Upper School 2019-20 Curriculum Guide

Upper School Curriculum Guide

2019 - 20

2019-20 Curriculum Guide The Priory Upper School Mission

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Vision

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Guiding Principles and Values

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Aims of a St. Andrew’s Education

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Educational Philosophy

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The Middle School

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Academic Program

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Student Life

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The Middle School Courses English

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Mathematics

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Performing Arts

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Physical Education

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Religious Studies

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Science

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Social Science

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Visual Arts

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World Languages

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The Middle School Curriculum Plans Grade 6 Curriculum

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Grade 7 Curriculum

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Grade 8 Curriculum

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The High School Academic Program

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College and Career Counseling Program

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Student Life

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The High School Course Registration Process: Building a Strong Transcript

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Important Academic Programs Dates and Deadlines at a Glance

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Course Registration Timeline

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Course Registration Instructions

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Tips for Creating a Strong Transcript

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Sample High School Course Plan

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The High School Courses English

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Design Thinking

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Independent Inquiry and Independent Study

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Journalism

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Mathematics

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Performing Arts

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Physical Education

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Priory in the City

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2019-20 Curriculum Guide The Priory Upper School Religious Studies

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Science

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Social Science

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Student Service

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Visual Arts

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World Languages

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Appendices

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Appendix I: Academic Policies and Requirements Graduation Requirements

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HPU Course Registration Process

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One Schoolhouse Course Registration Process

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Adding and Dropping Courses

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Academic Designations

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Academic Support

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Assessments

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Appendix II: High School Graduation Credit Audit Checklist

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Appendix III: Distinction in Global Leadership

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Appendix IV: Independent Inquiry

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Appendix V: Guidelines for Participation in School Clubs and Organizations

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2019-20 Curriculum Guide The Priory Upper School

St. Andrew’s Schools has developed courageous, compassionate leaders of tomorrow for more than 150 years. Our founder, the great Hawaiian leader Queen Emma Kaleleonālani was a visionary and transformational thinker. Affectionately called the “People’s Queen,” Queen Emma dedicated herself to serving the health, educational and spiritual needs of her people.

Queen Emma was known and loved for her progressive and passionate advocacy for justice and she worked tirelessly to address Hawaiʻi’s most pressing social needs, including healthcare for the Hawaiian people and equal education for girls. St. Andrew’s Priory, the oldest all-girls school in Hawaiʻi, is a lasting testament to her towering vision and efforts. Since the founding of The Priory in 1867, St. Andrew’s has grown to include The Prep, a K-6 boys school, and Queen Emma Preschool, for boys and girls ages two to five.

Today, the students of St. Andrew’s Schools honor Queen Emma by perpetuating her legacy of courageous and compassionate leadership.

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2019-20 Curriculum Guide The Priory Upper School

Mission To educate students in a culture of care, respect, love, and service. Each child is known, challenged, understood, and empowered to Kūlia i ka Nuʻu (Strive for the Highest).

Honoring our founder, Queen Emma Kaleleonālani, and with values deeply rooted in our Hawaiian and Episcopal heritage, St. Andrew’s Schools offers a personalized curriculum that inspires students to learn deeply, think critically and lead courageously.

Vision Our vision is to help children learn and grow – to be their personal best, engaged in the world and inspired to make it more humane and just.

Guiding Principles and Values Our Hawaiian and Episcopal heritage is fundamental to our mission and vision. We celebrate and honor Queen Emma Kaleleonālani’s life of love, kindness, hope, faith, and service and follow her example to Kūlia i ka Nuʻu in all that we do. Our guiding core values are described below.

Aloha Be gracious, kind, loving and compassionate Pono Promote goodness and do the right thing Mālama Take care of the mind, body and spirit and the natural world we live in Kuleana Recognize and embrace the responsibility we have to past, present and future generations ‘Imi Naʻauao Foster joyful learning Hoʻomanawanui Be patient, courageous and persevere

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2019-20 Curriculum Guide The Priory Upper School

Aims of a St. Andrew’s Education • • • • •

Our students will develop strong, confident voices and a commitment to mastering, understanding, and creating knowledge Our students will develop the intellectual capacity and habits of mind to be successful and thrive in college, the workforce, and beyond Our students will lead a life of purpose and service with integrity, respect, compassion, advocacy, and kindness Our students will appreciate diversity, understand our connectedness to each other and to Earth, and have the ability to work individually and collaboratively in our global community Our students will develop lifetime habits of physical, intellectual, spiritual, and emotional wellness so they can reach their promise and help others do the same

Educational Philosophy We believe that all children can learn and that they need a teacher who: • Loves, cares for, and believes in them • Sets high expectations • Ignites their curiosity • Understands and implements what is known regarding the science of learning • Crafts the curriculum and instruction so students can be successful in their learning To accomplish this, • We provide an engaging and challenging learning environment that is designed to meet the needs and aspirations of girls and boys using a single-gender coordinate educational system for students grades K-12 and a coed, play-based program for our preschool students • We foster well-being in mind, body, and spirit to ensure a child’s healthy growth and development.

• We teach and model integrity, empathy, compassion, and loving-kindness, and call children to live an ethical life of purpose and service • We create personalized learning experiences, so students can uncover their individual talents and passions and have voice and choice in their school work. They learn how to set goals, honestly assess their progress, and be both inspired and motivated to persevere • We cultivate a culture of thinking, learning, leading, and doing that provides opportunities for deep inquiry, exploration, discovery and reflection • We empower students to lead with courage and conviction by creating opportunities to collaborate, create, and communicate as a member of the local, national, and global community • We are committed to lifelong learning and continued innovation in teaching and learning. By exploring and thoughtfully incorporating educational research (e.g. the neuroscience of learning) we work to create, design and implement a preschool–12th grade curricular program which uses effective instructional and assessment strategies to enhance student learning

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2019-20 Curriculum Guide The Priory Upper School

The Middle School Middle school experiences are rooted in St. Andrew’s Schools’ mission and vision -- to engage and educate our students in a culture of care, love, respect, and service, and to challenge them to strive to be their individual best and to lead with courage and compassion.

The curricular and co-curricular experiences in Middle School cultivate each student’s growth physically, socially, intellectually and emotionally. Our program provides a warm, nurturing school environment, encourages student voice and choice, and fosters increased autonomy and independent decision-making.

Academic Program St. Andrew’s Schools’ Middle School academic program incorporates real-world, active, and developmentally appropriate experiences as they progress by grade level. Teachers set high academic expectations for each student while addressing the specific needs of preadolescent and adolescent girls.

Inquiry-Based Learning in Middle School At The Priory, students’ curiosities drive the learning. Through inquiry, the academic program ignites passion and engagement, develops critical thinking, research and technological skills, and inspires creativity in our students.

Inquiry-based projects and products give our students the opportunity to: ● Learn new skills or understandings ● Invent, design, and make new products or improve ideas ● Follow passions, dreams, and ambitions ● Have a positive and socially responsible impact on others Each grade in Middle School explores interdisciplinary inquiries that lead them to ask questions such as: ● What’s worth studying? What possibilities, problems, or situations tend to interest me? ● What’s the big picture here? What are the pieces and how do they fit? Am I missing critical data, perspectives, or opportunities for collaboration that could further clarify my thinking? What do I seem to understand, and how do I know? ● Where are my knowledge gaps? What is both within and beyond my reach? What have I done in the past that can help me in this situation moving forward? ● What now? What audience makes sense for this research? Where and how can I do good work?

While the nature of the interdisciplinary project differs on a yearly basis, students actively research, conduct investigations and test hypotheses, form arguments, write, and create products they are proud to share with a broader community. Each year, parents are able to view the final products during St. Andrew’s Schools’ Exhibition Fair.1

Global Leadership

In a fast-paced, ever changing, and fluid world, our students must cultivate the character, capabilities, and will to contribute to a bright future. The Global Leadership Program offers engaging and challenging learning experiences where students: ● Investigate the world beyond their immediate environment, deeply engaging in inquiry about significant global issues that affect peace ● Recognize, articulate, and explain multiple perspectives, build awareness and respect of how religious, cultural, geopolitical and historical backgrounds shape individual viewpoints, including their own ● Construct and articulate their own unique perspectives about how the world works based upon sustained inquiry of global issues that affect peace ● Communicate and engage with audiences of diverse backgrounds, recognizing and overcoming linguistic, ideological, cultural, and geographic barriers ● Take action through networking, collaboration, negotiation, and/or compromise, seeing themselves as positive, powerful agents for peace (locally, regionally, and/or globally) 1

Source: ● ● ●

https://www.edutopia.org/practice/wildwood-inquiry-based-learning-developing-student-driven-questions https://www.teachthought.com/critical-thinking/20-questions-guide-inquiry-based-learning/ https://www.teachthought.com/pedagogy/6-questions-students-can-use-guide-inquiry-based-learning/

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2019-20 Curriculum Guide The Priory Upper School ●

Cultivate awareness and engage in thoughtful reflection to instill an empathetic, peace-building mindset

Passport to the World

Passport to the World offers students a chance to experience a variety of cultures before students delve into deeper language commitments in high school. Students engage in lessons and activities about the language, culture, and customs of Mandarin, Japanese, Hawaiian, French, and Spanish-speaking countries and explore Latin, the source of Romance languages. No matter what language(s) students choose to study, Passport to the World prepares students for a multicultural world, allows them to emotionally experience “otherness” through language use, fosters a love for languages in general, cultivates an open and curious mind for cultural diversity, highlights the connections existing between language and culture, and lays the foundation for a rigorous and accelerated language curriculum in high school. Passport to the World courses are aligned to the Global Leadership Learning Outcomes.

Performing Arts

During the school day, Middle School students participate in performing arts and may choose from choir, band, or orchestra. Students develop a lifelong love of a particular musical medium which they can continue to develop throughout high school. Our students’ hard work and dedication to their craft are enjoyed by family and friends during our Christmas and spring concerts. Theater also offers the opportunity for students to delve into the performing arts and is offered as an extra-curricular, after school activity culminating in two annual performances. Finally, during our annual May Day celebration, all of our students share with family and friends the skills developed in choir and hula through mele and hula.

STEAM:Ed Up! St. Andrew’s Schools’ STEAM:Ed Up! program integrates science, technology, engineering, art, and math to challenge students to solve interesting problems and engage in devising solutions to real-life issues in innovative and organic ways. Students use design thinking, Engineering Design Process (EDP), and the scientific method to frame questions, ideate, design, build and test solutions, and reflect to build higher order thinking skills that are crucial to success in school and in life.

Our students: • Think critically like a scientist • Develop and implement like a technologist • Design and build like an engineer • Create like an artist • Analyze and problem-solve like a mathematician

Student Exhibitions of Learning: Academic Fair and Exhibition Fair Our Middle School students have a variety of opportunities to present and receive feedback on their work from the school and local community. Sixth and eighth grade students participate in Academic Fair in January to present their progress on their science fair projects to the school community and judges from the scientific community and receive feedback to improve upon their work. They also enjoy inspiring films from around the world chosen to raise awareness about the world’s rich cultural, ethnic, and religious diversity as well as pressing global issues that need our attention.

In May, St. Andrew’s Schools invites the school community to our Exhibition Fair, a celebration of learning that features all of our Upper School students’ works. Whether it be a strings performance, screening of student-made films, or a presentation of a service learning project, this event spotlights our students at their best-- as engaged, focused, and enthusiastic thinkers and learners.

Social and Emotional Learning

Social and emotional learning is an integral part of our student’s experience at St. Andrew’s Schools. Educational research shows that students with higher emotional intelligence are better prepared to manage their emotional lives so that they can focus, learn, and perform well while in school and beyond.

The Priory Middle School implements lessons and activities aligned to the developmental needs of its students. Our students develop healthy relationships with self, others, and the Earth through learning evidence-based practices such as mindfulness, RULER Program, and Girl Circle.2 Students engage with practical skills to enhance and broaden awareness and cultivate emotional intelligence. They are given opportunities to strengthen their connections through loving-kindness and gratitude practices while growing more familiar with their best selves. Emphasis on social and emotional well-being affords students a well-rounded educational experience. Finally, life skills classes will help student with some of the most basic life skills, including safety, cooking, first aid, organization and study skills, helping students build confidence and independence.

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Girls Circle is a structured support group for preadolescent and adolescent girls which integrates relational theory, resiliency practices, and skills training in a specific format designed to increase positive connection, personal and collective strengths, and competence.

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2019-20 Curriculum Guide The Priory Upper School

Student Life Middle School students enjoy an array of co-curricular and extra-curricular opportunities to build community and school spirit, explore their interests, hone their talents and skills, and develop their leadership opportunities through class activities and camp, student government, clubs, and athletics.

Community Building Activity Periods Middle School students participate in activity periods three days each week. This time fosters growth in their knowledge of choir, hula, and RULER/Mindfulness, and allows students to meet to discuss important class business and build community.

Camps Each fall, Middle School students in grades six and eight participate in an overnight camp. Student class officers work with their classmates to plan activities that cultivate sisterhood between grade levels. Camp is coordinated and hosted by our chaplain who facilitates activities that cultivate the spiritual growth of students in the Episcopal tradition.

Leadership Opportunities Middle School Student Council (MSSC) MSSC serves as a counterpart to the High School Student Council (HSSC) and provides leadership training and experience to students in grades six through eight.

MSSC promotes school spirit, organizes school activities, and represents Middle School students. MSSC participates in team- and leadership- building workshops such as Kūlia Camp and organizes weekly Month of the Young Adolescent (MOYA) activities during October that help build school spirit and increase social interaction and inclusion. MSSC also participates in the Deck the Halls competition that aims to increase school spirit, through a Christmas-themed hallway decoration contest and spring social to promote community building, and hone project management and leadership skills. Students learn to collaborate, hold each other accountable, handle responsibilities, and represent others in formal settings.

The elected offices are president, vice-president, recording secretary, corresponding secretary, and treasurer. Additionally, grades six through eight elect an executive board of officers to organize and oversee class activities. Elected offices for the executive board include president, vice-president, secretary, treasurer, and historian.

Clubs We encourage students to participate in leadership roles in school clubs and organizations and promote a healthy balance between academic and extracurricular activities. These organizations meet during afternoon break within the school day or occasionally after school. During the fall, students participate in a club drive in order to learn more about the particular clubs that we offer and decide if they would like to sign up.

• Hui Hauʻoli (Grades 6-12) • Kindness Club (Grades 6-12) • Mindfulness Club (Grades 6-12) • Pacific Asian Affairs Council Club (PAAC Club) (Grades 6-12) • Sustainability Club (Grades 6-12) • Middle School Robotics (Grades 6-8) • Middle School K-Pop Club (Grades 6-8) • Middle School Math Club (Grades 6-8) • Middle School Book Club (Grades 6-8) Intermediate Athletics The Priory is a member of the Interscholastic League of Honolulu (ILH), a private school league in which grades seven through twelve participate in competitive sports. In order to provide playing opportunities for larger team sports, The Priory will occasionally join Pac5, a program that consists of 19 small schools that collaborate to offer sports that each school cannot offer alone. Sports offered in the Middle School, either through ILH or Pac-5 include cross country, volleyball, soccer, swimming, wrestling, track, softball, water polo, and judo.

Grades five and six students may participate on a basketball team in the Christian School Athletic League (CSAL). CSAL provides schools opportunities for students to learn fundamental sports skills and prepare for intermediate athletics. The league fosters

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2019-20 Curriculum Guide The Priory Upper School camaraderie, sportsmanship, and fun. Each girl plays in every game. While the league records game scores, it does not publish winloss records or determine league champions. School officials, coaches, parents and students are expected to support and promote Christian values by playing honorably, displaying good sportsmanship, and practicing self-discipline.

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2019-20 Curriculum Guide The Priory Upper School

The Middle School Courses Grade 6 English 6 Math 6 Science 6 Social Science 6: Pacific History Passport to the World: Mandarin and Japanese Physical Education 6 Art 6 Religious Studies 6 & 7 Choice of Music

Grade 7 English 7 Pre-Algebra Science 7 Social Science 7: American History Passport to the World: Latin and Spanish Physical Education 7 Art 7 Religious Studies 6 & 7 Choice of Music

Grade 8 English 8 Pre-Algebra or Algebra I Science 8 Social Science 8: Geography Passport to the World: Hawaiian and French Physical Education 8 Art 8 Religious Studies 8 Choice of Music

Course Descriptions English By creating a language-rich environment in the classroom and through the use of internet resources, the English program develops crucial reading, speaking, listening, and writing skills. At each grade level, students read and study a variety of genres, familiarizing themselves with the characteristic use of literary devices and rhetorical strategies in different eras and cultures. Students analyze literary and expository texts, developing critical thinking skills as well as an appreciation for and an ability to apply textual and oral conventions. Through increasingly complex research and writing assignments, students learn to synthesize and document sources, construct and support valid arguments, and develop a distinctive and appealing voice and style. Vocabulary and grammar are a major focus at every level.

Courses English 6 (ENENG06) Grade 6, Year Term Students reinforce spelling and grammar skills, develop more sophisticated vocabulary, and write in a variety of modes, including descriptive, narrative, creative, and expository. The English department integrates literary works chosen for the sixth grade are integrated with the Pacific Rim social studies course reflecting the regions and eras studied. Students reinforce listening and speaking skills through practice and oral presentations.

English 7 (ENENG07) Grade 7, Year Term Designed to accompany the emergence of abstract thinking as it occurs at this developmental level, students evaluate the structure of short stories as well as their content. The course introduces more complex poetry as a way to view diverse human experiences and perspectives. Expository writing is emphasized as a way of integrating other subject material. Constructing various types of essays stimulates the skills to conduct research, compare and contrast information, and make conclusions about the subject.

English 8 (ENENG08) Grade 8, Year Term As grade eight students complete their middle school years, their literary experience reflects more adult concepts and issues. Types of literature studied at this level include novels, short stories, poetry, as well as an introduction to Shakespeare. Students explore various modes of writing with emphasis on mechanics, organization, concept development, and vocabulary.

Mathematics Mathematics has a greater impact on our society than ever before. It provides the framework for our advancing technology and has grown in importance in our everyday lives. With these new challenges, students need to meet a new standard of mathematical literacy. Clearly, the scope of today’s classroom must go beyond mastery of facts and skills to experiences using multiple techniques and strategies derived from strong conceptual understanding. This new mathematical literacy incorporates active involvement with today’s problems and applications in the form of careful thought, discernment of patterns, and experimentation. Students become

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2019-20 Curriculum Guide The Priory Upper School acquainted with simple number theory, algebra, and geometry. With these building blocks, students can acquire more sophisticated skills and understanding to address complex mathematical challenges.

Policies • A failed math class receives no credit and the student may not advance to the next course in the sequence without first repeating and passing the failed course. The failed course may be repeated during the following school year, or, with written approval, may be retaken during summer school. However, if the student receives a D+ or below, the department strongly recommends that the student retake the course in order to improve her understanding and her foundations in the subject before taking the next math course in the sequence • A scientific calculator is required in Math 6 and Pre-Algebra courses • Most colleges today expect students to be proficient in the use of graphing calculators, so a graphing calculator is required in Algebra I, Geometry, Algebra II with Trigonometry, Pre-Calculus and AP® Calculus. It is recommended that students who do not have a calculator purchase the TI-Nspire CX CAS. However, if a student owns a TI-84 or 84 plus, they may also be used in the course

Courses Math 6 (MAGM606) Grade 6, Year Term Requirement: Scientific calculator such as TI-NSpire CX CAS This course includes a wide range of general math topics designed for today’s middle school students. It emphasizes problem solving; hands-on projects are included to enhance student interest in the application of mathematics and understanding of the underlying concepts that are significant for success in future college preparatory courses.

Pre-Algebra (MAPALGAB) Grades 7 and 8, Year Term Requirement: Scientific calculator such as TI-NSpire CX CAS Topics in Pre-Algebra center around the application of arithmetic skills learned in earlier grades and an increased study of algebraic concepts. Pre-Algebra students will experience a one-year Pre-Algebra program to best prepare for Algebra I. Algebra I (MAAL1HS) Grades 8, Year Term Prerequisite: Pre-Algebra Requirement: Scientific calculator such as TI-NSpire CX CAS A course in which students learn basic algebraic skills. Topics include: proportions, variations, linear equations, systems of equations, inequalities, exponents and exponential equations, functions, transformations of graphs, and quadratic functions. Application of algebra skills is emphasized.

Performing Arts The performing arts department provides an extensive program of music, dance, and theater designed to develop student’s enjoyment, understanding, and appreciation of the performing arts. The student realizes her "aesthetic responsiveness" through indepth involvement in the creative process. Students strive to reach to their highest performance levels through encouragement and building a discipline of rehearsal and individual practice.

Policies • Students must be available to participate in activities outside the school day. Concerts are considered semester and final exams for the course; therefore, participation is mandatory • Rental or purchase of instrument or uniform may be required

Courses Middle School Choir (PAMSCH) Grades 6-8, Year Term Prerequisites: No previous experience necessary Requirement: Purchase a choir uniform This course is designed to introduce students to the fundamentals of choral singing, as well as provide an introduction to sight-reading and general musicianship. Students will explore music of various styles, time periods, and cultures while learning the history and

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2019-20 Curriculum Guide The Priory Upper School meaning behind individual pieces. Participation in school chapel services, choral festivals, school-related events and semester concerts is mandatory.

Beginning Band (PABB712) Grades 6-8, Year Term Requirement: Rental or purchase of an instrument Designed to introduce the fundamentals of music through the use of a selected band instrument including rhythm analysis, note reading, and other aspects of music theory. No previous musical experience is necessary.

Intermediate Band (PAIB6MS) Grades 6-8, Year Term Prerequisites: One-year experience and department recommendation Requirement: Rental or purchase of an instrument Open to students with at least one year of band, Intermediate Band is designed to refine and develop their performance skills. This class emphasizes small solo and ensemble groups to encourage independent playing. Participation in the Oʻahu Band Directors Association Solo and Ensemble Festival and the Parade of Bands is mandatory.

Advanced Intermediate Band (PAAIBMS) Grades 6-8, Year Term Prerequisites: Two years’ experience and department recommendation Requirement: Rental or purchase of an instrument Advanced Intermediate Band is also open to seventh through twelfth grade students with more than two years of playing experience.

This course emphasizes sight-reading and independent performance opportunities and exposes students to a wide variety of instrumental music. Performance includes participation in the Solo and Ensemble Festival and the Parade of Bands.

Beginning Strings (PABS6MS) Grades 6-8, Year Term Prerequisites: No previous experience necessary Requirement: Rental or purchase of an instrument Students will have the opportunity to begin study on violin, viola, cello, or bass. This course emphasizes technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group will perform in several concerts throughout the year.

Intermediate Strings (PAIS6MS) Grades 6-8, Year Term Prerequisites: One-year experience playing strings and/or department recommendation Requirement: Rental or purchase of an instrument Open to students by audition. Intermediate Strings emphasizes improving technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group will perform in several concerts throughout the year. Private instruction encouraged.

Advanced Intermediate Strings (PAAIS8MS) Grades 6-8, Year Term Prerequisites: Two years’ experience playing strings and/ or department recommendation Requirement: Rental or purchase of an instrument Open to students by audition. Advanced Intermediate Strings emphasizes improving technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group performs in several concerts throughout the year. Private instruction encouraged.

Physical Education The Physical Education department provides a variety of sports and dance activities to develop each student’s physical fitness and motor coordination. To instill a lifetime appreciation for physical activity, the department helps each student to develop skills and knowledge of the various activities. Finally, the Physical Education department provides opportunities for peer socialization, thereby developing students’ leadership and sportsmanship skills. St. Andrew’s Schools tailors our health curriculum to the specific needs of adolescent girls, helping students become better at making positive choices.

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2019-20 Curriculum Guide The Priory Upper School Policies

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The Priory physical education uniform is required and available for purchase from the school’s uniform supplier Students are required to wear socks and athletic shoes with non-marking soles for physical education classes Students must rent combination locks from the Physical Education department to secure personal belongings in the locker room facility. The rental fee is $5.00 Students grades depend on their daily participation in-class, cooperation, written tests, and cardiovascular/fitness tests.

Therefore, it is important, that students participate and cooperate during class time, and that they complete assigned makeup tasks when they are unable to participate or are absent from school

Courses Physical Education & Health 6 (PEPEH06) Grade 6, Year Term Designed to reinforce and refine the team sport skills introduced in fourth and fifth grades as well as to improve cardiovascular strength. Kinesthetic awareness of one's body continues to be taught through dance. Students will also develop cognitive knowledge by learning rules and regulations of selected individual, dual, and team sports. The health portion of this course is designed to help students develop a comprehensive understanding of the body’s systems and complete personal hygiene. In addition, students spend time developing decision-making skills, and exploring the realms of peer pressure. Discussions defining puberty and drugs will be an area of focus in this class.

Physical Education 7 & 8 (PEPE078) Grades 7 and 8, Year Term This course is designed to reinforce and refine team sport skills, while improving cardiovascular strength. Kinesthetic awareness of one's body continues to be taught through various physical activities. Students will also develop cognitive knowledge by learning rules and regulations of selected individual, dual, and team sports. The health program, Making Proud Choices, is a five-week curriculum designed to provide students with information regarding the prevention of teen pregnancy as well as the prevention of sexually transmitted diseases/infections. Students become better aware of how to make positive choices as girls and young women.

Religious Studies As an Episcopal school, Christian tradition informs St. Andrew’s Schools’ religious studies program. Inclusivity and respect for diversity are integral to the religion curriculum. The religious studies department employs a scholarly approach that offers students the opportunity to explore theological themes and a diversity of faith traditions. The goal of the department is to equip students with a foundation of biblical and religious literacy that will serve them both in their academic career and in real world experiences.

Courses Religious Studies 6 & 7 (RERE607) Grades 6 and 7, Semester Term Curriculum taught in school years beginning with an even year, e.g. 2020-2021, 2022-2023 This introductory course will offer an overview of the Hebrew Scriptures and biblical traditions. Students will study the ancient cultures and geography that give context to the prominent stories in the Hebrew Scriptures. This course will use the historical critical approach to studying scripture in order to demonstrate the significance of the stories and events and their influence throughout history.

Curriculum taught in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 This introductory course will take an academic approach to the New Testament and focus on the literary and historical relevance of the Christian sacred texts. Students will examine references to Hebrew Scripture, explore different genres, and study the teachings of Jesus as central tenets of the Christian tradition. The goal is to familiarize students with principal characters and stories of the New Testament while allowing them to think critically about the implications they have on contemporary society.

Religion 8 (RERE808) Grade 8, Semester Term This semester course will be an introduction to five of the major world religions, including Buddhism, Hinduism, Judaism, Islam, and Christianity. Students will explore the beliefs and practices of each of these faith traditions. Students will gain a deeper understanding of the world’s major religions and its significance in the contemporary cultural landscape while enhancing students’ global perspective.

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2019-20 Curriculum Guide The Priory Upper School

Science To stimulate an inquiry approach towards life and the world around us, the science department offers each student the physical and natural science materials to involve her in the real world of science. Students are encouraged to explore the many ways that the principles learned can be of value to their everyday lives. The science department stresses that science is not just a multitude of facts but awareness of and about the universe. The goal is to encourage and support individuals in their quest towards finding out why science is the way it is and how it can affect them. Several science courses integrate science, math, technology, the arts, and mathematics (STEAM) into the curriculum, and students use the scientific method and Engineering Design Process (EDP) to engage in inquiry, exploration, problem-solving, and discovery as they learn about the world around them.

Courses Science 6 (SCSC606) Grade 6, Year Term Requirement: Science Fair participation The sixth-grade science course begins with environmental science. The emphasis is on populations studies, ecosystems, biomes, and living resources. This is followed by an emphasis on the scientific method, laboratory safety, scientific measurement, data collection and analysis, scientists, and scientific literacy. Students then select a topic of interest and apply the above skills in completing a longterm project that will be presented at the school’s Academic Fair. Students also explore a survey of STEM topics such as earth the water planet, freshwater resources, ocean zones, atmosphere weather patterns, climate, and climate change.

Science 7 (SCSC707) Grade 7, Year Term The seventh-grade science course develops students’ understanding of and ability to participate in scientific inquiry and provides them with a conceptual foundation needed for high school physical science coursework. Throughout the year, students will be exposed to a survey of chemistry, physics, engineering design process, and robotics topics and will develop laboratory skills and confidence in the laboratory setting.

Science 8 (SCSC808) Grade 8, Year Term Requirement: Science Fair participation Develops students’ understanding of and ability to participate in scientific inquiry and prepares them for high school biological science coursework. Throughout the year, students will experience a survey of biology topics including cell structure and function, cellular energy, cell reproduction, genetics, evolution, and the classification of life.

Social Science The social science department presents its courses in a manner that encourages appreciation of the past and present cultures, an understanding of our political, economic and social institutions, and a working knowledge of the democratic process. A questioning attitude, the development of critical thinking and analytical skills and intellectual curiosity are encouraged. The role of the person as an individual and as a member of social and cultural groups is emphasized. The department strives to achieve this through a sequential approach to social studies.

Courses Social Science 6 - Pacific History (SSPRS6) Grade 6, Year Term Social Science 6 comprehensively studies the Pacific Rim and explores the history, culture, economics, politics, geography, and hazards in the world. Topics focus on descriptions Pacific Rim countries, the history of past conflict, and prospects for the future. Also, the course provides an overview of the different Pacific Island groups represented in Hawaiʻi.

Social Science 7 - American History (SSAMHX7) Grade 7, Year Term Designed to dovetail with the language arts program in the seventh grade using art, literature, diaries, original documents and speeches, students learn about the events of 20th century America. In addition to the development of more abstract thinking skills, the students are encouraged to formulate and articulate a point of view regarding a democratic society and the concept of participatory citizenship.

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2019-20 Curriculum Guide The Priory Upper School Social Science 8 - Geography (SSGEOG8) Grade 8, Year Term Students learn the basic principles of geography, both physical and cultural, with an emphasis on Africa, the Middle East and South Asia. They explore global issues articulated around the United Nations Sustainable Development Goals to transform our world, such as zero hunger, good health, clean water and sanitation, affordable and clean energy, decent work and economic growth, reduced inequalities, sustainable cities, responsible consumption and production, and climate action. This course is aligned to the Global Leadership Learning Outcomes.

Visual Arts The primary educational focus is the student as an artist in the fine arts context. To this end, all of our classes present the fine arts as the subtle marriage between two distinct disciplines: image making and technical proficiency. We believe that the fine arts can be a lifelong resource, stimulus, and vehicle for expression and growth. A belief in the student/ artist and her attempt to develop and be accountable for her art governs our curriculum and our methods.

Policies

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Student selected works may be shown at St. Andrew’s Schools’ annual art show, The Priory display boards, or entered into contests.

Courses Art 6 & 7 (VAART67) Grades 6 and 7, Semester Term This course will build skills in basic art media while developing an understanding of the elements and principles of design. The artwork of the masters will be studied with an emphasis on personal vision and expression of the individual. Students will explore the relationship among visual art, other art forms, and other subject areas. Visiting art displays and museums in our rich downtown area will be a final touch to a wonderful semester of art exploration.

Art 8 (VAART08) Grades 8, Semester Term This course will build skills in basic art media while developing an understanding of the elements and principles of design. The artwork of the masters will be studied with an emphasis on personal vision and expression of the individual. Students will explore the relationship among visual art, other art forms, and other subject areas. Visiting art displays and museums in our rich downtown area will be a final touch to a wonderful semester of art exploration. Students will also be exposed to visual storytelling. Upon completion of this unit, students are certified through ‘Ōlelo, granting them access to the production facilities, resources, and equipment they are trained to use.

World Languages As the nations of the world are growing more interdependent, we must learn to become good stewards and good citizens of the world.

Good communication is a vital part of this process. As language is strongly tied to our sense of identity, learning to function in another language creates an emotional space where students can experience reality from someone else’s perspective. Such experiences and knowledge align with the Global Leadership Learning Outcomes, educating the next generation of globally aware citizens who able to understand different realities and to contribute to a more just and peaceful world. Through the study of world languages, students will take the necessary steps toward becoming successful and productive members of this global community.

Courses The Passport to the World program seeks to cultivate an in-depth exposure to a variety of languages and cultures. Students will experience semester-long language and culture courses in French, Hawaiian, Japanese, Latin, Mandarin, and Spanish.

The goals of this program are to: ● Prepare students for a multicultural world, no matter what language(s) they choose to study for fluency later ● Foster a love for languages and cultivate an open, flexible and curious mind ● Highlight the connections that exist between languages and cultures ● Provide an in-depth exposure to the above languages and cultures ● Lay the foundation for a rigorous and accelerated language curriculum starting in high school

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2019-20 Curriculum Guide The Priory Upper School Passport to the World: Japanese & Mandarin (WLPWJA) and (WLPWMA) Grade 6, Semester Term Passport to the World: Latin & Spanish (WLPWLT) and (WLPWSP) Grade 7, Semester Term Passport to the World: French & Hawaiian (WLPWFR) and (WLPWHA) Grade 8, Semester Term English as a Second Language (WLESLUS) Grades 6-12, Year Term, $$ ESL services are assessed a fee which is added to the student’s tuition.

Enrollment in this course may be required by the school based on the student’s English proficiency as determined by the LAS Links and demonstrated by her academic progress. This course provides language support for students whose primary language is not English.

ESL assists students in gaining English proficiency to facilitate their transition into the regular curriculum.

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2019-20 Curriculum Guide The Priory Upper School

The Middle School Curriculum Plans Grade 6 Curriculum Subject

Quarter 1

Quarter 2

Quarter 3

Quarter 4

SOCIAL SCIENCE

Pacific geology and geography

Western Pacific Rim

Oceania Pacific exploration and colonization

History of the Hawaiian Kingdom

ENGLISH

Vocabulary Writing process Narrative writing Grammar Literary analysis Reading: Half and Half and The Girl-Son

Vocabulary Research writing cross curricular w/ Academic Fair Grammar Literary analysis Reading: A Jar of Dreams

Vocabulary Creative writing- Poetry Grammar Literary analysis Reading: The Whale Rider

Vocabulary Persuasive writing Creative writing Grammar Literary analysis Reading: Year of Impossible Goodbyes

MATHEMATICS

Decimals Whole numbers Number theory Fractions

Rational numbers Irrational numbers Percent Units of measurement Integers

One variable equations 2D figures Symmetry Transformations

Geometry Graphs Probability Pre-algebra Algebraic equations

SCIENCE

Environmental Science Populations and communities Ecosystems and biomes Living resources Land, air, and water resources Energy resources Science Fair STEM

Earth Mapping Weathering and soil Erosion and deposition Geologic time Science Fair STEM

Earth’s Waters Water planet Freshwater resources Ocean motions Ocean zones STEM

Weather and Climate Atmosphere Weather factors Weather patterns Climate and climate change STEM

WORLD LANGUAGE

Japanese Geography Sound system Basic greetings Character/kanji Cultural activities

Japanese Character/kanji (Picture-grams) All about myself Culture activities End of semester project: Cultural presentation

Mandarin Geography Sound system Basic greetings Character/kanji Cultural activities

Mandarin Character/kanji (picture-grams) All about myself Culture activities End of semester project: Cultural presentation

Art An exploration in visual art mediums and techniques while focusing on artists from the realist and impressionist eras.

Elements and principles of design, 2D art - Drawing, painting, and mixed media

Art 3D art - Sculpting, carving, and mixed media Art history

Religious Studies Hebrew Scriptures, even years New Testament, odd years

MUSIC

Choice of: Band, choir, or orchestra

Christmas concerts

Solo and ensemble festivals

Spring concerts

PHYSICAL EDUCATION

Volleyball Soccer Football Tennis

Badminton Basketball Dance Softball

Health

Games Health

Passport to the World: Mandarin and Japanese Semester Courses ART and RELIGIOUS STUDIES

Semester Courses

ASSESSMENT and EVALUATION

Portfolios, Quizzes, Tests, Projects, Observation, Peer and Self-assessment

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2019-20 Curriculum Guide The Priory Upper School

Grade 7 Curriculum Subject SOCIAL SCIENCE

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Founding of the nation History Day- Research skills

Immigration and Industrialization History Day- Research writing

Imperialism WWI

Roaring Twenties Great Depression WWII: Pearl Harbor; Japanese internment camps Atomic bomb Civil rights movement

ENGLISH

Novel Study Bud, Not Buddy A Wrinkle in Time Writing: Narrative Expository Research Journals Vocabulary Grammar: Parts of speech

Novel Study The Giver Writing: Descriptive Persuasive Research Journals Vocabulary Grammar: Parts of speech

Novel Study Out of the Dust Writing: Poetry Journals Vocabulary Grammar: Proofreading

Novel Study To Kill a Mockingbird Writing: Response to literature Friendly letter Journals Vocabulary Grammar: Building effective sentences

MATHEMATICS

Number theory Properties of numbers Integers Fractions Exponents and square roots

Ratios and rates Percent Consumer math Problem solving Estimation

Coordinate plane One-variable equations Two-variable equations Probability

Linear functions Pythagorean Theorem Geometry 2D figures Algebra

SCIENCE

Scientific method measurement Graphing Astronomy Challenger Space Center

States of matter Elements and the Periodic Table Atoms and bonding Chemical reactions

Acids, bases, and solutions Organic chemistry Motion Forces

Newton’s Laws Rocketry Pressure in fluids Work and machines Robotics Energy

WORLD LANGUAGES Passport to the World: Latin and Spanish

Latin Why Latin?

Connections to English and Romance languages Roots and suffixes Intro to translation Seasonal celebrations

Latin Roots and suffixes Latin and sciences Latin and arts Intro to translation Intro to Romance languages, cognates and derivatives Seasonal celebrations

Spanish Spanish=speaking world Spanish speaking countries Chapter 1 Vistas (vocabulary) Holidays and culture

Spanish Spanish-speaking world Famous Spanish-speaking people Chapter 1 from Vistas (grammar) Holidays and culture

Art An exploration in visual arts using different mediums and techniques; focus on artists from the realist and impressionist eras Elements and principles of design 2D art - Drawing, painting, and mixed media

Art 3D art - Sculpting, carving, and mixed media Art history

Religious Studies Hebrew Scriptures, even years New Testament, odd years

MUSIC

Choice of: Band, choir, or orchestra

Christmas concerts

Solo and ensemble festivals

Spring concerts

PHYSICAL EDUCATION

Weekly mile run Grade mile run Ultimate frisbee skills/ tournament Weight lifting activities Basketball skills/ tournament

Weekly mile run Table tennis skills/ tournament Football skills/ tournament

Fitness testing Weekly mile run Soccer skills/ tournament Making proud choices health program

Weekly mile run Softball skills/ tournament Volleyball skills/ tournament

ASSESSMENT and EVALUATION

Portfolios, Quizzes, Tests, Projects, Observation, Peer and Self-assessment

20th Century American History

Pre-Algebra

Semester Courses

ART and RELIGIOUS STUDIES

Semester Courses

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2019-20 Curriculum Guide The Priory Upper School

Grade 8 Curriculum Subject SOCIAL SCIENCE Geography

ENGLISH

MATHEMATICS Algebra I

SCIENCE

WORLD LANGUAGES Passport to the World: French and Hawaiian Semester Courses ART and RELIGIOUS STUDIES Semester Courses

MUSIC PHYSICAL EDUCATION

ASSESSMENT and EVALUATION

Quarter 1

Quarter 2

Looking at the world- Basic Impact of living well on people physical and human aspects of and the planet geography Globalization Map reading skills The five themes of geography Fresh water Current events Writing process Journal Summer reading Anne Frank and Me Journals Opinion piece Writing paragraphs Compare and contrast essay Friendly letter Free reading Free reading Grammar Grammar Vocabulary Vocabulary Under the Blood Red Sun Properties of numbers Absolute value equations and Operations with rational inequalities numbers fraction and decimal Graphs and functions operations Equations and functions Solving two-step equations Linear equations in three forms: Problem-solving w/ equations Point/ slope, standard form and Triangles: Similarity, scale slope/ intercept drawings, Pythagorean Theorem Direct and inverse variations Graphing inequalities on a Parallel and perpendicular lines number line Real world applications of linear Solving multi-step inequalities equations Compound inequalities Scientific method measurement Cellular respiration Graphing Photosynthesis Characteristics of life DNA and protein synthesis Cell structure/ function Cell division Science Fair Science Fair French: The French speaking countries “Adomania” interactive program Cultural activities and seasonal celebrations

Quarter 3

Quarter 4

Physical and cultural geography of Africa Poverty and recovery in Africa Current events

Physical and cultural geography of the Middle East and South Asia Current events

Journal The Outsiders Midsummer Night’s Dream Oral interpretation The Shadow Spinner Free reading Free reading Grammar Literary analysis Vocabulary Impact: Short stories and poetry Book review Grammar Vocabulary Basic probability: Experimental Evaluating scientific notation and theoretical using Laws of Exponents Compound probability Exponential functions: Growth Ratios, proportions and percent and decay Percent change Polynomial operations Permutations and combinations Factoring polynomials Systems of equations: Graphing, Quadratic equations: Solving substitution, elimination and factoring discriminant, Systems of inequalities: quadratic formula, completing Graphing the square Review laws of exponents, zero Graphing quadratic equations and negative exponents Genetics and evolution Plants Classification of life Animals Monerans and viruses Human physiology Protists Fungi Hawaiian: Hawaiian: Geography Aliʻi and Queen Emma Pīʻāpā Genealogy Greetings Family Basic sentence structure Basic sentence structure World Religions Introduction to five of the major world religions: Buddhism, Hinduism, Judaism, Islam, and Christianity

An exploration in visual arts 3D art - Sculpting, carving, and using different mediums and mixed media techniques Art history Focus on artists from the realist and impressionist eras Design elements and principles 2D art - Drawing, painting, and mixed media Choice of: Band, choir, or Christmas concerts Solo and ensemble festivals orchestra Fitness testing Fitness testing Fitness testing Weekly mile run Weekly mile run Weekly mile run Ultimate frisbee skills/ Table tennis skills/ tournament Soccer skills/ tournament tournament Football skills/ tournament Making proud choices health Weight lifting activities program Basketball skills/ tournament Portfolios, Quizzes, Tests, Projects, Observation, Peer and Self-assessment

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Spring concerts Fitness testing Weekly mile run Softball skills/ tournaments Volleyball skills/ tournament

2019-20 Curriculum Guide The Priory Upper School

The High School Academic Program The High School academic program provides students with a rich variety of opportunities to personalize their learning experience. Our rigorous, college preparatory program empowers students to discover and cultivate their individual talents and passions, practice the concepts and skills they learn in a variety of settings, and think critically and deeply as they engage in meaningful and relevant work.

They pursue a line of inquiry deeply, actively problem-solve and create solutions, taking action to contribute to our local, national, and global community. They express their creativity and originality in a variety of ways, whether it is through film, painting, graphic design, music, engineering or science fair projects. Through our challenging and inspiring program, our students develop the character and mindset to reflect, persist, and succeed in college, career, and life.

Schedules are tailored to students’ individual interests and provide a variety of learning experiences, incorporating face-to-face and online learning, independent inquiry and study opportunities, elective courses, and courses at the collegiate level.

College and Career Counseling Program The St. Andrew’s Schools’ College Counseling Program at The Priory engages each student to make an informed decision regarding their post-secondary education. Through an individualized approach utilizing research-based methods, each student is encouraged to understand themselves and explore options to allow them to strive for the highest.

Through a comprehensive College Counseling Program, each student is empowered to reach the next step in their lives by utilizing their strengths to begin transforming the world at the post-secondary level. Our goal is to inspire each student to be her personal best and to find purpose and passion through their chosen field. Although their interests continue to grow and develop over time, they will be armed with the tools necessary to find a post-secondary option that will best meet the continuing formative years of young adulthood.

We endeavor to help guide each student through understanding and identifying colleges and universities that will allow them to be their best selves. Throughout their high school years, each student is encouraged to take the lead and explore different college and university options that will meet her needs, interests and abilities both academically and socially. The college counselor provides guidance, support, encouragement, opportunity and expertise throughout the college search process to foster independence and individual growth.

Freshman Year Classes meet regularly with the college counselor a few times a month. These classes focus on career exploration and gaining a working knowledge of college preparation.

Curriculum includes: ● How to prepare for college – components of an application, what colleges look for in applicants, building a strong application ● PSAT 8/9 – how to best utilize scores, preparing for and the importance of the NMSQT ● Career exploration and preparation for the 21st century – research-based surveys and interest inventories for individualized career exploration ● College Representative Conferences – representatives from colleges and universities from both national and international locations visit the St. Andrew’s campus to meet prospective students and present their colleges (freshmen are encouraged to sit in if they have a free period during the scheduled conference time) ● College admissions workshop for families Sophomore Year Classes meet regularly with the college counselor a few times a month. These classes focus on understanding the college selection process and college admissions in preparation for junior year.

Curriculum includes: ● Understanding GPA and transcripts ● PSAT/NMSQT Exam – test preparation, importance, how to analyze results ● College selection – factors to consider in choosing a college

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2019-20 Curriculum Guide The Priory Upper School ● ● ● ● ●

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Resources available in the college search College application procedures Financial aid – terminology and resources College entrance exams – importance, differences between exams, optimal time to take exams College representative conferences – representatives from colleges and universities from both national and international locations visit the St. Andrew’s campus to meet prospective students and present their colleges (sophomores are encouraged to attend) NACAC Honolulu National College Fall Fair – Hawaii Convention Center College admissions workshop for families

Junior Year Each year students work with an adviser to carefully select their courses to ensure a strong transcript which becomes most important in junior year. Junior year is also a pivotal point in the college research and selection period to ensure that the student has made an intentional and thoughtful list of colleges in which to apply. College preparation comes to the forefront during the junior year and students are guided throughout this process.

Classes meet regularly to go over topics which include: ● College Application – essay writing, recommendations and transcripts ● Financial Aid – definition of terms, FAFSA, CSS Profile, scholarships, total cost of attendance ● Financial Aid workshop – juniors and their parents are invited to attend the Financial Aid workshop to gain an understanding of the financial aid process ● College representative conferences – juniors are highly encouraged to meet with college representatives during these conferences to engage in meaningful conversations to determine if the college would be an option for their college list.

College representatives come from across the nation and from international colleges and universities to meet with our students ● NACAC Honolulu College Fall Fair – juniors are prepared to attend the college fair at the Hawaii Convention Center ● Individual student and family meetings occur at the end of the junior year to go over a student’s college list, college goals, needs and concerns. The student attends an individual meeting with the college counselor with their parents in attendance to help parents navigate the college process and address parents’ needs and concerns Senior Year Individualization of college needs becomes the primary driving force in senior year. The individualization of curriculum extends to our college counseling program as each girl has the opportunity to meet and work with the college counselor on her specific college goals.

Throughout the year there are both group classes and individual meetings to ensure that each student is guided through the college process. From solidifying a college list to submitting their intent to enroll, each The Priory student is given individualized care, support and encouragement. Group classes meet regularly with the college counselor a few times a month to address topics pertaining to the entire class.

Curriculum includes: ● College applications ● Financial aid ● Individual meetings with the college counselor occur throughout the year to assist with the college application and financial aid process. Students solidify their final college list with the assistance of the college counselor ● College representative conferences – seniors are highly encouraged to meet with the college representatives who visit from the colleges on their college list in the fall. These in-person visits allow students to obtain the latest updates on the colleges on their list along with any changes in admissions procedures. Seniors receive personal attention and expert advice in the college application process at specific universities from representatives from those institutions. They also have up-to-date financial aid and scholarship offerings at these universities to help with college cost ● Financial aid workshop for families of seniors – a financial aid expert is invited to explain the financial aid process and give an overview of completing the FAFSA. Scholarship resources are shared during this time ● NACAC Honolulu Fall College Fair – seniors attend the Fall College Fair to solidify college choices and meet again with the college representatives from their college list. Obtaining the last remaining details to round out the completion of their applications occurs during this time

Priory in the City - Career Counseling

Priory in the City is personalized learning in downtown Honolulu. Innovative career coaching helps girls align their college, career and life aspirations with real-world experiences. In a rapidly changing world, The Priory encourages young women to see opportunities and design solutions. The Priory envisions students using their gifts and talents to make the world a better place.

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2019-20 Curriculum Guide The Priory Upper School Priory in the City students: ● Visit a variety of workplaces, hear from guest speakers, learn from professionals, and begin to consider their career interests ● Undergo a series of assessments to better understand their strengths and connect their abilities with potential professions and college paths ● Receive a personally tailored workplace learning experience suited to their interests, talents, and aspirations with a mentor.

Global Leadership Program

In a fast-paced, ever changing, and fluid world, our students must cultivate the character, capabilities, and will to contribute to a bright future. As part of the Global Leadership Initiative, our program offers engaging and challenging learning experiences where students: ● Investigate the world beyond their immediate environment, deeply engaging in inquiry about significant global issues that affect peace ● Recognize, articulate, and explain multiple perspectives, aware and respectful of how religious, cultural, geopolitical and historical backgrounds shape individual viewpoints, including their own ● Construct and articulate their own unique perspectives about how the world works based upon sustained inquiry of global issues that affect peace ● Communicate and engage with audiences of diverse backgrounds, recognizing and overcoming linguistic, ideological, cultural, and geographic barriers ● Take action through networking, collaboration, negotiation, and/or compromise, seeing themselves as positive, powerful agents for peace (locally, regionally, and/or globally) ● Cultivate awareness and engage in thoughtful reflection to instill an empathetic, peace-building mindset

Distinction in Global Leadership

The Distinction in Global Leadership recognizes students who have completed and excelled in rigorous academic coursework and service learning opportunities that are aligned to the Global Leadership Learning Outcomes. Students’ high school transcripts will reflect the distinction and they will be recognized at commencement with a blue cord, which signifies peace. Students applying for Global Leadership Distinction must complete the Distinction in Global Leadership Application process by early April of the school year.

Please refer to Appendix III for detailed requirements.

STEAM:Ed Up!

St. Andrew’s Schools’ STEAM:Ed Up! program integrates science, technology, engineering, art, and math to challenge students to solve interesting problems and engage in devising solutions to real-life issues in innovative and organic ways. Students use design thinking, Engineering Design Process (EDP), and the scientific method to frame questions, ideate, design, build and test solutions, and reflect to build higher order thinking skills that are crucial to success in school and in life.

Our students: ● Think critically like a scientist ● Develop and implement like a technologist ● Design and build like an engineer ● Create like an artist ● Analyze and problem-solve like a mathematician

Independent Inquiry

Independent Inquiry is a graduation requirement course for high school students which trains students to pursue a sustained line of inquiry on a topic that they are interested in, curious, or passionate about with the guidance of a faculty mentor. Students are required to present their findings to a wider audience through a department-approved competition or fair. Students in grades 10-12 are eligible to apply for Independent Inquiry.

For further information on the Independent Inquiry process, please refer to Appendix IV.

Independent Study

Independent Study is an elective course where students pursue/research a subject in more depth and in a more independent manner than would be possible in a traditional course. The Independent Study instructor and student collaborate to set learning goals and expectations that focus on the mastery of specific content and skills through sustained study of a particular field or discipline.

To participate in the Independent Study course, students must: ● Meet with potential faculty mentors to discuss subjects/topics of interest by the deadline ● Complete the Independent Study Application Form by the deadline

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2019-20 Curriculum Guide The Priory Upper School Students enrolled in independent study must: ● Check-in with faculty mentors at least once per week ● Set learning goals throughout the year with faculty mentors ● Complete a project or set of assessments that demonstrate mastery/proficiency of skills as outlined by the learning goals ● Actively be in communication with faculty mentors on progress

Student Exhibitions of Learning: Academic Fair and Exhibition Fair Our high school students have a variety of opportunities to present and receive feedback on their work from the school and local community. All high school students taking Independent Inquiry participate in Academic Fair in January to present their progress on their projects to our school and wider community and receive feedback to improve upon their work. Those engaged in scientific research are evaluated by judges from the scientific community and have the opportunity to move on to district science fair. Our students also enjoy inspiring films from around the world chosen to raise awareness about the world’s rich cultural, ethnic, and religious diversity as well as pressing global issues that need our attention.

In May, St. Andrew’s Schools invites the school community to our Exhibition Fair, a celebration of learning that features all of our Upper School students’ works. Whether it be a strings performance, screening of student-made films, or a presentation of a service learning project, this event spotlights our students at their best-- as engaged, focused, and enthusiastic thinkers and learners.

Honors Designation

❖ Students may academically distinguish themselves through honors-level curriculum and assessments. Students who exhibit a positive attitude, a growth mindset, and complete honors-level assignments and discussions will receive honors designation. Honors designation is noted on the student’s transcript if she fulfills honors requirements for both quarters of the semester. Courses eligible for honors designation are denoted in the curriculum guide. Students interested in pursuing this distinction must work with their instructor to meet the requirements.

One Schoolhouse Partnership

St. Andrew’s Schools partners with One Schoolhouse to offer a diverse suite of rigorous credit-bearing online courses. One Schoolhouse courses are designated in the curriculum guide by the One Schoolhouse logo. Elective courses are available for a discounted, “consortium” fee with dollar signs ($$) next to the credit allowance. A St. Andrew’s Schools mentor guides students in their learning and ensures that students are on track. For current consortium rates visit oneschoolhouse.org/tuition--policies.html.

Please see details on the registration process in Appendix I.

Hawaiʻi Pacific University Partnership Our partnership allows students the opportunity to take elective classes for credit at Hawaiʻi Pacific University. Eligibility is determined by the Director of College Counseling and Upper School Principal in the spring for the following school year. Eligible juniors and seniors may register with the Director of College Counseling and Registrar. Interested students may make inquiries with the Director of College Counseling.

Please see details on registration process in Appendix I.

Student Life The High School provides a variety of co-curricular and extra-curricular areas and opportunities for students to learn new concepts and skills, hone their leadership skills, and provide community service. Whether it’s participating in activity periods, engaging in club or student government activities, or excelling as an athlete, our students find many ways to shine.

Community Building Activity Period Students in grades 6-12 participate in activity periods three times a week and engage in a variety of activities as a class. These activities allow students to learn new skills, discuss class-related business, and plan and prepare for class and school-wide events, and bond as a class on a daily basis. Students participate in hula, class meetings, choir, and RULER/Mindfulness. Additionally, the High School implements a guidance program to ready students for college beginning in grade 9.

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2019-20 Curriculum Guide The Priory Upper School Camps During the fall, students in grades 6, 8, and 12 participate in an overnight camp experience. Student class executive officers work with their classmates to plan activities that are meant to cultivate bonding between grade levels. Camp is coordinated and hosted by our chaplain who facilitates activities that cultivate leadership and spiritual growth of students in the Episcopal tradition.

Leadership Opportunities High school students are empowered to exercise their voice, develop leadership skills, serve the community, and pursue their passions and interests through student council, clubs, and service committees. For guidelines for participation and eligibility requirements, please refer to Appendix V. High School Student Council (HSSC) HSSC, as a student-led organization, serves as a conduit for student voice between the student body and the Upper School administration. In addition, HSSC is responsible for planning and executing several annual activities such as the All School Picnic, Ka Lā Aloha, Spirit Week activities, Winter Ball, and other projects. The students of grades 8-11 elect Student Council officers each spring.

Elected offices are President, Vice-President, Recording Secretary, Corresponding Secretary, and Treasurer.

Companions of St. Andrew This service and spiritual fellowship organization on campus is open to all girls in grades 6-12. Special activities are geared toward the various grade levels. All members are encouraged to take leadership roles in the weekly chapel services.

Interact Club Interact is Rotary International’s community service club for young people ages 14-18. Community service projects occur throughout the year and college scholarships may be applied for through the Rotary Club. The Rotary Club of Honolulu, the first Rotary Club to admit women, sponsors The Priory’s Interact Club.

Queen Emma Chapter of the National Honor Society (NHS) In the fall and spring of each year, young women in the 10th-12th grades are considered for membership on the basis of scholarship, leadership, service, and character. The NHS Faculty Council is comprised of five faculty members and the NHS Advisor. The Council selects and monitors the NHS members. Any students who fall below the minimum criteria set by the national organization will be asked to relinquish membership. ● Scholarship: A high GPA (usually 3.5 or higher), scholarly curiosity, respect for learning, diligence, persistence, and excellent study skills ● Leadership: Excellent leadership in the classroom and in organizations (on-campus or within greater community), high levels of dependability, responsibility, and initiative; positive influence on peers in upholding school ideals and spirit; effective and efficient business conduct ● Service: Personal commitment to school and community service, consistent volunteerism, unselfishness, kindness, and caring for others ● Character: Demonstration of the highest standards of honesty, morality, reliability, fairness, and trustworthiness; consistent cheerfulness, poise, friendliness, caring, consideration for others and compliance with school rules International Thespian Honor Society, St. Andrew’s Schools- The Priory Troupe 1993 The Priory is a proud member of the International Thespian Society. As Troupe 1993, we align ourselves with our society’s guiding principle that shows a dedication to excellence in educational theatre. The International Thespian Society honors those students who do theatre well and support theatre. ● ● ● ● ●

In order to be inducted into the society, students must earn points by showing the following: Involvement in school theatrical productions (acting or technical) Volunteering for and or supporting local theatre, which includes seeing theatre as practiced by their peers Auditioning for community theatre Attending thespian society events that are open to all (Hawaiʻi Thespians Festival; National Thespian Festival)

The International Thespian Society offers several distinctions. Inducted thespians may earn Thespian Scholar or Honor Thespian recognition and receive a special cord to wear at graduation. Inducted thespians also gain access to scholarship auditions and competitions.

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2019-20 Curriculum Guide The Priory Upper School Student Ambassadors Student Ambassadors are experts on St. Andrew’s Schools and serve to educate the wider community about our school. Ambassadors represent our school community and play a significant role in educating our guests and prospective families about our school’s identity, culture and importance in Hawaiian history. By making every effort to ensure that they feel welcomed and comfortable while on campus, ambassadors make a significant contribution to enhancing our kind, friendly, and caring school culture. Being a member of the Student Ambassador Team is a commitment and an honor.

Speech and Debate Team The Speech Team is comprised of students who desire to compete in the Hawaiʻi Speech League and National Forensic League meets and tournaments, or who want to learn about speech team activities through supporting competitors (for example, timekeeping).

Eligibility requires attending a minimum of three speech meets and providing an adult judge.

Special Interest Clubs ● Chinese Club (Grades 9-12) ● Future Health Professionals of America Club (Grades 9-12) ● I.T. Crew (Grades 9-12) ● Hope Lodge Club (Grades 9-12) ● Hui Hauʻoli (Grades 6-12) ● Interact Club (Grades 9-12) ● Kindness Club (Grades 6-12) ● Mindfulness Club (Grades 6-12) ● Pacific Asian Affairs Council Club (PAAC Club) (Grades 6-12) ● Sustainability Club (Grades 6-12) ● Middle School Robotics (Grades 6-8) ● Middle School K-Pop Club (Grades 6-8) ● Middle School Math Club (Grades 6-8) ● Middle School Book Club (Grades 6-8)

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2019-20 Curriculum Guide The Priory Upper School

The High School Course Registration Process: Building a Strong Transcript Our students’ schedules are built based upon the primary and alternate requests that are made during the course registration period.

It is important for students and families to engage in a thoughtful process with academic advising staff to ensure that the courses requested are in line with the students’ interests and signal a strong transcript to college admissions officers.

Please refer to Appendix I: Academic Policies and Requirements for detailed information.

Important Academic Programs Dates and Deadlines at a Glance January 24 February 5 February 11 February 14 - 28 March 7 March 8 March 8 June 17 June 17 Week of July 15 August 8 - 9 August 8 August 8 - 29 August 8 - 29

Guidance classes for incoming 9th-12th grade students commence for course registration process High School Parent Night Deadline for student applications for Advanced Placement and One Schoolhouse courses Incoming 9th-12th grade students meet with academic staff; turn in signed Course Request Worksheet and Curriculum and Student Activities Planning Guide Deadline for students to complete Independent Inquiry or Independent Study application form Deadline for eligible rising juniors and seniors to turn in Hawaiʻi Pacific University Course Participation Contract Deadline for turning in signed Course Request Confirmation Forms Summer reading and assignments published on portals Textbook and supply lists published on portals Student schedules and locker assignments posted to PowerSchool Computer registration for grades 5-12 Student lockers available Add/drop period HPU course registration period

Course Registration Timeline Late January • The course request process begins in late January with the publication of the St. Andrew’s Schools, The Priory Upper School Curriculum Guide.

Late January - February • Throughout the course of February, academic staff meet with students in group and individual settings to guide students in the course registration process.

• During Guidance period, students peruse the curriculum guide and are asked to fill out the Course Request Worksheet and Curriculum and Student Activities Planning Guide ○ These initial course request and planning sheets are incredibly important as your daughter crafts her academic profile. We ask that parents carefully review the curriculum guide and course options with their child to consider the best mix of courses that will inspire and challenge their daughter ○ The Course Request Worksheet and Curriculum and Student Activities Planning guide are used by our academic staff to guide the student in crafting a personalized schedule that is academically rigorous and tailored to students’ interests. Parents are asked to review the Course Request Worksheet with their daughter and sign off ○ Students are encouraged to explore pursuing the Distinction in Global Leadership ○ Students are encouraged during this time to apply for One Schoolhouse and Advanced Placement courses.

Application forms are due by February 11. Students may also inquire about opportunities to take courses at Hawaiʻi Pacific University ○ Students who are interested in taking Independent Inquiry or Independent Study should begin the process of making appointments to potential faculty mentors and fill out the Independent Inquiry or Independent Study Application form • Students are assigned to one-on-one appointments with our academic staff, and the requests are input into PowerSchool.

Students will bring home their Course Request Confirmation Forms for final review and signature from parents, due by March 8

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2019-20 Curriculum Guide The Priory Upper School •

March •

Please note that once a students’ course requests have been recorded in PowerSchool and the Course Request Confirmation Form has been signed and turned in, the following policies apply: o If a student has signed up for Advanced Placement courses, she may not drop the course unless recommended by academic advising staff and Upper School Principal o A student will be permitted to add or drop courses within the primary and alternate requests she has made at the time of course registration Independent Inquiry or Independent Study Application forms are due March 7. Students will not be placed in Independent Inquiry or Independent Study unless they have applied via this form Deadline for eligible rising juniors and seniors to turn in HPU Student Contracts is March 8 The Course Request Confirmation form, which is used to build our course schedule, is due March 8

• • June • Summer reading and assignments and textbook lists are published the week of June 1 July • Student schedules and locker assignments are posted on PowerSchool on the week of July 15 August • Students may add or drop courses based on their original primary and alternate requests. They may not add or drop AP-level courses without recommendation from academic advising staff and Upper School principal. Add/drop period is August 8-9 • Eligible juniors and seniors may register for HPU courses with the Director of College Counseling. HPU course registration period is August 8-29 • Students must register their computers in the Technology Department. Computer registration period is August 8 and 9 • Student may put things away in their assigned lockers from August 8

Course Registration Instructions •

•

•

•

Fill out your Curriculum and Student Activities Planning Guide. Think about what your interests are and what academic areas you’d like to explore. Please use this sheet to guide your request for courses so that you can balance your academic life with your extracurricular interests and responsibilities Some courses run every other year, have prerequisites that must be fulfilled, are restricted to certain grade levels, or have extra costs associated with them. Be sure to check right underneath the course title for the following: o Are there any prerequisites or grade restrictions? o How many credits is the course? o Will this course fit within your credit limit?

Fill out your Course Request Worksheet, up to seven credits for freshmen, up to 7.5 credits for sophomores, juniors, and eight credits for seniors. You’ll be asked to review this worksheet with your parents and turn it in at the time of your one-onone academic counseling session with either Ms. Hirasuna or Mrs. Sakurai. As you are filling out this worksheet: o Rank your requested courses in order of preference and importance to you on the worksheet o Make sure you have alternates listed for graduation requirements o Consider pursuing Distinction in Global Leadership o Consider taking AP-level courses. Actively ask your teachers about courses you might be interested in o Rising juniors and seniors consider taking HPU courses. See Mrs. Sakurai for more information Once you have completed your one-on-one academic counseling session with Ms. Hirasuna or Mrs. Sakurai, you will need your parents’ final sign-off on the Course Request Confirmation Form o Once your course requests have been recorded in PowerSchool, the following policies apply: ▪ If a student has signed up for Advanced Placement courses, she may not drop the course unless recommended by academic advising staff and Upper School Principal ▪ A student will be permitted to add or drop courses within the primary and alternate requests she has made at the time of course registration

Tips for Creating a Strong Transcript • • •

Think about what you want your high school transcript to convey about you to the college admissions committee when you are planning out your course requests.

Balance required courses and elective courses. Please keep track of whether or not you’re fulfilling your graduation requirements as you request your courses. Refer to the High School Graduation Audit Checklist in Appendix II. Refer to the Sample High School Course Plan below to get an idea of a four-year plan for creating a strong transcript.

27

2019-20 Curriculum Guide The Priory Upper School

Sample High School Course Plan Department

Courses by Grade, Credit 9th Grade

English 4 credits required for graduation Social Science 4 credits required for graduation Science 3 credits required for graduation World Language Completion up to Level IV or 3 credits required for graduation Math 3 credits required for graduation Religious Studies 1 credit required for graduation Physical Education 2.5 credits required for graduation Performing / Visual Arts 1 credit required for graduation Priory in the City 2 credits required for graduation Design Thinking 0.5 credits required for graduation from Class of 2022 Independent Inquiry 0.5 credits required for graduation

CR

10th Grade

CR

11th Grade

CR

12th Grade

CR

English 9

1

English 10

1 American Literature

1 British World Literature

1

World History I

1

World History II

1 US History

1 US Government

½

Hawaiian History Conceptual Physics

1

Chemistry

1 Any life science or physical science elective course

1

World Language

1

World Language

1 World Language

1 World Language

Geometry

1

Algebra II w/Trigonometry

1 Math Elective

1

Religious Studies Elective

½ Religious Studies Elective

½

½

1

Health HS PE

½ ½

Fitness for Life

½ HS PE or JV/Varsity Sport

½ HS PE or JV/Varsity Sport

½

Art or Music Elective

½

Art or Music Elective

½ Art or Music Elective

½ Art or Music Elective

½

Priory in the City Sophomores

½ Priory in the City – Juniors

½ Priory in the City Seniors

1

Independent Inquiry

½

Design Thinking

½

*See course descriptions for specific graduation requirements.

28

Independent Study

½

2019-20 Curriculum Guide The Priory Upper School

The High School Courses The Priory is committed to offering a full and enriching academic program for all of our students. In some cases, when enrollment for a specific course is low, we will substitute a course that, from the school’s perspective, will provide the student not only with challenging learning experiences but also a competitive college profile.

Course Key Symbol

Definition

✦

Courses offered in school years beginning with an even year, e.g. 2020-21, 2022-23

✧

Courses offered in school years beginning with an odd year, e.g. 2019-20, 2021-22

❖

Course offers an option for honors work and designation Laboratory science course Course that fulfills Distinction in Global Leadership requirements

$$

Courses that are offered by One Schoolhouse. Families are responsible for paying the discounted consortium rate these courses. Visit oneschoolhouse.org for rates.

Courses that require families to be responsible for the course fee

Overview of Courses English Course No. ENENG09 ENENG10 ENAML11 ENBWL12 ENAPENLT ENSPHTM ENDEBHS ENCREHS ENWOFHS ENWREHS ENRRWHS

Course English 9 ❖ English 10 ❖ American Literature ❖ British & World Literature AP® English Literature & Composition Competitive Speech Debate Creative Writing ✦ Words on Film ✦ Reading and Writing Lab Research and Research Writing ✧

Grade 9 10 11 11-12 11-12 9-12 9-12 10-12 10-12 9-12 10-12

Term Length Year Year Year Year Year Semester Semester Semester Semester Semester Semester

Credit 1 1 1 1 1 ½ ½ ½ ½ ½ ½

Required Required Required Required

9-12

Semester

½

Required

Independent Inquiry Independent Study Independent Study

10-12 10-12 10-12

Year Semester Year

½ ½ 1

Required

Journalism - Newswriting Journalism – Yearbook

9-12 9-12

Year Year

1 1

Algebra I Geometry ❖ Algebra II with Trigonometry ❖ Pre-Calculus ❖ Calculus ❖ AP® Calculus AB AP® Calculus BC $$

9 9-10 10-12 10-12 11-12 11-12 11-12

Year Year Year Year Year Year Year

1 1 1 1 1 1 1

Required

Design Thinking DSNTHNK

Design Thinking

Independent Inquiry and Independent Study SSINDINQ INDSTUD INDSTUD

Journalism ENJRNNW ENJRNYB

Mathematics MAAL1HS MAGEOHS MAAL2HS MAPCAHS MACLSHS MACAPHS OSGAPCA

29

Required Required Required

2019-20 Curriculum Guide The Priory Upper School OSGAPCS MAAPCSP OSGSTAT OSGAPST MAINTCP MACOMP MAPFI11

AP® Computer Science A $$ AP® Computer Science Principles Statistics $$ AP® Statistics $$ Intro to Computer Programming Computer Programming Personal Finance

11-12 10-12 11-12 11-12 9-12 9-12 9-12

Year Year Year Year Semester Year Semester

1 1 1 1 ½ 1 ½

Beginning Band Intermediate Band Advanced Intermediate Band Select Wind Ensemble Chamber Choir Beginning Strings Intermediate Strings Advanced Intermediate Strings Chamber Strings Theater I, II

9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 6-12

Year Year Year Year Year Year Year Year Year Semester

1 1 1 1 1 1 1 1 1 ½

AP® Music Theory $$

11-12

Year

1

9-12 9-12 9-12 9-12

Semester Semester Semester Semester

½ ½ ½ ½

Required Required

10 11 12

Semester Semester Semester

½ ½ 1

Required Required Required

Controversies ✧ Philosophy ✦ Practical Theology ✧ World Cultures & Religions ✦

9-12 11-12 9-12 11-12

Semester Semester Semester Semester

½ ½ ½ ½

Conceptual Physics ❖ Chemistry ❖ Biology ❖ AP® Biology AP® Chemistry ✧ AP® Environmental Science ✦ AP® Physics ✧ Behavioral Science ✧ Engineering

9-12 9-12 9-12 11-12 11-12 10-12 11-12 10-12 9-12 9-12 9-12 9-12

Year Year Year Year Year Year Year Semester Semester Semester Year Year

1 1 1 1 1 1 1 ½ ½ ½ 1 1

11-12 9-12

Year Semester

1 ½

9 10 11

Year Year Year

1 1 1

Performing Arts PABB712 PAIB6MS PAAIBMS PASWEHS PAHSSCH PABS6MS PAIS6MS PAAIS8MS PACHAHS PATHEPT1 PATHEPT2 OSGAPMT

Physical Education PEF4LHS PEHLTHS PEHSGEN PEVARSP

Fitness for Life Health High School Physical Education JV/Varsity Sport Credit

Priory in the City SSPIC10 SSPIC11 SSPIC12

Priory in the City – Sophomores Priory in the City – Juniors Priory in the City – Seniors

Religious Studies SSCTRVHS SSPHIHS REPRTH REWRHS

Science SCCPHHS SCCHE10 SCBIO09 SCBAP11 SCAPCHEM SCENAPHS SCPAP11 SCBHSC SCENG1 SCFORSC SCHBSY SCMEDIN OSGNESC SCOCNHS

Forensic Science ✧ Human Body Systems ✦ Medical Interventions ✧ Neuroscience $$ Oceanography ✦

Social Science SSWHXI SSWHXII SSUSH11

World History I World History II United States History

30

Required Required Required

2019-20 Curriculum Guide The Priory Upper School SSUAP11 SSHHX12 SSHWES SSGOV12 SSAPUSG SSMUNHS OSGAPAH OSGAPME OSGAPMI OSGAPPS SSCTRVHS SSGLOBG SSPHIHS REWRHS

Philosophy ✦ World Cultures & Religions ✦

11-12 10-12 10-12 11-12 12 10-12 11-12 11-12 11-12 11-12 9-12 9-12 11-12 11-12

Year Semester Semester Semester Year Year Year Year Year Year Semester Year Semester Semester

1 ½ ½ ½ 1 1 1 1 1 1 ½ 1 ½ ½

Student Service

9-12

Semester or Year

½ 1

Studio Art I, II❖

9-12

Semester

½

Visual Storytelling ❖ Graphic Design I, II ❖

9-12 9-12

Semester Semester

½ ½

Photography I, II ❖

9-12

Semester

½

Photography Portfolio I, II ❖

9-12

Year

1

Portfolio Art I, II ❖

9-12

Year

1

English as a Second Language $$ Hawaiian I, II, III, IV, V

Year Year

0 1

Japanese I, II, III, IV, V, AP®

Year

1

Year

1

AP® United States History Hawaiian History Hawaiian Ethnographic Study: Ka Leo o Kaleleonālani United States Government AP® U.S. Government Model UN & Global Affairs AP® Art History/Art History $$ AP® Macroeconomics $$ AP® Microeconomics $$ AP® Psychology/Psychology $$ Controversies ✧ Global Girls-Global Action

Student Service SSSTSER

Visual Arts VASA1HS VASA2HS VAVISSTRV VABGRHS VASGRHS VABPHHS VASPHHS VAPP1HS VAPP2HS VASPOHS VAPA2HS

World Languages WLESLUS WLHA1HS WLHA2HS WLHA3HS WLHA4HS WLHA5HS WLJA108 WLJA2HS WLJA3HS WLJA4HS WLJA5HS WLAPJA WLSP108 WLSP2HS WLSP3HS WLSP4HS WLSP5HS WLAPSPA

Spanish I, II, III, IV, V, AP®

31

Required

Required

2019-20 Curriculum Guide The Priory Upper School

Course Descriptions English By creating a language-rich environment in the classroom and through use of Internet resources, the Upper School English program develops crucial reading, speaking, listening, and writing skills. At each grade level, students read and study a variety of genres and familiarize themselves with the characteristic use of literary devices and rhetorical strategies in different eras and cultures. Students analyze literary and expository texts developing critical thinking skills as well as an appreciation for and an ability to apply textual and oral conventions. Through increasingly complex research and writing assignments, students learn to synthesize and document sources, construct and support valid arguments, and develop a distinctive and appealing voice and style. Vocabulary and grammar are a major focus at every level.

Graduation Requirements: ● Four (4) credits of grade level English ● Required: English 9, English 10, American Literature, British & World Literature or AP English Literature and Composition Policies: ● Students who take Advanced Placement English Literature & Composition during their junior year must take American Literature their senior year Procedure and Criteria for Placement in AP® Sections: The English Department determines the roster for the following year and notifies students, who may accept or decline this placement.

The following criteria are used: ● Students consistently earn A’s and B’s in English classes ● Students read well, value the literature they read, and enthusiastically discuss what they read ● Students write logically and coherently, display strong skills in grammar and usage, and are committed to the process of writing, e.g. editing and rewriting ● Students willingly and voluntarily share insights (oral and written) and recognize their responsibilities as contributing class members

Courses English 9 (ENENG09) ❖ Grade 9, Year Term, One (1) Credit, Required Students closely study literary and non-literary texts, including periodicals, speeches, lyrics, advertisements, film, myths, short stories, poetry, novels, and a Shakespeare play. They develop critical discussion and creative speaking skills through the study of dramatic reading, explanatory discussion, as well as formal persuasive speaking. Critical reading, research, and analytical skills are assessed through oral performances, presentations, essays, and tests. Students also intensely focus on building vocabulary and discipline specific terminology and learning and applying fundamental grammar principles.

English 10 (ENENG10) ❖ Grade 10, Year Term, One (1) Credit, Required English 10 offers readings in a variety of literary forms, including poetry, drama, short story, and novel. Emphasis is placed upon the foundations of critical analysis in the development and appreciation of good writing. Oral and written communication skills, including grammar, vocabulary, and syntax are developed and refined.

American Literature (ENAML11) ❖ Grade 11 and 12, Year Term, One (1) Credit, Required American Literature introduces students to the many voices, themes, and styles which characterize it and represents the American experience. Through reading, writing, oral communication, critical analysis, and creative interpretation, students will trace the literary roots of our nation and continue the journey of self-discovery and adventure.

32

2019-20 Curriculum Guide The Priory Upper School British & World Literature (ENBWL12) Grade 11 and 12, Year Term, One (1) Credit, Required3 Through reading, writing, oral communication, critical analysis, and creative interpretation, students will trace and explore the development of the English language and its impact on the world of literature. British & World Literature will introduce students to selected classics in British and World Literature, emphasize the importance of writing, and prepare students for college. Throughout the course, students will hone their skills in dramatic reading and presentation, as well as develop their skills in critical oral interpretation. Students will engage in independently designed creative and critical oral activities as well.

Advanced Placement English Literature & Composition (ENAPENLT) Grades 11 and 12, Year Term, One (1) Credit, Required4 Prerequisite: Department recommendation This college level course is built around rigorous analysis of selected literature. Its goals include the development of a critical perspective and conscious writing style. Reading and writing assignments are numerous and varied with representation from many genres and eras. Students take the national College Board AP® Exam. This course may be taken in lieu of British & World Literature.

Competitive Speech (ENSPHTM) Grades 9-12, Semester Term, One Half (½) Credit Students learn and engage in a variety of speaking opportunities via their participation in the Hawaii Speech League as an active member on The Priory Speech Team. Students meet twice a month with the team during activity sessions, collaborate face-to-face and digitally with the teacher and teammates at separately scheduled times, and work independently to prepare for tournaments.

Students are required to attend several tournaments throughout the year. Speech encourages the development of poise, confidence, and articulation before an audience. Students learn to think both critically and creatively as well as hone their skills in independent learning and time management.

Debate (ENDEBHS) Grades 9-12, Semester Term, One Half (½) Credit Students learn the fundamentals of debate, rhetorical skills, critical thinking and listening skills via their participation in the Hawaii Speech League as an active member on The Priory Debate Team. Students meet twice a month with the team during activity sessions, collaborate face-to-face and digitally with the teacher and teammates at separately scheduled times, and work independently to prepare for tournaments. Students are required to attend several tournaments throughout the year. Preparation includes conducting research, taking notes to summarize, question and clarify information, as well as practicing in mock-debate settings. Students are required to attend several tournaments throughout the year. ✦ Creative Writing (ENCREHS) Grades 10-12, Semester Term, One Half (½) Credit Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 This introductory course complements grade-level English courses and provides an opportunity for students who are more right- than left-brained to shine. Students spend the first quarter writing fiction and the second quarter writing poetry. Among other skills, students learn to construct a narrative line, develop imagery patterns, and use rhyme and syntax to evoke sensory and affective responses.

Words on Film (ENWOFHS) ✦ Grades 10-12, Semester Term, One Half (½) Credit Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 By viewing, discussing, and writing about film, students develop a broader understanding of its multiple roles as art, entertainment, and propaganda. Course content ranges from analysis of specific films to film history and major developments in theory and criticism.

Reading and Writing Lab (ENWREHS) Grades 9-12, Semester Term, One Half (½) Credit Students study sentence structure, spelling rules, and grammar that will strengthen basic skills; they develop comprehension strategies while reading both fiction and nonfiction.

3 4

It is required to take British & World Literature or AP English Literature and Composition It is required to take British & World Literature or AP English Literature and Composition

33

2019-20 Curriculum Guide The Priory Upper School Research and Research Writing (ENRRWHS) ✧ Grades 10-12, Semester Term, One Half (½) Credit Course offered only in school years beginning with an odd year, e.g. 2019-2020 Prepares students for college-level research and research writing, complements grade-level English courses, and develops technological as well as cognitive skills. Students will learn database management and library and Internet research skills.

Design Thinking Graduation Requirement from Class of 2022 ● One half (½) credit Policies ● All freshmen are assigned to Design Thinking ● Students who matriculate into the high school during their sophomore year and beyond are not required to take Design Thinking as a graduation requirement ● Design Thinking is highly recommended to prepare for independent inquiry and independent study Design Thinking (DSNTHNK) Grades 9-12, Semester Term, One Half (½) Credit, Required (from Class of 2022) Students learn about the Design Thinking process: empathize, define, ideate, prototype, and test. A teaching team from various disciplines will utilize the UN Sustainable Development Goals to assign a theme and using their mastery of design thinking and transdisciplinary ideas, knowledge, and skills, students will tackle local and global issues that are related to the theme. In the process, students will develop empathy with people in the community and cultivate a passion for improving the lives of others. At the end of the course, students will present their final project and submit a self-reflection. This course is aligned to the Global Leadership Learning Outcomes.

Independent Inquiry and Independent Study Graduation Requirement ● One half (½) credit of Independent Inquiry Policies ● Students are required to schedule individual sessions with the Independent Inquiry/ Independent Study mentor to set learning goals receive guidance on putting together their project ● Students are required to submit an Independent Inquiry application or independent study application form and secure a faculty mentor ● For detailed information how to apply and the independent inquiry process, see Appendix IV

Courses Independent Inquiry (SSINDINQ) Grades 10-12, Year Term, One Half (½) Credit, Required Prerequisite: Application and approval process; Design Thinking (DSNTHNK) highly recommended Independent Inquiry is available to students who would like to pursue a sustained line of inquiry on a topic that they are interested, curious, or passionate about with the guidance of a faculty mentor.

Independent Study (INDSTUD) Grades 9-12, Semester or Year Term, One Half (½) or One (1) Credit Prerequisite: Application and approval process; Design Thinking (DSNTHNK) is highly recommended Students have an opportunity to pursue/research a subject in more depth and independence than possible in a regular course. The Independent Study instructor and student collaborate to set learning goals and expectations that focus on the mastery of specific content and skills through sustained study of a particular field or discipline.

34

2019-20 Curriculum Guide The Priory Upper School

Journalism Graduation Requirement ● Not required for graduation

Courses Journalism - Newswriting (ENJRNNW) Grades 9-12, Year Term, One (1) Credit An introduction to the craft of journalism as journalists, students are taught to cherish traditional journalistic values: ethics, concern for the community, hard work, and honesty. Students develop their news writing skills as they work together as editors, reporters, designers, and photographers. They publish the online newspaper, Ke Kukui.

Journalism - Yearbook (ENSRNYB) Grades 9-12, Year Term, One (1) Credit Prerequisite: Teacher approval Students will produce the school’s yearbook. By creating the yearbook, students develop the writing skills needed for feature writing and school event coverage as well as journalistic photography. They also learn the publication/graphics software and computer skills necessary to produce book publications.

Mathematics Mathematics has a greater impact on our society than ever before. It provides the framework for our advancing technology and has grown in importance in our everyday lives. With these challenges, students need to meet a new standard of mathematical literacy. The scope of the classroom must go beyond mastery of facts and skills to experiences using multiple techniques and strategies derived from strong conceptual understanding. Mathematical literacy incorporates active involvement with contemporary problems and applications in the form of careful thought, discernment of patterns, and experimentation.

At the beginning, students become acquainted with simple number theory, algebra, and geometry. With these building blocks, they acquire more sophisticated skills and understanding to address complex mathematical challenges.

Graduation Requirement ● Three (3) credits ● Students must take Algebra II with Trigonometry as one of the three credits Policies ● A failed class receives no credit and students may not advance to the next course in the sequence without first repeating and passing the failed course. The failed course may be repeated during the following school year, or, with written approval, may be retaken during summer school. However, if students receive a D+ or below, the department strongly recommends that students retake the course in order to improve her understanding and her foundations in the subject before taking the next math course in the sequence. ● Most colleges today expect students to be proficient in the use of graphing calculators, so a graphing calculator is required in Algebra I, Geometry, and Algebra II with Trigonometry, Pre-Calculus, Calculus, and AP® Calculus AB. It is recommended that students that do not have a calculator purchase the TI-Nspire CX CAS. However, if a student owns a TI-84 or 84 plus, they may also be used in the course.

Procedure and Criteria for Honors or Advanced Placement ● Students must receive departmental approval for entrance into AP® Courses ● All students will have the option of working towards honors designation. However, honors will be based on a list of criteria determined by the department and the individual instructor

Courses Algebra I (MAAL1HS) Grade 9, Year Term, One (1) Credit, Required Prerequisite: Pre-Algebra Requirement: Scientific calculator such as TI-NSpire CX CAS

35

2019-20 Curriculum Guide The Priory Upper School Students learn the basic skills of algebra. Topics include: proportions, variations, linear equations, systems of equations, inequalities, exponents and exponential equations, functions, transformations of graphs, and quadratic functions. Application of algebra skills will be utilized in real-world applications.

Geometry (MAGEOHS) ❖ Grades 9 and 10, Year Term, One (1) Credit, Required Prerequisite: Algebra I (MAAL1HS) Requirement: Scientific calculator such as TI-NSpire CX CAS An in-depth, formal study of the ideas of geometry. Topics include inductive and deductive reasoning, tools of geometry, line and angle properties, triangle and polygon properties, circles, area, Pythagorean Theorem, volume and surface areas. Students will have the option of earning honors distinction by following a list of qualifications determined by the instructor and the department.

Algebra II with Trigonometry (MAAL2HS) ❖ Grades 10-12, Year Term, One (1) Credit, Required Prerequisite: Geometry (MAGEOHS) Requirement: Scientific calculator such as TI-NSpire CX CAS Taught in the context of real-world data, Algebra II explores the advanced use of operations and properties of algebra. Logarithms and trigonometry are also introduced.

Pre-Calculus (MAPCAHS) ❖ Grades 10-12, Year Term, One (1) Credit Prerequisite: Algebra II with Trigonometry (MAAL2HS) Requirement: Scientific calculator such as TI-NSpire CX CAS Pre-Calculus expands upon algebra, geometry, and trigonometry through the study of vectors, conic sections, matrices and determinants, polar coordinates, sequences and series. This course will focus on the application of concepts through group work.

Calculus (MACLSHS) ❖ Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Pre-Calculus (MAPCAHS) Requirement: Scientific calculator such as TI-NSpire CX CAS This course develops the concepts of limits, derivatives, integrals, and applications of derivatives and integrals of the major algebraic and transcendental functions.

Advanced Placement Calculus AB (MACAPHS) Grades 11 and 12, Year Term, One (1) Credit Prerequisites: Pre-Calculus (MAPCAHS) and department recommendation Requirement: Scientific calculator such as TI-NSpire CX CAS This course is a study of limits and differentiation and integration of polynomial, rational, trigonometric, exponential, logarithmic and other transcendental functions and their applications. Topics are similar to the Calculus course but covered in greater depth; the course also includes AP® Calculus test preparation exercises. All advanced placement students take the national College Board AP® Exam.

Advanced Placement Calculus BC (OSGAPCA) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Pre-calculus and One Schoolhouse summer course Transition to AP® Calculus BC, which covers those topics, and approval The AP® Calculus BC course is a standard course in the calculus of a single variable. The goal is to teach conceptual reasoning, enabling students to present a solution algebraically, geometrically, numerically or verbally. Emphasis is placed on a clear understanding of the concepts as well as their applicability in real world situations. All of the topics in the AP® Calculus BC syllabi are covered, as well as additional topics as time permits. Major topics include limits, continuity, derivatives and applications, integrals and applications, first order linear differential equations, inverse trigonometric functions, transcendental functions, infinite series, Taylor polynomials, vectors, parametrically defined functions, and polar coordinates. This student-centered course features discussions, reflections, and projects that help students to master the course material in an engaging way. Students enrolled in this course are thoroughly prepared to take the AP® exam in the spring.

36

2019-20 Curriculum Guide The Priory Upper School Advanced Placement Computer Science A (OSGAPCS) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Algebra II and Trigonometry (MAAL2HS) and Introduction to Computer Science (MAINTCP), previous programming experience with instructor permission, or the One Schoolhouse summer course Preparing for AP® Computer Science and iOS App Development, application, and approval The AP® Computer Science course introduces the key concepts and techniques of object-oriented programming in Java. The analytic, critical-thinking, and problem-solving skills developed in this course transfer to programming in other languages on a variety of platforms. This course is designed with the idea that programming should be fun, engaging, and intuitive. Students work creatively and collaboratively with their classmates and develop a solid foundation from which to launch into a wide range of computer science areas. In today’s world, having an understanding of programming concepts as well as the ability to approach problems with a “programmer’s eye” have become essential skills for students and professionals. This course prepares students for the AP® Computer Science A exam in May. Advanced Placement Computer Science Principles (MAAPCSP) Grades 10-12, Year Term, One (1) Credit Prerequisite: Introduction to Computer Programming (MAINTCP) or teacher approval “If you learn about computer science, you have the ability to change the world.” Whether it’s 3D animation, engineering, music, app development, medicine, visual design, robotics, or political analysis, computer science is the engine that powers the technology, productivity, and innovation that drive the world. Computer science experience has become an imperative for today’s students and the workforce of tomorrow. This course is as much about creativity as it is about syntax. Students will come to understand how the Internet functions, how to look at their world in terms of data, how instructions are given to a computer, and apply their knowledge and skills to create their own original applications that solve a problem or serve a purpose in their lives and the lives of others. With its unique focus on creative problem solving and real-world applications, AP® Computer Science Principles prepares students for college and career.

Statistics (OSGSTAT) and Advanced Placement Statistics (OSGAPST) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Algebra II and Trigonometry (MAAL2HS), application, and approval AP® Statistics will help students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Much of the knowledge learned in this course will come through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. Students will often work in small collaborative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, are key to student success. Students may select the AP® or non-AP track in this course. Advanced placement students will be expected to delve deeper into the topics, take AP-style assessments, and prepare for the AP® exam in the spring.

Introduction to Computer Programming (MAINTCP) Grades 9-12, Semester Term, One Half (½) Credit A project-based course that covers the fundamentals of computer programming, including data structures and algorithms. Through the study of multiple programming languages, students will gain proficiency in problem-solving using arrays, conditional structures, and iteration. During the second half of the course, students will complete an independent programming project of her own choosing.

This course will prepare students for further study of Java, the language used for the AP® Computer Science exam.

Computer Programming (MACOMP) Grades 9-12, Year Term, One (1) Credit Prerequisite: Introduction to Computer Programming (MAINTCP) or teacher approval What’s your idea for an app? Design and create applications that solve a problem or serve a purpose from information to communication, decision-making, and/or entertainment. This is a one-year project-based course that provides advanced instruction in computer programming.

Personal Finance (MAPFI11) Grades 9-12, Semester Term, One Half (½) Credit Based on each student’s financial goals, students will be able to research their own career ambitions and find a suitable one that matches their personality and talents. Based on this career, students will understand and create a living budget that projects the type of lifestyle it will afford them. This class will introduce students to the concepts, tools, and applications of personal finance that are important to reaching their personal life goals.

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2019-20 Curriculum Guide The Priory Upper School

Performing Arts The Performing Arts department provides an extensive program of music, dance, and theater designed to nurture in students an enjoyment, understanding and appreciation of the arts. Students develop their "aesthetic responsiveness" through in-depth involvement in the creative process. In implementing the program, the goal is for the highest performance levels to be achieved within an atmosphere that encourages experimentation and development of the performing arts.

Graduation Requirement ● One (1) credit in either Performing or Visual Arts Policies ● Students must be available to participate in activities outside the school day. Concerts are considered exams for the course; therefore, participation is mandatory ● Rental or purchase of instrument and/or uniform may be required

Courses Beginning Band (PABB712) Grades 9-12, Year Term, One (1) Credit Requirement: Rental or purchase of an instrument Beginning band introduces students to the fundamentals of music through the use of a band instrument. Rhythm analysis, note reading, and other aspects of music theory will be an integral part of this class. No previous musical experience is necessary.

Intermediate Band (PAIB6MS) Grades 9-12, Year Term, One (1) Credit Prerequisite: One-year experience playing a band instrument Requirement: Rental or purchase of an instrument Open to students with at least one year of band study, this class is designed to refine and develop their performance skills.

Intermediate band emphasizes small solo and ensemble groups to encourage independent playing. It is mandatory for students to participate in the Oahu Band Directors Association Solo and Ensemble Festival and the Parade of Bands.

Advanced Intermediate Band (PAAIBMS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Two years’ experience playing a band instrument Requirement: Rental or purchase of an instrument Open to students with more than two years of playing experience, advanced intermediate band emphasizes sight-reading and independent performance opportunities. Students are exposed to and prepare a wide variety of instrumental music. Performance includes participation in the Solo and Ensemble Festival and the Parade of Bands.

Select Wind Ensemble (PASWEHS) Grades 9-12, Year Term, One (1) Credit Prerequisites: Three years’ experience playing a band instrument and department recommendation Requirement: Rental or purchase of an instrument and purchase of a uniform Offered daily during M period, 7-7:40 a.m.

Designed for the serious high school band musician who wishes to be challenged by advanced instrumental literature, Select Wind Ensemble continues to develop the skills necessary to correctly interpret and perform more challenging literature. It is mandatory for students to participate in the Oahu Band Directors Association Solo and Ensemble Festival and the Parade of Bands.

Chamber Choir (PAHSSCH) Grades 9-12, Year Term, One (1) Credit Requirement: Purchase of a choir uniform Chamber Choir will emphasize proper vocal technique and performance skills through a wide variety of choral music. The curriculum includes sight-singing and music theory as well as music history. Students must be available for occasional performances and or/rehearsals outside of the regular school day. Chamber Choir performs at school chapel services, Evensong services with the Cathedral of St. Andrew Choir, community concerts, semester concerts, and choral festivals.

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2019-20 Curriculum Guide The Priory Upper School Beginning Strings (PABS6MS) Grades 9-12, Year Term, One (1) Credit Requirement: Rental or purchase of an instrument Students will have the opportunity to begin study on violin, viola, cello, or bass. No previous musical experience is necessary.

Emphasis will be placed on instrumental technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group will perform in several concerts throughout the year.

Intermediate Strings (PAIS6MS) Grades 9-12, Year Term, One (1) Credit Prerequisites: One-year experience and/or department recommendation Requirement: Rental or purchase of an instrument Open by audition to students with at least one year or equivalent of string playing experience. Emphasis will be placed on improving instrumental technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group will perform in several concerts throughout the year. Private instruction is encouraged.

Advanced Intermediate Strings (PAAIS8MS) Grades 9-12, Year Term, One (1) Credit Prerequisites: Two years’ experience and/or department recommendation Requirement: Rental or purchase of an instrument Open by audition to students with at least two years or equivalent of string playing experience. Emphasis will be placed on improving instrumental technique, practice skills, music reading, musicianship, theory, and ensemble skills. Students are expected to practice on a regular basis. This group will perform in several concerts throughout the year. Private instruction is encouraged.

Chamber Strings (PACHAHS) Grades 9-12, Year Term, One (1) Credit Prerequisites: Three years’ experience and/or department recommendation Requirement: Rental or purchase of an instrument Offered daily during M period, 7-7:40 a.m.

Open by audition to high school students who have had at least three years or equivalent of string playing experience. High caliber music and musicianship will be emphasized, along with advanced instruction in instrumental technique, music reading, theory, and ensemble skills. Students will continue to develop their practice skills and are expected to practice on a regular basis. This group will perform in several concerts throughout the year. Private instruction is encouraged.

Theater I, II (PATHEPT1, PATHEPT2) Grades 6-12, Semester Term, One Half (½) Credit This after-school program is open to students in grade 6 through grade 12. No previous theater training is required. Students will learn about and develop their theatrical performance skills as well as their theatrical production skills. Presents two performance pieces each school year. Interested students may audition for acting parts and/or register to be a production member in the program during the first week of each production period. Commitment, participation, attendance, punctuality, teamwork and cooperation are required to create an enthusiastic, efficient and effective theatrical ensemble.

Advanced Placement Music Theory (OSGAPMT) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Application and approval This course cannot be taken to fulfill graduation requirements AP® Music Theory introduces advanced concepts of music theory to students. The aim of this course is to improve students’ performance, aural, analytical, and composition skills. AP® Music Theory is an intensive, fast-paced course that touches on aspects of melody, harmony, texture, form, musical analysis, and composition. This course also includes an aural section of sight-singing, melodic and harmonic dictation, and listening examples. Each student composes and performs original compositions, both as an individual and in a group setting. All students enrolled in this course take the Advanced Placement exam in the spring. Yet AP® Music Theory is not just about the exam; students experience growth in their performance skills and musicianship. This is a crucial course for anyone looking to pursue music professionally or for anyone who wants to pursue their passion in music.

Physical Education The Physical Education department provides a variety of sports and dance activities to develop each student’s physical fitness and motor coordination. To instill a lifetime appreciation for physical activity, the Physical Education department helps each student to

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2019-20 Curriculum Guide The Priory Upper School develop skills and knowledge of the various activities. Finally, the department provides opportunities for peer socialization, thereby allowing for leadership and sportsmanship qualities to develop.

Graduation Requirements ● Two and one half (2½) credits ● Students must take Fitness for Life and Health for one half (½) credit each for a total of one (1) credit Policies ● The Priory PE uniform is required and available for purchase from the school’s uniform supplier ● Students are required to wear socks and athletic shoes with non-marking soles for physical education classes ● Students must rent combination locks from the Physical Education department to secure personal belongings in the locker room facility. The rental fee is $5.00 ● For Junior Varsity/Varsity Sport credit students must obtain all paperwork within one week of the season starting date and return all signed paperwork within two weeks of completed season ● The PE grade is dependent upon daily in-class participation and cooperation by the student, written tests, and cardiovascular/fitness tests. It is important, therefore, that students participate and cooperate during class time and that they complete assigned make-up tasks when they are unable to participate or are absent from school

Courses Fitness for Life (PEF4LHS) Grades 9-12, Semester Term, One Half (½) Credit, Required Designed to help students learn about the health-related physical fitness components and the benefits of healthy lifestyles including participation in regular physical activity and sound nutrition, Fitness for Life features activities that can be used for a lifetime and to help students find and plan activity programs that are personal and appropriate to their individual needs.

Health (PEHLTHS) Grades 9-12, Semester Term, One Half (½) Credit, Required This is a comprehensive health course involving the study of the systems of the human body and its maintenance requirements.

High School Physical Education (PEHSGEN) Grades 9-12, Semester Term, One Half (½) Credit Designed for students who already have a background and/or knowledge of sports, high school physical education (PE) will provide a variety of sports activities to enhance each student’s physical fitness level, skill development and game strategies. Students will gain knowledge of team and lifetime sports through game and tournament play. The department’s goal is to provide opportunities for peer socialization, thereby allowing for leadership and sportsmanship qualities to develop regardless of skill level. The number of students in a class and available facilities determine the sports offered. Each section will focus on the team sports of basketball, volleyball and a racquet sport. Various fitness activities such as aerobic/boot camp, strength and agility training will be used to develop a student’s cardiovascular training. Individual sports such as orienteering and archery will be taught according to venue availability. This course may be taken multiple times.

Junior Varsity/Varsity Sport (PEVARSP) Grades 9-12, One Half (½) Credit Restrictions: Students who participate in a The Priory or Pac-5 sport but attend club practices instead of The Priory or Pac-5 practices will not be eligible Students participating in any Junior Varsity or Varsity sport, either The Priory or Pac-5, may earn up to one and one half (1½) credits, equaling three semesters of PE. To earn credit, students must participate in at least one season of Junior Varsity or Varsity sports.

Students must obtain all paperwork within one week of the season starting date and return all signed paperwork within two weeks of completed season. Students must not have more than five excused absences (including injuries, illness, school functions and trips) or two unexcused absences from practices. Attendance at all matches is required. Students must not be suspended from play for disciplinary or academic actions. Students must receive a Junior Varsity or Varsity letter in the sport in order to receive credit. Credit will only be awarded after all requirements have been met and at the end of the season.

Priory in the City Priory in the City is personalized learning in downtown Honolulu. Innovative career coaching helps girls align their college, career and life aspirations with real-world experiences. In a rapidly changing world, The Priory encourages young women to see opportunities and design solutions. The Priory envisions students using their gifts and talents to make the world a better place.

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2019-20 Curriculum Guide The Priory Upper School Graduation Requirement ● Two (2) credits Policies ● Priory in the City – Sophomores/Juniors/Seniors in grades 10-12 are required for graduation ● Students who transfer into high school during their junior year are not required to take Priory in the City - Sophomores (SSPIC10) to graduate ● Students who transfer into high school during their senior year are not required to take Priory in the City - Sophomores (SSPIC10) or - Juniors (SSPIC11)

Courses Priory in the City - Sophomores (SSPIC10) Grade 10, Semester Term, One Half (½) Credit, Required This course helps students develop their passions and advocate for global issues that are relevant to Hawaiʻi. Students take an assessment to identify their top five strengths. They pitch and design mini projects to impact the community in a meaningful way.

Priory in the City - Juniors (SSPIC11) Grade 11, Semester Term, One Half (½) Credit, Required This course helps students design their career path and research the market landscape. Students use a career decision-making system to understand their interests, work values, abilities, and future plans. They coordinate networking opportunities and career trips to explore professions in the private, nonprofit and government sectors.

Priory in the City - Seniors (SSPIC12) Grade 12, Semester Term, One (1) Credit, Required This course helps students deliver their personal brand and obtain an internship with formal mentoring. Students explore potential careers, create a resume and cover letter, execute a meaningful project at a professional workplace, and reflect on the experience by connecting workplace skills to their future.

Religious Studies As an Episcopal school, the Religious Studies department at St. Andrew’s Schools is informed by the Christian tradition. Inclusivity and respect for diversity are integral to the religion curriculum. The Religious Studies Department employs a scholarly approach that offers students the opportunity to explore theological themes and a diversity of faith traditions. Our goal is to equip students with a foundation of biblical and religious literacy that will serve them both in their academic career and in real world experiences.

Graduation Requirement ● One (1) credit

Courses Controversies (SSCTRVHS) ✧ Grades 9-12, Semester Term, One Half (½) Credit Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022; this course may be taken for social science credit Controversies introduces students to relevant issues in a fast-paced, global, and multicultural society. The course will raise awareness of pressing social, political, economic, and cultural issues and provide a common framework with which to analyze and discuss current events. Students will learn to understand the context in which groups live and interact and understand how controversies arise. Students will explore, evaluate, and relate current economic, political, social, and cultural problems, to history and religion and reflect on how the individual and group are affected. Critical thinking and writing skills as well as technology-related research and projects are emphasized.

Philosophy (SSPHIHS) Grades 11 and 12, Semester Term, One Half (½) Credit Offered years beginning with an even year, e.g. 2020-2021, 2022-2023; this course may be taken for social science credit

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2019-20 Curriculum Guide The Priory Upper School An introduction to philosophical thinking, students will examine epistemology, faith, political systems, and ethics and learn to think critically. Students will reflect on how historical and contemporary thinkers approach these topics and begin to develop their own philosophical model.

Practical Theology (REPRTH) ✧ Grades 9-12, Semester Term, One Half (½) Credit Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 Practical Theology integrates Christian ethics with the examination and studies of six key areas of life common to every teen. Students engage in observations of their current culture as well as their own moral compasses and are challenged to learn strategies for making wise choices based upon sound ethical principles.

World Cultures & Religions (REWRHS) ✦ Grades 11 and 12, Semester Term, One Half (½) Credit Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023; this course may be taken for social science credit In this introductory survey of religious traditions, students explore, observe, and analyze across cultures and through time, the central human phenomenon of being religious.

Science To stimulate an inquiry approach towards life and the world around us, the Science department offers each student the physical and natural science materials to involve her in the practice of science. Students are encouraged to explore the many ways that the principles learned can be of value to their everyday lives. The Science department stresses that science is not just a multitude of facts but awareness of and about the universe. The goal is to encourage and support individuals in their quest towards finding out why science is the way it is and how it affects them. Several science courses integrate science, math, technology, the arts, and mathematics (STEAM) into the curriculum, and students use the scientific method and Engineering Design Process (EDP) to engage in inquiry, exploration, problem-solving, and discovery as they learn about the world around them.

Many of our science courses are hands-on, inquiry-based laboratory courses including Conceptual Physics (SCCPHHS), Chemistry (SCCHEM), Biology (SCBIOL), Biology, Advanced Placement (SCPAB11), Chemistry, Advanced Placement (SCAPCHEM), Advanced Placement Physics (SCPAP11), Advanced Placement Environmental Science (SCENAPHS), Forensic Science (SCFORSC), Human Body Systems (SCHBSY) and Medical Intervention (SCMEDIN).

Graduation Requirement ● Three (3) credits Policies ● Students must take two out of the three “core” science classes, Conceptual Physics, Chemistry, or Biology, by the end of junior year ● Students may take one credit of science designated as ‘Laboratory Science’ course to fulfill the remainder of their graduation requirement ● High School students must take a year-long science course in 9th and 10th grade ● It is highly recommended that students take at least one physical science course and one life science course to fulfill their graduation requirement Procedure and Criteria for Placement in Advanced Placement (AP) Sections ● Students will fill out an application for Advanced Placement; the department will review it and come to a decision (for or against) the recommendation

Courses Conceptual Physics (SCCPHHS) ❖ Grades 9-12, Year Term, One (1) Credit Physical Science Includes an introduction to modeling physics, dimensional analysis and investigations, this course integrates STEAM into the curriculum. Students use EDP in their projects to ask, imagine, plan, create and improve their projects as they acquire physics concepts. Topics include atomic structure, energy and states of matter, static electricity and electric current, waves, sound and light, mechanics and Newton’s Laws. Students who fulfill designated criteria, such as additional honors-level assignments, may earn honors distinction.

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2019-20 Curriculum Guide The Priory Upper School Chemistry (SCCHE10) ❖ Grades 9-12, Year Term, One (1) Credit Physical Science Prerequisite: Algebra I (MAAL1HS) Investigates the basic principles of inorganic chemistry including an emphasis on the application of chemistry in the community. This course integrates STEAM into the curriculum. Students use the EDP in their projects to ask, imagine, plan, create and improve their projects as they acquire chemistry concepts. Students who fulfill designated criteria, such as additional honors-level assignments and discussions, may earn honors distinction.

Biology (SCBIO09) ❖ Grades 9-12, Year Term, One (1) Credit Life Science Covers general principles in modern biology with emphasis on advanced concepts such as molecular biology and genetics. This course will also explore human body systems and physiology concepts. This course integrates STEAM into the curriculum. Students use the EDP in their projects to ask, imagine, plan, create and improve their projects as they acquire biology concepts.

Advanced Placement Biology (SCBAP11) Grades 11 and 12, Year Term, One (1) Credit Life Science Prerequisites: Biology (SCBIOL) and department recommendation Recommended Preparation: Human Body Systems or Physiology A college-level course covering the same topics as Biology, but in greater detail. Laboratory investigations emphasize quantitative analysis. All students take the national College Board Advanced Placement exam.

Advancement Placement Chemistry (SCAPCHEM) ✧ Grades 11 and 12, Year Term, One (1) Credit Physical Science Prerequisites: Chemistry (SCCHEM), Algebra II with Trigonometry (MAAL2HS), and department recommendation Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 Equivalent to a general first year college-level chemistry course, covers the same topics as in Chemistry but in much greater depth as well as additional topics. Students enrolled in this course should also expect laboratory work most weeks. All students take the national College Board Advanced Placement exam.

Advanced Placement Environmental Science (SCENAPHS) ✦ Grades 10-12, Year Term, One (1) Credit Life or Physical Science Prerequisite: Instructor permission Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 Provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students in AP® Environmental Science will engage collaboratively to investigate the real-world problems that face our environment today such as biodiversity loss, energy conservation, and climate change. They will study not only our environment but also our role in it. Humans have made an enormous impact on the Earth, particularly in the past few decades, with our advances in technology, rapid population growth, and excessive energy use. Our own survival depends on developing practices that will achieve sustainable systems that are both economically and ecologically friendly. Therefore, much of the course will consist of ethical discussions and collaborative projects designed to investigate global environmental issues that affect the social well-being of society.

Advanced Placement Physics (SCPAP11) ✧ Grades 11 and 12, Year Term, One (1) Credit Physical Science Prerequisites: Conceptual Physics (SCCPHHS), Calculus (MACLSHS), and department recommendation (may be taken concurrently) Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 This is a college-level course that stresses critical thinking. Covers the same topics in Physics, but in much greater quantitative detail.

All students take the national College Board Advanced Placement Exam.

Behavioral Science (SCBHSC) ✧ Grades 10-12, Semester Term, One Half (½) Credit Life Science Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 In this introduction to the science of behavior and mental processes, students will analyze and investigate human and animal behavior through controlled and naturalistic observation and disciplined scientific experimentation. This course integrates science, math,

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2019-20 Curriculum Guide The Priory Upper School technology, the arts, and mathematics (STEAM) into the curriculum. Students use the EDP (Engineering Design Process) in their projects to ask, imagine, plan, create and improve their projects as they acquire behavioral science concepts.

Engineering (SCENG1) Grades 9-12, Semester Term, One Half (½) Credit Physical Science This course may be taken multiple times This course explores EDP through project-based learning. In this process, students learn how to think, problem-solve, design, and create like engineers as they undertake engaging, hands-on projects based on engineering concepts. This course integrates STEAM into the curriculum. Each project will integrate science, technology, engineering, visual arts, and mathematics, as well as proper tool use and career opportunities.

Forensic Science (SCFORSC) ✧ Grades 9-12, Semester Term, One Half (½) Credit Life or Physical Science Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 Encompasses various scientific disciplines, students will learn how to observe, collect, analyze, and evaluate evidence found at crime scenes.

Human Body Systems (SCHBSY) ✦ Grades 9-12, Year Term, One (1) Credit Life Science Prerequisites: Biology (may be taken concurrently) or department recommendation Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 In the Human Body Systems (HBS) course, students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases, and often play the role of biomedical professionals to solve medical mysteries.

Medical Intervention (SCMEDIN) ✧ Grades 9-12, Year Term, One (1) Credit Life Science Prerequisites: Biology (may be taken concurrently) or department recommendation Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 Medical Interventions (MI) allows students to investigate the variety of interventions involved in the prevention, diagnosis, and treatment of disease as they follow the lives of a fictitious family. A “how-to” manual for maintaining overall health and homeostasis in the body, the course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose, and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios, students will be exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics.

Each family case scenario will introduce multiple types of interventions, reinforce concepts learned in the previous two courses, and present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past, present, and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role that scientific thinking and engineering design play in the development of interventions of the future.

Neuroscience (OSGNESC) Grades 11 and 12, Year Term, One (1) Credit, Life Science, $$ Prerequisites: Biology (SCBIOL), application, and approval A spongy, three-pound mass of tissue – the brain – is the most complex organ of the human body. This single organ controls every aspect of the body, ranging from circulation and appetite to emotion and memory. Because the brain shapes our thoughts, beliefs, hopes, dreams, and imaginations, the brain is what makes us human. By the end of the first semester, students will understand the structure of the brain and how the brain senses, thinks, behaves, and creates memories for learning and language, as well as how the environment (stress, diet, exercise and time) impacts the brain. We will also explore brain diseases, disorders, and treatments. Armed with this solid foundation in neuroscience, students will spend the second semester learning to think like doctors. In this projectbased class, students will engage in individual research projects and seminar-style problem solving. Utilizing neuroscience as a foundation to explore any human biology topic, students will be guided through a self-designed, long-term research project.

Neuroscience is a foundational topic for all health-care professionals. This course is designed for students who are considering college majors in a medical or health related field, such as medicine, psychology, occupational therapy, neural or biomedical engineering, public health, lab neurobiology research, radiology or imaging, speech-language pathology, or kinesiology.

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2019-20 Curriculum Guide The Priory Upper School Oceanography (SCOCNHS) ✦ Grades 9-12, Semester Term, One Half (½) Credit, Life or Physical Science Recommended that chemistry be completed or taken concurrently Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 This laboratory course will expose students to the spectrum of Oceanography and explore geological, physical, chemical, biological and engineering information as it relates to the marine environment.

Social Science The Social Science department presents its courses in a manner that encourages students to appreciate various cultures and understand how political, economic and social institutions work to shape society, throughout the world. Students will develop their critical thinking and analytical skills, while honing their intellectual curiosity. The Social Science department strives to achieve these goals through a sequential approach to history and analysis of current affairs in the local, national, and global community.

In conjunction with our Global Leadership Program, the Social Science department is committed to challenge students to become more globally aware citizens. Students will be exposed to learning experiences that will help them to better construct and articulate their own perspectives surrounding significant global issues that affect peace; recognize, articulate, and explain multiple perspectives regarding historical, religious, cultural, and geopolitical backgrounds; and engage and collaborate with audiences of diverse backgrounds and consider other points of views that may challenge students’ own perspectives. A majority of the offered high school Social Science courses satisfy credits for St. Andrew’s Schools’ Distinction in Global Leadership. All courses that fulfill the distinction requirement are distinguished with a next to the course title.

Please refer to Appendix III for more information on the Distinction in Global Leadership requirements and application process.

Graduation Requirements ● Four (4) credits ● One (1) credit of World History I ● One (1) credit of World History II ● One (1) credit of US History or Advanced Placement US History ● One half (½) credit of US Government or one (1) credit of AP® US Government or Model UN & Global Affairs ● One half (½) credit of Hawaiian History

Courses World History I (SSWHXI) Grade 9, Year Term, One (1) Credit, Required Covers the rise of major civilizations, which shaped and influenced the political, social, technological, and cultural development of humankind. Particular emphasis is on ancient and medieval history, spanning prehistory through the sixteenth century with attention paid to the connection between geography, trade, religion, and developing political systems. This course will also encompass an overview of the development of world religions and cultures.

World History II (SSWHXII) Grade 10, Year Term, One (1) Credit, Required An introduction to the major developments in world history from the emergence of the first global age (1450-1770 CE) to the present day, the focus will be on providing awareness and understanding of systems of government, the effect that geography has on societal and cultural development, and the effects of empire building. Particular stress is placed on identifying the major factors that have shaped the world cultures of today in a global context.

United States History (SSUSH11) Grade 11, Year Term, One (1) Credit Students will study American history from the era of exploration and discovery to the present. We will take an in-depth look into the political, economic, cultural, and social forces that have shaped American society. Particular emphasis will be laid on refining critical thinking and analytical skills, writing skills, and interpretation of primary sources.

Advanced Placement United States History (SSUAP11) Grades 11 and 12, Year Term, One (1) Credit Prerequisites: A in World History II (SSWHXII) submission of AP® U.S. History Application, cumulative GPA of 3.5 or higher, and department recommendation

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2019-20 Curriculum Guide The Priory Upper School An advanced course taught at the level of a freshman college course. Students will develop and refine the knowledge and skills necessary for the Advanced Placement U.S. History Exam. Students will study American history from the era of exploration and discovery to the present and take an in-depth look into the political, economic, cultural, and social forces that have shaped American society from multiple perspectives. Particular emphasis will be laid on sharpening critical thinking and analytical skills, writing skills, interpretation of primary sources and developing a sense of appreciation for American history and civic responsibility. All students take the national College Board AP® Exam.

Hawaiian History (SSHHX12) Grades 10-12, Semester Term, One Half (½) Credit, Required This course studies the history of our state. It begins with the time period of the arrival of the first Polynesians to Hawaiʻi and traces its rich history through the monarchy, missionaries, the overthrow of the Hawaiian kingdom, and statehood. It includes a focus on Hawaiʻi’s government, economic, and social history.

Hawaiian Ethnographic Study (SSHWES) Grades 10-12, Semester Term, One Half (½) Credit Ka Leo o Kaleleonālani, the Voice of Queen Emma, is a survey course that explores the legacy of Queen Emma through global and local perspectives. Students will use ethnographic and historical research skills to gain an in-depth understanding of the history and context of the life of Queen Emma through the history of Hawaiʻi. Students will explore how the historical development of The Priory, St. Andrew’s Schools, The Cathedral of St. Andrew, and Queen’s Health Systems relates to the socio-political context of the mid-1800s and Queen Emma’s desire to better her people spiritually, physically, and emotionally. By the end of this course, students will be able to assess how Queen Emma’s vision and legacy continues to be fulfilled in the 21st century.

United States Government (SSGOV12) Grades 11 and 12, Semester Term, One Half (½) Credit This course examines the people, documents, institutions, and events that have shaped American government. Particular emphasis is placed on the history and structure of the U.S. Constitution. In addition, both civil and criminal law is reviewed. The goal is to create well-informed voting citizens with an understanding of their rights and responsibilities. Students will engage in a variety of online, face-to-face, and flexible meeting arrangements that suit their individual needs.

Advanced Placement United States Government (SSAPUSG) Grade 11 and 12, Year Term, One (1) Credit Prerequisites: A in U.S. History or B or higher in AP® U.S. History, submission of AP® U.S. Government Application, cumulative GPA of 3.5 or higher, and department recommendation Designed to be the equivalent of a freshman college course, we will concentrate on building the necessary knowledge and skills in preparation for the Advanced Placement U.S. Government and Politics Exam. Students will gain in-depth knowledge of the foundations and structure of government, the institutions of government, political parties, political behavior, and the public policy process. Students will learn the nuts and bolts of the political and social forces and events that have shaped the government of the United States. Emphasis is laid on sharpening analytical skills, applying concepts to understand historical and current political trends and events, developing an appreciation for American government and fostering civic responsibility. All students take the national College Board AP® Exam. Students will engage in a variety of online, face-to-face, and flexible meeting arrangements that suit their individual needs.

Model UN & Global Affairs (SSMUNHS) Grades 10-12, Year Term, One (1) Credit May be taken more than once This course will focus on the issues, goals, and procedures of the United Nations and will prepare students for participation in Model United Nations conferences. Model United Nations students will engage in active discussion about current global issues and negotiate solutions to world problems with fellow MUN participants. Emphasis is laid on research, analytical, critical thinking, writing, and presentation skills. This blended course will meet once a week but will primarily be conducted online. Monthly weekend practice sessions and travel for participation in Model UN conferences are required.

Advancement Placement Art History/ Art History (OSGAPAH) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisite: Successful completion of one year of high school history, application, and approval Students will examine and analyze major forms of artistic expression from a variety of cultures spanning 32,000 years of art. Beginning with global prehistory and ending with global contemporary art, students consider influential forces like patronage, politics, class, belief, gender, and ethnicity in their analysis of art forms. Students become active participants in the global art world, engaging with its forms and content, as they experience, research, discuss, read, and write about art, artists, art making, and responses to and

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2019-20 Curriculum Guide The Priory Upper School interpretations of art. By investigating a specific image set of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the course fosters an in-depth, holistic understanding of the history of art from a global perspective.

Students may select the AP® or non-AP® track in this course. AP® students are expected to delve deeper into the topics, take AP® style assessments, and prepare for the AP® exam in the spring.

Advanced Placement Macroeconomics (OSGAPME) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Algebra II and Trigonometry (MAAL2HS), application, and approval Introduces students to major economic issues such as basic market analysis, the causes of the cycle of economic growth and recession, the problems of inflation and unemployment, the causes and consequences of federal budget deficits, and the causes and effects of international trade imbalances and currency fluctuations. Students analyze the impact of fiscal and monetary policies as well as the debates surrounding the implementation of each. This course involves extensive reading, problem-solving exercises, online discussions, and research and writing about contemporary macroeconomic issues. Multiple modalities are employed for content presentation so as to encourage personalization; assessment evaluates each student’s ability to utilize skill sets related to economic decision-making. Strong reading, algebra, and analytical skills are necessary for success, as is strong motivation. AP® Macroeconomics prepares students to become informed and thoughtful and thoroughly prepare students to take the AP® exam in the spring. AP® Macroeconomics is recommended for juniors and seniors.

Advanced Placement Microeconomics (OSGAPMI) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisites: Algebra II with Trigonometry (MAAL2HS) application, and approval This course examines how individuals (such as consumers and producers) make decisions and how these decisions affect our everyday lives. Topics discussed include the forces of supply and demand, costs of production, consumer choice, and behavioral economics, amongst others. Throughout the course, students examine various models that are used to conceptualize how our economy operates and explore the role that government plays in a given economy. As an online, college-level course, significant emphasis is placed on independent work and individual accountability. Students complete collaborative projects, group discussions, problem sets, quizzes, and tests. The curriculum is developed to prepare students for the AP® Microeconomics examination in May. Strong mathematical reasoning skills and an interest in finance, business, or government aid students in this course. AP® Microeconomics is recommended for juniors and seniors.

Advanced Placement Psychology/Psychology (OSGAPPS) Grades 11 and 12, Year Term, One (1) Credit, $$ Prerequisite: Application and approval Introduces students to the systematic and scientific study of the behavior and mental processes of human beings and other animals.

In this course, students are presented with the psychological facts, principles and phenomena contained within the major branches of psychology. The course includes a balanced examination of: Biological Bases of Behavior, Sensation and Perception, States of Consciousness, Learning, Cognition, Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Psychology, Treatment of Psychological Disorders and Social Psychology. Students develop a thorough understanding of the many subfields contained within psychology and the connections between them. In addition, students are also exposed to the history, methodology and ethical practices associated with psychological research. Upon completion of this course students recognize the significance of psychology and its practical applications upon the world around them. Students engage collaboratively with their classmates in projects and real-world discussions. Students may select the AP® or non- AP® track in this course. AP® students are expected to delve deeper into the topics, take AP® style assessments, and prepare for the AP® exam in the spring. Non-AP® students demonstrate mastery through projects and alternative assessments.

Controversies (SSCTRVHS) ✧ Grades 9-12, Semester Term, One Half (½) Credit Offered in school years beginning with an odd year, e.g. 2019-2020, 2021-2022 May be taken to fulfill religious studies credit Introduces students to issues that affect us in a fast-paced, global, and multicultural society. The goal of the course is to raise awareness to pressing social, political, economic, and cultural issues and provide a common framework with which to analyze and discuss current events. Students will learn to understand the political, cultural, and historical context in which groups live and interact, and understand how controversies arise in those contexts. Students will explore, evaluate, and relate current economic, political, social, and cultural problems to history and religion and reflect on how the individual and group are affected. Critical thinking and writing skills as well as technology-related research and projects are emphasized.

Global Girls-Global Action (SSGLOBG) Grades 9-12, Year Term, One (1) Credit

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2019-20 Curriculum Guide The Priory Upper School May be taken more than once. May fulfill the Independent Inquiry requirement Students will conduct independent research and develop expertise on a global issue, as it affects the world as well as Hawaiʻi, and find a way to participate in positive change regarding this issue. In this yearlong course, students produce a research project; connect with students and/or local/international organizations that work on similar issues. This course would allow (but not limit) students to participate in Global Issues Network (GIN) that would connect them with another GIN school somewhere in the world. Student participation in activities outside of the school day may be expected. This course may be taken to fulfill the Independent Inquiry requirement.

Philosophy (SSPHIHS) ✦ Grades 11 and 12, Semester, One Half (½) Credit Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023 This course may be taken for Religious Studies credit An introduction to philosophical thinking, students will examine epistemology, faith, political systems, and ethics. The aim will be for students to think critically about these issues and questions. Students will reflect on how historical and contemporary thinkers approach these questions and begin to develop their own philosophical model.

World Cultures & Religions (REWRHS) ✦ Grades 11 and 12, Semester Term, One Half (½) Credit Offered in school years beginning with an even year, e.g. 2020-2021, 2022-2023; this course may be taken to fulfill the Social Science credit In this introductory survey of religious traditions, students explore, observe, and analyze across cultures and through time, the central human phenomenon of being religious.

Student Service Graduation Requirement ● Not required for graduation Student Service (SSSTSER) Grades 9-12, Semester or Year Term, One Half (½) or One (1) Credit Designed for students to assist in office and classroom settings at St. Andrew’s Schools and as a way for students to give back to the community. Opportunities include service in the library, in a classroom or in an office here on campus. This is a pass/fail course.

Visual Arts Courses provide students with the experience of practicing as studio artists; they master the process of image making while building technical proficiency. Students develop critical thinking skills required to compose and execute images that effectively communicate and express the student’s intention. Our curriculum supports the student/artist to develop and be accountable for her art.

Graduation Requirement ● One (1) credit in either Performing or Visual Arts Policies ● Select student works may be shown at St. Andrew’s School’s annual art show and display boards or entered into contests ● Students may choose honors distinction by completing additional pieces of work that display a creative and inventive use of the selected medium. Willingness to devote several hours per week of time to art production, research, and selfimprovement is an important course requirement. ● Auditing is not permitted

Courses Studio Art I (VASA1HS) ❖ Grades 9-12, Semester Term, One Half (½) Credit Students will explore materials, techniques and artist styles in the media of drawing, painting, ceramics, sculpture and two and threedimensional design. This course provides an understanding for the students to analyze the dramatic potential in verbal communication by exploring the nature of creativity and its sources (ideas, concepts, imagination, dreams, theories) for the creation of images and relate art terms with actual processes by having hands-on experiences in the various mediums. Student artwork will reflect aesthetics and cultural and historical contexts.

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2019-20 Curriculum Guide The Priory Upper School Studio Art II (VASA2HS) ❖ Grades 9-12, Semester Term, One Half (½) Credit Prerequisite: Studio Art I (VASA1HS) Designed to build on skills in technique, composition/design, research, experimentation, and creative problem solving. Students will develop critical thinking, objective analysis of artwork, and the ability to communicate in the language of art. Students are encouraged to explore individual styles while producing a wide variety of work.

Visual Storytelling (VAVISSTRY) ❖ Grades 9-12, Semester Term, One Half (½) Credit May be taken more than once Introduces students to the basics of visual storytelling via the medium of film. Students will work on individual and group projects. The class covers the three stages of production, and how to plan and execute the communication of a message to target audiences.

Participants use multiple types of production equipment, including HD camcorders, microphones, lighting instruments, and editing software. Distribution and promotion of completed works beyond airing on ‘Ōlelo channels is also emphasized. Participants who complete the course become certified through ‘Ōlelo, granting them access to the production facilities, resources, and equipment they are trained to use. While enrolled in this class, the school will provide the editing software.

Graphic Design I, II(VABGRHS, VASGRHS) ❖ Grades 9-12, Semester Term, One Half (½) Credit May be taken more than once Students will become familiar with the principles of graphic design and develop technical and artistic skills. Projects involve editing, drawing, painting, and typography with layout and design including logo design, business cards, advertising layout, and magazine covers. The school will provide the software for this class while enrolled in the class. Student should exhibit a high technical proficiency and craftsmanship while incorporating the elements of art and principles of design.

Photography I (VABPHHS) ❖ Grades 9-12, Semester Term, One Half (½) Credit Requirement: 35mm camera and digital camera The technical and aesthetic possibilities of photographic expression are taught through class discussion, darkroom techniques and field trips. Students may choose honors distinction by completing an additional 10 pieces that display a creative and inventive use of the medium is required. Student should exhibit a high technical proficiency and craftsmanship while incorporating the elements of art and principles of design.

Photography II (VASPHHS) ❖ Grades 9-12, Semester Term, One Half (½) Credit Prerequisite: Photography I (VABPHHS) Requirement: 35mm camera and digital camera A study of the visual elements that create a photograph with emphasis on developing a personal style. Students may choose honors distinction by completing an additional 10 pieces that display a creative and inventive use of the medium is required. Student should exhibit a high technical proficiency and craftsmanship while incorporating the elements of art and principles of design.

Photography Portfolio I, II, III (VASPOHS, VAPA2HS, VAPA3HS) ❖ Grades 10-12, Year Term, One (1) Credit Prerequisite: Photography II (VASPHHS) and/or department recommendation This year long course is designed specifically for students who plans to pursue an advanced art level or major in the visual photography arts. Emphasis is placed on creating a collection of work (portfolio) that represents the variety and quality of one’s capabilities as an artist. We will explore a range of design techniques in the dark room and on the computer using various art materials and software programs such as Adobe Photoshop and Illustrator. Student should exhibit a high technical proficiency and craftsmanship while incorporating the elements of art and principles of design.

Portfolio Art I, II, III (VASPOHS, VAPA2HS, VAPA3HS) ❖ Grades 10-12, Year Term, One (1) Credit Prerequisite: Level II art course and/or department recommendation This year long course is designed specifically for students who plan to pursue an advanced art level or major in the visual arts. The emphasis is on the execution and collection of a body of work (portfolio) that represents the variety and quality of one’s capabilities as

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2019-20 Curriculum Guide The Priory Upper School an artist. Visual problem solving, technique, perception and conception are stressed. Student should exhibit a high technical proficiency and craftsmanship while incorporating the elements of art and principles of design.

World Languages The World Language department supports and nurtures students on their journey to proficiency in the language(s) of their choice. As stated by the American Council on the Teaching of Foreign Languages, this process fosters curiosity and empathy for a large array of perspectives, faiths, thoughts, feelings, habits, esthetic choices, and traditions. As language is strongly tied to our sense of identity, learning to function in another language creates a subtle internal shift and an emotional space where students can experience reality from someone’s else perspective. Such experiences and knowledge align with the Global Leadership Program’s goals of educating the next generation of globally aware citizens, able to understand different realities and to contribute to a more just and peaceful world.

Graduation Requirement ● Students must take four consecutive years of language starting in seventh grade to earn two (2) credits in high school, or three consecutive years in high school to earn three (3) credits in high school if level one is taken in high school Policies ● For bilingual and Japanese language school students, the teacher will determine the student’s proper course level after the student takes the pre-registration, world language exam ● Native speakers of a language may take that language as an elective but not to fulfill a language requirement ● Students who would like to continue language study beyond the levels offered should apply for an independent study

Courses English as a Second Language (WLESLUS) Grades 6-12, Year Term, No Credit, $$ May be taken more than once ESL services are assessed a fee which is added to the student’s tuition. Enrollment in this course may be required by the school based on the student’s English proficiency as determined by the LAS Links and demonstrated by her academic progress. This course provides language support for students whose primary language is not English. ESL assists students in gaining English Proficiency to facilitate their transition into the regular curriculum.

Hawaiian I (WLHA1HS) Grades 9-12, Year Term, One (1) Credit This course provides a basic understanding of the Hawaiian language and culture and creates a solid foundation for learning the language. Students will focus on pronunciation and spelling, and learn basic conversation through skits, short presentations, reading, games, and class work. Students will progress in the four skill areas of learning: listening, speaking, reading, and writing. Culture will also be taught through song and chant.

Hawaiian II (WLHA2HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Hawaiian I (WLHA1HS) This course extends the basic understanding of the Hawaiian language and provides a solid foundation for continued learning in the language. Pronunciation, spelling, and advanced conversation will be reinforced through skits, short presentations, reading, games, and class work. This course will continue to cultivate the Hawaiian language with respect to all four areas of understanding: listening, speaking, reading, and writing.

Hawaiian III (WLHA3HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Hawaiian II (WLHA2HS) Hawaiian III builds on Hawaiian II grammar and sentence structure with an emphasis on listening, speaking, reading, as well as writing.

Language structures and culture are reinforced using assignments, song and chant, and exposure to native styles of speaking through guest speakers and media. Short speeches, reading, writing, games, and class work will reinforce language and culture learning.

Hawaiian IV (WLHA4HS) Grades 10-12, Year Term, One (1) Credit Prerequisite: Hawaiian III (WLHA3HS)

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2019-20 Curriculum Guide The Priory Upper School Hawaiian IV builds on Hawaiian III grammar and sentence structure with an emphasis on listening, speaking, reading, writing, and literature analysis. Students will study a variety of Hawaiian language sources, including Hawaiian language newspapers and legends.

Language structures and culture are reinforced using assignments, song and chant, and exposure to native styles of speaking through guest speakers and media. Students will converse, present, and discuss a variety of topics in Hawaiian.

Hawaiian V (WLHA5HS) Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Hawaiian IV (WLHA4HS) Hawaiian V builds on Hawaiian IV grammar and structure with an emphasis on speaking, conversation, writing, and literature analysis.

These language structures are reinforced using newspaper and story translation, in addition to exposure to native styles of speaking through guest speakers and media. Students will utilize a variety of native language sources, primarily Hawaiian language newspapers and legends. As in the earlier levels, language will be reinforced through song and chant. On a daily basis, students will converse, present, and discuss a variety of topics in Hawaiian.

Japanese I (WLJA108) Grades 9-12, Year Term, One (1) Credit Japanese I introduces Japanese culture and greeting expressions along with vocabulary and structures needed for daily conversations and Japanese culture. Acquisition of listening and speaking for proficiency is emphasized. Mastery of hiragana and katakana is required by the end of the first semester. Simple kanji characters are introduced in the second semester.

Japanese II (WLJA2HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Japanese I (WLJA108) Develops listening comprehension and speaking skills; students are expected to carry on everyday conversations in class. Reading and mastery of 90 kanji characters is required. Students will research Japanese culture and write compositions in Japanese.

Japanese III (WLJA3HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Japanese II (WLJA2HS) Develops listening comprehension and speaking skills; reading and mastery of 150 kanji characters is required. Students will study Japanese culture, history, and geography.

Japanese IV (WLJA4HS) Grades 10-12, Year Term, One (1) Credit Prerequisite: Japanese III (WLJA3HS) Students focus on speaking and listening for proficiency. Students communicate with sufficient structural and phonological accuracy.

Reading and writing skills will be polished and requires the mastery of 220 kanji characters.

Japanese V (WLJA5HS) Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Japanese IV (WLJA4HS) Students will converse using formal and casual types of speech. Requires reading and mastery of approximately 320 kanji characters.

Students share their writing pieces and opinions using online tools.

Advanced Placement Japanese (WLAPJA) Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Japanese IV (WLJA5HS) and department recommendation Students focus on Japanese culture and keigo (honorific forms). Requires reading and mastery of approximately 410 kanji characters.

All students take the national College Board APÂŽ Exam. Students engage in a variety of online, face-to-face, and flexible meeting arrangements that suit their individual needs.

Mandarin I (WLMA1HS) Grades 9-12, Year Term, One (1) Credit A variety of academic activities lay the foundation in speaking, listening, reading, and writing. Students learn the basics of the language for oral and written communication, using a textbook and the accompanying workbooks. Focuses on the Chinese Pinyin Romanization system, Chinese simplified characters, and correct use of tones. Students work collaboratively in class using all of their language skills. Discussions and projects foster knowledge of Chinese culture and global awareness.

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2019-20 Curriculum Guide The Priory Upper School Mandarin II (WLMA2HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Mandarin I (WLMA2HS) Emphasizes communicating in Chinese. Built upon the basic skills acquired in Mandarin I and use of authentic materials in Mandarin.

Upon the mastery of learner’s Chinese pronunciation system pinyin in Mandarin I, more characters will be introduced through reading and calligraphy. Focus on communication in Mandarin through technology (typing, reading, listening and speaking) and real-life interaction with native Chinese speakers (listening and speaking).

Mandarin III (WLMA3HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Mandarin II (WLMA3HS) Builds on Mandarin II communication skills with a focus on a broader and deeper mastery of daily language usage through two textbooks (Learn Chinese with Me and Encounter). Students will develop a portfolio, give presentations, and exchange information with native Chinese speakers.

Mandarin IV (WLMA4HS) Grades 10-12, Year Term, One (1) Credit Prerequisite: Mandarin III (WLMA4HS) Builds on Mandarin III skills and emphasizes listening, speaking, reading, writing, and literature analysis. Students will practice speaking, presenting, and writing in connected sentences in various topics and personal interests. Emphasizes reading and writing of Chinese characters to communicate in daily life.

Mandarin V (WLMA5HS) Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Mandarin IV (WLMA4HS) Emphasizes real-life communication skills within the College Board’s Chinese Language and Culture curriculum framework. Offers students opportunities for in-depth study and practice of the complex structures, using contemporary, authentic media. Students continue to cultivate interpretive, interpersonal, and presentational communication skills through collaborative and individual learning activities that promote mastery of the Chinese language.

Spanish I (WLSP108) Grades 9-12, Year Term, One (1) Credit Designed to establish a foundational understanding of the Spanish language through listening, speaking, reading and writing; the Spanish-speaking world and its cultures is introduced to students. The use of technology and authentic materials integrates the language and cultures to teach and motivate all students.

Spanish II (WLSP2HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Spanish I (WLSP108) Expands on the concepts from Spanish I and introduces complex language structures and more in-depth cultural themes using authentic materials. Balances grammar and communication to foster language development within the student. Individual and group presentations enhance the student’s understanding of the Spanish language.

Spanish III (WLSP3HS) Grades 9-12, Year Term, One (1) Credit Prerequisite: Spanish II (WLSP2HS) Continues to expand on the concepts from previous courses and introduces more complex verb forms, new vocabulary, writing, and advanced conversational exercises. Students further their skills and cultural knowledge by responding orally and in writing to contemporary multimedia pieces. The use of technology and authentic materials in daily lessons, projects and homework cultivates the student’s acquisition of the language. Students who wish to earn the honors designation additionally begin to explore the AP® Spanish course themes and essential questions through activities in and out of the classroom.

Spanish IV (WLSP4HS) Grades 10-12, Year Term, One (1) Credit Prerequisite: Spanish III (WLSP3HS) Real-life communication is emphasized within the themes and recommended contexts of the College Board’s Spanish Language and Culture curriculum framework. Offers students opportunities to study and practice in-depth the complex structures of the language using contemporary, authentic media. Students continue to cultivate interpretive, interpersonal, and presentational communication

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2019-20 Curriculum Guide The Priory Upper School skills through collaborative and individual learning activities that promote mastery of the Spanish language. Students who wish to earn the honors designation explore the Advanced Placement Spanish course themes and essential questions in greater depth and breadth through activities in and out of the classroom.

Spanish V (WLSP5HS) Grades 11 and 12, Year Term, One (1) Credit Prerequisite: Spanish IV (WLSP3HS) Continues the theme-based orientation of Spanish IV, offering students more opportunities to study and practice in-depth the complex structures of the language using contemporary, authentic media. Students cultivate interpretive, interpersonal, and presentational communication skills through collaborative and individual learning activities that promote mastery of the Spanish language. Emphasizes real-life communication within the College Board’s Spanish Language and Culture curriculum framework.

Students who wish to earn the honors designation explore the AP® Spanish course themes and essential questions in greater depth and breadth through activities in and out of the classroom.

Advanced Placement Spanish (WLAPSPA) Grade 12, Year Term, One (1) Credit Prerequisites: Spanish IV (WLSP4HS) and department recommendation The AP® Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to build proficiency across the three modes of communication. Culture is central to content as students explore essential questions within the themes and recommended contexts of the College Board’s Spanish Language and Culture curriculum framework. All students take the national College Board AP® Exam.

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2019-20 Curriculum Guide The Priory Upper School

Appendices Appendix I: Academic Policies and Requirements Graduation Requirements

Twenty-four (24) credits are required for graduation. Generally, a semester course is one-half (½) credit, and a year-long course is one (1) credit. As displayed in the table below, students must fulfill the required number of credits in each subject areas in grades 9-12 to graduate.

Subject

Required Credits

English Social Science World Language5 Mathematics Science Physical Education Religious Studies Performing/ Visual Arts Independent Inquiry Design Thinking (From Class of 2022)

4 4 3 3 3 2½ 1 1 ½ ½

Maximum Credit Allowance per Grade Level St. Andrew’s Schools limits students to a maximum number of credits per year. This practice ensures that students have the time necessary to develop a deep understanding of the subject matter and complete the required work within the course’s specified deadlines while leaving adequate time for extracurricular activities and responsibilities that develop the whole child.

Year Freshmen Sophomore Junior Senior

Grade Level 9 10 11 12

Number of Credits 7 7.5 7.5 8.0

Types of Courses and Credits Required Courses Freshmen will be assigned to at least five academic core courses in English, math, science, social science, and world languages as well as design thinking. Sophomores and juniors will be assigned to at least five academic core classes in English, math, science, social science, and world languages. All sophomores, juniors, and seniors will be enrolled in our Priory in the City Program.

Honors Designation Courses ● Students may achieve academic distinction by engaging in honors coursework in certain courses as indicated in the curriculum guide. ● Honors designation will be conferred by semester ● The specific criteria for honors designation is determined by course as articulated in the course syllabus Advanced Placement Courses ● Students in AP classes are awarded one additional grade point per credit in the computation of their grade point averages.

For example, a B counts as an A and a C counts as a B. Grades lower than a C are not weighed. Students may elect to take these courses based on department-specified eligibility and teacher recommendation. All students in AP classes are required to take the examinations in May. Parents or students with questions about Advanced Placement should contact the Director of College Counseling at 532-2420.

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2019-20 Curriculum Guide The Priory Upper School Junior Varsity / Varsity Credit Students may fulfill up to 1.5 credits of their PE requirement by playing a Junior Varsity or Varsity level sport. If a student is considering playing a sport for Junior Varsity / Varsity PE credit, she MUST check with the athletic director for instructions and forms before the season starts.

Hawaiʻi Pacific University (HPU) Courses Qualified incoming junior and senior The Priory students may enroll in college-level courses at Hawaiʻi Pacific University’s (HPU) downtown campus and online classes. Interested students should review the information included in the HPU Course Registration Process section below and consult with the college counselor to begin the registration process. HPU credits do not count toward the graduation requirement and may not be used in lieu of required courses.

One Schoolhouse Courses St. Andrew’s Schools partners with One Schoolhouse to offer a diverse suite of rigorous credit-bearing online courses. A St. Andrew’s Schools mentor guides students in their learning and ensures that students are on track. Families are responsible for the payment of tuition for One Schoolhouse courses unless otherwise indicated by the school. Please see below for details on One Schoolhouse courses registration process.

HPU Course Registration Process

All registration and course changes must be handled through the Director of College Counseling at St. Andrew’s Schools. Not doing so may result in tuition charges to the student.

Eligibility To be eligible to register for courses at HPU, The Priory student: ● Has and maintains a minimum cumulative grade point average of 3.0 or greater with no grades lower than a B● Exhibits the maturity and responsibility required to succeed in the program ● Receives the recommendations of her teachers, counselor, and the Upper School Principal ● Submits the Hawaiʻi Pacific University Course Participation Contract by March 8, 2019 Hawaiʻi Pacific University Guidelines ● Students may register for a course at HPU without payment of tuition for eligible online and in-class semester courses. ● HPU allows St. Andrew’s Schools students to take a maximum of eight credits per semester ● Students may only register for full, 15-week course terms. Military campus, eight (8) week courses, and some online courses are not available ● Students are not allowed to participate in HPU extracurricular student activities and will not be charged additional student fees ● Students are responsible for paying for all class fees (e.g. science lab fees and materials) ● Registration will be available one month before the start of the term ● Once a student is registered, HPU will email a confirmation to the student ● Where they conflict, St. Andrew’s Schools’ student guidelines supersede Hawaiʻi Pacific University’s Procedures to Register for Courses at Hawaiʻi Pacific University ● Eligible students must complete and return the Hawaiʻi Pacific University Course Participation Contract by March 8, 2019 ● Registration for HPU courses occurs from August 8-29, 20196 ● Complete the contract and return it by the deadline ● First time students must submit an online application and health clearance form directly to HPU. HPU will confirm acceptance to the student and create a student ID and email address.

1) See instructions on how to apply online 2) To submit an application, go to www.hpu.edu/admissions/apply. When prompted, enter “SAI” as the last known school attended 3) HPU will assign you a student ID and email you confirmation that your account was created and that you are enrolled at HPU 4) Sign into HPU’s student portal, Pipeline, to see your course schedule and transcript ● Students review the course catalogue with the Director of College Counseling and receive approval to register for a course.

Students may also go to the Course Search page to search for courses (Home>Registrar>Academic Catalogue) ● Up to six weeks prior to the start of the term, complete 6

Registration procedures at HPU have recently changed and may affect students’ experience registering while we initially navigate the new procedures.

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2019-20 Curriculum Guide The Priory Upper School 1) 2)

● ● ● ● ● ● ● ● ● ● ● ●

HPU’s Course Add/Drop Request Form (https://www.hpu.edu/registrar/files/add_drop.pdf St. Andrew’s Schools Information on Student Course Schedule at Hawaiʻi Pacific University, have the Director of College Counseling initial the HPU form along the left margin by the course registration number and sign the SAS form. Submit both forms to the registrar Refer to your contract for your responsibilities while attending HPU courses When you receive your grade, please take a screenshot of your grade on Pipeline and email it to the registrar to be included on her transcript. The screenshot should be big enough to read and show your name, course name and grade St. Andrew’s graduation requirements or courses offered by St. Andrew’s Schools may not be completed at HPU unless approved by the Upper School Principal and Director of College Counseling In registering for HPU courses, student’s course loads may not exceed the annual credit limits During the course registration period in February, students considering taking HPU courses in the fall must register for 6.5-7 credits of The Priory courses Students are expected to manage her course scheduling to avoid conflicts and to meet graduation criteria Students must meet the prerequisites for the HPU course as stated in the course criteria in order to register for the course.

Students purchase all textbooks and any incidental supplies necessary for class HPU courses earn an additional grade point for grades of C and carry additional weight in the calculation of St. Andrew’s Schools’ cumulative GPA. Both high school and college credits are earned concurrently The college credits earned may be transferable to students’ college of choice. Her college will make the final decision regarding the transfer of credits The student is responsible for requesting her transcript in order to have her grade appear on her St. Andrew’s Schools transcript The credits and grades earned for HPU courses will become a permanent part of her college transcripts. Credits and grades earned for HPU courses will also be reflected on her St. Andrew’s Schools high school transcript

One Schoolhouse Course Registration Process

St. Andrew’s Schools partners with One Schoolhouse to offer a diverse suite of rigorous credit-bearing online courses. A St. Andrew’s Schools mentor guides students in their learning and ensures that students are on track. Families are responsible for the payment of tuition for One Schoolhouse courses unless otherwise indicated by the school.

To register for a One Schoolhouse course, students follow the process below: ● During the course registration period, the student submits the One Schoolhouse Application form, found on the portal ● The appropriate teachers and administrators review the applications and determine the student’s academic readiness and maturity level and make a recommendation ● Once approved, the student indicates her desire to register for the One Schoolhouse course on her Course Request Worksheet. Parents sign off, and the student brings this worksheet to her one-on-one advising session with her academic advisor ● The One Schoolhouse request is input into PowerSchool at this time, and the student’s Course Request Form is printed and sent home. Parents sign off on the request as final approval of her course requests ● A One Schoolhouse invoice is generated and sent home ● Once payment is made, the student is registered to the One Schoolhouse course

Adding and Dropping Courses

Students may realize that a course is not a good fit and wish to drop it and add a different course in its place. Students may add or drop classes during the add/drop period (August 8-29, 2019) by completing the Add/Drop form found on the Canvas Upper School home page. ● All course changes, including adding, dropping or changing sections of a course requires the approval of academic advising staff and the Upper School Principal. If needed, a follow-up appointment may be required with the Director of College Counseling and/or Upper School Principal to ensure a strong high school transcript. ● Please note that once a students’ course requests have been recorded in PowerSchool and the Course Request Confirmation Form has been signed and turned in, the following policies apply: o If a student has signed up for Advanced Placement courses, she may not drop the course unless recommended by academic advising staff and Upper School Principal o A student will be permitted to add or drop courses within the primary and alternate requests she has made at the time of course registration

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2019-20 Curriculum Guide The Priory Upper School Course Withdrawal If a semester course is dropped after the last day of the first quarter, or a yearlong course is dropped after the last day of the second quarter, a WP (withdrew passing) or WF (withdrew failing) may be recorded for each subsequent grading period.

Repeating a Course If a course is repeated and passed, credit for only one course will be recorded, and the higher grade computed in the GPA. Advanced elective courses in the performing and visual arts may be taken more than once and may receive credit for each term. No elective course may be taken more than once in a semester. If an F grade is received in a course required for graduation, the course must be repeated until a passing grade is achieved or until the student leaves The Priory.

Incompletes Students who have missed essential assessments due to absences are required to make up the work as determined by teachers and the Upper School Principal. Students are expected to negotiate and follow deadlines that have been set by their teachers. Unless all work is made up by reporting time (interim and quarter’s end), an incomplete (“I”) will be issued. Students who earn incompletes are not eligible for Honor Roll or Head of School List consideration until all work is made up in a reasonable time, as determined by the teachers and Upper School Principal. At the time that the work is made up, a new report card will be issued that reflects the up-to-date grades that the student has earned.

Make-up Work for Absences Students absent for tests, quizzes, or assignments should contact their teachers to make the necessary arrangements to submit missed work. For extended absences, please notify the student’s teachers as well as the Upper School Principal to coordinate the completion and submission of coursework.7 The student is responsible for contacting her teachers to make these arrangements.

Academic Designations Honor Roll and Head of School Lists St. Andrew’s Schools recognizes student academic performance through the Honor Roll and the Head of School List. Each quarter, the Honor Roll acknowledges students in grades seven and above who maintain a GPA of 3.5 or better with no letter grade lower than a B-. The Head of School List recognizes students who have a 4.0 G.P.A. or better for the semester term with no letter grade lower than an A- at any time during the semester. The list of academic honors is published in the magazine, Kūlia magazine and on the parent portal. ● Students receiving a grade of incomplete (I) are not eligible for Honor Roll or Head of School List ● Students who act without academic integrity and/or have violated the Code of Conduct are not eligible for Honor Roll or Head of School List during the quarter or semester of the act or violation

Academic Support A student is placed on academic support when her quarter-end GPA falls below 2.0, she earns a grade of D+ or lower, she earns two grades of C- or more, or in the judgment of her teachers and the Upper School Principal, she demonstrates that she is struggling academically to the point of concern for her academic success at The Priory.

The Upper School Principal and academic counseling staff will monitor the student’s progress during this period. Placement in study hall, conferences or scheduled reports to parents may be part of the monitoring. In the event that the student participates in our athletic program, the Athletic Director will monitor that student’s grades as well. To be released from academic support, a student must earn grades of C or better in all classes.

Study Hall ● All freshmen are assigned to study hall. Freshmen who earn honor roll or Head of School for Quarter 2 will be released from study hall for Quarter 3 ● Sophomores are assigned to study hall during Quarter 1. Students may be released from study hall if they remain in good academic standing by the end of Quarter 1 ● Any High School student who may need designated time to study and seek assistance from teachers during the school day may be assigned to study hall at any time as determined by her teachers, counselor, and Upper School Principal

7

See the policy on Incompletes above.

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Assessments The Priory Upper School assesses student learning in a variety of ways, ranging from hands-on projects, performance-based assessments, tests, quizzes, standardized testing, and homework assignments.

Homework Homework is an essential part of the total instructional program at St. Andrew’s Schools. Homework is designed not only to strengthen skills learned in class but also to establish a foundation for sound study habits. Teachers take their responsibility to assign meaningful homework seriously and expect students to carefully prepare assignments on a daily basis. In addition, students may receive long-term assignments such as projects, presentations, and research papers. It is important that students learn to be accountable for homework and accept consequences when homework is forgotten or is not satisfactorily completed. A continued pattern of failing to complete homework assignments will result in adverse academic consequences.

Parents are asked to support their child by establishing a regular time and location that is free from disruption and well lit. While parents may guide the student’s work from time to time, parents who do their child’s work will find that they actually impede her academic growth. As many of our students use their laptops to complete homework or to access teacher web pages, it is also recommended that homework involving computer usage be completed in a common and supervised area of the home.

Since students work at different rates, it is difficult to assess the length of time that a given assignment will take. The following guidelines are offered only as a general expectation for the time to be spent by students on homework at various grade levels: ● Grade 6 45 to 90 minutes per school night ● Grades 7-8 20 minutes per subject per school night ● Grades 9-12 30-40 minutes per subject per school night8 If parents observe that their child routinely spends significantly more time on homework than the guidelines suggest, they are welcome to contact the teacher of the course and/or the Upper School Principal.

Standardized Testing St. Andrew’s Schools administers standardized tests to assess learning, align instruction to student needs, as well as to prepare high school students for college preparatory testing.

St. Andrew’s Schools administers the CTP (Comprehensive Testing Program) to grade seven, and the WrAP (Writing Assessment Program) to students in grades six, eight, ten, and twelve. CTP assesses learning in reading, listening, vocabulary, writing, and mathematics and WrAP directly measures student writing achievement and serves as a tool for teachers on how to focus instruction.

Students in grades 9-11 take the PSAT (Preliminary Scholastic Achievement Test) to practice for the SAT (Scholastic Achievement Test). ESL (English as a Second Language) students, along with those with documented learning differences, take these tests only after consulting and planning with the Director of College Counseling. The Director of College Counseling will work individually with students in grades 11 and 12 regarding their schedule for the Scholastic Aptitude Test (SAT) and the American College Test (ACT). The Armed Services Vocational Aptitude Battery (ASVAB) is offered to students in grades 10-12 who wish to take it.

Exams Teachers may opt to give exams to students in grades 8-12 during the beginning of March. Exam grades count up to 10% of the student’s overall grade.

Students who are absent from the examinations due to any reason must obtain prior approval from the Upper School Principal. Upper School Principal will determine on a case-by-case basis the appropriate course of action.

Requests for early examinations can only be approved for students permanently moving off-island or in cases of family emergencies.

In these cases, families must contact the Upper School Principal to make appropriate arrangements. Families planning trips, including vacations, are advised to plan accordingly. No early exams will be allowed to accommodate family travel arrangements.

Students in Honors and AP courses may expect to spend an additional 60 minutes or more per Honors and AP subject per school night.

8

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Appendix II: High School Graduation Credit Audit Checklist English Four (4) credits of grade level English English 9 REQUIRED English 10 REQUIRED American Literature REQUIRED British and World Literature OR AP Lit REQUIRED Design Thinking One half (½) credit Graduation requirement from Class of 2022 Independent Inquiry Formerly known as Independent Research One half (½) credit Independent Inquiry OR Global Girls, Global Action Mathematics Three (3) credits • Students must take Algebra II with Trigonometry as one of the three credits Algebra I REQUIRED (if taken in HS) Geometry REQUIRED Algebra II REQUIRED Precalculus Calculus OR AP Calculus Any other math electives (Intro to Computer Programming; Personal Finance; Computer Programming; AP Computer Science Principles) Any other math electives (Intro to Computer Programming; Personal Finance; Computer Programming; AP Computer Science Principles) Performing Arts One (1) credit in either Performing or Visual Arts Any Performing Arts Class Physical Education Two and one half (2½) credits • Students must take Fitness for Life and Health for one half (½) credit each for a total of one (1) credit Health REQUIRED Fitness for Life REQUIRED Any other HS PE; JV/Varsity Any other HS PE; JV/Varsity Any other HS PE; JV/Varsity Priory in the City Two (2) credits • High School students transferring in are not required to make up any missed Priory in the City courses Priory in the City 10 REQUIRED Priory in the City 11 REQUIRED Priory in the City 12 REQUIRED Religious Studies One (1) credit Any 2 semester long Religious Studies course Any 2 semester long Religious Studies course

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2019-20 Curriculum Guide The Priory Upper School Science Three (3) credits • Students must take two out of the three core science classes (Conceptual Physics, Chemistry, or Biology), by the end of junior year • Students may take one credit of science designated as ‘Laboratory Science’ to fulfill the remainder of their graduation requirement • High School students must take a year-long science course in 9th and 10th grade • It is highly recommended that students take at least one physical science course and one life science course to fulfill their graduation requirement Two out of the three “core” science classes, Conceptual Physics, Chemistry, or Biology, by the end of junior year: Two out of the three “core” science classes, Conceptual Physics, Chemistry, or Biology, by the end of junior year: One credit of additional science courses: Social Sciences Four (4) credits • One (1) credit of World History I • One (1) credit of World History II • One (1) credit of US History or Advanced Placement US History • One half (½) credit of US Government or one (1) credit of AP® US Government or Model UN & Global Affairs • One half (½) credit of Hawaiian History World History I REQUIRED World History II REQUIRED US History or Advanced Placement US History REQUIRED US Government or one (1) credit of AP® US Government or Model UN & Global Affairs REQUIRED Hawaiian History REQUIRED Visual Arts One (1) credit in either Performing or Visual Arts Any Visual Arts class World Languages • Students must take four consecutive years of the same language starting in seventh grade, or three consecutive years of the same language in high school.

Any World Language I (starting from Gr. 9) REQUIRED Any World Language II REQUIRED Any World Language III REQUIRED Any World Language IV (if lower levels taken in MS)

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Appendix III: Distinction in Global Leadership The Distinction in Global Leadership recognizes students who have completed and excelled in rigorous academic coursework and service learning opportunities that are aligned to the Global Leadership Learning Outcomes. Students’ high school transcripts will reflect the Distinction and they will be recognized at commencement with a blue cord, which signifies peace.

To earn Distinction in Global Leadership for graduation, applicants must complete the following throughout her high school career: 1. Four (4) credits of the following courses: a. A minimum of two (2) credits of ● Global Girls-Global Action one (1) credit AND/OR ● Model UN and Global Affairs one (1) credit ● Repeatable throughout high school ● If one of the above courses is taken for more than two years, then the class may fulfill the additional two (2) elective credits, as required in 1.b. b. A minimum of two (2) credits of elective courses that meet the learning outcomes of the Global Leadership Learning Outcomes and Benchmarks. ● World Cultures and Religions one half (½) credit ● Controversies (½ credit) ● Philosophy (½ credit) ● Model UN and Global Affairs one (1) credit ● Global Girls-Global Action one (1) credit ● AP Environmental Science one (1) credit ● Any other elective in any discipline where the student can demonstrate the following: o Project reflective of three Global Leadership Learning Outcomes o Reflection of how the project aligns with three out of the six outcomes o Submission of project and reflection in Google Drive portfolio o For example: An Oceanography project that has an action component to increase awareness about the harmful effects of certain types of sunblock; Art History project that analyzes protest art throughout American history; Sculpture project in which pieces that depict peace are created and displayed in a public exhibition, etc.

2. Independent Inquiry: Independent inquiry projects must reflect goals of the Global Leadership Learning Outcomes a. Independent Inquiry may be fulfilled through participation in: ● Independent Inquiry in academic area of interest (history, art, technology, engineering, etc.) and participation in Academic Fair ● Global Girls-Global Action course and Global Issues Network (GIN) b. The independent inquiry project must: ● Demonstrate and explain how the project may impact her study of the global, national, and/or local community(ies) for future research ● Explain how the independent inquiry project connects to at least three of the six Global Leadership Learning Outcomes as part of Student Reflection ● Fulfill all Independent Inquiry requirements in addition to Global Leadership Learning Outcomes requirements 3. Four (4) consecutive years of the same World Language in high school (or level V/AP) a. Hawaiian b. Japanese c. Mandarin d. Spanish e. French 4. Minimum of two (2) years of involvement in a service-oriented club or class/student government that aligns with the Global Leadership Learning Outcomes a. HSSC Officer b. Class Officer c. SLOHA member d. Mindfulness Club e. Interact Club f. National Honor Society g. PAAC Club h. Speech and Debate Team

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5.

6.

i. Hui Hauʻoli j. Hope Lodge Club Participation in at least two (2) Exhibition Fairs to represent projects that reflect the Global Leadership Outcomes Priory in the City Senior Internship: Internship, project, and oral presentation should demonstrate the following criteria within the Global Leadership Learning Outcomes a. Internship, project, and oral presentation should demonstrate and explain how the internship will helps prepare the student to serve at either the global, national, and/ or local community(ies) for the future b. Explanation of how the Priory in the City Internship connects to at least three of the six Global Leadership Learning Outcomes (reference point six for complete requirements)

Distinction in Global Leadership Application Process Students applying for this distinction must complete the Distinction in Global Leadership Application process by early April of the school year.

1. Global Leadership Portfolio will serve as the gathering place for student’s Global Leadership Distinction work from their high school career. The portfolio must include the following items: a. Copies of course work/ projects done that exemplify growth in at least three Global Leadership Learning Outcomes b. Copy of Independent Inquiry Project c. Copy of student’s Priory in the City Internship presentation d. Student Reflection: Explanation connecting Priory in the City Internship, Independent Inquiry project, course work taken, and service club activities completed to fulfill at least three Global Leadership Learning Outcomes: ● Identifies three of the six Global Leadership Learning Outcomes ● Written in complete sentences and paragraph format. Must be at least 250 words per learning outcome ● Clearly demonstrates connections between projects/courses and Global Leadership Learning Outcomes.

Uses specific examples from work submitted into the Global Leadership Portfolio to highlight how the learning experience helped you grow in the Global Leadership Learning Outcomes e. Procedures for submission of your Global Leadership Portfolio: ● Email the Global Leadership Committee (global@standrewsschools.org)when you are ready to create your portfolio. The committee will share a Team Drive folder with you with the following naming convention: Priory username_GlobalLeadership_Graduation_Year ● Folders may be created at any time during the student’s high school career ● Include ALL elements listed above in your portfolio at the time of submission ● Applicants cannot be considered for distinction unless all material is included in the Global Leadership Portfolio 2. Distinction in Global Leadership Application Form a. During the student’s senior year, the student must fill out the Distinction in Global Leadership Application Form.

3. Distinction in Global Leadership Final Self-Assessment Form a. During the student’s senior year, the student must complete the Global Leadership Self-Assessment form. Student will be asked to reflect upon all four years of her high school career to provide insight to both her and the school’s Global Leadership curriculum.

4. Distinction Candidate Interview a. Candidates will be interviewed based upon the student’s portfolio, application, and final self-assessment.

5. Distinction in Global Leadership Reception a. Successful candidates will give a short, culminating talk on their Distinction in Global Leadership journey to a celebratory gathering of friends, family, and aspiring Distinction candidates.

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Appendix IV: Independent Inquiry Independent Inquiry trains students to become engaged in a sustained, iterative process of inquiry, critical thinking, problem-solving, self-reflection, and creation by investigating a student-generated central question.

Students engage in decision-making throughout the process by effectively framing a focused research question; locating, obtaining, and evaluating information for analysis and synthesis; analyzing and evaluating arguments, evidence, and claims; making connections and inferences among disparate pieces of information; identifying further lines of questions for investigation; and drawing wellreasoned conclusions based on their research. They exercise their creativity by developing a polished, well-designed product that the student can feel proud to share with a wider audience. Moreover, students develop their oral presentation skills as they present their projects and field questions in a professional manner to wider audience. Finally, students have the benefit of gaining success skills such as time management, self-advocacy, collaboration, flexibility, adaptability, and resilience, all necessary for managing a sustained, long-term, and academically rigorous independent project.

To participate in the Independent Inquiry course, students must: ● Meet with potential faculty mentors to discuss subjects/topics of interest by the deadline. ● Review the Independent Inquiry process (below) to gain an understanding of the expectations for Independent Inquiry ● Complete the Independent Inquiry Application Form by the deadline.

Students enrolled in Independent Inquiry must: ● Check-in with faculty mentors at least once per week ● Actively be in communication with faculty mentors on progress of the project ● Actively submit Independent Inquiry-related work into Canvas on time, and negotiate deadlines when necessary ● Hold themselves to high academic standards ● Exhibit academic honesty and integrity ● Present their working papers/projects at the January Academic Fair and their revised, completed works at the April Student Exhibition event Independent inquiry has four phases: Phase 1: Explore and Reflect -Task definition -Information seeking strategies -Locate and access -Use of information Phase 2: Research, Process, and Reflect -Central question generation -Analysis -Reflection

Phase 3: Create and Reflect -Synthesis -Creation -Evaluation -Reflection Phase 4: Share and Reflect -Presentation -Reflection

Phase 1 Task definition: Problem or question is well-defined and a manageable number of sub-questions are provided that help specify the information needed to guide the research process. ● ● ● ●

What topics are you interested in exploring? Why? What do you already know about the topic?

What do you want to know about the topic?

Are there any specific areas that you’re curious about or interested in? Jot down those ideas or questions.

Information-seeking strategies: A variety of reliable information sources and methods for collecting the information that are relevant to the research problem or question are explored and selected. ● ●

Brainstorm all possible sources you could use to research your topic (scholarly articles, news articles, interviews, novels, propaganda posters, government statistics, etc.)

How many sources will you be using? Determine with your faculty mentor.

Locate and access: Selected information sources are located and obtained. ● ● ●

Where can you find these sources? (Lexus Nexus, JSTOR, EBSCO, state library, Queen Emma library, University of Hawaiʻi, interviews with experts, etc.)

What keywords can you use when searching databases, indices, and websites?

Where can you find the information within the source (table of contents, index, specific web page, etc.)?

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2019-20 Curriculum Guide The Priory Upper School Use of information: Obtained information is explored and curated for the purpose of analysis. ● ● ● ● ● ● ●

What information do you expect to find in your sources?

Have you evaluated your sources for relevance?

How do you know that your sources are reliable?

Is the information accurate, up-to-date, objective, or fact v. opinion?

What information sources are useful to you? Why? Do some general exploration of your topic based on the sources you have found.

Create an annotated bibliography of the sources you have explored, using MLS citation

Reflection ● ● ● ● ● ●

What problems did you encounter while you were working on this phase of your project? How did you solve them?

What resources did you use so far while working on this project? Which ones were especially helpful to you? Which ones would you use again?

How do you feel about the project so far? What parts do you find particularly satisfying? Frustrating? Why? So far, have you been meeting the standards you’ve set for yourself? Explain.

One thing I would like to improve upon is…

One thing I need help from my faculty mentor is...

Phase 2 Central question generation: Generate a central question around which to base Independent inquiry ● ●

Based on your responses above, what is the central problem or question you’d like to research?

What needs to be known to answer your central problem or question? That is, what sub-questions do you need to ask to be able to answer your central question? Do you have sufficient information to begin to address your central question?

Analysis: Examine the collected information critically to discern relationships, key factors, or possible results ● ● ● ● ● ● ● ● ●

What facts, ideas, or data help to answer your central question? Rephrase those facts or ideas in your own words and cite sources.

What facts, ideas, or data support what you already know about your topic?

What facts, ideas, or data are new, interesting, and/or surprising to you?

What facts, ideas, or data go against what you believed about your central question?

How would you classify the facts, ideas, or data to begin to form a response to your central question?

What facts, ideas, or data go against what you believed about your central question?

What is the relationship between the facts, ideas, or data you’ve gathered?

How do you know that these facts, ideas, or data you’re using are reliable and strong?

At this point in your research process, do you have sufficient information to address your central question or problem? What else do you need to find out to enrich your project?

Reflection ● ● ● ● ● ●

What problems did you encounter while you were working on this phase of your project? How did you solve them?

What resources did you use so far while working on this project? Which ones were especially helpful to you? Which ones would you use again?

How do you feel about the project so far? What parts do you find particularly satisfying? Frustrating? Why? So far, have you been meeting the standards you’ve set for yourself? Explain.

One thing I would like to improve upon is…

One thing I need help from my faculty mentor is...

Phase 3 Synthesis: Combine elements of research to formulate an idea or theory that answers the central question. ● ● ● ● ● ● ●

Based on your research, write a succinct and comprehensive statement that answers your central question or poses a solution to your central problem. This is your thesis.

What are the facts, ideas, or data you chose that support your position or argument?

What facts, ideas, or data may cast doubt on your position or argument? Rephrase those facts of ideas in your own words.

How would you address the facts, ideas, or data that may cast doubt on your position or argument?

What types of evidence will you incorporate into your project (statistics, photos, film clips, sound bites, graphs, charts, etc.)?

How do they support or enhance your position or argument?

What additional evidence would strengthen the support of your thesis?

How would you incorporate the additional evidence into your project?

Reflection ● ●

Having gotten this far in the project, are you satisfied that you’ve answered your central question or problem? Why or why not?

What can you do to further enhance your project?

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2019-20 Curriculum Guide The Priory Upper School Creation: Produce a final product that represents your findings in a polished, appealing, compelling manner First Draft Process ● ● ● ● ● ● ● ● ● ● ● ● ● ●

What final product will best convey your research and findings in a compelling, succinct way (research paper, documentary, short story, original musical composition, policy brief, Academic Fair project, etc.)?

How do you want to feel about your final product? What kind of standards will you set for yourself to accomplish your goals?

How do you want the audience to feel about your final product?

What steps will you take to create your final product (research paper, website, documentary, short story, etc.)?

How would you organize the information you’ve learned to answer your central question? (ex: outline of a paper or documentary; site map for a website; outline for a policy brief or position paper; timeline for a service project, etc.)

Have you created an outline and work plan for review by your faculty mentor to ensure that you will produce a thoughtful, thorough, and polished final product?

What support do you need from your faculty mentor as you create your final product?

Does your project as a whole emanate a central purpose or argument that answers your central question?

Will your audience come away with new insights or knowledge?

Does your project have a logical flow that the audience can easily follow?

Is your project interesting to the audience, and does it sustain their interest?

Is your tone and word choice professional and appropriate for your audience?

Do you use correct and appropriate grammar, spelling, and mechanics?

Are the means of data representation (graphs, charts, tables, etc.) and multimedia elements (pictures, film clips, sound bites, etc.) appropriately placed to enhance your central argument or position?

Evaluation: Conduct a check on all elements of your research project to ensure that all requirements are met before submission ● ● ● ● ● ● ● ● ●

Is your project a thoughtful response to your central question?

Did your question remain the same, and if not, how did the questions evolve from the beginning to the end of the process?

Does your project represent your ideas and conclusions?

Is your project more than just a summary of other people’s ideas? Why would you consider your project an original interpretation of evidence gathered from sources?

Do you properly cite all your sources in the MLA format (in-text citation, footnotes or end notes)?

Do you have a complete bibliography, properly following the MLA format?

Does your project have all the elements that you and your faculty mentor agreed upon?

Is your project neatly put together and visually appealing for the audience?

Would you be proud of presenting your project to a wider audience?

Reflection ● ● ● ● ● ●

What problems did you encounter while you were working on this phase of your project? How did you solve them?

What resources did you use so far while working on this project? Which ones were especially helpful to you? Which ones would you use again?

How do you feel about the project so far? What parts do you find particularly satisfying? Frustrating? Why? So far, have you been meeting the standards you’ve set for yourself? Explain.

One thing I would like to improve upon is…

One thing I need help from my faculty mentor is...

Phase 4 Presentation: Present your findings to a wider audience and field questions regarding your project Preparation for presentation ● ● ● ● ● ●

Have you organized your presentation (in the form of an outline) so that the information, findings, arguments and supporting evidence are clearly, concisely, and logically laid out?

Have you met all the requirements for what should be included in your presentation?

Have you anticipated possible questions that the audience might have about your project? Have you brainstormed how you might address those questions?

Do you have an interesting introduction and conclusion?

Have you paced your presentation so that no part is too long or too short?

Have you rehearsed your presentation with your faculty mentor to fine-tune your presentation?

Presentation ● ● ● ● ● ●

Have you spoken clearly at an appropriate pace?

Have you modulated your voice (volume and tone) and pace to maintain interest?

Have you used proper, grammatically correct and formal English for your presentation?

Have you kept eye contact with the audience most of the time, only occasionally glancing at your notes or slides?

Have you used natural gestures and movements?

Do you look poised and confident?

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Have you worn clothes and accessories appropriate for the occasion?

Reflection ● ● ● ● ● ●

What problems did you encounter while you were working on this phase of your project? How did you solve them?

What resources did you use while working on this project? Which ones were especially helpful to you? Which ones would you use again?

Now that this project is complete, how do you feel about what you produced? What parts do you find particularly satisfying?

Frustrating? Why? At the end of this experience, do you feel that you have met the standards you’ve set for yourself? Explain.

One thing I would have done differently is…

One thing I learned about myself is...

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2019-20 Curriculum Guide The Priory Upper School

Appendix V: Guidelines for Participation in School Clubs and Organizations Each organization has a faculty advisor and elects a slate of student officers for the school year. These organizations meet during afternoon break within the school day or after school.

Student Council Officers Eligibility Requirements Student Council officers for both the High School and Middle School are elected by the members of the student body. The terms of office begin in May and run through to the end of April of the next school year. An officer may not serve more than two years in the same office. To run and to serve as a Student Council officer, a student must do the following: • Be enrolled for the school year in which she would hold office • Be a sophomore, junior, or senior during her term of office (HS Student Council), or be in the seventh or eighth grade during her term of office (MS Student Council) • Have a cumulative grade point average of 2.5 or better with no grade lower than a C- in all required courses • Maintain a grade point average of 2.5 while in office • Have no major violations, disciplinary probations, or suspensions on her record for the school year during which she is elected and the school year during which she serves • Attend all meetings and functions associated with the Student Council in which she serves Club Officer Eligibility Requirements Club Drive takes place early in the school year. In some instances, clubs are proposed and approved during the school year. To run and to serve as a club officer, a student must: • Be a freshman, sophomore, junior, or senior during her term of office for high school clubs, or be in the sixth, seventh, or eighth grade during her term of office for middle school clubs • Have a cumulative grade point average of 2.5 or better with no grade lower than a C- in all required courses • Maintain a grade point average of 2.5 while in office • Have no major violations, disciplinary probations, or suspensions on her record for the school year during which she is elected and the school year during which she serves • Attend all meetings and functions associated with the club in which she serves Guidelines for Participation in Student Organizations We encourage students to participate in leadership roles in school clubs and organizations. We also promote a healthy balance between academic and extracurricular activities. Parents are advised to counsel their children with respect to academic demands and activity levels.

• If a student’s class or club advisors feel that the demands of her participation in school clubs and organizations are too great, the student may be advised to limit her involvement or leadership responsibilities • Students who participate in after school activities sponsored by the school must be in attendance for the school day in order to participate. If a student leaves school due to illness, they may not return for an after school activity or event

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