“Today, more than ever, people needto become interior souls, to learn to be the authors of their own lives, withapersonalcore that sustains andunifies them as valuable, unique, unrepeatable beings, withclear andnoblegoals that motivate andencourage them to become what they are calledto be.”
- Saint Madeleine Sophie Barat, Foundress ofthe Society ofthe SacredHeart(c. 1830)
The Upper School program at Newton Country Day School of the Sacred Heart empowers young women to become leaders who act with integrity, think critically, analyze deeply, communicate clearly, and foster their intellectual curiosity and creativity. At Newton Country Day, learning is an active, joyful pursuit! Our students immerse themselves in their studies with energy and focus. Our classrooms, hallways, labs, studios, performance spaces, athletic facilities, chapel, and library buzz with active engagement, discussion, collaboration, experimentation, creativity, and deep learning.
Our students discover the power of ideas that have shaped civilization and learn to consider how they can go out and reshape it for the better They become skilled at articulating their thoughts when writing and speaking and connecting them to the whole of their learning They learn to ask their own questions and engage in hands-on, inquiry-based, and experiential learning guided by teachers who are experts in their fields They respond to real problems with creativity and ingenuity, inspired to use what they have learned for the good of others. They integrate their learning across the curriculum and design projects, deliver chapel reflections, engage in debates, produce multimedia presentations, and write essays and research papers that convey their deep and original insights. Their curiosity is sparked and fueled by a dynamic academic program that prepares students for the highest levels of academia and inspires them to live lives of purpose.
At Newton Country Day, every student is known, her voice heard, her goodness and dignity affirmed Our alumnae consistently cite the transformative relationships between students and teachers as an unparalleled superpower of the school community In our student-centered learning environment, teachers collaborate as mentors and come to understand each student as a whole person with a unique constellation of strengths and interests, often noticing and celebrating special attributes even before a student has seen them in herself. Through our highly intentional and supportive advisory program, students engage in self-reflection, develop keen self-awareness, grow their self-advocacy skills, and learn to exercise agency and intellectual curiosity in planning a personalized program of study.
Sustained by the knowledge that they are loved and accompanied, our students become lifelong explorers of the interior and exterior worlds of faith As they grow in awareness of their gifts and interests, they become attuned to their innate sense of purpose, which motivates them to lead with courage and confidence, pursue their dreams, and take action to build a more just and peaceful world
Goals and Criteria of Sacred Heart Schools
Independent yet united in spirit and purpose, the international community of Schools of the Sacred Heart believes in educating the whole child, and preparing her to live fully and wisely. At the core of the Sacred Heart education are the Five Goals, principles that express the intentions and hopes of our 200-year tradition.
Newton Country Day's culture and identity are bound inextricably to the vision set forth in the Goals of Sacred Heart Schools They awaken and spur our faith, intellect, social action, community building, and personal growth Whether planning a community service project, tackling an academic challenge, or supporting one another, students and faculty frame their choices and actions in accordance with the Five Goals. When faced with challenges, they give us the language and focus to understand and prevail.
During their years at Newton Country Day, students measure their actions in the light of the Five Goals, until doing so becomes a habit of being. By the time our students graduate, these principles have become an internal well of wisdom and strength from which they draw throughout their lives.
Goal I: Schools of the Sacred Heart commit themselves to educate to a personal and active faith in God.
1 The school identifies itself to the wider community as a Catholic-independent-Sacred Heart School and embodies the mission of the Society of the Sacred Heart.
2 The school forms its student and adult members in attitudes of the heart of Jesus, such as gratitude, generosity, compassion and forgiveness.
3. The school community reflects an ethos of joy, hope and celebration and its programs assert that there is meaning and value in life
4. The school community welcomes and respects persons of all faiths and educates to an understanding of the religions and spiritual traditions of the world.
5 School leadership prioritizes space and time for silence and contemplation for its members to deepen their interior life.
6 Members of the school community, open to the transforming power of the Spirit of God, engage in personal and communal prayer, discernment and reflection which inform their actions.
7. The school community, rooted in the love of Jesus Christ, nurtures the spiritual lives of its members through the exploration of one’s relationship to God, to self, to others and to creation
Goal II: Schools of the Sacred Heart commit themselves to educate to a deep respect for intellectual values.
1. Sacred Heart educators and students engage in challenging experiences that inspire intellectual curiosity, a global mindset and a life-long love of learning.
2. Sacred Heart educators develop and implement a dynamic curriculum, effective instructional methodology, current educational research and ongoing evaluation.
3 Sacred Heart educators and students utilize a variety of teaching and learning strategies to support their growth and development.
4. The school curricular and co-curricular programs integrate innovation and collaboration, critical thinking and problem solving, the exploration of emerging technologies and critical evaluation of information
5. The school utilizes space and the physical environment in alignment with best pedagogical practices.
6 The school cultivates aesthetic values and the creative use of the imagination
7. Sacred Heart educators assume responsibility for their professional growth, supported by resources and a culture that promotes life-long learning.
Goal III: Schools of the Sacred Heart commit themselves to educate to a social awareness which impels to action.
1. Sacred Heart educators prepare students to serve the common good in an interdependent world.
2 Sacred Heart educators immerse students in diverse global perspectives, developing competencies such as critical consciousness, language facility and cultural literacy.
3. The school, drawing from Catholic Social Teaching, educates students to analyze and work to eradicate social structures, practices, systems and values that perpetuate racism and other injustices.
4. All members of the school community accept accountability for the care of God’s creation, practice effective stewardship of the earth’s resources and work to alleviate the climate crisis
5. School programs promote informed active citizenship and civic responsibility on the local, national and global level.
6 The school community engages in direct service, advocacy, outreach and partnerships to work for justice, peace and the integrity of creation.
7 Sacred Heart educators work to develop in the students a life-long commitment to service
Goal IV: Schools of the Sacred Heart commit themselves to educate to the building of community as a Christian value.
1. The school, affirming that all are created in the image and likeness of God, promotes the inherent dignity of the human person and strives for relationships characterized by inclusion and mutual respect.
2 The school implements an ongoing plan for educating all members of the community to the charism, mission and heritage of the Society of the Sacred Heart.
3. The school engages with the Network of Sacred Heart Schools in the United States and Canada and Sacred Heart schools around the world
4. All members of the school community support a clean, healthy and safe environment.
5 Members of the school community practice and teach with a spirit of peace and reconciliation the principles of non-violence and conflict management.
6. School leadership demonstrates a conscious effort to recruit students and employ faculty and staff of diverse races, ethnicities and backgrounds
7. School leadership allocates financial resources to support socioeconomic diversity both in the admissions process and in the daily life of students
Goal V: Schools of the Sacred Heart commit themselves to educate to personal growth in an atmosphere of wise freedom.
1 Student and adult members of the school community grow in courage and confidence as they discover new abilities, cultivate strengths, learn from mistakes, develop empathy and exercise resilience in meeting challenges
2. All members of the school community take personal responsibility for health and balance in their lives supported by a school culture that promotes spiritual, intellectual, physical and social-emotional well-being.
3 Members of the school community model and teach respectful dialogue in support of clear, direct, open communication.
4 All members of the school community endeavor to practice informed, ethical decision-making and accountability.
5. Student and adult members of the school community model, practice, and teach safe, ethical and responsible use of technology
6. Sacred Heart educators cultivate in the students life skills, such as initiative, creativity and agility.
7. Sacred Heart schools recognize and educate to motivational, inspirational, and transformational leadership.
Graduates strive to act with purpose and personal agency rooted in their own faith in God, values and beliefs As students, they come to see that reason nourishes faith and faith strengthens reason Sacred Heart students develop an internal moral compass, allowing for courageous decisionmaking and discernment.
Knowledgeable
Graduates are intellectually curious, skilled in inquiry and disciplined decision-makers. As students, they experience an educational methodology that favors depth of thought, one which sees academic disciplines as ways of thinking. Sacred Heart students develop depth of understanding by exploring content within the total curriculum that becomes increasingly complex, broad and challenging
Analytical
Graduates use critical thinking skills and compassion to analyze complex world issues As students, they learn to study contemporary issues, assess information sources and evaluate diverse viewpoints. Sacred Heart students practice the skills necessary to live cooperatively in a global technological world.
Discerning
Graduates aim to be attuned to the Spirit dwelling within one’s core as they seek truth and work for justice As students, they practice silence and come to value time for prayer and reflection before making decisions Sacred Heart students develop an openness to truth, love and freedom as they discover the meaning of their life in service to others.
Humble
Graduates value truthful self-assessment and recognize its connection to emotional well-being. As students, they develop the habit of self-reflection so that they may more effectively understand their strengths and limitations Sacred Heart students take accountability for their choices and actions They build in time for personal reflection
Authentic
Graduates hope to be true to their principles and values. As students, they learn to understand their own culture and history as well as to value the factors influencing the cultures of other humans Sacred Heart students’ respect for the human dignity of others reflects their belief that all are created in God’s image.
Inquisitive
Graduates are well-rounded and lifelong learners, fueled by an inquisitive and curious spirit. As students, they come to develop informed, active faith and compassion. From this perspective, Sacred Heart students grow in the habits of creativity, critical thinking and problem-solving when addressing challenging issues and questions
Creative
Graduates recognize God’s ever-present grace and presence in the world As students, they appreciate beauty in all its forms as they develop sensitivity to Mystery, to transcendence. Sacred Heart students use their imagination to build a world reflective of God’s wonder.
Empathetic
Graduates endeavor to think beyond personal gains and show empathy, compassion and respect for others As students, they discover the essential value in listening to diverse perspectives They develop a personal commitment to service Inspired by the principles of Catholic Social Teaching, Sacred Heart students value fostering human rights and dignity for all people and creation.
Resilient
Graduates display courage and confidence as they meet challenges and uncertainty. As students, they cultivate agility by learning from challenges as well as from opportunities, whether working independently or collaboratively Sacred Heart students develop a multiplicity of skills that enrich the human person
The Upper School English curriculum is designed to cultivate critical thinking, literary analysis, and effective communication through an engaging and diverse range of texts and genres. Across all grades, students develop their reading, writing, and speaking skills through close analysis of literary works from various cultures and time periods, including classical texts, modern novels, poetry, drama, memoirs, and more
The curriculum emphasizes thematic exploration such as identity, purpose, and personal growth as well as the study of rhetoric, literary criticism, and creative expression. From studying the journeys of characters in Antigone and Salvage the Bones to engaging with modern American works and classic authors like Shakespeare and Tolstoy, students examine how literature reflects the human experience Through courses in creative writing, students develop their voice and artistic expression in various mediums, from poetry to film. Honors and AP courses deepen students' literary and analytical abilities, preparing them for college-level writing and research. Overall, the English program fosters lifelong skills in critical reading, thoughtful analysis, persuasive writing, and creative expression, encouraging students to become both skilled communicators and reflective individuals who can engage with the world in meaningful ways
The Upper School English curriculum offers several distinctive, transformative opportunities that go beyond traditional coursework and actively engage students in their literary, creative, and intellectual development. The department’s signature experiences foster a deep connection to literature, language, and self-expression by combining rigorous academic study with creative exploration and critical thinking. These experiences include:
❖ Interdisciplinary Learning:
Through courses like 10thGrade GlobalStudies, students connect historical, literary, and cultural perspectives, enriching their understanding of global events and their literary expressions. This interdisciplinary approach deepens both historical analysis and literary criticism, culminating in a comprehensive exploration of world cultures.
❖ Literary Themed Seminars:
In APEnglishLiterature, students explore specialized topics such as Shakespearean studies, Russian literature, or the horrors of war through literature. This seminar-style format encourages deep, focused discussions and intellectual engagement, allowing students to become experts in a literary theme or author of their choice
❖ Creative Writing Workshops:
In courses like Introduction to Creative Writing and AdvancedCreative Writing I&II, students produce original works across genres, from fiction to poetry to multimedia projects These workshops emphasize peer feedback, mentorship, and self-publishing, creating a dynamic and supportive environment for artistic growth.
❖ Literary Magazine Publication:
As part of the AdvancedCreative Writing courses, students take ownership of The Medley, Newton Country Day School's literary arts magazine. They are involved in the full process editing, selecting works, and publishing gaining hands-on experience in literary publishing.
❖ Mock Trials and Speeches:
In courses like English9: Introduction to Genre and Honors GlobalStudies, students participate in mock trials and speeches, applying critical thinking and persuasive writing skills. These activities allow students to engage with texts in a dynamic, real-world context, developing their argumentative and public speaking abilities.
❖ Cross-Genre Exploration:
Across the curriculum, students explore various mediums fiction, poetry, drama, film, and podcasts allowing them to experiment and expand their creative boundaries while honing skills that translate to diverse fields of writing.
❖ Research and Synthesis Projects:
Upper-level courses encourage students to conduct independent research, often culminating in significant research projects or essays where they synthesize historical, cultural, and literary insights, enhancing their ability to work with complex materials and produce thoughtful analysis
❖ Public Presentations and Performances:
In addition to written work, students often present their analyses, creative projects, or research findings in front of their peers or broader audiences, sharpening their communication and presentation skills.
❖ Personal Reflection and Growth:
Across the curriculum, students are encouraged to reflect on their personal growth through writing, discussions, and literary explorations that challenge their worldview, helping them develop a deeper sense of self-awareness and identity
To equip students not only for academic success but also for meaningful participation in society as thoughtful, articulate, and creative individuals, the essential skills developed in the Upper School English curriculum include:
❖ Critical Reading and Analysis:
Students learn to read complex texts closely, analyze themes, characters, and literary devices, and evaluate how literature reflects societal issues and the human experience.
❖ Writing Proficiency:
Students hone their ability to write clearly and persuasively, developing skills in analytical essays, creative writing, research papers, and personal reflection.
❖ Literary Criticism:
Through study of various literary traditions and genres, students practice interpreting, comparing, and critiquing literature, while understanding historical and cultural contexts
❖ Rhetorical Awareness:
Students develop an understanding of rhetorical strategies and persuasive writing, including how to construct well-supported arguments and convey ideas effectively.
❖ Creative Expression:
In creative writing courses, students learn to express their ideas imaginatively across different genres, including fiction, poetry, drama, and multimedia projects.
❖ Communication and Discussion:
Students engage in active class discussions, debates, and presentations, refining their ability to articulate thoughts, listen critically, and collaborate with peers.
❖ Research and Synthesis:
Students conduct independent research, synthesize information from multiple sources, and use evidence to support arguments and analysis.
❖ Self-Reflection and Personal Growth:
Through reflective writing and thematic exploration, students deepen their understanding of themselves, their beliefs, and their place in the world
❖ Time Management and Revision:
Through continuous practice, peer review, and teacher feedback, students learn to revise and refine their work, developing discipline in writing and project management
❖ Cultural Awareness:
By reading global literature and exploring diverse voices, students gain a broader understanding of cultural differences, empathy, and the interconnectedness of the world.
English Courses
English 9: Introduction to Genre (E9)
7 periods per cycle
In English 9, students explore the world, literature, and their own lives through the lens of journeys and quests. By reading longer texts such as Antigone and Salvage the Bones, as well as short fiction and poetry by authors including Amy Tan, James Joyce, Alice Walker, Gabriel García Márquez, William Shakespeare, Elizabeth Bishop, and Langston Hughes, we look at these quests as paths to self-understanding. Students analyze how characters grow, change, and come of age to form identities and relationships as they struggle with external and internal obstacles. Class discussions and personal writing give students the opportunity to connect these literary quests to their own lives and the world in which they live. Through close reading and annotation, students gain the active reading skills needed to make meaning of challenging works of literature Students engage in ongoing, scaffolded writing practice by writing and revising reading journals, paragraphs, analytical essays, and creative assignments. Written assignments, mock trials, and debates, as well as an introductory study of rhetoric, offer students practice engaging in persuasive argument
Requiredfor students ingrade 9
Global Studies, English (E10)
7 periods per cycle
Global Studies students explore literary, artistic, and philosophical developments throughout the Enlightenment, Romantic, Modern, Postmodern, and contemporary periods, balancing its emphasis between European and and non-European voices and paying particular attention to how various cultures have influenced one another in a world that has rapidly expanded since the late 18th Century Examining universal themes those that apply to the human experience regardless of time, location, and culture are particularly emphasized with skill development focusing on: incisive and critical reading; planning and revision in the writing process; active and engaged discussion; annotating and note taking; and facility with language through vocabulary building and practice with grammatical structures
Open to students ingrade 10
Honors Global Studies, English (HEGS)
7 periods per cycle
Through this interdisciplinary approach to the humanities, students enrich their understanding of global cultures by combining surveys of modern history and global literature from 1789 to the present. Students examine major topics in world history, including revolutions on both sides of the Atlantic (French, Haitian, Latin American, etc.); imperialism and resistance in Africa, South and Southeast Asia, China, and Japan; World Wars I and II; post-colonialism and the Cold War; and the contemporary world. In parallel, Honors Global Studies exposes students to the scope of literary development, including significant texts from the late Enlightenment, Romantic, Modern, Postmodern, and
contemporary periods With particular emphasis on non-European voices, the course hones students’ critical reading and analytical skills by including a variety of literary genres, such as short novels, poems, short stories, plays, and nonfiction pieces, along with supplemental sources in art, music, and material culture Additionally, through close reading of primary and secondary documents, students are introduced to the principles of historiography as they construct their own historical arguments. By simultaneously contextualizing literary works with relevant historical background and enriching students’ experience of historical events through a literary lens, Honors Global Studies provides a rich understanding of global cultures from the late eighteenth century to the present. Departmentalapprovalrequired. Note: students who sign up for Honors GlobalStudies to fulfilltheir English10 requirement must also sign up for the history companion course
Advanced Placement English Language and Composition: American Literature (APE)
7 periods per cycle
This college-level course provides students with the tools to critically analyze American literature while developing a rich understanding of rhetorical technique Students engage with a broad range of texts in a variety of genres: classic novels, such as Their Eyes Were Watching God, The Scarlet Letter, and The Great Gatsby; memoirs, such as Frederick Douglass’ Narrative; the short stories of Raymond Carver and John Cheever; poems by Emily Dickinson and Walt Whitman; essays by figures in American political history; and contemporary work by Chimamanda Adichie, Maxine Hong Kingston, and Colson Whitehead In addition to studying prose, the course analyzes visual texts, including political cartoons and propaganda posters, and constructs complex and well-supported arguments on current cultural issues such as the role of technology in education and the importance of satire to critique and alter public conversations Students complete several essays each month, and they have many opportunities to revise, peer review, and meet one-on-one with their instructors to improve drafts. Much is demanded of students, both in terms of the academic workload, and the ability to be open-minded to the acquisition of new skills. By the end of the course, students have received the tools necessary to become superior readers, critical thinkers, and communicators. Requiredfor students ingrade 11
Advanced Placement English Literature and Composition: Special Topics (APL) 7 periods per cycle
The equivalent of a first-year college English course, this course provides students the opportunity to specialize in a literary theme, historical period, or author. Using a seminar format, students sharpen reading, critical thinking, writing, and speaking skills while exploring a wide array of literature with rich sociocultural contextualization. Rotating topics in the past have included:
● Shakespeare: On Life’s Stage We Play Many Parts. Students become experts in Shakespeare, reading comedies, tragedies, and histories spanning the playwright’s career, viewing multiple performances, and immersing themselves in Elizabethan and Jocaboean sociocultural history Supplemental texts include Stephen Greenblatt’s Willin the Worldand Maggie O’Farrell’s Hamnet
● Tolstoy: What is Love? What is the Meaning of Life? Students become experts in Russian literature, reading Pushkin’s Eugene Onegin, Tolstoy’s Anna Karenina, and Chekhov’s The Cherry Orchard. For contextual enrichment, the class views the BBC miniseries War andPeace while studying Russian history from Napoleon’s invasion to the Russian Revolution
● Responding to the Horrors of War. Students do a deep dive into cultural production surrounding WWI, WWII, and the Vietnam War Texts include Joseph Heller’s Catch-22, Kurt Vonnegut’s Slaughterhouse Five, Virginia Woolf’s To the Lighthouse, Art Spiegelman’s Maus, Samuel Beckett’s Waiting for Godot, and Luis Valdez’s Zoot Suit. While reading, students assess visual art, music, and cinema that engage war, from Picasso’s Guernica to Roberto Benigni’s Life is Beautiful.
Requiredfor students ingrade 12
Introduction to Creative Writing (ICRT)
3 periods per cycle
This introductory course provides students with the opportunity to explore writing and production in a variety of genres, including fiction, poetry, drama, memoir, filmmaking, and podcasting. The course follows a workshop format in which students share their writing with classmates in exchange for honest, supportive, and constructive feedback
Students seek to create evocative works of their own that engage today’s world The course culminates in self-publication and submission to writing contests.
Open to students ingrades 10, 11, and12
Advanced Creative Writing I (ACRT1)
3 periods per cycle
This advanced course builds upon the previous year, but focuses on the crafting of full-length projects. Each student begins by creating a proposal for their own novel, play, memoir, chapbook of poetry, documentary film, narrative film, stop-motion film, or podcast series Over the course of the next few months, this small community of artists works together to help each other succeed. By balancing individual work with collaborative workshops, each member of the team seeks to complete and self-publish their own full-length work by the end of the year. The other major responsibility of this class is to design, edit, and publish The Medley, Newton’s literary arts magazine
Prerequisite: Introduction to Creative Writing
Advanced Creative Writing II (ACRT2)
3 periods per cycle
This advanced level II course is for seniors who desire to take their craft to an even deeper and more complex level. These students dedicate themselves to polishing and publishing multiple full-length works during the year They also do presentations on writing, filmmaking, and podcasting for younger students and serve as mentors in the workshop and publication processes.
Open to seniors Prerequisite: AdvancedCreative Writing I
The Upper School Health and Wellness curriculum takes a whole-person approach to student development, aligning with the Sacred Heart Goals and Criteria. Across four years, students are guided to explore and nurture their physical, emotional, social, and spiritual well-being, preparing them for a balanced and purposeful life.
The Grade 9 Seminar introduces students to self-awareness through modules on finding purpose, understanding Sacred Heart traditions, and learning about healthy bodies and relationships. In the Grade 10 Seminar, students deepen their self-awareness by analyzing personal health data and investigating lifestyle choices that promote well-being, culminating in advocacy projects. The Grade 11 Seminar equips students with essential life skills, including CPR/AED certification, financial literacy, and leadership training Finally, the Grade 12 Seminar focuses on preparing students for the transition to adulthood, emphasizing healthy relationships, substance use awareness, stress management, and self-advocacy, while also guiding students through their Senior Project experience. Through reflection, self-awareness, and practical skill-building, the Health and Wellness program empowers students to make informed decisions, develop resilience, and embrace lifelong well-being.
The Upper School Health and Wellness curriculum offers several signature experiences, to offer a holistic and integrative approach, equipping students with the knowledge and skills to thrive both during and after their high school years. These experiences include:
❖ Purpose Portfolio Development (9th Grade):
Students reflect on their strengths, passions, and life goals to build a purpose portfolio, guiding them through high school and preparing for college applications and senior projects.
Students engage with the history and values of Sacred Heart schools, deepening their understanding of shared traditions and their connection to the global Sacred Heart network.
❖ Self-Directed Health Data Analysis (10th Grade):
Through the use of the Common Online Data Analysis Platform (CODAP), students collect and analyze personal health data, drawing insights on sleep, mood, and wellness practices.
❖ CPR/AED Certification (11th Grade):
Students gain practical, life-saving skills with hands-on CPR/AED training and certification through the American Heart Association
❖ Financial Literacy and Leadership Development (11th Grade):
This curriculum provides opportunities for students to learn personal finance, budgeting, and financial decision-making, while also developing leadership and negotiation skills
❖ Senior Project Experience (12th Grade):
Students develop networking skills and apply their sense of purpose through an independent professional project (internship, service/advocacy work, job shadow, etc.), culminating with a presentation at the Senior Project Symposium.
❖ Healthy Lifestyle and Well-Being Seminars (12th Grade):
Seminar topics prepare students for life beyond high school, focusing on building skills for managing health and relationships in the college years and beyond
❖ Empathy and Social Responsibility (9th–12th Grade):
Students engage in deep, affirming discussions on relationships, digital safety, boundaries, and personal values, creating a culture of care and mutual respect across the school community.
❖ Leadership in Advocacy Projects (10th Grade and beyond):
Students lead projects to advocate for healthier lifestyles within the school, contributing to a broader wellness culture that prioritizes balance and responsibility.
The essential skills developed throughout the Upper School Health and Wellness program include:
❖ Self-Awareness:
Students cultivate a deeper understanding of their physical, emotional, and social well-being, learning to reflect on their personal health practices, values, and decision-making.
❖ Healthy Relationships:
Emphasis on communication, conflict resolution, emotional intelligence, boundaries, and consent fosters safe, respectful, and meaningful interpersonal connections
❖ Critical Thinking:
Through data analysis, research, and self-reflection, students develop the ability to assess and make informed decisions about their health and wellness
❖ Leadership & Advocacy:
Students practice leadership through advocacy projects, CPR/AED certification, and promoting healthy lifestyle choices within the school community.
❖ Life Skills:
Practical skills including nutrition, stress management, time management, and financial literacy support personal and professional success.
❖ Resilience & Adaptability:
The program encourages students to navigate transitions, cope with stress, and adapt to new environments, ensuring they are prepared for life after high school.
❖ Empathy & Compassion:
Students engage with topics like mental health, substance use, and personal boundaries, fostering empathy and sensitivity toward themselves and others
❖ Purpose-Driven Decision Making:
By exploring purpose and identity, students learn how to align their choices with personal values and long-term goals
❖ Self-Advocacy:
Students gain confidence in advocating for their needs, seeking help when necessary, and making informed decisions about their well-being.
❖ Professionalism & Independence:
Through the Senior Project, students develop networking skills and engage in professional experiences, preparing them for life beyond high school.
Health and Wellness Courses
Grade 9 Seminar (9SEM)
1 period per cycle
Rooted in the Sacred Heart Goals and Criteria, the health and wellness program at Newton Country Day takes a whole-person approach to educating our students The Grade 9 Seminar helps students consider and learn more about their physical, social, spiritual, and personal well-being.
● Module 1 - Finding Your Purpose: In the Finding Your Purpose module of the Grade 9 Seminar, students learn about how to navigate life in high school, in college, and beyond with a sense of purpose They learn about the science of purpose (or eudaimonia), and engage in activities and reflections designed to identify their strengths, their passions, their mentors, and the ways in which they can give back to their communities. They prepare to create their purpose portfolio at the end of the school year and start thinking about ideas they will draw on when applying to college and designing their senior projects in Grade 12.
● Module 2 - SacredHeartTraditions: In the Sacred Heart Traditions module of the Grade 9 Seminar, students explore life at the Sacred Heart, past, present, and future Students study the shared traditions, history, and culture of Sacred Heart schools to better familiarize themselves with the “sine qua non” as well as both strengthen their understanding of and also listen to their call to continue to give life to the Goals and Criteria Through highlighting our founding mothers, both their stories and their works, students analyze the characteristics, attributes, and values that started our schools and continue to unite our global network.
● Module3 - Healthy Bodies, Healthy Relationships: In the Healthy Bodies, Healthy Relationships module of the Grade 9 Seminar, students actively engage with Sacred Heart Goal V, Criterion 2, which calls all members of our community to “take personal responsibility for health and balance in their lives supported by a school culture that promotes spiritual, intellectual, physical, and social-emotional well-being.” Students grow in their knowledge of human biology by exploring human development, puberty, menstruation, personal health and hygiene, and reproduction. With an affirming and engaging approach, the school nurses collaborate as co-instructors of this module. In addition to human biology, students also engage in relevant and empowering conversations about personal values, boundaries, relationships, decision-making, digital safety, and how to support one another.
Requiredfor students ingrade 9
Grade 10 Seminar (10SEM)
1 period per cycle
The Grade 10 Health and Wellness Seminar engages students in data investigations of their well-being with the goal of promoting healthier lifestyle choices The seminar aims to support the 10th-grade theme of ‘self-awareness” by challenging students to become more self-aware, particularly regarding their physical bodies and minds. Throughout the course, students will (1) learn about self-knowledge and awareness and its role in overall health and wellness; (2) Use the Common Online Data Analysis Platform (CODAP) to collect and analyze data about themselves and their health practices; (3) investigate research questions about overall health and wellness, such as how sleep quality relates to mood The course culminates in student-led advocacy projects where they share their findings with the larger school community. Requiredfor students ingrade 10
Grade 11 Seminar (11SEM)
1 period per cycle
In the Grade 11 Health and Wellness Seminar, students engage in discussion, reflection, direct instruction CPR/AED training and practice, and in-class assignments to delve into the following essential life skills:
● CPR/AED practical skills and 2-year certification through the American Heart Association
● Metrics of Health, Chronic Diseases Risk Factors and Prevention
● Financial Literacy
● Leadership & Negotiation
Requiredfor students ingrade 11
Grade 12 Seminar (12SEM)
1 period per cycle
In the Grade 12 Health and Wellness Seminar, students engage in meaningful discussions and activities that promote lifelong well-being and healthy decision-making. This course is designed to prepare students for the transition from high school to adult life by exploring key topics that are essential for maintaining a balanced and healthy lifestyle as they move toward independence By the end of the course, students are equipped with the tools and knowledge to confidently handle the next phase of their lives.
● In Semester 1, students learn to build healthy relationships, with an emphasis on communication, conflict resolution, and emotional well-being. They develop an understanding of substance use, its risks, and strategies for making informed choices. The course also covers the principles of consent and boundaries, fostering respect and personal responsibility in interpersonal relationships As students prepare for life after high school, the course addresses college life transitions, equipping them with skills to manage stress, maintain balance, and navigate new environments. Students also examine nutrition and how to make healthy food choices to support their physical and mental health in different settings Finally, the course focuses on self-advocacy, empowering students to communicate their needs, seek help when necessary, and make decisions that prioritize their well-being Through interactive discussions, self-reflection, and real-world scenarios, students gain the knowledge and skills necessary to thrive in their next phase of life.
● In Semester 2, students shift their focus to the Senior Project experience and identify ways to connect their sense of purpose to life outside of school The Senior Project program invites students to discern, pursue, and engage in an independent professional externship during the final month of Grade 12. The project can take the form of an internship, service project, job shadow, or carefully planned creative endeavor and culminates in the Senior Project Symposium, where each student presents experiences and outcomes in response to an essential question they have articulated.
Requiredfor students ingrade 12
History
Exploring the Past to Understandthe Present
The Upper School History curriculum is designed to cultivate students' critical thinking, analytical, and writing skills through the study of global, national, and local histories. By exploring a wide range of time periods, cultures, and political systems, students are equipped to understand the forces that have shaped the modern world From the study of the late medieval period, through the early modern era, and to the present, the program emphasizes thematic connections between and among different regions, cultures, and historical moments Students learn to recognize both continuity and change in human societies as well as the relationships among political, social, and economic forces.
The curriculum encourages students to engage deeply with primary and secondary sources, to build well-supported historical arguments, and to clearly communicate their findings both on paper and orally Whether studying the expansion of the Qing Empire, the long-term impact of the French Revolution, or the development of the American political system, students learn to appreciate and evaluate multiple perspectives and the complexities of historical narratives By pursuing independent research projects, students strengthen their research skills and develop a nuanced understanding of historical events and their relevance to the present.
In courses ranging from Introduction to WorldHistory to APEuropean History, students not only examine key historical events, such as revolutions, wars, and social movements, they investigate the broader cultural and intellectual currents that led to and influenced these events Advanced courses like Honors GlobalStudies, APUnited States History, and APArt History challenge students to explore issues in greater depth, while also honing their ability to critically analyze sources, to engage with historiography, and to produce sophisticated analytical essays. Across all grades and levels, history students are equipped to become active, informed, and thoughtful citizens, with a keen understanding of the forces that shaped the past and influence the present. In short, the Upper School History program challenges students to think critically, to write persuasively, and to engage with historical ideas in ways that are relevant to contemporary society Through this comprehensive and dynamic curriculum, students leave with the skills and knowledge necessary to navigate and contribute thoughtfully to the world around them.
The Upper School History curriculum offers distinctive and substantive learning opportunities that help students deeply engage with the subject matter and develop essential skills These signature experiences allow students to connect historical study with real-world applications, to develop problem-solving skills, and to become thoughtful, informed citizens. These experiences include:
❖ Historical Research Projects:
Students design and conduct independent research projects which culminate in an analytical research paper This process helps them to develop critical thinking and research skills, as well as a deep understanding of historical inquiry
❖ Debates & Simulations: Through activities such as debates, teacherless seminars, and other types of projects, students explore historical events, fostering skills in argumentation, public speaking, and evaluation of sources.
❖ Primary Source Analysis:
Students regularly engage with primary sources, including letters, diaries, speeches, films, art works, as well as other types of texts. Their interrogation of such texts allows them to interpret historical events firsthand and within the relevant historical context and to hone their analytical reading and writing skills
❖ Cross-Disciplinary Integration:
Honors and AP history courses in particular integrate literature, art, and culture with historical study. For example, in Honors GlobalStudies students analyze historical events through the lens of literature and art,
developing a multi-faceted understanding of the past
❖ Field Trips & Guest Speakers:
Visits to museums and historical sites and guest lectures from historians and other scholars bring history to life, providing students with a tangible connection to the material they study.
❖ Collaborative Group Projects:
Students work in groups to tackle historical questions or to present on historical themes, developing collaboration and communication skills.
❖ Simulation of Government and Politics:
In courses like APU.S. Government andPolitics and APComparative Government, students participate in mock elections, political simulations, and policy debates to experience the dynamics of governance and political systems firsthand
The Upper School History curriculum is structured to help students to develop their ability to think critically, communicate effectively, and engage with history and current events in a thoughtful and informed way. Essential skills developed through the Upper School History curriculum include:
❖ Critical Thinking & Analysis:
Evaluating different perspectives, understanding cause and effect, and synthesizing information from multiple primary and secondary sources to build strong and relevant historical arguments.
❖ Research & Inquiry:
Conducting independent research, evaluating sources, and exploring historiography to understand the relevant context of historical events
❖ Communication:
Crafting clear, evidence-based arguments in writing and in oral presentations, with a particular emphasis on analytical essays and research papers.
❖ Contextual Understanding:
Recognizing the cultural, political, and global contexts of historical events and connecting them to contemporary issues.
❖ Empathy & Perspective: Understanding diverse historical experiences, including those of marginalized groups, and analyzing social movements and change
❖ Collaboration & Discussion:
Engaging in group work, peer review, and debates to identify and understand diverse viewpoints and to hone problem-solving skills.
❖ Technological Literacy:
Using digital tools for research and analyzing historical events through modern media
❖ Global Citizenship:
Applying historical knowledge to current social and political issues, fostering informed civic participation and global awareness.
History Courses
Introduction to World History (H9)
7 periods per cycle
This course introduces students to the history of the early modern world It examines the histories and peoples of Asia, Africa, the Middle East, and Europe from the twelfth to the late eighteenth centuries. Students investigate major topics in global history, including China under the Qin and Ming dynasties, feudal Japan, the kingdoms of Mali and Ghana, and the European Renaissance and Reformation Across these units, students trace historical themes, including the ways that governments establish political legitimacy and the evolution of intellectual and cultural traditions. Students analyze historical topics and themes through the analysis of primary and secondary sources, construct historical arguments, and convey their understanding of historical events through oral presentation and analytical writing. They also hone their skills as historians through a research project in which students choose a historical topic, develop a research question, conduct independent research, and ultimately write an essay on their topic
Open to students ingrade 9
Global Studies, History (H10)
7 periods per cycle
Students explore the competing political philosophies and cultural movements that defined the modern world and shaped major events from the French Revolution to the present Topics of study include: political revolutions and wars for independence on both sides of the Atlantic; the Industrial Revolution; global imperialism and colonial resistance; World Wars I and II; the Cold War, post-colonialism, and conflicts in the Middle East This course emphasizes skills such as the study of cause and effect, making logical inferences, analyzing and synthesizing historical data, interpreting and evaluating primary and secondary documents, and writing effectively in support of logical arguments Students research a historical topic of their choice and produce an analytical essay with an emphasis on in-depth research, a nuanced understanding of the topic, and the articulation of a clear argument supported by relevant and detailed evidence. The course also introduces students to historiography and historical memory
Prerequisite: WorldHistory Ior equivalent
Honors Global Studies, History (HHGS)
7 periods per cycle
By simultaneously contextualizing literary works with relevant historical background and enriching students’ experience of historical events through a literary lens, Honors Global Studies provides a rich understanding of global cultures from the late eighteenth century to the present. To this end, students study major topics in world history, including revolutions on both sides of the Atlantic; imperialism and resistance in Africa, South Asia, China, and Japan; World Wars I and II; post-colonialism and the Cold War; and the contemporary world. In parallel, Honors Global Studies exposes students to the scope of literary development, including significant texts from the late Enlightenment, Romantic, Modern, Postmodern, and contemporary periods. With particular emphasis on non-European voices, the course hones students’ critical reading and analytical skills through a variety of literary genres, such as short novels, poems, short stories, plays, and nonfiction pieces, along with supplemental sources in art, music, and material culture. Departmentalapprovalrequired. Students who sign up for Honors GlobalStudies to fulfilltheir History 10 requirement must also sign up for Honors GlobalStudies to fulfilltheir English10 requirement. They are companion courses
United States History (H11)
7 periods per cycle
This course cultivates and enhances students' understanding of the major events, ideas, individuals, and movements that have contributed to the development of the United States from the Founding Era to the present Course materials trace ongoing historical themes such as: defining what liberty and equality mean in changing societies; America’s political and governmental evolution; the legacy of slavery; the struggle of women, people of color, and religious minorities for equality; major economic developments; immigration and citizenship; changing race relations;
and the search for an American identity The course emphasizes making logical inferences, establishing cause and effect, analyzing and synthesizing historical data, interpreting documentary material, and supporting logical arguments As students pursue study on a topic of their choice in order to produce a substantial research paper, they continue to develop and hone their skills in researching, critical thinking, and expository writing. Prerequisite: WorldHistory IIor equivalent
Honors United States History (HH11)
7 periods per cycle
This course is an advanced introduction to the major events, individuals, ideas, and movements that define American history from the Founding Era to the present. Students develop a deeper and more nuanced understanding of the most significant issues of American history such as: the evolving definition of liberty and equality; race relations; the concept of American Exceptionalism; women’s social and political status; the balance of power between the states and the federal government; and the definition and responsibilities of citizenship. Throughout the year students master factual information, analyze and synthesize historical data, learn about the evolution of historiography and historical memory, and develop a nuanced understanding of material in a thoughtful and historical manner. Students strengthen and employ these essential skills with frequent use of diverse primary sources, including letters, diaries, and film, and by researching and writing a substantial analytical essay on a historical topic of their choice
Departmentalapprovalrequired
Advanced Placement United States History (APUS)
7 periods per cycle
Covering the period from 1491 to the present, this accelerated survey course deepens students’ understanding of the American past and historiography, and hones their analytical skills as readers, writers, and thinkers. Among the topics covered are: the peopling of North America; the effects of English settlement and expansion on Native American civilization; the impact of Native American societies on the development of the U S ; the establishment of political institutions; the varieties and significance of American religious experience; the impact of the Industrial Revolution on U.S. politics and society; westward expansion; the experience and legacies of slavery and segregation; the evolving roles of women; social movements and reform traditions; the changing role of government in the lives of citizens; the impact of immigration over the centuries; and the growth of American power globally. Given its vast scope, this course moves at a fast pace, and students often cover material independently Departmentalapprovalrequired
Advanced Placement Art History (APAH)
7 periods per cycle
Rooted in visual, contextual, and comparative analysis, this course deepens students' understanding of works of art within their historical contexts by examining issues of politics, class, religion, patronage, audience, gender, function, and ethnicity. Through investigation of diverse artistic traditions from 30,000 BCE to the present, students end the year with a holistic, cross-cultural understanding of the history of art from a global perspective. Students analyze over 250 works of art and architecture from 10 content areas: Global Prehistory; Ancient Mediterranean; Early Europe and Colonial Americas; Late Europe and Americas; Indigenous Americas; Africa; West and Central Asia; South, East, and Southeast Asia; The Pacific; and Global Contemporary Given its vast scope, the course moves at a fast pace, and students often cover material independently. Well-suited to visual learners, this course challenges students to hone their visual and contextual analysis skills and their ability to support claims with evidence.
Open to students ingrade 12
Advanced Placement Comparative Government and Politics
(APCOM)
7 periods per cycle
In preparation for the AP Comparative Government and Politics exam, this course introduces students to the discipline of comparative politics through the examination of the governments in six case-study countries: Mexico, Great Britain, Russia, China, Iran, and Nigeria. The course exposes students to the contemporary political situations in key news-making countries around the world. By examining significant turning points and persistent challenges, students learn about the evolution of each country's political system, political culture, and economy Because the course includes significant emphasis on coverage of these countries in both domestic and international newspapers,
students become more savvy consumers of media Regular video and multimedia components bring political themes and characters to life as students navigate their way through the often turbulent and always exciting subject of contemporary politics
Open to students ingrade 12
Advanced Placement European History (APEU)
7 periods per cycle
Covering the period from 1450 to the present, this accelerated course emphasizes political ideas and institutions while also devoting considerable attention to the social, economic, cultural, and intellectual aspects of European history
Among the topics studied are: challenges to conventional notions of truth and authority during the Renaissance, the Reformation, the Scientific Revolution, and the Enlightenment; the rise and decline of empire, focusing on the experiences of Spain, Austria-Hungary, France, Russia, Germany, and Britain; the growth of the nation-state in Europe; the Industrial Revolution and the emergence of new forms of economic and political organization; and the ideological conflicts of the twentieth century, focusing in particular on fascism, communism, and democracy
Open to students ingrade 12
Advanced Placement U.S. Government and Politics (APG)
7 periods per cycle
This course provides a college-level, nonpartisan introduction to the constitutional system and political culture of the United States Students study the founding, structure, and operation of the American national government; the government's constitutional basis and its major institutions, including Congress, the presidency, executive agencies, and the courts; the role of political parties, elections, interest groups, public opinion, and the media; the relationship of government to the American economy and culture; and the ways in which the political dynamics of the policy-making process vary from one area of public policy to another. Students read and analyze foundational documents, Supreme Court decisions, and other texts, such as polling results and demographic data, in order to apply their knowledge and understanding of political theories to current events. Not only are students prepared for the AP exam, they leave the course prepared to be engaged citizens.
Open to students ingrade 12
Psychology (PSY)
3 periods per cycle
An elective open to seniors, this course offers an introduction to the scientific study of behavior and mental processes Students leave this course with an overview of the basic concepts, theories, and methods used in the fields of developmental, social, and abnormal psychology. Grounded in empathy and curiosity, the course asks students to analyze some commonly held beliefs about behavior and emotions and to apply their learning to their lived experience with renewed awareness and sensitivity By the end of the year, students have a better understanding of individual differences and the physiological/behavioral processes behind these differences. Learning in this course is assessed primarily through projects and shorter reflection assignments that ask students to consider the real-world applications of course material
Open to students ingrade 12
Mathematics
From Algebra to Calculus: Empowering Problem Solvers
The Upper School Mathematics curriculum is designed to build a strong foundation of mathematical understanding, equipping students with essential problem-solving skills, analytical thinking, and real-world applications of mathematical concepts.
From Algebra to Advanced Placement courses, the program emphasizes a progression of learning that connects abstract theory to practical solutions Students begin with foundational courses including Algebra I and Geometry, where they develop key skills in employing variable representations to model problems, solving equations, graphing
functions, and working with geometric principles As they advance to Algebra II and PreCalculus, students explore more complex functions, systems of equations, and trigonometry, reinforcing these concepts through real-life applications and technology tools Not only do Honors and AP courses challenge students with deeper abstraction and accelerated pacing, but standard math courses emphasize out-of-the-box thinking and application. Our program prepares students for college-level work in fields like calculus, statistics, and advanced topics in mathematical theory. Across all levels, the curriculum stresses critical thinking, logical reasoning, and the importance of mathematical models in diverse disciplines, from the natural sciences to economics and engineering. Through engaging coursework and hands-on activities, students are equipped with the tools necessary to succeed in higher education and become capable, confident problem solvers in an increasingly complex world
The Upper School Mathematics curriculum offers several signature experiences designed to prepare students to approach complex challenges with creativity, critical thinking, and collaboration. These experiences not only develop students’ mathematical skills but also foster a deep appreciation for the power of mathematics in solving problems and shaping the world. These experiences include:
❖ Real-World Problem Solving and Mathematical Modeling:
Students apply mathematical concepts to solve practical, real-world problems. In Statistics andFinancial Algebra, projects involving budgeting, loans, investments, insurance, and taxes help students gain financial literacy while reinforcing algebraic and statistical skills In APStatistics, students learn to analyze and interpret data from real-life sources, preparing them for careers in data science, business, and research. In Algebra IandII, students use their understanding of graphs to model real-world problems with linear and quadratic functions. More extensive modeling is done through the application of sinusoidal functions in PreCalculus courses at all levels
❖ Technology Integration:
In courses beyond Algebra IandII, students use advanced technology tools such as graphing calculators, statistical software, and Desmos to gain greater understanding of functions, to solve equations, and to engage with mathematical concepts through exploration. In APStatistics, students collect and analyze data sets using technology to draw conclusions and make predictions In Geometry at all levels, students use Geogebra to examine relationships between angles and shapes and to tessellate planes.
❖ Collaborative Problem Solving:
In every math course, students engage in group work and collaborative problem-solving activities. This promotes communication skill development and allows students to tackle more complex problems, sharing ideas and strategies as they work together to reach solutions Small group discussions also encourage peer-to-peer learning and critical thinking.
❖ In-Depth Exploration of Advanced Topics:
In Honors and Advanced Placement courses, students delve into advanced mathematical topics that go beyond the traditional curriculum. In APCalculus BC, for example, in addition to exploring integration techniques, logistic differential equations, and infinite series, students study additional methods of integration, the epsilon-delta definition of a limit, gradient, partial derivatives, and proofs The inclusion of these college-level concepts prepares students for rigorous study in higher education and future careers in STEM fields
❖ Interdisciplinary Connections:
Mathematics is integrated with other disciplines In each of our courses, students explore applications of mathematical concepts in physics, engineering, and economics, allowing them to see how math is used in various fields and professions.
The Upper School Mathematics curriculum fosters the development of a well-rounded set of essential skills that are foundational to advanced study in mathematics, science, engineering, economics, and technology. These skills include:
❖ Mathematical Skill Proficiency
Students build a strong foundation in algebraic concepts, including solving and graphing linear equations, working with systems of equations, factoring, manipulating polynomials, and solving quadratic equations. In advanced courses, students are expected to recall previously learned skills as they grow adept with new skills in PreCalculus and Calculus Assessments feature review questions and past concepts are woven into new lessons to maintain skill proficiency throughout a course and from year-to-year.
❖ Abstract Mathematical Thinking and Problem-Solving:
A hallmark of our math program is the development of abstract thinking and problem-solving. Math is far more than a series of skills and questions to which solutions can be memorized. While we emphasize facility with skills, students are expected to apply their knowledge to unfamiliar problems, demonstrating an ability to think critically and innovate mathematically. They translate complex word problems into mathematical expressions and use a variety of techniques to solve them Students are encouraged to solve the same problem in multiple ways, thereby developing a thorough comprehension from different vantage points.
❖ Understanding Functions and Relations:
Across various levels, students explore different types of functions linear, polynomial, rational, exponential, logarithmic, and trigonometric and learn how to model, analyze, graph, and solve equations involving these functions They also study inverse functions and explore the relationships between different types of functions, gaining a deep understanding of mathematical structures that are key in calculus and beyond.
❖ Geometric Reasoning and Visualization:
The mathematics curriculum emphasizes spatial reasoning and the ability to visualize and work with geometric shapes and figures. Students learn to express algebraic concepts with visual representations and they apply logical reasoning to prove mathematical theorems
❖ Statistical Analysis and Data Interpretation:
Courses equip students with the tools to analyze and interpret data, including using techniques such as regression, probability distributions, hypothesis testing, and statistical inference. These skills are applied to both abstract mathematical problems and real-world scenarios
❖ Mathematical Communication and Reasoning:
Students learn to communicate mathematical ideas clearly, both verbally and in writing They are expected to explain their reasoning, present solutions, and justify conclusions. Classes encourage collaboration, necessitating the development of mathematical communication verbally, through sketches, and verbally. Students learn to justify logical reasoning, pattern recognition, and idea formation to one another and to anyone viewing their work.
❖ Financial Literacy and Practical Applications:
By solving financial problems through algebraic models and statistical analysis, students develop practical financial literacy that prepares them for responsible decision-making in their personal and professional lives
Mathematics Courses
Algebra I (AL1)
7 periods per cycle
This course provides a comprehensive study of first-year Algebra concepts. It is designed to prepare students for subsequent course work in geometry and second-year algebra. Topics include numbers and equations, solving multi-layered linear equations and inequalities, solving absolute value equations and inequalities, graphing and writing linear functions, systems of equations, properties of exponents, polynomial operations, factoring, solving polynomial equations by factoring, completing the square and the quadratic formula, graphing and writing quadratic
functions, operations with rational and radical expressions, and solving rational and radical equations By the end of the year, students are able to apply algebraic skills to a myriad of both linear and quadratic word problems. Emphasis is placed on developing a strong foundation upon which future mathematics can be built
Prerequisite: Pre-Algebra
Algebra II (AL2)
7 periods per cycle
This course continues students’ comprehensive study of algebraic concepts. Students engage in problem solving, small group work, and lectures to solidify their comprehension of Algebra I concepts including linear equations and inequalities, solving and graphing systems of equations, and quadratics. Students explore functions extensively, namely piecewise, polynomial, rational, exponential, polynomial, radical and logarithmic functions. Inverse functions are introduced along with complex numbers When time allows, students may also explore probability and statistics All concepts are applied to a variety of real-life situations through word problems and the use of interactive technology tools Students emerge from this course with proficiency in graphing functions and solving a host of equations.
Prerequisite: Algebra I
Honors Algebra II (HAL)
7 periods per cycle
This course continues students’ comprehensive study of algebraic concepts Students engage in problem solving, small group work, and lectures to solidify their comprehension of Algebra I concepts including linear equations and inequalities, solving and graphing systems of equations, and quadratics Students explore functions extensively, namely piecewise, polynomial, rational, exponential, polynomial, radical and logarithmic functions. Inverse functions are introduced along with complex numbers. When time allows, students may also explore probability and statistics. All concepts are applied to a variety of real-life situations through word problems and the use of interactive technology tools. Students emerge from this course with proficiency in graphing functions and solving a host of equations. Conic sections are explored. At the honors level, students are expected to engage in a deeper level of abstraction at a significantly faster pace Assessments include multiple unfamiliar problems to which students must apply innovative thinking in order to solve.
Departmentalapprovalrequired
Principles of Geometry (PGE)
7 periods per cycle
This course in Euclidean Geometry provides students with the ability to explore the mathematical concepts of two and three dimensional space and shapes through reasoning, analyzing, classifying, and synthesizing. Students first become familiar with geometric building blocks and geometric constructions They continue with the study of triangle congruence, quadrilaterals, similarity, transformation, Pythagorean Theorem, trigonometry, area, volume, and circles. Students apply algebraic skills in problem solving and employ the principles of logic by writing formal deductive geometric proofs. Students experience a variety of learning styles including direct instruction, independent learning, and group work. To develop logic and critical thinking skills, students are exposed to technological tools and manipulatives as they discern geometric relationships This course places less emphasis on proofs than other geometry courses and takes more time to review algebraic skills as they are applied to geometric problems. Student-centered learning is emphasized.
Departmentalapprovalrequired
Geometry (GEO)
7 periods per cycle
This course in Euclidean Geometry provides students with the ability to explore the mathematical concepts of two and three dimensional space and shapes through reasoning, analyzing, classifying, and synthesizing Students first become familiar with geometric building blocks and geometric constructions. They continue with the study of triangle congruence, quadrilaterals, similarity, transformation, Pythagorean Theorem, trigonometry, area, volume, and circles Students apply algebraic skills in problem solving and employ principles of logic by writing formal deductive geometric proofs. Students experience a variety of learning styles including direct instruction, flipped
instruction, independent learning, and group work To develop logic and critical thinking skills, students are exposed to technological tools and manipulatives as they discern geometric relationships.
Prerequisite: Algebra I
Honors Geometry (HGE)
7 periods per cycle
This course in Euclidean Geometry provides students with the ability to explore the mathematical concepts of two and three dimensional space and shapes through reasoning, analyzing, classifying, and synthesizing. Students first become familiar with geometric building blocks and geometric constructions They continue with the study of triangle congruence, quadrilaterals, similarity, transformation, Pythagorean Theorem, trigonometry, area, volume, and circles. Students apply algebraic skills in problem solving and employ the principles of logic by writing formal deductive geometric proofs Students experience a variety of learning styles including direct instruction, independent learning, and group work. To develop logic and critical thinking skills, students are exposed to technological tools and manipulatives as they discern geometric relationships At the honors level, proofs are studied more extensively than they are at other levels. Students are expected to engage in a deeper level of abstraction at a significantly faster pace. Assessments include multiple unfamiliar problems to which students must apply innovative thinking in order to solve
Departmentalapprovalrequired
PreCalculus (PCL)
7 periods per cycle
In this course, students continue to study polynomial, exponential and logarithmic functions in greater depth
Additionally, a full semester of trigonometry is examined. Students explore the laws of sine and cosine, solve a full complement of trigonometric equations, graph trigonometric functions, prove trigonometric identities, and apply these skills to modeling problems Following this, limits are introduced Graphing calculators are used throughout the course to reinforce comprehension and to solve real-world problems. More traditional analytic and algebraic problem solving methods are emphasized so that students understand multiple approaches to problems from different vantage points The course equips students with the necessary skills and knowledge to pursue advanced mathematics
Prerequisites: Algebra IIandGeometry
Honors PreCalculus (HPC)
7 periods per cycle
In this course, students continue to study polynomial, exponential and logarithmic functions in greater depth
Additionally, a full semester of trigonometry is examined. Students explore the laws of sine and cosine, solve a full complement of trigonometric equations, graph trigonometric functions, prove trigonometric identities, and apply these skills to modeling problems Following this, limits are introduced Graphing calculators are used throughout the course to reinforce comprehension and to solve real-world problems. More traditional analytic and algebraic problem-solving methods are emphasized so that students understand multiple approaches to problems from different vantage points. The course equips students with the necessary skills and knowledge to pursue advanced mathematics. The honors level covers additional trigonometric topics as well as sequences and series. Students are expected to engage in a deeper level of abstraction at a significantly faster pace Assessments include multiple unfamiliar problems to which students must apply innovative thinking in order to solve.
Departmentalrecommendation required
Calculus (CLC)
7 periods per cycle
This is a foundational course, playing an important role in the understanding of science, engineering, economics, and computer science, among other disciplines. Students in Calculus begin by studying limits, and then couple that learning with their understanding of slope and area to develop the concepts of derivatives and integrals Study of these concepts includes learning to differentiate and integrate functions introduced in previous courses. Topics covered include continuity, tangent lines, the limit definition of derivative and derivative rules, implicit differentiation, related rate applications, curve sketching and graph analysis, anti-derivative and integration techniques, and area and volume of solids of revolution. Students emerge from the course prepared to pursue a more
in-depth study of calculus in college
Prerequisite: PreCalculus
Advanced Placement Calculus AB (APCAB)
7 periods per cycle
This is an introductory college-level calculus course Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions Topics include limits and continuity, differentiation rules, application to graphing, related rates, approximations, extremum problems, definite and indefinite integration, the Fundamental Theorem of Calculus, area, volume, techniques of integration, and L’Hôspital’s Rule. Throughout the course, graphing calculators are used as a tool to enhance understanding of concepts and to facilitate problem solving Students are expected to take the AP exam in May.
Departmentalapprovalrequired
Advanced Placement Calculus BC and Advanced Topics (APCBC)
7 periods per cycle
This course continues the study of AP Calculus AB. Additional topics in the AP curriculum encompass integration by parts, integration using partial fractions, Euler's method and logistic models with differential equations, arc length, distance traveled along a smooth curve, parametric equations, polar coordinates, vector-valued functions, and infinite sequences and series. Moreover, the course explores concepts taught in traditional college courses that do not appear in the AP curriculum These include, but are not limited to: integration by trigonometric substitution, powers of sine, cosine, tangent, and secant, the epsilon-delta definition of a limit, proofs of numerous theorems including the product and quotient rules, volume using shells, Simpson’s rule, Newton’s method, and logarithmic differentiation. Students are expected to take the AP exam in May
Departmentalapprovalrequired
Advanced Placement Statistics (APSTA)
7 periods per cycle
This is an introductory college-level statistics course that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data Students cultivate their understanding of statistics using technology, investigations, problem solving, and writing as they explore four main areas of study: quantitative and categorical data analysis, designing studies, probability, and statistical inference Students are asked to both analyze and infer about applicable data sets from many sources. Topics include graphing, density curves, linear regression, analyzing and comparing distributions, observational studies, experiments, probability, random variables, binomial and geometric distributions, sampling distributions, confidence intervals, significance tests, and linearizing nonlinear data. Students are expected to take the AP exam in May. Departmentalapprovalrequired
Statistics and Financial Algebra (STF)
7 periods per cycle
This course provides students with an opportunity to learn and use Statistics and Algebra in solving real-world problems with a financial focus. The course explores algebraic patterns and functions in a financial context and the application of these skills to relevant research topics of interest Concepts covered include function analysis and systems of equations, graphing, statistics, linear regressions, variables, and modeling. This course is project-based; financial applications are a primary emphasis of the course. Project topics explore loans, investments, credit, insurance, taxes, and budgeting By the end of the school year, students possess a significant degree of financial literacy. Armed with this knowledge, they enter college as financially responsible and educated individuals. Open to students ingrade 12
Religious Studies
Exploring the Dynamics ofFaith: Scripture, Prayer, Tradition, andAction
The Upper School Religious Studies curriculum is designed to cultivate students’ intellectual, spiritual, and ethical growth through a dynamic exploration of faith, tradition, and social justice. Rooted in a Christian worldview, the program encourages students to critically examine sacred texts, religious practices, and social issues through personal reflection and scholarly analysis.
Students begin with the Hebrew Scriptures, learning to interpret foundational texts that shape Judaism and Christianity This groundwork prepares them for deeper engagement with Christian Scripture and the person of Jesus Christ -- his life, teachings, and ministry. Examining Catholic Social Teaching, students explore how the Church’s principles guide justice, peace, and human dignity, enabling them to address contemporary global issues with empathy and action. The curriculum concludes with the study of world religions, including Islam, Hinduism, and Buddhism, fostering interfaith understanding and cultural awareness. Through creative projects, class discussions, community service, and seminar-style assessments, students develop critical thinking, theological literacy, and the ability to engage with complex issues of faith and justice, preparing them to be thoughtful, compassionate leaders in a diverse and interconnected world
The Upper School Religious Studies curriculum offers several signature experiences designed to foster intellectual curiosity, spiritual growth, and social responsibility, empowering students to connect their faith to the world around them and to emerge as leaders who are equipped to make a difference in local and global communities These transformative learning experiences blend academic rigor, spiritual reflection, and social engagement:
As students conclude their studies of the Hebrew Bible and the history of the Isrealite people, they develop and compose an original psalm Students research the different types of psalms and the ways in which psalms reflect the longings, history, and emotions of both the individual and the community. Drawing inspiration from the women of faith studied over the course of the year, students write their own 30-line psalm that expresses joy, doubt, lament, or praise to God Students also compose a visual representation of their psalm to share with the class.
❖ Homily Project (Religion 10: Jesus in the Gospels):
In this project, students select a gospel passage, engage in in-depth research, and develop a personal reflection on the scripture. The culmination of this project involves delivering a scripture-based homily to their classmates from the pulpit in the school chapel This experience encourages students to connect their faith to real-life issues, express their understanding in a meaningful way, and practice public speaking and leadership
❖ The Hesed Project (Religion 11: Catholic Social Teaching & Action):
A key component of the Catholic Social Teaching course, this project requires students to engage in 40 hours of community service working directly with people in need. Students reflect on their experiences and how the principles of Catholic Social Teaching relate to their service work and the dynamics of mutual transformation Students then give presentations to their classmates and others about how this hands-on experience provides an opportunity for deeper exploration of the dynamics of faith and justice in our world.
❖ Digital Media Project (Religion 11: Catholic Social Teaching & Action):
At the conclusion of the 11th grade Religious Studies course, students create a digital media project in which they analyze a particular contemporary social injustice of their own choosing through the lens of their faith commitments This project combines research, critical thinking, and creative expression, allowing students to propose meaningful action to transform the world for the better.
❖ Interfaith Engagement (Religion 12: World Religions):
In the World Religions course, students explore the history, scriptures, beliefs and practices of Islam, Hinduism, and Buddhism in a comparative study. This course includes active participation in student-led seminars, fostering independent inquiry, religious literacy, and a deeper appreciation of global religious traditions. The course also provides opportunities for students to engage in interfaith dialogue with members of diverse faith traditions to explore common commitments, misunderstandings, and tensions in our religiously diverse society and world
❖ Seminar-Style Assessments (Religion 12: World Religions):
Modeled after a college-level Humanities seminar, these opportunities encourage students to engage with texts and ideas in an intellectually rigorous and collaborative way. Students participate in student-led, structured discussions that enable them to demonstrate their mastery of research-based papers and presentations, honing their academic skills and the ability to engage with complex ideas in dialogue with peers.
To prepare students for thoughtful engagement with faith, ethics, and the world around them, the essential skills emphasized in the Upper School Religious Studies curriculum include:
❖ Critical Thinking & Analysis
➢ Ability to engage deeply with religious texts, traditions, and complex ideas.
➢ Interpreting and analyzing scripture through historical, literary, and cultural lenses.
➢ Capacity to evaluate contemporary social issues in light of faith-based principles and theological frameworks.
❖ Public Speaking & Communication
➢ Confidence and clarity in delivering presentations, homilies, and reflections.
➢ Articulation of personal faith beliefs and theological insights to a group or audience
➢ Ability to craft thoughtful, persuasive arguments in both oral and written forms.
❖ Empathy & Interfaith Understanding
➢ Development of a deeper understanding of diverse religious traditions.
➢ Cultivation of empathy for others' beliefs, practices, and worldviews.
➢ Ability to engage in interfaith dialogue with respect and insight
❖ Ethical Reasoning & Social Responsibility
➢ Application of Catholic Social Teaching to real-world challenges.
➢ Capacity for ethical reflection and action in response to social justice issues, inequality, and human rights
➢ Ability to evaluate and propose solutions for contemporary issues through the lens of faith.
❖ Reflection & Personal Growth
➢ Self-reflection on one’s personal beliefs, values, and ethical convictions.
➢ Ability to integrate academic study with personal spirituality and community engagement.
➢ Development of a well-rounded, mature understanding of faith as it relates to personal identity and the broader world.
❖ Research & Inquiry
➢ Skills in researching religious texts, historical contexts, and current social issues.
➢ Ability to synthesize scholarly resources with personal insights to produce meaningful reflections or projects.
➢ Competency in academic writing, documentation, and argumentation
➢ Engagement in group discussions, seminars, and service projects.
➢ Collaborative problem-solving, particularly in group settings and seminar-style discussions.
➢ Ability to work with peers in dialogue, reflection, and collective action
Religious Studies Courses
Religion 9: Jewish Scripture & Tradition (R9)
4 periods per cycle
Students investigate major themes of the Hebrew Scriptures and acquire skills in biblical interpretation through a close reading of the texts and the study of biblical scholarship, literary analysis, and historical research. The course offers students an introduction to critical thinking in light of a transcendent horizon Emphasis is placed on understanding the covenant between God and the Jewish people as a covenant still in effect, a precious legacy of symbols, spirituality, ritual, and Scripture that provides a foundation to understanding the roots of the Christian tradition Through creative projects and written assignments, students reflect on how the significant themes and movements encountered in Jewish scripture are relevant and ongoing in their lives and communities today.
Requiredfor students ingrade 9
Religion 10: Jesus in the Gospels (R10)
4 periods per cycle
Intensive study of the person of Jesus as presented in the gospel narratives promotes students' understanding of the internal diversity of Christian Scripture. Students examine the specific meanings and messages of these texts in relation to their historical, social, political, and cultural contexts in light of current biblical scholarship and contemporary challenges of faith. Special attention is given to the development of a personal response to the question raised by Jesus, “Who do you say that I am?” Students cultivate a capacity to make connections between Scripture and their own lives by exploring the historical and contemporary meanings of the Reign of God and the challenges of discipleship. The course culminates in a Homily Project in which each student selects a gospel passage, engages in research and personal reflection, and delivers a Scripture-based reflection to an audience of classmates from the pulpit in our school chapel.
Requiredfor students ingrade 10
Religion 11: Catholic Social Teaching & Action (R11)
4 periods per cycle
Catholic Social Teaching is the ongoing articulation of the Church’s comprehensive and dynamic understanding of Christian discipleship in light of what it means to be human and to live in community with others. In this course, students examine Scripture, church documents and practices, and philosophies of human rights and social responsibility in order to appreciate how the Catholic social tradition articulates a social vision that promotes human flourishing, full participation, justice and peace for all of humanity. Through the lens of deeply held faith convictions and beliefs, students confront and examine several of the major social challenges of our time: domestic and global inequality, human trafficking, racism and its consequences, migration and refugee crises, and the degradation of the environment. Students are trained to use the Circle of Praxis (see, analyze, reflect, act) as an inductive method for bringing the fruits of the Christian faith to bear on the transformation of complex social challenges into something that better resembles the Kingdom of God. The course is complemented by the Hesed project, which requires juniors to engage in 40 hours of community service with people in need At the end of the course, students produce a digital media project in which they analyze and propose action on a contemporary injustice through the lens of their own deep faith commitments.
Requiredfor students ingrade 11
Religion 12: World Religions (R12)
4 periods per cycle
This course introduces students to three of the world’s most significant religious traditions -- Islam, Hinduism, and Buddhism -- and to the academic field of the comparative study of religions Students gain literacy and appreciation
for the diverse worldviews and experiences of people informed by the faith, practices, and teachings of these global religious traditions. By examining the history, sacred scripture and narratives, doctrines and tenets, sacred spaces and rituals, social practices and ethical teachings of these world traditions, students come to understand that religions are internally diverse and have changed over time. Understanding these traditions and how they have developed provides insight into contemporary social and cultural differences and fosters within our students the possibilities for empathy and collaboration between peoples of different faiths and cultures This course is modeled after a college-level Humanities seminar that requires active engagement with the course texts, regular participation in class discussions, and several formal, seminar-style assessments through which students demonstrate mastery of the materials and an ability to put complex ideas and insights into conversation with others
Requiredfor students ingrade 12
Science
Inspire, Investigate, andInnovate: Preparing Young Women to Shape the Future ofScience andTechnology
The Upper School Science curriculum fosters a deep exploration of the natural world through inquiry, experimentation, and critical thinking. With a strong emphasis on developing scientific literacy, students engage in hands-on learning, collaborative innovation, and theoretical study, honing skills in observation, data analysis, evidence-based reasoning, and communication. Whether exploring the complexities of biology, the properties of matter in chemistry, the forces that govern the physical world, or the impact of human activities on the environment, students are encouraged to think holistically, analyze data critically, make connections across concepts, and devise innovative solutions to real-world challenges. By the end of their Upper School science journey, students are empowered to tackle challenges with a rigorous, open-minded, and solution-focused approach and prepared to make meaningful contributions to the scientific community and beyond.
Courses in Life Science emphasize the interconnectedness of living systems, from the molecular to the global level, and encourage students to explore the complexity and diversity of life. In Biology and APBiology, students investigate topics ranging from the molecular structures of cells to the intricate relationships within ecosystems, with a focus on key themes such as evolution, energy, and information. Anatomy andPhysiology builds on this foundation by exploring the structure and function of the human body, with a focus on homeostasis and the integration of organ systems, through inquiry-based learning, dissections, and real-world case studies. APEnvironmentalScience allows students to explore the interconnectedness of living organisms and the environment, while challenging them to assess human impacts and develop innovative solutions to pressing global environmental issues.
Courses in Physical Science explore the fundamental principles that govern the natural world, with an emphasis on inquiry, experimentation, and problem-solving In Chemistry, Honors Chemistry, and APChemistry, students investigate the properties of matter and chemical reactions, using models and quantitative analysis to understand the behavior of substances and their transformations. The study of physics, from Physics to APPhysics 2, delves into the laws of motion, energy, and forces, encouraging students to think critically and apply their knowledge to real-world scenarios through hands-on experiments and data analysis In the Engineering Design course, students apply scientific and mathematical concepts to create practical solutions across various disciplines of engineering.
The Upper School Science curriculum offers several signature experiences designed to deepen student understanding of scientific phenomena, promote engagement with scientific inquiry, foster independent thinking, and enhance practical application of scientific knowledge. These signature experiences include:
❖
Independent Research Projects:
Through Independent Researchin Science andEngineering, students undertake in-depth, self-directed projects, in which they may formulate hypotheses, prototype designs, develop experiments, analyze results,
and draw meaningful conclusions This experience fosters independence, problem-solving, and scientific communication as students present their work at scientific forums and fairs.
❖ Hands-on Laboratory Investigations:
Across all science courses, students engage in experiments that require them to design, conduct, and analyze real-world scientific investigations. These lab experiences build critical thinking, data analysis, and collaborative skills
❖ Case Studies and Real-World Problem Solving:
In APBiology, Anatomy andPhysiology, and APEnvironmentalScience, students investigate ecological issues, health conditions, and environmental concerns Through the lens of case studies, students apply scientific concepts to real-world challenges, encouraging them to devise and propose practical solutions of their own.
❖ Collaborative Projects and Presentations:
In Chemistry, Engineering Design, and Honors Physics, students work in teams to tackle challenges and develop prototypes or solutions, which they then present to peers or external audiences. This collaborative approach emphasizes communication, cooperation, and real-world application of science
❖ Fieldwork and Data Collection:
In Biology and APEnvironmentalScience, students actively participate in field studies, where they collect and analyze real-world environmental data These hands-on experiences deepen their understanding of ecosystems, resource management, and sustainability by allowing students to observe ecological interactions firsthand and examine the complex factors that influence environmental health.
❖ Use of Industry-Standard Technology and Data Analysis Tools
Students utilize modern scientific tools, such as sensors, data analysis software, and simulations, to conduct experiments, prototype designs, gather data, and draw conclusions This hands-on approach not only enhances technical and analytical skills but also cultivates scientific dexterity, enabling students to navigate complex tasks with precision and confidence
To cultivate a mindset of lifelong learning and problem-solving, the essential skills emphasized in the Upper School Science curriculum include:
❖ Critical Thinking and Problem Solving:
Analyzing complex problems, making connections between concepts, and developing creative solutions
❖ Scientific Inquiry and Experimentation:
Asking questions, designing experiments, collecting and interpreting data, and drawing evidence-based conclusions.
❖ Collaboration and Active Engagement:
Working effectively in teams to share ideas, synthesize diverse perspectives, and engage in peer-driven learning and problem-solving while fostering relationships and individual growth.
❖ Data Analysis and Interpretation:
Analyzing quantitative and qualitative data, applying mathematical concepts and calculations to analyze biological, physical and chemical systems, and synthesizing information to support claims.
❖ Modeling and Visualization
Using scientific models, simulations, and visual representations to understand and explain complex scientific phenomena.
❖ Scientific Communication:
Presenting research findings, writing scientific reports, and effectively communicating ideas through verbal, written, and visual formats.
❖ Application of Theoretical Knowledge to Real-World Contexts
Making connections between theoretical concepts and real-world phenomena by applying knowledge gained through experimentation and project-based learning
❖ Independent Research:
Innovating, planning, and executing independent projects utilizing organizational, critical thinking, and time-management skills.
❖ Adaptability and Persistence
Developing resilience, flexibility, and a growth mindset when navigating the complexities of challenging scientific topics and experiments.
Science Courses
Biology (BIO)
7 periods per cycle
Biology is the study of life. In this course, students explore the diverse characteristics of living things, from the tiny atoms and molecules that comprise cells to the complexity of organisms and ecosystems Course topics include ecology, evolution, biochemistry, cell structure and function, cell membranes and transport, the cell cycle and mitosis, DNA, and patterns of genetic inheritance. Through collaborative laboratory investigations and inquiry-based activities, students practice posing scientific questions, interpreting data, reading and generating graphs and data tables, and drawing conclusions. Projects, writing prompts, and study guide assignments help students engage in substantiating claims with evidence, connecting new details to overarching themes, effectively organizing information, using models, and synthesizing concepts.
Open to students withnoprior experience in Biology
Advanced Placement Biology (APB)
7 periods per cycle
This course is a rigorous, fast-paced, and comprehensive study of the life sciences designed to be the equivalent of a two semester introductory course for science majors at the college level. Students learn to apply advanced inquiry and reasoning skills to content knowledge. An emphasis is placed on drawing connections between scientific concepts and the larger themes that govern living organisms, such as interactions, evolution, information, and energy Students develop skills in science writing, reading comprehension, critical thinking, data analysis, and interpretation of models. In each unit, students engage in case studies, hands-on modeling, and laboratory experiences that emphasize collaborative skills as well as content knowledge. By integrating information from textbook readings, class discussions, small quizzes, and problem sets, students develop skills in flexible thinking and organization of information. Engaging their persistence, students tackle challenging biological topics and hone essential skills as they become successful scientists. This course prepares students to take the AP Biology exam.
Prerequisite: Biology withdepartmentalapproval
Anatomy and Physiology (ANT)
7 periods per cycle
Anatomy is the study of the structure and shape of the body, its constituent parts, and how these parts are related to one another; physiology is the study of how our anatomy functions. In this course, students explore the human body, beginning with small-scale structures (cells, tissues, organs) and building up to organ systems. Themes that are addressed with each system include the close relationship between anatomical structures and their function, homeostasis, the connections between levels of organization within systems, and the integration of systems. Students learn through collaborative inquiry-based and hands-on learning experiences, such as manipulatives, model building,
and dissections Students also analyze case studies, wherein they investigate a patient case in order to apply, connect, and extend what they have learned about an organ system to understand a health condition. Students demonstrate their understanding of content through creative projects, case study reports, learning reflections, and quizzes
Prerequisites: Biology andChemistry Open to students ingrades 11 and12
Chemistry (CHM)
7 periods per cycle
This course aims to explain the physical world through the study of matter and its changes. The first semester focuses on reactions; it begins with an overview of chemical change and atomic structure and cumulatively builds content to include bonding, the effect of structure on properties, the prediction of products, and visual models of atom movement throughout changes. The second semester covers the mathematical and cross-disciplinary aspects of chemistry Study includes measurement and unit conversion through stoichiometry, acids, bases, and solutions through environmental chemistry, and thermochemistry and organic chemistry through the chemistry of cooking. Throughout the year, logical reasoning, scientific inquiry, and problem-solving skills are emphasized In each unit, students are assessed through weekly quizzes, class engagement, a significant lab analysis, and a unit test. Each term students engage in creative displays of mastery such as the creation of rain-activated art, “the chemistry of… ” topic presentations, stop-motion animations, infographics, and material prototypes
Open to students withnoprior experience in Chemistry
Honors Chemistry (HCH)
7 periods per cycle
This is a student-driven, challenging course that provides a real-world study of the fundamental principles of structure, behavior, and change of matter. Students derive their own learning through a carefully scaffolded curriculum. Students make observations of phenomena, engage in thoughtful discussions in collaborative groups, plan investigations, and collect and interpret data Pacing is rigorous and strong mathematical skills are required Skills are honed in independence, critical thinking, inductive and deductive reasoning, scientific inquiry, problem-solving, and precision in the use of evidence to support claims. A guided questioning approach is used to learn and construct information The laboratory program challenges students to think critically, design and carry out experiments, collect and evaluate data, draw conclusions, and communicate in scientific writing. Students are assessed based on application of their understanding to novel situations to demonstrate their mastery of content and skills Grading is based on a year-long mastery of content and skills with the perspective of a growth mindset.
Open to students withnoprior experience in Chemistry withdepartmentalapproval
Advanced Placement Chemistry (APC)
7 periods per cycle
This course is a study of the properties of matter and principles governing chemical reactions, commonly covered in a first year college course in general chemistry. The course explores key topics of chemistry in depth and promotes students’ mastery of the quantitative aspects of chemistry by enhancing their qualitative understanding and visualization of the particulate nature of matter. Students are encouraged to test, evaluate, and refine explanations and predictions of natural phenomena through science practices. These practices include generating representations and models, engaging in guided inquiry in the laboratory, developing strategies for collecting data, and making connections across concepts and domains. Students are encouraged to be independent thinkers and assume ownership of their own learning. Pacing is vigorous and strong mathematical skills are required. This course prepares students to take the AP Chemistry exam
Prerequisite: Chemistry or Honors Chemistry withdepartmentalapproval
Advanced Placement Environmental Science (APES)
7 periods per cycle
This course is equivalent to a first year college course in Environmental Science Students focus on the interconnectedness of living things and the Earth. Students are introduced to the concepts of ecosystems, natural cycles, resource allocation and usage, and human impact on natural systems. These concepts are explored through case studies, laboratory investigations, fieldwork, and projects Students are encouraged to explore and propose solutions for environmental issues in their home community, their state, their country, and around the world.
Through collaborative activities, students practice posing scientific questions, interpreting data, reading and generating graphs and tables, drawing conclusions, and answering free response and multiple choice questions in the AP exam format This course prepares students to take the AP Environmental Science exam
Prerequisites: Biology andChemistry or Honors Chemistry withdepartmentalapproval
Physics (PHS)
7 periods per cycle
In this course, students explore the fundamental nature of the physical universe through practical examples. Critical thinking and problem-solving skills are developed and employed as students use concepts such as motion, forces, and energy to understand the workings of the world around them. Students explore the process of scientific inquiry by observing phenomena, generating questions, designing and carrying out experiments, analyzing data, and creating and interpreting graphs Various sensors and software are used to record data and analyze relationships and patterns during lab activities. Students apply the concepts to real-world phenomena and scenarios. Topics include experimental design and measurement, kinematics, forces and Newton’s laws of motion, work and energy, momentum, harmonic motion, and waves and sound.
Open to students ingrades 11 and12
Honors Physics (HPH)
7 periods per cycle
In this course, students with strong mathematical skills explore the fundamental nature of the physical universe through practical examples and laboratory experience. Pacing is rapid and content coverage is deeper than in Physics. Critical thinking and problem-solving skills are developed and emphasized to a greater extent as students explore the concepts of motion, forces and energy as they relate to the workings of the world around them. Students explore the process of scientific inquiry with significant independence by designing and carrying out experiments, analyzing data, and creating and interpreting graphs Various sensors and software are often used in lab activities to record data and to enhance the analysis of relationships and patterns. Students apply the concepts to real-world phenomena and scenarios. Topics include experimental design and measurement, kinematics in 2D, forces and Newton’s laws of motion in 2D, work and energy, momentum, circular motion, gravitation, harmonic motion, torque and rotation, and light and optics.
Open to students ingrades 11 and12 withdepartmentalapproval
Advanced Placement Physics 1 (APP1)
7 periods per cycle
This course is a fast-paced and in-depth study of mechanics commonly covered in a first year college Physics course. The course is non-calculus based with an emphasis on the utilization of algebra, geometry, and trigonometry to solve problems Hands-on, student-designed experimentation is an important component of the course and encourages the development of deeper understanding of physics concepts. Various sensors and software are often used in lab activities to record data and to enhance the analysis of relationships and patterns. Emphasis is placed on scientific argumentation as students make and defend predictions using physics principles and experimental evidence. Topics include kinematics in 2D, forces and Newton’s laws of motion, work and energy, momentum, circular motion, gravitation, harmonic motion, rotation, and fluids This course prepares students to take the AP Physics 1 exam Open to students ingrades 11 and12 withdepartmentalapproval
Advanced Placement Physics 2 (APP2)
7 periods per cycle
This course is a broad study of physics that complements the content of AP Physics 1. This non-calculus-based course is equivalent to a second semester college course that emphasizes algebra, geometry, and trigonometry to solve problems. Students develop deeper skills to construct, critique, analyze, and evaluate scientific hypotheses in hands-on experiments and demonstrations Students apply physics concepts in an increasingly sophisticated manner using experimental evidence, symbolic notation, and proportional reasoning. Various sensors and software are often used in lab activities to record data and to enhance the analysis of relationships and patterns. Topics include waves and sound, RC electric circuits, electromagnetism, geometrical and physical optics, thermodynamics, and atomic and
nuclear physics This course prepares students to take the AP Physics 2 exam
Prerequisite: AdvancedPlacement Physics 1 or equivalent withdepartmentalapproval
Engineering Design (ENG) 7 periods per cycle
This course utilizes principles of math and science to develop practical solutions to needs that exist in the world The course provides students with a broad education across engineering disciplines while also developing their confidence in using the engineering design process. Mechanical, civil, electrical, software, biomedical, chemical, aeronautical, and environmental engineering are explored Students are exposed to the possibilities of the profession and an engineer’s connection to Goal III: a social awareness which impels to action. Through virtual conversations and field trips, students engage with the wider engineering community. Skills are attained through discussion, design, calculation, construction, analysis, and testing of solutions Students develop analytical reasoning, scientific inquiry, persistence, collaboration, and problem-solving skills through projects which highlight and encourage student
learning and engagement with the content. In each unit, students work individually and in teams to display their mastery of knowledge through prototype construction, written analysis, and presentation.
Open to students ingrades 11 and12
Independent Research in Science and Engineering (IR) Variable Time
This course provides an opportunity to pursue an independent scientific research or engineering design project under the guidance of a faculty mentor. Students are required to propose a topic, research the proposal, develop a hypothesis or design goal, design and execute an experiment or prototype, and use statistical tests to analyze data and draw conclusions. The experimental and prototyping phase may occur either at home, at school, or at a scientific research institute outside of the school Students present their work at scientific forums, including the Newton Country Day Science and Engineering Fair, the Massachusetts State Fair, and the New England Junior Science and Humanities Symposium. Students hone skills in planning and conducting research projects, collecting and analyzing data, and engaging in scientific writing and public speaking A significant time commitment is involved both during and outside of school hours, especially in the months of November through February. The ability to work independently along with organizational and time-management skills are necessary for success in this course
Technology and Computer Science
Coding for the Future: Empowering Students to Innovate andReflect on Technology’s Impact
The Upper School Technology and Computer Science curriculum emphasizes the development of coding skills, critical thinking, and an understanding of the ethical and social implications of technology
Students are introduced to foundational concepts in programming through courses like Introduction to Computer Science, where they learn coding languages such as Scratch and Python, and explore issues related to diversity and the moral dimensions of technology. Building on these skills, Software Engineering andIntroduction to Data Science takes students deeper into Python programming, data science, and visual programming with Processing, while also honing their ability to write efficient, elegant code The curriculum culminates in APComputer Science A, which follows a rigorous college-level syllabus, introducing students to Java and advanced programming concepts such as object-oriented design, recursion, and arrays Throughout the courses, students not only strengthen their technical abilities but also engage in ongoing reflections about current trends in computer science, including artificial intelligence, ethical computing and gender issues, preparing them to be both skilled coders and thoughtful creators in an increasingly digital world
The Upper School Technology and Computer Science curriculum offers several signature experiences that combine technical learning with creative and ethical considerations, preparing students not only to be skilled programmers but also thoughtful and responsible contributors to the technology field These experiences include:
❖ Project-Based Learning:
Throughout courses like Introduction to Computer Science and Software Engineering andIntroduction to Data Science, students engage in hands-on coding projects that allow them to apply programming concepts to real-world challenges. For example, creating a car rental program or working on data science projects provides a tangible application of coding skills and problem-solving
❖ Exploration of Data Science:
Students dive into data science by learning how to collect, clean, analyze, and visualize data. In Introduction to Computer Science, they explore this field by working on small projects with real data sets, while in Software Engineering andIntroduction to Data Science, they expand on this knowledge, further developing skills in data manipulation and visualization
❖ Creative Coding with Visual Programming:
In courses like Software Engineering andIntroduction to Data Science, after finishing their study of Python, students use Processing (a Java-based visual programming language) to create dynamic, creative projects that combine coding with artistic expression. This fosters both technical skills and creativity, allowing students to see the intersection of programming and visual design
❖ Advanced Programming and Algorithm Design:
In APComputer Science A, students tackle advanced programming concepts such as recursion, inheritance, and object-oriented design The emphasis on writing efficient, modular code, and analyzing algorithms helps students refine their coding expertise in preparation for college-level work.
❖ Ethical and Social Discussions:
Across all courses, students reflect on the broader implications of technology, including issues of diversity, equity, and the ethical use of technology. Discussions surrounding underrepresentation in computer science, artificial intelligence, and the social impact of programming foster critical thinking and a sense of responsibility in future technologists.
❖ Collaboration and Problem-Solving:
Throughout the curriculum, students work collaboratively on coding projects, troubleshoot together, and present their work to peers. This helps them develop teamwork and communication skills, essential for success in both academic and professional environments
To tackle complex technical problems, create innovative solutions, and navigate the ethical dimensions of technology in a rapidly evolving digital world, the essential skills emphasized in the Upper School Technology and Computer Science curriculum include:
❖ Coding and Programming:
Mastery of multiple programming languages, including Scratch, Python, Java, and Processing, and the ability to write, test, and debug code.
❖ Problem-Solving and Algorithmic Thinking:
Developing the ability to break down complex problems, design algorithms, and implement efficient solutions
❖ Data Analysis and Visualization:
Skills in collecting, cleaning, organizing, and analyzing data, as well as presenting findings through visual representations.
❖ Software Development:
Understanding software engineering principles, including writing modular, efficient, and maintainable code, and applying object-oriented design
❖ Critical Thinking and Reflection:
Analyzing current issues in computer science, such as ethics, artificial intelligence, and diversity in tech, and considering the social implications of technology
❖ Collaboration and Communication:
Working effectively in teams, discussing programming challenges, and presenting ideas and projects clearly through written code and verbal explanations.
❖ Independent Learning:
Developing self-reliance and time management skills by completing coding projects and assignments both in and outside of class.
Technology and Computer Science Courses
Introduction to Computer Science (CSI)
4 periods per cycle
This course provides students exposure to current day computer science issues, along with a variety of programming concepts and tools, in an effort to excite students about learning how to code This course is a project-based course coupled with opportunities for students to learn, reflect, and discuss current day issues surrounding computer programming, including issues relating to recent studies on underrepresented people in the field of computer science as well as understanding the ethical and moral implications of creating and using technology. The course starts with a brief overview of computational thinking and binary numbers. Then students work towards gaining a mastery of higher-level Scratch concepts Completing coding projects with Scratch provides a way to learn a variety of computer programming concepts, such as conditional statements and looping, without being bogged down with the syntax required by other languages Next, students begin the study of Python This is often a student's first pure text language. Students learn about data types, input statements, conditional statements, and looping by using CodeHS, an interactive online learning platform. They will practice and demonstrate their understanding of the concepts by completing several programming projects The year ends with exploring the growing field of data science If time permits, students complete a small project looking at a data set of their choice and learn how to clean and organize their data as well as evaluate and visually represent this data. This course is a graduation requirement.
Software Engineering and Introduction to Data Science (SWENG)
4 periods per cycle
In this course, students continue to develop their coding skills and reflect about current day computer science issues. While this course is predominantly filled with completing programming skill checks and projects, students in this course also take three to four assessments, one per term The goal is to prepare students to take AP Computer Science A in a future academic year. The course begins with continuing our study of the programming language of Python. Students review knowledge of variables, conditionals, and loops by completing a complex coding project where they create a car rental program, followed by the study of functions and strings Then students begin the study of Processing, a Java-based language. This pure-text language produces visual output, which provides the opportunity for endless creativity for students The course covers many standard concepts common to most languages including variables, conditionals, loops, functions, objects, classes, and arrays. If time permits, students finish the year with a unit on data science, where students look at data collection, cleanup, transformation, analysis, and visualization. Throughout this course there is a greater emphasis on writing efficient and elegant code In the previous course,
students were simply asked that their code worked To begin their development in recognizing better programming techniques, students take their code from their previous CSI projects and rework some of them to make them more efficient and reader-friendly Students continue to spend some time on current issues surrounding AI and computer programming, specifically those relating to recent studies about girls, women, and computer science.
Prerequisite: Introduction to Computer Science
Advanced Placement Computer Science A (APCS)
7 periods per cycle
This course follows the College Board’s AP curriculum, which is described as “an introductory college-level computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures.” The course builds off of students’ knowledge of Python and Processing and uses Java, an object-oriented programming language While the course meets three to four class days per week, students are also responsible for spending time completing online learning and coding outside of class Topics covered include: primitive types, using objects, boolean expressions and if statements, iteration, writing classes, arrays, arrayLists, 2D arrays, inheritance, and recursion. Students are expected to take the AP Computer Science A exam in May.
Prerequisites: Software Engineering andIntroduction to Data Science
Visual & Performing Arts
Explore, Innovate, Create: The Power ofArtistic Discovery
The Upper School Visual and Performing Arts curriculum fosters a comprehensive and collaborative approach to the creative arts, where students develop their skills in dance, visual art, and music while exploring their individual voices, as well as creating and performing within the context of community Through a combination of technical mastery, artistic exploration, performance and exhibition, students engage in an evolving process of self-expression and growth
In Dance, students progress from foundational technique in contemporary dance forms, to the creation and performance of original choreography for the stage and the screen. As they advance through the dance program, students collaborate in ensemble work, deepen their technical proficiency, and serve as mentors to younger dancers, culminating in leadership roles as they perform at school events like the Advent Vespers Prayer Service and Festival of the Arts. The integration of choreography, technology, and performance provides a holistic experience that connects the body, mind, and spirit to cultivate creativity and self-expression Students ready to be challenged at the honors level engage in composition theory and analysis, and create individual choreographed works to be presented on our stage and abroad.
In the Visual Arts, students begin with foundational techniques in drawing and painting, progressing to printmaking and mixed media work, and exploring more conceptual artwork as they advance through the program. Through critical thinking and artistic critique, students develop a personal artistic voice, tackling large scale and ambitious projects. Advanced courses challenge students to create portfolios that exhibit technical skill, conceptual depth, and a sustained exploration of personal themes, preparing them for college-level art production and to be submitted for visual art competitions
In Music, students refine their individual musicianship whether performing in the instrumental ensemble or choral music programs. Students work collaboratively while mastering musical literacy, historical context, and performance techniques Honors-level courses expand these opportunities, giving students leadership roles and the chance to compose original works. Performance opportunities abound, culminating in community events that showcase their growth as musicians and collaborators. Music students are encouraged to participate in competitions and are coached by our music faculty in their preparation for these events
Across all art forms, the program emphasizes discipline, creativity, community, and self-reflection, encouraging students to not only hone their craft but to connect their artistic practice to the world around them. This interdisciplinary approach equips students with the skills to express their ideas powerfully, whether through movement, visual media, or music, preparing them for lives as engaged, thoughtful, and creative individuals.
Signature experiences in the Upper School Visual and Performing Arts curriculum emphasize creativity, collaboration, technical skill, and public performance, and provide students with opportunities to engage deeply in their artistic practice while contributing to the school community These experiences include:
❖ Comprehensive Performance and Visual Art Showcases:
Major events, such as Advent Vespers in the winter, Festival of the Arts in the spring, and various religious services, offer students the chance to showcase their work to the entire school community, enhancing their sense of artistic identity and accomplishment
❖ Original Dance Compositions:
Students in Dance Collaborative courses are taught beginning choreography skills and encouraged to work collaboratively with their classmates in creating movement studies that are often incorporated into dance pieces.. These original dance works emphasize teamwork, artistic creation, and technical proficiency. Students in Honors Dance Composition create small group and individual choreographies that are presented on our stage and also abroad The work in this advanced level course helps prepare them to build portfolios for the college application process.
❖ Screendance Projects:
In Dance Collaborative II, students engage in innovative screendance projects, blending traditional dance techniques with video and digital editing, allowing them to explore the intersection of technology and movement.
❖ Visual Arts Exhibitions:
Visual art students in courses from Art Ito APStudio Art have the opportunity to showcase their work in public exhibitions, such as the Festival of the Arts, where their paintings, prints, sculptures, and mixed media works are displayed
❖ Independent Art Portfolios:
In APStudio Art and Honors Portfolio, students are guided to develop and refine their personal art portfolios, producing a cohesive body of work that reflects their technical mastery and artistic vision This process often prepares them for college applications and art competitions.
❖ Chamber Music and Ensemble Performance:
InstrumentalEnsemble and Honors InstrumentalEnsemble students perform a wide range of historical and contemporary music in group settings, culminating in significant performances at school events, including the Festival of the Arts Honors students also compose and arrange original music pieces, demonstrating leadership and artistic growth.
❖ Choral Performances:
Students in Chorale and Honors Schola Cantorum perform a broad spectrum of choral music, from medieval to contemporary, and participate in major performances at school events like the Advent Vespers Prayer Service and Masses. Honors students delve into advanced repertoire and engage with the broader music community through festivals and adjudications
The essential skills emphasized in the Upper School Visual and Performing Arts curriculum combine to provide students with a well-rounded artistic education that prepares them for both creative and academic pursuits in college and beyond. These skills include:
❖ Technical Mastery:
Developing proficiency in the fundamental techniques of dance, visual art, and music, from ballet and jazz to drawing, painting, as well as instrumental and choral performance
❖ Creative Expression:
Fostering the ability to express personal ideas, emotions, and narratives through movement, visual media, and music.
❖ Collaboration:
Building teamwork skills through ensemble work, group performances, and collaborative art-making processes that cultivate community and collective creativity
❖ Leadership:
Gaining leadership experience through mentoring peers, creating and directing choreography, and taking initiative in artistic projects
❖ Critical Thinking and Reflection:
Engaging in self-reflection, art critique, and analytical thinking to deepen understanding of technique, content, and artistic choices.
❖ Problem-Solving:
Approaching complex artistic challenges with creativity, adaptability, and resourcefulness, especially in advanced and independent projects.
❖ Cultural and Historical Awareness:
Understanding the cultural, historical, and social contexts of art, music, and dance, and connecting these elements to contemporary issues and personal expression
❖ Performance Skills:
Developing confidence and proficiency in public performances, whether through dance, music, or visual art showcases, and cultivating the ability to present work to an audience.
❖ Artistic Communication:
Using dance, visual arts, and music as forms of communication to tell stories, convey emotions, and express complex ideas.
❖ Self-Discipline and Time Management:
Practicing sustained work habits, meeting deadlines for projects, and refining skills through consistent practice and effort.
Dance Courses
Dance Technique (D9)
4 periods per cycle
Dance Technique students study three fundamental dance disciplines: ballet, modern, and jazz Students practice the core principles of each methodology and demonstrate an understanding of each technique through execution of movement vocabulary. The primary goals of this course are to obtain dynamic body alignment and move the body with maximum efficiency, as well as build community through performing as an ensemble Over the course of the year, students are introduced to progressively complex steps and combinations, are challenged in the use of space and rhythm, and work towards the ability to quickly memorize and retain dance sequences. Students learn two pieces of original repertoire that are showcased in our Advent Vespers Prayer Service and Festival of the Arts
Dance Collaborative I (DCO1)
4 periods per cycle
Dance Collaborative I is a repertory-focused course of study for students who have previous dance training. While building an increased technical foundation, students gain an appreciation for the artistic integrity of dance as a
discipline Students develop greater strength, flexibility, stamina, alignment, and coordination through the art and craft of producing choreography and performing. Students learn and explore various choreographic devices and develop an understanding of dance as a language Music, visual art, various media, and dance history serve to complement movement discovery in creating original repertory work. Dance presentations include performances in the Advent Vespers Prayer Service and Festival of the Arts.
Prerequisite: Dance Technique orprevious dance training outside ofNewton Country Day School
Dance Collaborative II (DCO2)
4 periods per cycle
Through the art and craft of producing choreography, and performing for both the stage and screen, students learn about choreographic devices and develop an understanding of dance as an art form and a language used to communicate Dance and technology become a focus of this course of study through a yearlong investigation of screendance as a form of art. Dance Collaborative II students study ballet, modern, and contemporary jazz dance disciplines throughout the entirety of this course while also engaging in extended exploration of improvisation in the video dance-making process and developing digital non-linear editing skills. Original dance works created throughout the course of the year are showcased in our annual Advent Vespers Prayer Service and in the Festival of the Arts.
Dance Collaborative III builds upon all of the technical and choreographic skills acquired in Dance Collaborative I and II The dancers in this course serve as leaders in our dance program and are tasked with assisting faculty in the rehearsal process as well as serving as mentors to underclassmen. This course serves as a culminating experience in our dance program and upon completion of this course, students have a deep understanding of dance as a language and are able to produce and perform their work, organize and present their ideas to a wide audience, and demonstrate technical proficiency in the contemporary dance realm. Performance opportunities include dancing in the annual Advent Vespers Prayer Service, in Newton Country Day Mass and Chapel services, and in the Festival of the Arts
Honors Dance Composition is an advanced course of study for dancers currently enrolled in Dance Collaborative This course serves to deepen students’ understanding of the choreographic practice and challenges them to speak to a broad view of artistic and social issues. The course asks each participant to engage in movement research, inquiry, analysis, performance, and to help serve as an art advocate within the community The primary goal of the course is to create original dance compositions that are showcased in performances such as Advent Vespers, Festival of the Arts, and Masses. Part of the Honors Program, this course is intended to provide a more rigorous academic pace and students are given choreographic assignments to be completed outside of their scheduled class periods. Prerequisite: a minimum oftwo consecutiveyears ofdance training. Must also be enrolledin a Dance Collaborative course andcomplete an evaluative audition in the Spring term.
Visual Art Courses
Art I (A1)
4 periods per cycle
The Art 1 course is an introduction to intermediate studio techniques and processes. Throughout the year, students complete projects that strengthen their pre-existing knowledge of the Elements of Design. Students in this course complete drawings in charcoal, graphite, and colored pencil All of the drawing skills in this course provide students with the foundational knowledge they need to create an oil painting by the end of the year. Art 1 also challenges students to think critically about their work. This course engages in the practice of art critiques. Students
demonstrate the ability to speak about the technical and conceptual aspects of their work with their peers and instructor.
Art II (A2)
4 periods per cycle
The goal of this course is to expose students to the rudiments of visual art with a particular focus on the development of drawing skills. Topics of study include understanding basic composition principles, contour line drawing, the rudiments of perspective, an introduction to the anatomy of the head and the self portrait, as well as charcoal rendering skills with an emphasis on effective value contrast Understanding terminology and exposure to essential skills within the visual arts is critical for a well-rounded education as well as setting a foundation for future study in the visual arts. Developing confidence and competency with drawing skills are essential goals of this course. Students are evaluated on how well they execute each assignment as well as their effort and working habits.
Prerequisite: Art I
Art III (A3)
4 periods per cycle
This course expands on the foundational skills provided in both Art I and Art II Drawing techniques and skills introduced previously are recalled and applied to more challenging assignments and new media. Students are introduced to advanced topics such as color theory, linoleum cut printmaking, acrylic painting, and advanced design and compositional assignments Grades are assessed on each student's investigation of the new media as well as focusing on creativity and self expression. A sustained and focused approach to this course is essential to maturing as a student artist
Prerequisites: Art IandArt I
Art IV (A4)
4 periods per cycle
Art IV gives advanced art students an opportunity to continue pursuing their interest in the visual arts. Projects are more independently conceived and many choices are made by each individual student These assignments inherently give students a wider range in subject matter and media. Individual chosen paths of study may include linoleum cut printmaking, collage, mixed media drawing, designing with text and image, acrylic painting of their choice of subject, or the self portrait Students in Art IV often take on particularly ambitious projects that likely span several marking periods. Students are continually assessed on work in progress until project completion.
Prerequisites: Art IthroughArt III
Advanced Placement Studio Art (APSA)
7 periods per cycle
The AP Studio Art course is designed to challenge secondary school students to create the equivalent quality of work of first year college level students. The intent of this course is to develop a body of work that exhibits a proficiency in design and technical skills, as well as the ability to develop and express personal ideas Students are challenged to recall and further develop their drawing, painting, and design skills to meet the AP Portfolio expectations. The AP course scoring rubric expects growth and exploration within one ' s own topic of study Students are asked to choose their subjects and media as a point of departure for their individual portfolios. This process is labeled by the AP Portfolio scoring process as a “Sustained Investigation”. It is the goal of this course to develop the aforementioned skills as well as execute work at the highest level possible The AP Portfolio requires a total of fifteen pieces for submission.
Required: recommendation oftheir Art Ior Art IIteacher. This course is a two-year commitment.
Honors Portfolio (HPF)
4 periods per cycle
This course is designed for students who have placed out of AP Studio Art and would like to continue to develop a portfolio for the college application process. The media and subject matter for each individual student are open. Students are expected to develop ideas with preliminary sketches and support their images with reference material These projects include charcoal and graphite drawings, oil and acrylic and watercolor painting, and printmaking. This
course essentially continues with the AP expectation of creating quality pieces in a self-directed path Throughout the course of the term, students are introduced to historical art references that serve to inform students about process and possibilities for resolve These projects are often ambitious in terms of scale and detail and span several marking periods. The pieces executed in this course may be considered for both the Scholastic Art Awards Competition and their supplemental portfolio for the college application process.
Prerequisite: APStudio Art
Music Courses
Instrumental Ensemble (ENSM)
4 periods per cycle
Instrumental Ensemble is open to students with at least one year of experience with an orchestra or band instrument (this does not include piano) The goal of this course is to hone individual musicianship, as well as to develop a well-balanced ensemble sound through a varied study of instrumental music. Music selections represent a wide breadth of music history, from medieval to modern. The course focuses on team-building skills and offers leadership opportunities to all students The Instrumental Ensemble performs at important school events including a major performance at the culmination of each semester. Students who hope to hone their skills further are encouraged to enroll in private lessons. Although students are welcome to provide their own instruments, Newton Country Day School manages the process of instrument rental and purchase for most students.
Prerequisite: at least oneyear ofcomprehensive studyplaying a concert bandinstrument
Honors Instrumental Ensemble (HENSM)
2 periods per cycle
Honors Instrumental Ensemble is an advanced course of study for instrumentalists already enrolled in Instrumental Ensemble. This course serves to deepen students’ musicianship and broadens their technique to the world of chamber music. The course asks each student to engage more rigorously in music literacy, composition, arranging, arts leadership, and analysis of various pieces of chamber music The primary goal of the course is to create an original composition or arrangement that is showcased in the Festival of the Arts performance. Open to students ingrades 10, 11, and12 currently enrolledin InstrumentalEnsemble. Students are requiredto audition in the Spring andare formally evaluatedby the music faculty on their technique, tone, andability to sight read.
Chorale (CHOR)
4 periods per cycle
The bedrock of this course is to build community through singing In Chorale, students work together to develop the fundamental skill of singing together in a large group. Students work to build musical skills using Kodaly-based methods, musical comprehension and literacy, and repertoire-driven, performance-based study. Students in Chorale study all periods of musical history from Medieval-21st Century at a foundational level and perform for the annual Advent Vespers Prayer Service as well as the Festival of the Arts and our weekly Chapel services. Students become proficient choral musicians and have the tools they need to be an engaged, active, and successful singer
Honors Schola Cantorum (HSCH)
2 periods per cycle
Honors Schola Cantorum is an advanced course of study for choral musicians enrolled in Chorale. This course serves to deepen students’ understanding of the breadth of choral music and covers all time periods of musical composition from Medieval to 21st Century at an advanced level Students are asked to make connections through music to literature, history, art, world language, and sociopolitical issues, culminating in performances which highlight a social awareness that impels to action through choral music. This course is repertoire-driven and students are expected to learn and perform music quickly. Students are expected to regularly engage with the broader music community on the district, regional, and state level through festivals and adjudications. The primary goal of the course is to perform collegiate-level vocal chamber music for the annual Advent Vespers Prayer Service, Festival of the Arts, and Masses Open to students ingrades 10, 11, and12 currently enrolledin Chorale Students are requiredto audition during the Spring term for entry into this course.
World Languages
Empowering GlobalVoices ThroughLanguage
The Upper School World Languages program emphasizes the interconnectedness of language and culture, fostering global awareness and communication proficiency. Through the study of French, Latin, or Spanish, students gain both linguistic fluency and cultural competence, preparing them to engage with the world’s diverse communities
In each language, students progress from foundational grammar and vocabulary to more complex structures and thematic cultural explorations. French and Spanish courses emphasize oral and written communication, engaging students with a range of authentic materials, while Latin courses focus on the historical and literary richness of the Roman world, bridging the past and present. In upper-level courses, students are challenged to refine their language skills and critical thinking, often through projects, debates, and literary analysis. Most classes are conducted in the target language The department’s courses not only prepare students for fluency but also for a life of cross-cultural communication and thoughtful engagement with the world.
The Upper School World Languages curriculum offers several signature experiences that are designed to immerse students in both the linguistic and cultural aspects of French, Latin, and Spanish, providing a dynamic and globally relevant educational experience. These experiences include:
❖ Authentic Language Immersion:
➢ Engaging with authentic materials such as literature, audio-visual content (films, music, news), and real-world resources from the target cultures, encouraging students to use language in context
➢ Opportunities to practice spoken language in class through conversational exchanges, debates, and Harkness Tables, conducted entirely in the target language, to develop fluency and cultural competence.
❖ Cultural and Literary Exploration:
➢ In-depth literary and cultural studies that explore the historical, social, and political contexts of the French, Latin, and Spanish-speaking worlds. This includes reading literary works (e.g., from authors like Ovid, Vergil, Neruda, Camus, etc ) and engaging with visual art, music, and philosophy
❖ Real-World Applications and Interdisciplinary Connections:
➢ Integration of real-world tasks such as email exchanges, written analyses, and conversations about current events in French, Spanish, and Latin.
➢ Students are encouraged to relate language learning to other disciplines, including history, political science, science, and art, enhancing their understanding of how language connects to broader global issues.
❖ Global Cultural Competence:
➢ Travel experiences through language immersion trips and exchange programs with students in French, Latin, and Spanish-speaking countries allow for first-hand cultural interaction.
➢ Honors and AP courses study global challenges through the lens of different cultures, exploring topics like social justice and beauty.
❖ Advanced Research and Creative Expression:
➢ Capstone projects that culminate in oral and written presentations, demonstrating students’ language proficiency and critical thinking skills.
➢ Engagement with philosophical texts and critical discussions of concepts such as love, justice, happiness, and time.
❖ Interactive, Proficiency-Oriented Learning:
➢ Use of Project-Based Learning (PBL), interactive exercises, and cultural simulations that put language skills into practice in meaningful, real-world contexts, enhancing students' ability to think and respond creatively in the target language.
The essential skills emphasized in the Upper School World Languages curriculum enable students to become not only fluent language speakers but also informed global citizens and thinkers. These skills include:
❖ Linguistic Proficiency:
Mastery of vocabulary, grammar, sentence structures, and tenses across listening, speaking, reading, and writing.
❖ Cultural Competence:
Understanding and engaging with diverse cultural contexts, traditions, and historical influences of French, Latin, and Spanish-speaking communities
❖ Communication Skills:
Ability to converse, debate, present ideas, and compose essays in the target language with clarity, accuracy, and creativity.
❖ Literary and Textual Analysis:
Critical reading and interpretation of literary works, exploring themes, cultural references, and philosophical ideas within the context of each language.
❖ Cross-Cultural Comparison:
Drawing connections between different languages and cultures, exploring how historical and literary traditions inform modern identity and societal issues.
❖ Advanced Language Synthesis:
Application of language skills in authentic real-world contexts, including media analysis, discussions, presentations, and writing assignments
❖ Critical Thinking:
Analyzing and synthesizing complex ideas, philosophical concepts, and literary works across multiple languages, fostering deep understanding and intellectual growth.
❖ Global Awareness:
Developing a global perspective through the study of world literature, culture, and philosophical inquiry, equipping students to engage meaningfully in the world’s interconnected communities.
French Courses
Beginner’s French A - B (FR1)
7 periods per cycle
This course offers an accelerated introduction to French in the Upper School The course focuses on the development of fundamental grammatical structures, tenses (present, imperative, future, passe compose, and imparfait), and vocabulary essential for proficiency in understanding, speaking, writing, and reading French. Through authentic readings, grammar exercises, skits, conversations, and audio-visual materials, students cultivate both oral proficiency and cultural competence. By the end of the academic year, students have gained the ability to comprehend and utilize spoken French in various everyday situations. Additionally, they are capable of reading short literary and cultural texts, as well as composing simple dialogues and cohesive paragraphs in French This course aims to equip
students with a solid linguistic foundation and cultural awareness, fostering their enthusiasm for continued language learning.
Open to students withnoprior experience in French
Intermediate French A (FR2)
7 periods per cycle
This course further strengthens students' language skills by building on fundamental structures (such as subjunctive and relative pronouns) and vocabulary essential for a more nuanced grasp of both spoken and written French. The course is designed to cultivate effective communication and cultural competence through comprehension and grammar exercises, skits, conversations, and exploration of audio-visual materials such as TV shows, videos, music from the francophone world, and articles. The course emphasizes the global impact of shared experiences and the cultural implications of communication differences Students are able to comprehend and use spoken French to contrast their daily experiences with varied customs and traditions, as well as engage with short literary and cultural texts Proficiency in crafting substantial dialogues and coherent storytelling of past events in French are attained
Prerequisite: Beginner’s FrenchA-Bor equivalent
Intermediate French B (FR3)
7 periods per cycle
Students review and are introduced to many of the major grammatical constructions of French. Students approach these constructions, along with new vocabulary, in context to accomplish real-life oriented tasks The course is composed of various thematic units that utilize authentic material (literature, audio and video clips) from France and the French-speaking world A variety of exercises and assignments (including PBL) enable students to develop and practice reading, writing, speaking, and listening skills. They also learn to analyze different types of texts and media on current issues, communicate effectively in French with various questions and topics, write in different genres and tenses for different purposes and audiences, and compare and appreciate different francophone cultures and values
Prerequisite: Intermediate FrenchA
Honors Intermediate French B (HFR3)
7 periods per cycle
Students review and are introduced to the major grammatical constructions of French. Students approach these constructions, along with new vocabulary, in context to accomplish real-life oriented tasks Conducted entirely in French, the course is composed of thematic units that utilize authentic material (literature, audio and video clips) from France and the French-speaking world A variety of exercises and assignments (including PBL) enable students to develop all four skills (reading, writing, speaking, and listening). This course is intended to provide a more rigorous and sustained pace meant to prepare students for advanced placement courses down the line. Special attention is paid to composition writing, using complex sentences and different moods such as the subjunctive and the conditional Special consideration is given to oral communication on thematic topics, through debates and Harkness tables.
This course is designed to develop students’ linguistic competence and intercultural understanding. Students learn to communicate effectively with a variety of audiences in different situations and contexts They use French as the main language of communication in class, both with the teacher and with their peers. They also use authentic materials such as literary and cultural texts to expose themselves to the target language and culture. The course covers a range of topics and themes such as daily life, customs and traditions, past events, and future plans Students practice their language skills by understanding and using spoken French, reading and writing short texts, reflecting on the past, present, and future, and appreciating the diversity and interconnection of the Francophone world This course gives students the opportunity to reach a high degree of competency in French and to learn more about the international Francophone community.
Meant to develop students’ linguistic competence and intercultural understanding, this course is held exclusively in French and centers around a series of themes exploring the many facets of French-speaking cultures as well as a thorough range of communicative situations. This course approaches vocabulary and grammar acquisition through a progressive approach, starting with the observation of authentic documents, continuing with systematizing knowledge with review tables, and ending with open-ended practice to use each learned element in a contextualized manner. Part of the Honors Program, this course is intended to provide a more rigorous and sustained pace meant to prepare students for the advanced placement course offered the subsequent year By the end of the academic school year, students are able to perform various tasks that are the hallmark of the advanced level, such as email responses, improvised discussion on a given topic, audio or written document analysis, cultural presentations, and short essays. They are also conversant with the many themes of the advanced placement program.
Prerequisite: Honors Intermediate FrenchB
Advanced
Placement French (APFR)
7 periods per cycle
This course aims to prepare students for the AP French Language Exam and to develop their proficiency in French across the three modes of communication: interpretive, interpersonal, and presentational. The course is conducted exclusively in French. By the end of the school year, students are able to understand and produce written and spoken language, present information and ideas to different audiences, and demonstrate their intercultural competence on the six thematic approaches articulated by the College Board. They also connect their learning of French to other disciplines, acquire new perspectives through the language and its cultures, and compare their own culture and language to those of the Francophone world. Moreover, they are able to use French in and out of the school context and reach an overall proficiency suitable for them to follow courses at the upper-intermediate level in college.
Prerequisite: AdvancedFrenchHonors or AdvancedFrenchwithdepartmentalapproval
Latin Courses
Beginner’s Latin A-B (LT1)
7 periods per cycle
In this course, students acquire Latin vocabulary and learn grammatical structure. Students learn English vocabulary influenced by Latin roots and explore the many ways the Roman Empire continues to shape our modern world Using Suburanias their text, students also discuss various aspects of the ancient world, looking at Roman history and culture as well as Latin etymologies. Comparisons between our culture and that of the Romans are made for deep engagement with language and culture Students learn to conjugate verbs in the present, imperfect, and perfect tenses, identify and decline nouns in all cases from the first, second and third declensions, and translate passages of Latin text. After completing this course, students take Intermediate Latin A.
Open to students withnoprior experience in Latin
Intermediate Latin A (LT2)
7 periods per cycle
Using Suburanias their text, students read Latin passages of increasing length and complexity with accuracy No longer reading only simple or compound sentences, students are introduced to complex sentences with subordinating connectors, participles and their uses, and the subjunctive mood Students demonstrate their knowledge of complex Latin constructions by composing their own Latin narratives. This is done through various mediums such as composing love letters from Pyramus to Thisbe or vice versa, and by describing the scene at a Roman wedding. In addition to the grammatical aspects, this course explores various topics in Roman history and culture such as daily life in Pompeii, spectacles and fashion in Rome’s African provinces, and the challenges of managing the expanding Empire.
Prerequisite: Beginner’s Latin A-Bor equivalent
Intermediate Latin B (LT3)
7 periods per cycle
In this course, students demonstrate their knowledge of Latin grammar and vocabulary through a methodical study of the Latin language and careful review. After reviewing grammatical material including noun declensions, indicative verb forms in the active and passive voices, adjective and pronoun uses, infinitives, and overall translation skills, students further practice more complex linguistic concepts. Perfect system passive verb forms and participles are highlighted at the start of the year, and other grammar topics include subjunctive verb forms and their various uses as well as relative clauses As students master grammatical elements, they work to improve their overall translation skills and reading fluency.
Prerequisite: Intermediate Latin A
Honors Intermediate Latin B (HLT3)
7 periods per cycle
In this course, students are able to hold a fast pace as they study the history, culture, and literature of the Late Roman Republic and Early Roman Empire. Students complete their study of intermediate Latin grammar and syntax, particularly the formation and usage of the subjunctive mood They also work on developing processes to translate Latin texts successfully into English with the guiding question, “how do you know that you are correct?” In this course, students begin the year by translating adapted Latin texts and end the year transitioning to translating original works of Latin literature Texts studied are chosen based on student interests and skill profiles; these texts may include the prose of Cicero, Petronius, and Caesar, or the poetry of Catullus and Ovid.
Prerequisite: Intermediate Latin Awithdepartmentalapproval
Advanced Latin (LT4)
7 periods per cycle
In this course, students successfully transition from adapted Latin and are able to read Latin prose and poetry at a high level while also focusing on the grammatical and vocabulary structures underlying the text. Through a careful study of sentence structure, students proceed methodically through translations, building upon and applying skills from previous years. By focusing on the mythology of Apuleius, Ovid, and Vergil, students are introduced to the pastoral tradition, a fantasy sparsely inhabited by shepherd-musicians who spent their days singing of love and roaming idyllic landscapes Students seek to understand what this fictional countryside offered Rome’s most urbane writers. Nostalgia for more innocent times? Space to imagine a purer world? A retreat from reality’s horrors? An idealized life of peace and love? Or a false sense of hope against which society and the ever-hungry city grinds?
Prerequisite: Intermediate Latin Bor Intermediate Latin BHonors
Honors Advanced Latin (HLT4)
7 periods per cycle
In this course, students are able to delve more deeply into Latin literature and language through the process of translating ancient Latin authors Students’ work incorporates an increased focus on literary criticism, grappling with cultural and literary issues that provide a nuanced view of the Roman Empire and its social world. Through close reading of both prose and poetry, students evaluate how authors play with form and technique, intertextuality, views of marginalized or non-Roman persons, and methods of persuasion. Latin authors studied may include Pliny the Younger, Apuleius, Ovid, Vergil, and Caesar. By the end of the course, students have practiced various techniques and built skills such that they can enter AP Latin the following year at a high level
Prerequisite: Intermediate Latin BHonors
Advanced Placement Latin (APLT)
7 periods per cycle
In this course, students are able to participate in a curriculum which is equivalent to an upper-intermediate level college course in Latin focusing on the in-depth study of selections from two important works in Latin literature: Vergil’s Aeneidand Caesar’s Gallic War. Students cultivate their understanding of classics through preparing and translating readings and considering themes in the context of ancient literature as they explore concepts like literary techniques, Roman values, war and empire, leadership, views of non-Romans, history and memory, and human beings and the gods.
Prerequisite: AdvancedLatin Honors or AdvancedLatin withdepartmentalapproval
Spanish Courses
Beginner’s Spanish A-B (SP1)
7 periods per cycle
This is a comprehensive introductory course to both the Spanish language and the cultures where the Spanish language is spoken. This course is modeled on the communicative approach, where emphasis is placed on using the language for meaningful purposes in authentic situations and developing the learner's competence to communicate in the target language While it is still important to study vocabulary and produce the language, the approach is directed toward the exploration and deeper understanding of the language. The overarching objectives of this course are to develop basic communicative skills in Spanish as a second language and to develop knowledge about the cultures of Spanish-speaking countries
Open to students withnoprior experience in Spanish
Intermediate Spanish A (SP2)
7 periods per cycle
This course continues to strengthen skills learned during Beginner’s Spanish by adding more complex grammar, vocabulary, and writing practice. By the end of the course, students are able to narrate and describe in the simple past tense. In addition, speaking and listening comprehension skills are emphasized, and students strive to converse and express ideas solely in Spanish Writing skills are practiced through short compositions and exercises Reading skills are enhanced through short stories, poetry, and other original Spanish texts that lend themselves to the discussion of current events in science, technology, art, literature, politics and popular culture
Prerequisite: Beginners SpanishA-Bor equivalent
Intermediate Spanish B (SP3)
7 periods per cycle
This course builds upon the basic course content of Spanish I and II with more complex grammar and thematic vocabulary aimed at strengthening language skills It focuses on real communication in meaningful contexts that develop and consolidate speaking, listening, reading, and writing skills, while expanding cultural competency. The various components of the program throughout the year emphasize an interactive, proficiency-oriented approach to the study of Spanish language and culture The ultimate goal is to increase communicative competence and strengthen confidence in self-expression. For this reason, Spanish is the primary means of communication in this course
Prerequisite: Intermediate SpanishA
Honors Intermediate Spanish B (HSP3)
7 periods per cycle
Students review and are introduced to many of the major grammatical constructions of Spanish. By the end of the course, students are able to use a variety of complex and compound sentence structures with which to give advice, make recommendations, express personal opinions, or make predictions about the future. Students approach these constructions, along with new vocabulary, by means of various thematic units that utilize authentic material (literature, the press, audio and video clips) from Spain and Latin America. A variety of exercises and assignments enable students to develop skills in reading, writing, speaking, and listening. Students demonstrate what they have learned through oral presentations, original videos, and original creative writing
As a continuation of the third-year Spanish course, by the end of this course, students have reviewed all the major grammatical constructions of the Spanish language Students approach these constructions, along with new vocabulary, by means of various thematic units that utilize authentic material (literature, the press, audio and video clips) from Spain and Latin America A variety of exercises and assignments enable students to expand their skills in reading, writing, speaking, and listening, which are then assessed through vocabulary, grammar, and reading
comprehension quizzes as well as in-class writing activities and presentations
By the end of the fourth-year Spanish course, students have reviewed all the major grammatical constructions of Spanish. Students approach these constructions, along with new vocabulary, by means of various thematic units that utilize authentic material (literature, the press, audio and video clips) from Spain and Latin America. A variety of exercises and assignments enable students to develop skills in reading, writing, speaking, and listening Students are involved in activities such as analysis and discussion of artists and artistic movements, analysis of different literary genres, and contributions of Spanish and Latin American women to politics and culture.
Prerequisite: Honors Intermediate SpanishB
Advanced Placement Spanish Language and Culture (APSP)
7 periods per cycle
This course is the equivalent of a third-year (fifth and sixth semesters) college Spanish-language course. In this course, students use a variety of written texts and audio-visual materials to explore Spanish and Spanish-speaking American cultures. Six general themes will help guide this exploration: Families and Communities, Contemporary Life, World Challenges, Beauty and Aesthetics, Science and Technology, and Personal and Public Identities. Comprehension of the material, reinforced by a review of Spanish grammar and active vocabulary building, is only the initial step in the course. Students apply their interpretive and analytical skills to synthesize information from two or more sources as they express their observations and reflections on the cultures of Spanish-speaking countries through speaking and writing. Classes are conducted entirely in Spanish.
Prerequisite: AdvancedSpanishHonors or AdvancedSpanishwithdepartmentalapproval
World Languages: Culture and Literature (WLG)
7 periods per cycle
We often hear that ‘love conquers all’ and that ‘justice is blind ’ We speak about ‘the pursuit of happiness’ and we tell ourselves that ‘time is money.’ But what do we mean by these phrases? What is the deeper meaning of these ideas? This course explores how enlightened thinkers across time and cultures contributed to the conversations surrounding various philosophical concepts The course aims to provide a capstone to the language curriculum at Newton Country Day and introduces a unique approach to the study of world literature and visual arts. Students explore how French, Latin, and Spanish written and visual works enlighten and speak to each other about philosophical concepts This provides an opportunity to read fundamental texts from world literature and see how they echo and interact with each other across centuries and cultures.
Prerequisite: AdvancedFrench, Latin, or Spanish
Program of Study
9th Introduction to Genre
● Global Studies, English
10th
11th
12th
● Honors Global Studies, English
AP English Language and Composition: American Literature
AP English Literature and Composition: Special Topics
● Introduction to Creative Writing
● Advanced Creative Writing I
● Advanced Creative Writing II
9th Introduction to World History
● Global Studies, History
10th
● Honors Global Studies, History
● United States History
11th
● Honors United States History
● AP United States History
● AP Art History
12th
● AP Comparative Government & Politics
● AP European History
● AP U.S. Government & Politics
● Psychology Mathematics Science
9th12th
● Algebra I
● Algebra II or Honors Algebra II
● Principles of Geometry, Geometry, or Honors Geometry
● Precalculus or Honors Precalculus
● Calculus or AP Calculus AB
● AP Calculus BC & Advanced Topics
● AP Statistics
12th ● Statistics & Financial Algebra
9th Biology Independent Research in Science and Engineering 10th
● Chemistry
● Honors Chemistry
● Anatomy & Physiology
11th12th
● Engineering Design
● AP Biology
● AP Chemistry
● AP Environmental Science
● Physics, Honors Physics, or AP Physics 1
● AP Physics 2
9th Grade 9 Seminar
10th Grade 10 Seminar
11th Grade 11 Seminar
12th Grade 12 Seminar
9th Jewish Scripture & Tradition
10th Jesus in the Gospels
11th Catholic Social Teaching & Action
12th World Religions
9th12th
● Introduction to Computer Science
● Software Engineering & Introduction to Data Science
● AP Computer Science A
World Languages
French Latin Spanish Chinese
● Beginner’s French A-B
● Intermediate French A
9th12th
● Intermediate French B or Honors Intermediate French B
● Advanced French or Honors Advanced French
AP French World Languages: Culture and Literature
● Beginner’s Latin A-B
● Intermediate Latin A
● Intermediate Latin B or Honors Intermediate Latin B
● Advanced Latin or Honors Advanced Latin
AP Latin World Languages: Culture and Literature
● Beginner’s Spanish A-B
● Intermediate Spanish A
● Intermediate Spanish B or Honors Intermediate Spanish B
● Advanced Spanish or Honors Advanced Spanish Courses currently offered in partnership with One Schoolhouse
AP Spanish Language and Culture World Languages: Culture and Literature Visual and Performing
Arts
9th Dance Technique Art I
10th12th
● Dance Collaborative I
● Dance Collaborative II
● Dance Collaborative III
Honors Dance Composition
● Art II
● Art III
● Art IV
● AP Studio Art
● Honors Portfolio
● Instrumental Ensemble
● Chorale
● Instrumental Ensemble
● Chorale
● Honors Instrumental Ensemble
● Honors Schola Cantorum
Program of Study Design Philosophy
Newton Country Day School students practice the Sacred Heart virtue of discernment in designing personalized programs of study, striving for a sense of overall balance in interest level, workload, time commitment, and rigor We support and empower each student in this discernment through formative conversations with her advisor, teachers, academic support team members, college counselors, and parents/caregivers.
The following principles signify a well-designed course program:
● The proposed schedule reflects the student’s interests and passions. It resonates with who she is, her sense of purpose, what she cares about, and any future goals she may have identified.
● The student seeks to challenge herself in areas of strength and interest. A challenge may include trying something new, moving from the standard to the honors or advanced placement level in an academic discipline, or auditioning for an advanced arts program
● The student demonstrates long-term commitments across the curriculum in accordance with graduation requirements.
● There is an overall balance, the details of which will vary for each student. Given her current abilities, there are enough hours in the day for her to engage confidently in her studies, participate in cocurricular activities, enjoy time with friends and family, and attain adequate rest.
We offer standard, honors, and advanced placement courses. Academic leaders offer recommendations to help students prioritize skill development and pursuit of added challenge at the right moments in their individual learning journeys Course recommendations are rooted in student readiness and time for added challenge Mindful of the developmental nature of academic maturity and abstract reasoning, we create multiple pathways to advanced study to allow students to advance when they are ready
● Standard-level courses are rigorous college-preparatory courses that prepare students to advance to the next level in the discipline. Our standard courses signify a strong core academic program which explicitly teaches and deepens critical foundational skills in analytical reading, writing, problem-solving, and learning.
● Honors and advanced placement courses are designed to stretch the abilities of students ready to operate above grade level in one or more academic disciplines. Our honors and advanced placement courses move faster, expect a deeper level of analysis and more independent study, and assume specific foundational skills in analytical reading, writing, problem-solving, and learning Students well-matched for these courses have demonstrated mastery of foundational skills, intellectual curiosity for the course material, and essential habits of mind to facilitate success in the pursuit of deeper learning
● Mindful that each student is on a unique developmental timeline and personalized learning journey, course offerings create multiple pathways to advanced study. Choosing the standard level one year does not close the door to advanced study the following year; in fact, discerning that the standard level is the right place for one year may be a crucial step in preparing for the honors or advanced placement level in the following year.
Student Success and Academic Support
Newton Country Day School of the Sacred Heart is dedicated to providing each student with the tools and resources she needs to learn, grow, and reach her fullest potential. By offering personalized support and tailoring learning strategies, we empower students to take ownership of their learning. In partnership with parents and caregivers, the Academic Support team and teaching faculty work closely with students who have diagnosed learning differences to ensure that each student receives the encouragement and support she needs to thrive
The Upper School Learning Center assists students in achieving their academic goals by offering support and resources, including evidence-based assistance with planning, organization, and study skills. Individualized Student Success Plans help students and teachers collaborate to maximize strengths and overcome challenges. As students move through the school, they grow in self-awareness and self-advocacy skills and assume increased ownership of their academic journey, thus preparing them to navigate resources that will help them thrive in higher education.
Schedule Philosophy
The Newton Country Day 10-day cycle is purposefully designed to reflect the school’s mission while integrating best practices from research on learning and the brain From the number and length of academic periods to the incorporation of community time, each day’s structure supports students in acquiring deep learning and personal development.
Class Time
Academic periods of 60 and 90 minutes allow for lessons that include both content delivery and extended active learning. Students have time within the class period to engage in activities such as group projects, debates, lab experiments, peer reviews, gallery walks, and student-led discussions, which help them generate knowledge and understanding through social interaction. These activities also promote creativity, enabling students to both consolidate and encode their knowledge. Longer class periods at the end of the day, preceded by afternoon community time, provide opportunities for experiential learning off-campus without disrupting other coursework
Within the 10-day cycle, course meeting times rotate This rotation helps balance the workload throughout the week and allows students to experience each course at different times of day. It also prevents the clustering of challenging courses or having one course always preceding or following another.
A maximum of five courses per day allows for focused engagement with the material and homework. Paired with intentional breaks for community time throughout the day, this structure minimizes cognitive shifts and promotes deeper learning. Many courses meet 7 out of the 10-day cycle, facilitating spaced recall a powerful strategy that strengthens neural connections through effortful retrieval.
Community Time
The Goals of Sacred Heart Education are deeply and authentically infused into every aspect of not only our curricular program, but also our co-curricular program Each day, alongside academic class blocks, time is intentionally dedicated to fostering personal faith development, cultivating intellectual curiosity, engaging with pressing social issues, building a strong sense of community both within and across grade levels, and supporting personal growth and resilience
Just as our mission is holistic and multidimensional, so are our students. We know that our students come to us with a variety of passions and burgeoning interests and believe that high school is a time for exploration and discovery Our schedule is designed to promote student choice and agency, foster authentic leadership development, and nurture a strong sense of belonging, where students feel valued and can be themselves It provides opportunities for personal exploration and challenge, encourages meaningful decision-making, and cultivates strong student-teacher relationships that support individual growth and connection.
Homeroom
Each day begins in the Upper School with the entire grade meeting together for attendance, announcements, and community-building as a class. These morning meetings also allow for a regular touch-point between students and their grade-level dean and moderators
Advisory
Each student in the Upper School is assigned a faculty advisor whose role is to support and scaffold their academic and interpersonal development throughout their time in the Upper School In addition to meeting one-on-one with their advisor at least once a cycle, students also gather in small advisory groups on Friday mornings in place of grade-level homerooms Friday morning group advisory allows students to develop mentoring relationships with students from other grades and fosters a sense of connection within the advisory group.
Espacio
Espacio, a Spanish word meaning “space,” is a tradition practiced by Sacred Heart schools and communities around the world, providing a few minutes of quiet meditation and prayer each day. Time is carved out in the schedule each morning for all members of the Newton Country Day School community to set aside their work and pause for ten minutes of reflection.
Announcements
At the start of each week, the entire Upper School gathers in the Theater for weekly announcements Led by the Student Body Officers, this assembly time allows students from all grade levels to share important updates, events, and celebrations with the Upper School community while honing their public speaking skills with courage and confidence.
StudentLeadership Meetings
On Monday afternoons, time is set aside for Student Government, Honor Committee, Peer Ministry, and Peer Education meetings. Elected by their peers, these groups inspire others to better understand the mission of Sacred Heart Education. Each group convenes weekly to plan upcoming events and develop essential leadership skills with the support of faculty moderators
Class Meetings
Weekly class meetings advance the co-curricular program for each grade level (see Signature Grade Level Programs) and provide opportunities for intentional community-building within the class Meetings are led either by the Class Dean or by the elected student Class Officers.
Chapel
Each week, the Upper School community gathers in the Chapel for a dedicated student-led service focused on developing a closer connection with Goal 1. Weekly chapel services are a time for promoting personal reflection, building community, and providing a space for students to explore themes of faith, compassion, and social responsibility
Committees
Committees, or student-led clubs, provide Upper School students with the opportunity to explore and pursue their passions in depth with other members of our school community and to form relationships with students across grade levels. Led by elected student leaders and supported by faculty moderators, our diverse, meaningful program of committees reflects the broad interests of our Upper School students.
Affinity Groups
Affinity Groups provide Upper School students who share a common identity or experience the opportunity to connect, find support and inspiration, and share experiences in small groups. These student-formed, student-led groups strengthen our community by creating a strong support system for students to feel seen, while also engaging allies who wish to learn more in meaningful conversation.
W.I.N. (“WhatINeed”)
W I N (“What I Need”) blocks are protected times in the Upper School schedule when all Upper School students and faculty members are unscheduled. In the Sacred Heart spirit of “wise freedom,” students are given agency to determine how they spend this time W I N periods provide opportunities for collaboration with teachers and/or peers, student-initiated meetings or extra help sessions, independent work, or even social time to decompress with classmates.
Signature Grade-Level Programs
Grade 9 Experience
The Grade 9 Experience is a year of extended orientation to the Upper School at Newton Country Day that:
❖ Instills in students the mission and Goals of a Sacred Heart Education
❖ Prepares students for the intellectual and logistical challenges of a rigorous high school curriculum
❖ Supports students in personal growth and skill development as self-advocates, problem-solvers, and people who prioritize self-care
❖ Builds a lifelong community of classmates who learn to be agents of each other’s sense of belonging
Rooted in Goal IV, “the building of community as a Christian value,” and Goal V, “personal growth in an atmosphere of wise freedom,” the program is dedicated to formation, both as individuals and as a class. With the support of the Grade 9 Moderating Team, a group of faculty specialized in the Grade 9 transition, students are encouraged to “discover new abilities, cultivate strengths, learn from mistakes, develop empathy and exercise resilience in meeting challenges” (Goal V, Criterion 1).
Signature experiences include:
❖ The Advisory Family Picnic, where students and their families meet with their academic advisor prior to the opening of school
❖ Atwo-night orientation trip to Cape Codin early September, led by Senior Mentors (see below) and the Grade 9 Moderating Team
❖ The Grade 9 Retreat in February, which focuses on holy companionship and friendship
❖ Grade-wide service opportunities that allow the class to give life to Goal III, “a social awareness which impels to action.” Key service events include a grade-wide Service Day supporting local non-profit organizations in October, the Pie in the Sky fundraiser supporting Community Servings in November, and Sophie’s Place in May, where students plan, prepare and serve a meal on campus to residents from Hearth
Throughout the year, Class Meetings and the Advisory program intentionally support the development of executive functioning, study skills, and exercise of independence in the spirit of courage and confidence. Through the Grade 9 Seminar, students endeavor to understand and cherish their belonging in the rich tradition of Sacred Heart Schools, recognize the importance of intentionally prioritizing their health and wellness, and learn how to approach and navigate life with purpose.
The Senior Mentors program also serves as a cornerstone of the Grade 9 Experience A coveted Grade 12 leadership position, Senior Mentors are trained specifically to work with groups of either ninth or tenth grade students. Over the course of a full year, these students inspire students to better understand and give life to the Goals & Criteria and work to foster a sense of belonging by helping every student in the class feel known, loved, and welcomed in the school community. Mentors build and actively maintain year-long relationships with mentees, working with the Class Dean to facilitate small group discussions and activities to help students acclimate to school culture
Through this year’s experience, ninth graders are introduced to their call and journey of becoming leaders, taking initiative in the school and in the world.
Grade 10 Experience
The Grade 10 Experience is dedicated to continued personal growth, encouraging students to see themselves in communion with the wider world. Over the course of the year, students are challenged to find and pursue their unique talents and passions, both inside and outside the classroom, with the goal of reinforcing the mission and Goals of a Sacred Heart Education.
Signature experiences include:
❖ Aone-night orientation trip andoutdoor educationprogram in the Berkshires in early September, where students engage in Goal IV and Goal V by working in small groups to complete complex physical and intellectual challenges
❖ The Grade 10 Retreat in February, which invites students to make personal connections between Scripture and their own lives while cultivating deep communion with their peers
❖ The NetworkExchange Program, which allows students to engage in a three- to four-week reciprocal exchange program with one of our Sacred Heart Network schools around the globe, and in the process develop their commitment to Goal II and Goal V by exploring the wider world
❖ In March, students who do not travel abroad deepen their commitment to Goal II and Goal V by partaking in an interdisciplinary elective course designed to deeply explore one major topic in the contemporary world through a variety of lenses.
❖ Agrade-wide Service Day supporting local non-profit organizations in May, preparing students to engage wholeheartedly and authentically with Goal III in preparation for the immersive Hesed project that takes place the summer before junior year
❖ The Grade 10 Seminar engages students in data investigations of their well-being with the goal of promoting healthier lifestyle choices. The course culminates in student-led advocacy projects where they share their findings with the larger school community
Grade 11 Experience
The Grade 11 Experience is dedicated to developing students’ self-knowledge, leadership qualities, and community engagement. We ask our students to intentionally build their courage and confidence through direct service, deep connection with peers, and personal discernment of their internal lives as they strive to find their voice as emerging leaders within the school community.
Signature experiences include:
❖ The New YorkCity Service Trip in September, which engages both Goal III and Goal IV of Sacred Heart Education through direct service with NYC-based non-profit organizations, experiential learning of United States History, and community building with their class
❖ The four-day Kairos retreat in February, which is designed to help students come to better know and understand their relationships with self, others, and God
❖ Adocumentary filmproject, conducted as part of the weekly Class Meeting curriculum. Exercising Courage and Confidence, students learn and execute the process of crafting a documentary about the Goals of a Sacred Heart Education and present their work to the larger community
❖ The Hesedproject, a key component of the Grade 11 Religious Studies curriculum, which requires students to engage in 40 hours of community service working directly with people in need Students reflect on their experiences and how the principles of Catholic Social Teaching relate to their service work and the dynamics
of mutual transformation Students then give presentations to their classmates and others about how this hands-on experience provides an opportunity for deeper exploration of the dynamics of faith and justice in our world
❖ TheJunior Ring Ceremony, a Sacred Heart tradition held during the celebration of the Feast of St. Madeleine Sophie Barat in May, which marks the transfer of student leadership to the junior class.
❖ The Grade 11 Seminar allows students to develop essential life skills such as CPR/AED certification, financial literacy, and leadership and negotiation skills. As part of the leadership component of the course, students are invited to discern which leadership positions within the school community might best align with their strengths and sense of purpose as they look to assume formal leadership roles in their senior year.
Grade 12 Experience
The Grade 12 Experience is focused on empowering seniors to become independent and self-reliant thinkers and leaders, both in the school community and in the wider world Seniors have significant responsibilities, both as elected leaders of a variety of student organizations and as role models charged with inspiring younger students to better understand and give life to the Goals & Criteria of a Sacred Heart Education As a class, students in Grade 12 work together to plan and execute several traditions that bring the entire school community together, including Blue-Silver Induction in September and the Christmas Celebration in December. All of these leadership experiences provide students opportunities to live out Goal IV of Sacred Heart Education, as students grow in taking initiative, planning, organizing and executing group activities, and developing independence.
Signature experiences include:
❖ Blue-Silver Induction, in which all members of the Newton Country Day School community are inducted into either the Blue or Silver team during the fall of their first year at NCDS. Seniors model and rally team enthusiasm by leading the entire school in a skit and cheers while welcoming new inductees onto their respective teams.
❖ The Christmas Celebration, a gift to the whole school community from the senior class that features storytelling and Christmas carols on the last day of school in December.
❖ The first semester ofGrade 12 Seminar is designed to prepare students for the transition from high school to adult life by exploring key topics that are essential for maintaining a balanced and healthy lifestyle as they move toward independence.
❖ New Freedoms, a day-long health and wellness program with Belmont Hill School, focuses on healthy relationships and the life skills needed for the college transition.
❖ The IMPACTprogram, a self-defense and empowerment course held for all Grade 12 students in April
❖ The Senior Projectprogram invites students to discern, pursue, and engage in an independent professional externship during the final month of Grade 12 Throughout the process of planning, proposing, and pursuing a project, students reflect on their strengths and sense of purpose, exploring how their unique skills and interests can make a meaningful impact in the world.
❖ The Grade 12 Retreat in late May sets aside time for students to reflect on their growth as individuals and as a class during their time at Newton Country Day School prior to Graduation.
