2017-2018 Upper School Course of Study Introduction

Wooster School

Upper School

2017-2018 Course of Study

Table of Contents Introduction Graduation Requirements Special Programs Senior Independent Study (SIS) Independent Study Course Load Requirements and Selection Honors and the Deep Learning Initiative Deep Learning Initiative Entrance Criteria Honors Entrance Criteria World Language Math Honors Courses Science Extra Help and Tutoring Grades and the Honor Roll Honor Roll General Description of Academic Grades General Description of Effort Grades Effort Honor Roll Academic Warning and Probation Daily Study Hall Summer Coursework Departmental Descriptions Department of World Languages Humanities Science Mathematics Music Making and Digital Media Theatre Art

Introduction Wooster’s Upper School curriculum provides students with the academic tools they need to strive for the highest level of learning they are able to reach, and to develop curiosity, passion, and habits of hard work conducive to a life of learning. To do this, we offer a rich variety of classes that both strengthen students’ core skills and dispositions and allow for in-depth study within particular disciplines. It is through our academic curriculum that we prepare students for their intellectual challenges in college. We also hope to ignite passion and curiosity that will fuel our students’ success throughout their lives. In short, we have designed a curriculum that teaches students first and foremost how to learn, as it is through that set of skills that they will find strength and meaning in their lives.

Graduation Requirements In order to graduate, Wooster students must have:

(1) been in attendance as a senior, discharged his/her obligations in the Self-help system, and met the 90% attendance rule (found in the Community Handbook); (2) fulfilled the course requirements of total credits and required courses within each department; (3) successfully completed a minimum of 15 credits (the equivalent of five full-year courses) for each year; (4) successfully fulfilled the afternoon activities requirements; (5) performed 100 hours of community service undertaken between the June before freshman year and leaving for Senior Independent Study (SIS); (6) demonstrated an ability to use current and emerging computer technologies; (7) successfully completed a Senior Independent Study (SIS); and (8) received faculty approval in a meeting duly convened for the purpose.

In special or unusual circumstances, a diploma requirement may be waived for a student. If a waiver is desired, the student should request a special exception from the Head of Upper School. The Head of Upper School will investigate the circumstance and make a recommendation to the Head of School, who will make the final decision.

Normally, course credit is granted to entering students for successful completion of equivalent courses taken at other accredited schools. The Director of Curriculum and Technology and the Registrar will determine whether those courses fulfill Wooster’s requirements and will determine the balance of courses each new student needs to fulfill graduation requirements.

Special Programs

Senior Independent Study (SIS) SIS is Wooster’s most extensive and intensive program in experiential education. Begun in 1968, the program has thrived since then by taking advantage of the opportunity to learn in settings other than school. All seniors are required to participate. After the approval of a committee of faculty members and students, each student engages in a field of particular interest off campus during the final five to six weeks of senior year. Students are required to keep journals, write longer reflections, discuss their projects with faculty advisors, and present their projects to the Wooster community. For some, this experience leads to consideration of new directions for future study, while others may explore potential career paths or individual interests. Some seniors will continue to take part in after school activities in order to fulfill graduation requirements.

Independent Study Any student in the Upper School may study and receive credit for significant pursuit of an academic interest not offered in the curriculum. Students interested in pursuing this possibility should speak with the Coordinator of the curricular area involved, as well as seek out a faculty member who would direct the Independent Study. Final approval for an Independent Study is granted by the Director of Curriculum and Technology, the Registrar, and the faculty member directing the study.

Course Load Requirements and Selection The school year is divided into three trimesters. The required course load is a minimum of five letter period courses, with a minimum of four courses taken from the six major disciplines (English, History, World Language, Mathematics, Senior Seminar, and Science) and a minimum of 15 credits per year. A student may enroll in more than the required number of courses with the permission of the Registrar and Director of Curriculum and Technology. Taking six or more courses is not uncommon, but the stress engendered by such a schedule must be factored into the decision to attempt it. For yearlong major courses, 3 credits are awarded upon successful completion of the entire year’s work. Elective courses earn 1 credit per trimester. In general, partial completion of a course does not earn any credit. Any exceptions to these requirements and rules must have the approval of the Registrar and the Director of Curriculum and Technology.

Every spring, Wooster conducts school-wide course selection. Students share the responsibility for selecting courses with their parents. Course requests are made in consultation with students’ advisors, teachers, and department chairs, with final approval granted by the Registrar and Director of Curriculum and Technology. Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’

requests, scheduling does not always permit this, so considering alternatives is wise. The School reserves the right to cancel or limit enrollment in any course listed.

For the 2017-2018 school year, Wooster is introducing a new approach to electives in the Upper School. We believe that this will allow students to pursue their interests and passions at greater depth, while at the same time giving them the latitude to explore new interests as well.

In the new system, students must take a total of 7 credits of electives outside of the major academic disciplines. Any class offered in Music, Art, Theatre, Technology, or Digital Media will count towards this new requirement.

Under this system, students are required to take Art and the Humanities and an elective in the Makerspace as a part of the Ninth Grade program.

Effective planning of an academic program necessitates an understanding of all requirements, including the school’s credit system. While most will far exceed these minimums, students need the following credits to qualify for a diploma: English 12 credits (Humanities I, Humanities II, English 11 or DLI: The Story, and English 12, DLI: The Essay, or DLI Literature)

History 9 credits (Humanities I, Humanities II and US History (Regular, AP or DLI))

World Language 9 credits (Completion of Level III of Spanish or French)

Mathematics 9 credits (Algebra 1, Geometry or Geometry and Statistics, and Algebra 2)

Senior Seminar 3 credits

Science 9 credits (Physics, Biology, and Chemistry)

Arts and 7 credits (The sum of credits in Music, Art, Theatre, Technology, and Technology Digital Media)

Health 1 credit (Health 9 and Health 10)

The total number of credits required for graduation is 59, which is the sum of the departmental minima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications. Permission of the Registrar and Director of Curriculum and Technology is required to change or withdraw from a course. In most cases, students are required to submit written parental permission before changing their course of study.

Honors and the Deep Learning Initiative Students who develop a strong foundation in one or more disciplines may be selected to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by accelerating a student in the regular course of studies or by placing the student in an honors section when such placement is feasible and desirable. In some cases, summer work leading to advanced standing may be advised. Decisions about acceleration and placement are made by the departments, primarily on the basis of grades and teacher recommendations, and secondarily on the basis of standardized tests. The following factors will also be considered in deciding honors and DLI placements: grades and effort grades, writing skills, independence, attention to detail, willingness to record and use process and notes, organizational skills, timeliness of homework completion, self-advocacy, demonstrated motivation and interest, and participation in class.

Deep Learning Initiative Entrance Criteria Wooster School offers upper school students with the best possible opportunities to apply skills and dispositions in pursuit of deeper knowledge. These DLI courses are higher-level, rigorous academic opportunities offered to highly motivated students. These courses are designed to be college level courses requiring strong effort and academic achievement. Students are asked to take a “deep dive” into a particular content area of study and begin to apply the skills, dispositions, and knowledge needed to foster their own independent thinking and learning, while also being passionate and enjoying a challenging college level course. Courses for 11th and 12th graders that use skills and dispositions to delve deeper into concepts and content within a discipline will ask students to engage in: ● In-depth reading/analysis ● Lecture/Discussion ● Writing and reflection ● Inquiry, experimentation and theory generation ● Independent thinking and collaboration ● Time and task management ● Formal Research Writing (APA,MLA) ● Presentation and critique

Admission into DLI classes is not guaranteed, and students who wish to be considered must show a sustained record of curious, intellectual, intensive learning and effort. Students must also have demonstrated the ability and desire for more ambitious learning and have a strong foundation of basic skills. Each student will be given individual consideration.

During the spring course sign-up for the following year’s courses, students who wish to be considered for enrollment may sign up for DLI courses. Students should have the approval of their current teacher prior to signing up for a DLI course. Final approval of the selections are made by the Head of Upper School as advised by the Registrar, the Director of Curriculum and Technology, and any appropriate teachers.

Students who have expressed a desire to enroll in a DLI class, but have not been selected, may appeal that decision. The student must submit a written document expressing why he/she feels that he/she belongs in the class. The final decision will be made by the Director of Curriculum and Technology, Registrar, and Head of Upper School.

Enrollment in all DLI courses is at the discretion of the relevant department coordinator and teacher, using students’ grades, portfolio, comments, and recommendations from prior teachers.

Honors Entrance Criteria

Several departments have additional requirements for entrance into Honors level or advanced courses. These are listed below. All honors and advanced courses additionally require a teacher recommendation and the approval of the Coordinator of the appropriate curricular area.

World Language Honors Spanish III & IV: These honors level courses are intended for those students who have exhibited initiative and motivation in previous years of Spanish study. A strong vocabulary and grammatical base as demonstrated on exams and solid communicative skills are prerequisites for the course. The department will base enrollment decisions upon the student’s achievement and effort in Spanish II and Spanish III. Teacher recommendation is required.

DLI Spanish/Hispanic Study of Film: Students must have earned a grade of at least 4/G in Spanish IV. Teacher recommendation is required.

Math Honors Courses Students currently enrolled in an honors level class must maintain a grade of 4/G in that class to advance to the next honors level course. Students who do not meet this standard may be required to enroll in a non-honors section. Students earning a minimum of 5/G in a non-honors class may be eligible for honors level courses at the next level.

Science Honors Biology: Enrollment is at the discretion of the STEM Coordinator in consultation with previous teachers and the Director of Curriculum and Technology.

Honors Chemistry: Students must earn a grade of at least 4/G in Honors Biology or 4+/G in Biology. Additionally, students must earn a grade of at least 4/G in Honors Algebra 2 or be concurrently enrolled in that course, or earn a grade of at least 4+/G in Algebra 2

Extra Help and Tutoring

The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also additional tutoring from our tutors. The teaching schedule leaves free time each day for teachers to be available for individual assistance with students. If more support is needed, in addition to the direct teacher extra help, Wooster has a tutoring system in place for an additional fee.

Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.

Grades and the Honor Roll

Grade

Percentage

Description

6

98 - 100

Superior

5+

95 - 97

5

90 - 94

Excellent

4+

87- 89

4

80 - 86

Good

3+

77 - 79

3

70 - 76

Satisfactory

2+

67 - 69

2

60 - 66

Passing

1

≤59

Insufficient for credit

P / F/ INC

Pass / Fail / Incomplete

Honor Roll Grade point averages are calculated by an average of all graded classes, factoring in the credits earned for each course. (Pluses are worth 0.5 for averaging purposes.) Recognition is awarded as follows:

Upper School

Middle School

High Honors ≥ 5.0

High Honors ≥ 5.25 with no grade below 4

Honors: 4.5 - 4.99

Honors: 4.5 - 5.24 with no grade below 3

Commendation: 4.0 - 4.49

General Description of Academic Grades 6: Superior. This student’s mastery of course content is essentially flawless and exceptionally consistent. She very rarely misses an opportunity to transfer learned concepts to novel contexts. She not only completes assignments but also extends her learning beyond them. These grades are rare: historically over a ten year period, roughly two percent of all grades in core academic courses have been 6s. This is the A+ of other schools.

5: Excellent. While an occasional error may occur, this student’s control of fundamental course content is thorough and consistent. He can transfer his understanding to novel contexts regularly, though a small number of misidentifications do occur. Historically for the last ten years, roughly thirty percent of all final grades have been 5s. This is the A of other schools.

4: Good. This student’s grasp of course content is strong, but does have some gaps. While she can often transfer her understanding to novel contexts, sometimes she cannot “see” the application without a prompt. This student’s grades may demonstrate some inconsistency. Historically for the last ten years, just under forty percent of grades have been 4s. This is the B of other schools.

3: Satisfactory. This student has met basic expectations for understanding core course content. He sometimes can transfer his understanding to novel contexts, but does not do so reliably. His understanding and therefore grades is often inconsistent. Roughly twenty percent of all grades over the last ten years have been 3s. This is the C of other schools.

2: Passing. This student’s understanding of course material has significant gaps. She has great difficulty transferring what she has learned to novel contexts on her own, and may even struggle when given an initial prompt. There is, however, enough understanding of core content to warrant that the student receive credit. This is the D of other schools.

1: No credit. Due to any number of reasons, this student’s understanding of course material is insufficient to earn any credit. 2s and 1s, taken together, have constituted roughly five percent of Wooster grades over the last ten years. This is the F of other schools.

General Description of Effort Grades (E)xcellent: Students who earn this distinction leave no question as to their giving complete effort to their work in and out of the classroom. They actively ask pointed questions in class, seeking to clarify not only their understanding of content but also course learning intentions and success criteria. They actively seek feedback from their teachers and peers - in and outside of class time - and respond accordingly. Their homework is in on time and, if not, they have e-mailed you with an explanation.

(G)ood: Students who earn Good effort grades are indeed working hard, but there is evidence to suggest that they have some more to give. They sometimes miss or avoid opportunities for communication around misunderstanding or homework. They are mostly attentive in class, generally seek feedback both in class and sometimes through e-mail, and ensure their homework is complete on a regular basis and with attention to detail.

(S)atisfactory: Students receiving Satisfactory effort grades put in enough effort to ensure their work is fundamentally complete and generally on time. They are often attentive in class, but can at times slip “offline.” They sometimes will seek feedback about their performance - often in spurts - but are inconsistent in doing so. These students rarely seek help outside of class time, though on occasion they will schedule an appointment, particularly after warning notices.

(F)air: Students earning Fair effort grades do not convince us they are putting in more than the minimum effort needed to get their work off of their minds. Their work is often incomplete, late, and/or messy. They are often passive in their learning experience, choosing most frequently to wait for feedback, as opposed to seeking it out. These students do, however, inconsistently and infrequently engage in their learning process, completing aspects of assignments well and being attentive in class.

(P)oor: Poor is the lowest effort grade given at Wooster. It communicates that a student is essentially not engaged in the learning process and may actively be avoiding it. These students’ homework is almost always late, incomplete, or never received. They have a disposition which indicates that they seemingly do not care about their work. They rarely respond to feedback. In class they can be disruptive, sometimes intentionally.

Effort grades of (G), (S), and (F) can have plusses attached to them, indicating performance at the top of the range.

Effort Honor Roll Students who earn all effort grades of Good or above are awarded distinction on Wooster’s Effort Honor Roll.

Academic Warning and Probation A student earning multiple grades of 2 or failing a course for consecutive trimesters is automatically placed on Academic Warning. A similarly unsatisfactory record of achievement or effort in classes or on exams may also result in Academic Warning at the discretion of the Director of Curriculum and Technology and the Registrar. Removal from Academic Warning or Probation is also at the discretion of the Director of Curriculum and Technology and the Registrar.

A student failing two courses for the first time at the end of any trimester or the end of the year is automatically placed on Academic Probation, which jeopardizes the student’s status at Wooster.

Daily Study Hall Daily study hall is a mandatory, supervised study hall period each day of the school year. Study hall is required in 9​th ​grade for the first semester during all free lettered periods. At the end of the first trimester, 9​th ​grade students who have achieved a record which places them on the Honor Roll (GPA greater than or equal to 4.0, with no grades below 3) and have effort grades that are satisfactory or better in all courses are no longer required to attend daily study hall during their free periods.

Any 9​th ​– 12​th ​grade student who falls into one of the following categories after any marking period will be placed in additional daily study halls at the discretion of the Registrar:

● A student who earns a grade below 3 in a course during a marking period ● A student who receives an effort grade below satisfactory ● A student who has a regular pattern of missing or late homework

At any time, a student may be placed in study halls for demonstrated academic irresponsibility, including plagiarism. A student assigned to daily study halls remains in them until released by the Registrar.

Students in study hall should arrive at the John D. Verdery Library on time, sign in, and wait for the adult proctor to arrive before signing out, if they wish to see a teacher for extra help. Students in study hall should work productively and quietly for the entire period.

Summer Coursework Per summer, students may take up to two courses for Wooster credit at accredited secondary schools. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. The syllabus for a summer course for credit must satisfy the department whose course is supplanted by the summer work. If it is a lab course, sufficient lab work must be included. Presuming that the course does satisfy the department involved, the student will earn credit for the course if the final grade is at least 3, satisfactory, or C. Final grades of “D,” “passing,” “pass,” or the Wooster equivalent of a 2, will not earn credit. If the syllabus is deemed insufficient by the department, the student may still earn credit by taking and earning a grade of 4 or higher on Wooster’s final exam for the given course. (The exception to the immediately preceding rule is a summer science course which does not have sufficient lab work. No Wooster credit can be earned for such a class.) Placement in the next sequential course at the beginning of the year will only be made when an official transcript is received from the summer school or the Wooster exam is taken and the grade reported to the Registrar before the first day of school.

Departmental Descriptions What follows are the descriptions and philosophies of each department at Wooster. We feel that it is valuable for each discipline to explain their overall approach, while acknowledging that each class and each teacher may use a variety of techniques to help students master the skills, knowledge, and dispositions on which they focus. Each class is described in detail in the school’s online Blackbaud course registration process.

Department of World Languages Students in Wooster’s World Language courses focus on increasing their proficiency in language with regard to the four skills of the ACTFL standards: reading, writing, listening, and speaking.

Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to participate aurally, orally, and in written form primarily in Spanish.

Under normal conditions, if a student passes, the progress to the next level of the language is automatic. However, a grade of 2 in a course or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades. One potential outcome of that evaluation is required summer work in the

language and a re-exam in order for the student to be permitted to enroll in the next higher level of the language.

During the 2017-2018 school, we are very excited to introduce a new Deeper Learning Initiative course which will be available to all students who have successfully completed Honors Spanish IV. Students in this course will view, study, and interpret Spanish and Latin American films in Spanish, in order to expand their present knowledge of those people and their cultures. In addition, our students will examine Spanish and Latin American history and culture of these Spanish speaking people in a more in depth manner. This course will also require our students to participate using all forms of communication in the target language: reading, writing, listening, and speaking. Our students have expressed excitement about this course and we are very happy to introduce this very interesting manner of continuing our students’ learning and investigation regarding Spanish language, history, and culture.

Humanities Humanities classes strive to teach students how to ask questions, gather information, organize and evaluate that information and then share it with others in a way that leads to further inquiry. There are a multitude of skills taught in order for the students to engage in this self-perpetuating learning circle, but the essential ones are reading, writing, and conversation. All three skills are taught and refined to help the students improve their thinking. To facilitate this process, Humanities classes implement metacognitive techniques, Visible Thinking routines, as well as student-teacher meetings to review progress towards acquiring these skills.

All students take Humanities I and II, English 11, and English 12, with some participating in the Honors program in the freshman and/or sophomore years and the DLI program in the junior and/or senior years.

Science The Wooster School Science curriculum is designed to provide a student-centered, inquiry-driven, laboratory-based approach to learning that deeply engages students physically and cognitively in all aspects of learning. Our science teachers strive to promote continual growth in students’ skills and thinking dispositions as they move through our diverse program. Equally important, we encourage students to develop a sense of wonder and curiosity about the world around them. Ultimately, we seek to provide a learning environment wherein students actively construct a firsthand understanding of what it means to do science.

Mathematics The mathematics curriculum has been created with the view that growth in the understanding and extension of fundamental ideas is a continuing and ordered process. Course offerings are planned to give students recurring and varied contacts with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular doses of homework give students the practice necessary to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. The department aims to adhere to the standards set forth by the National Council of Teachers of Mathematics.

The core subjects of the mathematics curriculum are Algebra 1, Geometry and Statistics, and Algebra 2. Successful completion of these courses or their honors equivalents is a graduation requirement. Inevitably, there are differences in students’ prior coursework and ability in math. The Registrar and the Mathematics Coordinator place students after examination of recommendations and other records that the school requests in the application process. In some cases, a placement test may be used to suggest proper course selection. Grouping students into regular and honors levels allows the needs of most to be straightforwardly addressed. Some, however, need to move at a different pace, be it slower or faster. Extra help is often required to remediate deficiencies, reinforce key concepts, or fill in any gaps in a student’s background. It can also be effectively used to enrich coursework for those who assimilate information and methods rapidly. If a student manages to exhaust our curricular offerings, independent studies, distance learning, and local college possibilities are available for deeper study of mathematics.

Music The music program at Wooster School offers unique possibilities for exploration and establishes an atmosphere in which students can establish the skills and dispositions of musicians: communication, discipline, creativity, hard work, flexibility, teamwork, and performance skills. Music students can choose from a variety of courses with emphasis on style, music fundamentals, theory, performance techniques, history and listening concepts. Students in performing groups learn to set high standards and to be cooperative and supportive of each other. Participation in musical groups teaches responsibility and gives a sense of achievement. Multiple studies link music study to academic achievement and attribute music to being the key to opening up pathways to creative thinking. The goal of the music program is to enable students to find their own personal musical expression and to set up a foundation for a lifetime of musical enjoyment, whether as a performer or as an educated audience member.

The Music Department offers a variety of courses to fulfill graduation requirements, from performance ensembles to electives in history, music theory and performance, as well as through the

Applied Music program. Since rehearsal time is limited for Chorus and Ensembles, attendance is critical. Course grading will be based on attendance, punctuality, attentiveness, and participation.

Effort is assessed through behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances. The required concert dress code is found in the Community Handbook.

Making and Digital Media In order to fulfil our mission to “prepare each individual for college and a useful life,” we must include a thoughtful vision of the role of technology. It is clear that technology is becoming ever more central to our lives, and as such, it is vital that we seek to understand it. As we strive to create Wooster students who value curiosity, kindness, and the search for truth, we should be preparing them to do this as technologically capable and educated people, as well. Courses in Making and Digital Media allow our students to express themselves in new ways, to see connections between disciplines that were not possible a few years ago, and to learn with their hands as well as their minds.

Theatre Wooster Theatre seeks to engage and challenge both the novice and the aspiring actor, writer, designer, or director. Courses in Acting and Technical Theatre provide practical, real-life training for students to hone their craft while working on productions in the Black Box Theatre. Acting classes are based on the work of Sanford Meisner, who described the foundation of acting as “the reality of doing.” Students are guided through the study and performance of classic and contemporary scenes and plays. Technical Theatre electives immerse students in the world of backstage theatre through the design, creation and performance of Wooster productions. The study and practice of theatre at Wooster provides a nurturing and safe environment for students to discover their place on or offstage, while becoming more engaged, empathetic, creative, and confident human beings.

Art The careful perception of form, line, light, contrast, texture, and color in the world around us is essential to the creation of art. Being able to work with visual information requires exposure to materials, methods, and concepts. Understanding and using creative energy productively requires play and experimentation. The ability to express oneself and to analyze and reflect on one’s work requires courage and the supportive atmosphere of a community that values the individual and the deep thinking necessary to creative endeavor.

Courses in the various media outlined below provide exposure to materials and practice in methods while honing perception, nurturing creativity, encouraging self-expression and collaboration, and clearing time for reflection.

All art courses are for credit and are graded according to the following criteria: ● Meeting the requirements of individual assignments ● Thoroughness ● Investment of consistent effort ● Willingness to explore new possibilities ● Attentiveness ● Demonstration of independent work habits ● Participation

Art Electives/Intensives are for credit. Courses may have a final project to complete before a grade can be given. Number and letter grades will be elucidated in the progress reports. Assessment strategies may include observation of students, group discussion and response, discussion with individual students of work in progress, written responses, and written self-evaluations.

Materials are provided unless otherwise indicated.

In addition, juniors and seniors interested in developing a portfolio may sign up for Portfolio Preparation: tutorial sessions will be scheduled during the school day with the Department Chair or any of the Wooster School art teachers.