Middle School Course of Study 2021-2022

Middle School 2021 - 2022 Course of Study

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Table of Contents Introduction

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Course Sequence

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Course Registration

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Extra Help and Tutoring

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Bridge Program

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Departmental Overviews & Course Descriptions English Health History Mathematics Performing Arts Science Technology, Making, & Design Visual Arts World Languages

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Athletics

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Introduction Wooster’s Middle School curriculum is designed to provide students opportunities to develop the skills, dispositions, and knowledge for Upper School and beyond. Consistent with the developmental needs of this age group, we intentionally create opportunities for students to safely explore new passions, new ideas, and new identities. We offer a broad and diverse array of challenging classes that strengthen students’ core skills and help them solidify the base that will be further entrenched in Upper School. First and foremost, our curriculum aims to teach students how to learn, think, and communicate, understanding these foundational skills to be essential to the development of lifelong learners.

Course Sequence The following is an overview of the Middle School curriculum. Course descriptions and departmental philosophy can be found later in this document.

English

English 5: Foundations in Reading & Writing English 6: The Writer & Reader in You English 7: Collaborative Reading & Writing English 8: Literacy to Change Our World

Health

Health 5 Health 6 Health 7 Health 8

History

History: Citizenship, Geography, and Moments World Geography: People, Places, & Interactions World Cultures: Archaeology, Ancient Cultures, and People Today American History: Topics, Trends, & Turbulence

Mathematics

Math 5: Foundations in Mathematics Math 6: Arithmetic to Algebra Math 7: Strengthening Algebraic Thought Introduction to Algebra Algebra 1 Geometry

Performing Arts

Chamber Ensemble Rock Band Percussion Ensemble Introduction to Band Band MS Glee Club MS Chamber Choir 3

Science

Energy Science Physical Science Life Science Earth and Space Science

Technology, Making, and Design

Makerspace 5: Creativity Makerspace 6: Design Thinking Makerspace 7: Digital Media Makerspace 8: Introduction to Programming

Visual Arts

Art 5: Art Foundations Art 6: Explorations in Media Art 7: Collecting Ideas Art 8: The Artist’s Story

World Language

Spanish 5 Spanish 6 Spanish 7 Spanish 8

Course Registration Every spring, Wooster conducts school-wide course registration. This generally occurs in April or May and is completed via the School’s course management software, OnCampus. We send ample notification and directions at the time of course registration so everyone has the information needed to enroll. Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. The School reserves the right to cancel or limit enrollment in any course listed.

Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers. If more support is needed, 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.

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Bridge Program The Bridge Program is an academic remediation and support program designed to provide students the tools and skills necessary to be successful in school and as lifelong learners. All Middle School Bridge students meet with their Bridge teachers outside the typical learning environment in a Bridge Support course for re-teaching, skill-based learning opportunities, and executive functioning reinforcement -- as related to the specific learning goals of their academic disciplines. Bridge teachers collaborate with core academic teachers regularly, manage each Bridge student’s Wooster Educational Plan, and serve as a liaison between school and home on all academic matters of the students’ experience.

6th & 7th Grades In the 6th and 7th grades, Middle School Bridge students participate in mainstream courses for math, science, history, and co-curriculars. Bridge Literacy courses are available for Bridge students who require an additional layer of academic remediation.

8th Grade By design and in preparation for Upper School, students in the 8th-grade model are fully mainstreamed. Bridge teachers push into the classrooms of the core disciplines to provide direct services in the classroom, and work with students outside those classrooms in a support setting.

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Departmental Overviews & Course Descriptions English The middle school English 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 selfperpetuating 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, English classes implement metacognitive techniques, Visible Thinking routines, as well as studentteacher meetings to review progress.

English 5: Foundations in Reading & Writing 3.0 credits AY 5 The Reader’s and Writer’s Workshop model structures the learning in English 5. The Reading Workshop is uninterrupted time for students to read, think and converse about authentic literature on a daily basis. Students focus on growing their reading stamina as part of the transition into a middle school environment. The Writing Workshop allows students to engage in daily, authentic, self-selected independent writing in a variety of genres and content areas. Students also have the opportunity to focus on mechanics, grammar, and vocabulary while conferencing with the teacher in small groupings. When possible, the reading and writing taking place in English 5 connects to the learning happening in social studies.

English 6: The Writer and Reader in You 3.0 credits AY 6 Reading, writing, listening, and speaking comprise the most important skill sets we need to have to be successful in today’s world. In Reader’s Workshop, students will read books as a class and independently. In all reading endeavors, our goals are to foster a love of reading, deepen students’ understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop, students will deepen their understanding of narrative and informative writing and respond to literature in a variety of ways, including participating in class discussion and crafting written reflections. Vocabulary and grammar will be embedded throughout the year.

English 7: Collaborative Reading & Writing 3.0 credits AY 7 English 7 continues to develop students’ skills related to reading, writing, listening and speaking via Reader’s and Writer’s Workshop. Students will read books as a class and independently to foster a love of reading, deepen their understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop students will respond to literature in a variety of ways, including participating in class discussions, crafting written reflections, composing argument, research and informative pieces. Students’ understanding of language is enhanced through the study of grammar and vocabulary which will be embedded throughout workshop lessons.

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English 8: Literacy to Change Our World 3.0 credits AY 8 Students read various genres and practice active reading strategies with multicultural short stories, whole class novels, independent reading, and poetry. Eighth graders apply elements of the writer's craft to both informal and formal writing pieces: informative, argument and narrative writing. Using the Reader’s & Writer’s Workshop model, students will also write structured pieces such as literary and persuasive essays, with a deeper focus on argument and research. Throughout the year, students work independently and collaboratively, within the classroom and digitally. They continue building on and reinforcing their foundation of grammar usage, syntax, mechanics, and word study. While focusing on the core dispositions of empathy, responsibility, independence, and resilience, students will hone their reading, writing, thinking, organization, time management, and collaboration skills

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Health Health 5, 6, 7, 8 0.75 credits AY 5-8 The Wooster Health curriculum is a planned program of learning experiences which motivate and prepare students to promote and ensure the quality of individual, family, and community health. The Health program enables students to grow in self-awareness and to develop skills for effective decision making. The program is responsive to student-generated concerns and increases knowledge of health issues, while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home.

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History History: Citizenship, Geography, and Moments 3.0 credits AY 5 The fifth grade social studies curriculum involves the study of citizenship, geography, and historical moments. The skills stressed are the skills that students need to continue to develop as a middle schooler: reading, writing, note-taking and questioning. The course will combine both United States History and Global Studies with one historical theme per trimester. Current events will be included as an integral part of the curriculum.

World Geography: People, Places & Interactions 3.0 credits AY 6 The sixth-grade curriculum involves the study of world geography and how people live. The skills stressed are those that students need to be successful: reading comprehension, answering questions, writing essays and analyzing information. Current Events are an integral part of the curriculum; students will read articles as part of their preparation for class activities, including summarization and interpretation. Note-taking and properly answering questions are important parts of the sixthgrade curriculum. These skills will be taught and stressed throughout the year.

World Cultures: Archeology, Ancient Cultures & People Today 3.0 credits AY 7 The seventh-grade curriculum involves the study of anthropology, ancient history, and the world today. The skills stressed are those that students need to be successful: reading comprehension, answering questions, writing essays and analyzing information. Current Events is an integral part of the curriculum; students will read articles as part of their preparation for class activities, including summarization and interpretation. These skills will be taught and stressed throughout the year.

American History: Topics, Trends & Turbulence 3.0 credits AY 8 This course focuses on one major historical theme per trimester: in the fall, government and politics; in the winter, war and conflict; in the spring cultural shifts. The material presented as part of each theme is structured to cover relevant historical events, the context in which the event took place, the motivation of the primary decision-makers, and the impact of those decisions on future generations of Americans. Further, the course examines and analyzes how the “social pendulum,” which identifies the country’s cultural mood and social conscience, is in constant motion and continually influences the priorities of the American people.

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Mathematics We have created our curriculum with the view that growth in the understanding of fundamental mathematical ideas is a continuing and ordered process. We plan course offerings to give students recurring and varied contact with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular homework provides 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.

Embedded Honors

Students sometimes don’t recognize their zest for more challenging mathematical thinking until they are actively engaged in deeper problem-solving experiences. With that in mind, our Algebra 1 and Geometry courses offer an opt-in, Honors component for passionate and motivated students to dig deeper. Following the successful completion of basic course requirements, students may choose to pursue additional learning intentions and associated problem sets to expand their experience in Algebra 1 or Geometry. Successful completion of this embedded work, manifest via an Honors portfolio, earns students Honors distinction on their transcript.

Math 5: Foundations in Mathematics 3.0 credits AY 5 In Math 5, students explore complex mathematical operations and apply concepts to real-world problems. Within the course, students will sharpen computational skills, expand facility with fraction and decimal operations, and explore the concepts of ratio, proportion, and percents. Through all of this learning, there is an emphasis on developing number fluency and number sense. By the end of this course, students are ready to begin algebraic investigations, which characterize the middle school mathematics experience.

Math 6: Arithmetic to Algebra 3.0 credits AY 6 This course serves as a bridge from arithmetic to algebra, reviewing foundational mathematics while offering exposure to algebraic concepts. While grappling with these topics, students develop learning strategies to support their investigation of mathematics. Students in this course engage in myriad activities aimed at creating enriching experiences that foster an appreciation for mathematics as well as learning. Upon completion of Math 6, students who demonstrate mastery of the curriculum enroll in Introduction to Algebra. Students who would benefit from additional opportunities to explore Math 6 concepts enroll in Math 7.

Math 7: Strengthening Algebraic Thought 3.0 credits AY 7 This course is a pre-algebra course, the primary purpose of which is to prepare students to begin studying Introduction to Algebra in the following year. Much of the curriculum is dedicated to building both math skills and student confidence. Strengthening basic math skills at a measured pace affords each student the ability to develop confidence in their abilities to execute those skills when they need to be applied to the complex, abstract concepts that they will see in Introduction to Algebra. Throughout the year, great emphasis is placed on the ability to show evidence of logical thinking on the page. Showing work and being clear in responses is an essential aspect of the work.

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Introduction to Algebra 3.0 credits AY 6-8 As the course name suggests, this class introduces students to core concepts within algebra. Main topics within Introduction to Algebra include: working with positive and negative numbers, simplifying algebraic expressions, solving equations, graphing linear equations, and solving systems of equations. While exploring these ideas, students develop problem-solving skills, moving away from an algorithmic approach to mathematics. The focus is on understanding rather than memorizing “steps.”

Algebra 1 3.0 credits AY 7-8 Prerequisite: Introduction to Algebra This course introduces foundational algebraic concepts including linear equations in one and two variables; systems of equations and inequalities; manipulation of monomials, binomials and polynomials; factoring; graphing lines and parabolas; direct and indirect variation; rules of exponents; and rational functions. While exploring these topics, students strengthen their ability to think mathematically and develop mathematical learning strategies. Algebra 1 students engage in interactive, hands on, reflective, observational, analytical, and multimedia activities to create an enriching and fulfilling educational experience and foster an appreciation for mathematics.

(Honors) Geometry 3.0 credits AY 8 Prerequisite: Algebra 1 This course centers around Euclidean geometry on the coordinate plane and also considers geometry in three dimensions. Among other things, we will learn about angles, areas, volumes, circles, triangles, similarity, and basic trigonometry. We will learn how to prove conjectures with logical arguments to support our assertions. When appropriate, this course integrates hands-on activities such as constructions using a compass and straightedge. The embedded honors component of this course emphasizes geometric proof and may include geometry on spherical and hyperbolic surfaces, as well as challenging "puzzle" problems.

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Performing Arts “The true purpose of arts education is not necessarily to create more professional dancers or artists.

[It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. Neuroscience shows that singing in a group releases endorphins and oxytocin, reducing stress and producing feelings of happiness, regardless of the singer’s skill. The performing arts program contributes to the culture and community of the arts through, music ensembles, electives, and theatrical productions.

Course grading is based on displayed understanding and application - in class and at home - of musical/theatrical concepts (competencies) and public performances. 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 and will be communicated in advance. The required concert dress code is found in the Community Handbook.

Requirements All 5th - 8th grade students are required to participate in one of the music ensembles described below. Enrollment in any ensemble is at the discretion of the director and may require an audition to ensure the best placement for the student.

Additional Opportunities for Exploration in the Arts

Students may participate in our Applied Instrumental Music Program, wherein they can study privately with an instructor for an additional fee. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org.

Chamber Ensemble 1.0 credit AY 5-8 This ensemble is primarily a strings group but can expand to include winds and brass. Note: pianists are no longer allowed to participate in Chamber Ensemble. Performance of classical music is the group's primary focus, but we incorporate lighter selections as well. Because of the repertoire demands, any student wishing to be in this group is encouraged to study their instrument privately. Students considering joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Enrollment in this course requires permission from the instructor and may involve an audition.

Rock Band 1.0 credit AY 6-8 Rock Band is open to students who study guitar, bass, piano, and drums. The music performed varies but in general covers the many subgenres of rock and modern popular music. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference.

Instrumentalists should have at least one year of private music instruction and should be studying privately through the duration of the class. We teach improvisation, chord chart interpretation, and rhythm section techniques. The group will perform throughout the year, at concerts and other events.

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Percussion Ensemble 1.0 credit AY 6-8 Students will get hands-on experience playing the djembe and other hand percussion. The class will get familiar with African, Brazilian and Latin rhythms. We’ll listen to world music and break down the percussion parts. The class will also study basic rhythmic notation and form a cohesive ensemble. We will also explore the different methods involved in playing these styles: call and response; theme and variation; and soloing.

Introduction to Band 1.0 credit AY 5-6 Introduction to Band is designed to introduce students to instrumental ensemble playing. Students may choose between traditional woodwind and brass, or common rock/pop instruments such as drum kit, piano, guitar, and bass. Throughout the year, students will learn techniques specific to their instrument of choice while becoming musically literate with emphasis on notes, rhythm, and expression. Daily practice is expected.

Band 1.0 credit AY 6-8 This is a course meant for students with at least one year of band experience. Instrumentalists will continue to build on skills learned in the beginning band and will look to expand their range, adding more complex rhythms and overall more challenging musical material. In this course, some students may choose to switch to oboe, French horn, baritone, or tuba with director permission.

MS Glee Club 1.0 credit AY 5-8 MS Glee Club provides a musical foundation, love of singing and familiarity with everyone’s own natural instrument, their own voice. Via a fun and interactive process, students will sing from the vast canon of vocal repertoire as well as pop and Broadway songs, while learning correct vocal technique, music fundamentals, and performance skills. Chorus performs in both the Winter and Spring concerts, thereby developing skills of confidence and poise. Written and oral assessments will track students’ musical progress as they become musically literate and expressive singers.

MS Chamber Choir 1.0 credit AY 6-8 MS Chamber Choir offers 6th, 7th and 8th Grade students the opportunity to strengthen their musical foundation and prepares them for singing in an Upper School chorus. Music literacy is continually stressed, with students reading their music from a vocal score and singing in 3-part harmony. The selection, preparation, and performance of music highlights students’ mastery of these skills. Students will gain poise and self-confidence as well as develop the musical skills for a lifetime of musical enjoyment through the participation in chorus.

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Science “If it isn’t hands-on, it isn’t science.” This maxim underscores our Middle School science curriculum. Our faculty combines their real-world experience with a passion for incorporating openquestion research into students’ experiences. Developing a basic understanding of inquiry, research, the scientific method, and articulation of that knowledge in the written and spoken word and using digital media, are core departmental goals.

Energy Science 3.0 credits AY 5 This course focuses on energy transfer. The first trimester explores how energy flows into an ecosystem through photosynthesis and emphasizes food webs. While exploring ecosystems, Natural Selection, physical and behavioral adaptations, and Darwinism are woven into the lessons. Students do hands-on explorations of the ecosystems available here on campus and learn about stream, pond, and forest ecosystems. The winter trimester switches to physical energy. Newton’s Laws, potential and kinetic energy, and gravity are taught with hands-on physics labs and engineering challenges.

The spring trimester bridges their physics knowledge to the solar system. We learn about asteroids and comets, moons, and the planets that orbit our star, the sun.

Physical Science 3.0 credits AY 6 The ocean defines and dominates everything about our planet. It covers most of our earth, is home to most of the life here, regulates our weather and climate, provides most of our oxygen, and feeds much of the human population. In 6th-grade science students explore our oceans through a collection of hands-on/minds-on activities focusing on physical, geological, and biological concepts that are fundamental in ocean science. Using a problem-solving approach students are exposed to key concepts including density, pressure, buoyancy, energy, climate change, ocean acidification, and overfishing. The curriculum features hands-on learning, experiments, scientific inquiry skills and data explorations.

Life Science 3.0 credits AY 7 This course introduces students to the world of Life Science using a holistic approach. In the fall, the focus is on the characteristics of life as well as cell structure and function. In the winter, the focus shifts to plant life and animal structure and function. In the spring, students study ecology through a wide range of hands-on experiences in the outdoor classroom. Throughout each theme, connections are made to the relationships that exist between and among living organisms and the environment. Regular use of microscopes and other basic lab equipment encourages students to engage and participate in investigation and inquiry.

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Earth and Space Science 3.0 credits AY 8 Earth Science explores the natural history and processes that influence the lives of students on a daily basis. Through reading, discussion, research, writing, and outdoor exploration, students are encouraged to relate global phenomena to local experiences. The primary areas of focus include: methods of scientific inquiry and ‘scientific thinking’; the composition of matter; the Earth, Sun, and Moon system; solar system exploration; stellar history, influence, and exploration; atmospheric dynamics and meteorology; oceanic circulation; landscape formation and plate tectonics. Within these areas, emphasis is placed on developing analytical dispositions and student skills that support the assimilation and expression of understanding.

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Technology, Making, & Design In order to fulfill 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 develop Wooster students who value curiosity, kindness, and the search for truth, we prepare them to do this as technologically capable and educated people, as well. Courses in Technology, Design, and Making 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.

Makerspace 5: Creativity 0.75 credits AY 5 The Makerspace 5 experience combines collaboration, design, engineering, and fabrication. Students will have the opportunity to gather to create, invent, and learn through the use of various technologies and tools. The overall focus is on introducing students to the vast possibilities that exist within the makerspace environment while fostering imagination, invention, and creativity. When possible, coursework and experiences within Makerspace 5 will connect to project-based learning experiences happening within other content areas. This course meets once a week.

Makerspace 6: Design Thinking 0.75 credits AY 6 Through a blend of play and design, Makerspace 6 teaches strategies for innovative problem-solving via the design thinking process. Design thinking is a human-centered approach to creative thinking and problem solving. In this foundational makerspace course, students will identify problems, brainstorm, and prototype solutions while engaging in real-world, project-based, hands-on learning experiences. When possible, coursework and experiences within Makerspace 6 will connect to project-based learning experiences happening within other content areas. This course meets once a week.

Makerspace 7: Digital Media 1.5 credits AY 7 Makerspace 7 offers students hands-on experiences with a variety of digital tools while leveraging problem solving skills and the design thinking process introduced in earlier coursework. Following a student-centered approach, the possibilities are vast, ranging from graphic design, animation, audio production, video production, and web design. When possible, coursework and experiences within Makerspace 7 will connect to project-based learning experiences happening within other content areas. This course meets twice a week.

Makerspace 8: Introduction to Programming 1.5 credits AY 8 The culminating makerspace experience in the middle school program, Makerspace 8 will introduce students to the engineering concepts behind electrical circuits, electronics, and the robots that are increasingly a part of our lives. Topics of study will include programming, sensors, hydraulics, mechanics, and the design engineering process whereby “failure” is a normal stepping stone on the road to success. When possible, coursework and experiences within Makerspace 8 will connect to project-based learning experiences happening within other content areas. This course meets twice a week.

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Visual Arts Art in the Middle School is designed to foster the skills and dispositions necessary to creative thinking, encourage active problem-solving, and increase confidence in expressing original ideas.

Students gain deeper knowledge of the elements and principles of art, learn to assimilate art historical information into their work, delve into personal expression, engage in collaboration, and gain experience in the conception, planning, and execution of multi-layered projects. Projects are designed to allow for maximum creative variability while advancing skills in particular media. The overriding goal is to maintain a high level of motivation and enthusiasm for all aspects of the creative process.

Art 5: Art Foundations 1.0 credit AY 5 Fifth grade art students build upon the skills and dispositions developed throughout their lower school years. They are familiar with most art materials and are ready to learn more sophisticated techniques and concepts such as metaphor and social significance in art, use art terms, and implement instructions and their own research to span an entire project. The fifth grade program teaches the elements of art through personal storytelling and curriculum-related subject matter in history, social studies, and science. Children become familiar with the artwork of different cultures through an introduction to the Art Link program, and learn to use their expanding visual vocabulary in order to communicate their own stories and deepen their understanding of the life experiences of others through their art.

Art 6: Explorations in Media 1.0 credit AY 6 Art in the Sixth Grade builds upon the discoveries made in Lower School as the students continue to experiment, invent, play, wonder, and create with a variety of media. In addition, they will grow their sense of independence, responsibility, pride, and ownership of the studio environment, while celebrating themselves as individual thinkers and observers of the world. Students learn how to research and compile visual references and materials for their projects from books as well as digital resources. In addition to creating personal portfolios of work, student work is exhibited upon the conclusion of the course.

Art 7: Collecting Ideas 1.0 credit AY 7 In Seventh Grade, students continue to develop their skills in different media and explore the fundamental concepts of art. Through continued practice and experimentation in drawing, painting, collage, and sculpture, students gain insight into their imagination and achieve greater selfconfidence in visual expression. Assignments are more complex than in Art Foundations, necessitating deeper thinking and greater self-discipline. Most major projects include an art history component as well as some written work relating to class content, vocabulary, and self-assessment

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Art 8: The Artist’s Story 1.0 credit AY 8 The eighth grade year finishes the students' preparation for art classes in the Upper School. Students use a wide range of media, working toward age-appropriate mastery of basic skills and techniques and the fundamental concepts of art while developing the capacity to think creatively, forming original ideas and solving problems. Projects are more complex than in previous years: they incorporate new as well as previously learned technical skills; they involve assimilating art historical information into a personal expression of the style or period; they are often multi-layered, incorporating different media and many stages from inception to completion.

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World Languages Students in Wooster’s World Language courses focus on increasing proficiency with regard to the four skills of the American Council on Teaching of Foreign Languages (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 in Spanish. Wooster also utilizes a selfguided program provided by Rosetta Stone to both enhance and support language learners. Students can learn at their own pace and review previous units, the parts of which help students build onto the next.

Under normal conditions, if a student passes, progress to the next level of the language is automatic.

However, a grade of 2 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 level of the language.

Spanish 5 3.0 credits AY 5 In Spanish 5, students will begin making cultural connections and learning how to speak and create simple sentences in the target language. Students will begin their foundation in interpretive communication (reading, viewing, listening); interpersonal communication, and presentational communication (writing, speaking). Students will also be introduced to Spanish-speaking countries to begin the relationship between language and culture. Many group and pair activities help students practice simple communication in Spanish. Songs, skits, and cultural events enrich the formal study of world languages and make it fun as well as informative. Using the Rosetta Stone program, which is paired with traditional classroom teaching, students can review and practice vocabulary and grammar both at school and at home in a self-paced manner.

Spanish 6 3.0 credits AY 6 In Spanish 6, students will continue their studies in the target language through the introduction of ACTFL. Students will further expand their learning in interpretive communication (reading, viewing, listening); interpersonal communication, and presentational communication (writing, speaking).

Students will take their previously acquired knowledge of Spanish-speaking countries and create presentations in the target language. Songs, skits, and cultural events will be a continued practice at this level to guide students in simple conversational Spanish. The Rosetta Stone program will be a useful tool to guide students both at school and at home in a self-paced manner to prepare them for 7th grade Spanish.

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Spanish 7 3.0 credits AY 7 In Spanish 7, students are expected to follow the guidelines established by ACTFL to continue to grow in the Spanish classroom. Students are expected to communicate in the language with emphasis on interpretive communication (reading, viewing, listening) and presentational communication (writing, speaking), whenever possible. Students continue to develop their aural and oral skills through presentational communication (writing, speaking), focusing on the phonetics of the language to aid in spelling and pronunciation. Students also continue to gain cultural knowledge of Spanish-speaking regions and accentuate the relationship between language and culture. Finally, the Rosetta Stone program allows for students to review grammar and vocabulary learned in previous units, strengthening a comprehensive set of skills that will prepare them for 8th grade Spanish.

Spanish 8 3.0 credits AY 8 In Spanish 8, students continue their studies at the novice level, and aim to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students refer to guidelines established by ACTFL, which are a description of what individuals can do in speaking, writing, listening, and reading in real-world situations in a spontaneous context. Students in Spanish 8 will be expected to advance from the novice-low through the novice-mid or novice-high levels. Successful completion of Spanish 8 leads to placement in Spanish II in Upper School. While the Rosetta Stone program is less of a pillar within Spanish 8, students have access to it for review of past material or units that are particularly challenging. In addition, students that are new to Wooster School can use Rosetta Stone to fill in gaps in their knowledge.

College Preparation: Language & Culture (CPLC) 3.0 credits AY 8 CPLC is a mandatory course for all International Students at Wooster. The course focuses primarily on the development of students’ language skills of reading, writing, listening, and speaking, and is leveled according to ability. Additionally, the course focuses on editing writing for outside academic classes. American history and culture are also covered, particularly as they are relevant to attending college in the United States.

Spanish I and Spanish II 3.0 credits AY 6-8 Occasionally, students come to our Middle School with advanced Spanish language skills. In instances like this, we have students take a placement test to ascertain if they would be better served in a higher level course, which sometimes is beyond the scope of the Middle School curriculum. In some instances, this may mean attempting to schedule that student in an Upper School course such as Spanish I or Spanish II. Important to note is that, in doing this, there are sometimes impacts on the student’s other Middle School curriculum.

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Athletics The Athletics Program at Wooster is an extension of the classroom. We use the playing fields, courts, rinks, and gyms to provide our student-athletes with opportunities to challenge themselves, work as a team, learn life lessons, and have fun. We believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care.

Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity.

Our athletic program strives to balance the needs of serious athletes who hope to play at the varsity level in our Upper School with those who wish to participate to stay in shape or for the sake of participation. In Middle School, our focus begins with skill development. No matter the athlete's ability, we aim to provide meaningful opportunities. Whether that be at the intramural, intermediate, or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals. Prior to officially offering lower level and intramural options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest.

FALL

WINTER

SPRING

Team Sports

Team Sports

Team Sports

Girls’ Soccer

Girls’ Basketball

Girls’ Lacrosse

Girls’ Volleyball

Boys’ Basketball

Coed Tennis

Boys’ Soccer

Coed Ice Hockey

Boys’ Lacrosse

Additional cost.

Coed Cross Country

Coed Cross Country

Physical Activities

Physical Activities

Physical Activities

Fitness

Fitness

Fitness

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