfolio to summarize the team’s journey through the competition season

»

Write, rehearse, and present a technical presentation to judges

Engineering Design: »

Design a solution to a complex realworld problem by breaking it down into smaller, more manageable problems that can be solved through engineering

»

Learn tool skills necessary to work with various materials (metal, wood, acrylic, plastic, etc)

»

Fabricate custom parts utilizing 2D vector graphics software and 3D CAD software

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World Language Spanish (JK-Kindergarten)

Presentational:

Through study of Spanish and exposure to Hispanic culture, students begin to appreciate an unfamiliar language and culture and respect diversity. Students recognize and speak simple words and phrases in Spanish. Lessons begin with songs or role-play and regularly incorporate Total Physical Response tactics. Becoming familiar with these practices lays important groundwork for continued Spanish study in the primary grades.The goal at this beginning stage is to encourage early language acquisition and joyful curiosity about a new language and culture.

»

Greet people in Spanish using etiquette words and basic phrases in Spanish

»

Describe their feelings in Spanish

»

Count from zero to twelve and identify colors in Spanish

Core Objectives Interpersonal: »

Identify, understand, use, and respond to greeting and etiquette words and basic commands in Spanish

»

Identify, understand, use and respond to greetings, commands, sizes, color words, numbers from zero to twelve, and feelings in Spanish

Interpretative: »

Demonstrate familiarity with basic commands and phrases in Spanish

»

Comprehend and follow basic directions given in Spanish

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Intercultural: »

Learn about different music, traditions, food and culture

Spanish (Grades 1-2) Students demonstrate greater familiarity with the basic practices of language study.

Students’ capacity to hear and process commands and descriptions of increasing complexity steadily allows for a more immersive classroom environment. Students participate confidently in the routines of the classroom like songs and role playing activities. The aim is for student to perform at the Novice Low level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Independently greet people in Spanish

»

Independently use etiquette words and basic phrases in Spanish

Interpretative:

Spanish (Grades 3-4)

»

Respond readily to routine commands and phrases in Spanish

»

Understand and follow two- and threestep directions given in Spanish

Students study Hispanic culture through comprehensible input and projects aimed at proficiency growth. Students expand their Spanish language skills and intercultural competence with the goal of performing at the Novice Low-Mid level on the ACTFL proficiency scale.

Presentational: »

Count from zero to one hundred in Spanish

»

Identify the days of the week and the months in Spanish and tell the date

»

Identify classroom objects in Spanish and make basic sentences with colors, numbers, sizes, and classroom objects

»

Identify seasons and the weather in Spanish

»

Respond to basic questions in complete sentences in Spanish

»

Create descriptive sentences combining vocabulary about colors, numbers, sizes, weather and classroom objects

Core Objectives Interpersonal: »

Request and provide information by asking and answering a few simple questions on very familiar and everyday topics

»

Express my own feelings and react to those of others

»

Use a mixture of practiced or memorized words and phrases

Interpretative: »

Comprehend input of multiple sentences or paragraphs comprised largely of familiar words and phrases when they are supported by gestures or visuals

»

Identify essential facts and ideas from input of multiple sentences or paragraphs comprised largely of familiar words and phrases when they are supported by gestures or visuals

Intercultural: »

Learn about different music, traditions, food and culture

Presentational: »

Use a mixture of practiced or memorized words and phrases

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Independently present information about oneself, one’s family and friends, the weather, clothing, home and household items

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Express my own preferences or feelings and react to those of others

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Use a mixture of practiced or memorized words, phrases, simple sentences, and questions in conversation

Intercultural: »

Interact at a survival level in some familiar everyday contexts

»

Communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness

»

Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

5th Grade Spanish Students study Hispanic culture through comprehensible input and projects aimed at proficiency growth. Students expand their Spanish language skills and intercultural competence with the goal of performing at the Novice Mid-High level on the ACTFL proficiency scale.

Interpretative: »

Presentational: »

Present information about myself, my interests and my activities

»

Express my likes and dislikes on very familiar and everyday topics of interest

»

Use a mixture of practiced or memorized words, phrases and simple sentences

Intercultural: »

Communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness

»

Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

Core Objectives Interpersonal: »

»

Request and provide information by asking and answering a few simple questions on very familiar and everyday topics Express basic needs related to familiar and everyday activities

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Identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts or fictional texts

Spanish A Students study Hispanic culture through comprehensible input and projects aimed at proficiency growth. Students expand their

Spanish language skills and intercultural competence with the goal of performing at the Novice Mid Level.

Intercultural: »

Communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness

»

Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

Core Objectives Interpersonal: »

Request and provide information by asking and answering a few simple questions on very familiar and everyday topics

»

Express basic needs related to familiar and everyday activities

»

Express my own preferences or feelings and react to those of others

»

Use a mixture of practiced or memorized words, phrases, simple sentences, and questions

Interpretative: »

Identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts or fictional texts

Presentational:

Spanish B Students study Hispanic culture through comprehensible input and projects aimed at proficiency growth. Students expand their Spanish language skills and intercultural competence with the goal of performing at the Novice High level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Request and provide information by asking and answering a few simple questions on familiar and everyday topics

»

Express basic wants and needs related to familiar and everyday activities

»

Present information about myself, my interests and my activities

»

Express my own preferences or feelings and react to those of others

»

Express my likes and dislikes on very familiar and everyday topics of interest

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Use a mixture of practiced phrases and simple sentences in conversation

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Use a mixture of practiced or memorized words, phrases and simple sentence

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Interpretative:

Spanish C

»

Students study Hispanic culture through comprehensible input and projects aimed at proficiency growth. Students expand their Spanish language skills and intercultural competence with the goal of performing at the Intermediate Low level on the ACTFL proficiency scale.

Identify some basic facts from familiar words and phrases with the help of gestures or visuals in various texts

Presentational: »

Present information about myself, my fashion, and my taste

»

Express my opinion and whether or not something is right for me

Intercultural: »

»

»

Communicate with others from the target culture in familiar everyday situations, using practiced language and showing basic cultural awareness Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

Core Objectives Interpersonal: »

Identify the main idea of a short conversation

»

Request and provide information on a familiar topic

»

Meet basic needs in familiar situations

»

Express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics

Make comparisons between my culture and the target culture

Interpretative: »

Identify the topic and related information from simple sentences in short fictional and informational texts, recordings, and conversations

Presentational:

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Present personal information about life, activities, and events using simple sentences

»

Express preferences on familiar and everyday topics of interest and explain that preference using simple sentences

»

Present on familiar and everyday topics using simple sentences

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Use a mixture of practiced phrases, simple sentences, and questions

Intercultural:

Interpretative:

»

Compare products related to everyday life and personal interests or stories

»

»

Converse with peers from the target culture in familiar situations and show interest in basic cultural similarities and differences

»

Recognize that significant differences in behavior exist among cultures, use appropriate learned behaviors, and avoid social blunders

Spanish I Through the exploration of Hispanic cultures and a focus on comprehension-based instruction, this course supports students in developing their Spanish language skills and intercultural competence.

Instruction is designed to foster meaningful communication and encourage language acquisition in context. By the end of the course, students aim to demonstrate proficiency at the Novice High level on the ACTFL Proficiency Scale.

Identify some basic facts from familiar words and phrases with the help of gestures or visuals in various texts

Presentational: »

Present information about myself, my fashion, and my taste

»

Express my opinion and whether or not something is right for me

»

Use a mixture of practiced phrases and simple sentences

Intercultural: »

Communicate with others from the target culture in familiar everyday situations, using practiced language and showing basic cultural awareness

»

Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

»

Make comparisons between my culture and the target culture

Core Objectives Interpersonal: »

Express basic wants and needs related to familiar and everyday activities

»

Express my own preferences or feelings and react to those of others

Spanish II Through the exploration of Hispanic cultures and a focus on comprehension-based instruction, this course supports students in developing their Spanish language skills and intercultural competence.

Instruction is designed to foster meaningful communication and encourage language

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acquisition in context. By the end of the course, students aim to demonstrate proficiency at the Novice High level on the ACTFL Proficiency Scale.

»

Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

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Make comparisons between my culture and the target culture

Core Objectives Interpersonal: »

Express basic wants and needs related to familiar and everyday activities

»

Express my own preferences or feelings and react to those of others

»

Use a mixture of practiced phrases, simple sentences, and questions

Interpretative: »

Identify some basic facts from familiar words and phrases with the help of gestures or visuals in various texts

Presentational: »

Present information about myself, my fashion, and my taste

»

Express my opinion and whether or not something is right for me

»

Through study of the hispanic culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their Spanish language skills and intercultural competence with the goal of performing at the Intermediate Mid level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Exchange information in conversations on familiar topics and some researched topics, creating sentences and strings of connected sentences and asking a variety of follow-up questions

»

Interact with others to meet needs in a variety of familiar situations, creating sentences and strings of sentences and asking a variety of follow-up questions

»

Exchange preferences, feelings, or opinions, and provide basic advice on a variety of familiar topics, creating sentences and strings of sentences and asking a variety of follow-up questions

Use a mixture of practiced phrases and simple sentences

Intercultural: »

Spanish III

Communicate with others from the target culture in familiar everyday situations, using practiced language and showing basic cultural awareness

150 Course Map - World Language

Interpretative:

Spanish IV

»

Through study of the hispanic culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their Spanish language skills and intercultural competence with the goal of performing at the Intermediate High level on the ACTFL proficiency scale.

Understand the main idea and key information in short, straightforward fictional and informational texts, recordings, and conversations

Presentational: »

Tell a story about life, activities, events, and other social experiences using sentences and strings of connected sentences

»

State viewpoint about familiar topics and give some reasons to support that viewpoint using s sentences and strings of connected sentences

»

Give straightforward presentations on a variety of familiar topics and some concrete topics that have been researched, using sentences and strings of connected sentences

Core Objectives Interpersonal: »

Exchange information in conversations and some discussions

»

Interact with others to meet needs in a variety of situations

»

Explain preferences, opinions, and emotions and provide advice

»

use connected sentences to form paragraphs and ask a variety of questions

Intercultural: »

Compare products related to everyday life and personal interests or stories

»

Converse with peers from the target culture in familiar situations and show interest in basic cultural similarities and differences

»

Recognize that significant differences in behavior exist among cultures, use appropriate learned behaviors, and avoid social blunders

Interpretative: »

Comprehend the main message in paragraph length texts and conversations through reading

Presentational: »

Tell stories about school and community events and personal experiences

»

State personal viewpoints on familiar or researched topics and provide reasons to support

Course Map - World Language

151

»

Give detailed presentations on a variety of familiar topics and some researched topics

»

Use a few short paragraphs, often across various time frames

Intercultural: »

Compare products and practices related to everyday life

»

Converse with peers from the target culture in familiar situations

»

Recognize that significant differences in behaviors exist among culture

»

Use appropriate learned behaviors and avoid major social blunders

and appropriate vocabulary, accurate grammar, and pronunciation, intonation, and pacing that make the response comprehensible Interpretative: »

Presentational: »

Create a fully understandable email response that is appropriate to the context of the task, provides required information with elaboration, utilizes varied and appropriate vocabulary, and incorporates complex and accurate grammar structures

»

Write a well organized persuasive essay that demonstrates comprehension and effective integration of provided sources while presenting and defending a clear viewpoint and utilizing varied and appropriate vocabulary as well as complex and accurate grammar structures

AP Spanish Language Students develop proficiency and integrate their language skills using authentic materials and sources. Students gain indepth knowledge of the language and cultures of Spanish-speaking peoples. The course is conducted exclusively in Spanish with high demands of student participation.

Students complete the course of performing at the Intermediate High - Advanced Low level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Maintain an exchange with responses appropriate to the context of the task by providing required information with elaboration and including varied

152 Course Map - World Language

Respond appropriately to questions based on written and oral input from authentic sources in the target language

Intercultural: »

Create an effective and organized presentation on thematic topics of interest that makes comparisons and demonstrates understanding of the target culture and including varied and appropriate vocabulary, accurate grammar, and pronunciation, intonation, and pacing that make the message comprehensible

AP Spanish Literature

Intercultural:

Interact effectively and appropriately in a wide range of culturally and socially authentic and/or simulated situations (for example: applies effective and situationappropriate strategies: self-correction, paraphrasing, specialized vocabulary, body language, increased ability to circumlocute).

»

Create an effective and organized presentation on thematic topics of interest that makes comparisons and demonstrates understanding of the target culture and including varied and appropriate vocabulary, accurate grammar, and pronunciation, intonation, and pacing that make the message comprehensible

Core Objectives Interpersonal: »

Respond appropriately to questions based on written and oral input from authentic sources in the target language

Interpretative: »

Respond appropriately to questions based on written and oral input from authentic sources in the target language

Presentational: »

»

Create a fully understandable email response that is appropriate to the context of the task, provides required information with elaboration, utilizes varied and appropriate vocabulary, and incorporates complex and accurate grammar structures Write a well organized persuasive essay that demonstrates comprehension and effective integration of provided sources while presenting and defending a clear viewpoint and utilizing varied and appropriate vocabulary as well as complex and accurate grammar structures

Developing Spanish Language Through Culture Through study of the hispanic culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their Spanish language skills and intercultural competence with the goal of performing at the Intermediate Mid - Advanced Low level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Explain preferences, opinions, and emotions and provide advice on a variety of familiar and some concrete topics that I have researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames

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153

Interpretative:

French A

»

Students study Francophone culture through comprehensible input and projects aimed at proficiency growth. Students expand their French language skills and intercultural competence with the goal of performing at the Novice Mid-High level on the ACTFL proficiency scale.

Understand the main idea and flow of events expressed in various time frames in conversations and discussions

Presentational: »

Give detailed presentations on a variety of familiar topics and some concrete topics I have researched, using a few short paragraphs, often across various time frames

Core Objectives Interpersonal:

»

Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames

»

State a viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames

Intercultural: »

»

Compare products and practices related to everyday life and personal interests or studies Recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors, and avoid major social blunders

»

Use a mixture of practiced or memorized words, phrases, simple sentences, and questions

»

Request and provide information by asking and answering a few simple questions on very familiar and everyday topics

»

Express basic needs related to familiar and everyday activities

»

Express my own preferences or feelings and react to those of others

Interpretative: »

Identify some basic facts from memorized or familiar words and phrases with the help of gestures or visuals in various texts

Presentational:

154 Course Map - World Language

»

Present information about myself, my interests, and my activities

»

Express my likes and dislikes on very familiar and everyday topics

»

Use a mixture of practiced or memorized words, phrases and simple sentences

Interpretative: »

Intercultural: »

»

Communicate with others from the target culture in familiar everyday situations, using memorized language and showing basic cultural awareness Use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations

Presentational: »

Present information about myself, my fashion, and my taste

»

Express my opinion and whether or not something is right for me

»

Use a mixture of practiced phrases and simple sentences

French B Through study of Francophone culture through comprehensible input and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Novice High level on the ACTFL proficiency scale.

Intercultural: »

Communicate with others from Francophone cultures in familiar everyday situations, using practiced language and showing basic cultural awareness

»

Use appropriate rehearsed behaviors and recognize some inappropriate behaviors in familiar everyday situations

»

Make comparisons between my culture and the target culture

Core Objectives Interpersonal: »

Use a mixture of practiced phrases, simple sentences, and questions

»

Request and provide information by asking and answering a few simple questions on familiar and everyday topics

»

Express basic wants and needs related to familiar and everyday activities

»

Express my own preferences or feelings and react to those of others

Identify some basic facts from familiar words and phrases with the help of gestures or visuals in various texts

French C Through study of Francophone culture through comprehensible input and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Intermediate Low level on the ACTFL proficiency scale.

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155

Core Objectives

Core Objectives

Interpersonal:

Interpersonal:

»

»

Use a mixture of practiced phrases, simple sentences, and questions

»

Request and provide information by asking and answering a few simple questions on familiar and everyday topics

»

Express basic wants and needs related to familiar and everyday activities

»

Express preferences or feelings and react to those of others

»

Interact with others to meet my basic needs in familiar situations by creating simple sentences and asking appropriate follow-up questions Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions

Interpretative: »

Identify the topic and related information from simple sentences in short informational texts

Presentational: »

Express my preferences on familiar and everyday topics of interest and explain why I feel that way, using simple sentences

Intercultural: »

In my own and other cultures, make comparisons between products and practices to help me understand perspectives

French I Through study of Francophone culture through comprehensible input and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Novice High level on the ACTFL proficiency scale.

156 Course Map - World Language

Interpretative: »

Identify some basic facts from familiar words and phrases with the help of gestures or visuals in various texts

Presentational: »

Present information about oneself, one’s fashion, and tastes

»

Express opinions and effectively agree or disagree with peers using simple sentences

»

Use a mixture of practiced phrases and simple sentences

Intercultural: »

Communicate with others from the target culture in familiar everyday situations, using practiced language and showing basic cultural awareness

»

»

Use appropriate rehearsed behaviors and recognize some inappropriate behaviors in familiar everyday situations

Presentational: »

Make comparisons between one’s culture and the target culture

Express preferences on familiar and everyday topics of interest and explain those feelings using simple sentences

Intercultural:

French II

»

Through study of the Francophone culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Intermediate Low level on the ACTFL proficiency scale.

French III

Core Objectives Interpersonal: »

»

Interact with others to meet basic needs in familiar situations by creating simple sentences and asking appropriate followup questions Request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions

Through study of Francophone cultures through comprehensible input and communicative proficiency, learners develop language skills through acquisition as they show proficiency growth. Students will expand their French language skills and intercultural competence with the goal of performing at the Intermediate Mid level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Exchange information in conversations on familiar topics and some researched topics, creating sentences and strings of connected sentences and asking a variety of follow-up questions

»

Interact with others to meet needs in a variety of familiar situations, creating sentences and strings of sentences and asking a variety of follow-up questions

»

Exchange preferences, feelings, or opinions, and provide basic advice on

Interpretative: »

Identify the topic and related information from simple sentences in short informational texts

Make comparisons between products and practices to help students understand perspectives

Course Map - World Language

157

a variety of familiar topics, creating sentences and strings of sentences and asking a variety of follow-up questions Interpretative: »

Understand the main idea and key information in short, straightforward fictional and informational texts, recordings, and conversations

French IV Through study of the Francophone culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Intermediate High level on the ACTFL proficiency scale.

Presentational: »

»

»

Tell a story about life, activities, events, and other social experiences using sentences and strings of connected sentences State viewpoint about familiar topics and give some reasons to support that viewpoint using s sentences and strings of connected sentences Give straightforward presentations on a variety of familiar topics and some concrete topics that have been researched, using strings of connected sentences and added details

Core Objectives Interpersonal: »

Exchange information in conversations and some discussions

»

Interact with others to meet needs in a variety of situations

»

Explain preferences, opinions, and emotions and provide advice

»

Use connected sentences to form paragraphs and ask a variety of questions

Intercultural:

Interpretative:

»

Compare products related to everyday life and personal interests or stories

»

»

Converse with peers from the target culture in familiar situations and show interest in basic cultural similarities and differences

Presentational: »

Tell stories about school and community events and personal experiences

Recognize that significant differences in behavior exist among cultures, use appropriate learned behaviors, and avoid social blunders

»

State personal viewpoints on familiar or researched topics and provide reasons to support

»

158 Course Map - World Language

Follow the main message in various time frames in paragraph length texts and conversations

»

Give detailed presentations on a variety of familiar topics and some researched topics

»

Use a few short paragraphs, often across various time frames

grammar, and pronunciation, intonation, and pacing that make the response comprehensible Interpretative: »

Intercultural: »

Compare products and practices related to everyday life

»

Converse with peers from the target culture in familiar situations

»

Recognize that significant differences in behaviors exist among culture

»

Use appropriate learned behaviors and avoid major social blunders

Presentational: »

Create a fully understandable email response that is appropriate to the context of the task, provides required information with elaboration, utilizes varied and appropriate vocabulary, and incorporates complex and accurate grammar structures

»

Write a well organized persuasive essay that demonstrates comprehension and effective integration of provided sources while presenting and defending a clear viewpoint and utilizing varied and appropriate vocabulary as well as complex and accurate grammar structures

Advanced/Honors French V Students develop proficiency and integrate their language skills using authentic materials and sources. Students gain indepth knowledge of the language and cultures of French-speaking peoples. The course is conducted exclusively in French with high demands of student participation.

Students complete the course of performing at the Intermediate High - Advanced Low level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Respond appropriately to questions based on written and oral input from authentic sources in the target language

Intercultural: »

Create an effective and organized presentation on thematic topics of interest that makes comparisons and demonstrates understanding of the target culture and including varied and appropriate vocabulary, accurate grammar, and pronunciation, intonation, and pacing that make the message comprehensible

Maintain an exchange with responses appropriate to the context of the task by providing required information with elaboration and including varied and appropriate vocabulary, accurate

Course Map - World Language

159

Developing French Language Through Culture Through study of the Francophone culture through authentic texts and videos, 90% in class target language use, and frequent tasks to encourage language acquisition and show proficiency growth, students will expand their French language skills and intercultural competence with the goal of performing at the Intermediate Mid- Advanced Low level on the ACTFL proficiency scale.

Core Objectives Interpersonal: »

Explain preferences, opinions, and emotions and provide advice on a variety of familiar and some concrete topics that have been researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames

Interpretative: »

Understand the main idea and flow of events expressed in various time frames in conversations and discussions

Presentational: »

Give detailed presentations on a variety of familiar topics and some concrete researched topics, using a few short paragraphs, often across various time frames

»

Tell stories about school and community events and personal experiences, using a few short paragraphs, often across various time frames

160 Course Map - World Language

»

State viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames

Intercultural: »

Compare products and practices related to everyday life and personal interests or studies across cultures

»

Recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors and avoid major social blunders

References Arizona State University. (2023, November 9). Turnaround for Children Center for whole-child educution.

Center for Whole-Child Education (Turnaround for Children). https://turnaroundusa.org/ Casey, K., & Sturgis, C. (2018). Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems. CompetencyWorks.

Collaborative for Academic, Social, and Emotional Learning. (2023, March 3). What is the Casel Framework? The CASEL Framework. https://casel.org/fundamentals-of-sel/what-is-the- casel-framework/ Jason Cummings — Mar 19, 2024, Krista BarronAnh Nguyen — Dec 12, 2023, Krista Barron — Oct 03, 2023, Sara Tahir — Jul 18, 2023, Eric Hudson — Jul 11, 2023, Lynae Sowinski — Feb 28, 2023, Eric Hudson — Feb 21, 2023, Jason CummingsSara Tahir — Nov 01, 2022, John Sember — Oct 18, 2022, Matthew Piercy — Sep 27, 2022, Emily Uebler — Sep 13, 2022, & Neil Bergenroth — Jun 28, 2022. (2024). Competency-based learning. Competency-Based Learning. https://globalonlineacademy.org/insights/articles/categories/competency-based-learning Leck, C. (2017). Defining Graduate Aims: A Collection of Research and Resources for Design Teams.

Transcend.

Levine, E. & Patrick, S. (2019). What Is Competency-Based Education? CompetencyWorks.

National Council of Teachers of Mathematics. (n.d.). Principles and standards - National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Principles- and-Standards/ South Carolina Department of Education. (2024). Personalized and digital learning. The Profile of the South Carolina Graduate (PSCG) Competencies. https://personalizesc.ed.sc.gov/pscg- competencies/ Standards for the English Language Arts. (1996). National Council of Teachers of English.

Sturgis, C. (2018, December 10). Laying the groundwork: Shared understanding of how Children learn (part 2). LearningEdge Laying the Groundwork Shared Understanding of How Children Learn Part 2 Comments. https://www.learningedge.me/laying-the-groundwork-shared-understanding-of- how-children-learn-part-2/

Course Map - References

161

Experiential Education Sequence

Experiential education at Louisville Collegiate School deepens learning by connecting academic content to real-world experiences that foster perspective, creativity, and lasting understanding.

When intentionally sequenced, these experiences align with Core Competencies and curricular goals, enhancing cohesion across grade levels and limiting redundancy. Most importantly, experiential contexts bring student-centered outcomes to life, offering authentic opportunities for students to practice collaboration, empathy, adaptability, and communication.

This JK-12 sequence affirms our commitment to making learning active, meaningful, and connected.

It is not an addition to the curriculum­, it is a viatel expression of who we are and how we nurture and challenge our students at each phase of their primary and seocndary schooling years.

Primary Experiental Education Offerings

Core Competencies Developed

Nature Walk (Fall)

Curiosity and Creativity: I use my senses to observe and wonder.

Kindergarten Derby (May)

Growth Mindset: With support, I notice when things are challenging and with encouragement sustain effort despite difficulty.

Gallrein Farms (September)

Quantitative Reasoning: (pumpkin measurements) I investigate a problem using concrete manipulatives.

Louisville Science Center (Spring)

Curiosity and Creativity: I use my senses to observe and wonder.

162 Experiential Education Sequence

Intermediate Experiental Education Offerings

Core Competencies Developed

Safety City (Fall)

Wellness/Curiosity and Creativity: With support, I choose mental and physical wellness strategies and habits that contibute to my wellbeing.

The Parklands (Fall)

Curiosity and Creativity: I seek inspiration through play, research, and new experiences.

Louisville Zoo (Spring)

Inquiry and Innovation: I can identify questions to investigate in an area of interest.

Biography Day (March)

Communication and Interpretation: I structure and organize information with descriptive details and relevent facts that support the main message.

Falls of the Ohio (October)

Intercultutal Engagement: I use the Cornerstones as a framework to participate in discussions about historical events in my community and other communities.

Printing House for the Blind (Winter)

Interpretation: I deepen my understanding of myself and others by drawing connections between my life and what I read and study.

Zoo Week (March)

Inquiry and Innovation: I can use teacherprovided sources to deepen my understanding of a chosen topic.

Experiential Education Sequence

163

Middle School Experiental Education Offerings

Core Competencies Developed

Medieval Fair (March)

Intercultural Engagement: I describe how groups throughout history have failed to consider the perspectives of other groups they considered to be different.

Camp Piomingo (September)

Wellness: I value reflection, play, and unscripted time, and I take time to cultivate connections greater than the self.

Bridge Building (October)

Inquiry and Innovation/Quantitative: I use resources and experiences to develop a claim or hypothesis.

Bradford Woods (April)

Wellness: I adjust my behavior to improve my relationships with my peers and community.

Mammoth Cave Visit (April)

Intercultutal Engagement/Curiosity: I seek inspiration through play, research, and new experiences.

Rafting Trip (September)

Wellness: I value reflection, play, and unscripted time, and I take time to cultivate connections greater than the self.

ME Projects (March)

Growth Mindset/ Communication: With support, I identify ways to challenge myself that allow for personal growth.

Robotics (December/April)

Inquiry and Innovation: I curate collections of sources that are relevant to and offer a variety of perspecives on my topic.

KYA/KUNA (December/March)

Inquiry and Innovation/Intercultural: I connect disciplines and acquire diverse perspectives in order to thrive in academic and real-world

164 Experiential Education Sequence

Upper School Experiental Education Offering

Core Competencies Developed

Host Pizza Bingo (March)

Wellness: I value reflection, play, and unscripted time, and I take time to cultivate connections greater than the self.

Greek Mythology Playwriting (9th & 5th grade)

Curiosity and Creativity: With support, I can synthesize ideas and methods from different disciplines and artists.

Senior Capstone (Spring)

Interpretation: With support, I make interdisciplinary connections and comparisons between different works.

Senior Speeches (Year-long)

Curiosity and Creativity/Inquiry and Innovation/ Communication: I evaluate new information,connect it to prior learning,and use it to create or produce a new product, evaluation, or point of view.

Diversity Read-In (October)

Intercultutal Engagement: I can work mindfully and productively with the tensions that arises from discussions about diversity, equity, and inclusion.

May Term (Spring)

Curiosity and Creativity: I evaluate new information, connect it to prior learning, and use it to create or produce a new product, evaluation, or point of view.

Global Citizenship Week (March)

Intercultural Engagement: I communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Co-Edge Classes (Year-long)

Communication: I consider a variety of experiences and perspectives to identify communities’ needs.

Experiential Education Sequence

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