Course Enrollment Guide 2024-2025 Class of 2028
175 S. Mason Rd 314.434.5141
St. Louis, MO 63141
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2024-2025 Course Enrollment Guide Ninth Grade - Course Offerings ENROLLMENT & GRADUATION REQUIREMENTS: Freshmen at Whitfield are required to take eight courses to keep a full-course load. Listed below are the graduation requirements for each discipline: English, 4 Years Social Studies, 4 Years Language, 3 Years (through level III) Fine Arts, 1 Year Advisory, 4 Years Elective, 3 Years
Science, 4 years (including completion of Bio, Chemy & Physics) Mathematics, 4 Years (including completion of Alg I, Geometry & Alg II) Physical Education, 1 Year
In addition, it is a state requirement that all students pass the U.S. and Missouri Constitution Test, which is administered in 11th grade
NOTE: If you believe that special circumstances may need to be considered regarding enrollment or graduation requirements, add a “note” on your course enrollment form. The principal and/or the upper school division director will contact you about those notes. GRADE LEVEL COURSE OFFERINGS (SUMMARY): English
Social Studies
Science
Mathematics
Language
Fine Arts
P.E.
Advisory
Encountering the Other
Early Modern World History to 1800
Biology 9
Algebra I
French I-B French II
Instrumental Ensemble
Physical Education
Advisory 9
Algebra II
Mandarin I-B Mandarin II
Instrumental Ensemble - B
Foundations
Descriptions begin on page 3
Spanish I Spanish I-B Spanish II Spanish III
Geometry
Description Description Description begins on page 2 begins on page 2 begins on page 3
English Language for International Students
High School Choir
Description on page 11
Description on page 11
High School Choir - B Design Overview Fine Arts 9
Descriptions begin on page 4
Theater Arts Intermediate Descriptions begin on page 5
GRADE LEVEL COURSE OFFERINGS (DETAIL) ON FOLLOWING PAGES
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ENGLISH DEPARTMENT OFFERINGS:
SOCIAL STUDIES DEPARTMENT OFFERINGS:
English 9: Encountering the Other COURSE LENGTH (in Semesters): 2
Early Modern World History to 1800 COURSE LENGTH (in Semesters): 2
Ninth graders are automatically enrolled in the following course:
GRADE: 9
COURSE DESCRIPTION: In English 9, students look outside
of the self, consider how we define community and our place in the world, and determine what role community plays in their lives and how they can be a responsible member of the various communities to which they belong. Units of study will center on the exploration of the other, an analysis of cultural influences, and an examination of how communities shape the individual. Reading experiences will include whole-class novels, book circles, and choice reading. Whenever possible, independence and choice will guide the content of the course, while students practice and master age-appropriate skill sets. Thematic learning experiences will include literature, poetry, projects, videos, and podcasts that help us understand the experiences of others. The ninth grade English curriculum exposes students to habits and skills that will be used throughout high school and college. Students will approach reading, writing, speaking, and collaboration as a process that includes identifying audience and purpose while exploring organizational strategies and multiple genres. Works studied may include: Frankenstein (Shelley), The Alchemist (Coelho), Hey, Kiddo (Krosoczka), and We Have Always Lived in the Castle (Jackson). ESSENTIAL QUESTIONS: • What is community and what are the individual’s responsibilities to the community? • How does our need to be part of a group affect our actions? • How do personal experiences shape our view of others? • How does one develop empathy for others and why does it matter?
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Ninth graders are automatically enrolled in the following course: GRADE: 9
COURSE DESCRIPTION: This survey course is designed to
introduce students to the major historical and intellectual currents surrounding world history to the end of the eighteenth century. The class will succinctly dissect the narrative of global watershed events so that students may better understand the social, political, and economic development of the early modern world. Significant attention will be given to the changing concepts of freedom, culture, race, government, labor, economics, religion, art, philosophy, and society. Specifically, this course will explore such topics as the consolidation of power and wealth in Europe, the rise and fall of the empires of West Africa, the evolution of slavery in the Americas, trade and expansion in Asia, and the impact of colonization on Native American societies. Through a multi-layered examination of relevant topics, students will develop critical thinking skills, learn how to properly interrogate sources, and improve upon their ability to present ideas rooted in fact and evidence. At the end of the year, students will be able to demonstrate a firm grasp of global history and provide a sophisticated analysis of the movements, events, and people which shaped the development of the early modern world.
ESSENTIAL QUESTIONS: • In which ways are societies altered via cross-cultural contact? • How did innovation and trade change the balance of power locally, regionally, nationally, and globally? • Why does the definition of freedom change over time? • How do concepts of labor shape society, law, and culture? • How did religion, geography, and philosophy play a part in shaping culture and society in the early modern world?
SCIENCE DEPARTMENT OFFERINGS:
Ninth graders are automatically enrolled in the following course:
Biology 9
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: This course emphasizes the patterns,
processes, and relationships of living organisms. Core ideas include structures and processes in organisms, inheritance and variation of traits, evolution, and ecology. By following storylines that incorporate Next Generation Science Standards (NGSS) and 3-dimensional learning strategies, Biology 9 students will mirror the work of a life scientist, using observation, experimentation, modeling, and technology to explore how life works, with multiple opportunities to apply core ideas during inquiry-based learning activities and laboratory investigations as they develop solutions to authentic problem-based scenarios.
ESSENTIAL QUESTIONS: • How do organisms live, grow, respond to the environment, and reproduce? • How do organisms interact with their environment and what are the effects of these interactions? • How are the characteristics of one generation passed on to the next? • How can there be so many similarities among organisms yet so many different types of plants, animals, and microorganisms? • How does biodiversity affect humans? • In what ways can data analysis generated from experimental design promote scientific inquiry?
MATHEMATICS DEPARTMENT OFFERINGS:
Students select one of the following courses. Students must successfully complete math through Advanced Algebra by the end of senior year to satisfy graduation requirements.
Algebra I
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: This course is designed to introduce
formal algebraic concepts and foster independent learning. Students will use their knowledge of writing to develop ways of expressing their mathematical ideas. Topics studied will include solving equations, inequalities and systems of equations, writing and graphing functions, evaluating and simplifying exponential expressions, and simplifying and factoring polynomials.
ESSENTIAL QUESTIONS:
• How do I solve and graph various functions? • How do I use multiple representations such as words, equations, graphs, and numbers to effectively communicate mathematical ideas? • How do I assess if my answer is reasonable?
Geometry
COURSE LENGTH (in Semesters): 2
GRADES: 9-10
COURSE DESCRIPTION: This course is designed to lead
students through investigations in which they will discover and work with the many postulates and theorems of geometry. Topics studied include tools of geometry, reasoning and justification, parallel and perpendicular lines, congruent triangles, relationships within triangles, polygons and quadrilaterals, similarity, right triangles, trigonometry, and area. Throughout the course, students will apply learned concepts to create logical, written arguments.
ESSENTIAL QUESTIONS:
• How can I use my knowledge of algebra to solve geometric problems? • How do I make my own discoveries through geometric investigations? • How do I use reasoning and problem-solving strategies to draw logical conclusions? • How do I apply postulates and theorems to prove my answers?
Algebra II
COURSE LENGTH (in Semesters): 2 PREREQUISITE: Algebra I
GRADES: 9-11
COURSE DESCRIPTION: The Algebra II course is a formalized
study of expressions, equations, inequalities, functions, graphs, linear systems, quadratic, polynomial and radical functions, and rational exponents. Students will examine techniques for solving and graphing polynomial functions of various degrees. Properties of powers, roots, and radicals are used to solve and graph rational functions. Geometry is integrated at various levels to strengthen skills and develop concepts. Students Page | 3
utilize graphing calculators to enhance their discovery and their understanding of algebra concepts.
ESSENTIAL QUESTIONS:
• How can I translate real-world situations into mathematical expressions which then require algebraic manipulations? • How can I graphically represent algebraic expressions?
ESSENTIAL QUESTIONS: • How do we understand a different language and culture? • How do we effectively communicate in French? • How do we cope with and adapt to unknown situations in a different culture?
Mandarin I-B
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: Students will continue to develop
LANGUAGE DEPARTMENT OFFERINGS:
Students select one of the following courses to satisfy the graduation requirement of three years of study of a language.
French I-B
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: This class is designed to build on
the confidence and success started in French I-A. Emphasis continues to be placed on the three modes of communication of the language: interpersonal, interpretive and presentational. The second year is the second part of a two-year foundational language course; this class may be combined with upper school students. Students engage in diverse activities to supplement and reinforce all learning and develop sensitivity to cultural diversity. With a focus on oral proficiency, students are expected to take risks, and learn to enjoy the challenges of learning a world language. ESSENTIAL QUESTIONS: • How do we understand a different language and culture? • How do we effectively communicate in French? • How do we cope with and adapt to unknown situations in a different culture?
French II
COURSE LENGTH (in Semesters): 2
skills in the three modes of communication of language: interpersonal, interpretive and presentational. In the class, everyone is expected to try their best, be willing to take risks and learn to enjoy the positive challenges of learning the Mandarin language. Students are expected to speak Mandarin for the majority of the class period. Students will learn through short stories, videos and written exercises when applicable.
ESSENTIAL QUESTIONS:
• How can I communicate essential needs and information in Mandarin? • How can I communicate with locals when I travel? • How do Mandarin speaking cultures compare to my home culture? • Who comprises the Mandarin speaking world?
Mandarin II
COURSE LENGTH (in Semesters): 2
COURSE DESCRIPTION: In Mandarin II students will
deepen their oral and written skills adding proficiency in their communication through discussions of short stories, articles, and informal writing. Students will add to their learning thereby improving their ability to express their thoughts in more creative and sophisticated ways.
ESSENTIAL QUESTIONS: GRADE: 9
COURSE DESCRIPTION: French II continues to prepare
students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive, and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical thinking skills in French through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations. They will listen to music, read short stories, online newspapers, articles, and create projects. Students will also write short essays, journals, letters, and electronic mail.
• How can I communicate and describe school life in regards to understanding the differences between Chinese and American schooling? • How do we educate ourselves about the social differences and similarities of Chinese Mandarin speaking culture?
Spanish I-B
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: Students will continue to develop
skills in the three modes of communication of the language: interpersonal, interpretive and presentational. Students will engage in learning through paired conversations, short stories, songs, videos, articles, and written exercises when applicable. Topics describing food preferences, describing people and family, learning about celebrations in Spanish speaking countries, and describing homes, among others.
ESSENTIAL QUESTIONS: Page | 4
GRADE: 9
• Which people and what countries comprise the Spanishspeaking world?
• How can I communicate essential needs and information? • How can I describe myself and my environment? • How do Spanish-speaking cultures compare to my home culture?
Spanish I
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: The Spanish I curriculum introduces
students to the Spanish language and Hispanic culture through activities that involve listening, speaking, reading, and writing. Course themes include, but are not limited to, introductions, weather, alphabet, calendar, likes and dislikes, food, schoolrelated vocabulary, and family. Students will primarily learn to express themselves in the present and immediate future tenses.
ESSENTIAL QUESTIONS: • • • •
Who and what comprise the Spanish-speaking world? How can I communicate essential needs and information? How can I describe myself and my environment? How do Spanish-speaking cultures compare to my home culture?
Spanish II
COURSE LENGTH (in Semesters): 3
GRADES: 9-12
COURSE DESCRIPTION: Spanish II continues to prepare students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive, and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations in the past tense.
ESSENTIAL QUESTIONS: • How can I effectively communicate using verbal and nonverbal language? • How can I communicate and describe daily needs, events, and opinions effectively and creatively? • How can I discuss my habits, both in the past and present tense, regarding spending, health, and travel?
Spanish III
COURSE LENGTH (in Semesters): 2
GRADES: 9-12
COURSE DESCRIPTION: Spanish III continues to prepare
students to reach a higher level in the three modes of communication: interpersonal, interpretive, and presentational, with emphasis on oral proficiency. Students will work in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short
presentations. They will listen to music, watch videos and movies, and read short stories, online newspapers and articles. Students will write short essays, journals, letters and electronic mail.
ESSENTIAL QUESTIONS:
• How can I effectively communicate using verbal and non-verbal language? • How can I communicate and describe daily needs, events, and opinions effectively and creatively? • How can I understand the main idea of a text or audio? • How can I interact effectively in social situations?
English Language for International Students COURSE LENGTH (in Trimesters): 3 GRADES: 9-12 COURSE DESCRIPTION: English Language for International
Students is a practical, academically-oriented course for non-native English speakers. It is designed for students who want to improve their listening, speaking, reading, cultural understanding, and writing skills in an academic setting. Special attention is given to each individual learner’s needs and learning style. A focus is given to scaffolding strategies to strengthen skills in all four areas using an integrated approach.
ESSENTIAL QUESTIONS:
• Who and what comprise the English-speaking world? • How do English-speaking cultures compare to my home culture? • How can I communicate essential needs and information in English? • How can I learn to navigate comfortably in an academic environment in English?
FINE ART DEPARTMENT OFFERINGS:
Students must select one of the following courses as their fine art credit. Students may take an additional 1/2 credit Fine Arts credit as an elective, pending space in the course.
Instrumental Ensemble
COURSE LENGTH (in Semesters): 2
GRADES: 9-12
COURSE DESCRIPTION: Instrumental Ensemble is designed as a
performance ensemble, striving to further refine the skills students have learned in Concert Band I and II. Students will explore the fundamentals of music theory and music design. Advanced skills will be introduced and refined, such as minor scales and arpeggios, secondary fingerings, and complex rhythms. Students will also learn sight-reading skills. Solos and small ensembles will be formed to further strengthen the individuality of playing an instrument. All students may pursue the option to audition for All-District Honors Band and participate in the Solo and Small Ensemble Festival. Required performances also include both the winter and spring concerts. Students are also encouraged to participate in our extracurricular ensembles, such as the bonfire groups and Jazz Band. Page | 5
ESSENTIAL QUESTIONS:
• How is music a tool of communication? • How does engagement with music reveal, integrate and enlarge life experience? • How am I invested in my personal development and the ensemble’s success?
Instrumental Ensemble - B
COURSE LENGTH (in Semesters): 2
GRADES: 9-12
COURSE DESCRIPTION: Students who are not able to fit full-time band into their schedule but who would still like to develop their musical skills can enroll in Instrumental Ensemble-B and meet less frequently. Instrumental Ensemble is designed as a performance ensemble, striving to further refine the skills students have learned in Concert Band I and II. Students will explore the fundamentals of music theory and music design. Advanced skills will be introduced and refined, such as minor scales and arpeggios, secondary fingerings, and complex rhythms. Students will also learn sight-reading skills. Solos and small ensembles will be formed to further strengthen the individuality of playing an instrument. All students may pursue the option to audition for All-District Honors Band and participate in the Solo and Small Ensemble Festival. Required performances also include the winter and spring concerts. Students are also encouraged to participate in our extracurricular ensembles, such as the bonfire groups and Jazz Band.
ESSENTIAL QUESTIONS:
• How is music a tool of communication? • How does engagement with music reveal, integrate and enlarge life experience? • How am I invested in my personal development and the ensemble’s success?
High School Choir
COURSE LENGTH (in Semesters): 2
GRADES: 9-12
COURSE DESCRIPTION: As students sing in choir, they will find themselves challenged on many levels - intellectually, emotionally, physically, and musically - as they strive to recreate great works of art. Through the use of choral and solo repertoire and other supplementary materials, students will be taught the essentials to using their vocal instrument through correct posture, breath control, a variety of exercises in tone production and articulation, and movement. Students will also be exposed to music appreciation and how to be a good audience through music listening. Other concepts that will be explored include form, style, sight singing, intonation, blend, note reading, rhythm, harmony, history, and culture. All students will be given opportunities for solo work through preparation for the District Festival during third quarter.
ESSENTIAL QUESTIONS:
• How is music a tool of communication? • How does engagement with music reveal, integrate and enlarge life experience? Page | 6
• How am I invested in my personal development and the ensemble’s success?
High School Choir - B
COURSE LENGTH (in Semesters): 2
GRADES: 9-12
COURSE DESCRIPTION: Students who are not able to fit full-time choir into their schedule but who would still like to develop their musical skills can enroll in High School Concert Choir-B and will meet less frequently. As students sing in choir, they will find themselves challenged on many levels: intellectually, emotionally, physically, and musically, as they strive to recreate great works of art. Through the use of choral and solo repertoire and other supplementary materials, students will be taught the essentials to using their vocal instrument through correct posture, breath control, a variety of exercises in tone production and articulation, and movement. Students will also be exposed to music appreciation and how to be a good audience through music listening. Other concepts that will be explored include form, style, sight singing, intonation, blend, note reading, rhythm, harmony, history, and culture. All students will be given opportunities for solo work through preparation for the District Festival during the spring.
ESSENTIAL QUESTIONS:
• How is music a tool of communication? • How does engagement with music reveal, integrate and enlarge life experience? • How am I invested in my personal development and the ensemble’s success?
Fine Arts 9
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: Fine Arts 9 is a course that will facilitate and enhance the student’s appreciation of both the visual and theater arts. In the visual arts focus, students will explore the connection between the Elements and Principles of Design and visual communication while also learning foundational skills in drawing, painting and sculpture. Projects are designed to allow exploration of a variety of tools, techniques and mediums with an emphasis on craftsmanship and design. In the performing arts portion of this class, students will explore many elements of performance: working within an ensemble, storytelling and script analysis, design choices, vocal and movement skills, technical aspects of performance, theater history and how contemporary theater reflects society. A goal of this portion of the course is to introduce students to theater as an immediate art form, helping them to understand the interrelationship of script, acting, design and craftsmanship in a production in the hope that students will develop skills and a lifelong interest in attending and enjoying theatrical performances.
ESSENTIAL QUESTIONS: • Can the role of artmaking impact how we navigate the everyday experience?
• How does knowing and using visual art vocabularies help us understand, interpret and make works of art? • What role does persistence play in experimenting, developing, refining artwork? • In order to experience artmaking more completely, what role do individual artists own in maintaining a respectful, collaborative studio environment? • How do we construct a theatrical vision, both visual and thematic? • How do silence, sound, light, costuming, environment, movement, voice and gesture come together to tell a story? • In what ways can theater impact an audience? • How does engagement with the arts reveal, integrate and enlarge life experience?
Theater Arts Intermediate
COURSE LENGTH (in Semesters): 3
GRADES: 9-10
COURSE DESCRIPTION: Students explore and analyze a
variety of texts and performances, developing greater readiness for sophisticated performance and understanding of theater production, both as participants and audience. Theater will be examined as a function of culture and societal influences. Plays will be read, watched, compared, discussed and examined. Students will read and perform a variety of works in order to experience style and genre. Students will analyze production choices in works of performing art and develop their ability to express meaningfully a perception of why or how a performance functions. Note: This course encourages student involvement in extracurricular performance productions.
Ninth grade students will participate in the health curriculum which gives students the knowledge and tools to make healthy decisions throughout their lives. The curriculum is based upon two areas of health: physical health and nutrition. These two areas include topics centered upon first aid, injury prevention, nutrition, sleep, physical activity, hygiene, body systems, human growth and development, and disease prevention
Foundations
COURSE LENGTH (in Semesters): 2
GRADE: 9
COURSE DESCRIPTION: This required sequence of semester courses provides freshmen the opportunity to dig into topics and trends that are immediately relevant and critical for personal growth within and beyond Whitfield classrooms. Teen Brain Development and Self: This rotation focuses on developing the abilities necessary for recognizing and regulating one’s emotions, thoughts, and behaviors. Units emphasize brain structure and function, stress, mindfulness, emotional intelligence, and mental health. Diversity, Equity, and Inclusion: This rotation focuses on preparing students to live and collaborate in a diverse world. Units explore issues of identity, building cultural competence, civil discourse skills, overcoming implicit bias, and defining values.
ESSENTIAL QUESTIONS: • How do we construct a theatrical vision, both visual and thematic? • How do silence, sound, light, costuming, environment, movement, voice and gesture come together to tell a story? • In what ways can theater impact an audience? • How does engagement with the arts reveal, integrate and enlarge life experience?
PHYSICAL EDUCATION, COURSE OFFERINGS:
All ninth graders will be enrolled in the following courses.
Physical Education & Health 9 COURSE LENGTH (in Semesters): 2
GRADE: 9
ADVISORY SELECTION:
All ninth graders will be enrolled in the following course.
Advisory 9
COURSE LENGTH (in Semesters): 2 GRADE: 9 COURSE DESCRIPTION: Students in Advisory 9 engage in activities from the Habits of Mind and Heart curriculum. Through discussions, multi-media resources, guest speakers, and personal reflection, students investigate topics such as academic achievement and integrity, time management, personal and academic organizational skills, healthy relationships, and digital ethics. These topics are strategically scheduled to coincide with important events taking place at school, such as social events, major projects, and exams.
COURSE DESCRIPTION: The Physical Education program
provides activities to develop students’ awareness of pertinent vocabulary, scoring, rules of play, skill techniques, safety principles and basic offensive and defensive strategies for the sports covered in the instructional program. Physical education introduces students to life-long fitness activities outside of sports including resistance training, coordination and balance improvement, agility, and physical conditioning. Students will have the opportunity to choose ,per quarter, between “team sports”, “rec games” or “lifetime fitness” for their physical education rotations.
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Requirements for Enrollment in Accelerated, ACC or AP Courses Whitfield School offers multiple courses through the College Board Advanced Placement (AP) Program. These courses align to rigorous, college-level standards. Because the courses follow an approved syllabus, there is little room for deviation from the pacing and workload as outlined by College Board. AP courses prepare students to take a subject-specific exam and potentially earn college credit in selected academic areas. All AP students at Whitfield must take the corresponding national exam. AP and Advanced College Credit (ACC) courses have a heavier workload and are more time-consuming than most other courses in the same discipline. Additionally, because AP courses follow a College Board-approved syllabus and ACC courses follow a universityapproved syllabus, there is little room for deviation from the pacing and work-load required by those organizations. Students should carefully balance these courses’ increased rigor with other commitments, both within and outside of Whitfield School. The following requirements apply to all courses with an AP or ACC designation, unless otherwise indicated in the individual course description. So that a student has the necessary skills and habits to be successful in an AP course, registration for an AP/ACC course, requires that a student earn a B+ or higher in the applicable prerequisite courses and/or in the most recently enrolled, subject-specific course. They must also have demonstrated excellent attendance and a high and timely work completion rate. A statement acknowledging these prerequisites accompanies the course description of each relevant course in the Course Enrollment Guide. Without the required grade, a written recommendation from the teacher of the prerequisite course(s) will be considered as a petition for enrollment. Students who do not meet the grading criteria and do not have a teacher recommendation for an AP/ACC course are strongly discouraged from enrolling in these courses, and the student and a parent or guardian must meet with the department chair to be considered for enrollment against recommendation. Department chairs will review all AP/ACC course requests to approve enrollment.
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Timeline & Procedure for Course Enrollment Students enroll for courses for the subsequent year after conversations with their advisor, teachers, family and academic administrators (including college counselors if they are in the upper school) to ensure they are meeting Whitfield’s graduation requirements and accruing an academic record that will make them viable candidates for colleges to which they are applying. The timeline and procedure for enrolling in courses is as follows: January / February: Students are given a course enrollment guide for the next school year and are asked to discuss options with their advisor, teachers, family and academic administrators. Students then select courses online using the Course Enrollment Form, indicating alternate courses if necessary and noting any special enrollment issues they would like considered. If a student would like to request a “petition to waive graduation requirement,” they must note that on their Course Enrollment Form and then complete a “Petition to Waive Graduation Requirements” form by the deadline specified. Forms submitted after the deadline may not receive full consideration. Families can view course enrollment selections in Warrior Web. February / March: Families confirm and verify course enrollment selections at the first semester conference. June / July: After reviewing placement information for language and math courses and consulting additional teacher recommendations, a student schedule is built. Students may be asked to select alternate classes depending on scheduling conflicts, and students who wish to make any course changes are asked to do so as early in the summer as possible. There may be unavoidable scheduling conflicts. Fall [August]: Students’ schedules are released on Warrior Web. An add-drop period extends from the first day of school until the end of the third week of second week of first semester. During this window, students may request to add or drop courses, and changes will be made for the third week of first semester. All requests for schedule changes during this time must be directed to the principal and/or the middle school or upper school division director. Though all effort will be made to enroll students in their first choice classes, there may be some limitations that prevent this from occuring. After the start of the third week of the school year, students will rarely have the ability to change courses. For any new student to Whitfield, this process will begin during the New Student Registration events held in May and will proceed accordingly. For students enrolling after the New Student Registration events are over, the process will be expedited. Consequently, there may be some additional course limitations for those enrolling during the Summer or Fall period.
Placement Procedure All students enrolling at Whitfield will be placed into appropriate language and mathematics courses for their skill level and interest. In order to assess these criteria, a variety of factors will be considered including grades in previous courses, grade on final exam in previous course, and recommendations by teachers and of the department chairs. In addition, for all new students enrolling at Whitfield, performance on the SSAT and on language and mathematics placement tests will be taken into consideration as well as a review of the overall transcript. If a student wishes to accelerate in a course or would like to request reconsideration of their placement, they must contact the department chair and principal and/or their division director for consideration.
Petition Process Course enrollment registrations are completed during Advisory early in Semester Two. Families should confirm the accuracy of course requests in Warrior Web by Semester One student/family/advisor conferences. If a course selection cannot be confirmed because a student wants to request a waiver, they must submit the Request for Waiver of Graduation Requirements form. If selections warrant a waiver and there is adequate space and staffing for the requested courses, students will be instructed to complete the waiver by a given a deadline. Students not submitting a completed waiver by the deadline will not be considered for a waiver. The Petition to Waive Graduation Requirements form can be obtained in the Principal’s Office. Not all waivers will be approved.
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2024-2025 Course Enrollment Worksheet
English 9
English Course Selection: .................................................................................................................................................... See page 2 in the booklet for course descriptions for English
Early Modern World History
Social Studies Course Selection: .......................................................................................................................................... See page 2 in the booklet for course descriptions for Social Studies
Biology 9
Science Course Selection: .................................................................................................................................................... See page 3 in the booklet for course descriptions for Science
Mathematics Course Selection: ........................................................................................................................................... See pages 3-4 in the booklet for course descriptions for Mathematics
Alternate: .............................................................................................................................................................. Language Course Selection: ................................................................................................................................................ See pages 4-6 in the booklet for course descriptions for Language
Alternate: .............................................................................................................................................................. Fine Arts Course Selection: ................................................................................................................................................. See pages 7-8 in the booklet for course descriptions for Fine Arts
Alternate: ..............................................................................................................................................................
P.E. 9 and Foundations in Wellness
Physical Education Courses: ................................................................................................................................................
Advisory 9
Advisory Course: .................................................................................................................................................................
NOTE: To indicate special circumstances, add a “note” under the Advisory course in Warrior Web when you do your course registration. The principal and/or the upper school division director will contact you about those notes.
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