Page 1

2017 - 2018 UPPER SCHOOL CURRICULUM GUIDE


2017 - 2018 ADMINISTRATION Board of Trustees

Richard L. Booth Jr., Chair Franklin S. Edmonds Jr., Vice Chair Michael D. Milligan, Treasurer Karen M. Moran, Secretary Luis Alvarez Jr. Chas Cocke Kari Couling Shaman Douglass ‘05 Michael S. Geismar Changdong He ‘12 Anthony Ignaczak Thad Jones Adrian Keevil Karen O’Neil Angie Oakey Michael A. Pausic Michael J. Woodfolk ‘84 John W. Zunka, Counsel

Administration

David S. Lourie, Head of School Diane Schmidt, Associate Head of School for Operations and Chief Financial Officer Beth Miller, Associate Head of School for Academics Warren B. Buford III, Associate Head of School for Advancement Peter Quagliaroli, Head of the Upper School (9 - 12) Shannon Montague, Head of the Learning Village (PS - 8) Phil Stinnie, Dean of Student Life K-12, Director of Diversity & Community Outreach Dewayne Robinson, Director of Athletics


TABLE OF CONTENTS Graduation Requirements ............................................................................................................................4 Humanities ....................................................................................................................................................11 Mathematic ..................................................................................................................................................15 World Languages ..........................................................................................................................................9 Science ........................................................................................................................................................25 Performing Arts .........................................................................................................................................28 Visual Arts ...................................................................................................................................................31 Other Credit & Grade Offerings ............................................................................................................34 Non-Credit Courses ..................................................................................................................................36 Physical Activity Requirement .................................................................................................................37 Independent Study Manual ......................................................................................................................38 Capstone Thesis Manual ...........................................................................................................................42 University Courses .....................................................................................................................................47


GRADUATION REQUIREMENTS

All students carry five academic courses each trimester unless specific permission to carry fewer is granted by the head of the Upper School. A significant number of students elect to carry six courses, and some students choose to carry seven. The following are the minimum requirements for graduation, listed by academic department: Humanities: English (4 years) — Must include Humanities 9: English, Humanities 10: English, English 11*, American Studies: English, and Humanities 12. Humanities: History (3 years) — Must include Humanities 9: History, Humanities 10: History and American Studies: History. A student entering after the freshman year must complete successfully three years of history, and his or her academic record will be evaluated as to the appropriateness of prior history credits earned. Mathematics (3 years) — Must successfully complete Integrated Mathematics 1, 2, and 3. New students to the Upper School will have their academic record evaluated to determine appropriate placement in mathematics. World Language — Entering freshmen must pass the third level of a St. Anne’s-Belfield world language offering (French, Spanish, or Latin). Students entering after the freshman year must complete the equivalent of St. Anne’s–Belfield School’s second level of a world language. Nonnative speakers of English are not required to study French, Spanish, or Latin. Level 1 courses are for beginners, and many students are able to arrange their schedules to take more than one language. Science (3 years) — Four-year students must complete successfully EACH of the following courses: Physics, Chemistry, and Biology. A student entering after the freshman year should complete successfully three science courses, and his or her academic record will be evaluated as to the appropriateness of prior science credits earned in fulfillment of the Physics, Chemistry, and Biology requirement. Performing & Visual Arts (1 year) — Four-year students are required to participate in and pass one year of a St. Anne’s-Belfield visual or performing arts class. Intensives (4 years): Every student must complete successfully one Intensive per each year that he or she is enrolled as a full-time student. Students on medical leave can petition to have the Intensives requirement waived for that year. Freshman Life Skills or Sophomore Life Skills — Four-year students are required to participate in Freshman Life Skills during their freshman year. All sophomores new to the school will participate in Sophomore Life Skills during their sophomore year. English Language Learning — ELL courses are offered for those students who have not yet achieved fluency in English. All incoming ninth and tenth graders who are non-native speakers of English will be enrolled in ELL Humanities, a 2-credit English and History course. Within 4

St. Anne’s-Belfield School


the first two weeks of the academic year, the ELL teachers will decide whether a student has the skills to succeed in the mainstream English and History courses, or if he or she will remain in ELL Humanities. Enrollment in tenth grade ELL Humanities will be determined by the ELL department. Community Service — Four year students must complete sixty hours of gratuitous service before final transcripts and certification of graduation will be sent to colleges. Students who enter after the ninth grade year must complete 15 hours of community service for each year they attend the Upper School. Physical Activity Requirement — Four-year students must participate in six seasons of physical activity, four of which must be completed by the end of their sophomore year. Students who enter school as a sophomore must complete four seasons of physical activity. Those who enter school as a junior must complete two seasons of physical activity, and those who enter as seniors must complete one season. Senior Seminar Requirement — Each senior must enroll in at least one senior seminar during the senior year. Senior Internship Requirement — Created to give seniors a unique learning experience and a chance to be engaged in self-invested and relevant work, seniors are required to design a project or arrange an internship that embraces the academic values of St. Anne’s-Belfield School. The School will determine the Senior Internship term. All seniors will be required to present evidence of their experiences during a Senior Internship exposition event.

COURSE OFFERINGS IN THIS GUIDE

All courses which St. Anne’s-Belfield School anticipates offering for the 2017 - 2018 academic year are included in this guide. However, courses that do not have sufficient enrollment will not be offered. Enrollment in elective courses is not guaranteed.

COMPLETION OF COURSES

A trimester-long course may be dropped without penalty until the end of the second week of the trimester. Trimester courses dropped after the second week of the trimester but before the mid-trimester will be reported as “WP” (withdrew passing) or “WF” (withdrew failing). If a student elects to leave a trimester-long course after that time, his or her final grade will be reported as “F” on the transcript. Full-year courses may be dropped without penalty until the first mid-trimester. Full-year courses dropped after that time and before the first week of December will be reported as “WP” (withdrew passing) or “WF” (withdrew failing). No full-year course may be dropped after the end of the first week of December. If a student elects to leave a course after that time, his or her final grade will be reported as “F” on the transcript. A student may change course levels within a discipline before the beginning of the third2017 - 2018 Upper School Curriculum Guide 5


trimester (finalized by Dec. 15). After this date, any course level change will appear on a student’s transcript with a WP or WF. Except when the results of educational testing are expected, students may not change course levels after Dec. 15. Students who have a diagnosed learning disability may, after consultation with the head of the Upper School and after providing documentation of the learning disability from a licensed professional, be permitted to drop courses after the dates listed above.

TRANSCRIPTS

Courses completed at academic institutions other than St. Anne’s-Belfield will be listed in a separate section on a student’s transcript. Grades in these courses will appear on the transcript but will not be computed into the School GPA.

INDEPENDENT STUDY

The Independent Study is a serious, long commitment on the part of the student and faculty mentor. Independent Studies can be taken during T1 for 0.4 of a credit, T3 for 0.6 of a credit or all year for a full credit. The program exists for students in good academic standing who either exhaust the course offerings within a given department or wish to pursue a particular idea or topic in depth. An Independent Study may not take the place of a required course, but it is considered an official course on a student’s transcript and therefore receives a letter grade. Proposals must be submitted by May 1 for studies beginning in Trimester 1 or November 1 for studies beginning in Trimester 3. Each proposal is reviewed and subject to approval by the Independent Study Committee (the student’s advisor, department chair, assistant head of the Upper School, head of Upper School, director of College Counseling). See the Independent Study Manual on page 38.

CAPSTONE THESIS

Students in their senior year also have the option of pursuing a Capstone Thesis on an academic topic of their choice. A Capstone Thesis must encompass a full year of extracurricular study sponsored by a faculty member and culminating in an oral and written presentation given during the senior’s third trimester. The program counts as a yearlong, full-credit course. Capstone Thesis proposals must be submitted by May 1 before the senior year and approved by the Capstone Thesis Committee (proposals must be turned in to the chair of the Capstone Thesis Program, currently Dr. Rosanne Simeone). Students have the opportunity to revise their work over the summer in order to receive final approval by the first day of school during their senior year. This same committee will review and evaluate the final work of the senior project. The faculty sponsor will be responsible for reporting grades and comments and communicating the curriculum to the college counselor. See the Capstone Thesis Manual on page 42.

6

St. Anne’s-Belfield School


SENIOR SEMINARS

The main objective of each senior seminar is for students, with the teacher(s), to co-create a highly engaging and interactive learning experience that builds on the interdisciplinary and academic habits developed in earlier grades and expands on them to incorporate a wider variety of disciplines and competencies. Together, students, faculty, and experts in the field collaborate in a yearlong experience that emphasizes exploration of multiple perspectives, research, critical thinking, and the creation of a one or more works that contribute to the betterment of the field of study and the St. Anne’s-Belfield community. Naturally, the content of each seminar changes based on the composition of the seminar community as well as the events happening in the broader world. This kind of flexibility of approach is critical to creating a truly student-driven course. The acquisition of the following skills and habits will be at the heart of each seminar experience: • • • • •

Learning and applying skills that are essential to the discipline(s) of the seminar Working collaboratively Formulating and defending one’s own views Choosing appropriate technologies Synthesizing information from a variety of sources

No prerequisite unless otherwise noted. 21st Century Citizenship: Local, National, & Global This Senior Seminar centers around the levels of citizenship we each maintain in relation to the environment around us. The most basic categorization of our belonging to something greater than ourselves can be broken into three parts: our local community, our national community, and our global community. Of course, there are other ways to explain our identities, but in this course, which concentrates heavily on the political and social spheres of life, we have adopted this paradigm to ask important questions about our commitment and duty to others. In order to intelligently discuss these questions, we will mix in close studies of important political texts with current events as reported by leading thinkers and journalists. A heavy emphasis will be placed on developing written and oral communication skills (through short op-ed assignments and in-class presentations), as well as collaborative research supported by Internet-based tools (e.g. building websites, posting videos, using Google Apps, etc.). Students will leave this class with a strong understanding not only of the world they inhabit, but more importantly the skills and habits necessary to be impactful citizens locally, nationally, and globally. BioTechnology & Ethics This seminar emphasizes current scientific processes and techniques in biotechnology and the related ethical issues impacting society. Building upon topics from Biology and Chemistry curriculum, students will work on collaboratively- and individually-designed projects. Students will use techniques such as polymerase chain reaction, gel electrophoresis, and 2017 - 2018 Upper School Curriculum Guide 7


bacterial transformation. These processes, readings, and presentations by outside experts lead to seminar discussions about related societal topics such as genetically modified organisms, “designer” babies, and antibiotic resistance. The outcome of this course is to gain a greater appreciation for uses of biotechnology in society while also acknowledging the societal and ethical issues related to advances in this field. Prerequisite: Successful completion of Chemistry and Biology. Business Building This seminar will lay the groundwork for a student-run enterprise at St. Anne’s-Belfield School to be housed in the old Union Bank building on Ivy Road. By exploring methods of organizational management, students will author the mission and vision for the enterprise. As a collaborative group, students will work to develop community partnerships with local organizations that harness the resources necessary to drive socially responsible entrepreneurship activity. The enterprise will investigate methods that lead to long-term financial sustainability in addition to adhering to all financial requirements to maintain the School’s 501(c)(3) not-for-profit status. An advisory board of independent non-school employees will hold students accountable for their execution of the enterprise’s mission and vision. The outcome of this course is a self-sustainable student enterprise whose operation becomes the curriculum for future seminar courses. Cinema Studies & Film Production As our lives become more mediated by technology and our interactions increasingly take place on screens, the effects of media innovations, especially film, on our everyday lives become more pronounced. This senior seminar will cultivate a mixture of the critical and practical skills necessary to both understand and create film. The course will open with an introduction to film studies through close analysis of how film is produced and consumed. We will concentrate on literary adaptations into film, so that we can better understand how film differs as an art form from previous narrative arts (including how contemporary media has evolved from its inception). Every work we study will also be paired with smaller creative short film assignments so principles of editing and composition can be put into practice. As the year progresses, we will engage in a deliberate process of creating short films. From writing to planning to shooting to editing, students will gain experience in each step of the production process as they work on both individual and group films. Finally, the course will culminate in an enduring project where students work to devise, program, and execute a multi-day film festival on campus. Seminar participants will establish the focus of the festival through missions statements early in the year, and each will develop a proficiency in graphic design, film curating, or technical support in order to stage the event. The outcome of this course is the acquisition of the critical and practical skills necessary to both understand and create film.

8

St. Anne’s-Belfield School


Comparative Religion: Philosophies of the East & the West Religious world views have shaped the vast numbers of humans in history, and their influence continues to greatly affect the contemporary world. This seminar course provides students an opportunity for a more in-depth exploration of Hinduism, Buddhism, Confucianism, Taoism, Islam, Judaism, and Christianity. Using Huston Smith’s classic text, the Illustrated World Religions, as our core guide book, the course examines the philosophy, practices, and art of each tradition. Interdisciplinary in focus, we begin with the visual vibrancy and yoga’s of Hinduism and make our way through India to East Asia to the Middle East. Both the uniqueness and the shared aspects of the religious traditions are explored. We will also take field trips including Satchidananda Ashram Yogaville and Our Lady of Angels Catholic Monastery. The outcome of this course is deep engagement with religious philosophy across five religions and the creation of a multimedia guidebook on contemporary religious communities in central Virginia. State-Building & Statecraft in Post-Colonial Societies As territories under European colonial rule gained their independence, they joined an international system made up of interconnected nation-states. Central to the myriad political, economic, and social challenges these newly-independent countries faced was the task of creating the state: implementing systems of government, designing effective institutions, and, in most cases, creating a national identity to bring its people together. At the same time, countries and their political leaders navigated an increasingly complex global society after decades of being relegated to the periphery of the international system. This seminar treats the process of state-building and statecraft as both historical and contemporary, exploring the dynamics of colonialism and liberation, economic and political development, as context for today’s most pressing global issues. As an interdisciplinary course, it draws on a wide range of texts from history, sociology, literature, and pop culture. Students will read and hear from scholars, political pioneers, and renowned authors, such as Chimamanda Ngozi Adichie, Gabriel Garcia Marquez, Jose Marti, George Orwell, Arundhati Roy, and Ngugi Wa Thiong’o. These voices, within the context of case studies from Africa, Latin America, and South Asia, will help students appreciate the political and cultural dynamics of state- and nationbuilding, as well as the limitations and constraints imposed on these projects by international structures of power. The outcome of this course is the acquisition of social-scientific and historical thinking skills through comparative analysis, as well as a deeper understanding of, and engagement with, the dynamics of international politics. Environmental Studies & Research This course is centered on an ongoing 5-year research project that has been contracted with the Virginia Department of Game and Inland Fisheries (VDGIF). Students in this class will continue to study the federally endangered James River spinymussel, which was discovered in a local watershed by previous students in this class. The research will include gathering and analyzing data for the following projects: • Tagging and monitoring populations of mussels. This is part of a state project 2017 - 2018 Upper School Curriculum Guide 9


coordinated by VDGIF. • Gathering data on mussel movement and distribution. This is a project designed by a previous class. • Monitoring local streams for chemical parameters and invertebrate populations. This data will be used to monitor the water quality associated with the mussel populations. • Censusing fish host species necessary for the completion of the life cycle of the mussel. • Working with VDGIF on a reintroduction of the spinymussel into a new watershed. The course will require accurate data collection achieved through strict protocol and the use of sensitive monitoring equipment. Thorough statistical analysis of the data will be employed to reach conclusions that will then determine the future direction of the research. Statistical analysis will include use of Fathom software, paired T tests, chi squares, regression, MannWhitney U Test, multiple regression, continued database development and population estimates Every year the results and conclusions reached by this class are published online. Through their participation in established research, design of novel scientific protocol, and use of targeted statistical analysis, students will understand the scientific process while solving a current ecological problem. Prerequisites: C+ or higher in Chemistry and successful completion of Algebra 2 or Integrated Mathematics 2 or higher-level mathematics course. Students must have already taken a biology course or be enrolled in one during the senior year. Instructor permission is required for students who have not completed a mathematics course higher than Algebra 2 or Integrated Mathematics 2. Voice & Vision: Creativity for the 21st Century An exploration of creativity, this course will use digital photography and personal writing as the foundation for exploring the world and strengthening self-expression. While a background in photography is helpful, it is not required; what does matter is your willingness to take creative risks, to keep your eyes and ears open, and to venture into new territory. We will undertake a balance of “low-stakes” projects as well as longer-term ones, and past emphases have included social documentary, exploration of place, in-depth portraits and interviews, and creative self-portraiture. Reflective writing is a consistent part of the class, along with making and editing images and presenting work in progress. We will learn how to critique each other’s work, how to collaborate, how to revise and shape a project. Seminar members are responsible for shaping the direction of the class, and we will schedule field trips and guest speakers according to interest and availability. Everyone will work on creative projects, both solo and collaboratively, throughout the year. Our goal is to build an atmosphere of trust and confidence in pursuing and developing creative ideas over time, identifying that sense of inner direction that can define our artistic “voice.” The outcome of this seminar is for students to strengthen their confidence and skills as creative thinkers and to gain a willingness to explore, take risks, reflect, listen, and observe the world around them in whatever kind of work they pursue.

10

St. Anne’s-Belfield School


HUMANITIES Humanities is a department comprising the academic disciplines of English, History, and Religion. Requirements are as follows: • Grade 9 - Freshmen are required to take both Humanities 9: English and Humanities 9: History or ELL Humanities. • Grade 10 - Sophomores are required to take Humanities 10 or ELL Humanities. Qualified tenth graders will be eligible to earn Honors designation. • Grade 11 - All juniors are required to take American Studies. Qualified juniors will be eligible to earn Honors designation. • Grade 12 - Seniors will take either Humanities 12 or Honors Humanities 12 Humanities 9: English: Forging Communities and Redefining Identities Humanities 9/English weaves together writing workshop, a seminar-based classroom model, and the skills of close reading as we investigate the themes of identity, community, and metamorphosis. Our guiding questions and themes intentionally parallel the scope and sequence of History 9. Over the course of the year, each student builds a portfolio of written work, pursues independent reading projects, and shares creative work orally and digitally. Students read, on average, from 80-100 pages per week. Writing assignments tend to be frequent (at least weekly) and concise (up to 500 words). Longer analytical essays are crafted in response to selected readings and begin with drafts or extensive journal work. There is a balance among exposition, creative writing, and reading response journal entries. Lessons and discussions also incorporate poetry, art, architecture, philosophy, and music. Areas of investigation and related readings range from the ancient Greeks and Romans to the scientific revolution and the Enlightenment. Representative texts include Mahfouz’s The Journey of Ibn Fattouma, Achebe’s Things Fall Apart, Bradbury’s Fahrenheit 451, and Shelley’s Frankenstein. Prerequisite: Minimum grade of C- in English 8 Humanities 9: History Through the extensive analysis of primary source materials including texts, works of art, and architecture, World History 9 seeks to explore the questions of ‘What holds civilizations together and what breaks them apart.’ Specifically, the course will focus on some of the major social, political, and economic transitions that have shaped the world. Beginning with ancient China and early Islamic civilizations and culminating in Renaissance Humanism and the backlash against it, students will follow a narrative that unfolds in a series of transitions— from classical to medieval, Christian to Muslim, Western to Eastern, ancient to modern. By focusing on these pivotal changes, students will gain a meaningful understanding of themselves on both macro and micro levels. Finally, through careful alignment with Humanities 9/English, students will experience an approach that tears down the boundaries of disciplines and yields a more authentic study of the past and present. Prerequisite: Minimum grade of C- in History 8 ELL Humanities: The Western World ELL Humanities provides new international students with an introduction to the humanities approach towards the study of history and literature. In encouraging students to begin to make connections between culture and historical forces, students will receive a foundation in western 2017 - 2018 Upper School Curriculum Guide 11


civilization with a special emphasis on American history, literature and culture. The focus of this class is upon the academic skills of reading, writing, and critical thinking. There is also a strong emphasis on pronunciation and speaking. Students will study Greek Democracy, the Roman Republic and Empire, early Christianity, and the Enlightenment and use this knowledge as the foundation for their study of the key themes and movements in American History. Understanding that a strong foundation in English grammar is central to an English language learner’s ability to thrive academically, they will study and practice grammar points such as verb tense, noun modifiers, modal verbs, and various sentence structures. Students also learn how to create, write, revise, and edit narrative, descriptive, and persuasive essays. The class will focus upon the academic skills of analyzing the connections between literature and lived experience, close reading of texts, and organizing and sustaining strong arguments. This course parallels sections of the 9th Grade history and English Curriculum and gives students a much needed foundation for the 11th grade American Studies Curriculum. Prerequisite: Score in the intermediate range on both the TOEFL and the departmental writing test. Humanities 10: Meaning and Modernity Humanities 10 approaches global studies through the perspectives of literature, history, religion, art, and philosophy. Beginning with an exploration of living religious traditions and moving into the 20th century, the course examines the formation of individual and cultural beliefs, as well as the consequences of conflict. The course spans various cultures and time periods within the 20th and 21st centuries, including World War I & II, Holocaust & genocide, the Israeli-Palestinian conflict, and modern China. Texts may include Siddhartha, Catcher in the Rye, The White Castle, Macbeth, and Brave New World; poetry, sacred texts, and historical documents; iconography, art, and architecture. Assessments may range from formal essays, sermons, and research papers to original poetry, digital storytelling, and manifestos. Students can expect to participate in frequent Harkness discussions, to collaborate actively with one another, to build a digital portfolio, and to engage in project-based learning. Prerequisite: C- or higher in Humanities 9: English and successful completion of Humanities 9: History or C- or higher in ELL Humanities. N.B. This course provides credit for both English 10 and World History 10. Honors Humanities 10 : Meaning and Modernity Honors Humanities 10 offers an option for students to assume greater independence as scholars and to challenge themselves to read and write more critically across various disciplines. Offered within the context of the regular Humanities 10 class, students will have heightened expectations in discussion, as well as complete differentiated assignments and readings. Honors Humanities 10 offers students both the communal experience of a heterogeneously mixed class, as well as the enriching experience of occasional break-out sessions with the other Honors students only. In addition to the regularly assigned summer reading, students interested in pursuing Honors must read the designated Honors text. Completion of all Honors-level assessments and exemplary work throughout the course are required to earn the Honors designation in the course, and this designation will appear on the student’s transcript after completion of the course. Prerequisite: C- or higher in Humanities 9: English and successful completion of Humanities 9: History. N.B. This course provides credit for both English 10 and World History 10.

12

St. Anne’s-Belfield School


American Studies American Studies exposes students to the breadth and complexity of American history and culture by approaching the study of the United States from a cultural standpoint that synthesizes social, aesthetic, economic, philosophical and political transformations of the United States from a multi-disciplinary approach. Using historical documents, novels, poems, plays, films, art, and architecture, students will examine the symbiotic relationship between historical experience and self-expression as well as the ways in which culture registers changes in society, and how these works of art influence the trajectory of history. In addition to a major research paper, all students will engage in both team and individual projects. American Studies instructs students in a variety of types of writing while stressing the essentially collaborative nature of scholarship through comments on the work of their peers. Prerequisite: C- or above in Humanities 10. N.B. This course provides credit for both English 11 and US History. Honors American Studies Honors American Studies offers an option for students to assume a role as class leaders while also engaging in significant outside work that will simulate the kind of independent work and elevated discussion of a college seminar. Students will have heightened expectations in discussion, complete differentiated assignments as well as independently read and discuss major novels. Each trimester, students will be expected to read a novel and historiography that reflect on the historical periods we study. Because the independent projects and seminars are a key aspect of the Honors course, there will be high expectations for Honors students in their written work, tests, and daily class discussions. Students will also be expected to create a culminating project that will contribute to the public discourse either through sharing in a public forum at our school, creating a website or blog, or through submitting their work for publication to an outside body. Completion of all Honors-level assessments and exemplary work throughout the course is required to earn the Honors designation, and this designation will appear on the student’s transcript after completion of the course. Prerequisite: C- or above in Humanities 10. N.B. This course provides credit for both English 11 and U.S. History. Humanities 12 Humanities 12 is a course designed to explore and expand upon skills of expression, listening, and understanding. Acquiring self-knowledge and taking an active role in our classroom community are fundamental to this course. Students will read, discuss, and write about poems, short stories, novels, memoirs, plays, film, and visual art – all selected to introduce complex personal and social issues, and challenge critical thinking skills. Writing assignments – ranging from personal narratives and essays to letters, poetry, and responses to readings – encourage awareness of audience and exploration of perspective. The art of analysis and writing about students’ own lives form the foundation for a writing portfolio. Students will hone skills as readers and editors of each other’s work through frequent writer workshops. Special emphasis is also placed on student participation in our Harkness discussions. Representative texts include Shakespeare’s Hamlet, Bauby’s The Diving Bell and the Butterfly, and O’Brien’s The Things They Carried. Prerequisite: Minimum grade of C- in American Studies

2017 - 2018 Upper School Curriculum Guide 13


Honors Humanities 12 Honors Humanities 12 provides the same core curriculum as Humanities 12 but includes more reading and writing, greater intensity, and higher expectations. Additional texts may include Seamus Heaney’s translation of Beowulf in the first trimester, Truman Capote’s In Cold Blood in the second trimester, and Anne Sexton’s Transformations in the third trimester. Additional expectations of the course include student-led seminar discussions. Prerequisite: Students who earn an A- in Honors American Studies will automatically be placed in Honors Humanities 12. A student may also qualify for the course by meeting 4 of the following benchmarks: B+ or above in Honors American Studies AND a completed application to move into the honors track (2 benchmarks); A- in American Studies AND a completed application to move into the honors track (2 benchmarks); A or an A- on the American Studies final exam (1 benchmark); A or Aon the American Studies Research Paper (1 benchmark); Standardized testing (1 benchmark); A 4 on the AP English Literature Exam or AP English Language exam or above a 675 on the SAT II Subject Test; Approval of the department (1 benchmark). Honors European History: People, Things, & Ideas in The Atlantic World, 1450–1945 In this course we will chart flows of goods, information, and people, captive and free, throughout the Atlantic World. While at moments we will pay more careful attention to some regions or countries than others, at all times we will explore the connections and relationships among multiple places and communities in order to understand the larger systems in which historical actors lived. Major topics will include colonialism and imperialism, the emergence of the nation state, global trade and industrialization, religious thought and practice, the rise and advancement of science, the discovery of the diversity of cultures and the limits of Enlightenment universalism, the emergence of the ideas of human rights, and war and its consequences. Throughout the course we will be especially attuned to the ideas that lay behind political and social change, to cultural responses to those changes, and to enduring contests over authority and identity. Readings will include primary sources, such as novels, philosophical treatises, letters, and personal narratives, as well as monographs and articles. The course will include a major Digital Humanities component. Over the course of the year, students will work together to map the movement of people, commodities, or intellectual property through the Atlantic World using visualization software created by St. Anne’s-Belfield Students. Prerequisite: Minimum grade of A- in American Studies OR minimum grade of B+ in Honors American Studies; OR for juniors, minimum grade of A- in Humanities 10 AND recommendation of current humanities instructor

14

St. Anne’s-Belfield School


MATHEMATICS

The above chart shows the various pathways a student may progress through our mathematics curriculum. “H” indicates honors-level. “I.M.” means Integrated Mathematics. Integrated Mathematics 1 Integrated Mathematics I is a geometry course tied to algebraic processes. Students deepen their understanding of linear functions and inequalities, systems of equations, and inequalities through the investigation of lines, polygons, and vectors in both two and three dimensions. Right-triangle trigonometry is introduced, as are circles and parabolas through a thorough study of polynomials. These concepts are reinforced through many different types of word problems and are applied to the real world through a variety of projects. Throughout the course, students will have opportunities to use tools such as graphing calculators, compasses and straightedges, protractors, and a variety of computer programs to explore concepts, analyze data, and to solve complex problems with realistic data. The focus on word problems builds algebraic skills within a context rather than from drill and practice for its own sake. The amalgamation of geometry and algebraic skills allows for a more dynamic course of study and will provide the foundation necessary for all upper-level mathematics courses. Prerequisite: Minimum grade of C- in Math 8 Integrated Mathematics 2 This course begins with an introduction to sequences. Throughout the year the class incorporates a review and an extension of the algebra and geometry skills developed in Integrated Mathematics 1. Along the way, students will build a library of “parent” functions that form the foundation of the mathematics program of the Upper School. The functions studied during the year include linear with two and three variables, quadratic, radical, and absolute value. Students will also explore conic sections and tie their understanding of algebraic processes to geometric properties. Rational equations, complex numbers, inequalities, function notation, and matrix algebra will be studied and used in a wide array of applications. Each concept is presented in three ways: numerically, algebraically, and graphically. Modeling problems form the foundation of the program and real-world applications will help students to develop a deeper understanding of the material being studied. Graphing calculators are used extensively to facilitate explorations but each unit will also contain a non-calculator component. Prerequisite: Minimum grade of C- in Integrated Mathematics 1 Honors Integrated Mathematics 2 This fast-paced course is designed to challenge those students who have shown a high degree of ability to synthesize and apply mathematical concepts in a variety of ways. Students will 2017 - 2018 Upper School Curriculum Guide 15


develop an understanding of patterns and recursion and apply this to investigations of data, linear models and systems. They will study a variety of functions such as: exponential, power, logarithmic, polynomial (including quadratics) and rational. Students will also be introduced to a variety of relations, such as conic sections, and their transformations. Geometric concepts will be studied throughout the course and algebra will be used to develop a deep understanding of geometric properties. In each unit students are expected to tackle the most difficult problems. Students use statistical analysis while exploring real-world applications of the functions that they are studying. Modeling problems are emphasized throughout the course. At every step students are honing skills that will be needed in the study of Honors Pre-Calculus and AP Calculus. Graphing calculators are used extensively, although many units contain non-calculator components. During the 3rd trimester, students are introduced to circular and right triangle trigonometry, measuring in radians as well as degrees. Although the graphing calculator is a necessary tool throughout the course, students are expected to master the values of the “special� angles and arcs. Students will also be required to memorize the fundamental identities and be able to use them to solve real world problems. Since many natural and man-made situations can be represented by trigonometric functions and sinusoidal graphs, it is imperative that the student who plans to study higher levels of mathematics fully understands this material and how it is applied. To this end, modeling problems will be used extensively. Furthermore, students will solve trigonometric equations and apply both trigonometric graphs and inverse trigonometric functions. Prerequisite: From Honors Integrated Mathematics 1: A student must meet four out of five of the following criteria: Earn an A- or better during each trimester (3 benchmarks); Earn a B+ or better for the end of year grade (1 benchmark); Earn a B or better on the end of year exam (1 benchmark). From Integrated Mathematics 1: A student must meet four out of five of the following criteria: Earn an A during each trimester (3 benchmarks); Earn an A for the end of year grade (1 benchmark); Earn an A or better on the end of year exam (1 benchmark). N.B. Summer work will be required for a student who moves from Integrated Mathematics 1 to Honors Integrated Mathematics 2. Integrated Mathematics 3 This course will begin with an in depth study of trigonometry. As the year progresses, students will further develop their understanding of the parent functions that they began to study in Integrated Mathematics 2, and then delve into more complicated relations and functions. Some topics of study include step functions, piecewise defined functions, conic sections, compound interest, area under a curve, and sequences and series. Modeling problems will be used extensively throughout the course. Prerequisite: Minimum grade of C- in Integrated Mathematics 2. Honors Integrated Mathematics 3 This fast-paced, rigorous course is designed for the highly motivated, well-prepared student who relishes mathematical challenges. This course is designed to prepare the student for the study of Calculus. The curriculum for this course includes a review and extension of linear, exponential, logarithmic, rational, and trigonometric functions. New topics include natural logarithms, vectors, polar coordinates, parametric equations, and series. The end of the course is designed to prepare the highly motivated student for Advanced Placement (AP) Calculus. Students will investigate the concepts of limits, continuity, and 16

St. Anne’s-Belfield School


instantaneous rates of change. Students will also develop the formal definition of derivatives and explore other aspects of differential calculus. Prerequisite: From Honors Integrated Mathematics 2: A student must meet four out of five of the following criteria: Earn a B or better during each trimester (3 benchmarks); Earn a B or better for the end of year grade (1 benchmark); Earn a B or better on the end of year exam (1 benchmark). From Integrated Mathematics 2: A student must meet four out of five of the following criteria: Earn an A- during each trimester (3 benchmarks); Earn an A- for the end of year grade (1 benchmark); Earn an A- on the end of year exam (1 benchmark). N.B. Summer work will be required for a student who moves from Integrated Mathematics 2 to Honors Integrated Mathematics 3. Note: A student who has completed the topics included in Algebra 1, Algebra 2, and the algebra component of our Pre-Calculus course at another school may take Trigonometry concurrently with Honors Pre-Calculus. Such students will be required to complete an examination, demonstrating their proficiency in all algebra concepts. Integrated Mathematics 4 This course is designed to prepare the student for the study of Calculus and college level statistics. The curriculum for this course includes data analysis, probability, review and extension of linear, power, exponential, logarithmic, rational, and trigonometric functions. Students will also be introduced to polar coordinates and equations, and parametric equations. The third trimester is designed to prepare the student for college level Calculus. Students will investigate the concepts of limits, continuity, and instantaneous rates of change. Students will also develop the formal definition of derivatives and explore other aspects of differential calculus. Prerequisite: Minimum grade of C- in Integrated Mathematics 3 AP Statistics AP Statistics is equivalent to a one semester, introductory, non-calculus-based college course in statistics. It introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Through the use of the TI-83/84 calculator, Fathom software, and hands-on activities, students will be actively engaged with real data. The paperand-pencil approach to statistics is minimized. Instead, the emphasis is on statistical concepts and problem solving. Good written communication skills are important. Students will take the AP Statistics exam in the spring. Prerequisite: From Integrated Mathematics 4 or from Honors Integrated Mathematics 3, a student must meet four out of the following seven criteria: Earn a B- or better in each trimester (3 benchmarks); Earn an B- or better for the end of year grade (1 benchmark); Earn a B- or better on the mid-year cumulative test (1 benchmark); Earn a B- or better on the end of year exam (1 benchmark); Earn a score in 70th percentile or better on mathematics section of the PSAT (1 benchmark). From Integrated Mathematics 3, a student must meet four out of the following seven criteria: Earn an A- or better in each trimester (3 benchmarks); Earn an A- or better for the end of year grade (1 benchmark) Earn an A- or better on the mid-year cumulative test (1 benchmark); Earn an A- or better on the end of year exam (1 benchmark); Earn a score in 70th percentile or better on mathematics section of the PSAT (1 benchmark). 2017 - 2018 Upper School Curriculum Guide 17


AP Calculus AB This course prepares students for the AP examination (AB) in Calculus, teaching them to perform computations and to solve problems in the following areas: analytic geometry, limits, derivatives of algebraic functions and transcendental functions, applications of the derivative including curve sketching, maximum and minimum, and rate of change, integration, application of anti-differentiation including solutions to differential equations, slope fields, and exponential growth and decay, applications of the definite integral including area of a region, average value of a function, volumes of solids with known cross sections, and distance traveled by a particle in a vertical or a horizontal direction. Prerequisite: From Integrated Mathematics 4 or from Honors Integrated Mathematics 3, a student must meet four out of the following six criteria: Earn a B+ or better in each trimester (3 benchmarks); Earn a B+ or better for the end of year grade (1 benchmark); Earn a B+ or better on the mid-year cumulative test (1 benchmark); Earn a B+ or better on the end of year exam (1 benchmark); Earn a score in 80th percentile or better on mathematics section of the PSAT (1 benchmark); From AP Statistics = minimum grade of B. AP Calculus BC This course prepares students for the AP examination (BC) in Calculus. The topical outline for Calculus BC includes all topics described in AP Calculus AB. Additional topics in Calculus BC are: parametric, polar and vector functions, Eßler’s method, improper integrals, areas of regions bounded by polar curves, length of a curve including curves given in parametric form, logistic differential equations, series of constants, and Power Series including Taylor polynomials. Prerequisite: From Integrated Mathematics 4 or from Honors Integrated Mathematics 3, a student must meet four out of the following six criteria: Earn an A in each trimester (3 benchmarks); Earn an A for the end of year grade (1 benchmark); Earn an A on the mid-year cumulative test (1 benchmark); Earn an A on the end of year exam (1 benchmark); Earn a score in 90th percentile or better on mathematics section of the PSAT (1 benchmark); From AP Calculus AB = minimum grade of B-. Honors Differential Equations/Honors Linear Algebra This course will serve as an introduction to ordinary differential equations and linear algebra. Ordinary differential equations are quite useful in describing and solving many real world problems, including many from the fields of engineering, the physical sciences, and the social sciences. This course will demonstrate the usefulness of ordinary differential equations in a wide array of situations. Topics to be discussed are: first order differential equations, second order linear equations, the Laplace Transform, mathematical modeling, and higher order linear equations. Linear algebra is a powerful field of mathematics that is used in a wide range of fields such as physics, computer graphics, cryptography, and sociology. Linear Algebra is traditionally introduced to university students after they have completed their basic Calculus courses. This abbreviated course will introduce some potent problem solving techniques. Some topics that will be discussed are: vectors in a plane, matrix algebra and solving linear equations, vector spaces, determinants, linear transformations, eigenvalues, and eigenvectors. Prerequisite: Minimum grade of C in AP Calculus BC or minimum grade of A in AP Calculus AB. 18

St. Anne’s-Belfield School


WORLD LANGUAGES FRENCH French 1 An introduction to the study of French language and Francophone culture, this course is designed to teach basic grammar and vocabulary that enables students to communicate on a variety of topics related to their daily lives. Students will use an online program called Middlebury Interactive in lieu of a textbook. The level of interaction of this program allows students to develop the four language skills of listening, speaking, reading and writing whether in class or working independently. The lessons are constructed so that the students’ knowledge of words, phrases, sentences, and situations slowly builds into a complete entity. From the first day, students are exposed to French, and with the exception of an occasional grammatical explanation in English, all classes are conducted in French. Prerequisite: None French 2 This course is designed for Learning Village students who have successfully completed the seventh grade and eighth grade French 1 program and for Upper School students who have successfully completed the French 1 program. The course reviews elementary grammar and introduces students to more verb tenses, as well as to current vocabulary and idioms necessary to use the language in authentic contexts. Ample practice is given to writing skills in order to move students toward more complex writing. Prerequisite: Minimum grade of C- in French 1 or 8th Grade French Honors French 2 This course is designed for motivated students who have demonstrated great facility in speaking and writing French, and who are interested in reading authentic materials from magazines, newspapers and the Web. Candidates for this course have exhibited the potential to pursue French at an accelerated pace. Students will apply their knowledge of grammatical structures, will read and discuss Le Petit Prince, and will write short essays about selected works. Vocabulary studies are theme-based and will emphasize lexical choice. Prerequisite: Recommendation of the department AND minimum grade of A- in French 1 or B+ in French 8 French 3 This course is designed for students who have successfully completed the French 2 program and do NOT intend to take the AP examination at the end of the following year. The course encourages self-expression in the language through conversation and writing. Selected pieces of literature, articles and films provide a starting point for class discussions and for the comprehension of French culture. Students also complete a review of all grammatical concepts, so as to improve their command of grammar in both writing and speaking. Prerequisite: Minimum grade of C- in French 2 Honors French 3 This course is designed for students who have a strong interest in the language and who intend to pursue their study of French in the AP program in the following years. Students are introduced to literary works by French and Francophone writers. The focus is on precision, 2017 - 2018 Upper School Curriculum Guide 19


correctness and authentic pace in the target language.. Students are expected to perfect their command of grammar through a review of all grammatical concepts. At this level, students are expected to read, discuss, and write essays about works of literature, films and global and contemporary issues. Prerequisite: Recommendation of the department AND minimum grade of Ain French 2 or B- in Honors French 2 French 4 - Film This course is designed for students who have completed the required sequence of World language, yet want to refine their skills. This course allows them to bridge the gap between high school and university French studies. The course is a structured presentation of films and readings from French-speaking countries. The film-based approach, coupled with a variety of readings is appropriate for a course dedicated to building language skills with a focus on critical thinking and authentic texts. The class draws on students’ existing interest and involvement in film in their everyday life as a way to engage them more fully in language acquisition and to enhance their cultural awareness of the French and Francophone world. Prerequisite: Minimum grade of C- in French 3 AP French Language The principal goal of this course is to expose students to the widest range of authentic materials possible, so as to give them the breadth and depth of language study comparable to a university-level course. This course also prepares students for the AP examination in French language. Materials vary from classic to contemporary texts, and also include film, television, radio, and all genres of literature. This course is designed for students who have completed our required sequence of World language study. Prerequisite: Recommendation of the department AND minimum grade of B- in Honors French 3. Strongly Recommended: Minimum grade of B+ in Honors French 3. (Honors) French 5: Advanced Literature This course is designed for students who have successfully completed the AP French language course or French 4: Film, and who have an interest in pursuing their studies in twentieth and twenty first century French or Francophone literature, drama and cinema. The course is designed to replicate a course in literature usually offered in the third year of an American university. This course puts a strong emphasis on class discussions and interactions in the target language as well as written compositions. This course does not necessarily prepare students for the AP French Literature exam. The course can be taken with or without the Honors designation. Students taking the course for Honors will be assessed more rigorously on tests and quizzes and will be required to complete additional writing assignments commensurate with the Honors designation. Prerequisite for Honors: Minimum grade of B- in AP French Language. Prerequisite for non-Honors: Minimum grade of B- in French 4

20 St. Anne’s-Belfield School


SPANISH Spanish 1 An introduction to the study of Spanish language and culture, Spanish I moves students from their first ÂĄBuenos dĂ­as! to elementary grammar and sentence structure. Students will use an online program called Middlebury Interactive in lieu of a textbook. The level of interaction of this program allows students to develop the four language skills of listening, speaking, reading and writing whether in class or working independently. Students will also learn about civilizations, cultures, customs, and ways of life from the Spanish-speaking world. From the first day, students are exposed to Spanish, and with the exception of occasional explanations and instruction giving, all classes are delivered in Spanish. Prerequisite: None Spanish 2 This course is designed for students who have successfully completed the Spanish 1 program either in the Learning Village or Upper School. It reinforces the listening, speaking, reading and writing skills that were stressed in the first-year course. The consistent use of the spoken language in the classroom is combined with an emphasis on a sound grammatical foundation. Students will use an online program called Middlebury Interactive in lieu of a textbook. The level of interaction of this program allows students to develop the four language skills of listening, speaking, reading and writing whether in class or working independently. Discussions of the culture of Spain, Central America and South America are regularly included in the course. Prerequisite: Minimum grade of C- in Spanish 1 or 8th grade Spanish Honors Spanish 2 This course is designed for motivated students who have exhibited the potential to follow the regular Spanish 2 curriculum at an accelerated pace. Students will apply their knowledge of grammatical structures, will read and discuss works of contemporary Hispanic authors, and will write short essays about selected works. Vocabulary studies are theme-based and will emphasize lexical choice. Video material is also an integral part of the course. Prerequisite: Recommendation of the department AND minimum grade of A- in Spanish 1 or B+ in 8th Grade Spanish Spanish 3 This course is designed for the student who does not plan to prepare for the AP examination in Spanish. It seeks to prepare students to understand Spanish spoken at a regular pace, as well as Spanish written for native speakers. It encourages self-expression in the language through conversation, debate, research, and both reporting and persuasive essays. The thorough grammar review should serve as an opportunity to solidify previously learned skills and apply them with mastery. Selected pieces of literature, articles and films provide a starting point for class discussion and the understanding of Spanish, Central American and South American cultures. Prerequisite: Minimum grade of C- in Spanish 2 Honors Spanish 3 This course is designed for those students who have a strong interest in the language and who intend to pursue their study of Spanish in the AP program in the following years. At this level students will read, discuss, and write essays about works of literature by Spanish language authors. Students will also be introduced to the cultural and historical context of 2017 - 2018 Upper School Curriculum Guide 21


the works. Students are expected to refine their command of grammar through a review of all grammatical concepts. The focus is on precision of word choice, grammatical accuracy, and authentic pace when speaking. Prerequisite: Recommendation of the department AND minimum grade of A- in Spanish 2 or B- in Honors Spanish 2 Spanish 4 This course is both for students coming from Spanish 3 and Spanish 4 (i.e. anyone who has completed the required sequence of world language yet wants to refine his or her skills). This course allows students to bridge the gap between high school and university Spanish studies. The course is a structured presentation of films and readings from Spanish-speaking countries. This approach is appropriate for building language skills with a focus on critical thinking and authentic texts. The class draws on students’ existing interest and involvement in film in their everyday life as a way to engage them more fully in language acquisition and to enhance their cultural awareness of the Spanish-speaking world. In addition, students will research and discuss current events that have an impact on the Spanish-speaking world. Student progress will be assessed and grades assigned through comprehension exercises, participation in class discussion, group projects and essays on topics germane to the films and literature. Assignments are differentiated according to the level of a student. Prerequisite = minimum grade of C- in Spanish 3. Spanish 5 Prerequisite = minimum grade of C- in Spanish 4 AP Spanish Language & Culture The principal goal of this course is to expose students to the widest range of authentic materials possible, so as to give them the breadth and depth of language study comparable to a university-level course. This course also prepares students for the AP examination in Spanish Language. Materials vary from classic to contemporary texts, and also include film, television, radio, and all genres of literature. This course is designed for students who have completed our required sequence of world language study. Prerequisite: Minimum grade of B- in Honors Spanish 3. Strongly Recommended: Minimum grade of B+ in Honors Spanish 3 Honors Spanish 5: Advanced Literature This course is designed to replicate a course in literature usually offered in the third year of an American university. The underlying aim of the course is to teach the skills necessary to do a close reading of a text in Spanish in order to best prepare students for the study of Spanish language and literature in college. Students will examine the language as well as the historical and cultural context of prose, poetry and plays. Students complete a detailed study of each work through extensive class discussions and essay writing. This course does not necessarily prepare students for the AP Spanish Literature exam. Prerequisite: Minimum grade of B- in AP Spanish Language

22 St. Anne’s-Belfield School


LATIN Latin 1 This is a course designed for students who have not studied Latin in grades 7 & 8 at St. Anne’sBelfield, or who are new to the school. Depending on the level of a student’s performance, he or she can move to Latin 2 or Honors 2 the following year. The course will cover the fundamentals of Latin grammar. Students will learn verb conjugations and noun declensions, as well as the other basic grammar necessary for translation. Introduction to sight reading and to the culture of the Romans will complement the formal study of grammar. Latin 1 will ask students to read aloud Latin sentences, to practice aloud the learning of vocabulary, and, on occasion, to turn English sentences into Latin. Cultural and historical information and word derivations in English are also an important part of the course. Prerequisite: None Latin 2 This course will follow a similar curriculum to the Honors Latin 2 course but at a more measured pace. Students will still be asked to develop their skills in reading Latin aloud, taking down Latin dictation, and formulating appropriate Latin phrases for English expressions. Discussion of culture, history and word derivation will continue to be an important part of the course. Prerequisite = minimum grade of C- in Latin 1 or 8th Grade Latin Honors Latin 2 The typical Honors Latin 2 students has taken seventh and eighth grade Latin in the St. Anne’s-Belfield School Learning Village (or Latin 1 in the Upper School) and has been recommended for further work in Latin by the department. The course seeks to develop students’ knowledge of Latin grammar and vocabulary and to improve their ability to read connected prose of increasing difficulty. Development of a more extensive vocabulary and mastery of grammatical concepts, evidenced especially through compositions of sentences in Latin, distinguish the Honors course from the non-Honors option. Cultural study and word derivation play an important role in the course as well. Prerequisite: Recommendation of the department AND minimum grade of A- in Latin 1 or B+ in Latin 8th grade Latin 3 In Latin 3, students continue the study of grammar, syntax, and Latin vocabulary. A special emphasis is placed on the culture of Rome of the Classical era, and on English vocabulary that derives from Latin. In the first trimester, students will focus on translating adapted prose passages and on completing the major grammatical structures found in basic Latin prose. By the second trimester, students will be able to read, with appropriate aids, unadapted Latin written by native speakers such as Pliny and Livy. An introductory unit of Latin poetry, especially Catullus, Horace, and Martial, finishes out the course. Prerequisite: Minimum grade of C- in Latin 2 Honors Latin 3 The object of the Honors Latin 3 course is to read and study Latin authors in their original texts, while continuing to learn and review Latin grammar. The goals of the course are for students to have an understanding of all basic Latin grammar, to develop the ability to read passages of Latin at sight, and to be able to read and study Latin literature, poetry and prose in the original language. The course entails exposure to both poetry and prose of the late 2017 - 2018 Upper School Curriculum Guide 23


Republic and early Imperial periods, including the prose of Livy and Cicero, and the poetry of Catullus, Horace, Ovid, and Vergil. The successful student in Honors Latin 3 is prepared to continue into AP Latin. Prerequisite: Recommendation of the department AND minimum grade of A- in Latin 2 or B- in Honors Latin 2 AP Latin The AP Latin course follows the syllabus for the AP examination. Students will study Vergil’s Aeneid and Julius Caesar’s Commentaries on the Gallic Wars. Students will translate selected passages from Books I, II, IV, and VI of Vergil’s Aeneid, and will study the content of the poem as a whole, in the context of classical epic. Students will also read selected passages of Caesar and study the historical context surrounding them. Students will also synthesize the study of these two important works to better understand the end of the Roman Republic and the beginning of the Principate. The main object of the course is to translate Latin poetry and prose literally, to scan dactylic hexameter, and to identify and analyze figures of speech and other features of poetic style. In addition to reading Vergil and Caesar, students will practice translation at sight from various Latin prose and poetry authors in order to prepare them for the multiple-choice sight translation paper on the AP examination in May. This course has two primary goals: to review and confirm the principles of Latin grammar learned so far and to strengthen students’ ability to read and interpret Latin prose and poetry. The selection of text will vary with students’ background and ability. The course will generally provide intensive study of a different author, genre, or time period each trimester. Possibilities include studies of ancient comedy, especially the works of Plautus and Terence; I, Claudius, from the Suetonius to the BBC, in which we would watch the complete BBC miniseries alongside Robert Graves’ novels and, most importantly, the ancient literary and material evidence, primarily Suetonius and Tacitus, for the period; an introduction to Ancient Greek. The course requires strong Latin skills, and will also focus on college-level writing skills, with substantial papers (written in English) each trimester. Students taking the course for Honors will be assessed more rigorously on tests and quizzes and will be required to complete additional writing assignments commensurate with the Honors designation. Prerequisite: Recommendation of the department AND minimum grade of B- in Honors Latin 3. Strongly Recommended: B+ in Honors Latin 3 Latin 4, Latin 5, and Honors Latin 5 meet concurrently. The prerequisites and course description are as follows: Latin 4 Prerequisite: Minimum grade of C- in Latin 3. Latin 5 Prerequisite: Minimum grade of C- in Latin 4 or AP Latin. Honors Latin 5 Prerequisite: Minimum grade of B- in AP Latin or A- in Latin 4

24 St. Anne’s-Belfield School


SCIENCE Physics This course presents the fundamental framework of physics, and applies physical principles both qualitatively and analytically, using tools of basic first-year algebra. The course relates physics to the student’s personal experience in the everyday world, so that physics is seen as a part of life rather than as a classroom activity. The course focuses on the principles behind mechanics, light, electromagnetism, and basic atomic physics. It provides a foundation for further studies in the science curriculum, giving the student the knowledge about the universe which permits more sophisticated mathematical analysis of relationships. Corequisite: Concurrent enrollment in Integrated Mathematics 1 or higher level mathematics course Advanced Physics (Earned Honors option) This course presents the fundamental framework of physics and applies physical principles both qualitatively and analytically, using tools of algebra and geometry. Successful students of Advanced Physics have been exposed to and/or are comfortable with a high level of analytical thinking and independence, skills the School emphasizes and intentionally develops in our Honors Integrated Math 1 class. Principles of physics are examined with a focus on understanding the connections between various topics. The experimental experience includes design of experiments, quality and reliability of data, and comparison with theoretical expectations. It provides a foundation for further advanced studies in the science curriculum, giving the student the knowledge about the universe which permits more sophisticated mathematical analysis of relationships. Corequisite: A- or above in Science 8 and concurrent enrollment in Integrated Math 2 or higher Chemistry The focus of this course is to expose students to a core science that is fundamental to further work in science and is crucial to understanding many issues they will face as citizens. The course is constructed around a common theme of connecting the chemistry facts and equations to typical problems and situations in the students’ world. The course includes units on atomic theory, the periodic table, chemical bonding, chemical reactions, chemical composition and nomenclature, stoichiometry, solutions chemistry, including acids and bases, gases, oxidation-reduction reactions, and nuclear chemistry. Throughout the course, students are encouraged to ask “why” in order to understand the implications and applications of what they are learning. Labs and demonstrations are an integral part of the course, as are current summaries on science research. Using laboratory skills and concepts learned during the course, students will complete a laboratory-based project and write a formal lab report of their results. Prerequisites: Successful completion of Physics or Advanced Physics. Corequisite: Concurrent enrollment in Integrated Mathematics 2 or higher level Mathematics course Honors Chemistry The focus of this course is to prepare very able students for further work in the sciences, as well as to train them to look at their world through the eyes of a scientist. In teaching atomic theory, the major focus of the first part of the course, the aim is not to tell that matter is 2017 - 2018 Upper School Curriculum Guide 25


made of unbelievably small particles with certain properties, but to convince them that this is the best way to account for the macroscopic properties we can measure in the laboratory. Nuclear chemistry is covered in depth. During the second half of the year emphasis is placed on thermodynamics, kinetics, equilibrium, acid-base reactions, oxidation-reduction reactions, chemical bonding, and organic chemistry. Throughout the year, course material is related to environmental issues. Students successful in this course are prepared to take the SAT II in chemistry. Prerequisites: Minimum grade of A- in Advanced Physics, or minimum grade of B- in Honors Advanced Physics, or minimum grade of B- in Chemistry. Corequisite: Concurrent enrollment in Honors Integrated Mathematics 2 or higher level Mathematics course. Biology Biology is offered to upperclassmen that have completed Chemistry and Physics. This college prep course begins with a discussion of life and a brief review of physics and chemistry necessary to life. The course uses contemporary issues in biology as a vehicle for the study of biological principles. The students study molecular and cellular biology as well as plant and animal systems, evolution, and genetics. The course requires students to use the vocabulary of biology and to learn skills necessary for safe and productive laboratory assignments. Each student is required to either complete a dissection or participate in selected mammal anatomy lab activities. Independent research on Arabidopsis thaliana and a research paper are also a part of this course. The text is used as a resource from which students can read and master biology concepts. Articles are frequently assigned from nonfiction sources to supplement the textbook and to connect concepts across disciplines. Students taking this course will become scientifically literate in a range of life science topics and proficient in seminar discussions. Prerequisite: Successful completion of Chemistry or Honors Chemistry. AP Biology This course is designed to provide an introductory college-level biology course, following the curriculum published by the AP program. The major topics include molecular biology, cells, energy transformations, genetics, evolution, plant and animal physiology, taxonomy, embryology, and ecology. Laboratory exercises and student-directed learning are important aspects of this course. A year of honors-level chemistry is recommended for students who wish to enroll in this AP course. Students are not required to complete an introductory course in biology as a prerequisite. Prerequisites: Minimum grade of A- in Chemistry OR minimum grade of B- in Honors Chemistry OR minimum grade of B- in Biology. AP Chemistry This course is a college-level introductory chemistry course, meant to be taken after successful completion of (Honors) Physics, (Honors) Chemistry, and Honors Integrated Mathematics 2, since a familiarity with exponential and logarithmic equations is essential. All topics in the AP course outline are covered. There is a strong emphasis on laboratory work. Students do at least 16 major experiments, and are required to keep reports of their laboratory work in a bound notebook. Prerequisites: Minimum grade of B- in Honors Chemistry or A- in Chemistry. Corequisite: Concurrent enrollment in Honors Integrated Mathematics 3 Or higher level Mathematics course.

26 St. Anne’s-Belfield School


AP Physics C This calculus-based course focuses in depth on classical mechanics. The course corresponds to a one-semester sequence course required of physical science and engineering students at the university level. Qualified students who expect to study physics, engineering, or mathematics at the university level should enroll in this course. Corequisite: Enrollment in AP Calculus AB or higher level Mathematics course. Recommended: Successful completion of a prior physics course.

2017 - 2018 Upper School Curriculum Guide 27


PERFORMING ARTS Concert Choir The Concert Choir will study and perform choral literature from a variety of time periods and musical genres throughout the year. Students will explore what constitutes effective performance practice for various styles, and come to a deeper understanding of how each piece fits (or does not fit) into the larger choral tradition. Each student will also develop his or her vocal technique, sight reading skills, and understanding of music theory and terminology. Prerequisite: None. Open to grades 9 - 12 students; may be repeated for credit. Honors Vocal Ensemble Through an audition with the instructor, students may join one of two Upper School a cappella groups, Elements of Sound (co-ed) or TrebleMakers (all-female). Students enrolled in Honors Vocal Ensemble sing as part of the Upper School Concert Choir but attend extra rehearsals for their a cappella group. The groups learn music from a variety of styles and genres including contemporary popular music, vocal jazz, and madrigals. Students in both groups give performances at school functions and events as well as performing off campus and often represent the school in honors ensembles at the District and State level. Prerequisite: Performance Audition Required. Limited enrollment; open to grades 9 - 12 students; may be repeated for credit. Philharmonic Strings The Philharmonic Strings study and perform a variety of repertoire including baroque, classical, romantic, contemporary classical, folk, jazz, and music of the stage and screen. Students advance their technical facility and ensemble skills through in-depth study of scales, tone production, and stylistic performance practices. The Philharmonic Strings perform an average of four concerts during the year, and compete in local competitions and festivals. In addition to rehearsing ensemble pieces, there is ample opportunity for students to study solo and chamber music under the direction of the orchestra conductor and visiting faculty. Prerequisite: Performance equivalent of at least two years of study or permission of the instructor. Open to grades 9 - 12 violin, viola, cello, and bass players; may be repeated for credit. Honors Counterpoints Honors Counterpoints is an honors course for advanced level string players. The ensemble studies and performs standard string orchestra repertoire and progressive jazz music. All members play as part of the Philharmonic Strings, and are also required to work on solo and small group pieces. Counterpoints perform and travel often throughout the year, representing the school at local, state, and regional music festivals and competitions. Prerequisite: Performance audition required. Limited enrollment; open to grades 9 - 12 string players; may be repeated for credit. Fundamentals of Music Theory This is a beginning course in the fundamentals of music notation designed to develop basic music literacy, i.e., reading and writing music. The course consists of a study of notation, melody, harmony, rhythm, and musical terminology, including clefs and staff, notes, intervals, scales, modes, chords, keys and key signatures. The syllabus is designed to help students develop the ability to read music notation, write simple musical phrases, sing melodies and intervals on sight, and understand the basic structures in traditional western music. Prerequisite: None 28 St. Anne’s-Belfield School


AP Music Theory This course presents materials for study from a first-year college music theory curriculum. Preceded by a preliminary review of Fundamentals of Music Theory, we approach the mastery of music theory through the study of chord construction, chord successions, harmonic analysis, and part writing. The course also focuses on the study of melody, including melodic construction (form) and the characteristic elements of successful melodic writing. The development of aural skills through interval and chord recognition, and melodic and harmonic dictation are also a major aspect of the course. Prerequisite: Minimum grade of B+ in Fundamentals of Music Theory and/or permission of teacher. Theatre Arts 1 Theatre Arts 1 is a yearlong course designed for students with any range of theatre arts background and does not require previous stage experience. Students involved in theatre work at the school should plan to take Theatre Arts 1 during their Upper School career. Theatre Arts 1 students participate in skill-building activities at an elevated intermediate to advanced level. These activities are designed to increase kinetic awareness, refine vocal techniques, and enhance imagination, analytical thinking, and improvisational skills. Theatre Arts 1 students will become familiar with the elements of action as outlined in A Practical Handbook for the Actor (Bruider, Cohn, Oknek, Pollack, Previto, Zigler), and they will explore the twelve guideposts to character development and acting drawn from Audition by Michael Shurtleff. In the third trimester of the class, the focus of study and practice is improvisational theatre work. Students will apply their new skills and knowledge to original scenes and published monologues and scenes which they will analyze and perform for their classmates. The course will conclude with a project that includes a memorized monologue, a personal process paper, and a series of three improvisational scenes. The performance projects will be presented during the final week of the term for the Theatre Arts 1 class and/or a select audience. Participation in some aspect (technical or performance) of the Upper School drama productions is encouraged. Prerequisite: None Theatre Arts 2 Theatre Arts 2 will be offered as a year long course for students who have completed Theatre Arts 1 and wish to continue their study of Theatre Arts at a more intensive level. In this course, students will become familiar with a canon of plays and playwrights beginning with the reading of an extant play selected from those of the Greek playwrights and continue with plays written in the centuries to follow through contemporary theatre. Students will direct and perform in scenes from these plays, as well as write analytical comparison papers. Students will also be required to perform one monologue per trimester and to attend three live theatre performances over the course of the school year, two of which must include the fall and winter school productions. In addition, students will study and apply the techniques of performance as developed by Constantin Stanislavski, Sanford Meisner, Stella Adler, and Lee Strasberg and create a workshop based upon one of the pioneers of the theatre. Students will further hone their performance skills through participation in kinetic, improvisational, and vocal exercises. The course will conclude with a major project to include a research paper and performance component (monologue or short scene). Participation in some aspect of performance in the Upper School drama productions is encouraged. Prerequisite: Theatre Arts 1 Upper School Theatre Arts 2 (Earned Honors) Theatre Arts 2 will be offered as a year long, earned honors course for students who have completed Theatre Arts 1 and wish to continue their study of Theatre at a more intensive level. In this course, students will become familiar with a canon of plays and playwrights beginning with the reading of an extant play selected from those of the Greek playwrights, and continue 2017 - 2018 Upper School Curriculum Guide 29


with plays written in the centuries to follow through contemporary theatre. Students in the class will direct and perform in scenes from these plays, as well as write one, five-page analytical comparison paper each trimester to include research of the period in which each play was written. Additionally, students will perform six monologues over the course of the year, attend five live theatre productions over the course of the year (to include the fall and winter school productions) and write a short critical paper about their experiences, in which they examine some aspect of the play, be it technical or performance. Students at this level will also read two theatre-related books over the course of the year (titles to be approved by instructor), as well as read two plays beyond the required titles, which they will then discuss with the class. Earned Honors students will study and apply the techniques of performance as developed by Constantin Stanislavski, Sanford Meisner, Stella Adler, and Lee Strasberg and create a workshop based upon the techniques of one of the pioneers of the theatre. Students will further hone their performance skills through participation in kinetic, improvisational, and vocal exercises. The course will conclude with students directing one 30 - 40 minute, twothree person play with an accompanying research paper. Participation in some aspect of performance in the Upper School drama productions is expected. Prerequisite: Theatre Arts 1

30 St. Anne’s-Belfield School


VISUAL ARTS Art Constructions (1st Trimester only) This is an exciting and challenging one-trimester class that will have students design and construct a garment made of materials not associated with clothing. The focus will be on the exploration of ideas, experimentation with a variety of materials, and on design as it relates to materials and the human body. Students will experience the creative process and begin to understand how art is created through this pop culture medium. Students are encouraged to wear their garments in the Fall Runway Show. Students who do not want to be in the show must find a model to wear their garments. This class may be repeated by Art students who are preparing a portfolio and by others who want to continue making garments for the runway show. Prerequisite: None. Requires time beyond class to complete the course expectations. N.B. A credit of 0.4 will be applied to the transcript for participation in this course. Drawing & Design As a year long foundation course, the assignments in this class will focus on realism with an emphasis on learning to see with a more critical eye and on discovering individual interests. Students will also make introductory explorations into abstraction. Curiosity and willingness to take risks will be encouraged as students build their skills with both wet and dry media as they learn to navigate the creative process. Prerequisite: None. Requires time beyond class to complete the course expectations. Painting 1 Students in this yearlong course will turn their attention to color and painting. The focus will be on color theory, color mixing, value in color, painting skills, and how materials affect the image. Students will learn how to use acrylic, oil paints and watercolor on found objects, wood, paper and will learn to sketch a canvas. As we move from skill building to painting as a creative process, students will begin exploring their ideas as they begin making increasingly more of the decisions regarding the size, materials, techniques and styles used in their work. Prerequisite: Open to grades 10 - 12 sdudents. Requires time beyond class to complete the course expectations. Painting 2 Students in this yearlong course will continue to build on skills from Painting I. The focus will be on style, voice, subject, repetition and how materials affect these choices. Students will get to choose their painting medium and size with guidance from the teacher. Students will dive deeper into their subject and style choices to create the beginnings of a series guiding them into Art: Continuing Studies. Prerequisite: Successful completion of Painting I. Requires time beyond class to complete the course expectations. Continuing Studies in Art: Image & Meaning This class is designed for students who wish to continue with class assignments and those who prefer to work independently. Independent work will be based on the pursuit and development of an idea through a body of work. What is a body of work? How does an idea evolve? How do the materials and methods affect the idea? These are some of the questions we will explore. Students are asked to keep a sketchbook to document their references, ideas and progress. Individual and group critiques will occur throughout the course. 2017 - 2018 Upper School Curriculum Guide 31


Prerequisite: Completion of two of the following courses: Painting, Painting 2 or Drawing and Design, and permission of teacher. Requires time beyond class to complete the course expectations. N.B. This can be taken as a trimester or as a yearlong class. If taken in T1, a credit of 0.4 will be applied to the transcript for participation in this course.If taken in T3, a credit of 0.6 will be applied to the transcript for participation in this course. Students wishing to submit an AP Drawing portfolio should take this as a yearlong class. Ceramics 1 This is a yearlong, introductory course with emphasis on skill acquisition and design awareness. Both functional pottery and sculptural assignments provide an opportunity for students to discover the creative process and their particular interests. Students will work with earthenware clay, low fire glazes. A raku firing is held every spring. Prerequisite: None. Requires time beyond class to complete the course expectations. Ceramics 2 The focus of this yearlong course is on design and skill refinement. Students will work on more complex assignments as they develop new skills for functional and sculptural ceramics with an increasing emphasis on surface design. Students will make more of the decisions regarding the content, the size, the techniques and the style of their work. Prerequisite: Successful completion of Ceramics 1. Requires time beyond class to complete the course expectations. Continuing Studies in Ceramics This course will consist of students who wish to continue with class assignments and those who prefer to work independently. Independent work will be based on the pursuit and development of an idea through a body of work. What is a body of work? How does an idea evolve? How do the materials and methods affect the idea? These are some of the questions we will explore. Students are asked to keep a sketchbook to document their references, ideas and progress, and technical notes. Individual and group critiques will occur throughout the course. Prerequisite: Successful completion of Ceramics I, Ceramics 2 and permission of the teacher.Requires time beyond class to complete the course expectations. N.B. This can be taken as a trimester or as a yearlong class. If taken in T1, a credit of 0.4 will be applied to the transcript for participation in this course. If taken in T3, a credit of 0.6 will be applied to the transcript for participation in this course. Foundations of Photography During this year long course students will learn the basics of black-and-white and digital photography. The emphasis of this class will be storytelling, using the photographic building blocks of light and time to express visual ideas. By the end of the first trimester, students will learn the fundamentals of camera and darkroom work; during trimester two, they will work with either film or digital photography to establish mastery over exposure and image correction. By the end of the course, students should be able to work independently to create a body of images that convey a personal vision. Prerequisite: None. Requires time beyond class to complete the course expectations. Equipment & Supplies: The school has a well-equipped darkroom, and all chemicals are provided 32 St. Anne’s-Belfield School


for processing film and making prints. A limited number of cameras (both film and digital) are available for loan during the school day; during the darkroom portion of the course, students will need to purchase film and photographic printing paper. Please direct any questions or concerns about acquiring a camera or supplies to Ms. Moore-Coll. Continuing Studies in Photography & Video Students who want to continue working in photography or video for credit may pursue projects and ideas of their own design. As advanced photographers, students will be expected to work in defined cycles or projects and to become increasingly independent with their technical work. Students will learn to mix and maintain darkroom chemicals, help beginners in the darkroom, and select and arrange work for student publications and exhibits. Students undertaking continuing studies should aim to expand their range of skills in both traditional and digital processes. Projects may focus on exploration of craft or on development of a defined documentary or artistic project. This course is especially suited for highly motivated, self-directed students who plan to study photography and/or film at the college level and who may be preparing work to submit with college or art-school applications. It is open to any qualified student who loves the medium and wants to continue making images. Prerequisite: Minimum grade of B+ in Foundations of Photography and one other photography class. May be repeated for credit. Requires time beyond class to complete the course expectations. N.B. This can be taken as a trimester or as a yearlong class. If taken in T1, a credit of 0.4 will be applied to the transcript for participation in this course. If taken in T3, a credit of 0.6 will be applied to the transcript for participation in this course.

2017 - 2018 Upper School Curriculum Guide 33


OTHER CREDIT & GRADE OFFERINGS Computer Science Principles - Level 1 (AP-optional) Computer Science Principles presents the fundamental ideas and problems of computer science, exploring material under seven thematic areas: creativity, abstraction, algorithms, programming, data and information, the Internet, and global impact. The course places a strong emphasis on collaboration and investigative reasoning. Students design creative artifacts, solve applied software and hardware problems (using Python, Processing, physical computing devices, and other contemporary and course-specific tools), and complete assignments evaluating understanding and impact of the fundamentals of computation. No prior experience with programming or computation is required, but students should be comfortable with reasoning about unknown quantities and basic computer usage. St. Anne’sBelfield School supports students interested in continuing their study of computer science beyond this course and is committed to providing future experiences in the field. This course will serve as the point of departure. Students have the option of meeting more advanced benchmarks on each major course assignment to pursue a deeper understanding of computational abstraction. Those who achieve the established criteria for AP-level work throughout the year will be eligible to earn AP credit and take the AP exam. Prerequisite: Departmental approval Computer Science: Honors Data Structures - Level 2 Honors Data Structures is the second course in the St. Anne’s-Belfield School computer science sequence. Honors Data Structures is intended to develop students’ ability to solve larger-scale problems confidently, skillfully, and efficiently. To that end, the course principally focuses on solving problems in the domain of artificial intelligence (AI), an interdisciplinary field that incorporates areas of computer science, logic, probability, statistics, and even philosophy. Speech and facial recognition, handwriting interpretation, and automatic image feature detection are just some examples of the enormous amount of ongoing research in the field. Students solve applied software and hardware problems in the AI domain while learning the basics of structuring large amounts of data and investigating the low-level function of electronic machines. The course covers roughly the same material as the AP Computer Science A exam, but departs significantly in the context in which the material is presented and applied. Prerequisite: Computer Science Principles Computer Science: Honors Software Engineering - Level 3 In this course, students work in teams throughout the school year to complete a final project of significant magnitude. Class meetings and collaborative work along the way concern general production design principles (scalability, security, framework optimization), team engineering technologies and strategies, and particular technologies and concepts on an as-needed basis to support ongoing project work. After completing prescribed software design projects of a gradually increasing scale, students will elicit and document requirements from a real-world stakeholder (a department at St. Anne’s-Belfield School or a member of the Charlottesville community), meet benchmark milestones throughout the year, and present their final project to a panel consisting of stakeholders and faculty. Prerequisite: Honors Data Structures

34 St. Anne’s-Belfield School


Economics & Business Principles (Grades 11 & 12) This course is designed as an introduction to the critical components necessary to operate a successful business enterprise based on the underpinnings of key economic principles. Students will be introduced to Marketing, Finance, Operations, Accounting, Organizational Behavior, Business Ethics, Quantitative Methods, and Macro/Micro economics. Outside subject matter experts, case study, and group projects will be heavily utilized to supplement the formal teaching. Those who wish to take the course need have no previous business knowledge or training and simply need to bring a desire to learn and willingness to participate in classroom discussion. Prerequisite: None Teaching Apprenticeship: Lifelong Learning Through Teaching (Grade 12) This course, offered in the second and third trimesters, provides the opportunity for seniors to apprentice one of our faculty members in any of our three divisions, both to experience the classroom and to learn-through-teaching a subject or topic of particular interest. Seniors will research and teach a topic within the context of a course or homeroom, while at the same time learning about the art and science of teaching, including pedagogy, curricular design, lesson planning, assessment, and classroom management. Always under the guidance of a faculty member, these seniors will participate in the practice of lifelong learning through teaching while at the same time inspiring younger students with their own passion and knowledge. With sufficient enrollment, we will create a cohort of apprentice teachers who will meet weekly to reflect upon their classroom experiences and discuss common readings about teaching. Trimesters 2 and 3 Intensives (3 weeks between Thanksgiving & Winter Breaks) Intensives are graded, three-week long courses led by St. Anne’s-Belfield Upper School faculty and administrators on topics not typically emphasized in the School’s core curriculum. Instituted in 2014, the Intensives program was designed to offer students and teachers the chance to explore one topic of academic merit deeply by way of projects, experiential learning, guest lectures, and field trips. By halting the core curriculum for the 14 school days between the Thanksgiving and Winter Breaks, Intensives provide unobstructed opportunities to journey off campus, collaborate with local and international experts, and develop deep and lasting bonds among a small group of people who might not otherwise share an academic experience. Learn more online at www.stab.org/intensives.

2017 - 2018 Upper School Curriculum Guide 35


NON-CREDIT COURSES Freshman Life Skills (required course for all grade 9 students) Freshman Seminar is a general human development course that expands on the basic topics taught in Grades 5 - 8 Health, including relationships, sexuality, substance abuse, stress management, and effective communication. Students study ethical and moral development in adolescents, examine case studies on adolescent health, and participate in experiential exercises that challenge them to examine their decisions and behaviors. The course text is The Six Most Important Decisions You Will Ever Make by Sean Covey, as well as multimedia discussion tools that allow students to debate a variety of adolescent health issues and dilemmas. Freshman Seminar meets for nine weeks and is taught by the Upper School Counselor. Students are expected to participate regularly in class discussions and exercises, as well as to complete in-class writing assignments and opinion papers. Parents are encouraged to follow the syllabus and discuss with their child the topics covered in class. Sophomore Life Skills (required course for all new grade 10 students) Sophomore Seminar is a general human development course that expands on the basic topics taught in Grades 5 - 8 Health, including relationships, sexuality, substance abuse, stress management, and effective communication. Students study ethical and moral development in adolescents, examine case studies on adolescent health, and participate in experiential exercises that challenge them to examine their decisions and behaviors. The course text is The Six Most Important Decisions You Will Ever Make by Sean Covey, as well as multimedia discussion tools that allow students to debate a variety of adolescent health issues and dilemmas. Sophomore Seminar meets for nine weeks and is taught by the Upper School Counselor. Students are expected to participate regularly in class discussions and exercises, as well as to complete in-class writing assignments and opinion papers. Parents are encouraged to follow the syllabus and discuss with their child the topics covered in class.

36 St. Anne’s-Belfield School


PHYSICAL ACTIVITY REQUIREMENT 1. Students must participate in six seasons of physical activity, four of which must be completed by the end of grace 10 and two of which must take place at St. Anne’s-Belfield School. Students who enter the School: • In grade 10 must complete 4 seasons • In grade 11 must complete 2 seasons • In the grade 12 must complete 1 season 2. Classes that fulfill this requirement include: • St. Anne’s-Belfield Athletics team (Varsity or JV) • After school fitness class (offered all three seasons) • Any physical activity class offered during the school day (yoga and/or pilates) • Non School Sponsored Activities which meet the following requirements: • Meets three days a week • Each session must be at least 45 minutes in length • Must be overseen by a coach/professional who will sign off on the requirements • Must be pre approved by the Associate Athletic Director 3. Non-school sponsored activities such as yoga, dance, weight lifting and/or conditioning may be taken but will only fulfill one trimester of credit per year. A non-school sponsored form must be filled out and signed by the instructor/trainer and returned to the student’s advisor.

2017 - 2018 Upper School Curriculum Guide 37


INDEPENDENT STUDY MANUAL

A GUIDE FOR THE STUDENT & MENTOR REQUIREMENTS The Independent Study is a serious, one-, two-, or three-trimester long commitment on the part of the student and faculty mentor. The program exists for students in good academic standing who either exhaust the course offerings within a given department or wish to pursue a particular idea or topic in depth. An Independent Study may not take the place of a required course, but it is considered an official course on a student’s transcript and therefore receives a letter grade. Each proposal is reviewed and subject to approval by the Independent Study Committee (department chair, assistant head of the Upper School, assistant head of Upper School for Academics, director of College Counseling, and the student’s advisor). • First, the student chooses a mentor. • Second, the student writes a formal proposal. Upon approval, the student is required to upload his or her syllabus onto the school’s web-based curriculum map, Atlas Rubicon. See Atlas coordinator for instructions. • Third, the student and faculty mentor must meet regularly (at least weekly). • Fourth, the student must use a journal or blog to keep a log of his or her work. • Fifth, the student must present his or her work at the conclusion of the study and before the end of the marking period. The student and faculty mentor will determine the appropriate final products, audience and venue. Each element of your Independent Study is subject to approval by the Independent Study Committee. This manual describes each of these requirements in further detail below.

IMPORTANT DATES (subject to change due to other school events)* Assignment Selection of Faculty Mentor and Submission of Proposal Draft to the Registrar

Due Date May 1 for studies beginning in T1 October 1 for studies beginning in T2 February 1 for studies beginning in T3

Final Revisions to Proposal

Within one week of receiving feedback from the Independent Study Committee

First Drafts of Written and Public Components

2 - 3 weeks prior to the end of the study

Public Component Presentations

At least 3 days prior to the deadline for teachers to write grades and comments

Final Written Components (plus Journal)

At least 1 week prior to the deadline for teachers to write grades and comments

38 St. Anne’s-Belfield School


THE PROPOSAL

Each interested student must submit a proposal to the Independent Study Committee. The Committee will initially approve some proposals, while others may require revision. No student may proceed with the work of the Study without approval; if a student’s proposal is not approved, he or she may need to enroll in another course. To students: Your proposal is a formal, written document of 1-2 pages that establishes why and how you will complete your study. At its core lies the essential question that you intend to answer through your independent work. Your proposal should exhibit your best writing skills. Each section is fairly short (100-250 words), so attend to concise, precise phrasing. The formal proposal has four elements: 1. The Essential Question: What do you want to do? Why? This section of your proposal states clearly what essential question you hope to address through the work of your study. An essential question is one that defies a yes or no answer yet invites deeper understanding. This question quite often transcends disciplines. For example: What is certainty? How does poetry help effect social change? How do we define fairness? Indeed, it is possible that your essential question may change over the course of your study. This section of your Proposal should also offer a rationale for your study; in other words, why is your Independent Study worth pursuing? 2. The Reading List: This section of your proposal shows that you can construct your own syllabus for your independent course. Your faculty sponsor can help you compile this list of readings by experts in your chosen field. The Reading List should be in the form of an annotated bibliography. Each annotation should explain why you have chosen to study that particular reading. 3. Method (including journal description): This section of your proposal sets forth with specificity how you will manage your time. You should show that you can complete the work of your study and draft your final products 2 - 3 weeks before the conclusion of your study. To help yourself reach your goal, try to set small, manageable targets for each week. Work with your mentor in establishing this timeline. Be sure to budget time to rehearse your public presentation. If your study is on schedule, you will then have much greater freedom in planning each school day. The Method section of your Proposal also describes how you will keep a record of your work--struggles and triumphs. This may take the form of a traditional journal, or it may take another form, such as a blog or video journal. You must specifically state in the Method section of your proposal how you will keep this record. Make entries in the journal (or its equivalent) at least weekly. 4. Description of Components: This section of your proposal describes the two final components of your study. It should also explain why each component is appropriate for your study. Each of these two components communicates your work to the public in a different way. One component must be a written piece of academic merit. While a formal written report is certainly acceptable, we encourage each student to create something consonant with his or her thesis. For example, an arts study might culminate in a play; a 2017 - 2018 Upper School Curriculum Guide 39


computer science study might culminate in a proposal for application at our own school; an independent academic study might culminate in a scientific paper. The second component will be a public presentation of your work to St. Anne’s-Belfield. Again, your public presentation should be consonant with your particular thesis. An arts thesis might culminate in a sculpture or the staging of a play; a study on journalism might culminate in an article submitted to the local newspaper.

CHANGES TO YOUR STUDY

You must promptly notify the Independent Study Committee in writing of any changes to your Study that occur after your proposal is approved (e.g., a change to your essential question).

THE MENTOR

Each student participating in an Independent Study must seek and secure a faculty mentor. This mentor should be a full-time, St. Anne’s-Belfield faculty member with expertise in your field of study. Faculty are only permitted to take on a maximum of two Independent Studies and/or Capstone Theses per academic year. The Independent Study Committee may assign you a new mentor if your chosen mentor cannot fulfill his or her duties. Your mentor’s primary responsibilities are to support you in completing your study and to ensure that you make steady progress. Meet weekly with your mentor to review your journal, assess whether you are keeping to your timeline, and overcome any obstacles.

THE WRITTEN COMPONENT

The written component is the first of the two final products of your Independent Study. Your Proposal will have established the form that your written component will take. It must be a written piece of academic merit, and the Independent Study Committee encourages each student to craft a document appropriate for his or her thesis. Again, an arts study might culminate in a play; a community service study might culminate in a proposal for further work in the field; an investigation might culminate in a scientific paper. Whatever its form, the written component must show that you have addressed the essential question you originally proposed.

THE PUBLIC COMPONENT

The public component is the second of the two final products of your Independent Study. It must be a public presentation of your work to the St. Anne’s-Belfield community. Your proposal will have established the form and venue of your presentation. Possible forms include: an oral presentation, a play production, an art show, a scientific experiment, etc. Your mentor will help you prepare and rehearse the presentation. It is your responsibility to invite students and your advisor to the presentation and to take care of the necessary arrangements (seating, technology, A/V, etc.) for the venue. Your mentor, the department chair in your content area, and one additional faculty member will be invited to evaluate the quality of your presentation. 40 St. Anne’s-Belfield School


THE FINAL EVALUATION

The faculty sponsor will review and evaluate all independent study components and faculty feedback of the oral presentation in order to determine a letter grade reflective of the student’s work. Independent study programs will be graded according to the school’s common grading scale. The faculty sponsor is responsible for reporting grades and comments and communicating the curriculum to the college counselor.

RUBRIC FOR ASSESSING AN INDEPENDENT STUDY Proposal 25% Participation/Execution 25% Written Report 25% Public Presentation 25% 1. The Proposal (50 pts.) Content: 30 pts. • Comprehensiveness (10 pts.): • Does the proposal include each of the required elements listed in the manual? • Essential Question (20 pts.): • Is the essential question clear? • Is the essential question open-ended: i.e., does it invite speculation, research, and deep inquiry? Form: 20 pts. • Mechanics (10 pts.): • Is the writing relatively free of spelling, punctuation, and grammatical errors? • Style (10 pts.): • Does the writing include sentence variety, mature vocabulary, and polished phrasing? 2. Participation/Execution (50 pts.) Participation: 25 pts. • Has the student participated actively and meaningfully in conversations with the mentor? Is the student prepared to answer questions about the nature or current status of the study? Execution: 25 pts. • Has the student met regularly with the mentor? • Has the student met deadlines laid out in the manual and the methods section of the proposal? • Has the student faithfully kept up with substantial journal entries? 3. Written Component (50 pts.) • Was the written component submitted on time? • How well does the written component address the essential question? • Is the writing mechanically accurate and stylistically fluent? • How well does the form fit the function of the proposal? 4. Public Presentation (50 pts.) (rubric provided by Independent Study Committee)

2017 - 2018 Upper School Curriculum Guide 41


CAPSTONE THESIS MANUAL

A GUIDE FOR THE PERPLEXED STUDENT & MENTOR

REQUIREMENTS

The Capstone Thesis is a serious, year-long commitment on the part of the student, mentor, and Capstone Thesis Committee. Indeed, it is a full-year, full-credit, graded course. To ensure that each student has conceived an appropriate thesis that he or she can complete within the academic year, each student must: • First submit a formal Proposal. No student may proceed with the thesis until his or her Proposal has been approved by the Capstone Thesis Committee. • Second, he or she must meet regularly (at least weekly) with his or her faculty Mentor. • Third, each student completing a Capstone Thesis must attend cohort meetings. • Fourth, he or she must participate in the Capstone Symposium. • Fifth, he or she must complete the written and public components on time and with approval from the Capstone Thesis Committee. Each element of your Capstone Thesis is subject to approval by the Capstone Thesis Committee. This Manual describes each of these requirements in further detail below.

IMPORTANT DATES (subject to change due to other school events)* Assignment

Selection of Faculty Mentor and Submission of Proposal Draft to Dr. Simione Final Revisions to Proposal • Signed by mentor • Copies to mentor, second reader, and Dr. Simeone Cohort Lunch Meetings Progress Reports • Copies to mentor, second reader, and Dr. Simeone Capstone Symposium First Drafts of Written and Public Components • Copies to mentor, second reader, and Dr. Simeone) Public Component Presentations Final Written Components (plus Journal) • Signed by mentor • Copies to mentor, second reader, and Dr. Simeone Awarding of end-of-year prize 42 St. Anne’s-Belfield School

Due Date

May 1 of the Junior Year First day of Senior Year classes

Monthly—dates TBA First Monday of each month

Third Thursday of January Second Monday of April

Third Thursday of April Last Friday of April

Class Night


THE PROPOSAL

Each interested student must submit a proposal to the Capstone Thesis Committee. The Committee will initially approve some Proposals, while others may require revision. No student may proceed with the work of the Thesis without approval; if a student’s Proposal is not approved, he or she may need to enroll in another course. Your Proposal is a formal, written document of about 5 pages that establishes why and how you will complete your Thesis. At its core lies the essential question that you intend to answer through your independent work. Your Proposal should exhibit your best writing skills. Each section is fairly short (100-250 words), so attend to concise, precise phrasing. The formal Proposal has seven elements: 1. The Essential Question: What do you want to do? Why? This section of your proposal states clearly what essential question you hope to address through the work of your thesis. An essential question is one that defies a yes or no answer yet invites deeper understanding. This question quite often transcends disciplines. For example: What is certainty? How does poetry help effect social change? How do we define fairness? Indeed, it is possible that your essential question may change over the course of your thesis. This section of your Proposal should also offer a rationale for your thesis; in other words, why is your thesis worth pursuing? 2. The Reading List: This section of your proposal shows that you can construct your own syllabus for your independent course. Your faculty Mentor can help you compile this list of readings by experts in your chosen field. The Reading List should be in the form of an annotated bibliography. Each annotation should explain why you have chosen to study that particular reading. 3. Statement of Expected Thesis Effects: This section of your proposal considers the consequences of your thesis. The Capstone Thesis is the kind of scholarly work that places you in an intellectual community, so this section of your Proposal explains how you think your work will affect that community. Effects may be broad or narrow. For example, your thesis may contribute a new piece of art or help to answer a small research question. Think about how your voice, your work, your end products will benefit that community. Think not only about its effect on you personally, but also about its effects on other people, the local community, perhaps even the global community. 4. Materials & Resources: This section of your proposal lists the materials and resources you will need to complete your thesis. Be specific. You may put this information in the form of a table. Remember to include people, certainly experts in your field, as resources. We encourage you to use resources beyond the walls of St. Anne’s-Belfield. If your thesis requires funding, this section should also include a budget and expected sources of funding. NOTE THAT THE CAPSTONE THESIS COMMITTEE DOES NOT HAVE A BUDGET WITH WHICH TO HELP FUND THESES.

2017 - 2018 Upper School Curriculum Guide 43


5. Method (including journal description): This section of your proposal sets forth with specificity how you will manage your time. You should show that you can complete the work of your thesis and draft your final products by mid-April. To help yourself reach your goal, try to set small, manageable targets for each week. Work with your Mentor in establishing this timeline. In late March or early April, you will revisit this timeline to lay out how you will manage your time over the last few weeks of the school year; at that point, you will need to revise your final products, and rehearse your public presentation. If your thesis is on schedule, you will then have much greater freedom in planning each school day. The Method section of your Proposal also describes how you will keep a record of your work--struggles and triumphs. This may take the form of a traditional journal, or it may take another form, such as a blog. You must specifically state in the Method section of your proposal how you will keep this record. Make entries in the journal (or its equivalent) at least weekly. 6. Description of Components: This section of your proposal describes the two final components of your thesis. It should also explain why each component is appropriate for your thesis. Each of these two components communicates your work to the public in a different way. One component must be a written piece of academic merit. While a formal written report is certainly acceptable, we encourage each student to write something consonant with his or her thesis. For example, an arts thesis might culminate in a play; a community service thesis might culminate in a proposal for further work in the field; an independent academic thesis might culminate in a scientific paper. The second component will be a public presentation of your work to St. Anne’s-Belfield. Again, your public presentation should be consonant with your particular thesis. An arts thesis might culminate in the exhibition of a sculpture or the staging of a play; an internship might culminate in a documentary film. 7. Grading Rubric: This section of your proposal explains the standards by which your mentor will evaluate and grade your work. Work closely with your mentor to determine detailed measures of your work for each of the first, second, and third trimester marks. You must specify what would qualify your particular thesis work for a grade of A, B, C, or D.

CHANGE TO YOUR THESIS

You must promptly notify the Capstone Thesis Committee in writing of any changes to your Thesis that occur after your Proposal is approved (e.g., a change to your Essential Question).

THE MENTOR

Each student participating in the Capstone Thesis must seek and secure a faculty Mentor. This Mentor should be a member of the St. Anne’s-Belfield faculty with expertise in your field of study. The Capstone Thesis Committee may assign you a new Mentor if your chosen Mentor cannot fulfill his or her duties. Your Mentor’s primary responsibilities are to support 44 St. Anne’s-Belfield School


you in completing your thesis and to ensure that you make steady progress. Meet weekly with your Mentor to review your journal, assess whether you are keeping to your timeline, and overcome any obstacles. It is imperative to your success that both you and your advisor know the Thesis Milestones. Mentors are encouraged to attend the Cohort lunch meetings.

THE SECOND READER

Each student participating in the Capstone Thesis must seek and secure a Second Reader from the faculty. Your Second Reader’s primary responsibilities are to support you and your Mentor in completing your thesis by offering a second, critical eye. Submit drafts of all your work to both your Mentor and your Second Reader for review; use their advice in revising your materials before submitting them to the Committee for final evaluation. Second Readers are encouraged to attend the Cohort meetings.

THE COHORTS

To support each student, we will form a cohort to meet regularly to discuss your progress, share ideas and experiences, and discuss problems. Further, the cohort may consider taking field trips that reinforce the goals of the Thesis, including attending conferences or workshops, and meeting with professors and local and regional experts.

THE SYMPOSIUM

In January, the students pursuing Capstone Theses will each give a formal presentation of his or her thesis. We will have a Special Schedule at school that day, and students will present at a variety of venues (e.g., auditorium, lecture hall, seminar room, etc.). You will each have approximately 20 minutes to present and take questions from your audience. This presentation will also summarize your progress. We encourage you to include visual aids in your presentation. Your Symposium audience will be comprised of St. Anne’s-Belfield students and faculty members; Capstone Thesis Committee members will assess the presentation. Because your presentation is formal, has a time-frame, and will be assessed, it is very important that you rehearse your presentation with your Mentor.

THE WRITTEN COMPONENT

The Written Component is the first of the two final products of your Capstone Thesis. Your Proposal will have established the form that your Written Component will take. It must be a written piece of academic merit, and the Capstone Thesis Committee encourages each student to craft a document appropriate for his or her thesis. Again, an arts thesis might culminate in a play; a community service thesis might culminate in a proposal for further work in the field; an independent academic thesis might culminate in a scientific paper. Whatever its form, the Written Component must show that you have addressed the Essential Question you originally proposed for your Thesis.

2017 - 2018 Upper School Curriculum Guide 45


THE PUBLIC COMPONENT

The Public Component is the second of the two final products of your Capstone Thesis. It must be a public presentation of your work to the St. Anne’s-Belfield community. Your Proposal will have established the form of your presentation. Possible forms include: an oral presentation, a play production, an art show, a scientific experiment, etc. Your Mentor will help you prepare and rehearse the presentation. The Committee believes these presentations will strengthen the intellectual climate of our school. At least two Committee members will attend each presentation.

THE FINAL EVALUATION

The Committee will review and evaluate all Thesis components.

RECOGNITION

The Committee will select the award-winning thesis. This new recognition will be awarded annually to that Capstone Thesis of distinctive merit, which has not only met all of the requirements and fulfilled all of the goals of the Thesis but also exceeded expectations. The prize will cover the costs of freshman year textbooks once the student has enrolled in college.

SUPERVISION AND ASSESSMENT

The Capstone Thesis Committee, composed of Upper School faculty members, will supervise all aspects of this program. All decisions regarding proposal approvals and thesis assessments are the responsibility of the Committee. Each thesis will be read and assessed, according to a standard rubric, by the Committee members. At least two Committee members will also observe and assess each final presentation.

46 St. Anne’s-Belfield School


UNIVERSITY COURSES St. Anne’s-Belfield students may pursue course work at the University of Virginia and at Piedmont Virginia Community College. However, students and their parents are responsible for all tuition, fees and book expenses incurred by matriculation at either institution. The only exception is if a student exhausts all courses within a specific academic department at St. Anne’s-Belfield School. In that case, the School will, with prior approval of the head of the Upper School upon successful completion of the course(s) with a minimum grade of a B, refund the cost equivalent to the tuition for in-state residents (Virginia residents) for the class(es) taken by the student. Students anticipating course work outside of St. Anne’s-Belfield should speak with the registrar as far in advance of registration at the University of Virginia or Piedmont Virginia Community College as possible in order to determine the impact on a student’s required course work at St. Anne’s-Belfield. Students may NOT substitute a course at an institution other than St. Anne’s-Belfield for a required St. Anne’s-Belfield course without obtaining permission in advance from the head of the Upper School, and the chair of the department in which the required course is offered.

2017 - 2018 Upper School Curriculum Guide 47


St. Anne’s-Belfield School 2132 Ivy Road | 799 Faulconer Drive | Charlottesville, VA 22903 (434) 296-5106 | w w w. s t a b. org

2017 - 2018 Upper School Curriculum Guide