Guide to the Academic Curriculum 2023-2024

MISSION OF THE SCHOOL

The purpose of the school is to develop in its students, under Christian principles, a high sense of honor and moral integrity, a deep respect for sound scholarship, a full acceptance of responsibility, a love of excellence, and a will toward personal sacrifice in service to others. It is likewise its mission, based on these ideals, to develop its students into leaders, to train its students toward a useful contribution to the democratic society in which they live, and to give them thorough preparation for the best colleges and universities consistent with their individual potentials.

The abiding concern of Woodberry Forest School is the personal growth of its students. To this end, the school attempts to provide a broad experience with balanced emphasis on the academic, artistic, physical, and spiritual development of its students. In so doing, the school believes that well-conceived challenges, together with support and encouragement, will instill self-confidence and a striving for continuing excellence throughout life. Woodberry Forest is committed to helping students become individuals whose sense of values and capacity to reason effectively will allow them to deal with important intellectual, ethical, and social problems and to lead rewarding private lives. In keeping with this objective, the faculty is more concerned with teaching students how to think than what to think.

As a community, the school fosters an atmosphere of civility and cooperation, urging its members to treat one another with the respect and consideration they hope to receive in return. The underpinning of that effort is the honor system, which is not so much a rigid code as it is a way of life that is fundamental to the decency of the Woodberry Forest community. The school seeks to maintain a secure and healthy environment for its students to go about the process of growing and learning, in the hope that every student will come to think of Woodberry Forest as a second home.

Woodberry Forest School 2023 – 2024 Academic Year Calendar

August 2023

6-11

13

20

21-25

22-25

6-7 Friday-Saturday Fifth- and Sixth-Form Parents’ Weekend

9 Monday Admission Open House

11 Wednesday PSAT date (fifth formers who opt-in)

14 Saturday First Marking Period Ends

21 Saturday ACT date (tentative)

20-21 Friday-Saturday Third- and Fourth-Form Parents’ Weekend

23 Monday No Class - Headmaster’s Free Day

November 2023

2-4 Thursday-Saturday Fall Main Stage Production

4 Saturday SAT (tentative)

9-10 Thursday-Friday Fall Meeting of the Board of Trustees

10 Friday Bonfire and Captains Club

11 Saturday WFS vs. EHS: The Game (H)

13-17 Monday-Friday Exam Week

9 Saturday SAT date (tentative; off-campus)

17 Sunday Spring Break Ends (6:00 p m )

1 Monday No classes, Weekend Ends at 5:00 p m Advisor/Advisee Dinner 6:15 p m Chapel 7:00 p m

Daily Schedule

The daily schedule is designed with boys in mind: each class meets four times per week to ensure teachers have multiple touch points throughout the week to reinforce new material. All classes meet on Mondays for 45 minutes, and then meet again three times between Tuesday and Saturday for 55 minutes. Built into our week are seven, 30 minute consultation periods, which allow boys to meet with teachers to review material, work together on group projects, or take some time to relax and refresh between classes.

Our day starts at 8:30am, allowing boys time in the morning to sleep in, work out, finish up homework, and get a good breakfast before heading to class. On Mondays, Wednesdays, and Thursdays classes end around 3:30pm, and on Tuesdays and Fridays, we conclude at 1:00pm. Saturday classes run from 8:30am - 11:30am.

Woodberry’s schedule is focused on creating predictable routines for boys so they can thrive in a schedule of their own making Our weeks generally look the same Monday through Thursday, with only Friday and Saturday classes flipping from week to week. This predictability allows boys to anticipate heavy work nights, work ahead when they travel for an athletic contest, and take ownership over their own routine.

2023 - 2024 Weekly Rotation Schedule

Rotation A

Rotation B

Christmas Week Schedule

GRADUATION REQUIREMENTS

Entering Third Formers must complete at least 20 credits, including:

Entering Fourth Formers must complete at least 15 credits, including:

Entering Fifth Formers must complete at least 10 credits including

*The Chemistry requirement may be waived to lighten a weak students course load, but this would occur only in rare and unusual circumstances

GRADING SYSTEM:

A 4.0 Excellent

A- 3.7 Excellent

B+ 3.3 Good

B 3.0 Good

B- 2.7 Good

C+ 2.3 Satisfactory

C 2.0 Satisfactory

C- 1.7 Satisfactory

D+ 1.3 Marginally passing

D 1.0 Marginally passing

NC 0.0 No credit Below

INC Incomplete

W/P Withdrawn passing

W/F Withdrawn failing

NE No exam

NG No grade

Grade points / # of classes = gpa

.1 bump given for each honors class

.1 bump given for sixth class

If a student is taking six honors classes – the sixth class will not receive the .1 bump. There is no extra weight for a seventh course.

ACADEMIC HONORS

Students receive a weight point of .1 added to the GPA and .1 for a 6th course for each Honors course taken. Grades are not changed on either a report card or transcript, but the weighted GPA is included on all reports.

Students earn academic honors each trimester with weighted GPAs as follows:

Honors 3.4 and above

High Honors 3.7 and above Walker Scholar 4.0 and above

Students with year-end averages of 3.4 and above earn special academic honors seals on their transcripts.

Membership in the national Cum Laude Society recognizes academic excellence and personal character, and Woodberry Forest has been a member of the society since 1952. The school may induct a maximum of 20 percent of the graduating class each year, with up to one-half of that number selected in the spring of their fifth-form year. Membership is determined by calculation of a student’s grade-point average for the last five trimesters completed at Woodberry Forest. For example, membership for sixth formers is determined by the grade-point average from the three trimesters of their junior year and the first two trimesters of their senior year. Likewise for fifth formers, the grade-point average is calculated from the three trimesters of the fourth form and the first two of the fifth.

Students who are members of the Cum Laude Society will receive special recognition on their Woodberry Forest diploma as Summa Cum Laude, Magna Cum Laude, or Cum Laude graduates This recognition is determined by final academic standings. The top 5 percent is designated Summa Cum Laude, the next 5 percent as Magna Cum Laude, and the next 10 percent as Cum Laude.

The class valedictorian, the top student of the graduating class, delivers the only speech at the school’s graduation ceremony. The boy so designated is selected after evaluating his entire body of work, while focusing more strongly on the three trimesters of the fifth form and the first two of the sixth.

Only classes taken at Woodberry Forest are included on the Woodberry Forest transcript, and only Woodberry courses are used to determine academic standing and honors. The registrar and the office of college counseling will include all other transcripts, along with the transcript of any courses taken during the summer, as a part of the application packet sent to colleges.

GRADES OF D AND NC

In non-sequential courses, students who earn a D will be promoted without any further obligations. In sequential courses, a student who earns less than a C- will be required to complete additional work (summer school, or being tutored and having a successful re-exam) before promotion to the next level in the sequence. Upon successful completion of either the summer school course or the re-exam, the D will be changed to a C- on the school’s transcript.

Underformers who finish a class with the grade of NC have three options:

1. Repeat the course in its entirety.

2. Attend an approved summer school course.

3. Be tutored in preparation for a re-exam.

After consulting with the department chair, the assistant headmaster for academic affairs will notify the student’s parents as to which option will be required. If an underformer earns an NC in a trimester course, the grade is recorded on the transcript.

If a senior earns an NC in a course, he will not graduate Summer work will need to be completed to ensure credit and to complete graduation requirements.

EXAMINATION POLICIES

1 Every year-long course shall have an examination two times a year, at the end of fall and spring terms (fall and winter terms for sixth formers). Only the headmaster can make exceptions.

2. Departments determine the weight of the trimester exam and that weight may vary from 20 percent to 33 percent for fall and winter exams. The spring exam in year-long courses may count as much as 25 percent of the final grade.

3. There are no final exams in the spring for sixth formers. All underclassmen will have final exams in the spring in each course, including Honors courses.

DROP-ADD POLICY

Add

Students may add a course only in the first two weeks in which it meets. After this point, only the assistant headmaster of academic affairs, the department chair, or the instructor of the class in question can initiate adding a course to a student’s schedule.

Drop

Students may initiate dropping a course only in the first two weeks in which it meets AND after obtaining permission from their advisor and the instructor involved. After this point, only the assistant headmaster of academic affairs, the department chair, or the instructor of a course can initiate a student’s dropping a course.

Change of Levels

Students may change the level of a course (regular to Honors, Honors to regular, level 1 to level 2, etc ) after consulting with the teacher, the department chair, the advisor, and the assistant headmaster of academic affairs.

Seniors must also have the approval of their college counselor.

STUDY HALLS AND SUPERVISED STUDY

Evening Study Hall

The evening study hall period at Woodberry Forest is among the most important times of the day Third and fourth formers are required to leave their phones outside their rooms and upperformers may not receive phone calls; boys may not use the social networks of the internet. The dorms are monitored by a faculty duty team and all students are expected to be actively engaged in academic work. Study hall meets from 7:45 until 9:30 from Sunday through Friday nights. There is a proctored study hall in the Smoot Center for Academic Development, which meets from Sunday through Friday for students who need extra assistance.

ASSIGNING TESTS AND TESTING DAYS

Students do not have to take more than two assigned tests or major papers/lab reports in any one academic day. The student may select which of his previously assigned tests he will take and which he will need to reschedule. Teachers do not have the ability to refuse a student request to reschedule a test/paper for this reason without the permission of the assistant headmaster for academic affairs. The order in which tests are announced does not create the order in which students must take the tests. The student should take the test(s) that he chooses to postpone in the earliest possible slot available which will allow him reasonable preparation time This should be arrived at through discussion with his teacher.

Students should inform their teachers of the need to re-schedule tests in a timely manner, at least twenty- four hours before the test is administered.

Add/Drop Policy

Due by: September 15th

Though students work carefully with their advisor and their parents to choose classes before the start of the year, the suitability of a particular academic schedule often only becomes clear once that schedule is experienced.

In that spirit, the school provides a window of two weeks at the beginning of the year during which student-initiated course changes can be considered. Students can drop and add new courses during this two week period (changes from regular to honors/honors to regular within a given course can take place after that deadline.)

It is important to make decisions about taking on new courses as early as possible. It may not be possible to switch into some classes, even during the official Add/Drop period, if catching up from the missed time is unmanageable.

A student who wants to add or drop a course, or switch from regular to honors/honors to regular within a given course, should follow the steps below and complete an Add/Drop Form.

(1) Speak with your advisor and your parents.

(2) Have a discussion with the teacher of the course that is being dropped.

(3) If the course that you are moving into is taught by only one teacher, see that teacher to make sure that the additional course can accommodate an extra student and that it is possible for you to catch up to the rest of the class.

(4) Speak with the department chair to get his/her permission.

(5) Have a discussion with a college counselor and get his/her feedback (5th and 6th form).

(6) Meet with the academic dean for approval to add or drop the course.

(7) Submit the completed form to the Registrar

Reasons for switching courses that are generally acceptable:

● Your overall workload is too heavy or too light.

● The content coverage or focus of the course is different than you had anticipated.

● Moving from an honors section to a regular section or vice versa.

Course changes will not be granted in any of the following cases:

● You want to switch sections of the same class in order to get a different teacher

● You want to take fewer than five courses

Add/Drop Form

Due by: September 15th

NAME:

Form: 3rd 4th 5th 6th

Date:

What course do you want to drop?

Course name Teacher Period

What course do you want to add?

Course name

Signatures to obtain to process the course change:

Advisor, indicating approval:

Do your parents approve of this move? Yes No

Teacher whose course is being dropped, indicating that a discussion has taken place:

Teacher of the course that you are moving into (if the course is taught by only one teacher):

Department chair for the course being added, indicating approval:

A college counselor, indicating that a discussion has taken place: (5th and 6th form)

Academic dean, indicating approval:

English Department

The work of the Woodberry Forest English Department is driven by the shared vision of an alumnus who has spent four years in our classrooms: He finds joy in a moving poem, a well-built story, and an elegant argument. He thinks about life’s big questions with an open but discerning mind, moving freely between sound logic and creative imagination. He is a master of the well-supported claim and also comfortable with nuance, ambiguity, and paradox. He is “a person on whom nothing is lost,” and his thinking is grounded in empathy and moral sensibility. He writes with clarity and force and converses with curiosity and humility. He is a good citizen, a valued friend, and a delightful dinner partner. He speaks such that people listen, and he listens such that people speak.

Our reach may exceed our grasp, but we believe wholeheartedly in the reach.

In all our work, we teach and practice the core skills of reading, writing, and thinking, which are intricately connected. We read and study challenging texts, which demonstrate beautiful, powerful writing while eliciting complex intellectual and emotional responses and layered conversations about the human condition. Inspired by the writers we read, we write in a variety of modes and voices. We practice logical evidence-based thinking which is grounded in reverence for good thinking, truth, and other points of view. As we do all this work, we practice the sustaining habits of open listening, articulate speech, sustained attention, and the courage to read hard texts, think uncomfortable thoughts, and wrestle fuzzy ideas into clear language. All this work is begun in the ninth grade and then practiced, deepened, and expanded over the next three years as students build facility and sophistication.

Third Form: Essentials of English

Writing instruction begins with pre-writing: paying attention to the subject matter, collecting material, brainstorming, and planning. The composition stage begins with teaching control at the sentence level, from correctness to clarity and force. As the year unfolds, we teach them to create various kinds of unified, coherent, and thorough paragraphs. They move from writing about their own experiences to writing analysis and argument. We believe that good writing is about getting the right word into the right place, so they study grammar and vocabulary. They learn to build and punctuate every kind of sentence---and how to take them apart and fix them when they aren’t working.

Reading instruction focuses on noticing and remembering details, discerning patterns and structures, and making sound inferences. To this end, we teach them how to pay sustained attention to a text and how to mark and take notes. We teach them to read in all the core genres: fiction, poetry, drama, and essays. In all their reading, they practice connecting what a text is doing with how it does it as we teach them to tell the difference between, figurative and literal language, to identify tone, point of view, structure, and other essentials.

In both reading and writing, we teach them to think clearly, using sound logic and creativity. We teach them to make clear claims and to back them up with evidence and explanation, but we also want them to be inventive in solving problems.

The core elements of this class will be repeated in a constantly widening and deepening spiral of sophistication for the next four years.

Fourth Form: Advanced Essentials of English

Fourth Form English is a direct continuation of the work begun in the Third Form, but the challenges increase, and the skills become more complex. They read more demanding texts, for example, and write longer, more substantial pieces. They develop a new level of grammatical control as their vocabulary continues to build. They are challenged to make more subtle inferences in their reading, as they practice backing up their claims with textual evidence.

Fifth Form English

Fifth Form English continues to reiterate and build on the work of the previous two years. But the focus at this stage is moving beyond solid competence to versatility and sophistication. This year they wrestle with the most challenging writers they have seen so far, as they wrestle with the most complex questions. They will be expected to develop compelling arguments and insightful, thorough analyses. They will learn to produce written work that is not simply unified and coherent but also thoroughly developed, and they will practice writing prose that is not merely correct and clear but also smooth, engaging, and voiced.

Adventures in Literature and Composition (Regular)

This course continues the work of the previous years, but they will read more demanding works of literature as they practice making more insightful and meaningful inferences about the texts, engaging in conversations that are more profound. And their writing will reflect this as they become good at analytical writing and arguments.

Taught by members of the English Department.

A note about Honors: The department will consider the following in approving students for Honors classes: (1) demonstrated mastery, passion, participation, good attitude, and work ethic in previous classes, (2) performance on the Spring Timed Writing Exam, and (3) confident recommendations from previous teachers.

Literature Across Genres (Honors)

This class centers on lively discussions about narratives, plays, poetry, non-fiction, and films, with a special interest in how these same themes are explored in these different genres, especially how different texts can be brought into a meaningful conversation with each other. Students will write in various genres as well--from the personal essay to the formal analysis.

Taught by Mr. Hogan (and possibly others)

The Art of Persuasion (Honors)

This class uses the ancient study of rhetoric to think about what how texts move people to think and feel in new ways and do things they had not previously imagined. Students will read everything from works of literature to famous speeches and editorials from the morning paper as they learn how writers build compelling arguments, create trust, and wield emotion. They will learn to critique pieces, discerning sound from weak logic, genuine emotional persuasion from emotional manipulation, and a credible speaker/writer from an untrustworthy one. They will also practice producing their own pieces, writing in each of the modes they study, from analytical argument to political satire. This class is especially interesting in civil conversation and open-minded discussion. Preference will be given to those taking

the History elective Democracy and Dictatorship: Soviet Russia, Nazi Germany, and the United States, 1917-1941 (Honors). Taught by Mr. Hale (and possibly others)

The Mythic Human Machine (Honors)

Artificial intelligence is not new. Our earliest myths imagined it. In this literature course, each unit will travel, through fiction and other genres, from myths to whatever might be coming after ChatGPT. The course aims to give boys an enduring set of skills for reading, writing, and thinking clearly, and to practice preserving what we deeply care about through ever-changing man-made technologies.

Taught by Dr. Erb (and possibly others)

Sixth Form English

Sixth Form English aims to provide a satisfying and challenging culmination to the study of English in high school. In half-year electives, which can be honors or regular, students will delve deeply into a particular area of study, practicing and sharpening the skills and nurturing passions they have developed over the last three years. These courses are particularly interested in making them fully confident in facing the reading and writing they will face in college.

A word about Honors: For classes so marked, sections will be designated as Honors if there are enough honors-level students interested in the class. The department will consider the following in approving students for Honors classes: (1) demonstrated mastery, passion, participation, good attitude, and work ethic in previous classes, (2) an essay interested students will write, and (3) confident recommendations from previous teachers.

Leadership in Literature (Regular)

What is leadership? Who is a leader? What values and principles are associated with leadership? How and why does a leader make certain decisions? This course will explore these and other questions with an eclectic mix of material across genres and styles, from classic myths to modern novels. Students can expect text-based discussion, personal and analytical writing, and real-world relevant projects applicable to both Woodberry and their lives beyond Woodberry. Taught by Mr. Alexander (and possibly others)

Mythology and Modern Literature (Regular and/or Honors)

The roots of literature are deep in the collective human psyche. To understand what literature is really doing, this class will look at where it comes from: myths, legends, and fairy tales. The course will also look at how specific writers have reinterpreted ancient stories and forms to speak to their own day and time. Taught by Dr. Rushton (and possibly others)

The Frontier (Regular and/or Honors)

The American historian Frederick Jackson Turner said in 1893 that “American energy will continually demand a wider field for its exercise.” A hundred years later, on the syndicated TV series Star Trek: The Next Generation, Captain Jean-Luc Picard called space “the final frontier.” And in 2022, the Western film The Power of the Dog was nominated for an Academy Award for Best Picture. What’s the continuing appeal of “the frontier”? What is a frontier, anyway? These questions and more will be explored through a thorough study of the narrative. This course will pay attention to how literature explores these questions, and it will also consider how certain filmmakers have used and addressed this material. Taught by Mr. Thornton (and possibly others)

Shakespeare Alive (Regular and/or Honors)

Shakespeare wrote for everyone—kings and groundlings alike. His characters are universal, and his observations about human nature are applicable to our own lives. This course is aimed at helping students overcome their fear of Shakespeare and, in the process. learn to appreciate some of the world’s greatest literature. We will study comedies, tragedies, histories, and romances. We will also read more modern works with parallel themes. We will also study a variety of actors and their performances in order to understand how Shakespeare comes alive on stage. Taught by Mr. Thornton (and possibly others)

What Makes a Good Story? (Honors)

What do Stephen King, Earnest Hemingway, and George R.R. Martin all have in common? They have all created stories that open whole worlds inhabited by characters who come alive in our imaginations as they navigate struggles that absorb us (and change us). And they made these little worlds out of their own personal experiences. This is a course on how successful stories work as the class reads stories by masters of the craft. Students will then practice writing their own good stories. The class will have the opportunity to work with a professional writer. Note: This is a good class to take if you have an interest in creative writing, if you are on the Talon staff, or if you aspire to write publishable stories. Taught by Mr. Hale (and possibly others)

What Makes a Good Poem? (Honors)

What do William Shakespeare, Robert Frost, and Dr. Seuss all have in common? They all created verses that delight the ear, please the eye, and move the heart. This class will contemplate how master poets manage to do this and what makes some poems better than others. Inspired by these discussions, the students will work to create good poems out of their own experiences and imaginations. The class will have the opportunity to work with a professional writer. Note: This is a good class to take if you have an interest in creative writing, if you are on the Talon staff, or if you aspire to write publishable stories. Taught by Mr. Hale (and possibly others)

Page to Stage and Screen (Regular)

This course will study works of literature that have been staged in theater productions and films. Students will study the primary works and ponder the central themes and dynamics, and then they will look at the way they have been translated into dramatic works. Taught by Ms. Robertson (and possibly others)

HISTORY

The disciplined study of history encourages students to pose questions, examine evidence, and reach conclusions about the development of humankind. At Woodberry Forest students discover the historical method of gathering and interpreting factual information from primary and secondary sources inorderto gain a betterunderstandingofthepast.TheHistoryDepartmentstressesreading,writing,note-taking,and outliningtohelpstudentsdevelopvitalcommunicationandcriticalthinkingskills.

Woodberry Forest requires three history courses: Stories and Histories for third formers, US history for fourth formers, and one of several transnational electives for fifth formers. Sixth formers may choose fromthefifthformelectivesortwocoursesopenonlytoseniors.

StoriesandHistories:AnIntroductiontoHistoricalAnalysis

An introduction to the academic study of history, this course addresses selected topics and themes in the history of Western Civilization and is required of all third formers. Each of theunitsinthecoursebegins with a story: the Iliad and the Trojan War, Nelson Mandela’s imprisonment and subsequent election as President of South Africa, Charles Lindbergh’s flight across the Atlantic, and othericonicmomentsfrom the past that highlight the dramatic dimension of the human experience. Students thenusetheseepisodes to learn the craft of the historian: asking “why” and “how”questionsthatreachbeyondnarrativetowards analysis from story to history. Grounded in topics that bridge geographical and chronological boundaries, each of the three terms in the course addresses a single theme: war, culture, and society(fall term);theindividualconscienceandthestate(winterterm);andscienceandtechnology(springterm).

UnitedStatesHistory(RegularandHonors)

Required of all fourth formers, United States History reviews the important aspects of the history of the United States through primary and secondary sources from colonial times to the latetwentiethcentury.It is arranged topically within a chronological framework and stresses the development of America’s political institutions andpoliticaltheory.Pertinentsocial,constitutional,economic,anddiplomaticthemes are studied in order to understand the complexity and relationship of such forces in our political system. Students write several major papers throughout the course: synthetic papers which require them to draw from a wide range of course material; a research paper based solely on primary sources; and a research paper involving both primary and secondary sources drawn from an array of subscription databases and the extensive collections oftheWoodberrylibrary.HonorsUnitedStatesHistorycoversmuchofthesame material as the United States History course, but in greater breadth, depth, and detail. Several college-level monographs are used to complement a standard college survey textbook. Placement in an honors section is determined by grades and teacher recommendation for returning fourth formers and by admissions information for new fourth formers. In all cases, honors placement is at the discretion of the department.

FIFTHFORMCOURSESWHICHMEETTHEGRADUATIONREQUIREMENT

Fifth formers must take one of these courses to satisfy the school’s graduation requirement. Sixth formers may elect to take one or more. In registering, students should indicate a) how many history courses they intend to take, and b) what their second choice is. Honors designations will be made by the department. Students are not guaranteed their first choice course.

WorldWarsIandIIandTheirAftermath

The20th centurywasatransformativecentury.Muchofthechangewasadirectorindirectconsequenceof World War I. The fall term is devoted to the study of the causes,course,andconsequencesofWorldWar I. In the winter focus shifts to World War II,anothercatastrophicwarthatemergedduetothe“failuresof the peace” from World War I. In the spring, the students turned their attentiontoastudyofhowthewars shapedthepost-warnon-Westernmodernworld.Casestudiesonthreecontinentswillbeundertaken:Asia (the war in Vietnam), Africa (the Congo), and the Middle East (Iran). The course uses multiple perspectives, including military history, political history, diplomatic history, social history, economics, filmstudies,literarycriticism,andmore

EuropeandtheWorld

This course centers on six episodes in European history: 16th century Antwerp; the reign of Peter the Great; the career of Napoleon Bonaparte; mid-Victorian England; the Holocaust; and East Germany during the Cold War. Students will read six books (one for each unit) andwillwritetworesearchpapers (during the fourth and fifth marking periods). Each trimester will conclude with a major assessment. There will be an emphasis on the global connections between events in Europe and those in the wider world,aswellasanemphasisoninterpretingprimaryandsecondaryhistoricalsources

TheAtlanticWorld

This course is designed to establish a fundamental understanding of the social, cultural, political, and economic forces that have shaped the Atlantic World since the fifteenth century. Over the course of four hundred years a growing web of interdependence emerged between Europe, Africa, and the Americans. We will study the convergence of those continents and the ensuing interactions and patterns that have wrought an entirely new framework for historical analysis. This course also explores the connections between African, European, and Indigenous populations, as well as the exchanges, migrations, and conflictsthatresulted.

EnvironmentalHistory

This course explores the history of humankind's relationship with the natural environment. From the earliest civilizations to the present day, people have sought to exploit nature for their benefit. In the first trimester, students will examine how people in the early and pre-modern periods adapted to and shaped nature for survival and prosperity. During the second trimester, we will explore theIndustrialRevolution and empire-building's impact on the environment This includes anexaminationofhownationsexploited natural resources to gain power and dominance over others. Finally, students will study contemporary environmental issues and ideas of conservation and environmentalism, gainingadeeperunderstandingof how human behavior and attitudes have impacted the natural world. Throughoutthecourse,studentswill read monographs and journal articles, participate in discussions, complete assessments, and research relatedtopics.

Democracy and Dictatorship: Soviet Russia, Nazi Germany, and the United States, 1917-1941 (Honors). Permission of the Instructor Required. Preference given to fifth formers, particularly those taking Honors Fifth Form English - The Art of Persuasion.

For approximately a quarter-century following the BolshevikRevolutionof1917,dictatorshipchallenged democracy as an irrepressible wave of the future; politicians and intellectuals throughout the West questioned the very survival of representative self-government in the face of oppressive alternatives that seemed, to some, capable of delivering on their promise of a better life. This course examines the philosophical foundations of the Bolshevik and Nazi regimes as alternatives to American constitutional democracy, the emergenceofSovietRussiaandNaziGermanyinthewakeoftheFirstWorldWarandthe Great Depression, and the ambivalent response of the United States and Americans to fascism and communism until the United States entered the Second World War after Pearl Harbor. Working its way downwards from sophisticated ideas to complex events, this course finally explores the relationships between the ideologies of fascism and communism and the unspeakable horrors of the mid-twentieth century: the Holocaust and the bloody purges and Gulags of the Soviet Union. With these tragedies in mind, studentswillfinishthecoursebyconsideringthetitleofSinclairLewis’novelaboutAmericainthe 1930s: It Can’t Happen Here Dictatorship intheUnitedStatesdidn’thappeninbetweentheworldwars Whynot?

SIXTHFORMELECTIVECOURSES

These courses are limited to sixth formers and do not count toward the three-year graduation requirement.

AmericanGovernmentandPolitics(Honors)

Prerequisite: completion of US History Honors American Government and Politics provides students with a close examination of America’s political theories, institutions, and processes. They will come to understand the historical foundations of theUnitedStatesandofcontemporaryAmericanpoliticalculture and the fundamental principles of the Constitution. Thereafter, the course will cover the primary American political institutions: the Congress, the presidency, the federal courts, and the bureaucracy. Links will be made between these institutions and political parties, interest groups, themedia,andpublic opinion in order to understand the forces and constraints on policy making. The class moves off campus to observe the nation’s capital of Washington DC, and the state capital of Richmond. The students also periodically meet with visiting political participants, including officeholders and their staff, campaign workers,andinterestgroupadvocates.

TheConstitution:History,Law,andJurisprudence(Honors)

Prerequisite: “A-” or higher infifthformhonorshistory-or“A”inregularfifthformhistory. Permission of the instructor required.

This course is an intensive introduction to the history of the American Constitution. After a comprehensive examination of the British foundations of American constitutionalism and the American Founding (1763-1788) in the fall term, this course traces the history of constitutional interpretation through key opinions of the U.S. Supreme Court through the end of the winter term. Students explore these opinions in order to read and think like astudentofthelaw-whilemaintaininganeyeonhistorical development and context In the late fall and winter, students willinvestigatethehistoryofconstitutional jurisprudence on the Supreme Court: How do Supreme Court judges go about making their decisions? What assumptions about the law and constitution have guided the Supreme Court in the past? How and why have those assumptions changed over time? In particular, this courseaddressesthecourt’sevolving

jurisprudence in two dynamic and consequential areas of the law: economic regulation andracialjustice. The spring term will explore related topics beyond the topics listed above. These spring topics will be chosenwithinputfromthestudentsenrolledinthecourse.

HistoricalResearchSeminar

This course affords exceptionally able students the opportunity to work with historical sources, both primary and secondary, on a topic of their choosing. The end result in each trimester is a paper of some 30-40 pages. Archival work in primary sources is particularly encouraged. Permission of the history departmentchairisrequired.

FOREIGNLANGUAGE

SPANISH CURRICULUM

Spanish1

This course is an introduction to the study of the target language and its culture. Students perform the mostbasicfunctionsofthelanguageandbecomefamiliarwithsomeelementsofitsculture Theemphasis is placed on the development of all four skills of listening, speaking, reading, and writing within an authentic context, extending outside of the classroom setting when possible. The content focuses on the students' lives and experiences and includes an exposure to everyday customs and lifestyles Grammaris integratedthroughoutthecourseandisselectedaccordingtothelanguageconventions(functions). A general introduction to the culture, products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values, beliefs), and practices(patternsofsocialinteraction)isintegratedthroughoutthecourse. Students acquire some insight into how languages and cultures work by comparing the target language andculture(s)totheirown.Integrationofotherdisciplinesisongoingthroughoutthecourse.

Spanish2

Students enrolled in this course have either successfully completed a Spanish 1 course at Woodberry or have placed out of Spanish 1 due to previous language study and/or established proficiency. This course provides students with opportunities to continue to develop their listening,speaking,reading,andwriting skills. Students participate in short authentic situations by combining and recombining learned elements of the language orally and in writing. They are able to satisfy basic survival needs and interact on issues of everyday life in the present, past, and simple future, inside and outside of the classroom setting. They compose related sentences which narrate, describe, compare, and summarize familiar topics from the target culture Focus is placed on understanding main ideas in simple texts andspokenSpanish Students develop abetterunderstandingofthesimilaritiesanddifferencesbetweenculturesandlanguagesandthey examine the influence of the beliefs and values of the target culture(s). Integration of other disciplines, suchashistory,art,music,andgastronomyareincorporatedthroughoutthecourse

Spanish3/3Honors

Students enrolled in this course have either successfully completed Spanish 2 at Woodberry or have placed out of Spanish 2 due to previous language study and/or established proficiency. This course provides students withopportunitiestocontinuethedevelopmentoftheirlistening,speaking,reading,and writing skills. Students participate in authentic situations by creating, combining, and recombining learnedelementsofthelanguageorallyandinwriting.

The emphasis in Spanish 3 is on exploring language functions rather than simple memorized structures

They are abletoargueandexpressopinionswithsupportingdetails.Focusisplacedonexploringsubtexts andsymbolismintextsandspokenSpanish.

Students develop a deeper understanding of the similarities and differences between cultures and languages and they examine the influence of the beliefs and values of the targetculture(s) Integrationof otherdisciplines,suchashistory,art,music,gastronomyareintegratedthroughoutthecourse.

Spanish4Honors

Students enrolled in this course have successfully completed Spanish 3 at Woodberry or have placed out of Spanish 1-3II due to previous language study and/or established proficiency A major focus of this course is to enable students to communicate in writing and in extended conversations on a variety of familiar and some unfamiliar topics. Students begin to narrate, discuss, and support fairly complex ideas and concepts using concrete facts and topics with details in a variety oftimes.Theysatisfyroutinesocial demands and meet most social requirements. The emphasis of this course can vary. Manydifferenttypes of text (short stories,poetry,excerptsfromvariousperiodsofliterature,currentevents,technicalmanuals, and other authentic materials) are included, depending on the emphasis and providing for independent reading Finerpointsofgrammarandvocabularyarestudiedtoaidoralandwrittencommunication There ismorein-depthstudyofthetargetculture(s)andtheirinfluencethroughouttheworld.Studentsare able to connect the target language to other disciplines and can compare it to their own. Finally, theyare abletousethelanguageinsideandoutsideoftheclassroomsetting

Note: The objectives and proficiency expectations for Spanish4arewrittenatthehonorslevel;therefore, thiscourseisalwaysassignedtocategoryH.

The course code may also include AP designation, based on the AP Central compatibility scale with ACTFL.

Spanish5Honors

This course is designed foradvancedstudentswhohavesuccessfullycompletedSpanish4H,andstudents in Spanish 4 that attended the summer program in Spain, and are interested in continuing their study of the Spanish language and Spanish-speaking cultures. This course will be taught entirely in Spanish and will help students become successful at listening to, describing, narrating, analyzing, and presenting complex information Students will be exposed to a variety of Spanish and Latin American works in narrative fiction, poetry, drama, and essay. Students will also engage with a variety of topicsanddebates common to contemporary issues in the Spanish-speaking world such as race and ethnicity, gender, interpersonalrelationships,andglobalization

FRENCH CURRICULUM

French1

Students enrolled in this course are either beginning their study of French having had no previous instruction, or cannot function consistently at a novice, mid-level of proficiency. This course is an introduction to the study of the target language and its culture.Studentsperformthemostbasicfunctions of the language and become familiar with some elements of its culture The emphasis is placed on the development of all four skills of listening, speaking, reading, and writing within an authentic context, extending outside of the classroom setting when possible. The content focuses on the students' lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selectedaccordingtothelanguageconventions(functions),buttheemphasis of the course is not on learning grammar but inlearningtobegintointerpretwhattheyreadandhear,use

writing and speaking to communicate their thoughts, and to actively interact with others to share or discoverinformationthroughlanguage,gesture,andexpression.

A general introduction to the culture, its products (e.g., literature, laws,foods,games),perspectives(e.g., attitudes, values, beliefs), and practices(patternsofsocialinteraction)isintegratedthroughoutthecourse Students acquire some insight into how languages and cultures work by comparing the target language andculture(s)totheirown.Integrationofotherdisciplinesisongoingthroughoutthecourse.

French2

Students enrolled in this course have either successfully completed a French 1 course at Woodberry or have placed out of French 1 due to previous language study and/or established proficiency. This course provides students withopportunitiestocontinuethedevelopmentoftheirlistening,speaking,reading,and writing skills Students participate in short authentic situations by combining and recombining learned elements of the language orally and in writing. They are able to satisfy basic survival needs and interact on issues of everyday life in the present, past, and simple future, inside and outside of the classroom setting They compose related sentences which narrate, describe,compare,andsummarizefamiliartopics from the target culture. Focus is placed on understanding main ideas in simple texts and spoken French. Students developabetterunderstandingofthesimilaritiesanddifferencesbetweenculturesandlanguages and they examine the influence of the beliefsandvaluesofthetargetculture(s).Thereisanintegrationof otherdisciplinessuchashistory,art,music,literature,andgastronomythroughoutthecourse

French3

Students enrolled in this course have either successfully completed a French 2 course at Woodberry or have placed out of French 2 due to previous languagestudyand/orestablishedproficiency Theemphasis in French 3 is on exploring language functions rather than simple memorized structures. This course provides students withopportunitiestocontinuethedevelopmentoftheirlistening,speaking,reading,and writing skills. Students participate in authentic situations by creating, combining, and recombining learned elements of the language orally and in writing as well as arguing meaning and expressing opinions using supporting details through thestudyofwrittentexts.Focusisplacedonexploringsubtexts andsymbolisminbothtextsandspokenFrench.

Students develop a deeper understanding of the similarities and differences between cultures and languages and they examine the influence of the beliefs and values of the target culture(s). Disciplines suchashistory,art,music,literatureandgastronomyareintegratedthroughoutthecourse.

French4Honors

Students enrolled in thiscoursehavesuccessfullycompletedFrench3atWoodberryorhaveplacedoutof French1-3duetopreviouslanguagestudyand/orestablishedproficiency.

A major focus of this course is to enable students to communicate in writing and in extended conversations on a variety of familiar and some unfamiliar topics. Students begin to narrate,discuss,and support fairly complex ideas and concepts using concrete facts and topics with details in a variety of times

They satisfy routine social demands and meet most social requirements. The emphasis of thiscoursecan vary. Many different types of text (short stories, poetry, songs, movies and tv shows, excerpts from various periods of literature, current events, technical manuals, and other authentic materials) are included, depending on the emphasisandprovidingforindependentreading Finerpointsofgrammarand vocabularyarestudiedtoaidoralandwrittencommunication.

There ismorein-depthstudyofthetargetculture(s)andtheirinfluencethroughouttheworld.Studentsare able to connect the target language to other disciplines and can compare it to their own. Finally, theyare abletousethelanguageinsideandoutsideoftheclassroomsetting.

French5Honors:

This course is designed for advanced students who have successfully completed French 4 Honors. The course is taught in French and will help students become successful at listening to, describing,narrating, analyzing, and presenting complex information. Students are exposed to a variety of works in narrative fiction, poetry, and drama, as well as ideas presented in essays or editorials. They engage and debate common contemporary world issues concerning race and ethnicity, gender, interpersonal relationships, governmentandpolitics,theeffectoftechnologyandglobalization.

CHINESE CURRICULUM

Chinese2

Chinese 2 builds upon the foundation given in the first year of thelanguageandpreparesstudentsforthe diversity of spoken language in order to prepare the students in a way thattheywouldbeabletoliveand study in China in a native environment. Woodberry uses the ACTFL guidelines forproficiency.Thegoal is for the boys to minimally reach the levels of Intermediate-Low with aspirations of attaining Intermediately-Mid for thehigher-achievingboys.TheACTFLguidelinesaregiveninanappendixtothis document.

Chinese3/3Honors

Chinese 3 builds upon the foundation given in the first two years of the language and prepares the students for the diversity of spoken language that they will encounter in normal day-to-day interactions with native Chinese speakers Woodberry uses the ACTFL guidelines for proficiency The goal is forthe boys to minimally reach the levels of Intermediate-Mid with aspirations of attainingIntermediately-High for the higher-achieving boys. The ACTFL guidelines are given in an appendix to this document as overallguidelines.

Chinese4/5andChinese4/5Honors

The goal in this upper-level Chinese class is to have the boys continue to use Chinese to learn about the difference between Chinese culture and American culture as well as beginning to understand how China itself is in many ways a melting pot. The course will also look at the forces that drive the changes in modernChina.

Woodberry use the ACTFL guidelines for proficiency The goal is for the boys to minimally reach the levels of Intermediate-High with aspirations of attaining Advanced-Low for the higher achievingboysin

Chinese 4 and 4 Honors.Forthelevel5and5Honorsstudentsthehopeisthatthelevel5studentswillbe solidly in Intermediate-High and5HonorsstudentswillattainAdvanced-Lowwiththeoccasionalstudent being able to reach Advanced-Mid. The ACTFL guidelines are given in an appendix to thisdocumentas overallguidelines

LATIN CURRICULUM

Latin1

Latin 1 introduces the students to Latin grammar and vocabulary while exposing them toRomanhistory, culture, and mythology Grammar is learned mainly through translation from Latin to English, although the students also practice translating from English to Latin, particularly in the fall term. Stories chronicling the time from the Trojan War to the founding of Rome by Romulus are read in Latin. The course covers the first thirty lessons in Jenney's First Year Latin. The students learn all five noun declensions and all four verb conjugations in both active and passive voices A daily quizzing method ensures that no studentfallsbehind.ThroughtheirstudyofLatin,studentsimprovetheirunderstandingof English grammar and increase their English vocabulary as they make connections between Latin vocabularyandEnglishcognates

Latin2

Latin 2expandsstudents’studyofLatinmorphology,enrichestheirvocabulary,andfurtherdevelopstheir knowledge of syntax The balance of Jenney’s First Year Latin as well as Second Year Latin are completed. Readings cover the story of Rome from its founding by Romulus through the birth of the Republic and the early heroes of Roman history. With each unit a new chapter of Greco-Roman mythology is introduced, and common Latin idioms found in current English usage are covered. In the springbookoneofCaesar’scommentariesontheGallicWarisread,initiatingtheprocessoffamiliarizing studentswithprimarysourceLatinthatwillbethemainfocusofLatin3.

Latin3/Latin3Honors

Latin 3 students begin theyearwithathoroughreviewofLatingrammarandsyntaxbyreadingbookfour of Caesar’s commentaries on the Gallic War. In the winter term students in both Latin 3 and Latin 3 Honors sections are exposed to more complex Latin prosethroughCicero’sspeechesagainstCatilineand Pliny’s letters to Tacitus. In the spring Latin 3 and Latin 3 Honors students read the poetry of Catullus, Ovid, and Martial. Meters, forms and techniques ofRomanpoetryareintroduced.Eachauthor’spoetryis discussed within its historical and cultural context. Throughout the year students in honors Latin 3 translateandanalyzeadditionalliteraturefromthesameauthorsandtheircontemporaries.

AdvancedLatinLiterature:Vergil, (every other year, both honors and regular sections)

This course is designed to resemble a college-level Latin literature course. It does not follow the AP curriculum but rather parallels it. Any student, but especially one in the honors section, has the opportunity to prepare for the AP exam Students read a broad selection from Vergil’s Aeneid in the original Latin and gain insight into the historical context that serves as a background to the Aeneid, the collapse of the Roman Republic, and the establishment of the Augustan Principate. At the conclusion of

the winter trimester, students indicating a desire to take the AP exam are givenadditionalassignmentsto fillanygapsbetweenthecoursesyllabusandtheAPsyllabus.

AdvancedLatinLiterature:Ovid, (every other year, both honors and regular sections)

The Ovid class is offered every other year, alternating with the Advanced LatinLiterature:Vergilcourse

It is a college level reading class. Students read a large and varied selection of poems by Ovid. Students read the Vulgate Bible, as well as works by Catullus andVergilandanalyzeplotslines,themes,andstyle for their influence on Ovid’s poetry. Students engage in comparative mythology, examining parallels between the myths of various cultures and time periods and Ovid’s poems. Students also research the history and culture ofRomeinthetimeofOvidandtheinfluencetheauthorhashadonmodernliterature. Students in the regular section and the honors section will meet at the sametime,butthehonorsstudents willbeexpectedtotranslateanddeeplyanalyzemoreliterature

MATHEMATICS

The Woodberry Forest mathematics program encourages students to draw conclusions using both contemporary and traditional approaches and to justify and prove conjectures through examples, counterexamples or formal proofs. The courses offered include traditional college preparatory offerings for secondary school: Geometry, Algebra 1, Algebra 2,Precalculus,Calculus,Statistics,andaSeminarin Advanced Mathematics. Independent study opportunities are also available for the most advanced students Honors classes are available in courses beyond Algebra 1, and students are placed in these courses based on their aptitude and performance inmathematics Initialplacementismadebasedonprior studies ofmathematics,teacherrecommendations,andproficiencydemonstratedonstandardizedtestsand an online assessment. A Foundational course is available as a bridge for incoming students to ensure readiness for Algebra. Students are required to successfully complete one course beyond the level of Geometry and Algebra 2 OR one course in each year enrolled (culminating with Algebra 2) in order to satisfy the school’s graduation requirement. Promotion to the next level of study in a sequential course requiresafinalgradeofC-orbetter.Unlessotherwisespecified,allcoursesareyear-long.

Common course progressions in order from most common to least common (over four years): (Regular/Honorsdesignationsnotshown)

FoundationsofAlgebra(Noprerequisite)

Foundations of Algebra is a yearlong course designed to shore up pre-algebra skills for students who might require additional practice with mathematical topics needed prior to the rigor of Algebra 1.Topics includepropertiesofarithmetic(includingorderofoperations),numbersets, primefactorization(LCM& GCF), fractions, decimals, percents, ratios and proportions, exponents, variables, equations and inequalities, basic geometry (angles, perimeter, area, volume, triangles and quadrilaterals), counting and probability, and statistics. Students recommended for this course will have the opportunity to advance to Algebra 1 with the instructor’s approval after the first four weeksoftheyeariftheydemonstratemastery of requisite skillsUpon completion of this course, a student will be prepared and recommended for Algebra1.

Algebra1(SolidPre-algebraFoundation)

The first four weeks of Algebra 1 overlap with the Foundations of Algebra curriculum and require

students to demonstrate their readiness for the remainderofthecourse.Studentsdeemedbytheinstructor toneedadditionalsupportmaybeaskedtomovetoFoundationsofAlgebra.

Algebra 1 is required for entering students who lack Algebra 1 credit. The emphasis is on mathematical literacy and problem solving to build a strong mathematical foundation for future studies Students will study how to recognize, classify, and use numbers and their properties; recognize, create, extend, and apply patterns, relations, andfunctions;simplifyalgebraicexpressionsincludingpolynomialsandrational expressions; solve and graph relations, inequalities, and systems in both one and two variables; and communicate using the language of algebra. We expect students to develop proficiency in reading and writing good mathematical expressions; factoring and divisibility of numbers and expressions; manipulating rational expressions; solving linear and quadratic equations and inequalities; solving linear problems with absolute value; and graphing in both one and two dimensions Student work is evaluated frequently. Calculators are not permitted in Algebra 1. Upon completion of this course,astudentwillbe prepared and recommended for the most appropriate level of Geometry or Algebra 2 (or both with the supportoftheirteacherandapprovalofthedepartmentchairandadvisor)

Geometry (No prerequisite, although it is recommendedthatGeometryfollowAlgebra1andprecede(or betakenconcurrentlywith)Algebra2.)

Geometry is a required course that normally follows Algebra 1. Geometry encourages students to value mathematics as a means of interpreting and understanding their world. Emphasis is on problem-solving anddevelopinglogical,sequentialarguments.Throughreading,writing,anddiscussions,studentsdevelop inductive, deductive, and indirect reasoning skills Major topics include similarity, congruence, constructions, proof, and an introduction to trigonometry. An Honors section is available for advanced students. Students study how to communicate using the prescriptive language of plane Euclidean geometry; identify, explore, discuss, and apply properties, theorems, axioms, and definitions related to plane figures; and develop problem-solving skills utilizing multiple heuristic methods as outlined in George Polya’s, How to Solve It. We expect students to develop proficiency in defining and recognizing terms and symbols of geometry and using them to communicate mathematical ideas; write organized deductive proofs and clear definitions; apply skills learned in algebra and use proportions and other equations to solve geometric problems; and develop elementary constructions with a compass and a straightedge.

Generally, a students understanding is assessedeveryfewdayswithaquizinpreparationforafull-period unit test given once every two weeks. A cumulative assessment is given at the end of each trimester. Students may also be asked to perform constructions using software such as Geometer’s Sketchpad or Geogebra.

Algebra2(Prerequisite:C-orbetterinAlgebra1)

Second-year algebra builds on the understanding and the skills developed in Algebra 1 Students are taught to use mathematical thinking in problem solving; emphasis is placed on developing student communication skills, both written and oral. We expect students to develop the skills necessary to solve many types of equations, develop an organized methodology for solving certain types of word problems

and use mathematical functions to describe real-world phenomena. Students will study how to write mathematics inaclearandlogicallyconsistentmanner,usingappropriatemathematicalnotation.Thegoal of this course is to teach students in depth about parent functions (linear, quadratic, rational, and polynomial) - how to graph , identify, transform, translate, add, and multiplythem Therearethreelevels of Algebra 2 offered - Honors, Regular, and Foundations. Placement will be based on the student’s masteryofalgebraicconceptsandcomputationalaccuracy.

Functions,Statistics,Trigonometry(Prerequisite:C-orbetterinAlgebra2orequivalent)

Functions, Statistics, and Trigonometry (FST) is for students seeking math credit beyond the Algebra 2 level. The course contains many topics of traditional precalculus courses, extending the concepts developed in Algebra with a focus on the use of functions and inverse functions In addition to the algebraic functions introduced in previous courses, we explore transcendental and trigonometric functions. We expect students to read mathematics to develop understanding, to develop skill incarrying out various algorithms, use properties and relationships found in mathematics, represent and picture mathematical concepts with graphs, tables, and charts, and bolster the confidence of those students for whom success in mathematics has been elusive. Students should develop the ability to use the graphing calculator appropriately; read and write good mathematics and study mathematics individually so thathe will be able to deal with the mathematics he sees in newspapers, magazines, television, onthejobandin school.

Precalculus(Prerequisite:B-orbetterinAlgebra2andarecommendationfromtheteacher )

Precalculus generally follows Algebra 2 and is designed to build a strong foundation in mathematics leading to calculus. Students develop a firm grasp of the underlying mathematical concepts, while using algebra as a tool for solving problems. Topics include elementary functions, their properties, and transformations on these functions, trigonometric functions, systems of equations, matrices, and analytic geometry. The goals of precalculus are to provide the student with an understanding of the major functions used in the study of calculus with emphasis on both a graphical and analytic perspective using both technology and traditional methods; develop the critical analytical techniques to effectively model, interpret and analyze data within its appropriate context. Precalculus provides students with the opportunity to further develop critical thinking skills and becomemoreeffectiveproblemsolversthrough the application of mathematical knowledge; provide an environment to use appropriate technology and communicate knowledge and understanding more effectively.Studentsareexpectedtodeveloptheability to analyze algebraic functions with an emphasis on end behavior, zeros, and asymptotes, analysis of transcendental functions and their inverses; use of vectors to gain insight into trigonometry, and know howtoanalyzeanduselogarithmicandexponentialfunctions.

Honors Introduction to Calculus (Prerequisite: B or higher in Honors Algebra 2 or an A in Algebra 2 andarecommendationfromtheteacher)

The honors precalculus course is known as Honors Introduction to Calculus. Students are expected to solve more complex problems than the regular section of precalculus. Calculus concepts of the limit and

continuity are integrated throughout the year. This course starts theCalculuscurriculuminthespringand formalizes the idea of the limit as well as how the limit is used todefinethederivative.Studentsarealso expectedtolearnhowtotakethederivativeofallalgebraicandtrigonometricfunctions.

Calculus (Prerequisites: C- or better in Precalculus) Honors Calculus A (Prerequisites: B or better in Precalculus and arecommendationfromteacher.)HonorsCalculusB(Prerequisites:BorbetterinHonors IntrotoCalculusorHonorsCalculusAandarecommendationfromtheteacher.)

Calculus consists of a full academic year of work in calculus comparable to courses in colleges and universities. There are three levels of Calculus at Woodberry: Calculus, Honors Calculus A, and Honors Calculus B All levels address the development of a student’s understanding of the concepts of calculus and provide experience with its methods and applications. HonorsCalculusAandHonorsCalculusBare specifically targeted to the Advanced Placement courses Calculus AB and Calculus BC, respectively, as described by the College Board Calculus mirrors Honors Calculus A with the omission of a few topics and greater emphasis on applying calculus to other disciplines. Honors Calculus B is an extension of Honors Calculus A rather than an enhancement; thus, common topics are addressed with similar depth. The goals of the class are to help students understand the concept of the limit and its use to analyze the behavior of functions; understand the derivative and integral and their use to analyze the behavior of functions and to solve problems with rates of change and accumulation; develop analytical thinking and problem-solving skills and theabilitytoclearlycommunicateideasbothorallyandinwriting;incorporate the use of technology as an aid to understanding concepts Honors Calculus A & B prepare students to succeed on the Advanced Placement Calculus examination. Students are encouraged, but not required to register for the Advanced Placement exams. In all the Calculus courses, students learn how to use the limit process to both predict and explain observed local and global behavior of a function; evaluate derivatives of basic functions both explicitly and implicitly, and to apply the derivative to problems involving graphical analysis, projectile motion, related rates, and optimization; evaluate the integral of basic functions and apply to problems of area, volume, average value, projectile motion, and differential equations In Honors Calculus B,studentslearnhowtouseparametric,vector-valued,andpolarfunctions tosolveproblemsaswellashowtoanalyzepowerseriesandusethemtoapproximatefunctions.

Statistics/HonorsStatistics(CompletionofPrecalculusisrecommended)

(Prerequisite:GradeofCorhigherinAlg2,BorhigherinAlg2forHonorsconsideration)

Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, planninga study, anticipating patterns and statistical inference. Exploratory analysis of data makes use of graphical and numerical techniques to study patterns, and departures from patterns The year begins with an exploration of some familiar statistical measures such as mean and median. Familiar measures such as these are used as a springboard to introduce statistical tools of increasing complexity, such as standard deviation and then standardized scores, including z-scores and t-score Anemphasisisplacedonlearning to represent data and sets of data with an appropriate graphic model. Students will learn to choose the

appropriate model and then construct the model. Students will then explore linear relationships between quantitative variables and the notions of association, correlation, and residual. Moving forward, the students will explore probability and methods of simulation, including settings that are binomial and geometric in nature Students will be required to develop an appropriate method to simulate a randomly occurring event and implement that simulation. The year concludes with a broad exploration of significance tests where the students will learn the formal definition of “significant”, the different levels of significance, and the methods by which we can measure significance. All students will be required to explore data in a wide variety of “hands-on” settings and to apply appropriate statistical means of measurement to those “hand-on” events. A graphing calculator is used to not only compute descriptive statisticsbutalsoassistinperformingsignificancetests.

Entry into Honors Statistics is available to those with a history of excellence in previous mathematics classes, recommendation from the math teacher fromthepreviousyear,andapprovaloftheteacherofthe Honor-level section(s). Honors Statistics will include all topics taught in the traditional Statistics course, but will also explore non-linear relationships and transforming to achieve linearity, non-Normal distributions, determining Power of and error probability in tests, determining appropriate tests to assess data, and topics to be determined at the discretion of the instructor as the needs of the class dictates. Students enrolled in Honors Statistics should show awell-developedabilitytoworkindependentlyandin small groups. Students enrolled in Honors Statistics will berequiredtotaketheAPStatisticsexamthatis givenbytheCollegeBoardeveryyearinMay.

Seminar in Advanced Mathematics (Prerequisite: Calculus and a recommendation from the calculus teacher.)

Seminar in Advanced Mathematics (SAM) is an adventure in the studyofmathematicsunlikethatofany other academic orextracurricularofferinginsecondarymathematics.Thestudentsretracethesteps,suffer the frustrations, enjoy the excitement, and bask in the accomplishments of many legendary mathematicians. The primary goal is to give each student superior proving and problem-solving skills, making the method more important than the content. Content varies according to the instructors and students Topics have included group theory, abstract algebra, symbolic logic, multivariable calculus, analysis(advancedcalculus),numbertheory,RSAcryptography,linearalgebraandgametheory.

COMPUTERSCIENCE

IntroductiontoPython(Falltrimester)-Mr,Tucker

A trimester course open to 4th, 5th, and 6th formers, with preference to the lattertwoforms.Thiscourse will take an introductory dive into the Python programming language, as well as the open-source community built around it We will begin by introducing the idea of data types,suchasintegers,floating point numbers, and characters. We will also explore basic control structures, such as conditional statements and loops, and basic algorithms such as searching andsortingalgorithms.Studentswill,inthe first week, create their own development environment and write their first program. By the end of the semester, students will be able to write their own basic programs to solve a problem of their choosing, with an emphasisonefficiencyoftheprogram,aswellastheiruseofcommunity-basedpackages,suchas Pandas, numpy, and matplotlib in order to get them both introduced to and active in those development communities The goal of this class is to introduce the students to the Python language, as well as the power that it has, to both prepare students for future classes and/or inspire students to study CS further andtobecriticalaboutitsplaceinoursociety.

IntroductiontoDataScience(Wintertrimester)-Mr,Tucker

A trimester course open to 4th, 5th, and 6th formers, with preference to the lattertwoforms.Thiscourse will explorethepossibilitiesofusingdatatosolveproblemsineverydaylife.Thecoursewillbeginwitha review of the Python programming language and a deeper dive into packages such as Pandas and matplotlib, which are staples in the data science world. Students will learn how to take data found inthe world, transform the data into a usable format for their code, visualizethedatainanexploratorymanner, and be able to answer specificquestionsusingthedata Thegoalofthiscourseistoteachthestudentsthe tools needed to both be able to use data in an effective manner, while also being good stewards of the technology by critically analyzing the data for the ethics of using personally identifiable information, potentialbiasesinthedata,andthelimitsofthedata.

IntroductiontoMachineLearning[Honors](Springtrimester)-Mr,Tucker

A trimester course open to 4th, 5th, and 6th formers, with preference to the lattertwoforms.Thiscourse will take students through basic machine learning concepts, from simple linear regression to ensemble methods, such as random forest.AfterareviewofPythonandpackagessuchasPandas,studentswillfirst learn the theory behind why and how this technology works in order to criticallyevaluatetheroleofthis technology in day-to-day life, as well as its benefits and potential shortcomings. Students will then get hands-on with the algorithms, first deploying them in canonical examples before culminating in a final project where they can utilize their first-hand knowledge to implement and predict a target variable of their choice. Students will learn the basics of packages such as sci-kit-learn, Pytorch, Keras, and Tensorflow to both create and train these models The final week of the course will be dedicated to their personal projects, as well as a discussion ofmorecomplexmodels,suchastheonesbehindChatGPTand other large, deep-learning models. This discussion will give the students perspective on both how the models perform their tasks, the pros and cons that come along with them, and the potential ethical

concerns. The goal of this course is to cater to students’ inherent curiosity about the technology theysee in the world around us, to enable them with the information and skills to be critical and knowledgeable about this technology, as well as to give them thetoolstousethispowerfultechnologytosolveproblems bothinsideandoutsideoftheacademicrealm

JavaCoding(Honors)-(FullYear)-Mr,Keating

(Prerequisite:Algebra2- or instructor approval -opentoallforms)

A year-long course that teaches the fundamentals of codingintheJavalanguage.Computationalthinking will be emphasized as the course explores input/output using sequencing, selection and repetition with primitive data types The second and third trimesters will prepare interested students to take the AP Computer Science exam. Data structures and class data types will be the focus - OOP! (Object-Oriented Programming)Coursewillculminateinastudent-drivenproject.

AdvancedComputerScience(Honors)-(2or3trimesters)- Instructor Approval

Students interested in this course should speak with Mr. Keating. An advanced exploration of computer science topics beyond the fundamentals of Object-Oriented Programming. Eligible students will have completed Honors Java ingoodstandingand/orhaveapproval. Coursecontenttobedrivenbystudentinterestanddeterminedincoordinationwiththeinstructor.

SCIENCE

Woodberry Forest is a physics-first school, introducing its students to the science curriculum through a laboratory-intensive, conceptually-underpinned physics course for third formers. For students entering Woodberry in the third form year, the sequence of courses is physics in the third form, chemistry in the fourth form, and biology in the fifth form. Those who enter in the 4th form take chemistry, then biology 5thformyeariftheyhaven’talreadytakenahighschoollaboratory-basedbiologycourse

The science department believes not just in learning about science, but also in doing science Every course, at every level, spends at least a quarter of the class time, and usually much morethanthat,doing hands-on laboratory activities. Students leave the general-level courses with an understanding of evidence-based scientific reasoning, as well as an understanding of how experimental evidence is gatheredineachscientificdiscipline. Advancedcourseworkisavailableinallareas.

Physics

Physics, a year-long course required of all third formers, emphasizes the principles of physics on a conceptual basis The course begins with optics andwavesandprogressesthroughelectriccircuitsbefore covering traditional mechanics topics. Students use the fundamental facts and equations of introductory physics as a vehicle forathoroughintroductiontoanalyticalthinkingandcreativeproblem-solvingskills. Well over half of class time involves hands-on experimental work Nightly problems require students to justify their answers with substantial verbal reasoning. Tests and exams questions are based on authentic items from New York Regents exams, adapted such that a calculator is not required, and adapted to require students to demonstrate their verbal as well asmathematicalskills.Itisexpectedthatasuccessful physics student leaves with a solid understanding of qualitative mathematical approaches to problem-solving, including verbal justifications of answers; graphical analysis, both experimental and theoretical; order of magnitude estimation, including describing the physical meaning of numerical answers;andexperimentalverificationandinvestigationofphysicalrelationships

Those who do not enter in the 3rd form are encouraged to take physics in the 5th or 6th formyear Such students are offered a separate section of physics from the 3rd form. This section follows the same curriculum,butinadifferentorder,andinastyleoptimizedfor upperclassmen.

Chemistry

Chemistry introduces the student to a broad spectrum of chemical interactions and concepts A development of the fundamental principles of chemistry, as well as their applications, is presented. Chemical nomenclature, stoichiometry, atomic structure, bonding theories, thermochemistry, periodic properties, solution calculations, gas laws, and the properties of solids and liquids are among the topics discussed. Regular inquiry-style laboratory investigations involve hands-on study of matter and its changes.

HonorsChemistry

Like general chemistry, honors chemistry introduces the student to the broad spectrum of chemical interactions and concepts. The course places a heavier emphasis than the regular course on analytical thinking skills and problem-solving techniques. Top students in the class are encouraged (though not required) to take the AP Chemistry exam. Topics covered in Honors Chemistry include classification of matter, chemical nomenclature, reactions in solution, oxidation and reduction, atomic and molecular structure, gas laws, properties of solutions, chemical kinetics, thermodynamics, acids and bases, and chemical equilibrium All of the topics areapproachedwiththegoalofconceptualunderstandingthrough the particulate model of matter, with the ability to recognize and work with quantitative relationships adding more depth to that understanding. Regular laboratory exercises give studentsachancetodiscover relationships in a hands-on environment and to apply their classroom knowledge in chemical investigations. Honors chemistry is primarily taken by the most advanced fourth-form science students; honors placement is determined by performance in physics for returning students and by a holistic transcript evaluation for new fourth formers. Honors chemistry is also available as a second-year chemistrycoursetomoststudentswhohavealreadycompletedchemistry

Biology

Biology is an introductory laboratory course which presents topics of basic biology. This survey course covers the ecological biology of plants and animals, evolution and speciation, and the interrelationships between organisms and their environment; it further includes the cellular biology topics of biochemistry, cell structure and function, and molecular genetics. Though all sections hold about ¾ of the course in common, each teacher spends ¼ of the course covering topics and laboratory investigations in anareaof their personal interest, sometimes including deeper investigations into environmental ecology, forensic biology, anatomy, or marine biology. A minimum of one quarter of the class time is spent conducting laboratory investigations and related class activities. Topics areoftenpresentedwithinthecontextofhow this study of life relates to technology and society Reading and discussion of the class text along with current scientific literature is an integral part of the course. Biology (or honors biology) is a required course for all 5th formers, unless they have already taken a laboratory-based biology course during high school.

HonorsBiology

The honors biology course offers students a more in-depth study of biological science,withconsiderable emphasis on molecular and cellular biology, biochemical pathways, genetics, and evolution. The course follows the Advanced Placement biology curriculum framework, emphasizing the four “big ideas” of biology and the core concepts students should master. Lab work and the process of science isanintegral part of the course and will include, but not be limited to, the “seven science practices” as outlined in the Advanced Placement biology curriculum framework Students in this course are expected to take the Advanced Placement biology examination. Honors biology is primarily taken by the most advanced 5th form science students; honors placement is determined by performance in chemistry for returning

students, and by a holistic transcript evaluation fornew5thformers.Honorsbiologyisalsoavailableasa second-yearbiologycoursetomoststudentswhohavealreadycompletedbiology.

EnvironmentalScience:TheWoodberryEnvironment

This is a course in environmental science designed to take advantage of the school’s vast and varied ecosystems. Students will discover and investigate the ecosystems on our 1200-acre campus.Mostofthe experimental work inthecoursewillbespentoutdoorsinvestigatingtheinteractionsoforganismsandour environment.

[We do not offer an honors section of environmental science. Those students who have deep interest in exploring the natural environment of Woodberry and the world should consider interviewing for Science ThesisSeminar.]

HonorsPhysics1

Honors physics 1 follows the course description for AP Physics 1: Algebra-Based provided by the College Board. This is an algebra-based, college-level survey course, covering important topics in classical mechanics Students are expected to develop both a mathematicalandconceptualunderstanding of the subject, with a substantial emphasis on the latter. The course is taught through the use of quantitative demonstrations and in-class laboratory exercises, paired with nightly assignments involving descriptive problem solving Approximately half the course time is spent in hands-on experimentalwork in guided- and open- inquiry styles. Tests and exams are in the styleoftheAPPhysics1exam.Students areREQUIREDtotaketheAPPhysics1examinMay.

One section of this course is exclusively for 3rd formers, who are selected based on aholisticevaluation of their transcript and readiness assessment. Honors placement for upperformers is determined for returningstudentsbytheirperformanceintheirprevioussciencecourse,andfornewstudentsbyaholistic transcript evaluation. Honors physics 1 isalsoavailableasasecond-yearphysicscoursetomoststudents whohavealreadycompletedphysics.

HonorsPhysics2-availablewhenstaffingallows

Honors physics 2 follows the course description for AP Physics 2providedbytheCollegeBoard.Thisis a college-level survey course, covering important topics in waves, optics, thermal physics, electricity, magnetism, atomic, and nuclear physics. Students are expected to develop both a mathematical and conceptual understanding of the subject. The course is taught through the use of quantitative demonstrations and in-class laboratory exercises, paired with nightly assignments involving descriptive problem solving. Approximately half the course time is spent in hands-on experimental work in guidedandopen-inquirystyles TestsandexamsareinthestyleoftheAPPhysics2exam Studentsarerequired totaketheAPPhysics2examinMay.

Prerequisite: passing score on the AP physics 1 exam, or equivalent previous physics performance, at physics department’s discretion

HonorsScienceThesisSeminar

Science Thesis Seminar is an immersive,intensivediveintoscientificdisciplinesandexperiencesbeyond the scope of typical advanced-level high school courses Participants are chosen based on their demonstrated interest in scientific pursuit and desire to continue their science education. In each half of the school year, students are assigned to do small-group undergraduate-level research projects or advanced coursework in an area of a faculty member’s interest. It is expected that one oftheseprojectsthe thesis project - will be evaluated externally by subject matter experts, in a manner similar to a scientific conference, thesis defense, or comprehensive examination. Successful completion of the externalevaluationwouldearnthestudent“distinctioninscience.”

Placement into STS, an ungraded honors course, is by invitation only. To request an invitation, a student must himself contact the STS lead to arrange an interview Invitations are issued based on a student’s demonstrated interest in science, as well as on their demonstrated ability and motivation to handle the advanced independent work required.

Insummary,theWoodberrysciencesequenceincludes:

Entering3rdform:physics,chemistry,biology.

Entering4thform:chemistry,biology.Physicsisnotrequired,butisavailabletoupperclassmen. Entering5thform:biology Neitherphysicsnorchemistryisrequired,butbothareavailableto upperclassmen.

FINEARTSPROGRAM:VISUALARTS,DRAMA,ANDMUSIC

WoodberryForest’sFineArtsProgramconsistsofthreedepartments:dramaandspeech,music, andvisualarts Thesedepartmentsareboundbythecommongoalofteachingstudentshowtofind anddeveloptheirpublicvoice,howtothinkcriticallyandcreatively,howtomakeartofthe highestorderpossible,andhowtoappreciatetheirworldmoredeeply.

DRAMAANDSPEECH

IntroductiontoDramaandSpeech

This trimester class focuses on a number of topics including public speaking and voice development, acting, directing, playwriting, technical design, improvisation, and stage combat A number of field trips to see excellent theater are included in the experience. The trimester culminateswithanexcitingperformanceofscenesandcombatsequences.

HonorsAdvancedActingandDirecting

This is a year-long class for intermediate and advanced students of the theater and public presentation. Students who enjoyed the introductory classandwanttolearnmoreaboutthetheater have an opportunity to study advanced acting and public performance techniques, directing, playwriting, and theater theory The class may be repeated from the sophomore through senior years. An annual trip to New York City to see great theaterisincludedintheexperience;theyear culminateswithafullproductioninthespringinourblackboxtheater.

HonorsIndependentStudyinDramaandSpeech

Advanced drama and speech students (usually those who have completed the two courses above) may make proposals for college-level work in any aspects of theater andpublicperformance.Past projects have included the writing of short and long plays and full productions in our black box theater

VISUALARTS

Ceramics(FALL,WINTER,SPRING)

A one-trimester introduction to Ceramics that can be repeated. Students willlearntomakevessels and other objects from clay using a variety of traditional ceramic forming, decorating, and firing methods from around the world Students will concentrate onbuildingtheirwheel-throwingskills, and will come away from the class with an understanding of simple manufacturing processes as well as their own fully functional dishes for the kitchen. Potters taking this class should expect to learn to center and control the clayonthewheel,aswellashonetheircraftsmanshipskillsthrough assembling, trimming, adding handles, and decorating their work. Students who repeat the course willbepresentedwithadditionalchallengesandadvancedprojectsastheirskillsallow.

AdvancedCeramics(SPRING)

Open to students who have taken the general ceramics course twice (or once, with teacher’s permission), the advanced ceramics course is designed to challenge students who have mastered centering on the wheel and can confidently throw a variety of symmetrical objects. Potters in this

class will learn advanced wheel techniques and hone their sense of design and personal style. We will explore decorative techniques such as altering, faceting, stamping, and darting, all while learningtohavemoreandmoreprecisecontroloftheclay.

Drawing(FALL,WINTERandSPRING)

A one-trimester course in Drawing. Students will engage in a variety ofstudioprojectsthatfocus on the elements and principles of design. This course promotes the development of strong naturalistic and observational drawingskillsusingavarietyofmediumssuchasgraphite,charcoal, pastel, ink and conté crayons. We will explore various genres including still life, landscape, architecture, figurative drawing and portraiture. Enrolled students are eligible to sell their work at ourStudentArtShowsandattendafieldtriptotheNationalGalleryofArt.

Sculpture(FALL,WINTER,SPRING)

This course willcoverthetechniquesforcreatingsculptureinclay. Wewillwork with thefigure and portrait as well as other projects focusing on the human form and anatomy. This includes copying in clay from historical plaster cast masterpieces andevensculptingaskull Studentswill master the fundamentals of 3-dimensional form, still and dynamic movement and other aspects. Students will fire their pieces in a kiln, so they can preserve them. Learning to sculpt is essential for your own artistic development but in practical terms will also help students to prepare an award-winning college portfolio that may open the doors into the movie industry, animation, architecture and design. Enrolled students are eligibletoselltheirworkatourStudentArtMarkets andattendafieldtriptotheNationalGalleryofArt.

Painting(FALL,WINTER, SPRING)

A one-trimester course in Painting. Students will engage in a variety of studio projects thatfocus on the elements and principles of design. This course promotes the development of strong naturalistic and observational painting skills using acrylic, oil, and watercolor paint. We will explore various genres including still life, landscape, architecture, figurative painting and portraiture. Enrolled students are eligible to sell their work at our Student Art Shows and attend a fieldtriptotheNationalGalleryofArt.

Photography(FALL,WINTER,SPRING)

A one-trimester course in which the students learn both the technical and creative aspects of photography in the production of their own work. Students produce work using dslr cameras which they then print using alargeformatprinter.Topicsinclude:Landscapephotography,Portrait photography and Documentary photography. Darkroom photography and other Alternative processesarealsoaddressed.Attheendofthetermstudentswillhavetheirownexhibition.

Students may take photography more than once to explore advanced personal projects of their choice

Enrolled students are eligible to sell their work at our Student Art Shows and attend afieldtripto theNationalGalleryofArt.

Printmaking(WINTER)

A one trimester course that engages in a varietyofprintmakingmediumsandtechniques.Students will work with woodcuts, linocuts, etching, monotypes, gel prints. For the final project, students will use their best designs to create custom screen printed t-shirts and hoodies This course

promotes the development of strong drawing and carving skills as well as an understandingofthe elements of art and principles of design. Enrolled students are eligible to sell their work at our StudentArtShowsandattendafieldtriptotheNationalGalleryofArt.

Filmmaking(FALL,WINTER,SPRING)

This course teaches the basics of filmmaking production and post production in narrative and documentary films. From capturing your film on a 4k movie camera to recording sound, students will work with cameras and microphones intheproductionoftheirownmovies Studentswillalso learn how toeditandexporttheirmoviesonAdobePremierePro.Enrolledstudentsareeligiblefor apublicscreeningoftheirfilmsandafieldtriptotheNationalGalleryofArt.

Students may take filmmaking more than once to pursue advanced film projects of their own design.

HonorsandIndependentStudy(FALL,WINTER,SPRING)

Honors students will be determined by teacher recommendation and portfolio review Those eligible for Honors level must take art all year to receive Honors credit. Eligible students choose threetrimesterartcoursestocombineforthefullyear.

Recommended5thand6thformerswhohavecompletedayearofHonorslevelcourseworkmaybe considered for Honors Independent Study. Students will work on expanding their portfolios and managing their own studio time during a period that best fits their schedule. Students will participateinrequiredgroupcritiqueseverytwoweeks.

Enrolled students are eligible to sell their work at our Student Art Shows and attend afieldtripto theNationalGalleryofArt

MUSIC Ensembles

BeginningBand-opentoallforms,noexperiencerequired

Students may begin study on flute, clarinet, alto saxophone, trumpet, french horn, trombone or tuba. The class is made up of a combination of group work andprivatelessonsandisdesignedto prepare students to enter the Concert Band the following year. This course is also a good choice forstudentswhohavestudiedabandinstrumentbuthavenotyetmasteredtheconcertBflatscale.

Concert/JazzBand-opentoallforms,basicexperiencerequired.

The Concert Band is comprised of woodwind, brass and percussion instruments. A piano, guitar and bass player are admitted by audition The band plays traditional and contemporary music for Wind Ensemble as well as some pop and jazz selections. No audition is necessary for wind and percussion instruments butbasicexperienceontheinstrumentisexpected.Aweeklyprivatelesson is provided as a component of the class The Jazz Band, comprised of a specific quantity of saxophone, trumpet and trombone players and rhythm section, will be designated from amongthe ConcertBand.

BeginningBagpipes-opentoallforms,noexperiencerequired

Beginning Bagpipes is an introductory course for those wishing to begin study of the great Highland Bagpipe and is designedtopreparestudentsforcontinuedparticipationinthePipeBand. Nomusicalexperienceisnecessary.

PipeBand-opentoallforms,experiencerequired

PipeBandisaclassforthosewishingtocontinuetheirstudyofbagpipesthroughparticipationin theWoodberryForestPipeBand

BeginningDrumming-opentoallforms,noexperiencerequired

Beginning Drumming is for students with limited or nomusicalexperience.Theclassstudiesboth Scottish and Corps style drumming as well as Concert Band/Orchestral percussion The course is designed to prepare students for continued participation in either the Concert Band or the Pipe BandDrumline. Aweeklyprivatelessonisprovidedasacomponentoftheclass.

Drumline-opentoallforms,experiencerequired

Drumline is for students with some musical experience on percussion or another instrument. The class studies both Scottish and Corps style drumming and serves primarily as the drum section of theWoodberryForestPipeBand.Aweeklyprivatelessonisprovidedasacomponentoftheclass.

BeginningStrings-opentoallforms,noexperiencerequired

Students may begin study on violin, viola, cello or double bass with no prior experience Basic position,readingandensembleskillsaretaughttopreparestudentstoenterStringEnsemble.

StringEnsemble-opentoallforms,experiencerequired

The primary String Orchestra for all string players with experience. No audition required; basic experience is expected. Chamber music groups (quartets, trios and duos) can be formed from the StringEnsemblegroup. Aweeklyprivatelessonisprovidedasacomponentoftheclass.

TheWoodberryForestChapelChoir-opentoallforms,noexperiencerequired

Provides music for our weekly chapel services. Open to all forms withasimpleaudition.Includes vocal technique especially for the changing voice and music reading skills No previous experiencerequired.

TheWoodberryForestDozen-opentoallformsbyaudition

The Dozen is Woodberry’s premier choral ensemble and one of its treasured traditions. Thegroup specializes in a cappella music from all periods of music history, especially the Renaissance and modern popular music. The Dozen is open to all forms but is typically made up of upper form singerswithsignificantsingingexperienceintheWoodberryChoralProgram,elsewhere,orboth

AcademicCourses

Electronic Music - open to all forms. This is a trimester course and repeatable. It is a production based course where students learn music production by doing it with guidance from the instructor andcollaborationwithpeers

Intermediate Music Theory - open to all forms. Syllabi are developed with individuals or small groups.. Courses are one trimester long and repeatable or may meet once a week all year for a trimester credit. Study is available in music theory, electronic music, recording engineering, composition,chambermusicandothertopicsbyrequest.

Honors Music Theory - opentoallforms,buttypicallyfifthorsixthformers;significantprevious experience is required. This course is designed to give students competence to use functional harmony, counterpoint, and form both in the analysis of existing works and in the creation of original musical material Emphasis is on the principles of the common practice period There is also a survey of 20th century compositional techniques. Basic keyboard skills and advanced ear training are key elements of this course. Students who successfully complete this course will be preparedtotaketheAdvancedPlacementexaminMusicTheoryiftheysochoose.

PrivateLessons

Weekly privatelessonsareavailableonmostanyinstrument Studentswillhavetheopportunityto sign up electronically forprivatelessonsduringthefirstweekofclassesinthefall. Privatelessons do not receive any academic credit and additional fees may apply. If the student is enrolled in a music ensemble that is inclusiveofaprivatelesson,hewillbeautomaticallyenrolledaspartofthe classwithnoadditionalfee.

EXTRADEPARTMENTALELECTIVES

Woodberry offers several elective classes that fall outside the established academic departments

Though each of thesecoursesisunique,allgenerallyofferstudentstheopportunitytodigdeeperintoa distinctsubjectortopicbeyondthescopeofthetraditionalacademicdepartments.

ECLIPSE:(Regular)-(F,WorS)

Engineered Collaborative Lessons in Problem Solving Essentials

(Requiredforallstudentsenteringinthethirdform;opentootherstudentsasspacepermits)

This class aims to give each Woodberry boy the skills he needs to analyze a problem, understand the various paths towards asolution,charthiscoursetowardsgettingthere,tapintothestrengthsandskills of those around him to add to his success, and realize his product. Students will be taught in small groups by subject matter experts as they rotate through three different course modules: computational logic, project management, and project prototyping. The course will culminate in a two week group project in which the students will need to utilize the technical and behavioral skills discussed during thecoursetobesuccessful

DesignandEditingforLiterary/ArtsPublications

Design and Editing for Literary/Arts Publications is a course designed to teach the fundamentals of magazine production to new editors appointed to the editorial staff of The Talon. All new editors will be introduced to the basic principles of design (e.g. proximity, alignment, repetition, contrast) and the use of typography in desktop publishing with Adobe Creative Cloud with an emphasis on Photoshop and InDesign Editors will helpsolicitworksofartandliterarycontentforthemagazineandwillassist in managing review boards to select works for publication. Through review sessions, new editorswill be taught how to use artistic criteria to evaluate digital and film photography, graphic art, and other artistic works through composition and visual storytelling. New editors will shadow and collaborate with senior editors to learn the art of literary evaluation and the editing of poetry and prose with authors. This is a trimester course in which editors re-enroll and continue to work on more complex individualandcollaborativeprojects Permissionoftheinstructorrequired Noprerequisite

DesignandEditingforLiterary/ArtsPublications(Honors)

Honors Design and Editing for Literary/Arts Publications is a production course designed to support senior editors appointed to return in leadership roles for The Talon. A returning editor’s primary responsibility is collaborating with staff on the editing, design, and production of the fall and spring magazines. The division of duties isnegotiatedbythesenioreditorsthemselves.Returningeditorswill familiarize new staff with thebasicprinciplesofdesign(eg proximity,alignment,repetition,contrast) and the use of typography in desktop publishing with Adobe Creative Cloud with an emphasis on Photoshop and InDesign. Editorswillberesponsibleforoverseeingnewstaffmemberstosolicitworks of art and literary content for the magazine and will manage review boards to select works for publication. In review sessions, these editors will model how to use artistic criteria to evaluate digital and film photography, graphicart,andotherartisticworksthroughcompositionandvisualstorytelling. Editors continue their study of the art of literaryevaluationandtheeditingofpoetryandprose Thisis a trimester course in which editors re-enroll and continue to work on more complex individual and collaborative projects. Permission of the instructor required. Prerequisite: One full year of Designand EditingforLiterary/ArtsPublicationsoranequivalentcourse.

Introduction to Engineering Design - will only be offered in fall trimester, available to sophomores andjuniors,requirement:ECLIPSE(ifstudentarrivedin3rdform)

This trimester-long course allows students the opportunity to have a taste of what being a design engineer is really like. This largely project-based experiential course introduces the spectrum from aesthetics to performance indesigndecisionmaking,beforeleadingstudentsthroughaseriesofdesign cycles mimicking the processes typically encountered in engineering industry using industry-standard tools Individual and group projects will teach computer-aided design (CAD) and finite element analysis (FEA) software by walking students throughthecreationofaradio-controlledairplanedesign and conceptualisation of a deployable bridge for humanitarian applications, culminating in a competitive physical testing process to find out howmuchweighteach3Dprintedbridgedesignholds before destruction. This course is perfectly suited to students looking to turn design thinking and curiosityintoafuturecareer.

Applications of Engineering Design - year-long, for seniors, prerequisite: permission of the instructor:

This project-driven class will challenge students to solve problems across the fields of mechanical, electrical, computer, and aerospace engineering From designing planes to optimizing race car strategies, students will gain hands-on experience while working as a team to meet project goals utilizing a variety of state-of-the-art tools and techniques. The course instructor brings substantial performance engineeringandprojectdevelopmentexperiencetothecreationofnewprojectseachyear, and student success is driven by the processes they undertake in developing these projects in addition totheprojectoutcome.

Journalism

Journalism introduces students to the fundamental skills needed for print, video, and multimedia journalism, with a focus on writing and television broadcasting. Additional units may explore podcasting, opinion writing, and short-form videos. Class time is spent developing the toolkit needed to produce written and video stories, with a few periods set aside for lecture and discussion on key topics.

The first trimester is spent learning the basics of written and video storytelling. The stories students write get progressively longer and more complex as they grow more comfortable with identifying storylines and interviewing subjects. By the end of the fall students will be contributing stories to a weekly show focused on campus news, especially Woodberry sports. They will also have chances to learnproductionandanchoringduringthewinterandspringtrimesters.

The course is designed to be takenasayear-longelective.Ifstudentsareonlyabletotaketheclassfor two trimesters,theymaydosoafterconsultationwiththeteacher.Duringmostperiods,especiallyafter the first marking period, students will work with the Advanced Journalism students on theproduction ofaweeklysportsnewsshoworonproductionof

The Oracle

The class is open to old boy fourth, fifth and sixth formers, and new boy fifth formers. The course is perfectforstudentswhoareinterestedintakingamoreactiveroleatWFSPNor The Oracle. Journalism and advanced journalism will be taught next year by Mr. Dan Callahan, the incoming director of communications. Mr. Callahan taught journalism and advised the student newspaper at his prior school. Mr. Callahan will work with Mr. Geiger to help set the course enrollment, whichwillbe cappedat15students

AdvancedJournalism(Honors)

Advanced Journalismoperatesatahighlevelandfastpace.Studentsmustbestrongwritersandableto quickly learn video production and editing skills if they are not already familiar with them. Students

must be able totakeownershipoftheirwork,meetdeadlineswithoutconstantsupervision,andoperate independently.

A requirement of Advanced Journalism is the ability and willingness to mentor and teach students in the first-year journalism course. Students must improve on the skills they learned in Journalismwhile alsosharingwhattheyhavelearnedwithstudentsinthefirst-yearcourse

Advanced Journalism, working with the Journalism class, produces a regular broadcast of a Woodberry-focused television show. Students in thecoursewillwritescripts,serveasanchors,operate cameras and production equipment, and report/prepare stories for the broadcast. Students in both classesalsowriteandeditcontentfor The Oracle onaregularbasis.

Prerequisite: Open to fifth and sixth formerswhohavecompletedJournalismwithaB+orhigherand demonstrated a willingness and ability to teach younger students In rarecasesastudentmayenterthe course without taking Journalism if hereceivespermissionfromtheinstructor Thispermissionwillbe based on extensive, prior extracurricular experience with WFSPN or The Oracle, as well as teacher recommendations,ifrequested.

Journalism and advanced journalism will be taught next year by Mr. Dan Callahan, the incoming director of communications. Mr. Callahan taught journalism and advised the student newspaper at his prior school. Mr. Callahan will work with Mr. Geiger to help set the course enrollment, whichwillbe cappedat15students

STUDY ABROAD

Woodberry Forests conducts several programs abroad during the summer months Linguistic and cultural immersion is offered through Woodberry in Spain, Woodberry in China, and Woodberry in Mexico. These programs, under the leadership of Woodberry Forest faculty members, provide students with a useful mixture of classroom and immersion exposure to the language and culture of these countries For these programs, boys live with host families, travel with their group to sites and programs of interest within the country they are visiting, and receive specific language instruction. The programs to Spain and China are targeted for rising fifthand sixth- form boys, but mature and advanced students who are rising fourth formers may be chosen to participate Woodberry in Mexico is specifically targeted for rising fourth-form boys, with an eye towards accelerating their study of Spanish and providing a memorable experience in language study and community service. Woodberry in Spain and China provide a boy with the opportunity to earn a full-year’s language credit and an opportunity to accelerate his course placement for the next year

Woodberry in Oxford provides an opportunity for boys to travel and study in Great Britain Woodberry in Oxford takes place at Brasenose College, where Woodberry teachers oversee the group and conduct course work in two specific areas they choose for the summer program. Upon completion of the course, participants earn one-third credit in the course ’ s target subject area

Woodberry in the Galapagos is a two week program that takes a co-ed group of Woodberry students and young women from neighboring independent schools to the interior of Ecuador and the islands of the Galapagos Students on the trip study ecology, Darwin’s theory of evolution, marine life, and local Ecuadorian culture. This trip is rooted in interest in all things scientific and is not a language trip, so participants need not speak Spanish Upon completion of the course, participants earn one-third credit in science

Finally, Woodberry participates with three of South Africa’s great boarding schools, Michaelhouse School, St. John’s College, and Hilton College, in a student exchange. Three or four junior boys are selected annually to participate Traditionally, our boys travel to South Africa during Woodberry’s fall trimester Boys who choose to participate in this program must be strong and willing students, as they must work while away in order to keep pace with their courses at Woodberry