Curriculum Guide by The Ethel Walker School

Curriculum Guide

is subject to change. Not all courses are offered every year.

Contents Introduction from the Head of School 1 Disrupting Gendered Mindsets: Capabilities Approach Program 3 Mission of The Ethel Walker School 5 English 7 History and Social Science 17 Ethics and Social Justice 23 World Languages 27 Mathematics 37 Science 43 Arts 55 Capabilities Approach Seminar Program 67 Co-Curriculars and Athletics 75 Community Partnerships 81 Graduation Requirements 83

Content

Curriculum Guide

Introduction from Head of School

Dr. Meera Viswanathan

“The joy of learning is as indispensable to education as breathing is to running.”

—Simone Weil

At Walker’s, education is understood as transforming — a venue where girls can emerge as authentic thinkers and doers, learning about the world, those around them and, perhaps most of all, about themselves.

Education, literally from the Latin “the leading out,” signifies discovery, revelation, and most of all transformation. The educational philosopher Parker Palmer reminds us, “We are here not only to transform the world but to be transformed.”

In the last fifteen years, educators have borne witness to three major ways in which teaching and learning have changed. Technology, and more specifically skills such as coding, transcend all disciplines. Learning has become more collaborative and interactive, rather than solitary learning and solely text-based teaching. Students today are also called upon to engage actively in original thinking, writing and research. Opportunities are emerging for crowdsourced research that allow our students to work in tandem with higher education research institutions.

We are committed to developing and delivering a comprehensive curriculum which keeps pace with helping girls realize their extraordinary potential and capabilities across a host of areas, including those in which traditionally women have been underrepresented. Courses such as Honors Biochemistry where our students conduct real-world research on bacterial resistance and the discovery of new antibiotics, engineering, and public health immerse our students in acquiring skills for emergent fields. Our humanities courses, including the Visiting Writer Seminar, Creative Writing, and a full complement of electives, allow our students to become accomplished writers, whose work is published in national and international publications and platforms as well as books we produce with The Ethel Walker Every Woman Press. Arts programs range from painting, ceramics, video production, a capella singing, African drumming, and chamber music to many forms of dance and choreography as well as art history.

We strongly affirm the need for our students to master qualitative skills as well as quantitative ones. Walker’s girls discover their voices in order to articulate their understanding, interrogate questions lucidly, and put forward their perspectives persuasively.

As Simone Weil, one of the leading female philosophers and activists of the 20th century, reminds us, there is joy in learning. Walker’s girls can immerse themselves in the wonder of learning, thanks to brilliant, dedicated and charismatic teachers and innovative classes and approaches. Most of all, our classrooms at Walker’s are places of wonder, discovery, play — even fun.

Disrupting Gendered Mindsets

Capabilities Approach Program

Why do female students tend to become less vocal as they progress through school despite success? Why do girls often steer clear of certain areas and disciplines? While myriad factors are at work, the key question is: What can schools do to address this disparity and support girls to fulfill their great promise and potential? The answer is: reimagine girls’ education.

With the support of a prestigious Edward E. Ford Foundation Education Leadership Grant, Walker’s Capabilities Approach Program seeks to disrupt the gendered mindset into which girls are socialized. The Capabilities Approach represents the development of a constellation of skills, interwoven and foundational. The goal is functional mastery of each skill with the assumption that all girls can achieve proficiency through support and collaboration. Girls learn resilience, teamwork, and the understanding of the role of failure as an intermediate stage of the learning process.

Capabilities

• Fluencies: digital, financial, and rhetorical

• Discoveries: sustenance and sustainability

• Agencies: swimming, first aid, and self-defense

• Self-Selected Capability: a unique agency, fluency, discovery, or experience chosen by each student

• International experience and paid internship

Collectively, these capabilities allow for challenge and failure by encouraging girls to be confident and resilient, and to embrace a growth mindset.

Digital Fluency

Today, the acquisition of a wide range of digital skills is necessary across all disciplines. As early as 6th grade and up through advanced courses, students are immersed in projects that require coding. Our Dean of Academic Technology and Innovation explores with students a range of digital fluency topics including creating your digital footprint, digital citizenship, and differentiated learning styles. One group already well-established in these areas are Walker’s Wirecats, the first all-girls robotics team from New England to compete in the FIRST FRC World Championship.

Financial Fluency

Historically, women lag behind in the acquisition of financial fluency, resulting in women owning and managing fewer assets. One way our students gain an understanding of personal finances and investing is through our signature community partnership, the Volunteer Income Tax Assistance (VITA) program. In addition to providing a very important service to the community, our girls study for — and pass — an IRS training program which allows them to prepare personal income tax returns for low income families. This real-world activity is enhanced with classroom work, giving students a first-hand look at the complexities and understanding of personal finance and investment.

Rhetorical Fluency

Having the confidence and skill to speak eloquently and convincingly in front of an audience, and ensuring that your ideas are heard, are skills that all Walker’s students develop both inside and outside the classroom. Classroom work, community partnerships, and affinity groups are just a few of the many stages on which you can safely test — and hone — a wide range of rhetorical skills.

Diversity, Inclusion, and Social Justice

By using the Capabilities Approach Program to enable all Walker’s students to develop a variety of capabilities, we also address divergences in backgrounds and preparation, offering a foundation for all Walker’s students to flourish as well as develop their cultural competence as global citizens. You will learn, live, and grow with people of different ages, interests, nationalities, racial, ethnic, and socioeconomic backgrounds, sexual orientations, religious traditions, and political affiliations.

Multiple classes and activities are offered where girls improve their knowledge and develop their desire to shape a society that is more equitable for all. Walker’s is a member of SPHERE, a consortium of 13 independent schools who collaborate on becoming and remaining culturally diverse, inclusive, and responsive environments for teaching and learning.

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Mission of The Ethel Walker School

The Ethel Walker School is an independent, college preparatory, boarding and day school for girls in grades 6 through 12 plus a postgraduate year. Since 1911, The Ethel Walker School has excelled at preparing students to make a difference in the world. Members of this diverse community are dedicated to scholarship, the arts, athletics, wellness, and service. The satisfaction of achievement and joy of friendship are fundamental principles as the School empowers girls to lead with respect, love of learning, confidence, courage, conviction, and integrity.

The mission of the English Department is to develop in every student, every year, in every lesson, the ability to read, write, and speak effectively with brilliance, authenticity, and passion. The curriculum begins with a foundation of developing students’ writing process through creative, personal, and analytical assignments, as well as a survey of literary genres. These skills and knowledge will be the springboard for students’ success in the 11th and 12th grade electives. Electives provide students with an opportunity to explore corners of literature that spark their interest and allow them to delve deeper into these topics and ideas. The Advanced electives are college-level courses that ask students to engage with challenging texts and literary criticism of those texts, as well as demonstrate their learning through a self-directed seminar paper.

Publishing

We encourage students to submit their work to contests and for publication. The best way to understand the power of one’s voice is to use it in the wider world. Our literary magazine, Daemon, regular participation in national and international writing contests, and our very own press, The Ethel Walker Every Woman Press, create an environment in which student voices are heard and celebrated.

English

MIDDLE SCHOOL ENGLISH COURSES

HUMANITIES 6: ANCIENT CULTURES

Grade 6

Credit: 1

The theme for 6th grade is “Laying Foundations,” and there is no better way for students to grapple with this theme than by learning about the foundations of humankind. Humanities 6 is an investigation into ancient civilizations through the lenses of history, geography, literature, the arts, belief systems, technology, architecture, and customs and traditions. Cultural sensitivity and ethical exploration are core principles of this hands-on, project-based class. Among other activities, students participate in an archaeological dig; create a mini-museum; design a 21st-century version of Babylon’s legendary hanging gardens; and prepare a Greek feast fit for the gods of Mount Olympus. Field trips to local historical societies and museums, coupled with outdoor excursions for native materials for projects, bring the research aspect of this class to life. Reading global mythologies and identifying the stories around which they have shaped their own lives helps students to connect with children of long ago and with those who live throughout the world today — including their own classmates.

ENGLISH 7

Grade 7

Credit: 1

At the 7th grade level, students maintain their momentum and build new skills by continuing an exploration of the various genres of literature. We read a challenging collection of texts that may include Cast Away; Howl’s Moving Castle; Poetry Speaks Who I Am; Romeo and Juliet; Good Master, Sweet Ladies; and The Outsiders. Other texts, including individual poems, myths, fairy tales, short stories, and essays, are carefully selected to be appropriate to the age and developmental level of 7th grade students. Teachers strive to help students truly love to read. Students will learn to present their work to an audience — aloud and in writing. Students continue to enhance their composition skills through a study of analytical writing, with an emphasis on the process of writing, not just the final product. Language mechanics, also taught in English 7, concentrate on understanding the passive voice, parallel structure, audience engagement, and logical flow. Students will read beyond the curriculum in this course. They will also have many opportunities for creative writing in a wide variety of genres.

Junior and Senior electives will build on skills that students established in 9th and 10th grade. In each elective they will practice both creative and analytical writing including academic essays. Each term will require at least 10 pages of polished, graded writing. They will be studying a more narrow substrate of literature than a survey course allows and therefore will engage with questions of context, impact, and literary history.

Students enrolled in advanced-level electives will be required to write a self-directed seminar paper at the conclusion of the course. Seminar papers will require students to propose a topic, complete additional reading and/or research and set their own schedule of drafting and checking in with their instructor. Advanced electives will engage with critical writing in conversation with the literary works on the syllabus. First semester advanced electives will have a summer reading requirement. There is no formal requirement to sign up for an advanced elective and we encourage students to speak with their advisors and current English teachers to determine the best course for them.

VISITING WRITER SEMINAR

Open to Grades 11-12

Credit: 0.5

What does it mean to be a writer? How does an author find her style? The Visiting Writer Seminar is a semester-long course in which students have the special opportunity to immerse themselves in a study of one writer’s works. Throughout the semester, students read a critical mass of texts by that writer before the course culminates with the author’s visit to Walker’s. During this visit, the writer will teach master classes, conduct writing workshops, and participate in class discussion.

LITERATURE AND ECOLOGY

Open to Grades 11-12

Credit: 0.5

Questions about the relationship between humans and the natural world have been some of the most essential throughout all of literature, from Tang Dynasty poetry to contemporary climate fiction. In our current, pivotal moment, those questions have become increasingly urgent as ecological systems continue to be affected and remade by human-caused climate change. Global problems require global imaginations, and a wide array of writers are lending their voices and cultural traditions to explore how humans have and might develop different relationships to the environments in which they are enmeshed. In this class we will study stories, poems, and creative nonfiction. Possible texts may include Orion Magazine and works by Camille Dungy, Aimee Nezhukumatathil, Robin Wall Kimmerer, Ursula K. Leguin, Ross Gay, and many others.

GREEK MYTHOLOGY

Open to Grades 11-12

Credit: 0.5

This elective is part anthropology, part philosophy, and part literature. Students will examine different tropes in myths as well as read scholarly work about myth, ritual, and symbol. The focus will be on Greek and Roman mythology. Texts will include The Odyssey, The Aeneid, and a series of well-known stories like Pandora’s Box. Prometheus, Oedipus, Orpheus and Eurydice, Demeter and Persephone, Narcissus and Echo.

FROM PAGE TO PIXELS

Open to Grades 11-12

Credit: 0.5

In this course, we will explore together the relationship between literary works and their film adaptations. What is lost, gained, or transformed as the story’s voice changes its form? How do characters and images change when we encounter them on screen instead of on the page? As film continues to demonstrate new possibility for narrative, how might we observe and articulate the different choices authors and directors make to engage us in their art? By studying the terms and techniques used in each medium, students will be able to analyze, appreciate, and imitate the techniques and talents of authors and directors alike. Past texts have included The Color Purple, Atonement, The Diving Bell and the Butterfly, Rita Hayworth and the Shawshank Redemption, The Joy Luck Club, Never Let Me Go, and The Orchid Thief, among others. Texts under consideration include If Beale Street Could Talk, Stories of Your Life and Others, The Namesake, and Rabbit Hole, among others.

GRAPHIC NOVELS

Open to Grades 11-12

Open to Grades 11-12

Credit: 0.5

Music will be both the theme and the subject for our course of study, and for some of the texts we read, music will in fact be part of the very process of their creation. At times it will be a central metaphor, and at times this will radiate out to ideas about performance itself. One other question posed by many of these texts is the question of practice. What are the processes by which we can pay more careful attention to the world around us, and how might this enhance our ways of being in the world? Texts under consideration include A Visit From the Goon Squad by Jennifer Egan, Olio by Tyehimba Jess, and Crazy Brave by Joy Harjo.

ENGLISH

ADVANCED ENGLISH SEMINAR: CONTEMPORARY ASIAN AMERICAN LITERATURE

Open to Grades 11-12

Credit: 0.5

This course will explore a range of Asian American voices and stories in texts published since the eighties. We will learn from an array of experiences and identities, and we will do so through a variety of literary forms and genres, including fantasy, short fiction, personal essay, and poetry, as well as a longer work of fiction or memoir. Much of our work will involve careful attention to craft; as a result, we will produce both analytical and creative pieces in conversation with the pieces we read. Possible texts include Interpreter of Maladies by Jhumpa Lahiri, Night Sky With Exit Wounds by Ocean Vuong, Little Fires Everywhere by Celeste Ng, The Paper Menagerie by Ken Liu, Crying in H Mart by Michelle Zauner, and work by Amy Tan and Maxine Hong Kingston.

ADVANCED ENGLISH SEMINAR: HAMLET AND COMPANY

Open to Grades 11-12

Credit: 0.5

Hamlet is the character in Shakespeare whose experience most aligns with being a teenager in the 21st century. He is uncertain, full of angst, has a strained relationship with his parents, an on-again-off-again romantic partner, a loyal best friend, and a lot of yet to be realized potential. We will try to get a better understanding of this character and how he might be relevant 400 years later. Students will take a deep dive into Hamlet reading and viewing several different productions. We will also look at texts that are inspired by or that draw on Hamlet including Rosencrantz and Guildenstern are Dead by Tom Stoppard and To Be or Not to Be by Ryan North as well as a viewing of The Lion King.

ADVANCED ENGLISH SEMINAR: THE NEW FUTURES NEIGHBORHOOD: AFROFUTURISM, INDIGENOUS FUTURISM, AND MORE!

Open to Grades 11-12

Credit: 0.5

In print and in movies, science fiction has long been dominated by visions of the future that center whiteness and replicate contemporary racial hierarchies. Outside of the mainstream, meanwhile, science fiction writers of color crafted their own visions of the future, drawing upon diverse cultural heritages and traditions, and in recent decades they have regularly garnered much-deserved attention and the most prestigious awards in the genre. In this class we will study science fiction as imagined by writers of marginalized identities, and in the process we will widen the possible futures we might imagine. Authors may include N.K. Jemisin, Rebecca Roanhorse, Ted Chiang, Lisa M. Bradley, Stephen Graham Jones, Tobias S. Buckell, Octavia Butler, Nnedi Okorafor, and others.

ADVANCED ENGLISH SEMINAR: LITERATURE OF DISABILITY

Open to Grades 11-12

Credit: 0.5

This course will explore some of the ways that writers with disabilities view, imagine, and narrate their experiences. As society pushes people with disabilities towards the margins, how does their written work help them to claim a fuller, more empowered self? How do they disrupt traditional notions of “abled” and “disabled” bodies? What new and old forms and sub-genres of writing are particularly effective in doing so? As poet Jennifer Bartlett put it, how does one use writing as “a way of being in the world that wasn’t made for us?” Through our engagement with the texts and subjects in this emerging field of literature, we will also consider the intersection of disability with the other aspects of an individual’s identity in society. In this work, perhaps we, too, might engage the world differently and reframe the way we think about our lives and differences. Texts may include Beauty is a Verb: The New Poetry of Disability, ed. Sheila Black, Jennifer Bartlett, and Michael Northern; Frida Kahlo and My Left Leg by Emily Rapp Black; Places I’ve Taken My Body by Molly McCully Brown; Call Me Ahab: A Short Story Collection by Anne Finger; Cost of Living by Martoj Martek; Deaf Republic by Ilya Kaminsky; and Wound from the Mouth of a Wound by Torrin A. Greathouse.

ENGLISH

History and Social Science

The History and Social Science Department faculty seek to teach our students to be active, informed global citizens who can distinguish between observation, opinion, and argument, and who can reject weak arguments and bandwagon thinking. Throughout their core courses and electives in the social sciences, students will examine the actions, forces, and systems that transform society — past and present. These investigations push them to think deeply about the human condition and recognize its complexity. We are committed to cultivating student fluency in critical reading, historical reasoning, writing, discussion, collaboration, and effective research skills.

Learning activities and assessments encompass a variety of formats, ranging from Harknessstyle discussions or debates to traditional tests or document-based questions to videos or other presentations. At each grade level, students practice research-based analytical writing, with 11th grade students writing a full thesis paper. The graduation requirement for History and Social Science is 3.5 credits. Core courses in the Upper School include 9th grade Global History, 10th grade United States History, and a required semester of Government and Politics for all 11th grade students. Electives are open to 11th and 12th graders. Elective courses are subject to enrollment and may be offered in alternating years.

MIDDLE SCHOOL HISTORY AND SOCIAL SCIENCE COURSES

HUMANITIES 6: ANCIENT CULTURES

Grade 6

Credit: 1

Grade 11

Credit: 0.5

This advanced level course is designed for students who are interested in diving deeper into the complexities of government and politics in the United States. In addition to learning about the structure of government, students will also engage with contemporary debates and controversies in American politics, such as campaign finance, gerrymandering, and civil liberties protections. In this advanced course, students are expected to engage extensively with challenging source material, including primary sources and academic articles. Students will develop in-depth analysis of complex topics. Students will also consistently demonstrate independence and preparedness with their work. Prerequisite: Departmental approval.

SEMESTER ELECTIVES FOR JUNIORS AND SENIORS

All 11th grade students are required to take Government and Politics (or Advanced) in the fall and an additional United States History (USH) designated elective course in the spring.

FEMINISM AND WOMEN’S HISTORY IN AMERICA (USH)

Open to Grades 11-12

Credit: 0.5

In this course, students will examine the profound contributions of women throughout American history. Students will identify systemic challenges for women and cultivate an understanding of the individual and collective efforts to create change in the 20th century. Students will examine historical events and ideologies to better contextualize contemporary issues. Students will read a variety of primary and secondary sources, engage in deep personal reflections, and participate in collaborative dialogue to explore the intersections of race, class, gender, and sexuality.

ADVANCED FEMINISM AND WOMEN’S HISTORY IN AMERICA (USH)

Open to Grades 11-12

Credit: 0.5

This Advanced Feminist and Women’s History course challenges students to delve deeply into the powerful and often overlooked stories of women in United States history. Through close examination of a wide variety of primary sources and intersectional social theory, students will gain a deeper understanding of the challenges and successes of women's rights and activism throughout the years. This course is designed to challenge and inspire students to think critically about traditional historical narratives and highlight the centrality of women in American history. In this advanced course, students are expected to engage extensively with challenging source material, including primary sources and academic articles. Students will develop in-depth analysis of complex topics. Students will also consistently demonstrate independence and preparedness with their work. Prerequisite: Departmental approval.

QUEERING AMERICAN HISTORY (USH)

Open to Grades 11-12

Credit: 0.5

In the early morning hours of June 28, 1969, the Stonewall Inn was raided by the New York Police Department. This was hardly the first time that police had raided the popular gay bar, and yet the riots that ensued were both historic and unprecedented. While extremely significant, the Stonewall Riots are just one moment in the much longer history of LGBTQIA+ activism that came both before and after 1969. In this course, students will explore the broader presence of queer activism with the goal of charting a more equitable narrative of American history — one that highlights the often understudied, yet vital roles of people who were marginalized both within and outside of the queer community. Students will finish this course by completing a research paper on a topic of their choosing that clearly centers and restores agency to the lived experiences of the people and communities that it studies.

CONTEMPORARY UNITED STATES HISTORY (USH)

Open to Grades 11-12

All students are required to take at least 0.5 credits in Ethics and Social Justice.

WORLD RELIGIONS

Open to Grades 10-12

Credit: 0.5

In order to be a culturally competent global citizen, one must understand the motivations, traditions, and cultural forces that influence the globe, including religion. Though the United States is an increasingly secular state, other parts of the world are strongly influenced by their religious traditions, informing international relations, social values, and the global marketplace. This class will address the religious practices of the major world religions and the vast spectrum of beliefs within each that makes it difficult to generalize about them. To honor the living traditions that we are studying, we will not only examine but will also find ways to experience the Hindu Traditions and various Yogas, Buddhism and Meditation (or the interpretation of a Koan), Taoism and Tai Chi, Islam and Prayer, Christianity and Worship, Judaism and the study of the Torah, and native Aboriginal and American relationships to the Earth. In the midst of this quest, we will consider the way astrology, cults, New Age practices, and mindfulness function as derivatives of religious intent.

HISTORY AND SOCIAL SCIENCE

INTRODUCTION TO ETHICAL REASONING

Open to Grades 11-12

Credit: 0.5

Human society has always looked for answers to big questions: why am I here? What is my place in society? How should I behave toward others? What is the nature of good and evil? This course introduces students to tracts of moral and political philosophy from Aristotle to Nussbaum. Ethical reasoning is applied to an examination of contemporary issues such as bioengineering, human rights, social justice, our relationship to the natural world, and the obligations of citizenship. Students will be encouraged to use what they are learning as a framework to develop and support their own opinions on these topics.

INEQUALITY IN THE UNITED STATES

Open to Grades 11-12

Credit: 0.5

This course will introduce students to systems of social inequality in the United States. We will investigate the structural, interpersonal, and social dimensions of oppression. Course materials will explore the ways that sexism, heterosexism, and racism have developed over time as well as the ways they impact each of us every day. Students will develop language, tools, and skills to create positive social change.

COLONIALISM AND THE CARIBBEAN

Open to Grades 11-12

Credit: 0.5

This course will explore the legacies of colonialism using Albert Memmi's framework from the book The Colonizer and the Colonized. Students will investigate the social, cultural, and economic impact of Colonialism on the present day with a specific focus on Puerto Rico, Cuba, the Dominican Republic, and Haiti. Students will develop an understanding of colonialism and its lasting impact on a nation politically and economically.

THE GOOD LIFE

Open to Grades 11-12

Credit: 0.5

Aristotle called it eudaimonia, which is usually translated as well-being, flourishing, happiness, or fulfillment. What does it mean to live a good life? Do we all agree on what the good life is or should be? Do we need to? Philosophers, priests, economists, and sages in every generation have tried to answer the question, but overwhelmingly it has been answered by men. Do women have a different answer? We will draw upon several religious, philosophical, and folk traditions as we ask the question: what is a life worth living — today — for you? We will examine different models of the good life as we practice habits of reflection and action. We will combine personal reflection with group conversation as we will grapple with consequential thinkers and engage in a deep learning experience that prepares you for a concluding exercise in articulating your own vision of the good life.

World Languages

The mission of the World Languages Department is to nurture meaningful communication, develop cultural competency, and promote multilingualism and multiculturalism. The advantages of being able to communicate in another language include increased adaptability and mental acuity as well as acting with empathy and an open mind. Learning another language advances the development of skills essential to academic, social, and personal growth.

Modern language courses at Walker’s foster language acquisition by emphasizing meaningful and authentic communication in all three communicative modes: interpersonal, interpretive, and presentational. Modern language instructors deliver rich, compelling, and comprehensible input in order to maximize engagement with the target language across all three modes. In this way, learners will develop confidence and fluency communicating in the target language. Latin courses naturally focus primarily on the interpretive mode of communication.

All language instruction is guided by pedagogical standards that enable language learners to set linguistically appropriate goals, identify areas of growth, and track progress. Learners will come to understand that language and culture are intertwined and interdependent, but that a shared language does not necessarily represent a shared culture. Through knowledge and appreciation of the geography, customs, history, and literature of the regions where the target language is or was spoken, learners gain cultural as well as linguistic competency.

Walker’s language classes are learner-centered and collaborative, and designed to maximize engagement and meaningful communication. The interests and needs of learners constantly inform the curricula, which are designed to be relevant, dynamic, and responsive. In this way, language classes enhance learner agency and curiosity. From collaborative storytelling to the discussion of current events or classical literature, learner questions and contributions are at the heart of the learning environment. Finally, the Language Department is committed to creating learning environments that are inclusive and respectful of all the diverse characteristics of learners’ identities and experiences.

MIDDLE SCHOOL WORLD LANGUAGE COURSES

Beginning in 6th grade, students are able to choose between French or Spanish. Once students progress through levels 1A and 1B in either French or Spanish, they are given the option of Spanish 2, French 2, or Latin 1 in 8th grade.

FRENCH 1A

Open to Grades 6-7

Credit: 1

This course serves as an introduction to the French language through reading, writing, speaking, and listening. By the end of the year, learners will be able to talk about very familiar topics, including: themselves; the weather; their likes, dislikes, and preferences; their families and homes; and their favorite pastimes and hobbies. Learners will also discover the many places in the world where French is spoken through music, video, artifacts, and projects.

SPANISH 1A

Open to Grades 6-7

Credit: 1

This course serves as an introduction to the Spanish language through reading, writing, speaking, and listening. By the end of the year, learners will be able to talk about very familiar topics: themselves; the weather; their likes, dislikes, and preferences; their families and homes; and their favorite pastimes and hobbies. Learners will also discover the many places in the world where Spanish is spoken through music, video, artifacts, and projects.

FRENCH 1B

Open to Grades 7-8

Credit: 1

In French 1B, learners will continue to expand their vocabulary and build upon the structures they acquired in French 1A. By the end of the year, not only will they be able to talk about themselves and the familiar topics covered during the previous year with greater confidence and in greater complexity, they will also begin to develop narrative competency in multiple time frames as they talk about what they did in the past and what they will do in the future.

SPANISH 1B

Open to Grades 7-8

Credit: 1

In Spanish 1B, learners will continue to expand their vocabulary and build upon the structures they acquired in Spanish 1A. By the end of the year, not only will they be able to talk about themselves and the familiar topics covered during the previous year with greater confidence and in greater complexity, they will also begin to develop narrative competency in multiple time frames as they talk about what they did in the past and what they will do in the future.

UPPER SCHOOL WORLD LANGUAGE COURSES

Students must complete either three consecutive years of a single language in the Upper School at Walker’s or Level 3 (Latin)/Level 4 (French, Spanish), whichever comes first. Students may take Advanced twice, provided the course title and content is different. Students may enroll in more than one language simultaneously, schedule permitting.

Advanced courses are offered in partnership with the Early College Experience (ECE) program at the University of Connecticut. These courses are taught by Walker’s faculty and have been certified as college-level by UConn. Students enrolled in an Advanced language course will have the opportunity to register for college credits, receiving a UConn transcript along with their Walker’s transcript upon graduation.

LATIN 1

Open to Grades 8-12

Credit: 1

What is Ancient Rome, and why do we care? In this first-year course, students will learn about the ancient world through geography, mythology, history, archaeology, and, of course, language. Through short readings, plays, and cartoons, students will become comfortable interacting with Latin prose. Special attention will also be given to the context of the ancient world.

WORLD LANGUAGES

FRENCH 1

Open to Grades 8-12

Credit: 1

This course serves as an introduction to the French language through reading, writing, speaking, and listening. By the end of the year, learners will be able to talk about very familiar topics: themselves; the weather; their likes, dislikes, and preferences; their families and homes; their favorite pastimes and hobbies; what they did over the past weekend as well as what they are going to do over the next weekend; and what they want to do versus what they can or must do. Learners will develop the ability to negotiate meaning in unfamiliar contexts.

FRENCH 2

Open to Grades 8-12

Credit: 1

This course is a continuation of French 1. Learners will build upon the structures they acquired in French 1 and engage in the target language with greater ease. By the end of the year, learners will be able to express themselves in complete sentences on a variety of familiar topics. Specific structures that learners will acquire include: what they were doing or used to do and what they will do. Prerequisite: French 1.

FRENCH 3

Open to Grades 9-12

Credit: 1

This course is a continuation of French 2. Learners will build upon the structures they acquired in French 2 and engage in the target language with greater ease. By the end of the year, learners will be able to express themselves in increasingly complex sentences on a variety of everyday topics, topics of personal interest, and studied topics. Specific structures that learners will acquire include what they should/could/ would have done, what they would/could/should do, as well as expressing counterfactuals, necessity, opinions, and feelings. Learners will be able to comfortably negotiate meaning in a range of unfamiliar contexts. Prerequisite: French 2.

FRENCH 4

Open to Grades 9-12

Credit: 1

This course is a continuation of French 3. Learners will examine the history, contemporary life, art, and culture of the French-speaking world, while reinforcing and building upon the skills developed in levels 1-3. This course uses authentic literature and film to expose learners to diverse Francophone perspectives. Learners are expected to make cultural comparisons, participate in individual and group analysis, and draw conclusions about historical and current events. By the end of the year, learners will be able to express themselves fully and spontaneously in paragraph-length language on a wide variety of everyday topics as well as topics of personal or general interest. Learners will be able to formulate and support hypotheses, make arguments, and sustain narration in multiple time frames. Students will be able to negotiate meaning in a wide range of unfamiliar contexts with confidence. Prerequisite: French 3.

HONORS FRENCH 4

Open to Grades 9-12

Credit: 1

ADVANCED FRENCH: CULTURES OF THE FRENCH-SPEAKING WORLD

ECE Course: FREN 3250: Global Culture I

Open to Grades 11-12

Credit: 1

In this course, students will hone their listening and speaking skills by engaging with the diverse cultures of the French-speaking world. Students will enrich their vocabulary and develop their ability to inform, explain, persuade, and narrate in French with greater accuracy, fluency, and complexity. Speaking practice will include class discussions, debates, and oral presentations. At the same time, students will learn about the richness and diversity of the French-speaking world through written texts (e.g., fiction, articles, poetry), oral texts (e.g., interviews, podcasts), radio and television segments, cinema, music, and art. The course will be conducted entirely in French. Prerequisite: French 4 or Honors French 4.

WORLD LANGUAGES

ADVANCED FRENCH: LITERATURE AND CULTURE OF THE FRENCH-SPEAKING CARIBBEAN

Open to Grades 10-12

Credit: 1

This course focuses on the literature and culture of the French-speaking Caribbean. Students will continue to hone their linguistic skills by engaging with some of the French-speaking Caribbean’s most important literary figures, including Maryse Condé (Guadeloupe), Aimé Césaire (Martinique), and René Depestre (Haiti). In addition to literary texts, students will examine the painting, music, history, and politics of the region. Students enrolling in this course must have considerable competence in speaking, listening, reading, and writing in French. The linguistic focus of this course is increased fluency, accuracy, and complexity in all modes of communication. Prerequisite: French 4 or Honors French 4 and departmental approval.

ADVANCED FRENCH: PARIS: PAST, PRESENT, AND FUTURE

Open to Grades 10-12

Credit: 1

This course focuses on the history, architecture, and culture of Paris from its humble Roman beginnings to present-day initiatives that look toward a sustainable future. Students will continue to hone their linguistic skills by reading historical documents, articles, and literary works (drama, poetry, and prose) as well as by analyzing maps, paintings, and photographs. Students enrolling in this course must have considerable competence in speaking, listening, reading, and writing in French and a willingness to refine their French through significant independent work. The linguistic focus of this course is increased fluency, accuracy, and complexity in all modes of communication: presentational, interpersonal, and interpretive. Prerequisite: French 4 or Honors French 4 and departmental approval.

At Walker’s, mathematics instruction is guided by a desire to instill critical thinking and the integration of technology into classroom instruction. Our math faculty provide experiences that encourage and enable students to value mathematics, develop confidence in their mathematical ability, use mathematics to solve problems, and be able to reason and communicate mathematically.

Instruction is problem-based and focuses on the practice of new skills and concrete applications. Mathematical rigor is introduced at all levels, commensurate with the course level. Our lower level courses are taught with a great deal of structure, providing a solid foundation for abstract thinking, integration, and synthesis needed in the more advanced selections. We offer regular and honors sections for every grade level; 98% of our students take a four-year mathematics program.

The traditional subjects of algebra, geometry, and trigonometry provide the theoretical background for students intending to further their education. For students who plan to pursue careers in mathematics, science, and engineering, the precalculus and calculus courses are preparation for higher-level mathematics courses.

Various teaching techniques are employed to address multiple learning styles in order to help each student find and develop her unique abilities and strengths in math. At the core of our mission is the determination to encourage our young women to find their own “unique voice” in our mathematics classrooms as students are encouraged to lead discussions, ask clarifying questions, and contribute to alternative methods of problem solving.

Robotics

Robotics at The Ethel Walker School started when a group of girls approached a physics teacher and said, “We want to build a robot.” Since then, Walker’s Wirecats robotics team has competed successfully on the regional, national, and international stage. As one of only two allgirls teams in New England, the Wirecats won their state district event in its second season and are the first all-girls team to win a New England district.

The team competes in the FIRST Robotics Competition (FRC) which FIRST says “combines the excitement of sport with the rigors of science and technology.” By participating in robotics, students learn about teamwork and cooperation, how to build a robot, and are mentored by professionals from engineering and other STEM-related fields.

Mathematics

MIDDLE SCHOOL MATHEMATICS COURSES

The Math Department seeks to meet students where they are upon entry to Walker’s Middle School in regards to their course placement. Thus, entry into Middle School math courses is not limited by grade level.

FOUNDATIONS OF MATH

Department Placement

Credit: 1

Basic computational skills are reviewed, and problem-solving, patterns, estimating, and mental math skills are emphasized. Topics introduced include decimals, fractions, exponents, scientific notation, ratios, rates, proportions, percents, measurement, graphing in the coordinate plane, and an introduction to variables and solving algebraic equations.

PRE-ALGEBRA

Credit: 1

This course is for students who have completed Foundations of Mathematics or an equivalent course. Topics include further exploration of decimals, factors, fractions, integers, exponents, ratios, proportions, and percents, as well as graphing on the coordinate plane, linear equations, algebraic expressions, and solving algebraic equations and inequalities. Prerequisite: Foundations of Math or department placement.

UPPER SCHOOL MATHEMATICS COURSES

ALGEBRA 1

39 MATHEMATICS

PRECALCULUS

Credit: 1

This course is for students who have a strong background in advanced algebraic topics. Students must make the challenging transition from a focus on algebraic skill building and processes to that of their application and conceptual analysis. In order to make connections and to contribute to class discussions and discoveries, students are expected to be quite proficient with a graphing calculator and to extract information from the textbook effectively. Topics reviewed and studied consist of various functions (including compositions, inverse, polynomial, rational, exponential, and logarithmic) and trigonometry.

Prerequisite: Algebra 2.

HONORS PRECALCULUS

Credit: 1

This course is for students who have a strong background in advanced algebraic topics and have demonstrated a good aptitude for mathematical reasoning and intellectual curiosity. Students must make the challenging transition from a focus on algebraic skill building and processes to that of their application and conceptual analysis. Precise arithmetic and algebraic skills are essential to ensure accurate data for proper analysis, and to attain a strong level of command and understanding of the concepts studied. In order to make connections and to contribute to class discussions and discoveries, students are expected to be quite proficient with a graphing calculator and to extract information from the textbook effectively. Topics reviewed and studied consist of several types of functions (including compositions, inverse, polynomial, rational, exponential, logarithmic, and circular) and an introduction to limits. Prerequisite: Honors Algebra 2 and departmental approval.

CALCULUS

Credit: 1

This course is a survey of topics in Calculus from limits and continuity to basic differentiation and basic integration. It is an opportunity for students to integrate ideas from algebra and geometry, and to do analytical applications of trigonometry, rational functions, compositions, and logarithmic functions. It is a course geared toward deeper understanding of the material but without the focus on preparing for the standardized testing. Prerequisite: Precalculus or Honors Precalculus.

Open to Grades 11-12

Credit: 1

This course is for students who would like to apply the study of statistics to a sports psychology context. In each unit, students will be introduced to a topic in sports psychology, review the existing literature behind that topic or collect their own data, and learn the statistical analyses needed to interpret and understand the findings. Both quantitative and qualitative analysis will be discussed. Other skills that this course will develop include writing lab reports, critical analysis of methodology, and research skills. We hope to have guest lecturers in the field to talk about their research and the methods that they are using. Studies that focus on female athletes and female coaches will be emphasized. Prerequisite: Precalculus and must be taken alongside or after Advanced Statistics.

MATHEMATICS

At The Ethel Walker School, students learn the fundamental principles of science and the essential skills required to investigate the foundational disciplines of physics, chemistry, and biology. In addition, students are able to go beyond the basic science requirements and explore individual interests through numerous science electives. With this strong foundation, students engage in inquiry-based discovery, research-guided coursework, and student-driven exploration of topics that are engaging and relevant to their lives.

As science educators, we prepare students to think critically and to recognize bias as they explore scientific questions through student-designed lab experiments. The rich experience of hands-on labs supports individual creativity and curiosity, and allows students to engage in argument-driven inquiry, analyze data, and finally draw conclusions based on observation and experimentation. Students also gain valuable writing and presentation skills and become effective communicators as they present their findings. With the skills and content that they develop, students emerge as lifelong learners and innovators who have the confidence to tackle unfamiliar problems and the courage to be resilient as they work to design solutions to these problems. We strive to inspire future scientists as well as citizen scientists and enlightened future voters, mindful of the scientific issues that are locally and globally relevant.

Each student is required to complete three years of science; Physics during 9th grade, Chemistry during 10th grade, and Biology during 11th or 12th grade. The concept of “physics first” provides students with a strong scientific foundation on which Chemistry, Biology, and all science electives are built. Most students at The Ethel Walker School go beyond the graduation requirement and take science courses all four years, and many students take multiple science electives during the 11th and 12th grades.

Science

MIDDLE SCHOOL SCIENCE COURSES

STEAM 6

Grade 6

Credit: 1

Have you ever wondered how your body systems are affected by participating in sports, how the honeybee populations are affecting our food supply, or why we get storms in New England? We will explore questions like these in STEAM 6. STEAM is an integration of science, technology, engineering, art, and math. This course allows our students to practice the science and engineering skills that professionals use every day, engage in hands-on exploration, and design projects as they explore the natural world. Students in STEAM 6 will use real-world phenomena such as athletic concussions, Lyme disease, honey bee populations, animal habitats, and destructive weather to deeply explore the topics of human body systems, reproduction and growth, energy transfer and weather, and climates and human impacts. Students will learn how to develop scientific and engineering questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources. They will also learn how to frame a hypothesis based on observations and scientific principles, specify relationships between variables, clarify arguments, and begin to make models that lead into basic experimentation.

STEAM 7

Grade 7

Credit: 1

Have you ever wondered how chemicals interact in the body, how ecosystems are affected by local interactions with people and industry, or how Connecticut was formed? We will explore questions like these in STEAM 7. STEAM is an integration of science, technology, engineering, art, and math. This class allows our students to practice the science and engineering skills that professionals use every day, engage in hands-on exploration, and design projects as they explore the natural world. Students in STEAM 7 will use real-world phenomena such as the effects of energy drinks, the Farmington River, rock formations, and Talcott Mountain to focus on the topics of the properties of matter, dynamic interactions within an ecosystem, and geologic changes in the Earth. This course builds upon the inquiry mindset developed in STEAM 6 to build competency in developing, using, and revising models to describe more abstract phenomena and design systems. Beyond just following procedures for experiments, students will build skills in planning and carrying out investigations that use multiple variables and provide evidence to support explanations or solutions.

ADVANCED BIOLOGY

Open to Grades 11-12

Credit: 1

The Advanced Biology course is our most challenging biology course and parallels a college-level introductory biology class. This course requires strong critical thinking skills and the ability to apply biological concepts to new situations and real-world problems. The class is designed to cover numerous biology topics in an in-depth and hands-on manner using many forms of instruction that include lecture, flipped classroom, problem-based learning, inquiry-based labs, case studies, and field work. This course is for highly motivated students who have a genuine interest in biology, are capable of self-directed and self-paced work, and possess the ability to collaborate with classmates on many different labs and projects. To allow for the completion of college-level laboratory experiments, the course meets for an additional 70-minute block each week. The Advanced Biology course will revolve around the four Big Ideas of evolution, energy, information, and interactions. Students may choose to take the Biology Advanced Placement Test in the spring. Prerequisite: Honors Chemistry and departmental approval.

ADVANCED CHEMISTRY

Open to Grades 11-12

Credit: 1

The Advanced Chemistry course is our most challenging chemistry course and parallels a college-level introductory chemistry class. Building on the foundation of Honors Chemistry, this course emphasizes the advanced topics of equilibrium, kinetics, and thermodynamics. Students must be prepared for a significant commitment in both time and the level of challenge. To allow for the completion of collegelevel laboratory experiments, the course meets for an additional 70-minute block each week. This course fully prepares interested students for the Chemistry Advanced Placement Test in the spring. Prerequisite: Honors Chemistry and departmental approval.

ADVANCED COMPUTATIONAL MODELING

Open to Grades 10-12

Credit: 0.5

What makes some internet videos more popular than others? Where do gender inequities pop up in the music industry? What are the demographics of police stops in the United States? Did you know that you can explore and analyze real-world questions like these using code? In this semester-long elective, you will develop the ability to use the Python coding language to create interactive programs, simulations, and data visualizations with the goal of using code to dive deep into questions that you are interested in exploring. This is a largely project-based course; our projects will include creating 3D models and animations using the VPython programming environment, using code to analyze and visualize social justice issues through public datasets and building your own machine learning models that you can use to make real-world predictions in fields of your choice. We will use the engineering design process to develop each project, including research, brainstorming, iterative prototyping, peer feedback, and communication. You will come away with skills to critically analyze and evaluate trends in science, technology, and society. No previous coding experience is needed. Students should be comfortable with mathematical thinking, troubleshooting, and sometimes feeling confused! Prerequisite: Physics and departmental approval.

BIOLOGY OF WOMEN

Open to Grades 11-12

Credit: 1

This course is an introduction to the biology of women and their specific health concerns. This class will also address social and economic factors that specifically affect women’s health and well-being. The first half of the course will be directed at learning about female anatomy and physiology, growth and development, and reproduction. This part of the course will focus on female ontogeny, puberty, pregnancy, abortion, and contraceptives. The latter part of the course will deal with disease and aging, and the cross-section of women’s health in history, society, economy, politics, and culture. Here we will focus on gender identity, reproductive rights, the Cliteracy Movement, representation, nutrition, and more. In both portions of the course, we will address ethical concerns for women that will range from the manipulation of embryos to healthcare access. Through labs and other major assignments, students will examine biological differences between men and women, develop an understanding of their own hormone cycle, and analyze societal expectations and pressures placed on women. Prerequisite: Completion of or concurrent enrollment in Biology.

SCIENCE

HUMAN ANATOMY AND PHYSIOLOGY

Open to Grades 11-12

TROPICAL ECOLOGY

Open to Grades 11-12

Credit: 1

Tropical ecosystems contain some of the most diverse habitats on the planet. These systems are both unique and fragile compared to temperate systems, and are threatened by climate change and human activities. This course is designed to provide students with a general understanding of tropical ecology and conservation and to enhance student research skills. Students will be responsible for weekly readings, leading class discussions, presentations, and various writing assignments, including a final project intended to increase the breadth and depth of student knowledge of evolutionary ecology in the tropics. By reading, thinking about, and discussing articles from the primary scientific literature, students will gain valuable skills in learning how tropical research is conducted, how scientific research is presented to other scientists, and how to critically evaluate scientific research for both their strengths and their weaknesses. Prerequisite: Completion of or concurrent enrollment in Biology.

ASTRONOMY

Open to Grades 10-12

Credit: 1

Astronomy is a yearlong course that explores the origin, structure, evolution, and fate of the universe and the objects in it. Topics studied in this course include gravitation and orbits, the Solar System and other planetary systems, the structure and evolution of stars, galaxies and their creation, and black holes and curved spacetime. Students will also study the history of humans’ understanding of our place in the universe, from the astronomy of ancient civilizations to modern-day space missions. Finally, the course will explore current questions about the mysterious presence of dark matter and dark energy, theories about the future of the universe, and the search for habitable planets and extraterrestrial life. Although the course is mostly conceptual, there is some basic problem-solving required. No prior physics courses are necessary. Students will also make periodic observations using Walker’s van Gemeren Observatory.

ENGINEERING

Open to Grades 10–12

Credit: 0.5

This is a semester-long course for students who have demonstrated passion for overcoming challenges in innovative ways. Through this 100% hands-on, project-based course, students will immerse themselves in the process of engineering — defining a problem and identifying its constraints, brainstorming solutions, creating and evaluating a prototype, iterating to improve their prototype, and communicating their solution. Students will develop confidence and fluidity in this process over the course of the semester. The challenges encountered in this course will focus on different types of engineering, possibly including mechanical, electrical, civil, and environmental engineering. Students will develop skills in group collaboration and will be encouraged to make use of all of their available tools and resources. Students will be evaluated based on in-class engagement, fulfillment of project components, documentation of their unique engineering process, written reflections, and an analysis of their work. Prerequisite: Departmental approval.

Arts

The Visual and Performing Arts are an integral part of the Walker’s community. Communication, creativity, and collaboration are fundamental to all of the arts on our campus. Through the arts, students learn to take risks, push beyond perceived boundaries, and discover new ways of expressing themselves and engaging with the community.

A student who has a passion for the arts can pursue after school co-curricular activities such as acting, technical theater, dance, and visual arts during all three seasons. In addition, students can participate in private voice and instrumental lessons, and perform in vocal and instrumental ensembles. There are so many opportunities for students to perform and showcase their art work. There are several main stage music, theater, and dance performances as well as art galleries throughout campus.

The Arts programs emphasize both skill development and self-driven experiential learning. Courses in Digital Photography, Movie and Video Production, Studio Arts, Ceramics, Dance, Music, and Theater, as well as independent studies in all areas, allow students to delve into numerous art forms as they discover new ways to express themselves. All students have an Arts requirement, but often students find a form that speaks to them and they continue beyond the minimum credits. Formative assessments are used throughout every visual and performing arts class. Students are given immediate feedback throughout the lesson, which includes suggestions, options, and engaging conversations. Critical and constructive feedback from both peers and faculty measure the effectiveness of both the creative process and the final product.

Arts students are taught to be leaders by choreographing, composing, curating, and assistant teaching. Students participate in arts-related community partnerships, such as children’s dance classes, a capella competitions, the Memory Project, and the Connecticut Inclusive Arts program. At Walker’s, we prepare students to look beyond themselves and find ways to use the arts to give back to the community and make a difference in the world.

DANCE COURSES

MIDDLE SCHOOL DANCE

Grades 6-7

Credit: 0.33

The Middle School dance program concentrates on the development of technical skills, and the appreciation of the art form. An annual dance performance is included in the yearly activities.

DANCE FUNDAMENTALS

Open to Grades 9-12

Credit: 0.5

This course is designed to give students an overview of dance technique, improvisation, composition, and history. We will focus on several techniques and history to build strength and knowledge in the art form. The study of dance composition through improvisation and design concepts will also be a focal point of the course. Recommended for students with little to no experience in dance.

DANCE COMPOSITION

Open to Grades 9-12

Credit: 0.5

This course focuses on the process of choreographing original dance pieces. Students will learn composition through experimenting with the elements of movement: time, space, weight, and flow. This course is recommended for students with some dance experience through the advanced level.

THEATER COURSES

PERFORMANCE FUNDAMENTALS

Grades 7-8

Credit: 0.33

The Middle School theater classes will focus on the fundamentals of dramatic performance. The classes will build the necessary skills for character development and stage presence through scene work, theater history, and improvisational exercises. Theater studies help students to hone public speaking skills, teach them to listen and respond effectively, foster their spontaneity and problem-solving skills, help them to grow as collaborators, and give them the confidence to take risks on stage and in life.

ACTING

Open to Grades 9-12

Credit: 0.5

The goal of this course is to develop self-awareness, master acting guideposts, and build on previous knowledge of stage acting through the use of scenes, improvisation, and monologues. This one-semester class introduces students to basic acting techniques rooted in Stanislavski and Meisner, incorporating effective use of the voice, principles of stage movement, building a character, playwriting, story creation, and improvisation. The course is designed for students interested in exploring theater as a means of personal development and expression, as well as for those who wish to begin to study the craft of acting and/or playwriting. Students are expected to memorize lines, write journals, and be evaluated on their performances. This course may be taken more than once, so the course will be tailored to the students’ interests and needs.

PLAYWRITING AND PLAY PRODUCTION

Open to Grades 9-12

Credit: 0.5

After starting by studying plays from classic and contemporary playwrights, this course culminates in an open performance of students’ original plays. Students learn how to write in the voice and style of those plays. Students then develop their own voice and style and create an original 15-minute play that will be staged with other students in the class (or from beyond the class). Students will learn how technical aspects of the theater can inform storytelling, such as devising their own lighting to reflect the mood of the piece/characters’ journeys, costume creation/choosing, period prop acquisition, and research, etc. Class will also include interactive theater exercises amongst students so playwrights can become empathetic towards the actors for which they are writing. Activities may include analyzing dialogue and character relationships through video clips from movies, TV shows, and creating a short play from current events using interviews, news stories, and videos as source material.

MUSICAL THEATER

Open to Grades 9-12

Credit: 0.5

In this class, students will collaborate on scenes, songs, and dances from classic works of musical theater. Students will have the opportunity to watch and learn from historic theatrical performances, as well as delve deeply into character work, song analysis, and choreography through musical theater vocal solos, duets, monologues, and scene work.

57 ARTS

MUSIC COURSES

MIDDLE SCHOOL MUSIC CLASSES AND CHORISTERS

Grades 6-8

Middle School music classes meet once per week within grade levels, and once per week as a full Middle School. The grade level class includes singing and choral activities, folk dancing, rhythm training, music theory, musical theater/theater exercises, sight singing, and audition preparation. There is continued emphasis on listening and skill development, as well as music appreciation. The full Middle School music meeting is called Choristers. All Middle School students participate in this choral group, which performs in the Holiday and Spring Concerts, as well as all-school chapels.

MIDDLE SCHOOL ORCHESTRA

Open to Grades 6-8

This ensemble is for Middle School students who are interested in preparing and performing orchestral music. The Middle School Orchestra performs at Middle School concerts. This experience will prepare the musician for the Upper School Orchestra. All musicians at any level are welcome.

PRIVATE MUSIC LESSONS

Open to Grades 6-12; Additional fee

Private lessons are offered for many instruments. Numerous recitals and assemblies involve the music program, and public performance opportunities continue to expand the musical experience here on campus. Financial Commitment: Private lessons are billed through the Business Office. The Music Instruction Agreement must be signed by a parent/guardian and returned before lessons can begin. Please contact the Business Office for additional details.

GOSPEL CHOIR

Open to Grades 7-12

The Gospel Choir is a lively vocal ensemble that incorporates musical styles from the spiritual, blues, and gospel genres. This ensemble demands a willingness to participate in the appropriate style that this music commands. All singers are welcome.

Upper School Visual Arts courses are offered at several different levels. Students with a passion for a particular field may register for the same course over multiple semesters.

MIDDLE SCHOOL ART FOUNDATIONS

Grades 6-8

Credit: 0.33

This course explores the basic modes of visual expression, which may include drawing, painting, printmaking, sculpture, photography, animation, textile arts, and ceramics. Coursework is designed to help each student develop their own identity through art, as well as self-confidence and independence. The curriculum connects with the Middle School program of study whenever possible and provides a well-rounded artistic basis for Upper School-level visual art courses.

CERAMICS 1

Open to Grades 9-12

Credit: 0.5

The Ceramics class will provide an opportunity for students to develop a body of work that is both conceptually valid and reflective of their artistic style. Sculpture techniques, the science of glazing, and wheel skills are taught to all levels of students, and they will be encouraged to experiment at all times. In addition to developing technique, students will design their own multi-part construction based on exploration of pottery around the world. Each student will be expected to produce work that portrays her creative powers and technical abilities.

CERAMICS 2

Open to Grades 9-12

MOVIE/VIDEO PRODUCTION AND STREAMING

Open to Grades 9-12

Credit: 0.5

This is a semester-long course designed to cover the two separate but related areas of:

1. All facets of movie production, including script writing, working with talent, camera work, sound, directing, locations, costume, props, and post-production editing. Genres studied include shorts, feature films, documentaries, and music videos. The course will involve hands-on, small team experience developing production timelines and filming with DSLR cameras after review of best practice examples of each motion picture type. Instruction in post-production editing techniques will be taught to allow finished products to be shown to the local community and/or entered into film showcases and festivals.

2. Work designed to create a live-streaming channel dedicated to live and recorded content centered on the Walker’s student experience. It includes aspects of studio work, live interviews, field recording, content production, show hosting, script writing, and all in front of camera and behind camera functions. The goal is to produce shows that air routinely in a published schedule that reflect the interests of the participating students and that mimic an in-house television station broadcast on a streaming platform.

ARTS

PHOTOGRAPHY 1

Open to Grades 9-12

Credit: 0.5

This semester-long course is designed to cover a broad range of digital photography techniques, principles, equipment, and image subjects. A Nikon DSLR camera is supplied for the duration of the course. The course also covers areas of post-production and image manipulation. It includes principles of exposure, portrait photography, landscape photography, macro photography, sports photography, food photography, black and white photography, low light photography, light painting, wildlife photography, in-class challenges, and more than 20 other topics. Over the course of the semester, independent shooting, collaborative peer critiques, and historical research will contribute to each student’s final portfolio that exhibits her individual photographic style.

PHOTOGRAPHY 2

Open to Grades 9-12

Credit: 0.5

This course is designed to follow the prerequisite Photography 1 and includes elements of studio photography, fashion photography, staged photography, modern photography, street photography, drone photography, photojournalism, and the study of contemporary artists. DSLR cameras are supplied for the duration of the course. The course incorporates field trips for photography assignments. It will also include an emphasis on independent studies as students focus on their own interests, all while creating an online portfolio of their best work. Prerequisite: Photography 1.

Capabilities Approach Seminar Program

The Capabilities Approach Seminar augments Walker’s rigorous academic program by allowing students to transcend boundaries and horizons. The learning that takes place in Seminars challenges their assumptions about gendered mindsets and what girls can do and be, and reminds them that their potentialities are not fixed but always a moving horizon as they learn. The skills learned and the process of acquiring those skills help students take responsibility for their own learning, develop a growth mindset, and increase their confidence, self-esteem, and ability to collaborate.

Over the course of their Upper School experience, students engage in four areas of capabilities that influence their learning, growth, and transformation:

· Their physical relationship to the world (Agencies);

· Their engagement and negotiation with the world (Fluencies);

· Their experiential relationship to the world (Discoveries); and

· A self-selected capability in their senior year.

Seminar courses are required for graduation and complement Walker’s rigorous academic program without impinging on other study time. They are held to the same standards as all course work, done with integrity, respect, confidence, courage, conviction, and love of learning. Seminar courses appear on student transcripts with grades of Meets Expectations/ Does Not Meet Expectations.

MIDDLE SCHOOL SEMINAR COURSES

STUDY SKILLS

Grade 6

The 6th grade Study Skills seminar meets weekly for one trimester. Students focus on study skills and executive function strategies, such as sustained attention, task initiation, working memory, planning, and organization. Students work on skill-building activities from the SMARTS Executive Function Curriculum developed by the Research Institute for Learning and Development.

WALKER'S HISTORY

Grade 6

Walker’s History is an introductory course about the history of The Ethel Walker School. It gives students an in-depth look at the origins of the campus and surrounding area, including Ms. Ethel Walker herself. Collaborating with archivists, students will be able to comb through the archives, looking at photographs, mementos, letters, etc. Each student will then create their own scrapbook that shows the history of their lives that they would like to share, thereby getting hands-on experience in creating a history of themselves.

WELLNESS

Grade 6

The 6th grade Wellness seminar meets weekly for one trimester. This seminar is a discussion-based class where students focus on social emotional learning and emotional well-being. Adolescence is a time when emotions can be confusing and overwhelming. The goal of this class is to help students recognize, understand, and manage their emotions (emotion regulation). We practice mindfulness and learn to apply its lessons to a variety of situations. Prompts are provided for journaling and discussion.

WELLNESS

Grade 7

The 7th grade Wellness seminar meets weekly for one trimester. This seminar is a discussion-based class where students focus on emotional well-being and social emotional learning with a particular emphasis on relationship skills. With identity as their primary focus during this period of development, students are in search of solid and meaningful relationships. Each class will begin with a brief meditation and a check-in. Students are given writing or discussion prompts to help begin conversations related to their developing social awareness and the skills involved in forming and maintaining healthy relationships.

CAPABILITIES APPROACH SEMINAR PROGRAM

STUDY SKILLS

Grade 7

The 7th grade Study Skills seminar meets weekly for one trimester. Students focus on study skills and learn strategies that strengthen executive function skills, such as sustained attention, task initiation, working memory, planning, and organization. Students also work toward more advanced skills such as time management, goal-directed persistence, and metacognition.

RESEARCH SKILLS

Grade 8

In the Library and Information Studies class, students will expand their knowledge of literary forms and describe their characteristics as they read and interpret works of literature for curricular and leisure reading. Students will also identify the criteria of literary genres and award-winning books with a focus on diversity and cross-cultural literature. In terms of research, students will learn to identify, evaluate, refine, and ethically integrate a variety of research media into curricular projects. With an emphasis on the creation of bibliographic citations, students will also begin to develop an understanding of citation formatting and development.

SPEAK OUT! PREPPING FOR UPPER SCHOOL

Grade 8

The Speak Out: Prepping for Upper School seminar allows 8th grade students the opportunity to work together as they become comfortable and confident with using their voice through public speaking. Throughout the trimester, students engage in intentional games to experiment with persuasive language, crowd engagement, peer support, and learning how to balance anxiety with energy. Members of the Upper School faculty and staff join students in class as guest stars to help build community. Guest stars partake in conversations with students regarding leadership opportunities, equity and inclusion on campus, Upper School public speaking classes, and college counseling. The goal for the 8th grade in this seminar is to prepare students to present their 8th grade speeches and help students gain a sense of independence through the power of their voices.

UPPER SCHOOL SEMINAR

9TH GRADE SEMINAR

Grade 9

The 9th Grade Seminar provides students with an academic, social, and emotional grounding to thrive at Walker’s. In this coursework, they will examine and shape their online communication skills, develop relationships in a diverse and multicultural context, and acquire tools to understand and monitor their social-emotional responses within a variety of settings. In each class, students are taught how to develop constructive feedback and deliver it to their peers, strengthening their empathic skills by recognizing and learning about the needs of others.

Digital Citizenship

In this seminar, students examine the ways that information and communication technologies impact their lives as learners, family members, friends, workers, and global citizens. The class will explore key pillars of digital citizenship, including digital literacy, digital communication, digital law, rights and responsibilities, citation, and digital health and wellness. Students examine a variety of social media platforms and apps, analyze the positive and negative effects of different online behaviors, and learn strategies for becoming more responsible, efficient, and effective users of the web and digital media. Students are expected to respect themselves, their peers, their teachers, and the learning environment to engage actively in class discussions and activities, to drive their own learning, to strengthen their initiative and collaboration skills by working both independently and as a part of a team, and share what they have learned.

Social Justice

In the Social Justice seminar, students explore their own identities and think about the ways identity impacts their perspective and interactions with others. Students examine social systems and concepts that provide advantages to some social identity groups and restrict access and opportunity to others. Specifically, students look at the ways that stereotypes, discrimination, prejudice, and socialization affect individuals in the pursuit of justice and communities of belonging. The term concludes with students addressing the ways that they can individually take action within their own spheres of influence to create positive social change.

Positive Psychology

This seminar shares the resources of positive psychology, academic support, and social and emotional intelligence to help students develop a strong sense of wellness. Activities are designed to strengthen self-awareness, emotional resilience, and self-esteem. Using tools such as the Johari Window, students learn relationship-building skills and develop social awareness. Other subjects explored include identifying signature strengths using UPenn’s Authentic Happiness site, practicing mindful meditation, developing healthy sleep habits, stress management, and learning and memory.

CAPABILITIES APPROACH SEMINAR PROGRAM

10TH GRADE SEMINAR

Grade 10

The 10th Grade Seminar introduces students to skills necessary for their own well-being and the wellbeing of the world around them. The seminar coursework includes Women, Health, and Culture with a focus on understanding the issues related to women’s emotional and physical health; Sustainability and Sustenance with a lens to their relationship to both the external physical world and the inner spiritual world; and Coding as a means by which students can be part of fast-growing and important technologies that are currently underrepresented by women.

Coding

In partnership with the Connecticut Science Center, Walker’s is providing students with a hands-on introduction to the world of computer science. Using project-based learning, students will focus on problem solving, collaboration, and basic coding proficiencies. Skill acquisition includes proficiencies in coding languages, artificial intelligence, digital ethics, and technology across a variety of platforms, culminating in a final project presentation and establishment of a digital portfolio.

Sustenance and Sustainability

This seminar provides students with direct engagement and negotiation with the natural world. Sustainability refers to the human relationship to the natural world and our stewardship, care, and nurture of the planet we call home. Sustenance refers to the ways in which we internalize these relationships through mindfulness, connections, and spirituality. Together, these capabilities allow students to engage both physically and spiritually with the world around them and develop skills that have been credited as defining the American experience.

Women, Health, and Culture

Women, Health, and Culture is taught by Walker’s Director of Health Services. Using a medical model, comprehensive analysis of issues related to the health status and health care of women is presented. Knowledge of health concerns of particular importance to women are shared to aid in maintaining wellness, as well as the identification and early treatment of common physical illnesses. All students will be instructed in American Red Cross Child and Adult CPR as well as the use of an automatic external defibrillator (AED). [Note: A nominal fee will be charged to students’ accounts for these certifications.] Women, Health, and Culture is designed to aid students in becoming critical thinkers about health and wellness issues facing young people and it is expected that they will be knowledgeable about current events that affect young women.

11TH GRADE SEMINAR

Grade 11

The 11th Grade Seminar introduces students to the important capabilities of Financial Literacy, College Counseling, and Self Defense. Each of these topics has students looking toward the future, both short term and long term, as their skills and agency evolve.

Personal Finance

Historically, women have had less opportunity to manage money or invest. As students graduate from high school and move out into the world, it is imperative that they possess an understanding of personal finance in order to make informed decisions that will affect their financial futures. The Personal Finance seminar offers students an opportunity to be introduced to the concepts of managing personal finances including earning, spending, saving, investing, and philanthropy. Students conduct hands-on activities including budget development and the creation of an investment portfolio. Students in the Personal Finance seminar will also take and pass the IRS certification to become a personal income tax preparer in the VITA (Volunteer Income Tax Assistance) program. Training for the VITA program is conducted as part of the coursework.

College Counseling

In the second semester, the College Counseling seminar focuses on learning skills and producing materials relevant to the college search and application process. Students are introduced to SCOIR, our online college preparation tool, and learn how to explore their interests, majors, and colleges. Other topics include standardized testing, the college essay, interviewing, resumes, scholarship and financial aid, and college visits. All juniors attend a college fair in April as part of this course. Students exhibit mastery in the following areas: SCOIR worksheets, short presentations, questionnaires, a preliminary college search, a first draft of a college essay, an extracurricular activities resume, and securing teacher recommendations.

12TH GRADE SEMINAR

Grade 12

The 12th Grade Seminar brings a Walker’s student’s learning to its apex. Each of the seminars builds upon the learning acquired during the previous years, deliberately utilizing that learning in new contexts.

College Counseling

Senior-year College Counseling is a continuation of the work begun in junior year. This seminar focuses on completing and submitting applications, organizing application deadlines and requirements, connecting with admissions representatives, reviewing types of financial aid, and managing postapplication requirements. In addition to actively participating in class, students are evaluated based on completion of the following: creating a final list of colleges, filling out the common application suitable for submission, turning in the deadlines and application requirements worksheet, and meeting with college admission counselors on Walker’s campus.

CAPABILITIES APPROACH SEMINAR PROGRAM

Self-Selected Capability

Learning a self-selected capability is the capstone experience of the Walker’s Capabilities Approach Program. This seminar highlights students’ ability to show how they have mastered their own learning by choosing something they want to learn, developing a learning plan, learning it, and then teaching it to others, all in a structured context. Once they have mastered their capability, they will then teach it to other students in the Lacuna program in February. This experience will provide students with a clear understanding of both their newfound capability and the complex cognitive processes they engaged in to learn it, positioning them well to continue their lifelong quest for learning.

Investment Seminar

As a way of helping them become more knowledgeable and confident with finances, students learn about investment strategies, how the market works, political effects on the market, and the role of women investors. Thanks to a generous donor, each student invests $1,000 in the market and follows that investment, along with the aggregate investment of the class, for the course of the year, when the investments are sold and the profits are shared as a charitable contribution.

Senior Speech

Seniors have the privilege of addressing the entire school on a subject of their choice to exhibit their mastery of public speaking and reflect on their development and learning while at Walker’s. They will use seminar time to draft, rewrite, and rehearse their Senior Speech, which will be offered at a Morning Meeting or assembly during the school year.

College Prep

Workshops, speakers, and panel discussions cover topics such as personal health and safety, decision making, developing and maintaining healthy relationships, and adjusting to newfound independence, as well as an understanding of the resources that are available to students at the college level. Students will reflect on how social media and mobile devices have changed since they began high school and explore ways that these technologies can impact their lives in college. This course is designed to prepare students for the transition from Walker’s into a college or university setting where much more independence is expected.

Co-Curriculars and Athletics

All students are required to participate in an afternoon co-curricular during each of the three seasons (fall, winter, and spring) during the academic year. Each student will select from a variety of offerings every season, and the student must participate in at least one team activity per year. Membership on two seasons of dance companies fulfills the team requirement.

Fall

Afternoon Arts

Cross Country (T)

Crosstrain

Dance Companies (T)

Field Hockey (T)

Riding (T)+^

Soccer (T)

Volleyball (T)

Middle School Soccer

Winter

Afternoon Arts

Basketball (T)

Dance Companies (T)

Personal Fitness

Riding (T)+^

Robotics

Skiing (T)+

Squash (T)

Swimming (T)

Winter Play (T)

Yoga

Middle School Basketball

Note: Co-curriculars are subject to enrollment. (T) Team credit

+ Additional fees apply

Spring

Afternoon Arts

Dance Classes

Golf (T)

Lacrosse (T)

Personal Fitness

Riding (T)+^

Softball (T)

Spring Musical (T)

Tennis (T)

Middle School Lacrosse

^ Riding will count as a team sport if the student works at or competes in at least one show AND completes assigned barn hours during that season. Varsity riders must represent Walker’s and show with a Walker’s trainer in at least two shows (IEA or USEF) that season. Participation in riding lessons will not fulfill the team requirement.

INDIVIDUAL OFFERINGS

AFTERNOON ARTS CONCENTRATION

Open to students only with approval

Credit: Co-Curricular

The Afternoon Art Concentration is for the students who want to pursue a career in the field of the arts and need extra time to prepare and/or enhance their art portfolio for the competitive college admission process. Students will be mentored by professionals in their field of study on and off campus (depending on their field of study) in order to gain instrumental experience, expand their knowledge, and hone their skills. Students are eligible for this co-curricular only to complete a portfolio for the college application process.

Community Partnerships

Walker’s Community Partnerships Program allows students to understand the critical role that service organizations play in making a positive impact on our community — and ourselves.

We cultivate community engagement rooted in the belief that serving with others across differences and toward a common goal is the best way to build communities where everyone benefits. Walker’s students gain worthwhile skills and broaden their perspectives as they provide valuable services. Some initiatives are ongoing, while others change each year in response to student interest.

Highlights include:

Volunteer Income Tax Assistance (VITA): Since 2017, our students have been IRS trained to be personal income tax preparers for low-income filers in the greater Hartford area. To date, our students have secured more than $600,000 in tax refunds and credits for families in our community.

Horizons at The Ethel Walker School: Ours is the nation’s first all-girls Horizons program, providing six weeks of summer enrichment for underserved students who attend Hartford public schools. Walker’s students serve as teaching assistants to more than 100 girls in prekindergarten through 8th grade.

Habitat for Humanity: Each year during spring break, Walker’s students participate in new home construction as part of this international program. Most recently these service trips have been in West Virginia and Texas.

Connecticut Women’s Education and Legal Fund: Walker’s students participate in writing and delivering testimony related to specific bills for this nonpartisan, nonprofit organization which advocates for women and girls, especially those who are marginalized.

Self-Directed Partnerships: Upperclasswomen design self-directed service projects in areas that align with their interests. As an avid dancer, one student designed a creative movement class for children ages three through seven with special needs.

SpiritHorse Therapeutic Riding Center: As sidewalkers and instructors, Walker’s students help children with disabilities experience the joy of horseback riding.

Graduation Requirements

MIDDLE SCHOOL

English

History

World Languages

Mathematics

Science

Visual & Performing Arts

ADDITIONAL REQUIREMENTS

Participation in Choristers

Participation in the Seminar Program

Participation in the Assembly Workshops

Participation in the Lacuna Program

Delivery of an 8th Grade Speech

UPPER SCHOOL

English: Each semester

History: Three years including World History and U.S. History

Ethics and Social Justice: One semester-long course

World Languages: Three consecutive years of the same language in the Upper School

Mathematics: Algebra 1 and 2, Geometry, at least three full years of Math in the Upper School

Science: One year each of Physics, Chemistry, and Biology

Visual & Performing Arts: Three semester-long courses, including at least one Visual Arts course and one Performing Arts course; one course must be completed in 11th or 12th grade

NON-CREDIT GRADUATION REQUIREMENTS

Co-Curriculars: Every season, every year

Capabilities Approach Seminar Program: Grade-level thematic seminars

Lacuna: Every year

Self-Selected Capability and Senior Speech: To be completed in the 12th grade year

Community Partnership: One community partnership program each year

230 Bushy Hill Road Simsbury, CT 06070 www.ethelwalker.org