Middle School Course of Study
Each year, middle school students are required to take coursework in English, mathematics, science, social studies, and physical education. Sixth-grade students participate in an exploratory “Wheel” involving world languages and other elective courses that are offered in seventh and eighth grades.
6th Grade Discovery Wheel
Discovery “Wheel” is an exploratory curriculum of set classes designed to introduce sixth grade students to a variety of programs at Palmer Trinity School. Students rotate through seven courses in a five-week rotation. Components of the Wheel include: Chinese Language and Culture, French Language and Culture, Spanish Language and Culture, Public Speaking, Computer Science and AI Literacy, Art, and Drama.
English: Middle school students must complete three years of study in English. Students who have an interest in writing, publishing, and dramatic expression may elect to take an additional semester course in these areas.
Mathematics: Middle school students must complete three years of mathematics that prepare them for the study of Geometry, Algebra II, and other higher level courses in the Upper School. Qualified students may be placed in the accelerated math sequence, if they meet all necessary criteria.
Science: Middle school students must complete three years of science. The program features a hands-on, discovery-based curriculum that emphasizes the techniques of scientific inquiry as it explores topics in life, earth, and physical science.
History: Middle school students must complete three years of study that focus in successive years on world cultures, global connections, and American studies.
World Languages: Students in grades seven and eight must pursue a course of study at the appropriate level of instruction in Mandarin, French, or Spanish.
Musical Arts: Sixth-grade students must participate in instrumental or choral music; students in grades seven and eight may elect to continue their study of music by choosing among a variety of electives.
Visual Arts: Sixth-grade students study the visual arts as a part of the exploratory program; students in grades seven and eight may elect to continue their study of the visual arts by choosing among a variety of electives.
Physical Education: Middle school students must take Physical Education each semester. -4-
Computer Science: Sixth-grade students receive a general overview in the basics of their laptops and some of the most widely-used applications; designated lessons are structured around AI Literacy. Seventh and eighth-grade students may enroll in several Computer Science electives offered. The one semester graduation requirement may be satisfied in the eighth-grade, if students meet the criteria to enroll in the upper school Computer Science Principles course.
Upper School Course of Study
A student must earn 23 and 0.5 credits, distributed as follows, to meet Palmer Trinity School’s graduation requirements:
English: Each student is required to earn four credits, one credit in each year of enrollment in the upper school.
Mathematics and Computer Science:
Mathematics: Each student is required to earn three credits of mathematics including one credit beyond Algebra II. A fourth year is strongly recommended.
Computer Science: Each student must complete at least one semester of credit in computer programming; the requirement may be met from grade eight to twelve.
Science: Each student is required to earn three credits of laboratory science, specifically in Biology and Physics or Chemistry. A fourth year is strongly recommended.
History and Humanities: Each student is required to earn three credits, specifically in World History, United States History, and a regional history. A fourth year is strongly recommended.
World Languages: Each student is required to earn a minimum of two credits (through the third level) of a language. Four years of language study is strongly recommended.
Religious and Philosophical Studies: Each student is required to earn one credit or two semester credits including Foundations of World Religions.
Fine Arts: Each student is required to earn two semesters of credit in Visual or Performing Arts.
Physical Education: Each student is required to earn two semesters of credit, including one semester of Wellness.
Academic Electives: Each student is required to earn five additional credits in academic courses designed for students in grades ten through twelve.
A student must enroll in a minimum of five academic courses each semester.
Honors and Advanced Placement Courses
Palmer Trinity School offers Advanced Placement courses in each of the academic disciplines. Some departments also offer upper level Honors courses, some of which serve as gateway courses to the department’s Advanced Placement curriculum. Most Advanced Placement courses are content driven, a fact that requires students to maintain a brisk pace through the course of study. Furthermore, Advanced Placement course work requires an exceedingly high level of engagement in class activities and written assignments. Students who enroll in Advanced Placement courses are expected to remain in those courses for the entire year. Except in extraordinary circumstances, each student enrolled in an Advanced Placement course must sit for the national examination in May. Students who do not sit for the AP examination may receive a zero for the end-of-year exam in the AP course.
The School does not encourage appeals against teacher recommendations. Teacher recommendations are designed with the students’ academic interests foremost. All teachers review recommendations for each student yearly. Recommendations are thoroughly considered and founded on departmental guidelines and thorough advice.
We have a small window in the Spring of each year when appeals may be filed. Should students wish to appeal, they may access the Appeal Form from the Upper School Office and submit it to the current teacher.
International Baccalaureate
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.
The International Baccalaureate Diploma Program (IBDP) is a rigorous two-year program open to students in 11th grade.
Students interested in enrolling in the IBDP program are required to complete a formal application and agree to:
❖ Submit a writing sample for evaluation.
❖ Possess an unweighted academic GPA of 3.0 across core academic classes.
❖ Currently enrolled in English Honors.
The IB Coordinator and IB Steering Committee will review all submitted applications and inform applicants of their admission to the program or not. Final admission to IBDP will depend on a student’s successful completion of the 10th grade and the decision of the Steering Committee.
To remain in good standing with the Palmer Trinity IBDP, students must maintain the minimum requirements as set out in the application process. All academic concerns will follow the school’s policy as published in the Handbook. Should a student not meet the minimum requirement of an unweighted academic GPA of 3.0 or have excessive absences as outlined in the school’s Handbook, the student will be placed on academic probation for the remainder of the calendar year. Students can remove themselves from academic probation at the end of 11th grade by meeting the 3.0 unweighted academic GPA requirement. It is the goal of Palmer Trinity School to have all IBDP students seek to earn the Diploma in order to take full advantage of all opportunities afforded to IBDP students.
English
The study of English at Palmer Trinity School seeks a point of balance between the broad, pragmatic use of language as a tool of communication and the humanistic, values-based appreciation of works that are, in Matthew Arnold’s words, “the best that has been thought and said.”
Upon graduation, the student of English should be able to:
● Read with mastery of comprehension and of critical insight across a variety of genres -and with an eye towards one’s own improvement as a writer (Reading Skills)
● Write across a range of academic, practical, and creative forms with the understanding the effective writing – as well as speaking and research -- comes out of a process of many stages (Writing Skills)
● Think with an open mind across an array of cultural frameworks with mastery of the higher thinking skills of analysis, synthesis, and evaluation (Thinking Skills)
● Understand that literacy extends to visual and digital media – particularly with respect to narrative and persuasion – in both the ability to create and evaluate materials (Media Literacy Skills)
● Cultivate the ability to question; to listen; to communicate clearly, confidently, and aptly; to be sensitive to the importance of language; and to seek connections between classroom learning and the real world (Social Communication Skills)
Members of the English Department are mindful of the ways in which knowledge can be a product of worldview and culture; nevertheless, the student who has completed the department’s curriculum should know:
● A broad range of canonical and emerging texts from a variety of genres and cultural contexts -- selected for quality, for appropriately challenging students, and for keeping with the school’s values and mission (Textual Knowledge)
● A rich and varied college-ready vocabulary with attention paid to roots and etymology, to pronunciation and degrees of formality, and with concern for fostering an ongoing sophisticated and concise use of language (Vocabulary Knowledge)
● A practical array of terms related to rhetorical devices and strategies and to literary analysis and periods (Analytical Knowledge)
All courses reflect the recognition of a degree of practical preparation in the study of grammar and vocabulary relevant to the ACT, SAT, and other forms of standardized testing. With the exception of Advanced Placement and International Baccalaureate courses, however, instruction is primarily focused on reaching departmental learning objectives -- from which such testing skills should emerge.
With regard to placement in the Upper School, for students studying at the college preparatory, honors, International Baccalaureate, and Advanced Placement level, the department considers the level of mastery a student demonstrates in the skills and knowledge domains described above. In the high school, at the college preparatory level, students will show developing or sufficient performance across the range of learning domains; at the honors level, students will have shown sufficiency or mastery across those domains; International Baccalaureate and Advanced Placement students should show mastery across most domains.
Middle School Offerings
English 6
This course introduces literary appreciation, encourages thoughtful reflection, and helps students master the basic techniques of critical reading, expository writing, and verbal communication. Students build vocabulary and master the basic elements of writing strong paragraphs as they learn the grammatical forms and the logical relationships that allow them to coordinate and subordinate ideas. Through their reading of texts that examine the relationship between holding values and making choices, students begin their exploration of the connection between literature and life. They explore this connection in carefully planned paragraphs, and then essays that help them gain skills in organizing ideas, supporting claims with textual evidence, and making
inferences. Additionally, the development of fundamental study skills remains an ongoing concern throughout the year.
English 6 Foundations
English 6 Foundations is designed to provide the necessary skills for students to grow as independent and confident readers and writers. In this course, students will deconstruct and become familiar with the elements of vocabulary development, reading comprehension, and effective written expression. Students will read a variety of genres including fiction, non-fiction, drama, poetry, and the personal essay. As students grow as writers, they will gain a command of basic grammar conventions and usage including punctuation, mechanics, sentence variety, transitions, and audience. Instruction and activities will reinforce the writing process: outlining, drafting, and revising work. This attention to the scaffolding of concepts and skills will allow students to progress to increasingly complex texts and both creative and analytical writing. The ultimate goal of the course is to support students as they grow as active participants in their own development as learners, possessing confidence in their abilities and an eventual enjoyment in reading, writing, and thinking critically. Students will gain the necessary preparation for a successful transition to English 7.
English 7
This course targets the improvement of skills in the following areas: grammar and writing, vocabulary, reading, discussion and public speaking, and research and study skills. Students write across genres with an emphasis on elements of effective paragraphs and essays; they also construct clear arguments and offer supporting evidence with increasing complexity. Through their reading of texts drawn from a variety of genres and cultures, students develop an appreciation of both the diversity and the unity of the experiences and the forms of expression that mark human existence. In the first semester, students examine the theme of “future shock” to develop an active, empathetic imagination. In the second semester, they continue to build empathy as they explore the theme of “the lives of others.”
English 7 Foundations
This course aligns with English 7 in concepts and skills as outlined in English 7. Pacing and teaching and learning activities may differ slightly in order to reinforce developing skills in the process of writing and analytical reading strategies. The ultimate goal of all Foundations courses is to support students as they grow as active participants in their own development as learners, possessing confidence in their abilities and an eventual enjoyment in reading, writing, and thinking critically.
English 8
This course emphasizes the exploration of voice and point of view. The aim of all student work is to grow their ability to process others' ideas and express their own ideas precisely and thoughtfully both in speech and in writing. Students read a variety of literary and non-fiction texts highlighting a diverse selection of voices and experiences. The course emphasizes the close
reading of texts: determining both literal and non-literal meaning and examining the impact of perspective, audience, purpose, and context on the work. In their study of these texts, students will be able to identify themes and author’s purpose. Additionally, students will also be able to determine the ways in which authors use specific text structures and carefully selected language to convey a message. Students then write across genres with an emphasis on crafting effective essays on relevant topics for a range of realistic purposes and a variety of audiences. The course focuses on improving students’ ability to develop and support logical arguments with an increasing depth of analysis and mastery of language. Class and small-group dialogue assists students in honing active listening and dynamic speaking skills.
English 8 Honors
This course expands on the English 8 design with more extensive readings, a greater emphasis on figurative interpretation, more thorough in-class discussion, and additional and more varied writing assignments.
Prerequisite: Departmental approval.
Middle School Elective
Media in the Middle (Semester-long)
This course is designed to expose students to a variety of media platforms and media production with a focus on journalism. Students will learn more about each of the digital tools at our disposal: publications (magazines and newspapers), photography, video, and audio (radio and podcasting) to use their voices to tell important stories, raise awareness, and share their creativity. This course is for developing journalists, writers, photographers, vloggers, and content creators who want to become effective communicators and storytellers through today’s most popular media platforms. This course will give students hands-on practice with media production with the goal of training students to join Palmer Trinity’s student media, which includes PTTV (Broadcast course) and the Raptor (Yearbook course). Open to students in Grades 7-8.
Middle School Creative Writing (Semester-long)
This course provides students the opportunity to examine famous authors’ use of literary elements and devices to convey meaning. The course then encourages students to experiment with those techniques to produce effective short stories, poems, and plays. Although each course is self-contained, the curriculum for each semester differs to allow students to pursue a sequence in this area of study. Note: Open to students in Grades 7-8
Upper School Offerings
*Indicates courses offered on rotation.
English 9 Foundations: (1.0 credit)
This course is designed to provide the necessary foundation for students to grow as independent and confident readers and writers. Students in English 9 Foundations will cover a similar design as the college preparatory course. Complementary instruction focuses on the awareness of the elements of vocabulary development, reading comprehension, fluency, and effective written expression. Particular attention to the scaffolding of concepts and skills that will allow students to progress to the study of increasingly complex texts. Students will gain necessary preparation for successful transition to English 10 American Literature.
English 9 (1.0 credit)
This course provides the foundation necessary to succeed in the upper school and in the college setting. The course begins with a review of effective study skills and aims to engage students in their growth as learners. Students become skilled at writing through their commitment to process: drafting, outlining, revising, and editing work. Particular attention is paid to formulating clear and compelling thesis statements, to composing arguments that support logical structure to the body of the paragraph, and to maintaining unity of argument. The contentdrawn from a wide variety of genres - focuses on developing skills of literary analysis as well as rhetoric and analysis.
English 9 Honors (1.0 credit)
This course expands on the college preparatory course design with more extensive readings, a greater emphasis on figurative interpretation, more thorough in-class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval.
English 10: American Literature (1.0 credit)
The study of individual writers and how their lives reflect American social history form integral parts of this course, and the selections of their works illuminate the themes of faith versus technology, nature and conquest, dream and deferral, race and gender, and consumerism and identity. While the activities and assignments designed to build skills of literary analysis and argumentation form the foundation of this course, assignments are also designed to build vocabulary and enhance grammatical skills. As the year progresses, the assignments focus on the students finding their individual voices as writers and thinkers in a conversation with modern culture and literature.
English 10 Honors: American Literature (1.0 credit)
The Honors course is similar to the college prep course as far as curriculum and assignments, but moves at a faster pace. There is an increased expectation of active classroom participation. While the activities and assignments designed to build skills of literary analysis and argumentation form the foundation of this course, assignments are also designed to build vocabulary and
enhance grammatical skills. As the year progresses the assignments focus on the students finding their individual voices as writers and thinkers in a conversation with modern culture and literature. Prerequisite: Departmental approval.
American Studies Honors (2.0 credits) English and History credits
This course blends the core curricula of the standard U.S. History and American Literature courses into a single course that explores the cultural, historical, literary, and artistic heritage of the United States. Using a loosely chronological approach, the course explores themes of environment and ecology, religion and science, agrarianism and urbanism, heroes, the gothic, race, class, gender, imperialism, industrialism, consumerism, and sexuality. Course materials include primary and secondary sources found in traditional history and literature studies, as well as the film, art, and music of America. Students engage this material through close reading, literary analysis, analytical writing, and Harkness discussions. Classes are two periods long with one teacher guiding intellectual discourse. The teacher focuses extensively on the writing process, and students have the opportunity to pursue research projects in some depth throughout the year. Carrying two credits, American Studies Honors fulfills graduation requirements in both English and History at the 10th grade level.
*English 11: Latin American Literature (1.0 credit)
This course provides a survey of Latin American literature and its interactions with popularculture as a reflection of our globalization. This course offers various perspectives of Latin America throughout history and today. Course activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are created to help students analyze and develop their interpretative and critical thinking skills. This course is offered to juniors and seniors interested in broadening a global knowledge and understanding of literature, offering an introduction to issues and themes that shape contemporary Latin American society, culture and its relationship to the United States and the global community.
*English 11 Honors –Latin American Literature (1.0 credit)
This honors course expands on the college preparatory course design with more extensive readings, thorough in-class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval.
World Literature (1.0 credit)
This course provides an introductory survey of world poetry and prose from sacred origin texts to contemporary voices. Aiming to explore globalization through various perspectives and genres, this course will help students understand the rich and diverse themes presented through
world voices. Students will develop their independent interpretative and critical thinking skills through written literary analysis and insightful discussion. This course broadens students' global awareness and understanding of literature and language from a global perspective.
World Literature Honors (1.0 credit)
This honors course expands on the college preparatory course design with more extensive readings, thorough in-class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval.
AP English Language and Composition (1.0 credit)
The chief aims of the course are to help students develop clarity of thought and expression and cultivate authentic and compelling voices as writers. Students practice close readings of nonfiction texts and write analytical essays that reflect increasingly sophisticated understandings of the rhetorical techniques writers employ to convey ideas and to persuade readers. Most of the take-home essays, prepared in developmental drafts, take the form of the personal essay; in class, students practice writing timed, analytic and argumentative essays and composing synthetic responses that integrate multiple sources. The weekly schedule includes a substantial component of vocabulary development. Open to eleventh and twelfth grade students. Prerequisites: English 10 Honors or English 11 Honors and departmental approval.
English 12: College Writing (1.0 credit)
College Writing focuses primarily on preparing students for composition at college level. The course aims to help students become skilled writers of prose in practical modern contexts who are able to compose for a variety of purposes at the college level and beyond. Students will learn not only about genre conventions, but how their language choices contribute to effective writing and how to master such language skills. Through surveying a variety of predominantly nonfiction texts, students will deepen their understanding of how excellent writers employ various techniques to create meaningful texts. This course encourages students to hone the core skills of active reading, processing author intent and purpose, forming original responses and clearly articulating such ideas for a variety of audiences. Students will learn how to evaluate and respond to both fiction and nonfiction texts. Additionally, this course will explore media outlets’ portrayal of current issues and discuss the way writer’s voices are presented through such mediums. To encourage critical thinking , the students will frequently participate in a variety of complex discussions designed to help them think about texts in greater depth and relate them to current affairs.
English 12 Honors: College Writing (1.0 credit)
This honors course expands on the college preparatory course design with more extensive readings, thorough in-class discussion, and additional and more varied writing assignments. Prerequisites: English 11 and departmental approval. -13-
AP English Literature and Composition (1.0 credit)
This course prepares students to take the AP examination in English Literature and Composition by grounding them thoroughly in the close reading of fiction and poetry and providing them a critical framework for the study of literature. The chief aims of the course are to help students develop a functional critical lexicon, the confidence to generate novel insights into literary texts, and the capacity to write lucid and unaffected prose. Prerequisite: English 11 Honors or AP Language and Composition and departmental approval.
IB English Language and Literature (Higher Level) (1.0 credit, per year)
The English Language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language.
Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
Departmental Electives
These courses do not count toward the four-credit English requirement for graduation.
Upper School Creative Writing (0.5 credit)
The Creative Writing course is designed to serve as a collaborative creative-writing workshop. Through daily reading and writing exercises, students model techniques in creating dialogue, description, and narrative. Students write several short stories throughout the semester, each developing particular aspects of prose fiction. All participants should expect to read and discuss contemporary short fiction, to write prose exercises and their own original short stories, and to learn about and actively participate in a writer’s workshop. Open to students in grades 9 -12.
*Mystery and Detective Fiction (0.5 credit) [Offered in Alternating Years]
Beginning with the genre’s origins in the 19th century, we will study the works of writers from a range of time periods and regions. We will trace the common elements that link some of the most famous writers from Edgar Allan Poe and Arthur Conan Doyle to Henning Mankell. Our studies will provide the opportunity to consider the cultural and universal topics that occupy most detective fiction such as immigration, economics, greed and group and personal identity. We’ll
explore what makes this genre so appealing to such a wide ranging audience. Materials for study will include short stories, novels, films and critical writings about mystery, detective, and crime fiction. Assessment activities will include creative and critical writing activities. Open to students in grades 10 -12.
*Shakespeare: His Works, Our World (0.5 credit)
Shakespeare’s stories remain relevant as a detailed portrayal of the complexities of human relationships; this course provides an opportunity to get to know the Bard and his works beyond traditional literary analysis. The course requires students to examine Shakespearean plays at its core through a combination of methodologies from traditional class reading to acting out key scenes and interpreting film productions. The course serves as an enriching exploration through cross curricular opportunities with drama, music art and media publications. Students will examine how recent cinematic versions of Shakespeare’s plays add to our understanding of the original works he wrote for the Renaissance stage and the ways in which Shakespeare’s works remain relevant today. Open to students in grades 10 -12.
*Gothic Literature (0.5 credit)
This course delves into the eerie and captivating world of Gothic literature, a genre that explores the darker aspects of human experience through themes of horror, mystery, and the supernatural. Students will engage with seminal texts from the 18th century to contemporary works, examining the historical context, literary techniques, and cultural significance of the genre. To enhance the learning experience, we will incorporate Gothic music, films, and additional literature that resonate with the themes we explore. Through readings, discussions, and creative projects, students will develop critical thinking skills and an appreciation for the complexity of Gothic literature while enjoying a multi-sensory approach to the genre.
*Analyzing Pop Culture and Media (0.5 credit)
This course explores the powerful influence of pop culture and media on identity, values, and society, equipping students with the tools to critically analyze and engage with the media landscape. Students will examine the evolution of pop culture, the portrayal of identity and representation in media, the role of comedy and satire in societal commentary, and the impact of advertising, social media, and internet culture. Through a mix of analytical writing, creative projects, and hands-on activities, students will develop media literacy skills to identify biases, evaluate sources, and understand the ethical implications of media consumption and creation. By the end of the course, students will be informed and responsible consumers and creators of media, capable of navigating and critiquing the ever-changing digital world.
*The Graphic Novel (0.5 credit)
This course offers an in-depth analysis of the graphic novel as a unique literary and artistic medium. Students will analyze the graphic novel's themes and characters, paying close attention to their visual representation and how it contributes to meaning. We'll evaluate the distinct role of the graphic novel medium, exploring elements such as panel composition, color use, and symbolism. The course also emphasizes connecting these texts and their artwork to historical, political, and cultural contexts. Through engaging discussions, detailed visual analysis, and written assignments, students will develop critical thinking skills and enhance their visual literacy by interpreting and critiquing various graphic storytelling techniques.
Mathematics and Computer Science
The Mathematics and Computer Science Department is dedicated to cultivating lifelong learners who are confident, creative, and critically-thinking problem solvers. The department seeks to develop in each student a firm foundation in problem-solving skills that will play an important role in other academic disciplines and in everyday life. Students learn various strategies of critical thinking and seek multiple paths to solutions. In order for students to succeed in their academic and future careers, they must be comfortable with a variety of technologies. This goes beyond merely using technology, but understanding the underlying concepts that drive their development and functionality.
The Mathematics and Computer Science Department offers a variety of learning pathways to meet the academic needs of all students. In addition to the core subjects, students have opportunities to explore applications of mathematics including finance, statistics, and programming. Students are expected to earn a final grade of C- or higher in order to progress to the next course in the sequence. If a lower grade is earned, a student may be required to repeat the course the following year or during summer school. Students with demonstrably superior math skills and self motivation may be placed in the honors math sequence, which typically culminates in Advanced Placement mathematics. Honors students are expected to maintain a grade of B or higher in order to remain in that sequence. All students are strongly encouraged to take a fourth year of mathematics.
Middle School Offerings
Math 6 Foundations
Math 6 Foundations is a sixth-grade course designed to increase a student’s ability to perform basic math operations in order to progress to pre-algebra concepts successfully. The goal of the
course is for students to master arithmetic skills and concepts involving whole numbers, decimals, and fractions prior to advancing to pre-algebra topics later in the year. Other course topics include operations with integers, percentages, solving one-step equations, basic geometry, and data analysis. Throughout the course students will be given opportunities to improve their number sense. After mastering course concepts students should be prepared for the seventh grade pre-algebra curriculum.
Math 6
The sixth-grade course includes a review of elementary mathematics and introduces pre-algebra. Its aim is for students to master arithmetic skills and concepts involving whole numbers, decimals, and fractions while progressing to pre-algebra topics early in the course. Operations with integers and procedures for solving equations are introduced at the start and applied throughout the course. Number theory is introduced as a prelude to advanced work with fractions and equations with fractions. Percentages, linear functions and graphing are integrated in the second half of the course. Algebra functions are also applied to geometry topics. At the conclusion, students should have mastered elementary mathematics with a strong pre-algebra orientation.
Advanced Math 6:
This course is designed for those sixth graders who already have proficiency in the Math 6 concepts. It is similar to a rigorous “Pre-algebra” curriculum. The course is designed to prepare the student to advance to Algebra I Honors the following year. It involves equations, inequalities, and word problems related to ratios, conditions, money, age, and geometry. Students work with integers, monomials, binomials, polynomials, and positive and negative exponents. Graphing linear equations and inequalities and solving systems of equations is covered in depth. Geometry concepts are included, and algebra is applied to solutions of geometry problems. Data are analyzed, interpreted, and displayed as part of a brief study of statistics and probability.
Pre-Algebra Foundations
Pre-Algebra Foundations is designed to strengthen students’ Math 6 skills while also teaching the core concepts of Pre-Algebra in order for a student to be successful in the Algebra I course in 8th grade. The range of topics includes integers, ratios, proportions, percents, expressions, multistep equations, inequalities, writing linear equations, and graphing linear equations.
Prerequisite: Math 6 Foundations, Math 6, or its equivalent
Pre-Algebra
This pre-algebra course includes all topics of middle school mathematics and builds on our sixthgrade course to prepare students for Algebra I in the eighth grade (see note below). The range
of topics includes integers, ratios, proportions, percents, equations, inequalities, graphing, statistics, the application of algebra to geometry, and the graphing of linear equations, inequalities, and systems of equations. Following the study of those topics, students are also exposed to the distance, midpoint and slope formulas. The conclusion of this course focuses on geometry, statistics, and additional work with polynomials.
Prerequisite: Math 6 Foundations or Math 6 or its equivalent
Pre-Algebra Honors
This accelerated pre-algebra course includes all topics of Pre-Algebra. This course is distinguished from Pre-Algebra by its rigorous and continual focus on abstract problem-solving and critical-reasoning skills. After successful completion of this course, students should be fully prepared for Algebra I Honors the following year.
Prerequisite: Math 6, Advanced Math 6, or its equivalent
Algebra Foundations:
Algebra I Foundations is designed for students who have not yet mastered pre-algebra skills necessary for success in Algebra 1. This class will allow 8th grade students the time to further explore pre-algebra topics such as arithmetic operations, integers, ratios, proportions, percents, equations, inequalities, and linear functions. A mastery of these topics will then lead into the introduction of algebra topics such as properties of real numbers, solving multi-step equations and applications, graphing linear functions, and solving systems of equations. Throughout the course students will be given opportunities to improve their math skills while developing their critical thinking ability. After completing Algebra 1 Topics course objectives, students should be prepared for Palmer Trinity’s Algebra 1 curriculum.
Prerequisite: Pre-Algebra Foundations, Pre-Algebra or its equivalent
Algebra I
Algebra I completes the transition to algebraic thinking commenced in Pre-Algebra. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways including verbal descriptions, equations, tables and graphs. They also learn to model real-world situations using functions. In this course, standardized-test questions are analyzed frequently, providing students an opportunity to develop a variety of efficient and effective problem-solving strategies. Graphing calculators are used occasionally as supplemental tools to enable students to explore, visualize and analyze functions more effectively.
Prerequisite:Pre-Algebra Foundations,, Pre-Algebra, Pre-Algebra Honors or its equivalent
Algebra I Honors
Algebra I Honors is a fast-paced course which completes the transition to algebraic thinking started in Pre-Algebra Honors. It is distinctive in its focus on a wide variety of word problems
that relate mathematical ideas to the real world and other academic disciplines. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways and to apply this knowledge to a vast array of real-world applications. Students discover the universal nature of mathematics via multiple explorations into related disciplines such as science, engineering, architecture, and design. In this course, standardized-test questions are analyzed frequently, providing students an opportunity to develop a variety of efficient and effective problem solving strategies. Graphing calculators are used as supplemental tools to enable students to explore, visualize and analyze functions more effectively. Prerequisite: Advanced Math 6, Pre-Algebra, Pre-Algebra Honors, or its equivalent
Introduction to Robotics (Semester-long)
This course introduces students to the world of robotics. Vex IQ robots will be used to teach students many important concepts that exist in the world of robotics. The robotics and automation industries have grown large in recent years and continue to expand. Robots are seen in many capacities from NASA space missions to Amazon warehouse picking. During this course, students will build their own IQ robot and learn to program it to work autonomously using several sensors and parts. Students will use a beginner-friendly block-style programming language to control their robots through a variety of challenges. Students will also experience competition that requires both hand-eye coordination and programming skills. Students will leave this course with an understanding of what modern-day robotics requires in the real-world.
Prerequisite: None
Introduction to Visual Programming (Semester-long)
This course introduces students to programming using the Javascript language and p5.js, a library that makes coding accessible to artists, designers, and beginners alike. The course will focus on learning core programming techniques through the creation of interactive, graphical programs in student’s very own internet browsers. Students will use their creativity to create games and other applications that have appealing visuals and audio components.
Prerequisite: None
Introduction to 3D Computer Design (Semester-long)
This course introduces students to the world of 3D modeling and 3D printing. They will discover what it takes to produce, manipulate, and validate objects in a 3D environment. Students will create functional prototypes while dealing with measurements, balancing issues, strength vs flexibility considerations, and more. Finally, students will learn to take a thoughtful, consistent, and detail-oriented approach to designing fun and interesting objects using tools like TinkerCAD.
Prerequisite: None
Upper School Offerings
Algebra I (9th grade): (1.0 credit)
This course completes the transition to algebraic thinking commenced in Pre-Algebra or Algebra I Topics in the 8th grade. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways including verbal descriptions, equations, tables and graphs. They also learn to model real-world situations using functions. Graphing calculators are used occasionally as supplemental tools to enable students to explore, visualize and analyze functions more effectively. Prerequisite: Pre-Algebra, Algebra I Foundations or its equivalent
Geometry (1.0 credit)
This course has the dual goals of making students fluent in the language and application of plane and solid figures and of developing logical and deductive reasoning skills. Topics build on one another, beginning with postulates regarding lines and angles and moving to theorems of triangles, quadrilaterals, circles, and solids. Two-column proof building and problem solving using various methods are the fundamental skills learned. Algebra skills are reviewed and utilized significantly in this course.
Prerequisite: Algebra I or its equivalent
Geometry Honors (1.0 credit)
This fast-paced course covers the material addressed in Geometry with added emphasis on developing logical, analytical and deductive reasoning skills through problem solving. A prominent feature is the rigorous treatment of two-column proof building. Topics build on one another, beginning with postulates regarding lines and angles and moving to theorems of triangles, quadrilaterals, circles, and solids. A mastery of algebra skills is essential. Prerequisites: Algebra I Honors or its equivalent
Algebra II (1.0 credit)
This course reviews Algebra I topics and uses them as building blocks for more advanced work. The topics include: basic concepts of algebra; linear equations, inequalities and functions; products and factors of polynomials; rational expressions; irrational and complex numbers; quadratic equations and functions; polynomials and polynomial functions; exponential and logarithmic functions; powers, roots and radicals; matrices and determinants; circles as a conic section; and basic statistics.
Prerequisites: Algebra I and Geometry or their equivalents
Algebra II Honors (1.0 credit)
This fast-paced course covers the material addressed in Algebra II with added emphasis on developing critical thinking skills through more problem solving. In addition to the topics
covered in Algebra II, advanced topics include sequences and series, trigonometric identities and equations and quadratic relations and conic sections.
Prerequisites: Algebra I Honors and Geometry Honors or their equivalents.
College Algebra & Trigonometry (1.0 credit)
This course is designed to strengthen algebra II concepts and introduce the fundamental concepts in trigonometry. Topics include, but are not limited to, functions and transformations of graphs, polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, trigonometric identities, systems of equations and inequalities, and sequences. At the end of successful completion, students should be prepared for a precalculus course.
Prerequisites: Algebra II or its equivalent
Precalculus Honors (1.0 credit)
This course combines a more advanced study of second-year algebra concepts with an exploration of trigonometric functions and identities. The emphasis of this course is on an analytical, a graphical, and a numerical approach to problem solving. This rigorous course includes topics such as polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, analytical trigonometry, sequences, and probability. Those concepts are used to apply the process of mathematical modeling to real world applications in many areas, such as business, economics, biology, engineering, chemistry, and physics. Prerequisites: Algebra II or its equivalent
AP Precalculus (1.0 credit)
This course combines a review of second-year algebra with a detailed exploration of functions and graphing, as well as an exploration of trigonometric functions and identities. The emphasis of this course is on an analytical, a graphical, and a numerical approach to problem solving. This rigorous and fast-paced course includes topics such as polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, analytical trigonometry, sequences, probability, polar functions, functions involving parameters, vectors, and matrices.
These concepts are used to apply the process of mathematical modeling to real-world applications in many areas, such as business, economics, biology, engineering, chemistry, and physics. While most of the topics are similar to those addressed in Precalculus Honors, the depth, breadth and rigor of the problems encountered are significantly more demanding. Students must take the College Board AP Precalculus exam at the end of the course.
Prerequisites: Algebra II Honors or its equivalent
Probability and Statistics (1.0 credit)
The purpose of this course is to develop your ability to think and reason quantitatively using the tools of probability and statistics. The students will be introduced to the major concepts of collecting, analyzing, and drawing conclusions from data. They will become familiar with four broad conceptual themes: exploring data, planning studies,
anticipating and describing patterns, and statistical inference. In addition, students will draw upon their critical thinking and writing skills to demonstrate understanding of what their statistical analysis has revealed.
Prerequisite: Algebra II or its equivalent. This course is open to students in Grades 11 and 12.
Financial Algebra (1.0 credit)
Financial Algebra combines algebraic and graphical concepts with practical business and personal finance applications. The course motivates students to explore algebraic thinking patterns and functions in a financial context. The financial topics include, but are not limited to: the stock market, modeling a business, banking services, consumer credit, automobile ownership, employment basics, income taxes, planning for retirement, and preparing a budget.
Prerequisite: Algebra II or its equivalent. This course is open to students in Grades 11 and 12.
Calculus Honors (1.0 credit)
The course addresses the topics encountered in the first course of a college calculus course, including both differential and integral calculus. Topics include limits, derivatives, applications of derivatives, related rates, optimization, definite and indefinite integrals, areas and volumes, slope fields, and differential equations. The students will internalize these concepts through problem based learning, discovery using technology, and cooperative learning techniques. Prerequisites: Precalculus Honors or its equivalent
AP Calculus AB (1.0 credit)
The course is equivalent to differential and integral calculus at the college level. With differentiation, students will study functions, graphs, limits, continuity, rates of change, techniques of differentiation, and applications of the derivative including curve sketching, optimization, related rates, implicit differentiation, motion along a line, and slope fields. With integration, students will study definite and indefinite integrals, techniques of integration, Fundamental Theorem of Calculus, and applications of integration including area, motion along a line, volume, differential equations and growth/decay models, and numerical approximations using Riemann Sums. Through problem solving, cooperative learning, discovery learning, the use of technology, and other methods, students will strive to internalize and understand these calculus concepts. During this learning process, they will inevitably develop their abilities and become better thinkers. Students must take the College Board AP Calculus AB exam at the end of the course.
Prerequisites: AP Precalculus or its equivalent
AP Calculus BC / Multivariable Calculus (1.0 credit)
AP Calculus BC includes a review of the topics covered in AP Calculus AB, as well as convergence tests for series, Taylor and/or Maclaurin series, the use of parametric equations, polar functions, including arc length in polar coordinates, calculating curve length in parametric and function (y = f(x)) equations, L'Hôpital's rule, integration by parts, improper integrals,
Euler's method, differential equations for logistic growth, and using partial fractions to integrate rational functions. Students in AP Calculus BC who score appropriately on the AP Examination generally receive two semesters or three trimesters of Advanced Placement in mathematics. During the Spring semester students learn multivariable topics such as partial differentiation, multiple integrals and vector calculus. Students must take the AP Calculus BC exam at the end of the course.
Prerequisite: AP Calculus AB or its equivalent
AP Statistics (1.0 credit)
This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploration of data, sampling and experimentation of data, anticipation of patterns, and making statistical inferences. Students must take the College Board AP Statistics exam at the end of the course. Prerequisites: Precalculus Honors or AP Precalculus or their equivalents
Computer Science Principles (0.5 credit)
Computer Science Principles is an introductory survey course that gives students a variety of experiences with computing and the field of computer science. Students learn to design and evaluate solutions and to apply computer science concepts to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical. Much of this course is project based, focusing on big ideas of computer science. Students will experience the beginner friendly text-based programming language, Python. This course lays the foundation for subsequent computer science courses.
Prerequisite: None; Corequisite for 8th graders: Algebra I Honors or Geometry Honors
Robotics (0.5 credit)
This course introduces students to the world of robotics. Vex IQ robots will be used to teach students many important concepts that exist in the world of robotics. The Robotics and automation industries have grown large in recent years and continue to expand. Robots are seen in many capacities from NASA space missions to Amazon warehouse picking. During this course, students will build their own IQ robot and learn to program it to work autonomously using several sensors and parts. Students will learn about several important engineering ideas needed to successfully build a robot including concepts like gear ratios, torque vs. speed, and center of mass. A text-based programming language based on current languages will be used to control robots through repetition, decision making, and more. Students will eventually teach their robots to move in any direction, sense obstacles from a distance, use tactile feedback to stop and reverse, follow paths, and handle remote input from users. Students will face increasingly complex challenges and competitions that use their acquired skills.
Prerequisite: None
Web Development (0.5 credit)
This course aims to introduce students to technologies and methodologies used to design, implement, test, and maintain modern websites and mobile apps. Current technological trends are focusing on creating visually appealing, functional, and entertaining applications and websites on the internet. As our world grows more connected through the internet, it becomes extremely important for students interested in technology fields to understand and be proficient in the use of web technologies which include HTML, CSS, and JavaScript. The course will first introduce HTML5 for students to understand how websites are designed and structured and then move on to CSS where they will learn how to apply appropriate styles, color choices, and other techniques to make websites visually appealing. Prerequisite: None
CAD (Computer-Aided Design) (0.5 credit)
This course aims to be an intense, but fun introduction to Computer Aided Design (CAD) which is an important discipline in many fields of engineering. CAD is the use of computer systems to assist in the creation, modification, analysis, and optimization of a design. CAD software is used to increase the productivity of the designer and engineer, improve the quality of design, improve communications through documentation, and to create a database for manufacturing. CAD output is often in the form of electronic files used for printing, machining, or other manufacturing operations. Designs will be prototyped and fabricated using our 3D printers. Corequisite: Algebra II or Algebra II Honors or their equivalents
3D Game Development (0.5 credit)
Students will learn the basics of programming while building 3D games using the Unity environment and programming in C#. Students will learn important game development concepts that require both design and programming skills including level-design, physics simulation, enemy and level AI, and more. Throughout the semester the students will learn by developing small 3D prototypes and will have to develop a mid-sized game by the end of the semester. Prerequisite: AP Computer Science A
Advanced Topics in Programming (0.5 credit)
Advanced Topics in Programming aims to give students that have excelled in AP Computer Science A an opportunity to take their programming and problem solving skills further by covering advanced Computer Science topics including networking, encryption, error-handling, computer graphics, data structures, and algorithm analysis. Students should be comfortable with Java programming, having passed AP Computer A successfully. This project-based course will allow students to apply their knowledge to complex, real-world problems while learning about modern-day computing theory and applications. Prerequisite: AP Computer Science A
AP Computer Science Principles (1.0 credit)
AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems— including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical. This course lays the foundation for subsequent computer science courses. Prerequisite for 10th - 12th graders: Geometry or its equivalent; Corequisite for 9th graders: Geometry Honors or Algebra II Honors
AP Computer Science A (1.0 credit)
This course will give students that have progressed through introductory and intermediate Computer Science electives an opportunity to learn about advanced programming concepts using the Java programming language. The course will emphasize problem solving, data abstraction, object-oriented programming and design methodology, algorithms, and data structures. Students will work on projects that require them to study external domain knowledge, design a software system, and finally implement and test functionality to solve real-world problems. Students that master the material taught in this course will then be prepared to take the AP Computer Science A exam. Corequisite: Precalculus Honors or AP Precalculus
Science
The Science Department seeks to create an educational experience that will develop in its students a deep appreciation and thorough understanding of the fundamental laws that govern the physical universe. In formulating its program of study, the department acknowledges that scientific investigation is a process, and it aims to lead students from the experiential encounters with nature so necessary to an elementary school child to more empirical investigations appropriate for middle school students and finally to a deeper understanding of the theoretical bases of science during the upper school years. The curriculum is designed to reflect the hierarchy of scientific thought as it is revealed by nature in coordination with the student’s cognitive development. Though the essential role of laboratory work is undisputed, the primacy of the mind in any science pedagogy must not be lost. Rather than emphasize rote memorization and algorithmic procedures and calculations, our curriculum and assessments develop deeper levels of student thought. Only by training students to think in a penetrating manner can we adequately prepare them for whatever awaits.
Middle School Offerings
Grade 6: Life Science
The course introduces the student to the study of living organisms, the systems that operate within living creatures, and the classification schemes used to reveal the similarities between many life forms. The course offers a complete study of life cycles, beginning with the simplest of structures and spiraling outward to encompass the human body. The course includes the basic description of living things, complex plant structures, various groups of invertebrate and vertebrate animals, human body systems, human reproduction and development, genetics and applied genetics. The course fosters personal discovery through applicable labs and a grade-wise commitment to our unique environment as an outdoor lab. Life Science concepts are taught directly and indirectly utilizing our school garden, which is maintained and cared for by all 6th grade students.
Grade 7: Earth Science
This course introduces students to the dynamic physical and chemical processes that have shaped and continue to shape the surface of the Earth. Using the scientific method, students learn and investigate topics including the history of the Earth, rocks and minerals, plate tectonics and its role in creating earthquakes and volcanoes, and surface processes such as erosion by wind, water, glaciers, and gravity. In addition, students take a step back from the surface of the Earth to explore the role of the atmosphere, weather, and water cycle in our daily lives. Emphasis is placed on our changing environments and sustainability efforts through hands-on and group learning activities that utilize a combination of laboratory exercises, in-class discussions, and our hydroponic systems. Each seventh grade student grows several plants throughout the year using our hydroponic systems in order to compare and contrast growing methods and resource demands between outdoor farming (6th grade) and indoor farming (7th grade) as well as learning to identify our impact on our diminishing natural resources.
Grade 8: Physical Science
During one semester, the course introduces the students to the central concepts and skills of chemistry. Students explore models and the structure of the atom; study the Periodic Table and the classification of the elements; investigate compounds and mixtures; experiment with solids, liquids and gasses; discover bonding; and write and balance chemical equations. During the second semester, the course introduces the students to the central concepts and skills of physics. Through classroom discussions, laboratory investigations, interactive internet projects, and science roundtables, students explore and investigate motion and forces, energy and work, electricity and magnetism, waves, light, and sound. Throughout the course, the students hone their laboratory techniques, quantitative measurement skills, and unit conversions; they refine their mastery of scientific inquiry and improve their communication proficiency writing laboratory reports and solving word problems.
Grade 8: Physical Science Honors
Physical Science 8 Honors covers similar concepts and skills as are covered in Physical Science 8. The Honors course moves at a faster pace, requires a stronger command of mathematical concepts, and challenges students to draw connections between disciplines and work with greater independence. Prerequisite: Departmental approval.
Middle School Electives
❖ These courses do not fulfill the science graduation requirements.
Scientific Inquiry and Fieldwork (Semester-long)
This course examines the growth and development of South Florida through environmental, historical, and cultural perspectives. Students will be able to draw connections between key industrial and conservation figures and the role they’ve played in shaping modern South Florida. In addition, students will explore local conservation areas and partner with preservation programs to perform hands-on fieldwork to track environmental changes on a local scale. The course will focus on STEM-based projects that require students to utilize multiple disciplines and evaluate real-world problems. Students will be evaluated using both formative and summative assessments including daily readings, discussion, lab reports/projects, and fieldwork. The goal of the course is to provide students with a contextual background of their world to increase appreciation and concern while also providing an avenue for them to engage the curriculum as active scientists. Open to students in Grades 7-8.
Engineering Design and Modeling (Semester-long)
Engineering Design and Modeling is a semester-long course in the Project Lead the Way Gateway STEM Program (PLTW). Engineering Design and Modeling, provides students opportunities to apply the engineering design process to creatively solve problems. In this class, students use tools such as a design program, computer simulations, an engineering notebook, and a 3D printer to design, model, and build objects. In teams, students learn and utilize methods for communicating design ideas through sketches, mathematical models, and solid models. Students understand how models can be simulated to represent an authentic situation and generate data for further analysis and observations. In teams, students work to identify design requirements, research the topic, and engage stakeholders as they create a toy or device to help others. Open to students in Grades 7-8.
Upper School Offerings
Grade 9: Biology (1.0 credit)
The course offers students a detailed study of the biological world focusing on the evolutionary history of life from the ancient and simplest life forms to current and complex ecosystems. Topics include basic chemistry and biochemistry, cell structure and function, biochemical pathways such as photosynthesis and cellular respiration, genetics, DNA technology, the six kingdom classification system, ecology, and conservation. Laboratory work is a major component of the course, with information collected both inside and outside the classroom. The course focuses on personal discovery and group work, concrete and abstract thinking with qualitative and quantitative experimentation.
Grade 9: Biology Honors
(1.0 credit)
The Biology Honors course investigates much of the same content covered in the regular Biology course. However, topics are treated in greater depth and breadth because of the implementation and use of a more advanced and technical text. The students engage in informal but informed discussions on contemporary issues in biotechnology and biochemistry, such as cloning and climate change. Emphasis is placed on independent thought and critical thinking. Prerequisite: Departmental approval.
Environmental Science (1.0 credit)
This Environmental Science course will cover the basics in the following topics: sustainability, biodiversity, human population, pollution, water resources, climate change, waste materials, and urbanization. This is an introductory course, open to 10th-12th grade students. There will be a heavy laboratory and activity component. Students will finish the course with an idea about what it means to live sustainably in a changing world. Current 9th grade students in Algebra 1 will be recommended for this course as their 10th grade science. The Chemistry and Physics courses will be open to them once they have completed Geometry.
Prerequisite: Biology/Algebra 1
Physics (1.0 credit)
The course is a laboratory-intensive, inquiry-based approach that introduces the student to the fundamental ideas and concepts of physics. The course concentrates on the physics concepts of vectors, kinematics, dynamics, energy and momentum, waves, electricity and magnetism, and atomic and nuclear theory. The development of these concepts is then reinforced with mathematical applications to the discussion of physics topics. The techniques of measurement, arithmetic of scientific notation, algebra of single unknowns, graphing, and data analysis skills are utilized in this course. Students are trained in the Scientific Method and improve scientific literacy by reflection via laboratory reports. Emphasis is placed on the use of technology in experimentation, and fundamental laboratory techniques.
Prerequisite: Geometry
Physics Honors (1.0 credit)
The course introduces students to algebra-based physics. Emphasis is placed upon independent thought, mathematical analysis, and multi-step algebraic problem-solving. The course covers Newtonian mechanics including rotational dynamics and angular momentum; work, energy, and power; and mechanical waves and sound. It also introduces electric circuits. Students will participate in student-centered inquiry investigations to develop advanced inquiry and reasoning skills through experimenting, analyzing, making conjectures and arguments, and solving problems. Prerequisite: Geometry; Co-requisite: Algebra II and departmental approval.
Chemistry (1.0 credit)
The course is based on the premise that structure determines function. The topics explored include the nature of matter, the structure of the atom, nomenclature, chemical composition, reactions in aqueous solutions, stoichiometry, energy, modern atomic theory, chemical bonding, gas laws, acid-base reactions, and chemical equilibrium. The arithmetic of scientific notation, significant figures, dimensional analysis, and the algebra of multiple unknowns are employed extensively. Greater emphasis is placed on problem solving, the exploration of concepts by experimentation, and lucid laboratory reporting.
Chemistry Honors (1.0 credit)
The course examines the topics outlined above in greater depth and breadth. Emphasis is placed upon independent thought, mathematical analysis, and multi-step problem solving. Prerequisites: Physics Honors, Algebra II Honors, and departmental approval.
Departmental Electives
❖ These courses do not fulfill the science graduation requirements of Biology, Physics, and Chemistry.
AP Biology (1.0 credit)
This course is designed to be the equivalent of a two-semester college introductory biology course taken by biology majors during their first year. The textbooks used for AP Biology are those used by college biology majors and the labs are equivalent to those done by college students. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in this course is on developing an understanding of concepts; however, there is much detail to memorize. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. All students are expected to take the AP Biology Examination offered by the College Board in May, for which they may receive credit or standing in college, depending on their scores and the policies of the
colleges they attend. Prerequisite: Biology Honors. Pre- or Co-requisite: Chemistry or Honors Chemistry. Departmental approval.
AP Chemistry (1.0 credit)
This course is designed to be the equivalent of a two-semester college introductory chemistry course taken by chemistry majors during their first year. For some students, this course enables them to undertake, as college freshmen, second-year work in the chemistry sequence at their institution or to register for courses in other fields where general chemistry is a prerequisite. The course aims to provide students with a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course contributes to the development of the students' abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The course differs qualitatively from Honors Chemistry with regard to the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and the variety of experiments done in the laboratory. Students will participate in student-centered inquiry investigations to develop advanced inquiry and reasoning skills such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts. Prerequisites: Physics Honors, Chemistry Honors, Pre-Calculus Honors. Departmental approval.
AP Environmental Science (1.0 credit)
AP Environmental Science is constructed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. It is an interdisciplinary study of earth processes and their link to human habitation. The course begins by concentrating on ecological basics such as community interactions, biodiversity and biogeochemical cycles. The course then moves on to explore human interactions with the earth; primarily population growth and our effect on air/water resources. The students obtain a balanced, objective perspective on environmental science today. Through lectures, discussions, and labs, students learn to identify and analyze environmental problems both natural and anthropogenic, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students apply their knowledge of biology, chemistry, physics, and in some cases history and English to decipher the wealth of information and even make their own decisions regarding our environmental future. All students are expected to take the AP Environmental Examination offered by the College Board in May. Prerequisite: Biology Honors or Biology. Pre- or Co-requisite: Chemistry or Honors Chemistry.
Departmental approval.
AP Physics 1 (1.0 credit)
This course is an algebra-based course in which students will explore topics such as Newtonian mechanics, work, energy and power, mechanical waves and sound, and simple circuits. Students
will develop a deep understanding of foundational principles in classic mechanics and modern physics by applying these principles to complex physical situations that combine multiple aspects of physics rather than present concepts in isolation. Students will design, implement, and analyze inquiry-based laboratory investigations. All students are expected to take the AP Physics 1 examination offered by the College Board in May. Prerequisite: completed geometry and be concurrently taking Algebra II or an equivalent course.
AP Physics C: Mechanics (1.0 credit)
The course is designed to resemble the first part of the college sequence that serves as the foundation in physics for students majoring in the physical sciences or engineering. The sequence is preceded by mathematics courses that include Calculus. Methods of Calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Strong emphasis is placed on solving a variety of challenging problems, requiring calculus. The subject matter of the course is Newtonian mechanics. All students are expected to take the AP Physics C: Mechanics Examination offered by the College Board in May. Prerequisite: Physics Honors; Calculus Honors or AP Calculus.
International Baccalaureate Biology (Higher Level) (1.0 credit, per year)
As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings. DP Biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.
International Baccalaureate Chemistry (Standard Level) (1.0 credit, per year)
As one of the three natural sciences in the IB Diploma Programme, Chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory
International Baccalaureate Sports, Exercise and Health Science (Higher and Standard Levels) (1.0 credit, per year)
International Baccalaureate Sports, Exercise and Health Science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context. Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.
International Baccalaureate Environmental Systems and Societies (Standard Level) (1.0 credit, per year)
Environmental systems and societies (ESS) is an interdisciplinary course offered only at standard level (SL). This course can fulfill either the individuals and societies or the sciences requirement. Alternatively, this course enables students to satisfy the requirements of both subjects simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world.The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The
course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. They encourage students to develop solutions at the personal, community and global levels.
Project Lead the Way: Biomedical Sciences Course Sequence
Biomedical Science (1.0 credit)
Biomedical Science is a full-year high school course in the Project Lead the Way (PLTW) Biomedical Science Program. This course serves to provide foundational knowledge and skills in fields such as biology, anatomy & physiology, genetics, microbiology, and epidemiology as well as engage students in how this content can be applied to real- world situations, cases, and problems. Through both individual and collaborative team activities, projects, and problems, students will tackle real-world challenges faced by biomedical professionals in the field. They will work with the same tools and equipment used in hospitals and labs as they engage in relevant hands-on work. Students will develop skill in technical documentation to represent and communicate experimental findings and solutions to problems. In addition, students will explore how connections to other disciplines such as computer science and engineering shape the future of medicine and practice collaboration techniques that will help them connect with professionals across any field. *This course does not fulfill a lab science requirement.
Human Body Systems (1.0 Credit)
Human Body Systems (HBS) is a full-year high school course in the Project Lead the Way (PLTW) Biomedical Science Program. The HBS course provides foundational knowledge and skills in anatomy and physiology, clinical medicine, and laboratory research. The course engages students in how this content can be applied to real-world situations, cases, and problems. The HBS course includes interviews, challenges, and testimonials from biomedical professionals in a variety of settings—clinical, research, and public health. Through both individual and collaborative team activities, projects, and problems, students tackle real-world challenges that biomedical professionals face in the field. Students work with the same tools and equipment used in hospitals and labs as they engage in relevant hands-on work. They explore BioDigital™ 3D interactive models, simulations, and assessments to visualize human anatomy and physiology. Students develop skill in technical documentation to represent and communicate experimental findings and solutions to problems, as well as skill in ethical reasoning and clinical empathy. *This course does not fulfill a lab science requirement.
Medical
Interventions (1.0 credit)
Medical Interventions (MI) is a full-year high school course in the Project Lead the Way (PLTW) Biomedical Science Program. This course allows students to investigate the variety of
interventions involved in the prevention, diagnosis, and treatment of disease as they follow the lives of a fictitious family. A “How-To” manual for maintaining overall health and homeostasis in the body, the course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose, and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios students will be exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Each family case scenario will introduce multiple types of interventions, reinforce concepts learned in the previous two courses, and present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past, present, and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role that scientific thinking and engineering design play in the development of interventions of the future.
Engineering: Design Applications (0.5 credit)
The Engineering: Design Applications course is designed to offer students a basic overview of the engineering fields, their principles, and their applications to everyday life. It prepares students to understand pre-engineering concepts that emphasize critical thinking and problemsolving. This course also develops design skills that can be applied practically, while using the design process to analyze problems, develop solutions, and test and evaluate those solutions. Topics covered include engineering design process, graphic and physical modeling, including computer-aided design (CAD) with industry-level software, materials, patents, among others. Pre or Corequisite: Physics
History
We understand that History is the critical construction of the collective memory in a process of reflection and reinterpretation of the past. The courses in the History and Humanities department ask students to engage a wide range of cultural, social and historical subjects, thereby enhancing understanding of the diversity of the human experience and fostering a sense of equity and responsibility towards others. The department seeks to further the school's mission by educating students in issues of morality, spirituality, and diversity. We encourage moral consciousness by discussing ethical issues and emphasizing that historical actions always have consequencesboth intended and unintended. We emphasize diversity in our curriculum by showing how historical experiences depend upon factors such as race, gender, class, and religion. Our dedication to excellence is emphasized by setting high goals for our students, encouraging them to meet their greatest potential. More than this, whenever and wherever proper, we encourage students to apply their knowledge across disciplines to gain a deeper, more lasting appreciation for learning and self-improvement. We strive to engage students in the learning process, especially with regard to higher order thinking skills. We accomplish this through emerging communication and education technologies, as well as effective implementation of pedagogical
approaches such as the Harkness method, a subject-centered, student-driven learning technique based on active participation with an emphasis on critical thinking skills.
Middle School Offerings
Grade 6: World Cultures
Students in World Cultures are exposed to the cultural and historical contributions of the ancient societies of the past, such as Egypt, India, and China, among others. Students hone their map reading skills by working with both physical and political maps, learn about the connections between geography and history, and establish connections with the present through the analysis of current events and project-based learning that explores the impact of these ancient societies on our modern world. The development of critical and creative thinking skills, as well as the cultivation of curiosity about and compassion for global diversity, helps students to better understand their role in the ever developing world community.
Grade 7: Global Connections
Global Connections is a unique themed course that familiarizes students with the world today by studying physical and human geography. Students develop an understanding of historical events and political ideologies through the utilization of primary sources and the textbook. In addition, students will develop critical thinking and analytical writing skills. Themes throughout the course will include environmental challenges, stages of revolutions, diplomacy and international relations.
Grade 8: American Studies
Students in American Studies explore the evolution of America’s historical, cultural and political landscapes. Students gain skills including interpretation of historical documents, analytical writing, and informed and structured communication. Methods include document analysis and critical evaluation of sources. Students should ultimately develop an awareness of the diversity and complexity of America’s history to cultivate thorough understandings of the nation’s present.
Grade
8:
American Studies Honors
The American Studies Honors course expands on the regular course design with more extensive outside readings, thorough in-class discussion and additional written assignments using primary sources.
Upper School Offerings
Each student is required to earn three credits, specifically in World History, United States History, and a Regional History. A fourth year is strongly recommended.
*Indicates courses offered on rotation.
Grade 9: World History (1.0 credit)
This course provides a broad historical overview of major events dating from the origin of the universe to the present. This approach is called Big History because it encompasses the history of our own human existence on a broad scale. Offering an interdisciplinary approach that combines insights from across the humanities, as well as from the natural and social sciences, this course assesses the major thresholds of increasing complexity that have contributed to our development as a species. While attention will be given to the origins of the universe, stars, chemical elements, solar system, and life on Earth, the majority of the course focuses on the human context, from the origins of humans and the invention of agriculture, to the rise of civilizations, the Columbian Exchange, the Industrial Revolution and the dynamics of the current globalization. In reflecting upon this history, we will further postulate possibilities for the future that lies ahead. The course places an emphasis on the development of historical thinking, writing and research skills, as well as on primary and secondary source interpretation.
Grade 9: World History Honors (1.0 credit)
The year-long honors program expands on the regular course design with more extensive outside readings, thorough in-class discussion and additional written assignments using primary sources. Prerequisite: Departmental approval.
Grade 9: AP World History (1.0 credit)
In this course students will cultivate their understanding of modern world history from c. 1200 CE to the present. Through analyzing historical sources and learning to make connections and craft historical arguments, students will explore concepts like humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. The course will cover nine units: The Global Tapestry, Networks of Exchange, Land-based Empires, Transoceanic Interconnections, Revolutions, Consequences of Industrialization, Global Conflict, Cold War & Decolonization, and Globalization. Prerequisite: Departmental approval.
Grade 9: World History Foundations (1.0 credit)
In World History Foundations students investigate significant events, individuals, developments, and processes from the beginning of human existence through the present to better understand the underlying forces that shape the world in which they live. They will also be able to explain the primary historical dynamics operative in the following chronological periods and illustrate
them using specific examples: Our Big History; Early Humans; Cities, Societies, and Empires; Regional Webs; The First Global Age; The Long Nineteenth Century, and The Great Convergence and Divergence.
Grade 10: United States History (1.0 credit)
This course is a broad survey of the development of the United States from its colonial origins until the present time. Taking a thematic approach, the course invites students to examine the ways in which notions of ethnicity, race, class, gender, nationalism and progress shaped (and continue to shape) the evolution of the United States’ political, economic, intellectual and cultural life as well as the nation’s relationship to both other nations and the natural environment. The course places an emphasis on the development of historical thinking, writing, research, and critical thinking skills as well as primary and secondary source interpretation.
Prerequisite: World History
Grade 10: United States History Honors (1.0 credit)
This course expands upon the regular course by dedicating more time to primary source investigation, emphasizing independent outside reading and in-class discussion and requiring additional writing assignments.
Prerequisites: World History and departmental approval.
AP United States History (1.0 credit)
This course emphasizes the same general goals of the college preparatory United States history course with additional emphasis placed on the content and skills needed in preparation for, and performance on, the Advanced Placement exam. The course focuses on the major trends and developments from settlement to the present and on the mastery of such skills as document analysis and interpretive essay writing. Prerequisites: World History and departmental approval.
Grade 10: American Studies Honors (2 credits; 1 credit each in English and History)
This year-long honors program expands on the college preparatory course design with more extensive outside readings, thorough in-class discussion, and additional written assignments using primary sources. Prerequisites: English 9 and World History and departmental approval.
AP European History (1.0 credit)
This fast-paced, rigorous course surveys the major currents affecting Europe from the dawn of the Renaissance until the present, ensuring a comprehensive treatment of important events, figures, and movements in that time frame. The syllabus follows closely the guidelines suggested by the College Board in order to prepare students for success on the Advanced Placement examination at the end of the year. Students enrolling in the course are expected to master a large body of historical knowledge with a high degree of accuracy and specificity.
They should also expect to engage in frequent writing assignments in the form of both freeresponse essays and document-based questions. In addition, the course involves regular document analysis and student-led Harkness discussions. Prerequisites: US History Honors or American Studies and departmental approval.
European History (1.0 credit)
This course surveys European history from the Renaissance to the present. Beginning with the political, religious, and intellectual transformations that produced the so-called “modern” world, the course continues with a study of the period from 1800-1914, examining the emergence of modern thought, the forces of nationalism, and the effects of industrialism. We also examine the global and cross-cultural impact Europe would make by colonizing during the Age of Exploration and its economic interventions during the New Imperialism of the 19th century. The course concludes with some pivotal 20th century events: the two world wars, the rise of totalitarianism, the Cold War, and the creation of the superpowers. In order to develop students’ skills in reading comprehension and in the analysis of complex problems, attention is paid to primary sources as well as secondary ones. In addition to regular Harkness discussions, the course involves a variety of writing assignments and a research paper. Prerequisite: U.S. History or American Studies
European History Honors (1.0 credit)
The European History Honors course covers the same period as the European History course. Selected topics and themes fundamental to the development of the last 500 years of European history are explored in significant depth, including frequent readings from primary sources. Students read at least one additional book per semester, usually a novel that addresses relevant historical themes. The course seeks not only to give students a firm grounding in modern European history, but also to develop their skills in: comprehending difficult texts, analyzing complex problems, oral exposition of what has been learned, and in the formulation of a cogent written argument using appropriate evidence to support it. Accordingly, students are assessed by a variety of methods, including frequent writing assignments and regular student-led Harkness discussions. Prerequisites: U.S. History or American Studies and departmental approval.
*Latin American History (1.0 credit)
This course will touch on several themes over the course of the year that are essential to obtaining a greater understanding of Latin America. After taking time to introduce the skills that will be crucial to the course, we will begin with a brief look at the city of Miami and the role South America and the Caribbean has played in shaping our home into a dynamic global city. We will then turn back the clock for a spell and examine the colonial and post-colonial eras of the region which will help establish the context of our modern historical study. We will then delve in depth into 20th century political, economic and social developments and the role the United States played in influencing the region. Case studies of Haiti, Mexico, Cuba, Brazil and Venezuela will be conducted during the academic year as well. Students will develop a variety of
skills in this course, including how to effectively analyze sources, develop strong written arguments and hone their critical thinking skills. Above all students will develop a strong sense of historical empathy which will enable them to fully immerse themselves in the most essential task of a historian: to ultimately contribute their own perspective to Latin America’s story. Prerequisites: US History or American Studies and departmental recommendation.
*Latin American History Honors (1.0 credit)
This year-long course expands on the college preparatory course with more extensive outside readings, thorough in-class discussion, and additional written assignments. Students will read one additional book to address relevant in-depth historical topics. It is expected that students participate in Harkness discussions on a regular basis and develop a self-driven and autonomous approach to the study of the region. Prerequisites: US History or American Studies and departmental recommendation.
*Asian History (1.0 credit)
This course will touch on several themes over the course of the year that are essential to obtaining a greater understanding of the diverse tapestry that is Asia. We will first take time to conduct an overview of this part of the world and introduce the skills that will be crucial to the course. We will then begin to dive into the region by examining the Middle East and conduct case studies on Pan-Arabism, Arab Israeli relations and the role of oil in development. We will then delve into South Asia and examine the impact of colonialism and partition of the subcontinent. An examination of Southeast Asia will be next, with the overarching theme of the impact of colonialism and challenges of development as our guide. Finally, we will take an in depth look at East Asia, and how the nations of China, Japan and Korea have served as examples of autonomy and rapid economic expansion. Students will develop a variety of skills in this course, including how to effectively analyze sources, develop strong written arguments and hone their critical thinking skills. Above all students will develop a strong sense of historical empathy which will enable them to fully immerse themselves in the most essential task of a historian: to ultimately contribute their own perspective to Asia’s rich story. Prerequisites: US History or American Studies.
*Asian History Honors: (1.0 credit)
This year-long honors program expands on the college preparatory course design with more extensive outside readings, thorough in-class discussion, and additional written assignments using primary sources. Students will read one additional book to address relevant in-depth historical topics. It is expected that students participate in Harkness discussions on a regular basis and develop a self-driven and autonomous approach to the study of the region. Prerequisites: U.S. History or American Studies and departmental recommendation.
Departmental Electives
❖ These courses do not fulfill the department’s graduation requirements of World History, United States History, and a Regional History.
Economics (0.5 credit)
This one-semester course introduces students to the fundamental principles of microeconomics that apply to the functions of individual decision making, by both consumer and producer, within the larger economic system. Macro-economic systems—including Keynesian, classical, monetarist, and supply-side—are also studied, with students examining the roles of government in a mixed economy. Students are introduced to a variety of theoretical tools used to analyze the performance of the US economy. Weekly Harkness discussions explore a variety of contemporary real-world issues, enabling students to improve and demonstrate understanding of the issues addressed in this course.
AP Macroeconomics (1.0 credit)
AP Macroeconomics is a full-year course designed for students with a strong interest in economics and government. The course syllabus parallels that of PTS’s college Preparatory Economics course, providing a broad overview of the fundamental principles, models and indices employed by economists to analyze an economic system as a whole, but doing so in greater depth and detail. Specific units covered include the following: Measurement of economic Performance; National Income and Price Determination; Financial Sector; Inflation, Unemployment, and Stabilization Policies; Economic Growth and Productivity; and International Trade and Finance. Co-requisites: Algebra II and departmental approval.
United States Government (0.5 credit)
This course provides a close examination of America’s political theories, institutions and processes. After a review of the historical foundations of the United States, the course examines the fundamental principles contained in the United States Constitution: republicanism, federalism, separation of powers, and civil liberties. Application of these principles through case studies helps students understand how the governmental process works. Major emphasis is given to the institutions of the Congress at the national level. Links are made among these institutions and political parties, interest groups, the media, and public opinion in order to understand the forces and constraints on policy making at the federal level. Additionally, the course examines the electoral system, civil liberties and civil rights through judicial interpretations.
AP United States Government (1.0 credit)
This course includes the same objectives as the United States Government course but emphasizes mastery of the additional content and skills necessary for successful completion of the AP examination. Prerequisites: Departmental approval.
AP Human Geography (1.0 credit)
AP Human Geography introduces students to the systematic study of the intersection between society and nature over time, and the patterns and processes of spatial occupation and socioeconomic activities that have shaped the human understanding, use, and alteration of Earth’s surface, what geographers call cultural or humanized landscape. Students will employ spatial analysis to interpret cultural landscapes and to examine socioeconomic organizations and their environmental consequences. Learning to think geographically is learning to think spatially. Students will also learn the methods and tools that geographers use in their research, approaching relevant problems in the world using various scales of analysis: local, regional, and global. This ability will enhance their capacity to foster global citizenship and environmental stewardship. The course foresees two local geographic fieldwork trips in which students will apply the four levels of geographic analysis. By the end of this course, students should be more geoliterate, more engaged in contemporary global problems, and more multicultural in their viewpoints. Prerequisites: World History Honors and departmental approval.
*Citizenship in Election Years (0.5 credit)
The course will explore the participation of citizens in political campaigns, elections, policy making, and institutions of government. Students will examine the evolution of voting laws/elections in the United States and factors that compel individuals to seek public office. Aiming to promote the kind of civic engagement that is its focus, the curriculum will be covered through multimedia, project-based, and experiential approaches to learning. Students will assume the roles of candidates and campaign staffers in deciding: strategy, organization, fundraising, themes, and messages. Additionally, students will analyze how political parties, interest groups, voters and the media play into the political drama of elections. Open to students in grades 10 - 12.
*Cultural Anthropology (0.5 credit)
This course will provide an introduction to the diverse lifeways practiced by people around the world, and to the means by which anthropologists investigate these phenomena. By studying cultural constructions of gender, subsistence, economics, kinship, politics, spirituality, and art as they are expressed within many different societies across the globe, students will gain an understanding of the observed range of human experience. In doing so, they will reflect upon how their own cultural influences have come to shape the way they see themselves and others. Open to students in grades 10 - 12.
*Introduction to Law (0.5 credit)
Students will be introduced to the theories, values, and traditional practices underlying the US legal system. Students will explore how these factors shape the theoretical and practical administration of justice in criminal and civil trials. Students will familiarize themselves with the rights of defendants in criminal cases – procedural and substantive due process – as well as
the prerogatives of plaintiffs in civil cases. Further, students will learn about the structure of the judicial system and the roles of various personnel within the system. Students will participate in mock trials on both sides, as members of prosecution and defense teams. Students may also have the opportunity to visit courts (the state, federal, and appeals courts as in the past) and/or participate in a Moot Court competition. By writing briefs and participating in moot court activities, students will practice learning to think critically about legal strategy and practice concise evidenced-based argumentation. Open to students in grades 10-12.
*Leaders of the African Diaspora (0.5 credit)
Students will study the history of the United States through the lens of African American leaders and movements. Although the course will (by necessity) touch on slavery, segregation, racism, imperialism and mass incarceration, emphasis will be placed on how African Americans have seized agency and developed movements to overcome these systems of oppression. The course will include leaders of cultural, political and social justice movements, and will consider how they operated (or operate) on local, national and global stages. The course will invite members of the PTS faculty who identify with the Black experience to share their insights with students. Students will also complete semester-long projects where they study and present on current day Black leaders and their contributions. Open to students in grades 11-12.
*Peace and Justice (0.5 credit)
Peace and Justice examines the concepts of peace and justice, focusing on their expression through mass movements of the 20th such as the Pacifist Campaign of the 1930s, Gandhi’s AntiColonial Movement, non-violence in the Modern Civil Rights Movement, nuclear nonproliferation campaigns, various Anti-War Movements, and others. Attention is also given to themes such as democracy, religion, gender, and race, and the ways in which they have informed and continue to inform peace advocacy movements. Prerequisite: Co- or prerequisite Regional History.
*Women, Culture, and
Development I (0.5 credit)
This course, open to all genders, will provide the theoretical framework to understand the historical roots of patriarchy and their mechanisms of oppression, as well as their concomitant expressions of sexism, discrimination, and violence against women. Using an intersectional approach and participatory pedagogy, students will study the social constructions of gender, the relationship between gender and power, and the different gender roles ascribed by societies. We will examine the diverse experiences that women face in developed and developing countries, and how they have been affected by cultural values and socioeconomic levels. Students will analyze how the interplay of factors such as access and retention to education, health services, employment, marriage and divorce, family planning and domestic violence influence women's development within a historical and spatial context. Under the framework of the Human Development Index students will be able to understand the situation of women in comparison to men in selected countries. We will read theoretical and empirical essays, watch films and documentaries, and invite speakers and activists to shed light on these issues. The course will
conclude with a proposal to empower women either locally or abroad. Thus, we will bridge theory with praxis applying the content learned in this course with proper courses of action to empower women and achieve gender equality. Open to students in grades 10 - 12.
Global Diplomacy: (0.5 credit)
This semester-long course will provide a brief overview of international relations and the role the United Nations has played on the world stage since 1945. Students will examine the establishment of the UN after World War II and its efforts to serve as a platform for multilateral diplomacy during the Cold War and post-Cold War eras. Students will also learn about the structure of the UN, its values, institutions, and procedures. Skills that will be acquired include developing effective research methods when investigating issues and countries, the writing of position papers and resolutions, and working/debating effectively in committees following UNAUSA and THIMUN rules of procedure. The application of these skills will serve as the culmination of the course. Students will research and compose resolutions/position papers that address historical/current events and engage in UNA-USA/THIMUN rules of procedure to resolve them.
*Iconic Sports Moments in American History (0.5 credit)
Iconic Sports Moments in American History is a semester-long elective course that explores the intersection of sports and U.S. history, examining how significant sporting events have shaped and been shaped by American cultural, political, and social dynamics. Students will investigate through primary and secondary sources along with multimedia and digital resources to learn how sports reflect societal values, challenge norms, and act as catalysts for change.
*United State History through Film (0.5 credit)
This course would encourage students to “read movies as historical documents” that inform our understanding of the historical past they portray and the concerns of the period in which they were produced. The course will also develop critical literacy skills that translate to other genres. After watching movies, students will engage in meaningful discussion on aspects of the film and write a thesis driven reflection essay on aspects of the movie. The list of potential titles is expansive and makes it possible to focus on a variety of themes within the course such as American individualism, war and conflict, race relations, youth culture, mass culture. Movies will be curated based on student interest and include important works that students are unlikely to have seen such as: Birth of a Nation (1915), Mr. Smith Goes to Washington (1939), The Grapes of Wrath (1940), On the Waterfront (1954), Rebel Without a Cause (1955), Invasion of the Body Snatchers (1956), 12 Angry Men (1957), Guess Who’s Coming to Dinner (1967), The Conversation (1974), Network (1976), Norma Rae (1979), Do the Right Thing (1989), and Quiz Show (1994).
World Languages
Since language and communication are fundamental to human experience, the department aims to help students establish their roles as citizens of a diverse and changing world by developing language skills and cultural knowledge to communicate successfully. Educating students about the culture and geography of other countries promotes cross-cultural understanding and communication. All students are expected to develop and maintain proficiency in one other world language. Honors courses are offered in levels III and IV, if enrollment warrants, for students who have demonstrated the ability and willingness to undertake advanced study while still in high school. Subsequent offerings include Advanced Placement Language courses in French, Mandarin Chinese, and Spanish, as well as AP Spanish Literature, followed by Spanish V Honors. Other electives, which may alternate with AP offerings, include Advanced Francophone Culture.
Heritage Speakers
After careful consideration of their abilities to communicate in the target language, students will be placed in Middle or Upper School heritage-speaker Spanish or French courses through an assessment typically consisting of a brief interview in the target language, written and oral placement test, and a teacher’s recommendation. Often there is little correlation between the language levels at which students are enrolled and their grade levels at Palmer Trinity.
Middle School Offerings
Grade 6
The linguistic component of the sixth-grade Discovery Program is designed to introduce the students to three World Languages. All students have the opportunity to study for several weeks in each of the following languages: Mandarin Chinese, French, and Spanish. Introducing the students to language instruction at an early age whets their appetites for further language study. At the end of the year, students will choose their language of study.
Grades
7 and 8
Chinese IA
This first-year Middle School introductory Chinese course is designed to help students establish the foundation of vocabulary, knowledge of Chinese and communication skills through the natural and gradual integration of language, content, and cultural elements. This course is designed to emphasize the development of communication skills in listening, speaking, reading, and writing. This first-year Middle School introductory Chinese course is designed for students who have little or no prior knowledge of Chinese. It provides an opportunity for students to learn
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basic phonetics and pronunciation skills, practice dialogues and short conversations, and gain basic reading and writing skills in the target language. It emphasizes building basic vocabulary and establishing basic skills in listening and speaking Chinese.
Chinese IB
The Chinese IB course mainly focuses on continuing to help students establish the foundation of vocabulary, knowledge of Chinese and communication skills through the natural and gradual integration of language, content, and cultural elements. This course is designed to emphasize the development of communication skills in listening, speaking, reading, and writing. This secondyear Middle School introductory Chinese course is designed for students who attended Chinese 1A. It provides an opportunity for students to review basic phonetics and practice pronunciation skills, dialogues, and short conversations, and continue to gain basic reading and writing skills in Chinese. It emphasizes building basic vocabulary and establishing basic skills in listening and speaking Chinese.
French IA
This course is the first half of the Upper School level I course. is the beginner level that lays the foundation for students to build proficiency through the Novice levels. This course will help students to reflect on the target language through the lens of interculturality. Students will develop communicative skills on a variety of topics via dynamic and engaging activities, interactions, and videos.
French IB
This course is the second half of the Upper School level I course, a continuation of French IA. It focuses on functional communicative proficiency and the acquisition of the fundamentals of applied grammar. The four language skills of speaking, listening comprehension, reading, and writing are developed through contextual language teaching. Utilizing this eclectic approach to language acquisition allows students to hear and see the language in use and move from guided practice to open-ended expressions incorporating higher-order critical thinking.
Spanish IA
This course is the first half of the Upper School level 1 course. This is an introductory course to the Spanish language and culture focusing on functional communicative proficiency and the acquisition of the fundamentals of applied grammar. The four language skills of speaking, listening comprehension, reading, and writing are developed through a topical approach to contextual language acquisition utilizing an eclectic approach of hearing and seeing the language in use and moving from guided practice to open-ended expression incorporating higher-order critical thinking skills.
Spanish IB
This course is the second half of the Upper School level I course. It focuses on functional communicative proficiency and the acquisition of the fundamentals of applied grammar. The four language skills of speaking, listening comprehension, reading, and writing are developed through contextual language teaching. Students will also be introduced to the diversity of the Spanish-speaking world with an emphasis on contemporary Latin culture. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities that are important to the everyday life of the target language-speaking people.
Spanish IS
This course is designed for heritage, near-native, native speakers of Spanish or students with extensive outside experience and exposure. It seeks to reinforce and develop writing and reading skills in Spanish, and to develop proficiency in spelling, vocabulary, and appropriate verb conjugation in a cultural context. Several short selections from Hispanic literature and crosscurricular themes provide the basis for studying the Spanish language in a grammatical, cultural, and historical context. Students are expected to discuss grammar and verb conjugations, along with literary and cross-curricular themes, in Spanish. This course is conducted exclusively in Spanish. Enrollment is subject to department recommendation or placement test.
Spanish IIS
This course is designed for heritage, near-native, or native speakers of Spanish or students with extensive outside experience and exposure. It continues to reinforce and develop writing and reading skills in Spanish with an emphasis on developing proficiency in spelling, vocabulary, and appropriate verb conjugation in a cultural context in a more complex and extensive study of the language. Students create projects to reinforce their knowledge of Spanish in context. The use of several short selections from Hispanic literature and cross-curricular themes provides the basis for studying the Spanish language in a grammatical, cultural, and historical context. Students are expected to discuss grammar along with literary and cross-curricular themes, in Spanish. This course is conducted exclusively in Spanish. Prerequisite: Spanish IS or equivalent, departmental placement test.
Spanish IIIS
This course is an intermediate-level course designed for heritage, near-native speakers, or students with extensive outside experience and exposure to the Spanish language. It continues to reinforce and develop writing and reading skills while placing a strong emphasis on mastering proficiency in spelling, vocabulary, and grammatical structures of the language previously acquired by students in Spanish IIS. The student is introduced to increasingly more complex aspects of the language through the formal study of grammar as well as through readings on Hispanic culture and literature. Prerequisite: Spanish IIS or equivalent or departmental placement test.
Upper School Offerings
Chinese I (1.0 credit)
This introductory course is designed for Upper School students with or without prior knowledge of the Chinese language. The primary goal of this course is to help students establish the foundation of vocabulary, knowledge of Chinese and communication skills through the natural and gradual integration of language, content, and cultural elements. This course is designed to emphasize the development of communication skills in listening, speaking, reading, and writing. It provides an opportunity for students to learn basic phonetics and pronunciation skills, practice dialogues and short conversations, and gain basic reading and writing skills in the target language. It emphasizes building basic vocabulary and establishing basic skills in listening and speaking Chinese.
Chinese II (1.0
credit)
Chinese II focuses on continuing to develop students’ listening, speaking, and reading skills. Students are also encouraged to use the target language to compose short dialogues and presentations. More complex sentences and texts are studied and grammar skills are required at this level. The course aims to expand students’ vocabulary and improve all their skills through selected texts, audio and videos, storybooks, and research project presentations. Prerequisite: Chinese IB or equivalent or departmental placement test.
Chinese III Honors (1.0 credit)
Chinese III Honors is an intermediate level of Chinese that focuses on continuing to develop students’ listening, speaking, and reading skills. Students are required to use the target language to compose short dialogues and presentations. More complex sentences and texts are studied and grammar skills are required at this level. The course aims to expand students’ vocabulary and improve all their skills through selected texts, audio and videos, storybooks, and research project presentations. Prerequisite: Chinese II or equivalent or departmental placement test.
Chinese IV Honors (1.0 credit)
This course focuses on the language skills of writing, listening, and speaking while also aiming to expand students’ vocabulary. The teacher-guided conversations help students gain more native-speaker skills. More advanced typing skills are also required at this level. Students are encouraged to use the target language to make conversations and speak in short online events. Throughout level IV, students practice and improve their language skills across interpretive, interpersonal, and presentational communicative modes. Chinese IV Honors introduce the topics of the economy, the environment, business, globalization, and international affairs to prepare students who are interested in international trade, relations, or other international affairs. The online readings and projects expose students to the culture, customs, and lives of people in China. Prerequisite: Chinese III or equivalent or departmental placement test.
Chinese V Honors (1.0 credit)
The Chinese V Honors course is designed for students who have completed the Chinese IV Honors study and intend to work on advanced Chinese culture and history research. Students in this course are encouraged to continuously study Chinese language skills in listening, speaking, reading, and writing. The research work will focus on China’s ancient dynasties, emperors and their contributions to the development of China, famous people in Chinese history, how the Chinese culture and history related and affected each other, greatest philosophers and their thoughts, how their points of view affect our contemporary society, etc. The research topics will cover a range of interests including themes on the economy, the environment, business, globalization, and international trade. Prerequisite: Chinese IV Honors or equivalent or departmental placement test.
AP Chinese Language and Culture (1.0 credit)
The AP Chinese Language and Culture course in Mandarin Chinese emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Chinese Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Chinese. The AP Chinese Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, and institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). The AP Chinese Language and Culture course is designed to be comparable to fourth-semester (or the equivalent) college/university courses in Mandarin Chinese. Prerequisite: 10th grade and above. Chinese IV Honors or equivalent or departmental placement test.
French
I (1.0 credit)
This course provides an introduction to the study of a world language and culture. Students acquire beginning skills in pronunciation, listening, speaking, reading, and writing within cultural settings in the target language. They learn basic vocabulary essential for simple conversations: greetings, numbers, telling time, dates, days, months, weather, the classroom, family and friends, shopping, food, likes and dislikes, pastimes and sports, giving and receiving directions, possessions, travel, health, seasonal activities, clothing, eating and ordering in a restaurant, and shopping. The text provides consistent reinforcement and mastery of the basic structures of the target language, especially in the present, and immediate future. Printed, audio and audio-visual resources, paired communicative tasks, skits, and online activities for cultural enrichment regarding customs, holidays, history, and geography of the Francophone world supplement the text and workbook. This course is open to students new to the Upper School and with no prior study of the language, and to those upperclassmen who choose to undertake an additional world language.
French II (1.0 credit)
This course guides students to build on the communicative skills they acquired from the first year of study. Students work on short and simple conversations on familiar topics, writing short paragraphs, and reading cultural selections from different French-speaking countries. The course is conducted primarily in the target language so that students gain oral facility and improve aural comprehension. Students are introduced to more complex vocabulary and language rules within cultural contexts. Prerequisite: French I or equivalent or departmental placement test.
French III (1.0 credit)
This course continues to develop students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio, and audio-visual resources. In addition, students expand their grammar base. Students are encouraged to use the target language creatively to present information, support opinions, suggest and analyze outcomes, and persuade others. Readings may include newspaper articles, extracts from plays, short stories, poetry, or a novel. Audio and audio-visual resources help to enhance vocabulary acquisition, to refine listening comprehension and oral presentations, and to promote awareness of a diverse world and its cultural history. Prerequisite: French II or equivalent or departmental placement test.
French III Honors (1.0 credit)
This course continues to develop students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio, and audio-visual resources. In addition, students expand their vocabulary and grammar more in-depth, as well as familiarity with concepts not taught in French regular courses. Students are expected to use the target language creatively to present information, support opinions, suggest and analyze outcomes, and persuade others. Readings may include newspaper articles, extracts from plays, short stories, poetry, or a novel. Audio and audio-visual resources help to enhance vocabulary acquisition, to refine listening comprehension and oral presentations, and to promote awareness and appreciation of a diverse world and its cultural history. Prerequisite: French II or equivalent or departmental placement test.
French IV Honors (1.0 credit)
Built on a rigorous curriculum, this course is designed to lead directly to the Advanced Placement French Language and Culture course for the top academic students. Through exposure to a variety of French films and readings, students expand their knowledge of culture, history, and current events in French-speaking countries and hone their skills in listening and reading comprehension. Impromptu discussions, debates, and cultural presentations help students learn to express their ideas with accuracy and fluency. Students perfect their writing in organized, detailed, expository essays. They read and discuss short stories, poems, plays, and a novel in the target language. The aim is for them to achieve mastery of French at the advanced intermediate level. Prerequisite: French III or equivalent, or departmental placement test. -49-
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AP French Language and Culture (1.0 credit)
To prepare students to take the Advanced Placement Language examination in May, this collegelevel course focuses on three modes of communication: interpretive and presentational. The preparation is done by using authentic cultural resources, studying and practicing in depth with the six global themes, and making connections to the many sub-themes on which the exam is based. The main themes are global challenges, science and technology, contemporary life, public and personal identity, family and community, and beauty and aesthetics. Course goals, assessments, and the student portfolio are organized in three areas: Spoken Communication, Written Communication, and Facilitating Skills. Prerequisite: 10th grade or above, French IV Honors or Advanced French Culture or equivalent, or departmental placement test.
Advanced Francophone Culture (1.0 credit)
This course is designed for advanced speakers of French. The purpose of this course is to expand the conversational and written skills of the students in the target language. Salient aspects of geography, history, art, and music are covered through short readings of advanced texts and viewing feature-length films. Readings and films explore aspects of Francophone culture in countries and regions around the world where French is one of the Official languages because of its historical ties with France. Since the linguistic component is of primary importance, the study of colloquial and slang expressions encountered is an integral part of each unit. To maximize exposure to a wide vocabulary experience, the readings and the films need to cover different genres, decades, and countries. There is an emphasis on class participation in written and oral projects. This course, conducted exclusively in French, is open to students eager to prepare for the AP French Language and Culture course or those who have already taken it. This class is recommended for juniors and seniors only. Prerequisite: French IV Honors, AP French Language and Culture or equivalent, or departmental placement test.
International Baccalaureate French Ab Initio (1.0 credit, per year)
Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language. Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.
International Baccalaureate French B Standard Level (1.0 credit, per year)
Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities,
experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
Spanish I (1.0 credit)
This is an introductory course to the Spanish language and culture focusing on functional communicative proficiency and the acquisition of the fundamentals of applied grammar. The four language skills of speaking, listening comprehension, reading, and writing are developed through a topical approach to contextual language acquisition utilizing an eclectic approach of hearing and seeing the language in use and moving from guided practice to open-ended expression incorporating higher-order critical thinking skills.
Spanish II (1.0 credit)
This course guides students to build on the communicative skills they acquired from the first year of study. Students work on short and simple conversations on familiar topics, writing short paragraphs, and reading cultural selections from different Spanish-speaking countries. The course is conducted primarily in the target language so that students gain oral facility and improve aural comprehension. Students are introduced to more complex vocabulary and language rules within cultural contexts. Prerequisite: Spanish I or equivalent or departmental placement test.
Spanish III (1.0 credit)
This course continues on the adventure of learning the Spanish language by providing mastery and expansion of skills acquired in previous courses and developing students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio and audio-visual resources. In addition, students expand their grammar base and encourage the use of the target language creatively to present information, support opinions, suggest and analyze outcomes, and persuade others. Students will also be introduced to the diversity of the Spanish-speaking world with an emphasis on contemporary Latin culture. Specific content includes but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities that are important to the everyday life of the target languagespeaking people. Prerequisite: Level II or equivalent or departmental placement test.
Spanish III Honors (1.0 credit)
This course continues to develop students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio, and audio-visual resources. In addition, students expand their vocabulary and
grammar more in-depth, as well as familiarity with concepts not taught in Spanish regular courses. Students are expected to use the target language creatively to present information, support opinions, suggest and analyze outcomes, and persuade others. Readings may include newspaper articles, extracts from plays, short stories, poetry, or a novel. Audio and audio-visual resources help to enhance vocabulary acquisition, to refine listening comprehension and oral presentations, and to promote awareness and appreciation of a diverse world and its cultural history. Prerequisite: Level II or equivalent or departmental placement test.
Spanish IIIS (1.0 credit)
This course is an intermediate-level course designed for heritage or near-native speakers of Spanish. The Spanish IIIS course continues to reinforce and develop writing and reading skills while placing a strong emphasis on mastering proficiency in spelling, vocabulary, and grammatical structures of the language previously acquired by students in previous courses. The student is introduced to increasingly more complex aspects of the language through the formal study of grammar as well as through readings on Hispanic culture and literature. Prerequisite: Spanish IIS or equivalent or departmental placement test.
Spanish IVS Honors (1.0 credit)
This course is an intermediate-high, pre-AP course designed for heritage, native, or near-native speakers of Spanish. At this level, the emphasis is on the development of proficient communication in the language. The cross-curricular approach includes a holistic view of learning, intercultural awareness embracing international issues, and communication as fundamental to learning. The design provides students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of any discipline itself. The literature is introduced through the study of important historical occurrences from different countries, in combination with movies, art, articles, documentaries, music, and research that reflects these events. Class discussions, oral reports, and compositions are the means to accomplish the objectives of the course. Prerequisite: Spanish IIIS or equivalent, or departmental placement test.
Spanish IV Honors (1.0 credit)
This course is an advanced intermediate and pre-AP language course. It is conducted in Spanish in preparation for the AP Spanish Language and Culture class. The course will include the study of grammar and vocabulary in addition to culture, history, reading comprehension, and listening activities. Students will continue to expand their knowledge of the culture, history, and daily lives of Spanish-speaking people. It emphasizes the four communicative skills of listening, reading, speaking, and writing in a culturally authentic context. Grammar skills are expanded as students make oral presentations, read short literary selections, read one novel, do research on selected Latin American countries, the USA and Spain, and write compositions in Spanish. The students learn to identify current and past contributions made by Spanish speakers to world literature, art, music, science, and commerce and make global connections. The course is conducted exclusively in the target language and it is built around a rigorous curriculum
designed to lead directly to the AP Spanish Language and Culture course. Prerequisite: Spanish III, III Honors, or departmental placement test.
AP Spanish Language and Culture (1.0 credit)
This course is designed for heritage speakers, near-native speakers, and non-native speakers of Spanish, and help them move from the intermediate level toward the advanced level of proficiency in interpersonal, presentational, and interpretive communication modes in Spanish. Unit goals are stated in the form of Essential Questions relating to the AP themes. These essential questions drive instruction; students are regularly assessed and receive formative feedback to refine communication skills and develop deep understandings relating to the essential questions. Course goals, assessments, and the student portfolio are organized in three areas: Spoken Communication, Written Communication, and Facilitating Skills. There is an emphasis on class participation, class work and assignment, written and oral projects, and several types of advanced readings. The course is conducted exclusively in Spanish. At the end of the course, it is mandatory to take the AP Language exam to receive credit. Prerequisite: 10th grade or above, Spanish IV Honors, Spanish 4S Honors or equivalent, or departmental placement test.
Spanish V Honors (1.0 credit)
This course provides a comprehensive introduction to film in general while fostering a critical appreciation for the essential features of Spanish-speaking cinema. The films are chosen not only to entertain, but to contribute to the creation and circulation of culture as well as national and regional images and identities, and it portrays and analyzes social problems. The films provide a structural and historical analysis of major exponents in contemporary Hispanic film, including the cinema of Latin America and Spain. This course seeks to review and analyze the complexity and richness of Latin American culture and history using films as a vehicle to facilitate students´ understanding. Drawing from both formal and socio-cultural models of description, the course examines the film production of well-known directors. Readings on specific films and cinema as an industry are integrated with close film analysis. In this course, students view and interpret significant feature-length films while identifying and analyzing notions of Spanish/Hispanic culture, historic events, and sociopolitical currents. A grounding in film theory is concurrently provided and developed throughout the year. Prerequisites: 11th grade or above, Spanish IV Honors, Spanish IVS Honors, AP Spanish Language and Culture, AP Spanish Literature and Culture, or departmental placement test.
AP Spanish Literature and Culture (1.0 credit)
This course prepares students to take the Advanced Placement Spanish Literature Examination in May. This course is equivalent to a college-level introduction to Hispanic and Latin American literature. The AP Spanish Literature and Culture course is a survey course that covers the six AP Spanish Literature themes and the entire reading list outlined within the AP Spanish Literature Curriculum Framework. The course is conducted entirely in Spanish and covers Spanish and Latin American authors, and their works, from the medieval period to the present day. The works are presented with the aim of integrating the historical themes and literary
movements of the different time periods and highlighting the schools of literature to which each piece belongs as well as the author’s style and the characteristics of each selection. The main text provides students with the socio-cultural context necessary to fully comprehend each piece. The two-semester course and its activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret, and analyze the form and content of literary works of prose, poetry, and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are designed to help students interpret the figures of speech, tone, genre, style, characters, themes, and literary symbols in an effort to develop their analytical and interpretative skills. At the end of the course, it is mandatory to take the AP Spanish Literature and Culture exam to receive credit. Prerequisites: 11th grade and above. Spanish IV Spanish IV Honors, Spanish IVS Honors, AP Spanish Language and Culture, or departmental placement test.
International Baccalaureate Spanish B (Standard Level and Higher Level) (1.0 credit per year)
Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and provide students with a basis for further study, work and leisure through the use of an additional language.
Religious And Philosophical Studies
With an academic rather than a devotional approach, courses in the Religious and Philosophical Studies Department share the common goal of all Palmer Trinity Humanities courses: to better understand human beings. Essential to all department courses is a focus on multiculturalism and an empathetic study of others. As standard pedagogical procedure for the liberal arts, we encourage students to reflect actively upon the material they study. Courses in Religion, Philosophy, and Ethics utilize interdisciplinary methodologies such as historical investigation, social science and cultural studies, and critical textual studies to enable students to explore religion’s intimate connections with politics, economics, gender roles, racial dynamics, and the
sciences. Students are required to take two semesters within the department, starting with the Foundations of World Religions course, to meet graduation requirements.
Middle School Offerings
Being Human: Five Major Religions
Students will explore five of the great religions and philosophies of the world– Hinduism, Buddhism, Judaism, Christianity, and Islam – which have shaped civilization. These traditions yield a rich variety from which to draw case studies, narratives, and biographies for models of living the ethical life. Students will consider and reflect upon the significance of religion and ethics in the contemporary world. Open to students in grades 7-8.
Upper School Offerings
*Indicates courses offered on rotation.
Foundations of World Religions (0.5 credits)
Students in this class will advance in religious literacy by studying the ways in which religious adherents have understood and experienced their traditions, focusing particularly on the monotheistic traditions of Judaism, Christianity, and Islam. Students survey religious teachings, texts, and practices through the different historical contexts in which the religions emerged and diversified. The dominant themes and emphases of each religion are traced from their inception up through contemporary times, paying attention to the variety of interpretations that scholars have offered. Students focus on developing the skills of careful reading, critical thinking, crosscultural analysis, and expository writing.
*Asian Religious Traditions (0.5 credit)
Students in this class will advance in religious literacy by studying the ways in which religious adherents have understood and experienced Asian traditions, including Hinduism, Buddhism, Confucianism, and Daoism. Students survey religious teachings, texts, and practices through the different historical contexts in which the religions emerged and diversified through contemporary times, paying attention to various interpretations. Students focus on developing skills of careful reading, critical thinking, and analytical writing. Open to students in grades 1012 who have completed the Foundations in World Religions course.
*Western Philosophy (0.5 credit)
The aim of all philosophy is to “think about thinking.” For upper school students it is a chance to step back and question the assumptions and underpinnings of all the knowledge received in
other courses to date. This survey course is an introduction to some important thinkers in the history of western philosophy, beginning with those of Ancient Greece and proceeding through time to the philosophers of the Age of Enlightenment. Students will study philosophical topics pertaining to what fundamentally exists (metaphysics), what we can know (epistemology), as well as what we value (axiology). From this foundation in western philosophy, students will be exposed to historical philosophical thought in order to gain their own understanding of some of the perennial questions and some of the notable answers that have animated the human condition. Students focus on developing skills of careful reading, critical thinking, oral argument, and analytical writing. Open to students in grades 10-12.
Christianity (0.5 credit)
This course on Christianity utilizes an interdisciplinary approach, which means that students learn about the complex relationships between Christianity, area studies, textual studies and contemporary culture. This approach enables students to explore the internal diversity within Christianity as well as the ways in which Christianity influences and is influenced by culture and society. Students focus on developing the skills of careful reading, critical thinking, and analytic writing. Open to students in grades 10-12 who have completed the Foundations in World Religions course.
Topics in Ethics (0.5
credit)
What is the basis for distinguishing right actions from wrong actions? How should a person in the 21st Century live? Students explore these questions through a combination of the academic study of moral philosophy and personal reflection. Students focus on developing the skills of careful reading, critical thinking, oral argument, and analytical writing. Open to students in grades 11-12.
*Topics in Religion: Journeys (0.5 credit)
This course will cover the concept of the Spiritual / Religious Journey and the idea of Pilgrimage through the centuries and today. Exploration will be made of how each person's physical development is connected to one's spiritual and emotional growth. The bulk of the course involves following the geographical travels of fictional and historical people such as Egeria who pilgrimaged to the Holy Land in the 4th century and characters "on the Canterbury Trail” in Western literature. Open to students in grades 9-12 who have completed the Foundations in World Religions course.
Visual Arts
The Visual Arts Department at Palmer Trinity is committed to offering a rich foundation in twoand three-dimensional art in a true studio setting. As practicing artists, our faculty provides hands-on knowledge of contemporary aesthetic practices, a strong background in art history and an active link to the art community in Miami. In the studio, we aim to provide a forum for students to visually explore interdisciplinary ideas while mastering materials and techniques presented. We offer a student-oriented curriculum that features diverse activities and addresses individual needs and aspirations.
Middle School Offerings
Middle School Art
Students in 7th and 8th grade will explore their creativity through exercises and challenges, and through art projects that also explore and develop their knowledge of materials and improve their skill. They learn about the elements and principles of art through projects in drawing, painting, printmaking, sculpture, digital art, and mixed media. Art history will be a component of most projects. During the semester, the students are also guided to make their own choices to create art according to their individual inspiration. Topics will rotate to allow for students who take the course multiple times throughout 7th and 8th grade.
Upper School Offerings
*Indicates courses offered on rotation.
Digital Art (0.5 credit)
This course explores the making of visual art through digital means. Students explore the techniques and principles of digital photography and digital design. Using computer programs such as Adobe Photoshop, students move from subtle image enhancement to creating more complex compositions and collages. Open to students in grades 9-12.
Studio Art (0.5 credit)
This is a mixed media course focused on learning the tools and techniques used in successful artmaking. Students are introduced to art and design fundamentals. Projects focusing on pencil, oil pastel, scratchboard, marker, colored pencil, and/or collage serve to further students’ understanding of how to express themselves through art in a wide range of modalities. Open to students in grades 9-12.
Studio Art II (0.5 credit)
Studio Art II is a continuation of topics explored in the level one course, dealing with the elements of art and design through more challenging class projects. Students will elevate their use of the techniques and the concepts presented using materials such as pencil, oil pastel, charcoal, marker, colored pencil, and/or collage, and will seek to continue expressing themselves through art in this level II course. Open to students in grades 9-12.
Studio Art III (0.5 credit)
Studio Art III is a continuation of topics explored in the level two course, focusing on the elements and principles of art and design. Students will be challenged to further express their creative ideas using a wide variety of materials and at a higher level of technical expertise. This course will serve to prepare students for the Advanced Placement level of studio art. Open to students in grades 9-12.
3D Art (0.5 credit) Students will be introduced to a wide variety of 3 dimensional art-making techniques and develop their skills in crafting artwork in three dimensions. The class will explore clay, additive and subtractive processes, digital 3D modeling, and more. Students will become familiar with the elements and principles of 3D design while completing a variety of projects. Open to students in grades 9-12.
3D Art II (0.5 credit) 3D Art II is a continuation of topics explored in the level one course; to various 3-dimensional art-making techniques and develop their skills in crafting artwork in three dimensions. The class will work with additive and subtractive processes, 3D modeling, and more. Students will work with the principles and elements of 3D design while completing various projects to further express their creative ideas at a higher level of technical expertise. Open to students in grades 9-12.
3D Art III (0.5 credit) 3D Art III is a continuation of topics of the level II course; to various 3dimensional art-making techniques and develop their skills in crafting artwork in three dimensions. The class will work with additive and subtractive processes, 3D modeling, and more. Students will work with the principles and elements of 3D design while completing various projects to further express their creative ideas at a higher level of technical expertise This course will serve to prepare students for the Advanced Placement level of studio art. Open to students in grades 9-12.
AP 2D Art & Design / AP Drawing (1.0 credit)
This highly intensive and demanding course is open to students with a strong desire to test the limits of their creativity, industry, and perseverance. Each student must complete a general studio portfolio containing works for evaluation by the College Board. Work is expected to be of the highest quality. A strong interest in Art and a solid foundation in the elements and principles of -58-
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two-dimensional design are necessary for students to succeed in the course. Enrollment is subject to instructor approval. Prerequisite: Departmental approval.
AP 3D Art & Design (1.0 credit)
The AP 3-D Art and Design course framework is designed to help students develop an inquirybased approach to learning about and creating forms and structures in art and design. Through sustained investigation of materials, processes, concepts, and ideas in three dimensions, students will explore and develop their artistic abilities and engage in critical analysis of their work. Each student must complete a general studio portfolio containing works for evaluation by the College Board. Work is expected to be of the highest quality. Enrollment is subject to instructor approval. Prerequisite: Departmental approval.
IB Visual Arts (1.0 credit per year)
The IB Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in multi-cultural contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media.
*3-D Architectural Design (0.5 credit)
In this semester course, students use a variety of materials, tools, and techniques to explore the various principles and theories of design in the round. Lines, planes, solids, and open areas are manipulated to create architecturally oriented constructions. The students’ and instructor’s slide lectures on modern and contemporary architects, designers and sculptors are complemented by discussions and critiques. Special emphasis is given to the pressing concerns of Green Design. Open to students in grades 9-12.
*Art History (0.5 credit)
This course emphasizes the study of works of art, by describing, analyzing, and interpreting them, to discover their significance in history, design, and for society. Fast paced, the class will cover the history of western art since the 1900’s. We will learn through text, video, lecture, discussion, and news articles. Open to students in grades 9-12.
Performing Arts
Aesthetic education is an essential element in the development of any well-rounded individual. In order to provide educational opportunities for the whole student, the Performing Arts Department strives to engage students with a variety of innovative, interesting, challenging and captivating courses that allow students to develop artistic potential and ability to the fullest. In essence, students need an outlet whereby they can explore a more aesthetic side of life. Students must have experiences in every aspect of the arts, exploring their creativity through manipulation of aural and physical elements, while concentrating on developing and honing performance skills. Furthermore, the ability to objectively, intelligently and effectively express one’s opinion about artistic products is crucial. The mission of the Performing Arts Department is to provide all students a sequential series of learning experiences, including studying diverse genres and styles, while incorporating creative, analytical, interdisciplinary and technological elements. Assessment is an essential element of monitoring student achievement and progress, and both students and the program are assessed on a regular basis. Though students may not choose to pursue a vocation in the performing arts, they leave the program with an awareness and appreciation that serves to enrich their lives.
Middle School Offerings
Band 6
Students are actively involved while learning the fundamentals of music and performance. No previous experience is necessary. Students learn a wind or percussion instrument of their choice. Specifically, the basics of playing a band instrument are stressed, including music reading, proper posture, stage presence, embouchure, breathing and breath support, articulation and fingerings. Technical terms such as time signatures, key signatures, dynamics, and simple tempo markings are introduced and reinforced. This band performs during the winter and spring concerts. Instruments are provided by the school. Open to students in Grade 6.
Chorus 6
The goal of the Chorus is to encourage singing beyond the elementary school, and into Middle and Upper School. Students in Chorus 6 participate in numerous performances throughout the year. Students sing in a variety of styles, including jazz, pop, classical, and folk. Through repertoire, students learn good performance practices as well as how to produce healthy, full sounds using their voices. Students learn sight-singing and add to the music reading skills they may have already acquired. Open to students in grade 6.
Guitar 6
This year-long course is an introduction to the guitar and is open to sixth-grade students regardless of previous playing experience. In this class, instruction focuses on the fundamentals of guitar playing with an emphasis on developing correct posture, plucking, strumming, tuning, reading music notation, rhythm comprehension, and basic chord structure. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grade 6 with no previous playing experience needed.
Orchestra 6
Orchestra 6 is designed primarily for beginning string players with little or no previous playing experience. Fundamental string concepts are introduced and reinforced. Repertoire includes Essential Elements, Book I and Grade ½-1 educational music and arrangements. Technical goals include first position proficiency, one-octave scale and arpeggio proficiency in C, G, and D Major, smooth and hooked slurring, staccato, and pizzicato. Technical terms such as time signatures, key signatures, dynamics, and simple tempo markings are introduced and reinforced. Open to students in grade 6.
*Beginning Band
This course is designed for students who are beginning instruction on an instrument or have changed to a new instrument after having previous instruction. No previous experience is necessary. The class stresses the fundamentals of music and gives ample opportunity for performance. Specific attention is paid to the foundational elements of successful instrumental performance including music reading, posture, breathing, embouchure, breath support, breathing, articulation, fingerings, articulation and stage presence. In order to strengthen independence and self-confidence, solo and smaller ensemble playing is an integral part of this course. Open to students in grades 7-8.
*Beginning Orchestra
This course is designed as an introduction to playing string instruments. Students may choose to study the violin, viola, cello, or bass. Rudimentary string techniques and music reading are taught in the first half of the year. The second half of the year focuses on improving playing and ensemble techniques in order to prepare the student to join the Intermediate Strings or String Ensemble classes. The student is exposed to a variety of musical styles, basic music history, and an ample knowledge of music theory. All students meet with the instructor weekly for individual guidance. Students participate in scheduled concerts and other various performance opportunities at school. Open to students in grades 7-8.
*Intermediate Orchestra
The Intermediate Orchestra comprises primarily 7th- and 8th-grade students who have at least one year of playing experience on a stringed instrument. Repertoire includes Essential Elements, Book II and grade I and II educational music, arranged classical works, and standard string
repertoire. Solo and ensemble repertoire is introduced in this class. Technical goals include refinement of first position as well as an introduction to and use of third position. Other technical goals include two-octave scale and arpeggio proficiency in C, G, and D major and oneoctave scale and arpeggio proficiency in F and B flat major. This class refines skills in smooth and hooked slurring, staccato, use of dynamics, and intonation. Performance opportunities include school events, local music festivals and adjudications, and performance based travel. Open to students in grades 7-8 with playing experience or director recommendation.
Concert Orchestra
This ensemble is open primarily to string students in eighth grade with at least 1-2 years of playing experience on a stringed instrument. The repertoire for this class focuses on Habits of a Successful Middle Musician or Essential Element, Book 2 in addition to grade 1.5 to grade 2.5 educational music, arranged classical works, and standard string repertoire. Solo and ensemble repertoire is encouraged in this class. Technical goals include refinement of first position as well as an introduction to and use of half, second, and third position. Other technical goals include two-octave scale and arpeggio proficiency in C, G, and D major and one-octave scale and arpeggio proficiency in A, F, and B flat major. This class refines skills in smooth and hooked slurring, staccato, use of dynamics, and intonation. Performance opportunities include school events, local music festivals and adjudications, and performance based travel. Open to students in grades 7-8, with playing experience or director recommendation.
*Intermediate Band
The intermediate band course provides the student with a more in-depth exploration of repertoire and techniques. This exploration includes a greater variety of styles, a higher demand on playing skills, and a requirement for greater musical sensitivity. Fundamental skills of playing are continually reinforced and developed as a result of preparing more challenging music for performance. Listening and analytical skills are developed during this course, in preparation for the next level of advancement. Repertoire includes selections for full-ensemble, duet and solo performances. Open to students in grade 7-8 with playing experience or by teacher recommendation.
Concert Band
This course is for those students who have previous experience playing a wind or percussion instrument. Students in the ensemble study repertoire of a higher level of difficulty, challenging their playing skills. Continued attention to performance practice, stylistic interpretation of repertoire and refinement of technical skills is emphasized. This group is one of the most visible performing ensembles of the school and may participate in the Florida Bandmasters Association Music Performance Assessments and events. Opportunity to perform in smaller groups and solos is an integral part of this course. Enrollment in this course is based on completion of Intermediate Band or audition. Open to students in grades 7-8, with playing experience and director recommendation.
*Middle School Guitar
This year-long course is offered to beginning students in seventh through ninth grade. In this class, instruction focuses on the fundamentals of guitar playing with an emphasis on developing correct posture, plucking, strumming, tuning, reading music notation, rhythm comprehension and basic chord structure. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 7&8 who have successfully completed 6th Grade Guitar, or by audition with permission of the instructor.
Intermediate Guitar
The year-long course is offered to students in seventh through eighth grade who have successfully completed 6th grade guitar. In this class, instruction focuses on review of the fundamentals of playing with an emphasis on expanding rudimentary theory knowledge, such as intervals, scale and chord construction, sight-reading, and real-time rhythm comprehension. Students also continue to develop solo-playing skills. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 7-8 who have successfully completed 6th grade guitar, or by audition with permission of the instructor. This course is repeatable for credit and it is preparatory for Guitar Ensemble.
Middle School Chorus
Students in this year-long choral class learn correct vocal production, breath support, diction, and style, while studying a variety of popular, jazz, folk, and classical repertoire. Students also learn sight-singing skills using solfege. Each semester, students have numerous opportunities to perform in concerts on and off campus. Performance opportunities may include participation in the Florida Vocal Association festivals, as well as performance trips associated with the school and community. Open to students in grades 7-8.
Middle School Class Piano
Class piano is a semester elective course that is open to any student interested in learning to play the piano, regardless of previous musical experience. Students engage in a self-guided study of piano techniques and music reading with the instructor acting as facilitator. Should they wish to develop piano skills to an even higher level, students may enroll in the course for more than one semester. Enrollment is limited based on the number of keyboards available. Open to students in grades 7-8.
Upper School Offerings
*Chorus (1.0 credit)
Students in chorus learn correct vocal production, breath support, diction, and style, while studying a variety of popular, jazz, folk, and classical repertoire. Students also learn sightsinging skills using solfege. Each semester, students have numerous opportunities to perform in concerts on and off campus. Performance opportunities may include participation in music festivals, as well as performance travel associated with the school community. Open to students in grades 9-12.
Class Piano (0.5 credit)
Class piano is a semester elective course that is open to any student interested in learning to play the piano, regardless of previous musical experience. Students engage in a self-guided study of piano techniques and music reading with the instructor acting as facilitator. Should they wish to develop piano skills to an even higher level, students may enroll in the course for more than one semester. Enrollment is limited based on the number of keyboards available. Open to students in grades 9-12 regardless of music, or piano experience.
Advanced Guitar (1.0 credit)
This year-long course is offered to students in grades eight through twelve who have successfully completed Intermediate Guitar. Students learn the major and minor position scales, and modes; finger -style solo pieces using melody, bass, and accompaniment; ensemble music; common bar chords, the reading of more complex rhythms; and continued understanding of music theory, including odd meter, seventh chords, and musical structures. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 8-12 who have successfully completed Intermediate Guitar, or by audition with permission of the instructor.
Guitar Ensemble (1.0 credit)
This year-long course is the highest level guitar course offered. The focus is on quality music performance; creativity and analysis; student working as a chamber ensemble in which each player has a critical role; improvisational skills; chord voicing development; solo performance and continued review of practical application of music theory concepts. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. The course is repeatable for credit. Open to students in grades 9-12, who have successfully completed Intermediate Guitar, or by audition with permission of the instructor.
Orchestra Ensemble (1.0 credit)
This course is open primarily to upper school students who have at least three years of advanced playing experience on a stringed instrument. The repertoire for this class focuses on Habits of a Successful Middle Musician in addition to grade III and higher educational music and standard
string orchestra and ensemble music. Solo and ensemble repertoire is strongly encouraged in this class, with the hopes that everyone in the class will participate in the Solo and Ensemble Music Assessments. Technical goals in this class include two-octave scale and arpeggio proficiency through 3 sharps and 3 flats, as well as one- and two-octave scale and arpeggio proficiency in the corresponding minor keys. Other goals include use of first through fourth positions, consistent use of vibrato, mastery of commonly used bow strokes and rhythmic pattern, and consistent intonation as individuals and as a group. Performances opportunities include school events, local and state level music festivals and adjudications, and performance based travel. Open to students in grades 9-12 with director recommendation.
Wind Ensemble (1.0 credit)
In the Wind Ensemble course, students are provided with a more in-depth exploration of repertoire and techniques. This exploration includes a greater variety of styles, a higher demand on playing skills, and a requirement for greater musical sensitivity. Enrollment in the course is of a “select” nature in order to adhere to the “one-on-a-part” concept, except for Flutes, Clarinets, Baritones/Euphoniums and Percussionists. Particular attention is given to developing independent playing skills and confidence, acuity of intonation and advanced rhythms, and development of expressive elements. Repertoire is determined by the instrumentation of the class. An exploration of improvisation is included as part of the course, as well as basic music theory, history and appreciation. Analysis of performance and assessment of performance are large components of the course. All students in this class are required to participate in the Florida Bandmasters Association Music Performance Assessment. Performance opportunities are abundant for members of the class and may include off-campus performances in addition to school- related functions. Open to students in grades 9-12, who have completed Concert Band, or with director recommendation.
Electronic Music Design: Composing and Producing (0.5 credit)
This Upper School music course teaches topics like song structure, rhythm and harmony by analyzing and composing in a variety of electronic music styles. Students will gain an understanding of the many aspects of contemporary electronic music, including beats, harmony, bass lines, groove, melodies, audio/MIDI editing, and sound design. Students will create and produce music using digital audio workstations (DAW) and software similar to Pro Tools or Logic. No previous musical training is necessary to enroll in this course.
*Introduction to Composition (0.5 credit)
Introduction to Composition is intended for Upper School students who wish to explore sound and music through compositional projects involving instruments and voice. Students will write and create short pieces and songs utilizing techniques in music theory, orchestration, music technology and analysis. The primary focus of this course will be on composing and discovering expressive possibilities through music writing. No previous musical training is necessary to enroll in the course.
*Iconic Albums of American Music (0.5 credit)
This Upper School course will survey the role of music in the United States from the midtwentieth century to the present. Students will examine the cultural, social, political, and economic influence and significance of genres like jazz, rock, disco, folk, pop, and hip-hop. Through historical accounts, videos, and audio examples, students will explore the important artists of each decade and their musical response to the events of their day. No formal musical training is necessary to enroll in this course.
*AP Music Theory (1.0 credit)
This college-level music course prepares the students to sit for the Advanced Placement Music Theory Exam. This course is open to all students regardless of music background, but previous experience in chorus, band, strings, piano or guitar is helpful. Since this is a college-level course, a higher level of commitment is expected and necessary in order to be successful. This course covers the fundamental elements of music and beginning harmony. Included are part writing, transposition, development of sight-reading skills, and ear training. Students have access to computer hardware and software, which enables them to experiment, organize and present their musical ideas. Open to students in grades 12 with music experience and instructor recommendation.
Theater
Middle School Drama
This is a 1 semester course providing strong foundations in the introduction to theatre arts and the ability to perform in front of an audience. Students will learn basic theatre terminology, stage directions and body positions. Through the use of improvisation exercises and pantomime, students will collaborate in groups and improve their skills in creativity, communication and focus. As part of the course students will have an introduction to technical theatre skills by working on a group project that will be included in the current PTS Theatre production. Students will also explore character development and stage presence through the rehearsal and in-class performance of a monologue. The final for the course will be an individual choice performance for the class. Classes include minimal lectures. Class exercises require active participation and a willingness to experiment. Students who retake this course will be given advanced material to further develop their acting technique. Open to students in grades 7-8; no prerequisite required.
Theatre Production (0.5 credit)
This is an advanced theatre course directly applying the skills acquired in MS Drama, US Drama, or previous stage experience. Fall Semester is geared towards preparation for the prestigious Thespians Competition (representing Palmer Trinity) with a scheduled Showcase. In the spring, students will work toward a full scale public production performed at a professional theatre, as well a final variety style showcase in our Black Box. During the rehearsal process
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students will take on jobs of actors and/or technicians. Actors will explore character development and believability, as well as hone musical theatre skills. Technicians will take on the roles of production assistants, stage managers, lighting designers and prop masters. All students will collaborate, problem solve, design, build and run all aspects of a theatre production from page to stage. Class exercises require active participation and willingness to experiment. The final for the course is an evaluation of your performance growth on stage and the quality of your design work behind the scenes. The final weeks of the course will involve a final variety showcase. Students may retake this course as many times as allowed in their schedule. Every semester is a “new” year as material and productions change, offering students opportunities to develop as actors and technicians. This course will run both fall and spring semester. This course will run both fall and the spring semester. Open to students in grades 7-12, Teacher recommendation required.
US Drama (0.5 credit)
This is a 1 semester course providing strong foundations in the introduction to theater arts and the ability to perform in front of an audience. Classes include audition techniques, improvisation, effective vocal production and body language, character development, monologue work, script analysis. Actors will learn to score, perform, and analyze monologue work and scene study from contemporary works. Classes include minimal lecture. The final for the course is an in-class group performance and individual choice performance of scripted material. Class exercises require active participation and a willingness to experiment. Students who retake this course will be given advanced material to further develop their acting technique at a secondary level. Open to students in grades 9-12; no prerequisite required.
Dance
Dance for Musical Theatre (0.5 credit)
Students will develop techniques used in musical theatre and familiarize themselves with current musical theatre dance styles found in New York, across the country, and around the world. Musical theatre dance history will be taught and discussed through the art of dance. Course gives students the skills to approach musical theatre dance with confidence. Dance uniform is required. Open to students in grades 7-12, all levels welcome.
Physical Education And Health
The physical education department offers a comprehensive program promoting game play, movement exploration, and wellbeing. The program provides co-educational classes aimed at developing the whole student, emphasizing game knowledge, sport-specific skill development,
life skills of cooperation, leadership, problem solving, sportsmanship, and community responsibility. The health education program offers both middle school and upper school classes that provide comprehensive life-management skills. The program focuses on understanding the individual’s role in personal health and community welfare. Students will be presented with, discuss, and explore personal and community health information to promote healthy life choices.
Middle School
Middle School students are required to earn one credit in Physical Education each year. Physical education classes are taught by grade level covering a wide range of fitness components, cooperative games, and team and individual sport skills. Classes promote skills of movement, spatial awareness, group cooperation, and a positive learning environment. The Middle School Physical Education program consists of a continuous progression with each level building on the previous year culminating in various Upper School electives.
Health class education is taught one day each cycle week during the middle school physical education class period. Students are exposed to a variety of topics from healthy decision making to nutrition, fitness skills, human body systems, stress management, relationships, conflict resolution, and alcohol, tobacco, and other drug information.
Upper School
Wellness (0.5 credit) (Required)
A semester-long course designed to provide students with the foundations for maintaining a healthy lifestyle. Those foundations include all facets of health: physical, mental, emotional and social. The course covers loss, grief, suicide, mental disorders and stress; self-esteem and how body image affects outlook on life. It provides basic knowledge regarding how drug, tobacco and alcohol abuse affects the human body. Students will study communicable diseases including sexually transmitted diseases and HIV. Some non-communicable diseases will also be discussed including, but not limited to cancer, CVD and diabetes. The following will also be included in the course; how to examine current health news and critique the information for its validity and applicability, consumer and decision-making skills and examination of personality as well as conflict resolution. Open to students in grades 9-10 and to transfer students in grades 11-12. Required.
Physical Education Electives
Core and Cardio (0.5 credit)
Core and Cardio is a coed active course where students explore low impact aerobic exercise, explosive cardio drills, power and resistance moves, plyometrics, stretching, meditation, and core & balance work. Physical Education uniform is required. Open to students in grades 9-12.
Basketball (0.5 credit)
The basketball course is designed to develop the student’s fundamental skills, court awareness, verbal skills, and overall understanding of the game through the introduction and active participation in group drills, individual drills, and classroom lectures. The student will begin to develop an understanding and desire to properly implement concepts and individual skills into game situations. Students will also learn how to manage stress, control distractions, and work with teammates. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9-12
Soccer (0.5 credit)
The soccer course is designed to develop the student’s fundamental skills, spatial awareness, verbal skills, and overall understanding of the game through the introduction and active participation in group drills, individual drills, and classroom lectures. Students will begin to develop an understanding and desire to properly implement concepts and individual skills into game situations. Students will also learn how to manage stress, control distractions, and work with teammates. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9-12.
Upper School Physical Education
(0.5 credit)
The course features a variety of components, including fitness, and various individual and teamsport activities. Students will have the opportunities to learn various games, the skills and rules of play to allow for cooperative game play while developing fitness components. Students may experience traditional games as well as non-traditional sport modules. Students’ health fitness components will be assessed by the PE Fitness Assessment, providing the student with clear results and understanding of their current health fitness status. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9-12.
Volleyball (0.5 credit)
The Volleyball Course offers the basic fundamentals that support the sport of volleyball. This course will help students develop individual skills, team complex skills and group cooperative attitudes that are conducive to learning. Physical conditioning allows students to work on perfecting their volleyball skills. New skills will be introduced to challenge and give students an opportunity to improve in all areas of the game. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform
is required. Open to students in grades 9-12
Weight Training (0.5 credit)
The importance of physical fitness has been established as a basic life skill. The students in this class will be introduced to the proper lifting skills and routines as a means of creating a healthy lifestyle. During this course, students will be introduced to the usage of equipment in the weight room. Students will be shown how to effectively stretch, and develop muscle strength. These basic skills of weight lifting and the fundamentals of proper lifting techniques are important for understanding exercise and how it affects an overall body-workout. We will, as a class, be using the Bigger, Faster, Stronger (BFS program). During the course of each day students run a short distance for a warm up. Students will have an opportunity to add to or change his/her personal workout program in order to maximize their time in class. As the course continues each student will be required to follow the BFS workout program for the duration of the semester. Weight Training may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9-12.
Yoga (0.5 credit)
Students will learn the main yoga postures, the impact of yoga poses on the body, breathing techniques, and mindfulness and relaxation methods. They will experience physical and emotional wellbeing from these techniques. Students will acquire an understanding of yoga etiquette and terminology. This course can benefit the students by teaching them stress reduction techniques, helping them create a positive body image and enhancing their health and wellbeing while participating in physical fitness. They will cultivate community and learn to be a part of a noncompetitive class environment by valuing differences and yoga fitness practice. They will obtain the skills, understanding, and tools to maintain a regular yoga and mindfulness practice. The yoga curriculum is designed to complement the Physical Education offerings. Yoga may be used to fulfill one semester of the Upper School graduation requirement in physical education. Open to students in grades 9-12
English For Speakers Of Other Languages
Students of the 21st century will live in and contribute to an increasingly diverse society and an international community of interdependent nations. To realize their personal, social, and career goals, students must be able to communicate effectively with others. Palmer Trinity School seeks to prepare its students for life in this newly emerging world, including those learners who enter the school as speakers of a language other than English. Palmer Trinity regards students who are bilingual and who have a good understanding of different cultures as invaluable assets to the school and the nation. Its international student body provides both an exciting educational challenge and the opportunity to maintain and enhance the school’s rich linguistic and cultural
diversity. In addition, its bilingual graduates allow the nation to thrive in the global marketplace, maintain its security in a changing and volatile world, and come to a better understanding of the complex cultural heritages that define the human community. The program recognizes that ESOL learners must acquire an additional language and culture. They must be able to use English to accomplish their academic, personal and social goals with the same proficiency as native speakers of English. ESOL students need to be able to use spoken and written English both to acquire academic content and to demonstrate what they have learned. Palmer Trinity works to ensure that its quality educational experiences and services are made fully accessible to all ESOL students. The school recognizes that language learning takes time, generally 5-7 years, and that subject matter learning cannot be deferred until students have demonstrated a mastery of English. In order to facilitate English language acquisition and continue academic growth across the curriculum, PTS offers a comprehensive ESOL program that includes both English language arts and sheltered content courses. The program provides its students with challenging curricula that use appropriate instructional practices and assessment measures; moreover, the school cherishes the inclusion of English language learners in all school activities and encourages their full participation in the life of the school. Accomplished and professional ESOL teachers, in conjunction with other educational specialists and resources, ensure that students in the program receive the challenge, support, and guidance necessary to enjoy academic success and personal growth. School Offerings
ESOL Intermediate English (1.0 credit)
This course is designed for middle school students who have attained an intermediate level of English. The course has a literary focus and rotates on a three-year cycle encompassing World Literature, American Literature and Multicultural Literature. A variety of literary genres are covered, including fiction, non-fiction, short stories, biographies, and poetry. The reading material is carefully selected so that it is age-appropriate, linguistically accessible, and culturally relevant. Vocabulary and grammar is studied in the context of the reading selections.
ESOL Humanities (1.0 credit)
This social studies course is offered for middle school students who have a beginning to intermediate proficiency in English. The class explores history and geography and examines contemporary social, political and economic issues that affect the world. The content of the course rotates on a three-year cycle and covers the following topics: U.S. History and Geography; World History and Geography; and Multicultural History and Geography. The students also become familiar with the five themes of geography: location, place, humanenvironmental interactions, movement, and regions. Vocabulary is drawn from the subject matter.
*Offered on an as needed basis.
*ESOL Science (1.0 credit)
The English as a Second Language Integrated Science instructional sequence is an approach to life science, earth science, and physical science for English language learners at the middle school level. The course will support English language learners’ academic English development while learning science content. The process of scientific inquiry will be taught each year and students will engage in hands-on laboratory explorations to develop laboratory skills.
ESOL Integrated Science 1 (1.0 credit)
The topics covered include marine animals, oceanography, plate tectonics, earthquakes, volcanoes, changes of state, energy (potential, kinetic thermal), waves.
ESOL History (World History / U.S. History / Multicultural History (1.0 credit)
The history courses are intended for ESOL students who have an intermediate to advanced proficiency in English. The class explores history and geography and examines contemporary social, political and economic issues that affect the world. The content of the course rotates on a three-year cycle and covers the following topics: U.S. History and Geography; World History and Geography; and Multicultural History and Geography. The students also become familiar with the five themes of geography: location, place, human-environmental interactions, movement, and regions. Vocabulary is drawn from the subject matter.
ESOL Literature (World Literature/ US Literature/ Multicultural Literature (1.0 credit)
The literature courses are intended for ESOL students who have an intermediate to advanced proficiency in English. They are designed to expose students to a wide variety of literature. Students focus on the formal study of literature through the reading and discussion of significant and representative literary selections. A variety of literary genres are covered, including fiction, non-fiction, short stories, biographies, and poetry. Vocabulary and grammar are studied in the context of the readings. Students are required to participate in group discussions and to write a web-based project that will be presented orally in class. The literary selections vary according to student interest and ability. If necessary, reduced-language versions of the classics are used. Course offered on a rotating basis.
*ESOL World Religions (1.0 credit)
This course is open to upper school ESOL students who have an intermediate to advanced proficiency level in English. The four principal goals of the course are to: foster an appreciation
of the history and culture of major world religions, develop an understanding of the spiritual foundations of major world religions, encourage a personal exploration into matters of spirituality, and teach tolerance of different points of view. The religions which will be covered in detail are: Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, and Taoism.
*ESOL Literature and Composition (1.0 credit)
This course is designed for Levels 1 and 2 ESOL students who have attained a beginner's intermediate level of English, but who still require the basics of English grammar, writing, and vocabulary. The course has a literary focus and the reading material is carefully selected so that it is age-appropriate, linguistically accessible, and culturally relevant. Vocabulary and grammar is studied in the context of the reading selections.
Contemporary Studies
The Contemporary Studies Department is a forward-thinking initiative designed to provide students with relevant and engaging learning experiences that transcend conventional academic boundaries. This department is home to a collection of courses specifically curated to address the demands of today's rapidly changing world. Students interested in the business world will discover foundational knowledge and practical skills through courses like Management, Leadership, Entrepreneurship, and Marketing. For those with a passion for communication and media, our publication courses in Journalism and Yearbook offer hands-on experience in content creation and storytelling. Furthermore, the department explores the vibrant realm of Film Studies and other innovative subjects, inviting students to delve into contemporary arts and critical analysis. The core mission of the Contemporary Studies Department is to equip students with adaptable skills, a global perspective, and the creative confidence needed to thrive in their future careers and as informed citizens.
Lessons
in Leadership (0.5 credit)
This course is based on the premise that all of us possess the potential to lead and that learning to lead is a process. In Lessons in Leadership, students will develop and improve their current leadership skills. Areas of study and practice include: team building, personal relations, and problem solving. Students will work on these areas by learning their leadership style and
developing goal setting skills, communication skills, decision making skills, and more. Students will meet community leaders and participate in individual and group leadership projects within the school and the wider community. Open to students in grades 10-12
Business Management: (0.5 credit)
Business Management introduces students to the fundamental principles and practices of managing a business. The course explores key concepts in leadership, organizational structure, strategic planning, decision-making, and human resources. Students will gain insight into how businesses operate effectively, how managers lead teams, and how ethical and responsible decision-making contributes to long-term success. Students will engage in real-world simulations, team projects, and case studies to build practical skills in communication, critical thinking, and problem-solving. The course highlights how management adapts in today's changing global economy, including the role of technology, innovation, and sustainability in business. Open to students in grades 10-12
Financial Literacy (0.5 credit)
Financial Literacy is a semester elective course designed to educate students on financial topics that will provide a strong foundation they can build on as adults. This education will help put them on a path toward financial success early on. Topics covered will include income, banking and money management, spending and credit, taxes, saving and investing, automobile ownership, mortgages, and budgeting. This course is open to students in Grades 11 and 12.
Sports Management (1/2 credit)
The purpose of this course is to provide fundamental learning experiences for high school students in the area of sports management. Students will learn the daily operation of sports organizations, rules, laws, and the role of an athletic director. The course will focus on the history, rules, safety, ethics and overall daily preparation to operate sports at the high school, college and professional level. Students may be expected to attend sporting events outside class time to fully achieve expected knowledge level. Not eligible to satisfy Physical Education graduation requirements. Open to students in grades 10-12
Marketing: The Art of Storytelling (0.5 credit)
Marketing is the mechanism that organizations, both profit and non-profit, use to establish relationships with customers. Put differently, marketing is the convergence of the promises a company makes, the story it tells, and the authentic way it delivers on their promises. Students in this class will collaborate to create a marketing plan to raise capital for the production of a professionally prepared video that captures compelling stories from each student. Grades 10-12
Entrepreneurship (0.5 credit)
The objective of the entrepreneurship course is to empower young social entrepreneurs with the necessary tools and experiences to successfully design, launch and run their own social change ventures. Students develop leadership capabilities, learn communication strategies, recognize the importance of systemic thinking, gain a sense of personal responsibility towards the community, and design their own social initiatives. Parallel to these experiences, students learn about financing their initiatives, fundraising ideas, budget management, and project sustainability. The course culminates when students present their initiatives to a panel of community leaders who have the potential to help fund their ideas and bring them to fruition. Open to grades 10-12
Speech and Debate (0.5 credit)
The course is designed to develop the skills of thoughtful and able communication by training students in both the oral and written components of informative and persuasive speaking. The course emphasizes business and professional communication, presentational speaking, oral interpretation of literature, formal and informal speaking etiquette, the development and use of effective vocabulary, the importance of voice and diction, and professional speech writing. In addition to these practical applications, students receive classical grounding in Aristotle’s The Art of Rhetoric. Open to students in grades 9 -12.
Yearbook (1.0 credit)
In this course, students will gain experience in advanced print journalism by producing the student yearbook, The Raptor. Students will further their skills in writing, photography, graphic design, layout design, and project management by covering the stories of the school year that take place on and off campus and within the local community. In this rigorous deadlinedriven course, students will also have the opportunity to develop leadership skills by applying for a position on the editorial board (e.g. editor-in-chief, managing editor, photo editor, sports editor, etc.). While continuing their work as content creators for the yearbook, editors will also serve as the leaders and managers of the staff by planning and editing content, overseeing the staff, teaching new skills, and organizing events and new projects. This course is both a class and an extracurricular activity. Students will also participate in a variety of student journalism competitions and will have the opportunity to travel to local and national conventions. Open to students in grades 10-12.
Journalism (0.5
credit)
Journalism is a course in the fundamentals of news reporting, writing, production, and distribution in print, audio, video, and social media. Much of the course work will be designed to provide a real-world production experience through the creation of regular content for the student news site. In addition, students will be expected to become more familiar with a variety of news media through following current events on a local, regional, state, national, and world level, to understand in a general way the history and development of present-day news media structures, and to be well aware of ethical and legal issues related to the “business of news.”
Open to students in grades 10 -12.
Film Studies (0.5
credit)
Our students love to stream. Each year they emphatically promote the latest Netflix or Hulu binge watch or big-budget Marvel movie. At the same time, students often struggle to evaluate what they watch; they’re often at a loss when trying to explain how a movie or TV series elicits an emotional reaction from the audience. In this course, we will try to remedy this problem by asking the following question: how do creators use film texts to convince us of ideas and engage with our feelings? The film elective will help students understand film and television as mediums, and, in turn, will help them become more engaged and conscious consumers. It will also help students practice critical thinking skills and writing in a new context.
AP Psychology (1.0
credit)
AP Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The aim of AP Psychology is to provide students with a learning experience equivalent to that obtained in most college introductory psychology courses. All students are expected to take the AP Psychology Examination offered by the College Board in May. Open to students in grades 10-12. Departmental approval.
Independent Study
Purposes
Independent study is sanctioned by Palmer Trinity School as a way to respond to student initiative to seek advanced, specialized, and in some cases background education in topics not ordinarily available in the school’s standard curriculum.
Eligibility
Juniors or seniors may undertake independent study. In rare cases, freshmen or sophomores with extraordinary backgrounds or needs that cannot be met in the regular curriculum may apply for independent study, with the understanding that first preference will go to upper-class students.
Proposals
The responsibility for selecting a topic, recruiting a faculty sponsor, and devising the course of study all rests with the student. The first step is to secure an independent study petition form from the registrar. The student then consults with a prospective faculty sponsor to devise the particulars of the independent study, as specified on the application form. The student then secures signatures from parents, the advisor, college counselor, the faculty sponsor, the departmental chair of the faculty sponsor, and the division head.
Approval
Completed petitions bearing all signatures called for are presented to the Division Head and Associate Head of School for Academics, who either approve the proposal, reject it, or return it to the petitioner and sponsor, requesting modifications or additional information. Approved independent studies are then added to the schedules of the student and sponsor, subject to the school’s standard processes regarding grade reporting.
Expectations
The independent study application specifies the frequency of meetings (typically one to three times weekly), the nature of the learning activities, the assessment mechanisms, and the grading scheme. Independent study applications are reviewed by semester. Upon successful completion of one semester, the student may apply with the support of the faculty sponsor to continue the
study for the second semester. Ordinarily independent study involves one student and one teacher, meeting regularly; in special circumstances, up to four students may be involved in an independent study, and up to two faculty members.
Timing
Students seeking to undertake independent study complete their applications during the semester prior to beginning the independent study, or else during the first ten days of the semester in which the study will begin.
Assessment
Assessment specified in the proposals may include conventional papers, projects, labs, quizzes, tests, oral presentations, panel discussions, or other appropriate demonstrations of mastery. Grades and narratives are submitted by the sponsoring teacher in the same fashion as grades and narratives are filed for students in standard courses.
Grades and Credit
The credit for successful completion of an independent study becomes part of the student’s academic record, appearing with all the student’s other courses on the Palmer Trinity School transcript. Grades for independent studies average on equal footing with grades for the student’s other courses.
Limits
Students undertaking independent study may not enroll in more than two independent studies at a time and must maintain a load of at least four other academic courses (exclusive of independent studies) during any semester or year in which they undertake independent study.
