Upper School Course of Study 2019-2020

Episcopal School of Acadiana Upper School Course of Study

2019-2020

Upper School Course of Study

Upper School Course of Study and Planning Guide Each ESA student should select a program of study that is both challenging and rewarding. While requirements for graduation will determine much of the course of study, there are options for each student to consider in planning his or her four year experience.

As students plan for the upcoming school year, they should review their present transcripts, paying particular attention to graduation requirements. Students and parents may see a student’s unofficial transcript through myESA via the Progress menu. Students should consider their academic and co-curricular interests as well as college and future plans in choosing their courses. Extracurricular activities should be chosen carefully to achieve a balance between academics and extras. It is a common and recommended practice that students above the ninth grade have one unencumbered period during the day (i.e. a “free” period).

Each spring students will make course selections for the following year and should keep in mind the following:

 Ninth, tenth, and eleventh grade students are required to be enrolled in at least 6 courses per semester.  Twelfth grade students are required to be enrolled in at least 5 courses per semester.  Seek the counsel of their faculty advisor, individual teachers, Academic Dean, College Counselor, or Head of Upper School as to what courses and levels are most appropriate.

 Current year teachers will make recommendation for honors level and Advanced Placement course via

myESA. These recommendations are based on what the teacher believes is in the best interest of the student to establish a strong foundation in the discipline as well ability to perform to the student’s highest level. Students are welcome to have discussions with teachers and department chairs to discuss the possibility of taking an honors or AP course if they have not been recommended. All requests for honors level or Advanced Placement cour ses must be appr oved by the depar tment chair . Please carefully consider the College Counseling Note below when considering making a request for accelerated courses.

● LHSAA rules require the following for academic eligibility: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation) Note: a senior who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

College Counseling Note Throughout Upper School, the general rule of thumb is to pursue the five major subject areas—English, math, history, science, and world languages—for as long as possible and to the highest level successfully attainable.

It is detrimental, however, to “over challenge” yourself. Taking an honors or AP course, struggling, and earning a low grade is not helpful either to a student’s learning or the student’s chances of admission to colleges.

Colleges want students to take the toughest course that they can handle and in which they can do well.

Students do themselves a great disservice by accelerating or taking honors and/or AP courses when it is inappropriate to do so.

ESA does not track students. Accordingly, a student may receive the recommendation to take an honors or AP course in the future if academic performance indicates such a recommendation is appropriate.

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Upper School Course of Study

Academics Grades 9-12 Diploma Requirements To comply with the Core 4 Curriculum adopted by the Board of Elementary and Secondary Education in the Fall of 2008, Episcopal School of Acadiana requires that a student earns a minimum of 24 units or credits to receive a diploma. Of these 24 units, 21 units are in specifically required courses and 3 may be in courses of a student’s choice while adhering to the required distribution of units among the disciplines.

Discipline

Required Units Required Courses

English

4.0 units

English I, II, III, and IV

Mathematics

4.0 units

Algebra I, Geometry, Algebra II, Pre-Calculus

Social Studies

4.0 units

World History, Western Civilization, U.S. History, Civics

Science

4.0 units

Physical Science, Biology, Chemistry, 1 additional unit in a science course of choice

World Language

3.0 units

3 units in one language

Health & Physical Education

2.0 units

Health & Physical Education I & II

Visual and/or Performing Arts

1.5 units

Additional Units in course of choice

1.5 units

Notes on Required Units: ● Eighth Grade Algebra I - Successful completion of this course, at the recommendation of the Mathematics Department,

fulfills 1 required unit of mathematics for graduation

Middle School World Languages - Successful completion of the Middle School World Language sequence, at the recommendation of the World Language Department, fulfills 1 required unit of world language for graduation equivalent to French I or Spanish I.

 Western Civilization may be substituted with AP European History  U.S. History may be substituted with AP U.S. History  Civics may be substituted with AP U.S. Government & Politics/AP Macroeconomics  Enrollment in Health & Physical Education is required of all 9th and 10th grade students ● Units earned in any course beyond those fulfilling a discipline’s graduation requirement can count as an course of

choice unit.

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Upper School Course of Study

TOPS Core Curriculum

For Opportunity, Performance, and Honors Awards For High School graduates of 2018 and thereafter Units

Courses

ENGLISH = 4 Units 1 unit

English I

1 unit

English II

1 unit from the following:

English III or AP English Language & Composition

1 unit from the following:

English IV or AP English Literature & Composition

MATH = 4 Units 1 unit

Algebra I

1 unit

Geometry

1 unit

Algebra II

1 unit from the following:

Algebra III; Advanced Math - Functions and Statistics, Advanced Math - Pre-Calculus, or Pre-Calculus; Calculus or AP Calculus AB; AP Calculus BC; Probability and Statistics or AP Statistics; AP Computer Science A

SCIENCE = 4 Units 1 unit

Biology I

1 unit

Chemistry I

2 units from the following:

Earth Science; Environmental Science; Physical Science; Agriscience I & II (1 unit combined), Chemistry II, AP Chemistry, AP Environmental Science, Physics I, AP Physics B, AP Physics II, AP Physics C: Electricity & Magnetism, AP Physics C: Mechanics; AP Physics I & AP Physics II; Biology II, AP Biology, Human Anatomy & Physiology

SOCIAL STUDIES = 4 Units 1 unit from the following:

U.S. History or AP U.S. History

1 unit from the following:

Civics, Government, AP U.S. Government & Politics: Comparative, or AP U.S. Government & Politics: United States

2 units from the following:

Western Civilization, European History, or AP European History; World Geography or AP Human Geography; World History or AP World History; History of Religion; Economics, AP Macroeconomics, or AP Microeconomics, AP Psychology

FOREIGN LANGUAGE = 2 Units 2 units

Foreign Language (2 units in the same language)

FINE ARTS = 1 Unit

1 unit from the following:

TOTAL = 19 Units

(800) 259-5626, Ext. 1012 custserv@osfa.la.gov www.osfa.la.gov P.O. Box 91202 Baton Rouge, LA 70821-9202

Performance course in Music, Dance, or Theatre; Fine Arts Survey; Art I, II, III, IV; Music I, II, III, IV; Speech III & Speech IV (one unit combined); AP Art History, AP Studio Art: 2D Design; AP Studio Art: 3D Design; AP Studio Art: Drawing; AP Music Theory; Drafting; Media Arts I, II, III, and IV; Photography I; Photography II; Digital Photography See note on next page

This core curriculum is accurate as of the date of publication and includes courses listed in TOPS statute. Updated : 09/26/2016

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Upper School Course of Study

Note on TOPS GPA Calculation beginning with the Class of 2018: Beginning with students entering the 9th grade in 2014-2015 and graduating in the 2017-2018 school year and thereafter, the calculation of the TOPS Core Curriculum grade point average (GPA) will use a five(5.00) point scale for grades earned in certain designated Advanced Placement (AP) courses; International Baccalaureate (IB) courses; Gifted courses; Dual Enrollment courses, Honors courses and Articulated courses offered for college credit by the Louisiana School for the Math, Science and the Arts used to complete the TOPS Core Curriculum. The courses currently designated to be calculated on the 5.00 point scale can be viewed at https://www.osfa.la.gov/5scale. For the designated courses, five quality points will be assigned to a letter grade of “A”, four quality points will be assigned to a letter grade of “B”, three quality points will be assigned to a letter grade of “C”, two quality points will be assigned to a letter grade of “D”, and zero quality points will be assigned to a letter grade of “F”. Note that students earning credit in courses graded on the five (5.00) point scale may earn a grade point average on the TOPS Core Curriculum that exceeds 4.00.

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Upper School Course of Study

Awarding of Credit ● To receive credit in a course, a student must ear n a final gr ade of at least D-; however, ESA reserves

the right to require that any student earning a final grade of D+, D, or D- have tutorial summer work.

● Failing a course for the year in the Upper School will r esult in the student having to make up the wor k

for the year (as directed by the teacher, department chair, and Head of Upper School) or repeat the course. Any course taken at another academic institution must be pre-approved by the Head of Upper School if ESA credit is desired.

● Seniors must pass all cour ses scheduled in the senior year and may not fail the second semester of a

year-long course to graduate.

● Summer Program Credit All summer pr ogr ams taken as a cr edit cour se must be pr e-approved by the

Head of the Upper School and the appropriate department chair prior to the student's enrollment in the program. Grades earned at institutions other than ESA are not included in a student’s ESA GPA, though will be listed on the transcript noting the appropriate awarded credit if proper documentation is received

by ESA at the conclusion of the program.

● Transfer of Credits When a student who has alr eady ear ned cr edits towar ds a diploma at another school enrolls at ESA, ESA will evaluate the credits awarded and apply them to the appropriate ESA diploma requirements. Grades earned at other schools will not be included in a student’s ESA GPA. ESA uses a standard letter scale (A,B,C, D, and F) with pluses and minuses.

A+ = 97 - 100

B+ = 87 - 89

C+ = 77 - 79

D+ = 67 - 69

A

B

C

D

= 93 - 96

A- = 90 - 92

= 83 - 86

B- = 80 - 82

= 73 - 76

C- = 70 - 72

= 63 - 66

D- = 60 - 62

F = 0 - 59

Computing Grade Point Average ESA computes grade point averages using only grades earned at ESA. In computing GPA, ESA adds 0.67 quality points to grade points earned in Advanced Placement courses and 0.33 to grade points earned in Honors courses. These additional points do not change the grade earned in a course but give it an additional weight when GPA is calculated. The following formula should be used when determining quality points awarded: Quality points awarded for course = (Grade in course + Weight) x Number of credits earned. No weight will be given to a grade of F. ESA calculates a GPA including pluses and minuses. Letter grades correspond to the following numerical values and grade point equivalent on a student's transcript.

A+ = 4.33 A = 4.00 A- = 3.67

B+ = 3.33 B = 3.00 B- = 2.67

C+ = 2.33 C = 2.00 C- = 1.67 F = 0.0

5

D+ = 1.33 D = 1.00 D- = 0.67

Upper School Course of Study

Academic Recognitions Academic Ranking ESA does not academically rank students.

National Honor Society The Aréte Chapter of the National Honor Society was chartered in 1981. The National Honor Society recognizes and fosters academic achievement, character, service and leadership in secondary school students. Students who have achieved an ESA GPA of 3.50 or better and are second semester sophomores are eligible for membership. New members are selected from this group by the Faculty Selection Committee with input from the entire faculty based on exemplified excellence in the areas of scholarship, leadership, service, and character. A student’s discipline and honor history will be considered when determining membership to NHS. An NHS member who transfers to ESA and brings a letter from the principal or chapter adviser to the new school adviser shall be accepted automatically as a member ESA’s chapter. Transfer members must meet the ESA’s standards within one semester in order to retain membership.

Headmaster’s List To receive Headmaster’s List recognition, a student must earn at least 3.67 ESA grade point average and receive no grade below a B-. This recognition is calculated at the conclusion of each quarter, each semester, and the year.

Honor Roll A student will receive Honor Roll recognition provided he or she earns no grade below a B-. This recognition is calculated at the conclusion of each quarter, each semester, and the year.

Senior Spring Semester Spring Semester Exam Exemption Senior Spring Exam Exemption is a way for the school to recognize and encourage academic achievement as seniors come to the end of their time in upper school. Exam Exemption is a privilege that is earned by meeting obligations and working hard. The exemption applies only to course exams; it does not pertain to final projects, papers, Advanced Placement Exams, or other assessments. Exemption is determined on a course by course basis.

For seniors who have a B (83) average or higher for the spring semester on the last day of classes for seniors, it is the student’s choice whether or not to take the course’s spring exam. However, teachers are welcome to offer guidance if the teacher feels it would be advantageous for the student to take the exam.

Seniors’ Last Day of Classes The seniors’ last full day of classes will typically be the Friday directly prior the date of the first Advanced Placement Exam administered on the ESA campus. A senior enrolled in Advanced Placement classes must be aware that teachers of those courses may request seniors to attend additional classes and/or review sessions up to the date of that class’ Advanced Placement exam. A senior who has not earned exemption from a course’s spring semester exam will be expected to attend that class until the course’s spring exam is administered.

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Upper School Course of Study

Progress Towards Diploma Episcopal School of Acadiana expects each of its students to make positive academic progress towards meeting diploma requirements each marking period. At the conclusion of each semester, each student’s grades and comments will be reviewed by the Academic Dean to assess overall progress. Should a student not be making positive progress, the following procedures have been established to help the family and the school evaluate if ESA is the most appropriate academic placement for the student.

Academic Probation A student will be placed on Academic Probation if he or she receives the following or any combination of the following: 1. three semester grades of C- or below in any courses, 2. two semester grades of D+, D, or D- or below in any course, 3. a semester grade of F in any course.

Academic Probation is a signal to the student and the family that the student must focus on his or her academic preparation and commitment. A student placed on Academic Probation will have a meeting with the Academic Dean and/or Upper School Counselor to discuss the academic deficiencies and recommendations necessary to improve academic performance for the coming semester. A follow up meeting with the student’s parent(s), member(s) of the Upper School administration, the student’s advisor, and necessary teachers may be scheduled. At the conclusion of the next semester, the student’s grades and comments will be reviewed by the Upper School administration to determine if improvement has been made. If the student has not improved sufficiently, the student may be asked to withdraw from ESA.

Athletic Eligibility LHSAA rules require the following for academic eligibility: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation); a senior who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

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Upper School Course of Study

Course Selection Process Grades 9-12 Parent Approval During second semester, each student will select courses for the following year. Parents should discuss course choices with their child, confirm that the requests continue to appropriately progress the student through the curriculum and towards an ESA diploma, and, finally, sign the on-line form indicating their approval for the student’s course selection. A parent will approve student course request through myESA. Minimum/Maximum Course Load & Selection of Courses Students in the ninth, tenth, and eleventh grades are required to schedule a minimum of six courses each semester. Twelfth grade students are required to schedule a minimum of five courses per semester. Students planning to compete on an interscholastic team should know current LHSAA eligibility requirements to be sure LHSAA rules are met.

LHSAA rules require the following for academic eligibility: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation); a senior who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

Unencumbered Periods Students are not required to have a scheduled class every period of the day. Having an unencumbered period for a semester or for the year affords students the opportunity to learn how to use free time to complete work, review for an upcoming class, meet with a teacher for out-of-class assistance, or begin homework.

Recommendations for Honors and Advanced Placement Courses Current year teachers will make recommendation for honors level and Advanced Placement course via myESA. These recommendations are based on what the teacher believes is in the best interest of the student to establish a strong foundation in the discipline as well ability to perform to the student’s highest level. Students are welcome to have discussions with teachers and department chairs to discuss the possibility of taking an honors or AP course if they have not been recommended. All requests for honors level or Advanced Placement cour ses must be appr oved by the depar tment chair . All families should car efully r ead and consider the College Counseling Note on page 1 of this guide prior to requesting accelerated courses.

Special Note Regarding Advanced Placement Courses Advanced Placement courses are college-level courses purposefully designed to culminate with a standardized exam. A student’s performance on this exam may enable them to earn college credit as well as advanced standing. Students should expect a college-level workload in an AP course as well an increased number of writing assignments—both timed and out of class. Teachers of Advanced Placement classes may require additional summer reading to prepare for the course, assignments over scheduled school vacations, and hold additional review sessions outside of scheduled class. Students choosing to enroll in an Advanced Placement 8

Upper School Course of Study

course are expected to meet these obligations. Seniors should be aware that their obligation to an Advanced Placement course will extend beyond their last day of classes.  To schedule an AP course a student must have approval from with the appropriate faculty member.  Present cost of each AP test taken is $94 and will be billed through the ESA monthly billing system.  It is the expectation of ESA that a student enrolled in an Advanced Placement course will take the AP exam in May. Should a student not take the exam, the AP designation will be removed from the course and replaced with an Honors designation, the final grade weighted accordingly in the GPA, and colleges notified of the change in course of study as required.

Scheduling Process Scheduling of courses is done on a priority basis by descending grade level with seniors having first priority. A student’s need to take a course to fulfill a mandatory course requirement for a diploma will supersede seniority.

Change of Schedule All changes to a student’s course schedule must be approved by the Upper School Academic Dean, the Head of Upper School and a parent. The student should obtain a Change of Schedule form from the Academic Dean only after fully discussing the proposed change with his or her teacher and parents. No schedule change will take effect until the completed form with all signatures has been returned to the Academic Dean and approved by the Head of Upper School.

The Drop period concludes five days after first quarter interims are posted to myESA for full-year courses and five days after third quarter interims are posted to myESA for courses that begin in the spring semester. The drop period for an Advance Placement course concludes five days after first quarter grades are posted to myESA. Dropping or withdrawing from a course after this period will result in the course being listed on the student’s transcript with a grade notation of WP (withdraw passing) or WF (withdraw failing) as determined by the student’s cumulative achievement in the course as of the date of withdraw.

Independent Study Students who have demonstrated academic distinction in a given discipline may propose an Independent Study within the field. The purpose of independent study is to give students the opportunity to work on a welldefined research project or to pursue, in detail, special topics of interest in the discipline under the guidance of a faculty mentor. Independent Study is study that supplements ESA’s regular curriculum and is not used as replacement for a course or credit required to earn an ESA diploma. An Independent Study does not count towards a student’s minimum course load.

Independent Study Proposal forms are available from the Academic Dean and must be completed well prior to the beginning of the term for which the independent study is proposed.

9

10

Algebra I or Geometry

Pre-Calc or Calculus or AP Calculus or AP Statistics

4 credits of math

English I

English II

English III or AP English Composition

English IV or AP English Literature

4 credits of English

9

10

11

12

4 credits of social studies

Civics or AP US Gov’t & Politics/AP Econ

U.S. History

Western Civilization

World History

SOCIAL STUDIES

1 credit = 1 year

4 credits of science

Biology II or AP Chemistry or Physics or Enviro Science

Chemistry

Biology

Physical Science

SCIENCE

3 credits of the same language

AP Language

Year IV

Year III

Year II

Year I

WORLD LANGUAGES

2 credits of health & phys. ed.

Health & Phys.

Ed. II

Health & Phys.

Ed. I

PHYSICAL EDUCATION

1.5 credits in the arts

Art Course of Choice ‡

Art Course of Choice ‡

Art Course of Choice ‡

Art Course of Choice ‡

Design Foundations or Music I or Theatre I‡

ARTS

Students are required to earn a minimum of 24 credits to earn an ESA diploma. The additional 1.5 credit not specified above are to be filled with courses of choice.

This is a traditional course of study; many alternatives courses of study exist that include honors sections, Advanced Placement courses, and/or subject acceleration

‡ = One semester (1/2 year) course

Algebra II or Pre-Calculus

Geometry or Algebra II

Algebra I

MATH

8

ENGLISH

Traditional Course of Study toward an ESA Diploma

11

Total graduation credits for the year

Arts

Health & PE

World Language

Science

Social Studies

Math

English

8

9

10

My Planned Course of Study 11

12

Upper School Course of Study

English Graduation requirement: English I, English II, English III, and English IV Department Philosophy: The ESA English department fosters three core skills: active reading, critical thinking, and crisp writing. As an Episcopal school, we also endeavor to advance the ethical development of our students, and we consider the English department’s curriculum and teachers as vital components of that mission. Through a wide range of developmentally appropriate fiction and nonfiction reading and writing, students wrestle with moral and ethical questions. Teachers act as guides and facilitators who lead students toward logical and empathetic values in verbal and written expression. The foundation of the English curriculum in the Upper School is canonical texts.

The ESA English department believes that great literature is a springboard and portal to timeless and ever-relevant questions of human development and behavior.

Note: Because ESA English teacher s select their own r eadings within the defined scope of the cour se description, books read in English classes can vary slightly from teacher to teacher and from year to year.

English I: Foundations of World Literature Credit: 1 English I is an introduction to the foundations of world literature and to the practice of writing about literature.

Although “literature” suggests the written word, written literature evolved out of spoken and sung tales, songs, and epic poems. We explore the roots of the major early written texts in the sacred scripture, mythology, folklore, and songs of ancient civilizations, particularly the Greek and Hebrew civilizations, that have so thoroughly influenced the development of English literature.

Beginning with the anonymous Mesopotamian Epic of Gilgamesh, students explore the epic of the Hebrew people as recorded in Genesis and Exodus, the Indian epic Ramayana, Homer’s epic poem The Odyssey, and the great English epic poem Beowulf. Students also encounter excerpts from Chinese, Japanese, Norse, Celtic, African, and Amerindian mythology. The year concludes with Shakespeare's exploration of myth and magic, A Midsummer Night's Dream.

Class discussion and writing assignments help students draw connections between selected texts and the history, literature, philosophy, and culture of Western civilization. Students continue the efforts begun in Middle School to master a wide-ranging vocabulary. Grammar, rhetoric and composition lessons ensure that students completing the ninth grade possess the ability to produce academic writing that demonstrates not only standard English grammar and mechanics, but also the sensitive use of a wide range of sentence constructions.

English I Honors: Foundations of World Literature Credit: 1 While the base objectives and content is the same as English I, the depth, breadth, and expectations increase in English I Honors. Students who choose to take English I Honors read at least four additional books, approved by the instructor, pertaining to the curriculum and write critical essays connecting their reading to the course of study. Students also complete one creative project connected to the study of mythology. Furthermore, English I Honors students write more fully developed essays and answer more demanding questions on English I tests and exams. Both critical essay assignments and additional exam questions will prepare students for the demands posed by later AP English courses.

English II: World Literature Credit: 1 The sophomore class in World Literature builds on the foundations of classical epic, myth, legend, and sacred literature established in the freshman year, while simultaneously providing an underpinning for the concentrated study of English literature in the junior and senior year. Beginning with Sophocles’ tragedies, Aristotle’s Poetics and Plato, readings range far and wide. Selections encompass Voltaire and Kafka through contemporary authors Khaled Hosseini and Marjane Satrapi. Examining major literary movements and empha12

Upper School Course of Study

sizing critical thinking skills and cultural literacy, the English II course of study continues to develop the English I course emphasis on vocabulary, grammar, rhetoric, and composition as students progress in their mastery of mature academic writing.

English II Honors: World Literature Credit: 1 The core content and objectives of English II are complemented with additional literature, intensive writing and editing, and increased expectations in English II Honors. Students in honors sections of English II read one extra major work per semester that pertains to the course material; for this piece of literature, honor students complete either a critical essay, a presentation, or a creative project. Honors students also spend more time working with analytic methods of writing about literature in preparation for later AP English courses.

English III: Survey of American Literature Credit: 1 This junior-level course introduces students to American literature, beginning with the works of the early settlers and continuing through works published in this century. A companion to the junior-level American history course, Survey of American Literature exposes students to the major American literary movements and asks students to explore the relation between text and historical and cultural context. Students demonstrate their understanding of the material through class discussion and journal entries as well as examinations and frequent expository and critical writing assignments. Literary selections vary from year to year, but all represent major canonical texts as well as works designed to support the department’s goal of promoting intellectual and ethical excellence.

AP English Language & Composition Credit: 1 The AP English Language and Composition course is designed to help students become skilled readers of rhetoric and skilled writers who compose for a variety of purposes. The AP English Language course provides students with opportunities to write about a variety of subjects and to demonstrate an awareness of audience and purpose in the context of their readings. The overarching objective is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.

The reading list for AP English Language & Composition includes many of the same works read in the English III course, but instruction emphasizes non-fiction and the rhetorical contexts of literature and literary movements. Students read a number of books and articles explicitly about the art of non-fiction writing such as William Zinsser’s classic On W riting W ell and Sam Leith’s recent exploration of rhetoric, W ords like Loaded Pistols. Students taking this course are required to take the Advanced Placement exam in the spring.

Teacher permission is required to register for this course.

English IV: Survey of British Literature Credit: 1 This senior-level course surveys the British literary tradition and aims to provide a thorough grounding in the foundational genres, themes, and personalities of British literature. Picking up where Beowulf left off, we examine the roots of English literature in Britain and follow literary achievements onward to Postmodernism, the Theater of the Absurd, and Magical Realism. Towards the end of the class, we consider the emergence of neoformalism and experimental digital genres. Literary selections vary from year to year but may include Chaucer’s Canterbury Tales, Shakespeare’s Hamlet, Swift’s Gulliver’s Travels, Mary Shelly’s Frankenstein and representative sampling of the classic works of the twentieth and twenty-first centuries such as Conrad’s Heart of Darkness, Aldous Huxley’s Brave New W orld and Samuel Beckett’s W aiting for Godot. Students demonstrate their understanding of the material through class discussion and journal entries as well as examinations and frequent expository and critical writing assignments.

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Upper School Course of Study

AP English Literature & Composition Credit: 1 The AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. The reading list includes many of the works listed in the English IV course description. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. Students consider a work's structure, style, and themes, as well as such smaller-scale elements as the use of figurative language, symbolism, imagery and tone.

Writing to understand these works involves writing response and reaction papers, free writing, and keeping a journal. Writing to explain these works involves analysis and interpretation, and includes writing brief, focused analyses on aspects of language and structure. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument. Students taking this course are required to take the Advanced Placement exam in the spring. Permission is required to register for this course.

English Electives The following courses are offered on a rotating basis and each is not taught every year. Please refer to the Course Offerings for the year of registration to see available courses that year.

Dante Credit: 0.5 The British poet TS Eliot famously stated that “Dante and Shakespeare divide the world between them—there is no third.” Yet, while it is common for high school students to study Shakespeare in English classes, it is much rarer to find high school students engaged in the study of Dante. Giving students the opportunity to study both of these thinkers enables them to gain a much fuller sense of the Western intellectual tradition, particularly regarding its claims about humanity and our place in the universe. To read Dante carefully and closely is to gain a liberal arts education.

Dante Aligheri lived from 1265-1321 in Italy, in a time of extreme suspicion, accusation, and violence due to political and ecclesiastical upheavals. After his exile from Florence in 1301, he was itinerant, moving throughout Italy and other parts of Europe as he composed one of the greatest works of all time, the Divine Comedy. This literary work is immense in ambition, scope, intelligence, and spirit. In studying it, students will dive deeply into subject areas such as literary studies, history, political science, philosophy, and religion/ theology. We will also marvel at and appreciate Dante’s craftsmanship along the way.

We will employ all of these approaches and others in this interdisciplinary course. Our goal will be to read most of the Divine Comedy over the course of a semester, with introductory work in medieval history and philosophy to help us along the way. We may also read one of Dante’s other important works, De Monarchia, which presents in polemical form an argument already seen in the Divine Comedy: that the Church and the State each exercise particular powers, drawn from God, but nevertheless different in quality and scope from each other.

Introduction to Women’s Literature Credit: 0.5 “What is women’s writing?” Virginia Woolf asked an audience of college educated women in 1929. Is it literature written by women? Is it literature written about women? And if it is written by women, what do women write about? How do they write about it? Virginia Woolf died in 1941, but the women who followed her experimented and subverted the traditional literary forms and themes established by men in previous centuries. The body of work written by women in the twentieth century is as diverse and creative as the writers we will study. Come prepared to read a wide variety of texts written by women of various backgrounds, and a willingness to respond in traditional and creative formats. Themes we will study include “the angel in the house,”- Virginia Woolf suggests that if women wanted to live rich creative lives, that they would have to kill her - women and madness, women and race, motherhood, and the female heroic quest. Additionally, we will

14

Upper School Course of Study

test out some of the literary forms that women used in order to create what literary critic, Elaine Showalter, calls A Literature of Their Own. This class is open to anyone interested in an introduction to women’s literature and creative writing.

The Bible as Literature Credit: 0.5 The “Bible” is not one book, but many, written not by one author, but composed over a thousand years by different authors and emerging out of a plurality of cultural, religious, and socioeconomic contexts. In this course, we examine the Bible as a product of culture and as a work of literature.

Reading the Bible in this way opens up its possibilities for meaning, helping us to understand it as a record not of God talking to humans, but of humans struggling to understand God through a variety of literary forms and genres—trickster folk tales, epics of war and kings, love poetry, prophetic witness, letters, biographies, and vision quests. Students should expect to have their conventional understandings of the Bible challenged in this eye-opening upper school course.

Religion in Film and Literature Credit: 0.5 This upper school class offers a comprehensive approach to studying the world’s major faith traditions through film and literature. Religions don’t grow in a vacuum; they are influenced, and in turn influence, the cultures, languages, historical events, and people around them. The best way to learn about religion is to learn from the “inside,” from within narratives, fictional stories, autobiographies, poems, and other works of art that grow out of the lived experience of religion.

Possible books and films we will study in this course include Life of Pi, The Way of Chuang Tzu, The Snow Leopard, So Long a Letter, Eve and the Fire Horse, American Dervish, Your Fatwa Does Not Belong Here, Old Men at Midnight, Of Gods and Men, Diary of a Country Priest, Silence, Babette’s Feast, and the poems of John Donne, Gerard Manley Hopkins, and others.

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Mathematics Graduation requirement, grades 9-12: Algebra I, Geometry, Algebra II, Pre-Calculus *Credit is awarded to 8th grade students who successfully complete Algebra I. Department Philosophy: The conviction of the Mathematics Department is that one learns mathematics best through understanding and practice. There must be a proper balance between theory, practice, and application. The student must be actively involved in learning. An environment that allows the student maximum participation in discovery is essential. It is important that the student be significantly challenged according to his intellectual ability and maturity. Graphing calculators and computers are learning tools used throughout the mathematics curriculum.

Algebra I Credit: 1 The Algebra I curriculum places an emphasis on conceptual understanding and algebra as a means of representation as a tool for problem solving. Manipulative skills, while essential, are a means, not an end.

Topics in Algebra I include linear equations and inequalities; systems of open sentences; absolute value equations and inequalities; quadratic equations; linear, quadratic and exponential functions; polynomials and rational expressions; irrational numbers and radicals.

Geometry Credit: 1 This course covers essential topics in Euclidian geometry including parallel lines, triangles, quadrilaterals, the Pythagorean Theorem, similarity and congruence, transformations, constructions, circles, area, and volume.

Special attention is given to developing inductive problem-solving strategies as well as writing geometric proofs. Additional topics may include an introduction to trigonometry.

Geometry Honors Credit: 1 This course covers essential topics in Euclidean geometry including parallel lines, triangles, quadrilaterals, the Pythagorean Theorem, similarity and congruence, transformations, constructions, area, and volume. Special attention is given to developing inductive problem solving strategies including constructing computer models.

Emphasis is placed on deductive explanations of geometric properties. Additional topics may include fractals, non-Euclidean geometry, logic, set theory, and graph theory.

Algebra II Credit: 1 This course promotes mathematical modeling of real world situations using polynomial, rational, exponential, and logarithmic functions. Additional topics include statistics, probability, conics, matrices, and complex numbers.

Algebra II Honors Credit: 1 This course promotes mathematical modeling of real world situations using polynomial, rational, exponential, and logarithmic functions. Additional topics also include statistics, probability, binomial theorem, conics, complex numbers, sequences, series, and matrices.

Pre-Calculus Credit: 1 This course builds on the concepts of functions introduced in Algebra II. Concepts covered include polynomial, rational, exponential, logarithmic, and trigonometric functions with applications, sequences and series, probability and data analysis, and parametric functions.

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Pre-Calculus Honors Credit: 1 This course builds on the concepts covered in Algebra II Honors. Concepts covered include polynomial, rational, exponential, logarithmic, and trigonometry functions and their graphs, parametric and polar equations and graphs, matrices and systems of equations and inequalities, sequences and series, probability and statistics, vectors, mathematical induction, and limits with an introduction to Calculus.

Calculus Credit: 1 This course is an introduction to beginning topics in Calculus. Concepts covered include limits and continuity, derivatives with applications, integration with applications, and calculus of transcendental functions with applications.

AP Calculus AB Credit: 1 This course covers beginning topics in Calculus. Concepts covered include limits and continuity, derivatives with applications, Riemann sums, integrations with application, calculus of transcendental functions with applications, and differential equations including slope fields. This course is designed to prepare students for the Advanced Placement Calculus AB exam. Students taking this course are required to take the Advanced Placement exam in the spring.

AP Calculus BC Credit: 1 Prerequisite: Calculus AB This course builds on the topics covered in Calculus AB. Concepts covered include: differential equations including slope fields and Euler’s Method; analysis of planar curves given in parametric form, polar form, and vector form, including velocity and acceleration vectors; numerical solutions of differential equations; convergence of improper integrals and infinite series; applications of integrals; integration by parts and simple partial fractions; and representations of functions as power series. This course is designed to prepare students for the Advanced Placement Calculus BC exam. Students taking this course are required to take the Advanced Placement exam in the spring.

AP Statistics Credit: 1 Prerequisite: Algebra II This course serves as an introduction to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four broad conceptual themes:  Exploring Data: Describing patterns and departures from patterns  Sampling and Experimentation: Planning and conducting a study  Anticipating Patterns: Exploring random phenomena using probability and simulation  Statistical Inference: Estimating population parameters and testing hypotheses Students taking this course are required to take the Advanced Placement exam in the spring.

Multivariable Calculus Honors Credit: 1 Prerequisite: AP Calculus AB Topics covered in Multivariable Calculus include 3-D coordinate system, equations of planes, quadric surfaces, functions of several variables, vector functions, calculus with vector functions, tangent, normal and binormal vectors, arc length and vector functions., curvature, velocity and acceleration, cylindrical coordinates, spherical coordinates, partial derivatives, higher order partial derivatives, chain rule, directional derivatives, tangent planes and linear approximations, gradients, relative and absolute maximums and minimums of functions of several variable, Lagrange multipliers, double integrals, iterated integrals, double and triple integrals in various coordinate systems, applications of double and triple integrals especially mass, center of mass, moments of inertia, and expected value, Green’s Theorem, area of parametric surfaces, vector fields and line integrals, curl and divergence.

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Social Studies Graduation requirement: World History, Western Civilization, U.S. History, Government & Economics (Civics) Department Philosophy: The Social Studies Department at ESA wishes to prepare its students to become adults with a profound understanding of their society and their own place in it while also providing as broad a historical perspective as possible. This is best achieved by teaching students to view society as a whole by understanding how human beliefs and activities are interrelated. Students will focus on the relationships between events, causes, and field of activity, rather than seeing them as independent of each other. These relationships are taught by specific examples, cases, and situations from the past. The goal in teaching history is not for them to merely learn events from the past, but to also develop the critical and analytical thinking skills that will allow them to succeed at the next level of their education.

World History Credit: 1 This course begins with prehistoric and early civilizations and societies, including Egypt, the Americas, India, Africa, China, and Mesopotamia. We progress through the rise of early empires in China, India, the Middle East, and the Mediterranean, concentrating on the interactions between them and with other groups. We end the fall semester with the collapse of these empires in the first centuries of the Common Era. In the second semester, we follow the rise of new empires in Asia and the New World. We also witness the spread of the world's major religions, Christianity, Islam, Hinduism, and Buddhism. We then move into the era of human history when these various cultures and societies come into permanent contact.

Western Civilization Credit: 1 This course covers European history from 1453 to the present, and the European impact on the non-western world in Japan, China, India, and sub-Saharan Africa. This course places heavy emphasis on thinking critically, abstractly, and analytically, through essay writing and a research paper.

AP European History Credit: 1 AP European History covers European history from the Renaissance to the present, in preparation for the AP European History examination administered in the spring. This course will emphasize many of the same skills taught in Western Civilization and looks to build critical thinking and analysis. These skills are practiced through reading assignments, essays, document based questions and exams that are modeled after the AP exam. Students will be required to take the AP exam administered in May. U.S. History Credit: 1 This course continues the abstract, broad, yet holistic approach established in the previous two years. It relies on the foundations in government, economics, and politics taught in the ninth and tenth grades, so that the emphasis can be on social and cultural issues. Issues discussed include the rights of the individuals, the formation and subsequent role of government, cultural and technological developments, economic regulations and foreign policy. This course also examines the ubiquitous, yet intangible American character. U.S. History requires a research paper.

AP U.S. History Credit: 1 AP U.S. History covers U.S. History from 1491 to 2012 and includes a ten-page historiographic research paper in addition to assessments based on the AP exam. We focus on cultural, technological, and economic developments and how these strands of history connect to traditional political history. Nightly assignments

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include recorded lectures, while in-class activities foster critical thinking and analysis of primary sources. The class also features graded discussions to develop students’ verbal communication skills.

Civics Credit: 1 Civics is a course designed to introduce students to U.S. Government, Constitutional Law, and the rights and responsibilities of U.S. citizens. This course involves the story of the United States Constitution and its amendments, as well as the structure of the U.S. government. Students will analyze different ways in which citizens interact with government, including important roles that interest groups, mass media, political parties, and public opinion play in determining American political policy. Research skills and analytical writing will be emphasized, using a variety of primary and secondary sources. Political philosophy, economics, and civic values will be focuses of this class, allowing students to understand how decisions are made in the US by leaders who represent their interests. Course topics will also be applied to current events.

AP U.S. Government & Politics/AP Macroeconomics Credit: 1.0 This year-long course is two stand-alone, one-semester Advanced Placement courses taught consecutively and fulfills the Louisiana state graduation requirement for Civics.

One semester of the course is a survey of American politics. It discusses political philosophies supporting the American political system, American political institutions, official and unofficial, and some prominent controversies, current and historical, in American political life. We will explore how individuals behave and participate in government, how political parties, interest groups and the media interact with government, how government formulates and implements public policy, and the historical development of both civil rights and liberties. This course hopes to answer the following fundamental questions: What role should government play in our lives? Who, or what, is actually exercising power? To what extent is this power being exercised?

During the other semester of the course, students will study macroeconomics. The purpose of the AP course in macroeconomics is to give students give you a thorough understanding of the principles of economics that apply to an economic system as a whole. Such a course places particular emphasis on the study of national income and price determination, and also develops your familiarity with economic performance measures, economic growth, and international economics.

Students taking this course are required to take both the AP exams in U.S. Government & Politics AND Macroeconomics administered in May. Social Studies Electives The following courses are offered on a rotating basis and each is not taught every year. Please refer to the Course Offerings for the year of registration to see available courses that year.

Introduction to Leadership Credit: 0.5 In the Leadership course, ESA Student Leaders will be trained in team building, group facilitation, problem-solving, decision making, and communication skills. In addition, students will learn about specific content areas, including developmental psychology, business management models, and the qualities necessary to develop as individual and community leaders.

This course begins with an in depth study of self through the exploration of character, principles, and disciplined practices. We then focus on the servant model of leadership, working towards a higher purpose than ourselves. This is followed by a study of practices and behaviors of exemplary leaders. We will study the relationship between leader and follower, understand team building and the community building processes, explore methods for task analysis, and investigate the relationship between effective decision making and

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effective leadership practice.

Advanced Leadership Seminar Credit: 0.5 This seminar course is designed to be a culminating project for a student that has successfully completed Introduction to Leadership and the ESA Summer Leadership Institute week long summer program. Students will learn program design and proposal writing as they apply their personal mission statements and leadership philosophy statements to address a well-researched community need. The course will teach the following skills: conducting a community needs assessment, analysis of stakeholder groups, conducting thorough research of evidence-based published studies, creation of program vision, goals, measurable objectives, and familiarity with project planning skills and program evaluation techniques. Final projects will be presented to a panel of community experts and stakeholders at the end of the term.

World Religions Credit: 0.5 A general introduction to the basic religious concerns of humanity, and the ways in which religions have developed in Eastern and Western history, giving intellectual, moral, and institutional expression to the meaning of human existence.

Philosophy & Culture Credit: 0.5 Who, and what, am I? What can I know? Why am I here? How should I live?

This course seeks to introduce students to these great questions of the philosophical tradition as well as to key philosophers and their writings. Students will gain experience in reading philosophical texts and wrestling—in writing as well as in class discussion—with various understandings of the issues raised by those texts. We will use a textbook but also dive more deeply into particular texts of Plato, Aristotle, Aquinas, Kierkegaard, and others along the way.

Of special concern to this course are the ways in which philosophical concepts “trickle down” to larger cultural narratives, and so we will read at least one novel and watch several films that demonstrate the ways in which philosophy and culture often meet fruitfully in works of art.

Possible concepts to be examined include:  God, Religion, Good and Evil  Social Life: What is human nature? How do we relate to each other?  Epistemology: How do we know?  Minds, Bodies, and Persons: How do mind and body relate?  Ethics and Society: How do we live?  Aesthetics: What is beautiful and why does beauty matter?

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Science Graduation requirement: Physical Science, Biology, Chemistry, and 1 additional science credit Department Philosophy: In the science courses at ESA, science is taught not only as a body of useful knowledge, but also as a method by which we find answers. Students learn science most effectively through discovery-based lessons in which they interact with each other and with teachers to solve problems and to answer questions. Teachers at ESA use the Socratic method in laboratory experiences, field exercises, and in class to encourage student interest and participation. By engaging students one-on-one and in small groups, teachers can address each student's ideas and questions. This method of teaching not only encourages each student to be actively involved in his or her education, but it also fosters academic self-confidence and maturity.

Physical Science Credit: 1 This is a project-based course focused on an in-depth exploration of four interesting physical science topics: liquids, solids, motion and force, and sound and waves. For each of these topics, the students will learn relevant physical science concepts and then apply those concepts to a large-scale project, such as the cardboard boat project. In doing so, the students will also learn fundamental science skills such as experimental design, scientific measurement, mathematical problem-solving techniques, and data analysis.

Biology Credit: 1 This class emphasizes the structure and function of biological molecules, cells, organisms and ecosystems. We also study energy in living systems, heredity, genetics, reproduction and the characteristics common to all living organisms. All of these topics are studied in the context of evolution - physiological and anatomical response to environmental changes over long periods of time. Laboratory techniques in microscope use, dissection, biochemistry, molecular biology as well as the skill of observation, record keeping and deductions are emphasized.

Chemistry Credit: 1 This course is designed to teach the student basic inorganic chemistry. It is taught through the use of class discussion, demonstration, and laboratory investigation. Topics covered include the handling of measurements, calculation, and conversions; the historical and modern views of the structure and composition of atoms, molecules, and formula units; the basic properties of elements as expressed by the periodic chart; the basic properties of compounds, chemical nomenclature and chemical formulas, compound, solution, and reaction stoichiometry; and an introduction to acid/base chemistry.

Chemistry Honors Credit: 1 This honors level course covers the same topics as the regular level course, but takes a wider and deeper look at each topic. It also places greater emphasis on cause and effect relationships and the interconnectedness of the various topics.

AP Chemistry Credit: 1 This AP Chemistry course is designed to be equivalent to a general chemistry course usually taken during the student's first year in college. It includes a more in-depth study of chemistry concepts covered in Chemistry I as well as an exploration of more advanced concepts not covered in that course. This course involves extensive mathematical problem-solving and has a substantial laboratory component. Students interested in participating in a rigorous and academically challenging science course while also having the opportunity to earn college chemistry credit should consider taking this course.

Physics Credit: 1 Topics covered in this course include kinematics, Newton’s laws, conservation of energy, conservation of mo21

Upper School Course of Study

mentum, electricity, and magnetism. The course utilizes an inquiry-based approach to discover the mathematical relationships between physical quantities. Laboratory exercises emphasize the mathematical modeling of real physical systems so that both qualitative and quantitative predictions can be made.

AP Physics C: Mechanics Credit: 1 Pre-/Co-requisite: AP Calculus AB AP Physics C: Mechanics is comparable to a typical first-semester physics college course for science and engineering majors. It covers the following content areas: kinematics; Newton’s laws of motion; work and energy; linear momentum; rotational motion; oscillations; and gravity.

Both conceptual understanding and quantitative problem-solving (using calculus techniques) are emphasized in each content area. This course also contains a significant amount of quantitative laboratory work using digital measurement devices. Students will be required to take the AP exam administered in May. AP Physics C: Electricity and Magnetism Credit: 1.0 Pre/Co-requisite: AP Calculus BC, AP Physics C: Mechanics AP Physics C: Electricity and Magnetism is a calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics related to electrostatics, conductors and capacitors, electric circuits, magnetic fields, and electromagnetism. Introductory differential and integral calculus is used throughout the course. Students will be required to take the AP exam administered in May. Biology II Honors Human Anatomy and Physiology Credit: 1 The relationship of cells to tissues (Histology) and nine major anatomical systems of the human body are the main topics of study. Study begins with a general examination of tissues in each organ system; each system is then studied in turn using a college level textbook, outside reading from semi-technical journals, and guest speakers. Although the main theme of cell and tissue structure and function is emphasized throughout the course, Human Anatomy and Physiology is a course that describes how the systems of the human body function individually and how each integrates with other systems to form a complete human organism.

Environmental Science Credit: 1 Pre-/Co-requisite: Chemistry This is a second year biology class that requires chemistry as a prerequisite or co-requisite. In this class students investigate different aquatic environments in southwest Louisiana including freshwater (ponds, bayous, swamps), brackish (estuarine) and saltwater (marsh, mangrove, reef) habitats. This is a project-based class and students should be prepared to be outside collecting, classifying and taking notes for much of the class. They will become familiar with the organisms and organism interactions that make up each community through observation, experimentation and collection. For the habitats that we study, each student will prepare a “key” to the habitats; the key will include the main members of each of the kingdoms and the role of significant abiotic factors in each ecosystem. There will be several field trips to different habitats throughout the year and that may involve weekends. Labs will consist of microbiology, microcosm studies of ecological interactions, identification and classification, setting up and maintaining aquaria.

Credit: 1 AP Biology *Next offered 2019 -2020 academic year Major topics in this course include cell respiration, photosynthesis, the cell cycle, genetic expression, and population genetics in the first semester; evolution and natural selection, basic bacteriology, plant anatomy and physiology, and a survey of the plant and animal phyla are studied in the second semester. The course is laboratory centered and the class follows a discussion-lecture format. Problem-solving, outside readings, individual projects, as well as open-ended lab work are central to the emphasis of self-directed study.

Students will be required to take the AP exam administered in May.

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World Languages Graduation requirement: 3 credits in one language Department Philosophy: The World Language Department at ESA is structured around the intensive study of French or Spanish.

Instruction within the department includes not only the usual skills of reading, writing, and listening, but introduces an entirely new way of speaking. Proper use of intonation, appropriate facial expressions, and gestures inherent to native speakers are emphasized along with the obvious use of new sets of vocabulary and grammatical structures.

Instruction is through the immersion method; no English is spoken in the class after the first few weeks. The ultimate goal of the study of world language at ESA is to demonstrate that a world language can become a natural means of communication and an integral part of life. *One high school credit is awarded with the successful completion of the middle school French sequence and the approval of the French faculty. *One high school credit is awarded with the successful completion of the middle school Spanish sequence the approval of the Spanish faculty.

French French I Credit: 1 This class is designed for beginning French students. By the end of the first year, students will be able to demonstrate some mastery of the basic structures of the language. Using the present tense, students will be able to converse on everyday topics, as well as to read and write on an elementary level. Students will learn to use the near future tense of verbs, as well as begin their study of passé composé. As students progress, the class will be taught mainly in French. In the spring, all students will take the National French Contest exam at their level of French. The results of this exam may impact a student’s ability to be approved for future honors courses in French.

French II Credit: 1 This course is a continuation of French I. More complex language structures are introduced such as subordinate clauses, the distinction between imparfait and passé composé, the futur and the conditional.

Reading and writing skills are further developed through the study of culture and language documents. The students are expected to transfer the acquired written concepts to oral activities such as role play, presentations and discussions. French II is the foundation for French III. Students with good comprehension and acquisition of the French II curriculum are well prepared for French III. French II Honors Credit: 1 French II Honors covers the same basic elements as French II, with a broader interest in reading materials introducing more complex cultural, lexical and literary materials. Group and individual projects, additional reading material and self-motivation are essential to this course.

In the spring, all French II students will take the National French Contest exam at their level of French. The results of this exam may impact a student’s ability to be approved for future honors courses in French.

French III Credit: 1 This course is an in-depth study involving the five basic skills: speaking, writing, reading, listening, and culture. In this course, writing skills that will be needed for the study of literature in French IV and AP French Language & Culture are solidified. In this course, students work on speaking skills, especially informal

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conversation. Students practice speaking in small groups and to a larger audience. Texts drawn from literature and contemporary culture provide the opportunity to continue the development of reading skills. Writing skills, from informal notes and lists to formal academic writing, are developed as students write longer pieces.

Extensive use of the past tenses (passĂŠ compose and imparfait), the future and conditional tenses, and subjunctive will be practiced. Audio and visual materials from a variety of sources will engage students in listening and speaking about the world of French-speaking cultures around the world.

French III Honors Credit: 1 This course follows the same curriculum as the French III class with greater focus on the development of more complicated grammar and vocabulary skills. This class requires substantially more outside of class work than the regular class.

In the spring, all French III students will take the National French Contest exam at their level of French. The results of this exam may impact a student’s ability to be approved for future honors courses in French.

French IV Honors Credit: 1 In this course, the focus is on reading and oral comprehension, culture, writing skills and oral fluency. Through in-class discussions and debates, students develop and improve their listening comprehension and conversational skills. The grammar text emphasizes various methods and styles pertaining to the expression of opinions, views and sentiments. Magazine articles, and excerpts from literature provide exposure to French current events and French culture. Students will need the approval of their French teacher or the Department Chair to enroll in this class.

French IV continues working on the four language learning skills. It reviews old and acquires new information about the structure of the language (grammar/verbs) as a means to become better speakers and writers of French. Readings include short stories, newspaper and online articles as well as cultural/historical information with an emphasis on the Middle Ages up through the twentieth century. This will assist students to develop better reading skills and will promote discussions as well as creative writing pieces. Topical vocabulary units will serve as a vehicle to offer better speaking and listening opportunities. Conversations provide occasions for developing fluency in a comfortable setting while speaking about personal experiences, opinions, and interests.

Audio recordings, internet access and French films give students an opportunity to hear a variety of native speakers and create original writing pieces related to the material. The class is conducted in French and students are expected to use French at all time during class. This course serves as preparation for the AP course.

French IV students are also administered the National French Contest exam at their level of French.

AP French Language Credit: 1 This course is designed to sharpen skills tested on the Advanced Placement French Language examination.

Reading, writing, listening, and speaking are all tested on the examination, which is given in May; therefore, the focus of the course is the development of different aspects of these skills. Students write journals, then essays, progressing to essays written in class in less than 45 minutes. This approach is also used for question recordings and story recordings, grammar exercises, and other activities. The use of such varied approaches reinforces the skills necessary for performance on the AP examination. Students will be required to take the AP exam administered in May. As with all AP courses, teacher recommendation is required.

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Upper School Course of Study

Spanish Spanish I Credit: 1 This class is designed for beginning Spanish students. By the end of the first year, students will be able to demonstrate some mastery of the basic structure of the language and will better understand Hispanic heritage and Spanish-speaking countries. They will earn to read and write on a basic level and converse on everyday topics. Using this basic level, they will be able to use the present tense, present progressive, reflexive verbs, and simple past tense. As students progress, the class will be taught in Spanish. In the spring, students will take the National Spanish Exam, Level 1. The results of this exam may impact a student’s ability to be approved for future honors courses in Spanish.

Spanish II Credit: 1 This course is the continuation of Spanish I during which basic Spanish is reviewed. More complex language structures are introduced such as the comparison of preterite and imperfect, formal and informal forms of the imperative, formal and informal forms of the imperative, and future. Reading, writing, and oral communication skills are developed through cultural readings and language practice. The students are expected to apply the language and acquired knowledge through role play, presentations, and discussions.

Spanish II is the basis for Spanish III. The class is taught in the target language so students are fully immersed in the language from day one.

Spanish II Honors Credit: 1 Spanish II Honors covers the same basic elements as Spanish II with a broader interest in reading materials introducing more complex cultural, lexical, and literary materials. Group and individual projects, additional reading material and self-motivation are essential to this course.

In the spring, all Spanish II students will take the National Spanish Exam, Level II. The results of this exam may impact a student’s ability to be approved for future honors courses in Spanish.

Spanish III Credit: 1 The purpose of this class is to emphasize the ability to express opinions and feelings. Extensive use of the past tenses (preterit and imperfect), the future and conditional tenses, and the subjunctive mood will be practiced. While providing a language review from the first two years of Spanish, students will explore cultural uniqueness of social customs, geographic locations, and historical events.

Spanish III Honors Credit: 1 This course follows the same curriculum as the Spanish III class with greater focus on the development of more complicated grammar and vocabulary skills. This class requires substantially more outside of class work than the regular class.

In the spring, all Spanish III students will take the National Spanish Exam, Level III. The results of this exam may impact a student’s ability to be approved for future honors courses in Spanish.

Spanish IV Honors Credit: 1 The purpose of this class is for students to understand and interpret written and spoken language on a variety of topics. There will be an emphasis on reading and writing through the use of various Hispanic literary pieces. Students will demonstrate an awareness of the interrelatedness of the language, the culture, and the people. Evaluations will be based on reading comprehension, projects, and oral presentations as well as application of grammar and vocabulary. This course serves as a preparation for the AP course.

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Upper School Course of Study

AP Spanish Language Credit: 1 The AP Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the four modes of communication (reading, writing, listening, and speaking). The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication. The class concludes with the administration of the national Advanced Placement examination; the results of which may allow students to obtain college credit and/or standing. Students will be required to take the AP exam administered in May. As with all AP course, teacher recommendation is required.

Computer Science The following courses are offered on a rotating basis and each is not taught every year. Please refer to the Course Offering for the year of registration to see available courses that year.

Introduction to Computer Science Credit: 0.5 In this semester-long course, students will be introduced to basic computer science topics, including computer hardware, the Linux operating system, networking, relational databases, and the Python programming language. This is a project-based course; the students will spend their class time writing Python code, making databases, and working with computer hardware components. This course is appropriate for any student who wants to learn how to write computer programs and better understand how computers work.

AP Computer Science A Credit: 1 Prerequisite: CSII - Java *Next offered 2019 -2020 academic year AP Computer Science A is equivalent to a typical first-semester college level course in Computer Science. In this course, students will learn to solve a variety of problems using the Java programming language. The focus of the course is on writing efficient algorithms, designing effective data structures, and debugging code.

Students will be required to take the AP exam administered in May.

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Upper School Course of Study

Health & Physical Education Graduation requirement: Health & Physical Education I & II P.E. I - Health & Lifetime Fitness Credit: 1 Health and Physical Education is required of all 9th grade students. There are two different sections of freshman year health and physical education. Health & Lifetime Fitness teaches students lifelong fitness skills through a wide variety of workouts to develop cardiovascular health and muscle tone and exposure to multiple lifetime sports. The health component of the course addresses eating and nutritional health, drinking and drug abuse, and interpersonal communications.

P.E. I - Health & Training Credit: 1 Health and Physical Education is required of all 9th grade students. There are two different sections of freshman year health and physical education. Health & Training is designed to help develop the strength, stamina, and individual skills necessary to be safe and successful in team sports. This section is open to all students but required of all student-athletes in the ninth grade. The health component of the course addresses eating and nutritional health, drinking and drug abuse, and interpersonal communications.

P.E. II - Health & Lifetime Fitness Credit: 1 Health and Physical Education is required of all 10th grade students. There are two different sections of sophomore year health and physical education. Health & Lifetime Fitness builds on the habits and skills taught in the 9th grade course. Students expand their understanding of wellness through continued cardiovascular and muscle training and trying additional lifetime sports and encouraged to develop their competencies in those sports they enjoy. The health component of the course addresses eating and nutritional health, drinking and drug abuse, and includes a participation in the Sudden Impact program which addresses the possible consequences of driving while impaired.

P.E. II - Health & Training Credit: 1 Health and Physical Education is required of all 10th grade students. There are two different sections of sophomore year health and physical education. Health & Training is designed to help develop the strength, stamina, and individual skills necessary to be safe and successful in team sports. This section is open to all students but required of all student-athletes in the tenth grade. The health component of the course addresses eating and nutritional health, drinking and drug abuse, and includes a participation in the Sudden Impact program which addresses the possible consequences of driving while impaired.

Physical Education III Credit: 0.5 or 1.0 Physical Education IV Credit: 0.5 or 1.0 Training is offered to all students who have already completed the Health & Physical education graduation requirement and would like to continue physical activity under the direct supervision of a coach. This course is focused on developing strength through regular weight and resistance training and stamina through aerobic training. This course may be taken for one semester for 0.5 credits or a full-year for 1.0 credit.

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Visual Arts Graduation requirement: 1.5 credits in the visual and/or performing arts.

Department Philosophy: The ESA visual arts program provides a learning environment that stimulates and maximizes the creative and artistic potential of each student. The learning experience emphasizes creative problem solving and critical thinking which develops self-expression. The completed works often require and involve teamwork, cooperation, and trust in others. Through artistic expression, the students see the world from a greater perspective. They are provided with a variety of media to express and to connect with feelings, to express the joy and the beauty found in their world.

Departmental Scheduling Notes: ● Student do not request a specific visual arts course when registering for courses. To maximize the opportunities for students in this discipline, we have students register for Visual Arts Course - Fall or Visual Arts Course - Spring depending on the semester the student would like to take the course. If a student would like to take a visual art course both semesters, then both Fall and Spring should be requested. During the first class meetings of the semester, students and teachers will then break out into the specific courses described below based on student interest and faculty assigned. The title of the specific course will be what appears on the student’s grade report and transcript. ● Independent Study in the Visual Arts - The Visual Arts department welcomes and encourages students to continue study in a given discipline after completing level II or III. It is the belief of the department that once equipped with the skills taught in the first two levels of a discipline, a student is prepared to begin exploring the field according to interest. Accordingly, students choosing to take additional levels of a discipline are responsible for developing a formal written proposal, in consultation with the teacher, as to the direction of the student’s study. This proposal must be approved by the department’s faculty. Students choosing to pursue this advanced study should be aware that successful completion of a proposal may require additional hours in the studio beyond regularly scheduled classes and assessment of work will take place outside of scheduled class time. Peer and faculty review and critique of works, both in progress and completed, are part of the assessment process. These independent studies are scheduled during a regular class period in the academic day.

2D Mixed Media I Credit: 0.5 The ultimate goals of this course are to develop observational skills, become more fluent in visual language, and to take creative risks. All artists speak through the principles and elements of design (rhythm, harmony, pattern, contrast, color, texture, etc.) and we will achieve our goals whether we are working with bold color in printmaking, assembling found images, or rendering in soft graphite. The class includes color theory, composition, and exploring combinations of compatible material through a series of demonstrated skills.

Direct observation and exploration of different materials and processes will be used to develop imagery.

2D Mixed Media II Credit: 0.5 Prerequisite: 2D Mixed Media I This is a continuation of 2D MM I. New materials and techniques will be introduced with consideration to students’ skill levels and areas of interest. We will outline a course of study based on exploring contemporary artists’ approaches to drawing and the students’ emerging personal thematic concepts. Students will be expected to create a body of work reflecting these explorations.

3D Mixed Media I Credit: 0.5 3D Mixed Media is just that: a mixture of learning experiences, processes, media and techniques resulting in a sculptural, three dimensional expression. Casting, re-purposing, constructing, enameling, fold forming, de-constructing, installing, and the list goes on, are in the reservoir of “ings” a particular class may be introduced to and practice. Metals, plaster, wood, paper, felt, found objects, etc. are the materials one may find 28

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in a mixed media expression. Invention and innovation will be encouraged as well as acquiring a good foundation in the use and maintenance of tools and materials.

3D Mixed Media II Credit: 0.5 Prerequisite: 3D Mixed Media I This is a continuation of 3D Mixed Media I. The student and teacher will work together to set goals and outline a course of study. Students will dive deeper into the technical aspects of the reservoir of “ings” that were introduced in the introductory course. Metals, plaster, wood, paper, felt, found objects, etc. are the materials with which students may choose to work. Students will be encouraged to push their invention and innovation discovered during 3D MM I. 3D Mixed Media Independent Study Prerequisite: Completion of 3D Mixed Media II and instructor’s approval.

See note under Departmental Scheduling Notes for course description.

Design Foundations Credit: 0.5 This course is designed to offer students a foundation in the visual arts. During the semester students will explore a variety of media to create works in 2D and 3D. By tailoring projects to the understanding and manipulation of the elements and principles of design, the goal is that students exit the class fluent in the language of visual arts. Students will develop their ability to critically analyze, discuss and evaluate work made by themselves and others. Design Foundations will also offer students some insight into the skills, knowledge and technical applications necessary for the upper level Art courses offered at ESA. Drawing I Credit: 0.5 Drawing I is a natural extension of the Design Foundations course, applying the elements and principles of design in observational drawing and two-dimensional image making. This course introduces many traditional drawing media including graphite, pastel, and charcoal, but also explores other techniques and materials such as Xerox transfers, printmaking, collage, and others. Much of our work will be concerned with composition and color theory, as this course is intended to prepare students for the Painting class.

Drawing II Credit: 0.5 Prerequisite: Advanced Drawing I or Drawing I This is a continuation of Drawing I. New materials and techniques will be introduced with consideration to students’ skill levels and areas of interest. We will outline a course of study based on exploring contemporary artists’ approaches to drawing and the students’ emerging personal thematic concepts. Students will be expected to create a body of work reflecting these explorations.

Drawing Independent Study Prerequisite: Completion of Drawing II and instructor’s approval.

See note under Departmental Scheduling Notes for course description.

The Expressive Figure Credit: 0.5 Figure drawing is equal parts observation and expression. The Expressive Figure delves into representations of the human form in that uniquely human endeavor, art. By learning to “read” figures presented to us by artists we will identify that which makes a figure expressive and investigate ways to enhance the expressive qualities of the figure. This class is a combination of survey and studio work. We will look at figurative work from ancient Greece all the way up to examples from living artists. This will serve as a foundation for our studio work, which focuses on observational drawing skills, expression through exaggeration, distortion, or technique, and appropriation of imagery and attribution of new meaning. Our explorations will take us through a variety of media, both two- and three-dimensional (drawing, painting, pen and ink, plaster, fiber, wire, found images, found objects) according to student skill and preference.

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Ceramics I Credit: 0.5 Ceramics I is an introduction to hand building with clay. Students will investigate the basic techniques of pinching, slabbing and coiling to create both functional and sculptural forms. This course is designed to give a technical foundation for further exploration as well as an appreciation and understanding of the media as a means of communication and expression.

Ceramics II Credit: 0.5 Prerequisite: Ceramics I Ceramics II is a continuation and expansion of Ceramics I. Students will investigate making and orchestrating clay objects with special attention to theme or context to support meaning. Students will work with the teacher to choose and develop their own context or theme. Students will be encouraged to employ the hand building techniques learned in Ceramics I as they learn new ways of applying and employing those techniques.

Ceramics Independent Study Prerequisite: Completion of Ceramics II and instructor’s approval.

See note under Departmental Scheduling Notes for course description.

Creative Communication in Video Production Credit: 0.5 Prerequisite: Photography I Also known as ExLabs or Experience Labs, this is a course designed to teach students the fundamentals of creative concepting, video direction, drone and virtual reality filmmaking. In this course, students will concept, write, direct, and shoot short films that bring the ESA Experience to life. Students will learn to create content using Adobe Premiere Pro, After Effects, and emerging technologies like drone operation and virtual reality camera shooting. Students will also learn the fundamentals of creative media placement on platforms such as the school website, Instagram and Facebook. This course may be taken multiple times for credit.

Pottery I Credit: 0.5 Pottery I is an introduction to creating clay vessels on a potter’s wheel. Emphasis in this beginning course is on developing the skill to produce wheel thrown vessels with appropriate ratios between weight, diameter and height. Finishing techniques such as trimming and glazing are introduced and practiced in addition to attachment techniques for handles and decorative elements. Intelligent, quality design will be stressed throughout the course particularly as students develop skills in throwing and glazing.

Pottery II Credit: 0.5 Prerequisite: Pottery I Pottery II is a continuation and expansion of Pottery I. Students will be encouraged to use larger, heavier amounts of clay to continue development of technical skill and refinement of form. Critical analysis of skill and visual expression will be an ongoing practice for Pottery II students, emphasizing the application and manipulation of the elements and principles of design. Creating and recreating exact dimensions for lidded jars, nesting bowls and sets will be introduced and practiced while continuing to practice techniques and processes from Pottery I. Pottery III Credit: 0.5 Prerequisite: Pottery II Pottery III is a continuation and expansion of Pottery II with an emphasis on students beginning to develop a personal visual expression through their pottery making. Combining vessel forms into teapots, and other composite vessels will be introduced. Development of a personal expression through glazing will be encouraged as well. Students will be challenged to define function and form becoming familiar with the quality and craftsmanship of cutting edge contemporary potter/artists.

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Upper School Course of Study

Advanced Pottery Credit: 0.5 Prerequisite: Pottery III Advanced Pottery affords students with intermediate to advanced skills a studio environment to experiment and explore pottery techniques specifically to develop a personally meaningful expression. Students are encouraged to create in series for an in depth learning experience with the expectation of pursuing an idea till invention and innovation are flowing and visually evident in the production of their forms.

Painting I Credit: 0.5 Recommended prerequisite: Drawing I Painting I is an exploration of color and light through traditional painting subjects such as still life, landscape, and portraiture. Students will learn to manipulate the opacity, luster, and viscosity of paint to achieve their desired results. Indirect and direct painting approaches will be introduced. Students will gain a refined ability to understand and use color. We look at the work of important painters to gain insight into their methods.

Painting II Credit: 0.5 Prerequisite: Painting I This is a continuation of Painting I. The student and teacher will work together to set goals and outline a course of study. The work of well-known 19th and 20th century painters and their personal vision will be explored. Students are encouraged to work primarily from direct observation and frequent discussions of work in progress will help students define and refine their unique vision.

Painting Independent Study Prerequisite: Completion of Painting II and instructor’s approval.

See note under Departmental Scheduling Notes for course description.

Photography I Credit: 0.5 Prerequisite: Beginning Drawing or Design Foundations This is a wet-lab darkroom course for all students interested in learning the fundamentals of black and white photography. Students learn about the formation of an image and the technical knowledge that is involved in producing an image. All students will learn the functions of a manually operated 35 mm camera, the development and processing of black and white film, and the techniques of darkroom printing.

Photography II Credit: 0.5 Prerequisite: Photography I This is a continuation of Photography I. The student and teacher will work together to set goals and outline a course of study. Students will dive deeper into the technical applications of darkroom printing with guidance from the instructor. In addition to wet lab photography, students begin to investigate with digital photography by keeping a digital photo blog as a daily sketchbook.

Photography Independent Study Prerequisite: Completion of Photography II and instructor’s approval.

See note under Departmental Scheduling Notes for course description.

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Upper School Course of Study

Performing Arts Theatre Graduation requirement: 1.5 credits in the visual and/or performing arts.

Department Philosophy: The ESA Performing Arts Department seeks to identify and cultivate talent and to instill a life-long appreciation for the performing arts by giving students the knowledge and skills they need to achieve their artistic goals through a variety of performance opportunities. The theatre department seeks to cultivate and strengthen dramatic talent through extra-curricular activities, such as a student's participation in the spring musical, attendance at plays and musicals in the Acadiana community and beyond, and any audition opportunity that presents itself to the ESA student.  Theatre I must be completed before a student may take advanced courses in theatre.

Theatre I Credit: 0.5 Theatre I builds upon the fundamentals and opportunities introduced in the 7th grade class and serves as a formal introduction to theatre. The class also involves the following components: further building upon basic terminology and creative skills, a more sophisticated look into playwrights and scene work, a study of the history of theatre in various cultures, study and workshop of a popular 20th century play, and an introduction to Shakespeare from a theatrical standpoint. The semester culminates in a small, public performance. Theatre I cannot be taken more than once.

Theatre II Credit: 0.5 Theatre II focuses on a full-length play production, including set design, costumes, props, lighting, and crew work along with increased challenges in acting. In conjunction with the play’s performance, the class includes extra creative projects that explore other facets of acting, film analysis, scene/script/monologue work, reading important plays, classic and contemporary, and examining their worth.

Advanced Theatre Credit: 0.5 Advanced Theatre focuses on a full-length play production, including set design, costumes, props, lighting, and crew work along with increased challenges in acting. In conjunction with the play’s performance, the class includes extra creative projects that explore other facets of acting, film analysis, scene/script/monologue work, reading important plays, classic and contemporary, and examining their worth. Advanced Theatre can be taken as many times as the student's schedule allows.

Musical Theatre Credit: 0.5 Musical theatre is a course offered for anyone who enjoys the genre, whether you are experienced in performance or whether you just want to give it a try. This class will cover some of musical theatre's beginnings as well as research various parts of production. Students will select musical numbers and scenes from popular musicals of the 20th and 21st century for workshopping and then for performance, focusing on singing, acting, and some dance. Guest artists and attendance at shows that travel through Lafayette will also be a part of the curriculum.

Independent Study Theatre Credit: 0.5 Independent study for those seriously interested in theatrical pursuits available as coordinated by teacher, student, and Academic Dean.

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Upper School Course of Study

Performing Arts Music Music I Credit: 0.5 Music I is a vocal and instrumental class that promotes musical performance and fundamentals through the historical analysis of the evolution of American Roots Music. The study of theory, rhythm, improvisation, song form, and song writing provide the frame four study. Music I is a foundations course that helps students understand the fundamentals of music theory, sight reading, and aural techniques so they may develop a sound foundation for their future in music. While enrolled in Music I, the students will also gain the confidence, knowledge and etiquette that one needs to perform successfully as an individual and in an ensemble. Through this course you will find your personal strengths in music and choose an instrument that best fits you.

Music II Credit: 0.5 Prerequisite: Music I or teacher permission Music II is a performing art-based elective that will focus on the historical evolution of American Popular Music through the study of theory, rhythm, improvisation, song form and song writing. The students will also learn how to use these tools to create original music of their own. Students will focus on and learn the importance of performance etiquette and have many opportunities throughout the semester to perform live in many different environments. Students will be expected to learn how to read musical notes and rhythm. As a prerequisite for the course, previous musical training on the student’s instrument of choice is necessary in order to progress properly in this course. We will also take field trips and learning adventures as a class. This course may be taken multiple times for credit.

Advanced Music Credit: 0.5 Prerequisite: Music II, Music Theory or teacher permission Advanced Music focuses on a full-length album production, including song writing, advanced theory, album production, performance logistics, live sound, marketing yourself as a musician, and how to book your own gigs. In conjunction with album production and performance, the class includes extra creative projects that explore other facets of song writing, studio recording, performance, live recording and performance and the overall live music performance as an entertainer. Advanced Music can be taken as many times as the student’s schedule allows.

Music Theory Credit: 0.5 This class is designed for students who seek to enrich their knowledge of music fundamentals. Whatever musical background students come from, music theory can be intriguing and inspiring. By knowing how elements of music interact to create musical style and effect, students truly become musicians who will be better able to bring a piece of music to life and communicate its essence to others. The purpose of this course is instill the ability to distinguish, describe, comprehend, and employ music theory concepts and processes.

Choir I Credit: 0.5 This is a course offered to current and aspiring singers in grades 9-12, regardless of their previous choral experience. The core curriculum explores basic vocal technique, music theory, and history as it relates to Blues, Jazz, musical theatre, Gospel, Folk, R&B, Rock, Hip Hop, and other genres. This exploration takes place on a solo, small group, and large group performance level, as well as lecture and extensive listening. In addition, students are expected to work individually and in small groups on a self-guided curriculum to explore areas of particular interest in further detail. Students are expected to participate in one evening concert each quarter as a major part of their grade.

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Upper School Course of Study

Performing Arts Music Choir II Credit: 0.5 This is a upper-level performance opportunity offered to experienced music students who are accomplished in vocal performance. Students will continue to develop vocal technique and musicianship as well as develop critical thinking skills through the analysis of musical elements, including form and text. Students are expected to participate in one evening concert each quarter as a major part of their grade as well as a few other performance opportunities that arise throughout the year. Students are expected to participate in one evening concert each quarter as a major part of their grade.

Independent Study Music Credit: 0.5 Independent study for those seriously interested in theatrical pursuits available as coordinated by teacher, student, and Academic Dean.

Note regarding private instrument instruction: It is possible to earn performing arts credit at ESA through private piano lessons or studio string lessons. In order for the credit to be awarded, proper paper work must be filed with and the course approved by the Louisiana Department of Education. Private music instructors should have the required forms and assist families with their filing in early fall of the school year. As these courses are not taken at ESA, the grade earned is not included in an ESA GPA but is listed on the transcript.

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NOTES:

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Upper School Course of Study

Table of Contents Graduation Requirements TOPS Core Curriculum - Class of 2018 and beyond Awarding of Credit Grading System Computing Grade Point Average Academic Recognitions National Honor Society Headmaster’s List Honor Roll Senior Spring Progress towards Diploma Academic Probation Athletic Eligibility Course Selection Process Special Note Regarding AP Courses Traditional Course of Study Personal 4-Year Plan Worksheet English Courses Mathematics Courses Social Studies Courses Science Courses World Language Courses French Spanish Computer Science Courses Health & Physical Education Courses Visual Arts Courses Performing Arts Courses Theatre Music

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Contacts Mr. North, Head of Upper School Mr. Chrysler, Academic Dean/College Counselor Mrs. Davis, Counselor Mr. Bourgeois, Athletic Director

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anorth@esacadiana.com schrysler@esacadiana.com adavis@esacadiana.com mbourgeois@esacadiana.com