TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Distribution Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 For International Baccalaureate (IB) Diploma Candidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Academic Requirements For WFS Students Studying Abroad . . . . . . . . . . . . . . . . . . . . . . . . 3 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 World Languages, Literatures, And Cultures . . . . . . . . . . . . . . 5 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Performing Arts and Visual Arts . . . . . . . . . . . . . . . . . . . . . . . 14 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Theater Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Human Dynamics and Development . . . . . . . . . . . . . . . . . . . . 20 Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Theory of Knowledge (TOK). . . . . . . . . . . . . . . . . . . . . . . . . . 20 Summer Course Offerings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Malone Schools Online Network (MSON) . . . . . . . . . . . . . . 21 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Non-Departmental Programs . . . . . . . . . . . . . . . . . . . . . . . . . 22 Service Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Senior Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 QUEST Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . 22 QUEST Term Service/Leadership Experience . . . . . . . . 23 Whittier Miscellany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Yearbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Mastery Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 School Year Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Science Fellows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 AppleCore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Inclusive Practice Policy . . . . . . . . . . . . . . . . . . . . . . . . . 24 Language Policy . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 24
INTRODUCTION
With guidance from their advisors, students are encouraged to take a comprehensive program of courses. In most cases, students are required to be enrolled in at least four major courses at all times; most students enroll in five. Any junior or senior who wants to take a sixth major course, for credit or as an audited class, in one or more of the semesters must petition and receive approval from the relevant department, then the grade team, and finally from the full upper school faculty before the beginning of the year or semester. Students in 9th and 10th grade may not take a sixth major for credit as they are focusing on all the graduation requirements and participating in clubs, sports and other extracurricular activities. Except for enrollment in the School Year Abroad program, recipients of the WFS diploma must be full-time students at Wilmington Friends in their senior year of high school. Advanced work is available either through specifically designed courses or through individually prescribed work in a regular class. Modified course work is available on a limited basis. Independent study is available for those students who have exhausted the limits of course work in a particular discipline or when special need (e.g. scheduling) or interest dictates. Arrangements for independent study are made on an individual basis, require a faculty sponsor, and must be approved by the academic department and the upper school faculty. Students with five majors may apply for an additional MSON semester course; those with six majors may not. The Wilmington Friends transcript is the official record of a student’s academic coursework while in upper school. All course changes made after the “add/drop” period early in the year (or semester for a half-year class) will be recorded on the school transcript. No course can be added after the add/drop deadline without the approval of the department and the division head. Students may not withdraw from a full year course in the second semester.
General Planning Advice
Since a good education provides a broad foundation and opportunities for exploration, we require students to include in their four-year plan courses from all departments as well as participation in sports. We advise students to join committees, activities, and clubs, and to take advantage of volunteer and other school and community opportunities. For most students, a balanced program will leave some school time for work in study halls.
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DISTRIBUTION REQUIREMENTS Area Credit
Required
English
4
World Language
3
Through level 3 of one language (WFS level 3 or pass the equivalent on a WFS challenge test), or successfully complete three years of language study in the up per school
History 3 Including one credit in American His- tory and one credit in Global Peace and Justice Mathematics
3
Science
3
Including two laboratory science courses
Performing Arts 1 1/2 Including 1/2 credit in performing arts; Visual Arts 1/2 credit in visual arts; 1/2 credit to be distributed as the student desires (from performing arts, visual arts). The required 1/2 credit in the performing arts must be obtained through participation in an ensemble or elective class. The 1/2 credit in the visual arts will be obtained through the required Visual Arts Foundation course in either ninth or tenth grade. Computer
1/2
Quakerism
1/4
Semester course in Quakerism in tenth grade
Service
Each student is required to complete 50 hours of service in an approved program.
Sports
One sport each year (minimum).
Human 1/2 Dynamics
Ninth and tenth graders are required to take one semester of Human Dynamics and Development each year.
Individual requests to modify or waive requirements will be considered by the department and the upper school faculty. Recommendations will be given to the head of upper school. Please note that only major courses are included in the GPA calculation (i.e., English, world language, math, science, history/social science, music major, art major, IB Theory of Knowledge, etc.). Electives are not included in the calculation. GRADE SCALE: 93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 and below E
A AB+ B BC+ C CD+ D D-
The following courses are weighted (given more point value because of their workload and college-level approach). **Please note this list is subject to change each academic year.** .5 weighting: Advanced 20th Century History IB/SL Chinese, year 1 IB/SL Computer Science IB/SL2 Math Calculus (co-seated with IB/SL2 Math) IB/SL Math (one-year SL co-seated with IB/ SL2 Math) IB/SL English IB/SL French IB/SL Spanish IB/SL History (co-seated with Advanced 20th Century and HL History Europe year 2) IB/TOK Music Major Visual Arts Major 1.0 weighting Advanced Biology 2 Advanced Chemistry 2 Advanced Physics 2 Advanced Placement (AP) courses All IB/HL courses IB Chinese SL, year 2 IB/SL Biology IB/SL Physics IB/SL Chemistry IB/SL Music
FOR INTERNATIONAL BACCALAUREATE (IB) DIPLOMA CANDIDATES
Beyond the Wilmington Friends School diploma, students interested in obtaining an IB diploma have additional requirements. One additional course that all IB Diploma candidates must take is Theory of Knowledge, both in the junior and senior year. They also complete a Creativity, Activity, and Service (CAS) requirement of engaging ongoing co-curricular experiences. IB diploma candidates must complete an extended essay of roughly 4,000 words. Students must sit for their final IB exams for course completion and IB credit; not taking an IB exam will be noted on the WFS transcript. Students decide in their sophomore year if they wish to pursue an IB diploma and work closely with their families and advisors as well as the IB Coordinator to determine whether or not the program is a good match. IB exams and external assessments are scored on a 1-7 point scale (7 being the highest) by IB examiners around the world. WFS grades are determined independently of the IB external grading process.
ACADEMIC REQUIREMENTS FOR WFS STUDENTS STUDYING ABROAD
Wilmington Friends School recognizes the meaningful educational benefits gained by students engaged in full-year living/ studying abroad programs. The school also recognizes that the courses offered in study abroad programs are not the same as those offered by WFS. In determining whether a study abroad course receives WFS credit, the following factors will be considered: 1. School Year Abroad: As a School Year Abroad consortium school, WFS grants credits for successful completion of any SYA course. Because individual SYA schools vary in the courses they offer and some may not offer courses required by WFS, certain WFS requirements may be waived for students enrolled in the SYA program. 2. AFS Intercultural Programs (formerly the American Field Service), Rotary, and other similar programs which include a student’s enrollment in a local school in the host country: A student considering a year abroad in one of these programs must meet with the upper school head in advance in order to make necessary and appropriate course plans in accord with requirements for the WFS diploma.
ENGLISH
We recognize that the development of skills in language, composition, and literature is a spiraling process in which certain core skills are introduced and then continually strengthened and refined through the use of progressively more rigorous texts and assignments. We also recognize that the life-long love of literature and writing we seek to encourage can take root most effectively when students are encouraged to feel 3
confident in their mastery of Our aim is to help each skills through appropriately student set challenging challenging work and apyet attainable personal propriately rigorous expectagoals for the study and tions. Finally, we know that analysis of literature and this process is a developto achieve these goals mental one; that is, students will make progress at a rate within an atmosphere of commensurate with their own shared excitement and aptitudes and experiences, intellectual curiosity. rather than at a particular chronological age or grade level. Our aim is to help each student set challenging yet attainable personal goals for the study and analysis of literature and to achieve these goals within an atmosphere of shared excitement and intellectual curiosity.
409 English 9
1 credit, full year The major emphasis of this course is the sharpening and refinement of language skills, including critical reading and literary analysis as well as experiential and imaginative writing. Grammar and usage review will be incorporated into the writing component of the course, with a focus on errors arising in student compositions. At the conclusion of the course, a student should be able to write a clearly-organized, multi-paragraph essay developing and supporting a thesis. Literature study explores the themes of storytelling and how people communicate through literature. Texts may include: Almost American Girl, Station Eleven, Romeo and Juliet, Packing for Mars, selected poetry, and shorter pieces of fiction and nonfiction. A film study and public speaking projects are also special features of this course. The culminating project requires students to consider storytelling from their own perspective and apply what they have learned over the course of the year to produce a formal analytical or creative piece. This project requires the application of associative and critical thinking skills, creative skills, strong written and oral communication skills, as well as the ability to work and plan independently.
410 English 10
1 credit, full year English 10 explores the theme of conformity and rebellion, and the power of literature to endorse or question societal norms, to reflect and shape personal and cultural identity, and to pursue social justice. Students consider the ways in which literature can help us to understand and challenge power and privilege. The course explores different literary genres, including fiction (novels and short fiction), drama, poetry, and literary nonfiction. Students build on literary understandings and writing skills developed in English 9. Varied writing assignments offer students the opportunity to hone their expressive skills through analytical, creative, personal, and persuasive writing tasks. A public speaking unit, regular class discussions, and collaborative presentations will challenge students to fine tune their oral communication skills. Texts may include:Mary Shelley’s Frankenstein, Nella Larsen’s Passing, Lorraine Hansberry’s A Raisin 4
in the Sun, F. Scott Fitzgerald’s The Great Gatsby, Poetry by Emily Dickinson and Langston Hughes, and additional short stories, poems, and works of nonfiction.
418 English: Power and Performance (11, 12, no IB credit)
418SL IB English SL: Power and Performance (11,12)
418SL IB English HL: Power and Performance (11, 12)
1 credit, full year This year of the International Baccalaureate (IB) English course is focused on the theme of power and performance, with a particular emphasis on public speaking and oral assessments. Students encounter a wide variety of global literature, and they consider the historical and cultural context of each work. Students will engage in the task of literary analysis, sifting through the granular details of a work to understand how it operates on the individual reader or viewer. Power and performance (IB HL/SL) is an inquiry-based course: students will construct understandings of different genres based on their original thinking, questions, and initiative. By exploring genres and literary techniques in depth, students will understand the distinguishing traits of each genre. In preparation for the oral IB assessment, there will be a particular emphasis on creating and delivering presentations that explicate literary and persuasive techniques within each work. Students will also continue to hone their written skills, as they craft arguable thesis statements and use persuasive techniques to influence an audience. Though the analytical verbal response is a significant focus of the year, students will also do some creative and personal writing. Students will be required to maintain a Learner’s Portfolio, a compilation of formative writing responses, creative and analytical, throughout the year.
419 English: Journeys (11, 12, no IB credit) 419SL IB English SL: Journeys (11/12) 419HL IB English HL: Journeys (11,12)
1 credit, full year This year of the International Baccalaureate (IB) English course is focused on the theme of journeys and the archetypal hero’s quest, with a particular emphasis on written expression and the analytical essay. Illustrating the ubiquitous nature of this archetype, students will read a wide variety of world literature from various genres, regions, and time periods. Students build on their speaking skills with both formal and informal oral presentations and also write both formal and informal responses to the literature to develop their analytical abilities. Throughout both semesters, daily preparation for class, reading quizzes, creative writing exercises, and discussion will give students the opportunity to practice their critical thinking skills in a variety of ways. Though the analytical written response is a significant focus of the year, students will also do some creative and personal writing. Students will be required to maintain a Learner’s Portfolio, a compilation of formative writing responses, creative and analytical, throughout the year.
413 Independent Study: IB Self-Taught Literature SL, Year 1 414 Independent Study: IB Self-Taught Literature SL, Year 2
Where a student’s mother tongue cannot be supported through a traditionally taught literature class, the school supported self-taught (SSST) option is available for language A: literature SL. The SSST option is for motivated students who are seeking a bilingual IB diploma through completion of two literature courses: 1) IB Literature: HL or SL English, and 2) SSST Literature: SL mother tongue. The designation “IB Self-Taught Literature SL” will appear on a student’s WFS transcript, but will not be accompanied by a grade (NG) or credit. Students will complete all IB assessment components and will receive an IB certificate upon successful completion of the requirements.
WORLD LANGUAGES, LITERATURES, AND CULTURES
The World Languages program aims to develop budding global citizens through immersive and meaningful engagement with language and culture. Rooted in communication and conversation, our program encourages students to use language as a tool to interpret, interact, and express ideas in authentic contexts. Through consistent exposure to the target language, students build confidence and resilience as communicators while developing curiosity about and Rooted in communicaempathy for the peoples and tion and conversation, cultures of the world.
our program encourages students to use language as a tool to interpret, interact, and express ideas in authentic contexts.
Instruction is conducted primarily in the target language, allowing students to develop their listening, speaking, reading, and writing skills through active use of the language in meaningful contexts. Rather than focusing solely on memorization or isolated grammar study, students engage in communicative tasks that require them to exchange information, solve problems, share opinions, interpret authentic resources, and create with language in ageappropriate ways. Cultural exploration is woven throughout the curriculum and may include music, stories, current events, film, food, guest speakers, and connections with communities beyond the classroom. Through these experiences, students learn not only to communicate in another language, but also to engage thoughtfully and respectfully in an interconnected world. WFS students have the opportunity to participate in language and cultural immersion trips led by WFS faculty within their respective language. WFS world language trips may include a homestay component and/or service-learning opportunities. Spanish-language students have the opportunity to travel to Spain or Central America/Caribbean once every two years. French-language students have the opportunity to travel to
France once every three years. Depending on enrollment numbers, WFS students of other languages may be invited to join the France trip, although French-language students will be prioritized in enrollment. Chinese-language students have the opportunity to travel to China once every three years. WFS students of other languages are welcome to join the trip to China. As a member of the School Year Abroad (SYA) program, a national consortium of schools committed to international education, Wilmington Friends School students also have the opportunity to spend either their sophomore or junior year in France, Spain or Italy. For a Wilmington Friends diploma, upper school students must either pass Level 3 of the Wilmington Friends world language curriculum (or demonstrate the equivalent on a Wilmington Friends School placement test) or successfully complete three years of language study in upper school (the “World Language Requirement”). Either pathway must include the completion of at least two years of study of the same language during upper school. New students entering the upper school with prior world language experience will be asked to take a Wilmington Friends School placement exam to determine the appropriate course assignment. Previous language coursework completed in other upper school programs prior to enrolling at Wilmington Friends School may count towards a student’s three years of study; however, upon enrollment, students must fulfill the World Language Requirement by completing on-campus courses taught by WFS faculty. All students considering the full IB Diploma Programme, especially those beginning upper school at level I of a language, will be advised on how to plan for HL or SL language study. In some cases, IB Diploma candidates may have to obtain permission to enroll in six majors in order to fulfill the language requirement, or they may complete independent study and pass a challenge exam to reach the required level. Please note that some high-level languages classes (such as HL year 3) will be offered only when there are qualifying students. Students entering grades 11 or 12 without access to prior language study will be expected to enroll in world language studies at WFS. In such cases, the graduation requirement may be modified based on the student’s year of enrollment, meaning that juniors complete two years of WFS world language study and seniors complete one year. The department will make every effort to work with students to maximize their options and opportunities.
510 French 1 (9, 10, 11, 12)
1 credit, full year In this immersion course, we pay particular attention to developing fundamental, everyday skills in listening, reading, writing, and speaking French by using grammar and vocabulary in context. Students move rapidly from mechanical understanding to creative use of the language. In addition, the cultures, traditions, and geography of France and the Francophone world are introduced.This course will be offered depending on enrollment numbers.
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511 French 2 (9, 10, 11, 12)
1 credit, full year In this course, the main focus is on strengthening communicative skills by expanding the repertoire of verbs, tenses, and vocabulary. There is special emphasis on improving extemporaneous communication. We begin to study the cultures and geography of the Francophone world, and also study Paris in depth. Activities may include listening exercises, paired or small-group work, films, video clips, video filming, readings, authentic advertisements, songs, slideshows, student-created skits, photograph analysis, cultural projects, or cooking.
512 French 3 (10, 11, 12)
1 credit, full year In this course, students continue to strengthen oral skills and to In this course, students continue to strengthen oral skills and to increase their working vocabulary with an emphasis on idioms and extemporaneous speech. We continue the study of complex grammar and focus on writing skills through various readings, songs, films, video clips, and poems related to the themes. Students continue to study the geography of the French-speaking world and focus on the regions of France. Activities may include oral presentations, skits, video filming, cultural presentations and response to visual or audio stimuli.
513 French 4 (11, 12, no IB credit) 513SL IB French Standard Level (11, 12) 513HL IB French Higher Level, Year 1 (11)
1 credit, full year In this course, students strengthen and develop communicaIn this course, we strengthen and develop communication skills. Emphasis is placed on spontaneous and studied oral expression (such as role playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various global topics, including cultural diversity, interpersonal relationships, science and technology, media and advertising, social change, world migrations, and sustainable development. Many different sources (newspaper articles, magazines, short stories, graphic novels, films, songs, and websites) are used to reflect the diversity of the French language spoken and written in the Francophone world. Social change, for example, might be studied through an examination of popular demonstrations and how they are reported in related news items, followed by the film Potiche.
514 French 5 (12, no IB credit) 514HL IB French Higher Level, Year 2 (12) 514SL2 IB French SL2
1 credit, full year The aim of this course is to continue working toward the goal of true fluency in all four skill areas. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The 6
study of grammar is pursued at the advanced level. Literature may include Camus’ L’Étranger, Guène’s Kiffe Kiffe Demain, or Schmitt’s Oscar et la Dame Rose, each of which would be used to reflect upon an element of contemporary civilization.
516HL3 IB French Higher Level, Year 3 (12)
1 credit, full year This course is designed for advanced students who have successfully completed all previous course offerings in French. The aim of the course is to refine students’ writing even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students watch films and read two novels and a variety of articles addressing global issues in preparation for the IB HL French exam. An emphasis is placed on advanced conversation. Prerequisite: IB French Higher Level, Year 2
517 Spanish 1 (9, 10, 11, 12)
1 credit, full year In this course, we pay particular attention to developing basic, everyday skills in listening, reading, writing, and speaking Spanish by using grammar and vocabulary in context. Students are introduced to the cultures and traditions of Spain and to the geography of the Spanish-speaking world.
518 Spanish 2 (9, 10, 11, 12)
1 credit, full year In this course, students continue to develop the communication skills (listening, reading, writing, and speaking) begun in Spanish I or in middle school Spanish 7 and 8. We expand the study of basic vocabulary and grammar. We study the culture of Hispanic countries through authentic texts such as ads, short readings and videos, songs, and films.
519 Spanish 3 (10, 11, 12)
1 credit, full year In this course, we place particular emphasis on the development of conversational skills, the acquisition of a variety of verb tenses and moods, and the expansion of vocabulary. Students also begin to develop composition skills. Through readings, short videos and/or films, songs, and special presentations, students begin to address cross-cultural issues directly, as they relate to Latin American and Spanish cultural traditions and values, as well as students’ own experiences.
520 Spanish 4 (11, 12, no IB credit) 520SL IB Spanish Standard Level (11, 12) 520HL IB Spanish Higher Level, Year 1 (11)
1 credit, full year Through works of contemporary Hispanic writers, movies, and newspaper articles, the highest-order grammatical skills are employed as students explore topics such as, but not limited to, Hispanic immigration in the U.S., environmental problems, and the lives and concerns of young people. Students will make comparisons to and connections between their own culture and the different cultures related to Spanish language, and will
examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, students might study the Spanish Civil War through the works of Federico García Lorca, “Guernica” by Picasso, and the movie Butterfly.
521 Spanish 5 (12, no IB credit) 521HL IB Spanish Higher Level, Year 2 (12) 521SL2 IB Spanish Standard Level, Year 2
1 credit, full year Toward the goal of true fluency, this course emphasizes extensive authentic conversation. Readings focus on the conversation process and help the students to understand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read one major work, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pursued at the advanced level.
522HL3 IB Spanish Higher Level, Year 3 (12)
1 credit, full year This course is designed for advanced students who have successfully completed all previous course offerings in Spanish. The aim of the course is to refine students’ writing and speech even further, focusing particularly on complex tenses, idiomatic expressions, and rhetorical devices. In addition, students read at least one novel and/or significant play, and a variety of articles addressing global issues in preparation for the IB HL Spanish exam. An emphasis is placed on advanced conversation. Prerequisite: IB Spanish Higher Level, Year 2
524 Chinese 1 (9)
1 credit, full year This course introduces students to the Mandarin Chinese language and to the geography, culture, history, and traditions of China. Particular emphasis is placed on learning pronunciation and tonality, as well as simplified characters (with their Romanized Pinyin forms) and their radicals. Basic grammatical structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations. This course will be offered depending on enrollment numbers.
525 Chinese 2 (9, 10)
1 credit, full year Chinese 2 is a continuation of level one and the Middle School program. Students refine their pronunciation, intonation, and character recognition of Mandarin Chinese. More than 200 essential new characters are introduced through Pinyin Romanization, and through written form (character) and meaning together. Structures are learned through exercises involving listening, speaking, reading, and writing in everyday situations. Communication skills focus on authentic and meaningful interaction in various social and cultural contexts. Cultural topics will include health and well-being, interpersonal relationships, food, celebrations, and travel and finding one’s way in unfamiliar situations.
526 Chinese 3 (10, 11, 12)
1 credit, full year In this Mandarin Chinese course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, as well as characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary topic-based vocabulary to their daily practice. Students also start to comprehend adapted authentic reading materials and will produce theme-based longer writing pieces. Intermediate-level communication in various social and cultural contexts is emphasized.
500 Chinese 4 (11, 12) 500SL1 IB Chinese Standard Level Year 1 (11)
1 credit, full year In this Chinese IV course, students continue to be exposed to oral sounds and tonality through Pinyin Romanization, characters and meaning together. Complex grammatical structures and new essential vocabulary words are systematically introduced and learned through various classroom activities and homework. Students continue to add supplementary vocabulary according to the topics in the IB Language B (SL) guide including: communication and media, global issues, social relationships, health, science and technology, among others. Students also continue to comprehend authentic reading materials and are required to produce longer, topic-based writing pieces of 200-400 characters. We focus on increasingly authentic communication in various social and cultural contexts at the middle-intermediate level. Placement is at the recommendation of the teacher.
501 Chinese 5 501SL2 IB Chinese Standard Level Year 2 (12)
1 credit, full year In this Chinese V course, students continue to learn vocabulary and grammatical structures at and beyond the textbook scope to express the essential IB Language B SL topics, including communication and media, global issues, social relationships, health, and science and technology. Reading, interpreting, and writing different texts such as blogs, interviews, news reports, brochures, instructions, guidelines, and advertisements are the main focus of this course. Students who take this course as a second-year language B SL course will be ready to take the IB Language B Mandarin SL exam in their senior year. Students who take this course as a one-year SL course will need to do some summer work and take the IB Language B Mandarin SL exam in their junior year. Placement is at the recommendation of the teacher.
HISTORY
The upper school history curriculum seeks to develop a lifelong learner and catalyst for social improvement who has the ability to question events that transform our world. Students will learn about the inspiration that drives major faiths, trace 7
patterns of competition and The upper school hiscooperation among and within tory curriculum seeks to world civilizations, examine the development of the modern develop a lifelong learner nation-state, understand what and catalyst for social it means to be “American,” and improvement who has explore what it takes to be a the ability to question peacemaker in the 21st century. events that transform our Students will analyze how past world. generations confronted and solved questions of political, social, economic, and cultural significance. Through work with stimulating primary sources as well as authoritative secondary sources, students will learn to analyze, interpret, and evaluate such documents. These experiences will enable the learner to make informed decisions about political, social, and civic affairs in a climate that stimulates students to respond to the human condition in the world today. All ninth graders take Global Peace and Justice and all tenth graders take American History.
553 Global Peace and Justice (9)
1 credit, full year In this course, students explore the realities and interconnectedness of global issues from both an historical and contemporary perspective. Students realize the power of individuals, governments, private enterprises and NGOs to initiate change and create solutions. Using social scientists’ tools we study topics including human rights, immigration, the creation of the UN and the international rules-based order post WWII, climate change, nonviolent direct action in places like India, South Africa, Serbia, and Nashville, globalization, terrorism, and the role of the United States in the world in the 21st century. A central feature of the course are simulations or policy evaluations in each unit that require students to articulate both challenges and solutions to conflict and injustice. Students learn how to present solutions, engage with stakeholders, and recognize the tensions and challenges of working in a global society. Throughout the course, but particularly in the units focused on nonviolent direct action, students make connections to Quaker values and how those values can impact large-scale nonviolent movements for change. In each unit, students learn to evaluate sources of information for purpose, intended audience, point of view, and historical context in order to craft both expository and persuasive arguments in writing and debate.
554 American History (10)
1 credit, full year American History emphasizes research and critical thinking skills. Starting with early colonization and reaching the 21st century, the curriculum addresses the breadth and depth of historical events. Students will use a mixture of sources, from primary to film, in order to better understand themes and perspectives on events through analysis of documents, oral presentations, essay projects, and web-based creative assessments. In teaching the skills of historical study and comprehension of American History, our goal is for students also to develop hab8
its of mind including active listening and thoughtful speaking; careful reading and incisive writing; empathy and cooperative group skills; intellectual curiosity and creative thinking; integrity and honesty. This course satisfies the American History graduation requirement.
IB History Studies
Students wishing to take IB History at the Higher Level must take IB History Europe HL1 during their junior year and IB History Europe HL2 during their senior year. Students not doing IB Higher Level History need not follow this sequence.
560 European & Mediterranean History (11, 12 no IB credit)
560HL IB History Europe Higher Level year 1 (11)
1 credit, full year This course focuses on the formative historical experiences of the most influential societies in 19th and early 20th century affairs. It first briskly reviews European and Mediterranean historical development from the Roman Empire to 1750, then focuses on the 19th century development of modern United Kingdom, France, Germany, Italy, and Russia. The course centers on social and political history, and leads students to assess issues that remain central to moral and political debates going on today: democratization, industrialization, liberalism, nationalism, imperialism, socialism and dictatorship. Every unit is constructed around a major historical development with important modern-day reverberations; students are introduced to clashing theoretical and interpretive approaches; and numerous debates are held. In each unit, the moral example of at least one pivotal leader is subjected to critical questioning and analysis. This course may be taken as part of the International Baccalaureate program at the discretion of the student and the department. Students who opt to do a full two-year IB History sequence are required to take this course first, as it provides the historical background to many of the events in the core, 20th century, course.
556 Advanced 20th Century World History (11, 12, no IB credit) 556SL IB History Standard Level (11, 12) 556HL IB History Europe Higher Level year 2 (12)
1 credit, full year This course engages students in the study of the major events that have shaped the modern world. The primary focus of this course is political and social history, with special emphasis on the causes, practices, and effects of war, rise and rule of single-party states, and the post-World War II era. Students are encouraged to analyze the historical roots of current issues and to compare the common experiences of people across the globe. Students read primary and secondary historical works to prepare them to participate in seminar discussions, debates, and role-playing simulations. Students also complete analytical research assignments, document-based questions, and conceptbased tests and quizzes to assess their understanding of major ideas. At the discretion of student and teacher, this course may
be taken as part of the International Baccalaureate history program.
559 World Religions (11, 12 no IB credit) 559SL IB World Religions Standard Level (11, 12)
1 credit, full year The World Religions course is a systematic, analytical study of the variety of beliefs and practices encountered in nine religions, and seeks to promote an awareness of issues in the contemporary world. This course consists of an introductory unit, which explores six of the nine living world religions, and an in-depth unit which studies two of these living world religions. The course is guided by themes, key concepts, and key questions. There is also an investigative study which provides opportunities for individual research of an aspect of the religious experience, practice, or belief of a group and/or individual adherents.
562 Global Politics (11, 12, no IB credit) 562SL Global Politics Standard Level (11, 12)
The global politics course explores fundamental political concepts such as power, equality, sustainability, and peace in a range of contexts and at a variety of levels. It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives. Global politics draws on a variety of disciplines in the social sciences and humanities. It helps students to understand abstract political concepts by grounding them in realworld examples and case studies. Developing international mindedness and an awareness of multiple perspectives is at the heart of this course and builds on the skills students began in Global Peace & Justice class in 9th grade. It encourages dialogue and debate. All students complete material under a unifying theme of “people, power and politics.” This consists of four core units: 1) Power, sovereignty and international relations; 2) Human rights; 3) Development; and 4) Peace and conflict. All students also undertake an engagement activity through which they study a political issue of interest experientially. In this vein, students are exploring the Quaker values of stewardship and community and bringing service learning to the forefront.
MATHEMATICS
The mathematics program in upper school continues the integrated approach begun in lower school and expanded in middle school. Algebra, geometry, trigonometry, probability, statistics, graph theory, and logic are all studied but not in isolation. All students continue to learn to read and write mathematics and, in addition, to edit their own work. Mathematics is intended to be a dialogue, and as such, students are required to explain their ideas to others, to interpret their results, and to demonstrate their thinking. Pictorial representations are as important as their written counterparts. Students are responsible for the learning of their classmates as well as their own; in other words, collaboration and individual accomplishment are both valued.
Mathematics is intended to be a dialogue, and as such, students are required to explain their ideas to others, to interpret their results, and to demonstrate their thinking.
There is a balance between theory and application. In some instances, it is theory that precedes the applications while in other cases it is an examination of data that precedes a statement of a theorem. Project-based instruction is incorporated in most courses.
Students are required to take three full years of mathematics in upper school. The graphing calculator is a fundamental tool in all upper school mathematics courses. The TI-84, or TI-84+ is used in all classes. Based on performance in eighth grade math and the middle school teachers’ assessment of demonstrated ability, rising ninth grade students may be placed in Integrated Math 2 or Advanced Integrated Math 2. For students new to Friends, results of a challenge test given in the spring or summer are also considered in their placement. Students must earn a grade of C or better in Advanced IM2, to move into Advanced IM3. In order to move from IM2 in 9th grade to Advanced IM3 in 10th grade, students must maintain a grade of A in IM2, independently complete additional coursework throughout the spring of the ninth grade year, as well as earn the math department’s recommendation. In the last two years of our math program, students have a lot more options to choose from. Each student will be advised by their teacher on the best option for what they want to pursue. These choices depend on whether they choose to pursue the IB diploma program, their past classes as well as their interests. Upon completing Integrated Math 3, students who enter the International Baccalaureate program will be placed in IB Mathematics: Analysis and Approaches Standard Level two year course sequence. For those students completing Advanced Integrated Math 3, who enter the International Baccalaureate program there are three options. • IB Mathematics: Analysis and Approaches Standard Level (two-year sequence) with 1st year options: - IB Mathematics: Analysis and Approaches Standard Level - Precalculus - IB Mathematics: Analysis and Approaches Standard Level - Statistics (AP Statistics) • IB Mathematics: Analysis and Approaches Higher Level (two-year sequence), • IB Mathematics: Analysis and Approaches Standard Level (one-year sequence). For those 11th and 12th students not opting for an IB experience, they may select from the following courses, given that the requirements are met: Integrated Math 4, Discrete Mathemat9
ics, Math Analysis, Calculus, AP Statistics, AP Calculus AB or AP Calculus BC. The last three options listed may be taken for Advanced Placement credit.
531 Integrated Math 1 (9)
1 credit, full year Beginning the integrated approach, students investigate topics from algebra, geometry, and trigonometry at a pace and class size that allows for differentiated instruction. Students strengthen their algebraic skills in order to gain more mathematical fluency in future mathematical study. Students learn to interpret and use key mathematical vocabulary in both symbolic and concrete forms, and demonstrate their mastery of the topics through group activities, digital learning platforms, written work, and formal assessments. Interdisciplinary connections with physics are an important feature of the course. Assignments using manipulatives, graphing calculators, and other data analysis software reinforce and clarify concepts.
532 Integrated Math 2 (9, 10)
1 credit, full year Continuing the integrated approach, students investigate patterns of association between two variables, the properties of plane figures, coordinate geometry, and quadratic functions. This course integrates algebra with geometry and emphasizes applications and problem-solving. Students gain experience with both informal and formal proof. Interdisciplinary connections with physics and computer science are an important feature of the course. There is also focus on mathematical language and expression. Lab activities using manipulatives, graphing calculators, and other data analysis software reinforce and clarify concepts.
532A Advanced Integrated Math 2 (9, 10)
1 credit, full year This course continues our integrated curriculum with topics from algebra, geometry, and statistics. The curriculum builds upon the theme of mathematical sense making. Investigations of real-life contexts lead to discovery of important mathematics that make sense to students and, in turn, enable them to make sense of new situations and problems. Communication, reasoning, and making connections are integral parts of each lesson of every unit. Students investigate bivariate statistics, matrices, transformations, trigonometry, and quadratic relations to bring theory into concrete terms.
533 Integrated Math 3 (10, 11)
1 credit, full year As the culmination of the integrated math sequence, this course builds on the algebraic skills needed for advanced study. There is a strong emphasis on the concept of function, data/graph interpretation, and modeling data in lab settings. Linear, rational, quadratic, absolute value, inverse, exponential, logarithmic and trigonometric functions are explored. Students also study sets and Venn diagrams, univariate data analysis, probability and the factor label method for conversions. Students gain experi-
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ence reading mathematics and acquire additional problemsolving skills. Prerequisite: Integrated Math 2
533A Advanced Integrated Math 3 (10, 11)
1 credit, full year Students in this course are challenged to focus on the underlying concepts of each unit, to hypothesize, and to draw conclusions based on their findings. Students investigate linear, rational, quadratic, absolute value, inverse, and logarithmic and exponential functions with a strong emphasis on problem solving, communication of mathematical reasoning, and data/graph interpretation. The course includes units on multiple-variable models, statistics, symbolic reasoning, geometric reasoning, standard deviation and families of functions, as well as on furthering the understanding of matrices, solutions of quadratic equations over complex numbers, sequences and series, and trigonometry. The graphing calculator is used daily to model mathematics and to encourage graphical analysis. Prerequisite: C or better in Advanced Integrated Math 2
535 Statistics and Personal Finance 3 (11, 12)
1 credit, full year This one-year statistics course introduces students to the fundamentals of data analysis and probability while building practical skills for real-world decision-making. Students explore descriptive statistics, sampling techniques, and probability to understand how data are collected, summarized, and interpreted, with an emphasis on recognizing variability and bias. The course examines common data distributions—especially the normal distribution—and uses them to model and analyze real situations. Students learn to construct and interpret confidence intervals to make informed estimates and predictions. Throughout the year, personal finance units are integrated, allowing students to apply statistical reasoning to financial life skills such as budgeting, saving, investing, risk assessment, and evaluating financial claims, helping them become informed, data-literate citizens and consumers. After completing this course, students will be prepared to take a more advanced inferential statistics course such as Advanced Placement or College-level Statistics. Prerequisite: Integrated Math 3
540 PreCalculus (11, 12, no IB)
1 credit, full year Pre-calculus continues the formal study of the functions begun in IM2 and IM3. Students focus on modeling, problem solving, and the characteristics of functions and their inverses. Upon successful completion of this course, the student will be able to: Work with parent functions and transformations, properties of functions, inverse functions, and piecewise functions. Students will also be able to analyze and graph linear, quadratic, polynomial, rational, trigonometric, exponential and logarithmic functions. The relationships between equations and their graph in terms of position, rate of change, and curvature will be explored not only for its own sake, but in terms of real context
and application. Successful completion of the course will provide students the opportunity to take calculus. Prerequisite: Integrated Math 3
539 Math Analysis (11, 12) 763SL1 IB Mathematics: Analysis and Approaches Standard Level - Precalculus (IB Math SL1- Pre calc), Year 1 (11)
1 credit, full year This course is primarily intended for students who expect to need a sound mathematical background in future studies. It is an advanced course, which prepares students for both of our Advanced Placement math course offerings, AP Calculus AB and AP Statistics. IB students will need to take IB Math AA Standard Level Year 2 in their senior year, which is cross-listed with Calculus. Advanced mathematical topics including polynomial, exponential and logarithmic functions, transformations, trigonometry, sequences, series, probability and statistics will be covered at a fast pace and rigorous level. This is a demanding course and should be taken by students who have an interest in mathematics and a strong background in mathematical techniques. Prerequisite: Integrated Math 3 or Advanced Integrated Math 3
761SL2 IB Mathematics: Analysis and Approaches Standard Level (IB Math AA SL2), Year 2 (12) 761SL IB Mathematics: Analysis and Approaches Standard Level (IB Math AA SL) (11) 762 Calculus (12)
1 credit, full year This is a one-year course in calculus that includes a review of elementary functions and covers the topics normally found in one semester of college-level calculus. The primary emphasis is on an intuitive understanding of limits, continuity, and the concepts of differential and integral calculus with exploration of basic techniques and applications. IB students taking this class will be expected to take the IB Standard Level Examination at the end of the year, which covers materials from Year 1 and Year 2 of Mathematical Analysis and Approaches. An IB internal assessment which is referred to as the math exploration or math paper is a required part of the course for IB students. Students may obtain credit toward an International Baccalaureate diploma or certificate. Prerequisite: Math Analysis/IB Math AA SL Year 1 or AIM3
760HL1 IB Mathematics: Analysis and Approaches Higher Level (IB Math AA HL), Year 1 (11) 536AP Advanced Placement Calculus AB (12)
1 credit, full year This course is the first year of the two-year IB Higher Level Math AA sequence. This course is designed for the most successful mathematics students who either have a genuine interest in mathematics and enjoy meeting its challenges and problems, or need such mathematics for related subjects such as physics, engineering, and technology at the university level. The
primary emphasis is on an intuitive understanding of limits, continuity, and the concepts of differential and integral calculus with exploration of basic techniques and applications. Successful completion of the course will prepare students to take the Advanced Placement Calculus AB Exam in May. Prerequisite: Math Analysis or Advanced Integrated Math 3
760HL2 IB Mathematics: Analysis and Approaches Higher Level (IB Math AA HL), Year 2 (12) 537AP Advanced Placement Calculus BC (12)
1 credit, full year This course is intended as final preparation for the Higher Level IB Examination in mathematics. It is an intensive, higher-level calculus course that also includes linear algebra, vector geometry, and higher trigonometry. The course is designed for students whose level of mathematical sophistication is high, since it covers a variety of college-level mathematics topics with independent work required outside of class. Because it is primarily an IB course, students taking this class will be expected to complete the IB internal assessment, an independent written work exploring an area of mathematics, and take the IB Higher Level Examination as their final examination. Students may obtain credit toward an International Baccalaureate diploma or certificate if they desire. If a student does not wish to take this course for IB credit and he or she received at least a 4 on the AP Calculus AB exam, then he or she may instead take the AP Calculus BC option and, consequently, the AP BC exam at the end of the year. Prerequisite: IB Mathematics Higher Level, Year 1 or AP Calculus AB
538AP Advanced Placement Statistics (11, 12) 764SL1 IB Mathematics: Analysis and Approaches Standard Level - Statistics (IB Math SL1 - Stats), Year 1 (11)
1 credit, full year The AP Statistics course acquaints students with the major concepts and tools for collecting, organizing, analyzing, and drawing conclusions from data. Students will work on projects involving hands-on gathering and analysis of real-world data. Ideas and computations presented in this course will have immediate connections with actual events. Computers and calculators will allow students to focus deeply on the concepts involved. Successful completion of the course will prepare students to take the Advanced Placement Exam in May. Those enrolled in the IB course will additionally study precalculus topics after the AP exam to prepare for learning calculus in the second year of the IB SL program. Prerequisite for Advanced Placement Statistics: IM4, IB Math AA SL1-Precalc, IB Math AA HL1, Advanced Integrated Math 3 or Math Analysis. Teacher recommendation is also required Prerequisite for IB Math AA-Stats SL1: Advanced Integrated Math 3. Teacher recommendation is also required
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SCIENCE
The variety of science offerings in the upper school is designed to prepare students for further study in college science courses. Students in the 9th and 10th grade years learn how to apply the scientific method, develop critical analyses of data, and use fundamental problem-solving techniques with the goal of preparing students for the IB and Advanced classes in the core subjects of biology, physics, and chemistry available in 11th and 12th grade. Environmental science is also offered in 11th and 12th grade as an applied laboratory science course utilizing the backgrounds established in the core courses. Experimental design, the STEM approach, and scientific writing are progressively emphasized through laboratory investigations in all courses as well as oral communication skills via class presentations. Opportunities to explore science and STEM outside of the classroom are also available through such activities as Science Olympiad, FIRST Tech Challenge (and other robotics competitions), conferences, and field trips to higher education and other institutions. Students are required to successfully complete a minimum of three years of science, although most students take four years. Students begin upper school with the 9th grade Physics 1 courses and take the Chemistry 1 courses in 10th grade. It is recommended that students take at least 1 course in each of the core areas (chemistry, biology, and physics) in 9th-12th grades, although individual interests can take students in a variety of directions during the 11th and 12th grade years. Also, many junior and senior students “double” in a single year and take two science courses. Students discuss course choices with advisors, teachers, and the department chair. Final placement decisions, however, are made by the department based on the student’s demonstrated ability and on course availability. In addition to the courses listed below, the department is interested in helping students to arrange independent study courses when appropriate. Proposals for independent study must be arranged and approved by the faculty in advance of the year (for full-year independent studies) or semester (for one-semester independent studies). An independent study could involve a continuation of a course listed below or study of a science topic or area not investigated by these courses. Interested students should speak with their teacher and the department chair. Independent study and MSON courses may not be used to meet the requirement of 3 years of science instruction needed for graduation.
550 Physics 1 (9)
1 credit, full year Physics 1 is a one-year course that focuses on using experimental evidence and class discussion/consensus to develop understanding of core physics topics. These topics include static and current electricity, motion, forces, gravitation, and waves. The learning cycle in this course starts with an anchoring phenomenon to elicit initial ideas about the topic from the students. Students conduct experiments and simulations, then use the data collected as evidence to make general claims and inferences 12
about the observations. When appropriate, the class also works through the reasoning that connects the claims to the evidence. The class then engages in discussions to revise and fine-tune their claims and come to a consensus on the scientific principles that explain the data. It is at this point that the students read about the formalized scientific principles and terminology. Each unit ends with mathematical model-building activities associated with the topic. This course prepares students for Chemistry 1 or Chemistry 1 Accelerated with the department’s approval.
541 Chemistry 1 (10)
1 credit, full year Chemistry 1 deals with the composition, structure, and reactions of matter. It develops the atomic model and connects it to large-scale, real-world applications and phenomena. Key units include measurement, matter and energy, the atom and atomic theory, the periodic table and trends, ionic and molecular compounds and bonding, molar relationships, chemical reactions, stoichiometry, gas laws, solutions, acids and bases, and equilibrium. Through both laboratory and classroom exercises, the course emphasizes quantitative problem solving, analytical precision in measurement, the analysis of experimental error, and develops concepts to help students progress from concrete to abstract thinking. Technical science writing is also stressed as part of the laboratory work. This course prepares students for subsequent science courses by providing a solid foundation in problem-solving and in the collection and analysis of scientific data. This course is not weighted. Upon successful completion and with the recommendation of the department, students taking this Chemistry 1 course are eligible to take the Advanced/IB Chemistry course or other Advanced/IB science courses offered in the upper school. Note: This course, or Chemistry 1 Accelerated, is a prerequisite for the other science courses taken in the 11th and 12th grade years.
541A Chemistry 1 Accelerated (10)
1 credit, full year Chemistry 1 Accelerated is based on a similar curriculum to that used in Chemistry 1, which deals with the composition, structure, and reactions of matter. However, Chemistry 1 Accelerated extends beyond that curriculum by including additional topics, units and lab skills designed to prepare students more thoroughly for the IB/Advanced Chemistry taken in Junior or Senior years. Chemistry 1 Accelerated also moves at an accelerated pace to be able to cover the additional material. Similar to Chemistry 1, it develops the atomic model and connects it to large-scale, “real world” applications and phenomena. Key concepts include measurement, matter and energy, the atom and atomic theory, the periodic table and trends, ionic and molecular compounds and bonding, molar relationships, chemical reactions, stoichiometry, gas laws, solutions, acids and bases, and equilibrium. Additional units may also include thermal chemistry, kinetics, oxidation-reduction, and electrochemistry. Through both laboratory and classroom exercises, the course emphasizes quantitative problem solving, analytical pre-
cision in measurement, and the analysis of experimental error. Experimental design will also be emphasized in the laboratory setting. This college-preparatory level course prepares students for subsequent science courses, especially the IB courses, by providing a solid foundation in problem-solving, the collection and analysis of scientific data, and familiarization with the terminology and procedures inherent in the IB program. This course is not weighted. Note: This course, or Chemistry 1, is a prerequisite for the other science courses taken in the 11th and 12th grade years
542 General Biology 2 (no IB credit) 542SL IB Biology Standard Level (11, 12)
1 credit, full year General Biology is a one-year biology course that utilizes the 3-Dimensional (3D) approach to the study of life. The three dimensions are disciplinary core ideas, cross-cutting concepts, and scientific practices. The core ideas (topics) include Molecules to Organisms: structures and processes; Heredity: inheritance and variation of traits; and Biological Evolution: unity and diversity. The course is investigation-oriented, engaging students in the process of science, and practical work is an integral part of the course. Concepts are taught to connect the material to real-life situations and issues, so it is relevant to students’ lives. Students learn to access scientific information through textbooks, scientific journals, and online resources. Using this information, they develop the skills to critically analyze current issues relating to science and technology. The syllabus for General Biology closely tracks with IB Biology SL. IB Biology SL is a one-year course in biology that utilizes a molecular approach to the study of life. The core concepts include cell structure and energetics, classical and molecular genetics, micro and macro evolution, basic ecology, organismal structure, and physiology. The course is investigation oriented to engage students in the process of science, and students learn to design, implement, and analyze their own experiments. An emphasis is placed on the communication skills necessary for effective technical writing. As scientific knowledge and technology grow more diverse, it becomes increasingly important for students to have a clear understanding of these advances in order to become effective decision makers. Students learn to access scientific information through textbooks, scientific journals, and online resources. Using this information, they develop the skills to critically analyze current issues relating to science and technology. Standard Level students, both diploma and certificate candidates, complete the SL curriculum in one year. Prerequisites: Successful completion of Chemistry 1 or Chemistry 1 Accelerated.
543A Advanced Biology 2 (11, 12) 543HL IB Biology Higher Level (Advanced), Year 1 (11)
1 credit, full year Advanced Biology 2/IB Biology HL Year 1 is the first year of a two-year sequence in biology and utilizes a molecular approach
to the study of life. The core concepts include cell structure and energetics, classical and molecular genetics, micro and macro evolution, basic ecology, organismal structure, and physiology. This higher-level course goes to further depth in all topics in molecular, cellular and organismal biology and in genetics than covered in Biology 2/SL. The laboratory and classroom activities are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation, and interpretation of their own experiments. Students learn to access scientific information through textbooks, as well as online and print educational and research oriented resources. Using this information, they develop the skills to critically analyze current issues relating to science and technology, as well as to critically evaluate their own experimental data. An emphasis is placed on the communication skills necessary for effective technical writing. Students participating in the Higher Level International Baccalaureate program, either as diploma candidates or as certificate candidates, must complete both years of the two-year program in Biology. (See the description of “Advanced Biology 3/IB-HL, Year 2” below.) Prerequisites: Successful completion of Chemistry 1 or Chemistry 1 Accelerated. Permission of the science department and signature of the department chair.
544A Advanced Biology 3 (12, no IB credit) 544HL IB Biology Higher Level (Advanced), Year 2 (12)
1 credit, full year Advanced Biology 3/IB Biology Higher Level Year 2 is the second year of the two-year sequence in biology. It is a course designed to provide students with experiences and exposure that extend beyond concepts involved in previous biology courses. Although comprehensive in nature of topics (principles of evolution, cellular basis of life, structure and function, principles of genetics, and ecology), particular emphasis is placed on special topics in human physiology. The focus of the course is on an integrated understanding and application of these content areas, emphasizing connections and extensions that help explain fundamental observations in the biological world. The laboratory and classroom activities are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation, and interpretation of their own experiments. Prerequisites: Successful completion of HL Biology Year 1, or Advanced Biology 2. Permission of the science department and signature of the department chair.
545A Advanced Chemistry 2 (11,12, no IB credit) 545SL IB Chemistry Standard Level (Advanced) (11,12)
1 credit, full year Advanced Chemistry 2/IB Chemistry SL is a second year chemistry course designed to provide students with experiences and exposure that extend beyond concepts involved in previous biology courses. Although comprehensive in nature of topics (principles of evolution, cellular basis of life, structure and function, principles of genetics, and ecology), particular empha13
sis is placed on special topics in human physiology. The focus of the course is on an integrated understanding and application of these content areas, emphasizing connections and extensions that help explain fundamental observations in the biological world. The laboratory and classroom activities are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation, and interpretation of their own experiments.
ments. Critically analyzing, critiquing, and discussing the topics are fundamental goals of this course, so that students learn to address complicated and controversial issues by examining all sides objectively before forming their own value system and opinions and taking action. Prerequisite: Successful completion of Chemistry 1 or Chemistry 1 Accelerated
Prerequisites: Successful completion of Chemistry 1, or Chemistry 1 Accelerated, permission of the science department and signature of the department chair. Concurrent enrollment in either IB Math AA HL1, IB Math AA SL1 / IM5 or Calculus (or their equivalent) is strongly recommended.
The Science Department offers the opportunity for 11th and 12th-grade students to further their laboratory skills by assisting in the science classrooms. During their frees, students report to their designated science faculty advisor 2-3 times a week. Lab assistants receive training including how to take inventory, make solutions, prepare labs, and care for living things. Responsibilities include laboratory and demonstration preparation, garden work, lab and classroom cleanup, filing and other minor clerical work.
547A Advanced Physics 2 (11,12, no IB credit) 547SL IB Physics Standard Level (Advanced) (11,12)
1 credit, full year Advanced Physics 2 and IB Physics SL continue the search for order and patterns in the physical universe. Students are introduced to such topics as Newtonian mechanics; conservation of mass, energy, and momentum; rotational motion, electricity, and magnetism; sound and light wave theory; and astrophysics. More fundamentally, the course illustrates the process by which physics is developed and applied; the observation of physical phenomena and the generalization of those observations into basic principles; the expression of those principles in abstract terms and the use of those abstractions to analyze new situations and suggest further experimentation. IB students, both diploma and certificate candidates, complete the SL curriculum in one year. Prerequisites: Successful completion of Chemistry 1 (or Chemistry 1 Accelerated) and Physics 1 (or its equivalent). Permission of the science department and signature of the department chair. Concurrent enrollment in either IB Math AA HL1, IB Math AA SL1 / IM5 or Calculus (or their equivalent) is strongly recommended.
548 Environmental Science (11, 12)
1 credit, full year In this course, students are introduced to the idea of the Earth as an interrelated system in a way that highlights the diverse options and complexity of solving our current environmental problems. The course is also designed to help students consider and clarify their own environmental value system. Major topics include ecosystem functioning, population growth, resource availability and exploitation, energy use (both conventional and alternative), global climate change, biodiversity, and the effects of environmental pollution. In addition, each topic and issue studied is examined from a historical and global perspective, to note changes in scientific understanding, attitudes, and the impact of human activity. A significant proportion of the material covered is researched by the students, either through scientific inquiry, literature searches, reading about current events, or through other interactive, web-based activities. Laboratory exercises involve the design and implementation of conventional labs as well as field work in several local environ14
Science Fellows
PERFORMING ARTS AND VISUAL ARTS
Each student in the upper school must accumulate a total of 1.5 credits in the disciplines of music, theater arts, and visual arts combined. (Students who enter after the 9th grade will be required to accumulate credits on a prorated basis, depending on the number of years they attend). Students will accumulate a minimum of 1/2 credit in the performing arts and 1/2 credit in visual arts. The required 1/2 credit in the performing arts must be obtained through participation in an ensemble or elective class. Credit earned in theater productions does not count towards the 1/2 credit required in Performing Arts. Students will earn 1/4 credit upon completion of the required Visual Arts Foundations course in 9th grade. An additional 1/4 credit in an elective or major course is necessary for graduation. The remaining 1/2 credit (to complete a total of 1.5 credits in the combined disciplines) may be distributed between music, theater arts, and visual arts.
Performing Arts Introduction
An education in the performing arts fosters the ability to problem-solve, take risks, and communicate through the act of creation.
An education in the Performing Arts fosters the ability to problem-solve, take risks, and communicate through the act of creation. It is our belief that through such study, students will come to a more complete understanding of themselves and their environment. The skills, curiosity, and passions nurtured in students of the arts will influence their life-long development as thinkers, citizens, and people. The goal of the music program is to facilitate discovery and
understanding of music as a discipline and as a means of selfexpression. Music students hone their perceptive listening skills through analysis of music representing various world traditions and historic eras. Involvement through performance also teaches teamwork, success through hard work, poise, stage presence, and self-confidence. Participation in music courses instills a love of music and helps students to develop confidence in their ability to perform well. The theater program aims to help students understand the inspiration for, the methods of, and the end result of theater: to define and elucidate the human experience. Theater courses explore a variety of techniques, traditions, theories, and practices; and students are encouraged to learn not only through study but also through experience, making important connections between theory and practice. Specific elective offerings may depend on adequate enrollment for each semester.
PERFORMING ARTS: MUSIC
ELECTIVES
607 Music in the Media (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This course offers students an in-depth look at music in movies, videos, and television. The cultural, sociological, political, and/ or environmental influences on music will be examined as well as the actual process of how it is composed and/or created. Research projects, presentations, and creative projects enable students to apply concepts studied throughout the semester. This course will be offered in the 2027-28 school year.
608 Music and the Theater (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This course examines the various types of music that have This course examines the various types of music that have played a significant role in theatrical production–from the ancient Greek amphitheater to the current Broadway arena. By studying music written for the stage, especially opera and musical theater, we will examine various ways in which these genres reflect the human condition. In addition to an historical survey, the relationship of music to text will be analyzed in detail. Attendance at live performances both on and off campus may be required during the semester. This course will be offered in the 2027-28 school year.
609 World Music (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This course covers the development of musical traditions in Europe, Africa, Asia, the Americas, as well as other non-Western settings. It provides a general overview of some of the most significant characteristics of music that have evolved over many
centuries on different continents. The role that music plays in each society, as an expression of sociological values, will be examined. Students will develop active listening and analytical skills, enabling them to make connections between the musics of distinct cultures. They will also undertake individual and group research projects throughout the semester. This course is strongly recommended for students who plan to pursue Music Major/IB SL. World Music, and Music and the Theater above, are offered in alternating years. This course will be offered in the 2026-27 school year.
611 Music Major (11,12, no IB credit) 611SL IB Music Standard Level (11,12) 611HL IB Music Higher Level, Year 1 (11) 612HL IB Music Higher Level, Year 2 (12)
1 credit, full year This course affords an opportunity to study music in a thorough and comprehensive approach. It is intended for students who demonstrate a strong aptitude along with a keen interest in music as a serious avocation. It combines an intensive study of music history, covering contemporary and world music styles, as well as literature with music theory, and enhances the literacy and musicianship skills of any performer or student of music theory and/or composition. All students are expected to be musically literate before undertaking this course of study. This course is a central component of the IB Music program. Students pursuing music within the IB curriculum must be actively involved in some performance discipline, and it is strongly recommended that they participate in a performing ensemble at WFS. Students who cannot be scheduled into an ensemble at WFS will need to perform as soloists and participate in creative projects in order to fulfill the performance portion of the IB requirement at the Standard Level. IB Higher Level students must perform as soloists as well as participate in creative projects.
649 Algo-Rhythms (10, 11, 12)
1/4 credit, 1 semester 3x per 7 days How can we use computing to learn more about music? How can we use music to learn more about computing? This course provides students hands-on practice in the field of music technology. Students will explore topics such as digital composition, algorithmic music, sound analysis and manipulation, and relevant historical and cultural context. This one-semester course will satisfy 1/4 credit in either Computer Science OR Performing Arts.
ENSEMBLES
Placement in Chorale, Chamber Singers, and Jazz Band is based on auditions held mid-May through June, as determined by the director of the ensemble. Enrollment in performing ensembles is a year-long commitment (with the exception of the semester option, if scheduling does not allow for full-year participation, in Symphonic Band) since both the ensemble’s success and the student’s progress depend on consistent involvement. 15
601 Chorale (9, 10, 11, 12)
1/2 credit, full year 3x per 7 days Membership in Chorale is open by audition to students in grades 9-12 (prior choral experience is preferred, but not required). Students in this choir will perform in both accompanied and a cappella settings while honing musicianship skills and sight-reading. This choir is an ideal choice for the motivated singer with prior musical experience who plans to continue singing throughout his/her WFS upper school career. Participation in performances at WFS and in the community is required.
602 Chamber Singers (10, 11, 12) (Advanced)
1/2 credit, full year 3x per 7 days Membership in Chamber Singers is open by audition to students in 10th, 11th, and 12th grades who have participated in an upper school choral ensemble prior to auditioning. This choir concentrates primarily on challenging, unaccompanied works from all eras of choral literature. Students in this small group of approximately 20 students must demonstrate a serious interest in choral singing, good sight-reading skills, and a strong commitment to building a top-level performing ensemble. The choir serves as an ambassador for the school and frequently sings off campus as the schedule allows. Participation in performances at WFS and the community is required.
603 Symphonic Band (9, 10, 11, 12)
1/2 credit full year 3x per 7 days Symphonic Band is composed of wind, string, percussion, and brass musicians in grades 9-12. Students must be proficient on their instruments at a high-school level (grade 3 music or higher). The repertoire includes technical studies, chorales, sight-reading, and music composed for band and orchestra. Participation in performances at WFS is required.
604 Jazz Band (9, 10, 11, 12) (Advanced)
1/2 credit, full year 3x per 7 days Membership in Jazz Band is open by audition to students in 9th-12th grades. The program is designed to allow students the opportunity to experience and perform a wide range of American musical styles stemming from the jazz idiom. There is a lot of focus on the techniques of improvisation. Participation in performances at WFS and in the community is required.
PERFORMING ARTS: THEATER ARTS
641 Acting & Improv (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This course engages students in the basic elements of move16
ment and voice technique in acting and improvisational theater. Through individual as well as collaborative work, students explore the elements of characterization, physicality, and movement in portraying a scene. We explore acting tradition and practice, as well as the basics of directing and stage etiquette. Students also gain historical perspective on the development of improvisational theater and how to recognize elements and characters in current drama and comedy performances. Through improvisational exercises and games, students explore, develop and refine stage skill. Students work toward a final project, which involves memorizing and presenting a scene to an audience, and developing an in-school improv performance.
634 Upper School Musical (9, 10, 11, 12) 1/4 credit, 1 semester
635 Upper School Dramatic Production (9, 10, 11, 12) 1/4 credit, 1 semester
637LS & 638LS Upper School Light & Sound (9, 10, 11, 12)
1/4 credit, 2 semesters
637TS & 638TS Upper School Tech Support (9, 10, 11, 12)
1/4 credit, 2 semesters Please note that placement in dramatic productions is dependent upon successful completion of an audition and/or interview. Placement in the cast or crew is not guaranteed, and the earning of credit is dependent upon full and successful participation in the rehearsal and production processes. The fall and spring musical or dramatic events include all aspects of stage production: acting, set building, costume coordination, program design, prop coordination, lighting and sound design, pit band participation, etc. Rehearsals take place during evening and/or weekend hours, two to three times per week, as specified by the directors. The final result is a full-scale staged production in which participation is required. Cast members, stage managers, and pit band members receive 1⁄4 credit per show. The running crew, lighting and sound team, property manager, costume assistants, and front of house staff receive 1⁄4 credit when they participate in two shows over the course of their four years in the upper school (there is no partial credit for one show). Credit earned in these productions does not count toward the 1⁄2 credit required in Performing Arts, although it does count towards the overall 1.5 credits required in Performing Arts/Visual Arts combined.
VISUAL ARTS INTRODUCTION
The upper school visual arts program is committed to providing all of its students with learning experiences that nurture visual literacy and responsible creativity. Each course is designed to give students tools, methods, and
The upper school visual arts program is committed to providing all of its students with learning experiences that nurture visual literacy and responsible creativity.
techniques to express their ideas. Students will develop a vocabulary to decode and read the visual language around them. Building skills, exploring visual concepts, and applying critical analysis are emphasized through studio work and investigation. Interdisciplinary themes of identity, story-telling, community, and stewardship give conceptual direction to student work. Specific elective offerings may depend on enrollment and may be offered in alternating years.
587 Visual Arts Foundations (9, 10)
1/4 credit, 1 semester This required foundational course emphasizes the development This required foundational course emphasizes the development of visual literacy skills, self-expression, and analytical and innovative thinking. Two and three-dimensional explorations are designed to investigate and apply the elements of visual art and the principles of design. Students create work through a variety of media and techniques as they explore projects that address themes of identity, story-telling, community, and stewardship. Students create and maintain a sketchbook to organize, document, assess, plan, reflect, and review visual works and concepts. Regular discussions encourage students to express their ideas through both visual means and language. Both individual and collaborative projects are part of the course curriculum. This course is the prerequisite for the other visual arts electives.
591 3D Design (10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This second level elective course focuses on the study and application of three-dimensional design principles and processes. A wide range of project and research experiences will expand the student’s understanding of space, volume, mass, scale, form, structure, function, and purpose. Various techniques and media concentrations will be explored, these may include but are not limited to: ceramics, sculpting, structural design, assemblage, and digital fabrication. Students will continue to explore communication through visual means and the creative process as they exercise their understanding of 3-dimensional objects in the spatial world. A research-based museum trip may be a part of this course experience. This course will be offered in the 2026 - 27 school year. Prerequisite: Visual Arts Foundations
592 2D Design (10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This second level elective course builds on concepts introduced in Visual Arts Foundations, concentrating on two-dimensional design principles and processes. A wide range of project and visual research experiences aim to exercise the student’s understanding of the elements of visual art and the principles of design. Students will explore various media and techniques which may include, but are not limited to: drawing, painting, collage, printmaking, digital graphics, photography, and pen and ink. Description, interpretation, and communication through images are emphasized as well as the application of the creative thinking process. A research-based museum trip may be a part of
this course experience. This course will be offered in the 2027 - 28 school year. Prerequisite: Visual Arts Foundations
582 Digital Design (10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This second level art course offers the opportunity to work with technology as a visual communication medium. Students will experiment with digital and lens based methods of making work to produce both still and moving images that focus on communicating ideas. Various techniques and media will be explored, including photography, animation, video, and computer graphics. Individual, collaborative, and interdisciplinary projects encourage students to find meaning and connections as they express themselves through their visual solutions. Specific elective offerings may depend on schedule and adequate enrollment for each year. This course will be offered in the 2026-27 school year. Prerequisite: Visual Arts Foundations
596 Drawing (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days This second level elective course uses the practice of drawing to build on concepts introduced in Visual Arts Foundations. Students will work from both observation and imagination as they explore the act of drawing as a tool for invention, expression, conceptualization, and idea development. Perceiving and depicting visual relationships, organizing successful compositions, and illustrating the illusion of form and space will be a focus/concentration of the work created in this course. A range of drawing media will be used which may include, but is not limited to: pencil, charcoal, conté crayon, pastels, and pen and ink. Interdisciplinary themes of identity, story-telling, community, and stewardship will help give conceptual direction to student work. A research-based museum trip may be a part of this course experience. Prerequisite: Visual Arts Foundations
588(1) Visual Arts Major 1 (11, 12)
1 credit, full year In this course students create and organize a body of work through visual investigation, studio practice, and exhibition. Students explore composition skills, media, techniques, the study of art history in connection to studio work, visual analysis, and the use of themes. Various media and techniques are available to each student based on their interests, and students can create works in analog or digital formats. Field trips are an integral part of course, and special attention is given to portfolio development. Summer work in the form of research, writing, and visual explorations are requirements of this course in preparation for the school year. This is a non-IB (neither certificate or diploma) course for students interested in a visual arts experience as a major. If the student’s schedule allows, this course can be taken as the first 17
part of a two-year commitment: Visual Arts Major 1 followed Visual Arts Major 2. Prerequisite: Visual Arts Foundations and Drawing
588(2) Visual Arts Major 2 (12)
1 credit, full year This course complements the Visual Arts Major 1 course by adding greater depth of study in terms of technique, media, and self-direction. Special attention can be given to designing and creating college application portfolios. Summer work in the form of research, writing, and visual explorations are requirements of this course in preparation for the school year. Research-based museum trips are an integral part of this course experience. This is a non-IB (neither certificate or diploma) course for students interested in a visual arts experience as a major for a second year of exploration. Prerequisite: Visual Arts Major 1
International Baccalaureate Visual Arts Area 6
The following description is taken from the International Baccalaureate Organization Published IB Visual Arts Guide: The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The curriculum core syllabus for this exam are based on the following: • External Assessment: Art-making Inquiries Portfolio 30% • Artist Project 30% • Internal Assessment: Selected Resolved Artworks 40% This is a two-year course. The student is enrolled in grade 11 for 1 credit and in grade 12 for 1 credit. The exam components are realized in 12th grade. Enrollment in both Higher Level (1) grade 11 and Higher Level (2) grade 12 is required.
572HL IB HL (Higher Level) Visual Arts, Year 1 (11)
1 credit, full year This Visual Arts HL course is intended for highly motivated students who are seriously interested in the study of visual art. First year students are introduced to a variety of techniques and media and begin the process of developing independent study and research habits including maintaining a visual arts journal. Students investigate the IB core syllabus areas: visual arts in context, methods of art making and communication of visual arts. Summer work in the form of research, writing, and visual explorations are requirements of this course. Researchbased museum trips are an integral part of this course experience. 18
573HL IB HL (Higher Level) Visual Arts, Year 2 (12)
1 credit, full year The HL year 2 course continues the curriculum core syllabus outlined above. This course encourages individually directed studio work and requires independent research of artists, art making practices, and the cultural contexts in which they exist. Student’s theoretical, art-making, and curatorial practices culminate in the completion of the IB exam components during this year. Summer work in the form of research, writing, and visual explorations are requirements of this course in preparation for the school year. Research-based museum trips are an integral part of this course experience.
COMPUTER SCIENCE
The upper school computer science curriculum is intended to continue students’ development as algorithmic thinkers with the ability to translate ideas into a formal structure. Upon completion of our program, students will understand how to define and solve problems from all disciplines in terms that can be implemented by a computational device. In addition, students will have a firm understanding of a number of surrounding technologies that they interact with on a daily basis, from Upon completion of Internet protocols to basic our program, students hardware. Problem-solving will understand how to and self-reliance are an essential part of the overall curricu- define and solve problum, as students become more lems from all disciplines in terms that can be confident in their abilities to use computers to devise and implemented by a comapply real-world solutions. putational device. Students must take ½ credit of computer science in order to fulfill their graduation requirements. The upper school program of study is designed to have various “tracks” to fully engage and challenge every student. In rare situations, students may seek departmental approval to be placed in higher-level courses. Approval is contingent upon fluency in programming, which can be demonstrated through a series of problem sets. Some courses are taught concurrently.
649 Algo-Rhythms (9, 10, 11, 12)
1/4 credit, 1 semester 3x per 7 days How can we use computing to learn more about music? How can we use music to learn more about computing? This course provides students hands-on practice in the field of music technology. Students will explore topics such as digital composition, algorithmic music, sound analysis and manipulation, and relevant historical and cultural context. This one-semester course will satisfy 1/4 credit in either Computer Science OR Performing Arts.
663 Web Media 1 (9, 10, 11, 12) 664 Web Media 2 (Prerequisite: Web Media 1)
1/4 credit, 1 semester 3x per 7 days This course focuses on the web browser as a creative medium. The course is broken down into two main parts. In the first part, students learn about the history and cultural impacts of the internet. They look at the fundamentals of interface design and then use this theory in conjunction with HTML and CSS to create a professional-looking website. In the second half of the course, students learn about other technologies available to developers wishing to create a more dynamic interactive experience online. Topics include cryptography, javascript APIs, and animation. Motivated students may take this course a second time. Level two allows students to build on their previous knowledge and incorporate these concepts into more realized projects. This course will be offered in the 2027-28 school year.
665 Interactive Systems 1 (9, 10, 11, 12) 672 Interactive Systems 2 (Prerequisite: Interactive Systems 1) 1/4 credit, 1 semester 3x per 7 days This course expands upon topics covered in the introductory course through the creation and design of many different types of video games, simulations, and interactive experiences. Throughout the semester, students are continually exposed to both abstraction and problem decomposition. An emphasis is placed on solving a wide variety of problems applicable to instances outside the realm of just video games. Topics include arrays, functions, objects, and APIs. By integrating these topics into a wide variety of projects, students are exposed to the many ways programming is useful. Motivated students may take this course a second time. Level two allows students to build out an immersive interactive experience for either a mobile or browser-based device. This course will be offered in the 2026-27 school year.
666 Programming Concepts 1 (9, 10, 11, 12) 667 Programming Concepts 2 (Prerequisite: Programming Concepts 1)
1/4 credit, 1 semester 3x per 7 days This course explores various techniques of programmatic problem-solving. Projects and problem sets will focus on issues found most often within the field. At all times, emphasis will also be placed on code that is readable, testable, and fast rather than simply yielding the correct answer. Topics covered include algorithmic art, user interaction, image processing, and audio manipulation. Motivated students may take this course a second time. Level two includes a deeper exploration into the possibilities of code and allows for a more fully realized project in one of many fields, including physical computing, generative art, and data visualization. This course will be offered in the 2026-27 school year.
671 Smart Machines 1 (10, 11, 12) 673 Smart Machines 2 (Prerequisite: Smart Machines 1)
1/4 credit, 1 semester 3x per 7 days This course, utilizing the school’s purpose-built Design Lab, introduces students to the programming and engineering concepts related to interactive robots. Through the integration of mathematics, physics, technology, engineering, and programming, students learn how to design and build “smart” robots that are able to do tasks and make decisions based on data input by sensors. This is the technology that makes our phones, cars, and homes “smart” and that is being put into more devices every day. While there is a core curriculum, there are endless opportunities for a student to explore areas of interest ranging from advanced computing, to mechanical and electrical engineering, to design. Motivated students may take this course a second time. Level two allows students to further explore the possibilities of robotics, 3D printing, physical computing, and electronics. This course will be offered in the 2026-27 school year.
674 Computer Science Major 674SL Computer Science Major/IB SL
1 credit, full Year This full-year major course will cover everything from hardware/software design and implementation to computer programming. How is software developed? How do computers work? What does it mean to distribute a system across a network? In addition to these topics students will learn the fundamentals of computer programming and Object-Oriented design through the use of Processing and Java. Prerequisite: At least one previous computer science course and the approval of the department.
HUMAN DYNAMICS AND DEVELOPMENT
709/710 Human Dynamics and Development (9,10)
1/2 credit, 2 semesters 3x per 7 days This course is required for all ninth and tenth graders. Each student is scheduled for one semester in each of the two years. The upper school wellness program is designed to create an awareness of the benefits of physical fitness, including the need for active attention to personal health and emotional well-being. Classroom concepts are geared toward enhancing the decisionmaking process for each student.
RELIGION
706 Quakerism and Thee (10,11,12)
1/4 credit, 1 semester 3x per 7 days Original writings by Quakers and the student’s own explorations of the Quaker philosophy form the core of this course. Early Quaker history is also studied, providing students with an 19
understanding of the religion’s roots. Each student will complete his or her own “SPICES in Action Project” doing something that will have a positive effect on the community involving at least one of the Quaker Testimonies (Simplicity, Peace, Integrity, Community, Equality, Stewardship). Students will explore prison reform through visits from AVP volunteers and experience learning through stories and meditative practices such as Shin-rin yoku.
THEORY OF KNOWLEDGE
711IB/712IB IB Theory of Knowledge (11,12)
1 credit over two years 3x per 7 days The Theory of Knowledge (TOK) course is central to the The Theory of Knowledge (TOK) course is central to the educational philosophy of the International Baccalaureate. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role that knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasingly interconnected world. Questions are the very essence of TOK, both ageless questions on which thinkers have been reflecting for centuries and new ones, often challenging to accepted belief, which are posed by contemporary life. The course is designed to develop in students an appreciation of the quest for knowledge–in particular its importance, its complexities, and its human implications–by engaging them in a critical examination of knowledge. Having completed this course, students will be prepared to gain and apply their own knowledge with greater awareness and responsibility. Readings in the course include a variety of sources, such as excerpts from works of fiction and nonfiction, and newspaper and magazine articles. The most significant source of thought and reflection, though, will be the students’ own experiences. We will focus on their past history as knowers, within and beyond the classroom, as a jumping-off point for further study and exploration. As part of this approach, students will be challenged to generate the questions that fuel their investigations into the subject, and also to thoughtfully and probingly respond to others’ questions on these issues. In order to facilitate the development of a personally relevant and intellectually sound conception of the theory of knowledge, students will be required to provide examples of “ways of knowing” from the other classes they are pursuing as primary matter for consideration by the group. Students will lead sessions for the class on various aspects of the concepts under consideration.
MALONE SCHOOLS ONLINE NETWORK (MSON) Friends is a member of the growing Malone Schools Online Consortium. As one of the schools recognized for academic 20
excellence and commitment to diversity, and endowed with financial aid resources, by the Malone Family Foundation, we partner to provide enrichment courses to juniors and seniors. “MSON provides upper level students (generally juniors and seniors) at participating Malone Schools with a variety of superior online courses that enhance each member school’s existing curriculum. These courses are taught by experts in their fields. MSON teachers have experience with independent school education and share a commitment to excellence, small class sizes, and personal relationships. Course offerings target the most talented high school students at member schools. MSON students demonstrate sufficient independence and commitment to succeed in a virtual discussion seminar setting. “Each MSON course takes a blended approach, combining synchronous instruction—real-time video conferencing seminars—with asynchronous instruction—recorded lectures and exercises students complete outside of the class. Each course has a minimum of 6 students and a maximum of 16 students. The result is a virtual discussion seminar that is delivered in high definition classroom set-ups.” MSON courses are part of a student’s five-major course load at WFS. Classes will meet twice synchronously each week, supplemented with several hours of asynchronous study. Those who wish to take a MSON course as a sixth major need to follow the established process for sixth-major approval. Eligible students should be juniors or seniors with a passion for the course work, and who have completed graduation requirements in related fields of study. Some semester courses are available, and sophomores can apply for those also. WFS students should receive the approval of the department chair, and list other course choices in case scheduling problems arise. Students with six majors are not eligible for additional MSON semester classes in the year of their sixth major. The school has about fourteen MSON semester course spots available so not all who are approved may get a spot. Priorities for approval include: 1 MSON class per person; seniority; those taking a language as a fifth major. If there are open spaces after the registration deadline, then course approvals will be taken on a first-come, first-served basis. Interested students should see the Head of Upper School. The application is available on the website under “resources.”
ATHLETICS
A minimum of one athletic credit is required each year for all upper school students. In order to earn credit, students must be an active participant in a school-sponsored athletic program and meet the expectations of that program.
Fall
Field Hockey Football Soccer (Boys’) Volleyball Cross Country*
Winter
Basketball* Wrestling Swimming* Physical Fitness (Co-Ed) Winter Track*
Spring
Baseball Lacrosse* Soccer (Girls’) Tennis* Track and Field* Golf (coed) *Boys’ teams and girls’ teams are offered. A junior or senior student who would like to apply to earn an athletic credit by serving as a team manager must have the approval of the coach/athletic trainer and Athletic Director prior to the start of the season as well as approved written expectations/responsibilities. Sports Waiver/Independent Study: If a student has a medical condition that prohibits successful fulfillment of the WFS sports requirement of one team sport (or participation in the winter fitness program) a year, he/she may petition the Athletic Director for a waiver of the requirement. If a student is a competitive athlete in a sport not offered at WFS or a dancer involving significant year-long time commitments outside of school, he/she may petition the Athletic Director for a waiver of the requirement. Petitions must be proposed in time to be considered fully before the start of the school year. The Athletic Director may consult the division head and the Program Committee before making a decision.
NON-DEPARTMENTAL PROGRAMS Service Project
Students must do 50 hours of community service some time during their upper school years as a requirement for graduation. The WFS service requirement lies rooted in the history and practice of Quaker humanitarian service. It is an opportunity for students to implement personal values through service to others. This service may be performed during unscheduled periods of the school day, after school, on weekends, The WFS service during school vacations, or in requirement lies rooted the summer. in the history and pracyear) prior to student involvetice of Quaker humaniment. tarian service. It is an opportunity for students Service projects must... • be performed outside to implement personal of the Wilmington Friends values through service to School community. others. • be a steady involvement in
one activity with one sponsor agency. be a minimum of 50 hours during a 12-month period up to 10 hours of which may be training and preparation. • be performed any time during the student’s years in the upper school beginning with the summer before ninth grade and ending before the start of the Senior Exploration. • be completed by all new students entering after ninth grade who have not previously met the requirement at another school. • be performed for any organization (or person) whose purpose is that of service to the community and for which (whom) volunteers are used to perform an essential service. This does not include working for groups whose programs are inconsistent with the testimonies of the Religious Society of Friends. • be an experience involving direct service either to the participating community agency or the clients served by that agency.be approved in all cases by the service program coordinator, advisor, and the service program committee (during the school year) prior to student involvement. • include a completed proposal form, a satisfactory agency evaluation of the student’s performance, a final selfevaluation, and a product which is designed to pass the service experience onto others. This could be a poster, a journal (at least five hundred words), a student-designed Web site, or a formal presentation before a group such as a lower and upper school classes and advisories, a committee of the Board of Trustees, a collection program, or an outside community group. See below for more details. Seniors are expected to have a plan for their required service hours by the start of senior year and are strongly encouraged to have the hours completed by the end of first semester.
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Service and the Full IB Diploma
Candidates for the full IB diploma must demonstrate that they are involved with creativity, activity and service on an ongoing basis during their junior and senior years. This means that students may choose to fulfill the 50-hour Wilmington Friends service requirement once they enter the full IB diploma program. They can, however, still meet the “CAS” expectations by doing service activities at school in the junior and senior year, even if they have previously met the requirement.
Senior Exploration
In May, the Senior Exploration provides seniors with a chance to integrate and apply skills and knowledge in an authentic, in-depth experience. Using a personal question as a guide, students are encouraged to find an experience that will require them to reflect on their own growth while at WFS. Students may explore any of the following: career options, service, immersion in a different culture, an old passion, or a new interest. Students work with a mentor/expert, document the experience through guided journals and photographic evidence, and present to family, peers, and faculty. 21
QUEST Scholars Program
The QUEST Scholars program provides Wilmington Friends School students with significant service learning opportunities that combine academic studies with experiential learning. Students design a question and service learning that explores answers to that question. The program starts in the spring of 9th grade. QUEST Scholar requirements • A journal of reflections on all activities • At least 150 hours of service, starting with at least 30 hours the summer before tenth grade (50 hours minimum per year) • A presentation on the experience in the senior year All WFS upper school students in ninth grade are eligible for participation in the QUEST Scholars program. In applying for participation, each potential QUEST Scholar completes an interest form and then develops a program proposal. In doing so, the student works with the appropriate adults (in school and in the broader community) to develop a plan to meet the requirements of the particular QUEST Scholar program. The proposal is reviewed and approved by the members of the Upper School Service Committee. With the completion of the proposed program, the Scholar provides the Service Committee with evidence of engagement in the elements of the Scholar’s chosen plan. Scholars who have completed the program are recognized during Final Assembly.
QUEST Term Service/Leadership Experience
The Quaker Center for Understanding, Engagement and Stewardship (QUEST) supports programs that express and build upon the distinctive strengths of Quaker education: teaching students to develop a global understanding of problems and questions they encounter; giving them the skills, motivation and sense of responsibility to engage those questions in thought and in action; and helping them to grow as stewards and leaders, capable and willing to work toward positive change. Toward that end, the center’s QUEST Term Service/Leadership Experience engages students in an experiential learning model to increase their understanding of global issues as well as strategies to mitigate the impact of these challenges. During the summers preceding their 10th, 11th, and 12th grade years, students may elect to travel to domestic or international destinations to engage in global issues and leadership. Previous service learning trips have included travel to the Dominican Republic, El Paso, TX and South Africa.
815 Whittier Miscellany (9, 10, 11, 12)
½ credit, full year; does not fulfill English requirement The goal of this course is the production of the student newspaper (including an online edition). While any student in the upper school may become a member of the Whittier staff, enrollment is limited so that each student has the opportunity to contribute. In addition to the regularly scheduled meeting times, Whittier staff members are also required to participate at 22
least once per semester in layout sessions that take place during the evenings in the weeks leading up to publication. Students may participate in various ways—as writers, photographers, columnists, or editors. All students who wish to take on the role of editor, including editor-in-chief, must submit an application to the faculty advisor. The application process and the selection of editors are in the spring for the following academic year.
654 Yearbook (9,10,11,12)
1 Semester or Full year 3x per 7 days Students in this course work together to create the Continuum yearbook. They use the Adobe PhotoShop program and online publishing software. They are involved with all facets of production, including digital photography, layout, folio design, caption writing, photo cropping and manipulation, scanning, sales, and requirements for submission for production.
Independent Study
When a student has a particular passion for a subject that is not available in our curriculum, he/she may design an independent study with a willing faculty member to guide his/her learning. The proposal is to be written by the student, not the teacher, and group independent studies may have no more than four students. Independent studies must be approved in the following order: by the academic department, by the Program committee, and, finally, by the full faculty. For full-year, one-credit or half-credit independent studies, the approval process must be completed in May of the prior school year. Quarter-credit proposals must be finalized before the end of the add/drop period for electives of the fall or spring semester. Full-credit courses are included in the student’s grade point average; they may only be considered as replacing a graduation requirement with permission of the full faculty. Dropping an independent study after the add/drop period will result in a notation of withdrawal on the transcript. Students interested in designing an independent study should speak with the appropriate department head. The application is available under “resources” on the website.
Mastery Program
The mastery program is a vehicle to stimulate Friends School students to develop their talents, to explore deeply felt interests, to challenge themselves in ways they might not otherwise attempt, and to produce an achievement of which they can be justifiably proud. The aim of this program is to meet all of these goals, not one or two of them. In short, the final outcomes of students’ mastery projects should be intrinsically-motivated and extraordinary. The scope of the program is broad. Any upper school student at Friends School may undertake a mastery project, and, in fact, may wish to undertake more than one during his or her Friends School career. Participation in the program is not limited to the strongest students; the School encourages any interested student to undertake a mastery project. However, the student
will have to demonstrate initiative, rigor of approach, persistence, intensity, and follow-through to meet the requirements of a successful project. Projects should be planned with specific time limitations in mind. Although some projects will necessarily take longer than others, students should generally plan to complete them within one semester. Interested students should speak with the clerk of the mastery program committee. The application is available under “resources” on the school website.
School Year Abroad
In 2007, Wilmington Friends School became a member of School Year Abroad (SYA), a consortium of independent schools across the country with a commitment to global education. SYA was founded in 1964 “to help young Americans become full-fledged citizens of the world,” and currently enrolls students in France, Italy, and Spain. The goal of the program is to give American students—high school juniors and seniors— the benefits of living in another country, with an emphasis on cultural understanding, language fluency, and consistent highlevel preparation for university study. Students live with host families, and study at SYA schools both in English and in the language of the host country. Member schools have opportunities for students to participate in summer programs and for faculty members to teach and learn abroad. Students interested in participating in SYA programs should consult first with their families and faculty advisors. (Other international learning and hosting opportunities are also available.)
Science Fellows
The Science Department offers the opportunity for 11th and 12th-grade students to further their laboratory skills by assisting in the science classrooms. During their frees, students report to their designated science faculty advisor 2-3 times a week. Lab assistants receive training including how to take inventory, make solutions, prepare labs, and care for living things. Responsibilities include laboratory and demonstration preparation, garden work, lab and classroom cleanup, filing, and other minor clerical work.
AppleCore (9,10,11,12)
1 semester 3x per 7 days A distinctive feature of the Friends technology program—and, in particular, the 1:1 laptop program—is the student-led tech support group, AppleCore. Maintaining 650+ laptops along with 100+ desktops would be a monumental task without the student leaders involved in the program; and the students gain valuable, practical technology training and experience. Students in AppleCore provide tech support for students, faculty, and staff. No prior tech support experience is necessary. Students are taught troubleshooting techniques and are given access to AppleCore support documentation.
Student Engagement Philosophy and Practice in the Upper School
Engagement is the extent to which students interact with the content and skills of each lesson in the classroom. Examples of engagement could be discussion participation, silent journaling, or helping a table group with a math problem. Cognitive engagement is not synonymous with effort or behaviors unassociated with the skills and content of the course. Effort and behavior are not measured but can impact the grade in a class. Departments share common philosophies around engagement and regularly discuss teacher practice in their courses. Departments agree on common skills and align them with coursespecific outcomes. Some utilize the same rubric and all provide feedback as well as opportunities to allow students to reflect on their own engagement.
Wilmington Friends School ACADEMIC HONESTY POLICY
Faculty and students work together to foster an atmosphere and program in which the physical, mental, and spiritual potential of each student can be developed. To promote that development and fairness to all students, the school expects students to be truthful about their work. The school expects students to develop and maintain self-discipline and a sense of responsibility for their actions. In doing so, the school also expects students to act with honesty and integrity, whether on homework assignments, in-class activities, or formal academic assessments. Teachers will provide instruction regarding the appropriate use of others’ ideas, language, images, etc. Teachers will also clarify for students what constitutes academic dishonesty in their specific disciplines. In general, academic dishonesty includes:
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plagiarism: the representation of the ideas or work of another person as the student’s own; not using citations for resources/work taken from someone else. collusion: supporting academic malpractice by another student, as in allowing one’s work to be copied (Each teacher will define the nature of acceptable collaboration allowed by students.) duplication of work: the presentation of the same work for different academic requirements, unless approved by the appropriate teachers misconduct: any behavior that gains an unfair advantage for a student or affects the results of another student, including taking unauthorized material into an examination room, disruptive behavior, and communicating with others during the exam.
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Teachers may use internet resources (such as Turnitin.com) to help assess the integrity of students’ work. If a student has a question as to the acceptability of an academic practice, s/he should consult the appropriate teacher. If a teacher, in consultation with his or her department, determines that academic dishonesty has occurred, then an academic consequence will be determined and assigned by the department. In addition, the dean for students will refer the case to the Student Disciplinary Committee or the Student Support Group Advisory Panel when appropriate. Disciplinary recommendations of the committees are commensurate with the nature of the infraction, and may include suspension or expulsion from school. This policy is published in the Upper School Program of Studies and is reviewed every five years.
Wilmington Friends School ADMISSIONS STATEMENT
Wilmington Friends School offers a college preparatory curriculum—including athletics, the arts and community service— in which Quaker values and high expectations are mutually supportive. The defining belief of Quakerism is that there is “that of God” in everyone. That belief gives rise to a school community that welcomes a variety of faith traditions and where we share an obligation to seek and answer what is best in ourselves and in others. Students at Friends are challenged to realize their potential: as learners, well prepared to succeed in college and career; as leaders, recognizing their power and opportunity to be agents of change; and as active and responsible members of communities, from the classroom to the world. The school seeks to serve students, age two through grade twelve, who demonstrate ongoing promise in their ability to succeed at Friends, both academically and in meeting expectations for integrity and conduct.
IB DIPLOMA PROGRAM ADMISSIONS POLICY
Any Wilmington Friends School tenth grade student who has the potential for success in the program may study for the IB diploma. Through the school’s student advisory program, teachers provide guidance to tenth graders as they consider studying for the IB diploma. In this process, advisors: a) encourage those students–whose academic achievement has been high–to study the full diploma program; b) recommend that students–whose academic achievement may not project to success in the diploma program–study individual IB higher level courses rather than the full diploma program. This policy is published in the Upper School Program of Studies and is reviewed every five years.
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