Upper School Course of Study 2022-2023

Wooster School Upper School 2022 - 2023 Course of Study

1

Introduction

4

Graduation Requirements

4

Special Programs & Partnerships

6

Senior Independent Study (SIS)

6

Independent Study

6

Global Online Academy

6

One Schoolhouse

7

Course Load Requirements and Selection

7

Honors and the Deep Learning Initiative

8

Deep Learning Initiative Entrance Criteria

8

Honors Entrance Criteria

9

Extra Help and Tutoring

9

Bridge Program

9

Daily Study Hall

10

Summer Coursework

10

Departmental Overviews & Course Descriptions

10

Humanities

12

English

12

History

16

STEM

18

Science

18

Mathematics

20

Technology, Making & Design

24

World Languages

26

Performing Arts

29

Music

29

Theater

32

Visual Arts

34

Academic Day Offerings

34

Monday Afternoon Art Offerings

36

Art Intensive Offerings

37 2

Social Science

39

Student Life

40

Health

41

Trimester Electives Matrix

42

Athletics

43

Afternoon Activities

44

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Introduction Wooster’s Upper School curriculum provides students myriad pathways to develop the skills, dispositions, and knowledge they will need in college and life. Our ninth and tenth grade program is a largely common core curriculum designed to strengthen students’ foundational skills. Eleventh and twelfth grade curricula are framed by greater choice and increased depth. Regardless of age or grade level, our curriculum is intended to teach students how to learn, think, and communicate. These are the fundamental skills upon which they will become lifelong learners and best be able to adapt to an evolving world.

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); and (2) Fulfilled the course requirements within each department; and (3) Successfully completed a minimum of 5.0 credits per trimester AND 59.5 credits of required coursework by the end of senior year; and (4) Successfully fulfilled the afternoon activities requirements; and (5) Successfully completed a Senior Independent Study (SIS).

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Course Requirements

The table below outlines the required courses and credit load for each discipline.

Students need the following to qualify for a diploma: Discipline

Credits

Required Coursework

English

12

Humanities I Humanities II

History

9

Humanities I Humanities II US History

World Language *

9 credits OR completion of Spanish III / Conversational Spanish *Unless carrying a language waiver.

Mathematics

9

Algebra 1 Geometry Algebra 2

Science

9

Physics Biology Chemistry

Co-Curricular

7

Courses that satisfy this requirement pull from the following disciplines: ● Performing Arts ● Visual Arts ● Technology, Making, & Design

Health Student Life

0.5 4

Health 9 Junior Seminar Senior Seminar

The total number of credits required for graduation is 59.5, which is the sum of the departmental minima. When choosing courses, students are encouraged to make decisions based on their interests and qualifications.

Permission from the Coordinator of Academic Operations is required to change or withdraw from a course.

Normally, course credit is granted to entering students for successful completion of equivalent courses taken at other accredited schools. In collaboration with Departmental Coordinators, the Coordinator of Academic Operations will determine whether those courses fulfill Wooster’s requirements and the balance of courses each new student needs to fulfill graduation requirements.

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Special Programs & Partnerships Senior Independent Study (SIS)

The Senior Independent Study (SIS) is Wooster’s program in experiential education. Begun in 1968, the program has thrived 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 weeks of senior year. Students are required to keep journals, write 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 Students may study and receive Pass/Fail 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. Wooster regards all independent studies as enrichment and thus all are for Pass/Fail credit only. Detailed, written proposals are required for all independent studies. Interested students should obtain the independent study proposal form, complete it with their faculty sponsor, and submit it to the Coordinator of Academic Operations and Director of Curriculum. Students should note that Independent Studies are not guaranteed, must be approved, and are dependent on faculty availability and supervision.

Global Online Academy During the school year

Wooster is pleased to partner with Global Online Academy (GOA), a forward-thinking and learnercentered online school and thought partner. GOA offers competency-based courses rooted in providing students opportunities to deepen and discover their passions.

Please note: ● Students in grades 9-12 may apply to enroll in any of the computer science courses offered through GOA. All other GOA courses are restricted to juniors and seniors. ● For any student, GOA courses must be a sixth course: in addition to the 5.0 credits required to be a full-time student at Wooster School. ● For seniors, a full-year (or two semester-long) Humanities-focused GOA course may satisfy the English requirement. ● All students must submit an application to register for a GOA course. ● Enrollment in a GOA course is not guaranteed until confirmed by our Site Directors. ● Cost for GOA courses during the year is included in Wooster tuition.

To review GOA’s course catalog, please click here. Application and registration is handled via Wooster’s GOA Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Please see here for further information concerning our partnership with GOA and our application process.

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Summer

Global Online Academy has an annual summer session. They offer approximately 15-20 courses per summer, most of which are enrichment-based. At present, they also offer credit-bearing versions of Spanish I and Geometry, which can be remediative or potentially accelerate a student’s course of study.

Because Wooster School is a member of GOA’s consortium, our students are able to access these courses at the discounted rate. Interested students should first take a look at GOA’s summer course catalog and FAQ. They then should directly register themselves via the GOA website and confirm that registration with our Site Director.

One Schoolhouse

Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. Enrollment in a One Schoolhouse language course may count toward the world language graduation requirement at Wooster School. This coursework will be reflected on the Wooster School transcript and does count towards the 5-course minimum enrollment requirement at Wooster School.

To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Please see here for further information concerning our partnership with One Schoolhouse and our application process.

Course Load Requirements and Selection The school year is divided into three trimesters which are approximately eleven weeks in duration.

The required course load is five letter period courses, with a minimum of four taken from the core disciplines (English, History, World Language, Mathematics, and Science). A student may enroll in more than the required number of courses with the permission of the Coordinator of Academic Operations and Director of Curriculum. In general, for yearlong courses, 3 credits are awarded upon successful completion of the entire year’s work. The credit load for elective courses varies depending upon the frequency of class meetings per week.

Course Selection Every spring, Wooster conducts school-wide course registration. This process begins with a divisional assembly wherein the following year’s Course of Study is reviewed with all students, faculty, advisors, and administration. Thereafter, online course registration opens via onCampus, during which students digitally submit their course requests. Following the close of registration, all requests are reviewed by the departments and administration to ensure students have selected the appropriate number of offerings and are on track to complete graduation requirements. Review is also specifically made of Honors and DLI requests, both in the context of school capacity and the students’ academic records.

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Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. While every attempt is made to honor students’ requests - with seniors receiving priority in the process - scheduling does not always permit this, so considering alternatives is wise.

This is particularly true for trimester electives, which receive less priority in the scheduling process and therefore are less likely to be fulfilled. The school reserves the right to cancel or limit enrollment in any course listed.

Honors and the Deep Learning Initiative Students who develop a strong foundation in one or more disciplines may opt to pursue honors or advanced courses leading to enrollment in Deep Learning Initiative courses. This is usually accomplished by students demonstrating capacity for such study via their coursework. 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.

Deep Learning Initiative Entrance Criteria

DLI courses are Wooster’s highest-level academic opportunities. These courses ask students to take a deep dive into a particular content area of study and begin to apply the foundational skills, dispositions, and knowledge they have cultivated and demonstrated success within their earlier academic journeys. Core to the DLI experience are the following: ● ● ● ● ● ● ● ●

In-depth reading/analysis Lecture and 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

Students who wish to enroll in a DLI course must show a sustained record of curious and intellectual learning as well as a high level of motivation. 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 registration, students who wish to be considered for enrollment may preliminarily sign up for DLI courses. All students signing up must have the approval of their current teacher, who is asked to assess the student’s fundamental student skills predicated on demonstrated behaviors that year. Course signups are then vetted departmentally and administratively. In an instance where a request is not approved, a student may appeal the decision in writing. This appeal is presented first to the recommending teacher in an attempt to address the concern. If unsuccessful, it proceeds to the Department Coordinator and then the Director of Curriculum.

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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 require a teacher recommendation and the approval of the Coordinator of the appropriate curricular area. In some departments and courses, the honors component of the coursework is embedded and the honors designation is earned through the completion of an honors portfolio. See the departmental descriptions below for specifics.

Math

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.

Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers, and also our tutoring center. 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 an at-cost tutoring system in place.

Bridge Program The Bridge Program follows a coordinated service model and provides students with the skills to be successful in their academic endeavors through a gradual release approach. Through collaborative consultation, classroom instruction, and personalization, Bridge Program teachers and students partner together to build executive functioning skills and further develop competencies related to the specific learning goals of their academic classes. Bridge Program teachers manage each student’s Wooster Educational Plan and serve as liaison between parents, school, and other collateral contacts (i.e. school districts and educational consultants).

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Daily Study Hall Daily study hall is a supervised study hall period each day of the school year. Students who fall into one of the following categories may be placed into daily study halls: ● ● ●

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 until released by the Division Director in conjunction with the Dean.

Students in study hall should work productively and quietly for the entire period. After signing in with the study hall proctor, students have the option to use this time to meet with a teacher for extra help, if desired.

Summer Coursework Per summer, students may take up to two courses for Wooster credit. A maximum of four courses over the Upper School career may count toward Wooster graduation requirements. Students that pursue this option must obtain permission from the Department Coordinator. The syllabus for a summer course for credit must satisfy the Department Coordinator. 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. 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. Students interested in summer work should contact the relevant Departmental Coordinator for further information as soon as possible in the school year. Summer coursework does not appear on the official Wooster transcript.

Departmental Overviews & Course Descriptions All course descriptions below are arranged in the following format: Course Title Credit Value

Season(s) course runs

Grade levels which may register

AY = All year F = Fall W = Winter S = Spring

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Note that most yearlong courses are worth three credits, while most trimester-long courses are worth between 0.5 - 1.0 credits. Credit value is relevant in the fulfillment of the co-curricular requirement (see above in Graduation Requirements) and GPA calculation. Briefly, the more credit value, the more impact a course grade has on GPA.

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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.

English is a four-year requirement at Wooster School, and all students take Humanities I and II, and an English course in Junior and Senior years. Note that seniors may fulfill this requirement via a Global Online course. (See above as to our policies and further information.)

Embedded Honors Students often do not realize their own level of interest in and passion for the Humanities until they are actively engaged in the work of learning about it. That in mind, our Humanities I and II courses offer an opt-in, Honors element for passionate and motivated students to delve deeper. Following initial work in the first trimester of the year, these students intentionally choose to take on the additional challenge of reading more complex articles and texts and investigating more intricate and nuanced research topics based on our Humanities essential questions. Successful completion of this embedded work - manifest via an Honors portfolio - earns students Honors distinction on their transcript.

Junior Year English: The College Essay As part of our college preparation process, all Juniors, in their English courses and for the final five weeks of the year following Senior Sendoff, begin work on their college essays. This process is led by our College Guidance team, in conjunction with the Coordinator of the Department and our team of English instructors. An aim is for Juniors to end the year with at least two viable pathways for their college essay, which they will refine over the summer. In this way, Juniors get ahead of this aspect of the college process.

English

Humanities I: Foundations in Cultural Literacy 6.0 credits (3.0 English credits) AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Students grow their reading skills through literature circles and build writing skills through practicing models of discourse. Within a thematic framework focused on broad cultural literacy, teachers introduce students to “big ideas” and how we create meaning with them. These big ideas include: What does it mean to be human? How does geography shape lives and society? How do belief systems and structures affect lives and societies? How do humans negotiate power? Humanities I provides a foundational framework for geography, migration, belief systems, and government structures. The historical timeline is built on student prior knowledge and covers the beginnings of human organizations and structures, ancient societies, and global development of nations with a focus on the 20th century.

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Humanities II: The Making of Modernity 6.0 credits (3.0 English credits) AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students explore what it means to be human by asking: What is the nature of Justice? What is the nature of Power? What are our roles in Society?

Media Literacy via Current Events: Decoding the News 3.0 credits AY 11, 12 In Media Literacy via Current Events, students study the most salient political crises, social movements, and events affecting the country and the world at large. Through reading, discussion, and respectful argumentation, students build the dispositions of empathy, fair-mindedness, and critical-thinking beyond the classroom. Students also continually exchange major national and international news stories and their causes through casual share-outs, formal projects, and structured debates. A deeper layer of the course focuses on analyzing bias and matters of undue weight in the modern mass media and news industry.

Creative Nonfiction 3.0 credits AY 11, 12 In Creative Nonfiction, students learn the art of shaping real-world stories into powerful narratives.

Students learn to read like writers, not only examining texts for meaning, but also determining how writers go about developing voice, style, and the structure of a piece. Students read, analyze, and write creative nonfiction in various styles, such as personal narratives, podcasts, reviews, literary journalism, and more. Using a workshop model, this course emphasizes the writing process, peer feedback, and revision. Throughout the year, students learn about their own tastes as readers and writers; they independently craft pieces of writing for different audiences and contexts; and they build a safe writing community with their peers.

DLI Language, Analysis, and Power 3.0 credit AY 11, 12 DLI Language, Analysis, and Power explores novels, short stories, poems, nonfiction articles, and videos revolving around systemic social advantage and disadvantage. Bridging fiction with the real world, students examine the more invisible structures underpinning government, race, gender, and socioeconomic class that have led to the historical marginalization of certain groups of people. The course links the literary form to today’s most pressing issues, cutting analyses, and modern-day power dynamics, while engaging in critical-thinking activities, academic composition, independent study, and text-to-world research. Students largely select their own texts and their own humanities topics to investigate.

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DLI Madness, Deviance, and the Outsider in Literature 3.0 credits AY 11, 12 In DLI Madness, Deviance, and the Outsider in Literature, students consider different representations of madness in literature. Through close reading of literary forms from various cultures and time periods, students consider how depictions of madness and sanity have been employed to critique aspects of society and challenge the reader’s understanding and assumptions about what it means to be normal. Emphasis is placed on collaborative discussion, inquiry, and analysis while students grapple with big questions about the human experience. This course involves a mix of shared and independent learning opportunities.

DLI Art and the Making of Meaning 3.0 credits AY 11, 12 DLI Art and the Making of Meaning explores the big ideas in art and art history through in-depth analysis, writing, and dialogue. By looking thematically at art across cultures, visiting museums, and sharing observations, students explore the stories that are told throughout the history of art, as well as examining the role cultural institutions play in telling these stories. Students explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through reading, critical discussion, writing, and creating, students examine artists, art history, and the role of the museum in creating meaning.

(DLI) Humanities 3.0 credits AY or F, W, S 12 True to its name, DLI Humanities integrates a broad range of disciplines related to the human experience. Psychology, philosophy, and current events serve as anchor lenses. Each trimester functions as a discrete unit, and students may therefore take this course as a year-long English class in satisfaction of the graduation requirement, or as a trimester elective. Through the Tutorial process, students create their own research questions and work individually and in small groups on questions of their own interest. The course format, schedule, and assessments are that of a college seminar. Students learn to manage time independently, cultivate increased agency and standards for their work, and deepen their understanding of who they are and how lasting learning happens. DLI credit is only awarded to students that complete the all-year course.

Journalism 0.5 credits per trimester AY or F, W, S 9-12 Journalism is constructed around the production of WiNK, Wooster’s online student publication.

Students follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming (if making a video), and editing. Students will implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real-world deadlines and budgets. Journalism makes use of digital media resources and therefore counts towards co-curricular credit. This is a pass/fail course that runs during I period and may be repeated for credit.

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Advanced Journalism 0.75 credits per trimester AY or F, W, S 10-12 Prerequisite: Journalism Advanced Journalism is constructed around the production of WiNK, Wooster’s online student publication. As in Journalism, Advanced Journalism students follow an editorial calendar for WiNK and participate in various aspects of writing, designing, photographing, filming, and editing.

However, students in Advanced Journalism do so at a higher level. Students implement and adhere to the ethics and professional standards of journalism while experiencing the pressures of real-world deadlines. In addition to creating their own original pieces, students in Advanced Journalism will also participate in the editorial process, providing feedback to students enrolled in the introductory course. Advanced Journalism makes use of digital media resources and therefore counts towards cocurricular credit. This course runs during H period and may be repeated for credit.

Literary Magazine 1.0 credit per trimester AY or F, W, S 10-12 A literary magazine is a publication that showcases the creative writing and art produced by a community of people. In this class, students will learn the ins and outs of designing, editing, and publishing Wooster’s very own literary magazine. Each trimester, the work will focus on steps in this process, including projects like researching different approaches to designing a literary magazine, creating submission guidelines, soliciting and providing feedback on submissions, and learning page layout. Students who take the class will work together to bring their collective vision for the magazine to life. Additional learning opportunities will include creative writing practice, opportunities to speak with professional writers and editors, and planning a launch for the magazine.

Literary Magazine makes use of digital media resources and therefore counts towards co-curricular credit. This course runs during G period and may be repeated for credit.

Yearbook 1.0 credit per trimester AY or F, W, S 10-12 In Yearbook, students collaborate to create the 2022-23 Yearbook. Students brainstorm and implement the book’s theme, select photos, work with the layout process, and organize group photos. Students in this course work with seniors on senior pages and yearbook responsibilities and help promote yearbook sales. Each trimester focuses on the timing of the project. The first trimester gets the yearbook started and off the ground. The second trimester focuses on the details of the layouts and brings the concepts to life. The final trimester wraps up all details to complete the work.

Yearbook makes use of digital media resources and therefore counts towards co-curricular credit.

This course runs during G period and may be repeated for credit.

Creative Writing 0.5 credits per trimester AY or F, W, S 9-12 Creative Writing explores creativity as a human capacity. Using a multimedia approach, especially creative writing, the class is designed to help build creative confidence and unleash creative potential.

Students design and create a series of projects to make connections between thoughts, words, and images as a means to develop and fuel imagination and find the power to give form to their ideas.

Students improve writing skills through a variety of written pieces. This course runs during I period and may be repeated for credit.

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History

Humanities I: Foundations in Cultural Literacy 6.0 credits (3.0 History credits) AY 9 The 9th-grade Humanities program is co-taught and focuses on developing students’ reading, writing, and speaking skills. Students grow their reading skills through literature circles and build writing skills through practicing models of discourse. Within a thematic framework focused on broad cultural literacy, teachers introduce students to “big ideas” and how we create meaning with them. These big ideas include: What does it mean to be human? How does geography shape lives and society? How do belief systems and structures affect lives and societies? How do humans negotiate power? Humanities I provides a foundational framework for geography, migration, belief systems, and government structures. The historical timeline is built on student prior knowledge and covers the beginnings of human organizations and structures, ancient societies, and global development of nations with a focus on the 20th century.

Humanities II: The Making of Modernity 6.0 credits (3.0 History credits) AY 10 Humanities II continues the literary and historical exploration commenced in Humanities I. The program focuses on developing thinking, reading, writing, and speaking skills through an exploration of the major historical trends leading up to “modernity”: globalization and colonization; the Enlightenment and its legacy of political revolution; and industrialization. Students explore what it means to be human by asking: what is the nature of Justice? What is the nature of Power? What are our roles in Society?

US History: Cultural Calamity and American Resolve 3.0 credits AY 11 US History examines the cause and effect of five distinct periods of national unrest: The Lincoln presidency and the Civil War; The Great Depression, the presidential election of FDR and his New Deal; World War II, and the 1960’s. Further, we analyze the outcomes, the “collateral” implications and discuss its effect on the principles expressed in the U.S. Constitution and Bill of Rights that have come to define the American nation, the American people, and American culture. This course provides time for and encourages digressions in the examination of particular issues. Unlike traditional survey courses in US History, these digressions can be fundamental to the topic or tangential, but they must be relevant and reveal insights that justify continued examination and discussion. For those students interested in earning honors credit, additional writing and reading is required, as well a one-on-one verbal explanation and defense with the instructor at the end of the year.

DLI I, Too, Am America 3.0 credits AY 11, 12 In his poem, "I, Too, Am America," Langston Hughes addresses the issue of those who have been excluded from the promise of American ideals. In this course, students examine the history of the United States with an emphasis on amplifying the representation and lived experiences of groups who have been marginalized in the telling and examination of our history. Students deepen their understanding of the manner in which cultural identifiers such as race, gender, ethnicity and ability have shaped US ideology (economic, political, social, and judicial) while developing an appreciation of the resilience and genius of those individuals and groups who have fought to address inequalities in search of realizing the inherent rights of "life, liberty, and the pursuit of happiness." Students draw on our relevant past to formulate actions to bring about change in the present and future.

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Emphasis is placed on exploring first-person narratives from a diverse voice and critical review of historical documents. To bring history alive, students also participate in case studies, simulations/role play, and project/action-oriented learning experiences. This course runs during G period.

DLI Renaissance 3.0 credits AY 11, 12 The Italian Renaissance began in the late fourteenth century and spread to the rest of Europe in the fifteenth century where the movement reached its peak. In DLI Renaissance, students explore this intellectual and artistic ¨rebirth¨ as reflected in the arts, architecture, politics, religion and literature while learning and appreciating more about and the artists that define the era: da Vinci, Michelangelo, Raphael, Donatello (not the teenage mutant ninja turtles). Many of these artists were supported by the fabulously wealthy families of the time such as the Este of Ferrara, the Medici in Florence, the Sforza of Milan. These families provided support and encouraged the creation of timeless masterpieces: Venus of Urbino, da Vinci’s La Gioconda, The Last Supper, Madonna of the Rocks, Michelangelo’s David, and the Sistine Chapel. This course runs during G period.

(DLI) Civics: Premises, Promises and Processes of Citizenship 1.0 credits per trimester F, W, S or AY 11, 12 Civics covers the theoretical, political and practical aspects of American Citizenship. As a single trimester class, this course asks students to explore the theory behind and structure of American Government systems through the application of government processes. As a full year DLI course, students will dive deeper in their understanding through the use of case studies to evaluate government action while participating in their own civics action project. Students may enroll in this course as a trimester-long elective or as an all-year DLI course. DLI credit is only awarded to students that complete the all-year course. This course runs during the G period.

The American Mafia 0.5 credits W 12 This course will examine the creation of the mafia in the United States to its heyday during the 1920s through the 1960s, and its continued impact on modern America. We will examine the mysteries, traditions, and the fascination that Americans have with the mobster, and explore the image of the mafia in popular culture as depicted in literature and movies. This is a pass/fail course that runs during I period.

Archives 1.0 credits per trimester F, W, S or AY 10-12 Archives examines the history of Wooster School, archiving, and best practices when it comes to handling artifacts. This class is very hands-on and incorporates opportunities to view, organize, discover and display the many artifacts items that make up Wooster’s long history. Students learn from first-hand experience what goes into being an archivist, and how important it is to preserve our school’s history. Students become our in-house historians and connect with alumni and past Wooster connections through various forms of media. Archives incorporates curatorial practices and therefore counts towards co-curricular credit. This course runs during G period and may be repeated for credit.

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STEM

Science

“If it isn’t hands on, it isn’t science.” This maxim underscores our Upper School science curriculum.

Our students apply structured inquiry in their learning process and document their evolving understanding of the world through the lens of the three core natural sciences of Physics, Biology and Chemistry.

Embedded Honors

Students often don’t realize their own level of interest in and passion for a science until they are actively engaged in the work of learning about it. That in mind, our core science courses (Conceptual Physics, Biology, & Chemistry) offer an opt-in, Honors element for passionate and motivated students to delve deeper. Following initial work in the first trimester of the year, these students intentionally choose to take on the additional challenge of solving more intricate problems and investigating more intricate and nuanced systems. Successful completion of this embedded work manifest via an Honors portfolio - earns students Honors distinction on their transcript.

Conceptual Physics 3.0 credits AY 9 Conceptual Physics investigates the natural laws that govern how matter and energy interact. It gives students a deeper insight and curiosity about the workings of the surrounding world by studying mechanics, electricity and magnetism, sound, and light (and other topics, time permitting). Working on these topics also serves to improve scientific and technological literacy, improve the application of math skills, and develop problem solving abilities. Classes use a variety of activity types to engage students including discussions, survey questions, demonstrations, and laboratory experiments.

Biology 3.0 credits AY 10 Biology is the study of fundamental life processes and the relationship of organisms to their biological and physical environment. This course will emphasize the development of student’s scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore topics such as the diversity of living organisms and their ecological roles, DNA and genetics, evolution, and other current topics in biology through authentic hands-on learning experiences that encourage the application of biological knowledge to make decisions and solve problems.

Chemistry 3.0 credits AY 11 Chemistry covers the interaction of matter and its influences on modern society. Laboratory activities encourage the development of a scientific mindset while applying chemistry to authentic applications. Students explore how the interactions of atoms and molecules influence the physical behavior of matter, and how chemical reactions drive many natural processes. We explore the significance of nuclear chemistry to history and modern society. This course aims to produce scientifically literate citizens capable of engaging in the complex discussion and decisions facing our society.

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DLI Physics: Historical Breakthroughs that Changed the World 3.0 credits AY 11, 12 Corequisite: DLI Calculus 1 This course will introduce the fundamental ideas and methods of classical mechanics, electromagnetic theory, thermal and modern physics. The course will follow a historical sequence focusing on the relationships between ideas and the advances in technology that have affected society. Because much material will involve applications of calculus, students should be taking calculus concurrently. The course introduces basic applications of differential equations as needed.

Computational, mechanical, electrical, and electromechanical projects will support and advance our learning. Computational projects will employ the Python programming language. No prior knowledge of Python is required.

DLI Advanced Chemical Applications 3.0 credits AY 12 Prerequisite: Chemistry Advanced Chemical Applications will be taught through three main units: Environmental Chemistry, Molecular Gastronomy and Forensics/Analytical Chemistry. In each unit, students will study college level background theory and then engage in long term research projects to explore aspects of the topic that they are personally interested in. Students will need strong algebraic skills and an ability to do independent research.

DLI Climate Change 3.0 credits AY 11, 12 Prerequisite: Biology The 2021 Report from the Intergovernmental Panel on Climate Change states that we will exceed global warming of 1.5℃, and even a dire 2℃, unless “deep reductions in CO2 and other greenhouse gas emissions occur in the coming decades”. Given that Climate Change threatens the liveability of our planet, it is arguably the greatest problem confronting humanity today.

Learn about the Climate Crisis from the angles of climate science, politics, economics, and mitigation technologies. Be a part of the solution by working together with classmates and individually on projects in carbon footprint reduction, public outreach and awareness, and political advocacy.

Outdoor Field Ecology 0.5 credits per trimester F, S 11, 12 Prerequisite: Biology What’s it like to work outdoors maintaining biodiversity projects and collecting field data? Learn by doing in this hands-on, outdoor science and conservation elective. On Wooster’s 126-acre campus, we have four conservation projects aimed at increasing our campus biodiversity: a nestbox to house purple martins, a brush pile to protect small mammals and amphibians, two upcoming wildflower “test” meadows, and an upcoming honeybee hive. These projects require seasonal upkeep and data collection to monitor their success. Class members must be ready and willing to do this work, outside, in all kinds of weather! This course makes use of Makerspace resources and therefore counts towards co-curricular credit. This course runs during I period and may be repeated for credit.

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Cellular Biology 0.75 credits W 11, 12 Prerequisite: Biology Cells are the building blocks of life. Cells have structure, function, and they are composed of smaller units called organelles that work together to make an organism what it is. This trimester course will cover the process of how cells cycle, how they regulate themselves, and cellular replication. This is a course designed for students who seek an in-depth exploration of the cellular level of life and how diversity, the essence of biology, is so vast. Student experiences include microscopy, looking at their own cells, and hands-on projects to demonstrate competencies. This course runs during H period.

Beekeeping (Monday Afternoon Activity) 0.5 credits F, S 9-12 Want a taste of a fascinating outdoor hobby? Monday Afternoon Beekeeping introduces you to the basic care of a hive of honeybees -- humankind’s insect best friend. In Fall 2022, this class will take several field trips to learn from experienced local beekeepers, and will help lay the groundwork for Wooster’s first colony of honeybees, due to arrive in Spring 2023. In Spring 2023, this class will work with our own hive to establish a strong colony of these intelligent and useful creatures.

Beekeeping Intensive 1.5 credits S 9-12 Work as a part of a team to see the world through the eyes of a honeybee, understand their needs, and provide the care that will sustain Wooster’s honey bee hive through the seasons. Learn how to identify the queen bee, provide supplemental food for the hive when needed, and manage for parasites. Become familiar with the biology of these fascinating organisms and how they communicate with each other to provide for the needs of the hive. Students that wish to participate in the Beekeeping Intensive program must also enroll in the Monday afternoon Beekeeping activity.

This afternoon activity is pass/fail.

Mathematics

We have created our curriculum with the view that 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 practice creates opportunities to master the manipulations and notions discussed in class.

Calculators and graphing tools are used to facilitate computations after basic skills have been learned.

The core subjects of the mathematics curriculum are the sequential Algebra 1, Geometry, and Algebra 2. Successful completion of these courses or their honors equivalents is a graduation requirement.

Embedded Honors

Students sometimes do not recognize their zest for more challenging mathematical thinking until they are actively engaged in deeper problem-solving experiences. 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 20

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.

Algebra 1 3.0 credits AY 9 Algebra 1 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 logically and develop mathematical problem-solving strategies. Students that pursue the embedded honors component of this course will delve more deeply into understanding the structures and methods of algebraic problem-solving through complex problem sets.

Geometry 3.0 credits AY 9, 10 Prerequisite: Algebra I Geometry centers around Euclidean geometry on the coordinate plane and also considers geometry in three dimensions. Students will study angles, areas, volumes, circles, triangles, similarity, and trigonometry. Students will practice proving conjectures with logical arguments. This course integrates hands-on activities such as constructions using a compass and straightedge. Curriculum in this course intentionally interleaves core concepts from Algebra 1 such as systems of equations, challenging students to use algebraic skills to tackle geometric problems. Students that pursue the embedded honors component of this course will delve more deeply into proof techniques.

Algebra 2 3.0 credits AY 9-11 Prerequisite: Geometry Algebra 2 begins with a review of core concepts from Algebra 1. From there, students progress through an in-depth study of: factoring polynomials, rational functions, radical functions, quadratic functions, and exponential functions. The use of graphing tools brings these functions to life and students gain an appreciation for how we model real-world phenomena using familiar functions.

This course incorporates scaffolds such as guided notes and reference examples to support students as they grapple with more advanced mathematical concepts.

Honors Algebra 2 with Trigonometry 3.0 credits AY 9-11 Prerequisite: Honors Geometry Honors Algebra 2 with Trigonometry begins with a quick review of core concepts from Algebra 1.

From there, students progress through an in-depth study of: factoring polynomials, rational functions, radical functions, quadratic functions, exponential functions, logarithmic functions, and trigonometry. The use of graphing tools brings these functions to life and students gain an appreciation for how we model real-world phenomena using familiar functions. The trigonometry component of the curriculum introduces students to trigonometric identities as well as graphing trigonometric functions.

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College Algebra with Trigonometry 3.0 credits AY 11-12 Prerequisite: Algebra 2 College Algebra with Trigonometry builds upon the learning that took place in Algebra 2. This course begins with an in-depth study of functions and their properties. Students investigate the 12 parent functions and practice identifying characteristics of these functions. From there, students delve into exponential, logarithmic, trigonometric functions. The trigonometry component of the curriculum introduces students to trigonometric identities, graphing trigonometric functions, and the unit circle. While this course may be the terminal Upper School math class for some students, others may pursue Honors Precalculus as a next step.

Honors Precalculus 3.0 credits AY 10-12 Prerequisite: Honors Algebra 2 with Trigonometry OR College Algebra with Trigonometry The first half of Honors Precalculus focuses on the behaviors of functions introduced in Honors Algebra 2 with Trigonometry: trigonometric, logarithmic, exponential, rational, and inverse functions. The second half of this course introduces polar coordinates and polar functions, vectors, systems of nonlinear equations, sequences and series, and parametric functions. The entire year emphasizes the meaning of mathematical notation as well as justification and plausibility of answers.

DLI Calculus 1 3.0 credits AY 11, 12 Prerequisite: Honors Precalculus DLI Calculus 1 introduces the basic principles of calculus: limits, derivatives, and integrals. After mastering the mechanics, students will explore each principle more deeply. What exactly are limits?

How does a derivative relate to the graph? Can we tell the story of a function by finding its derivative? How can integration help us in real life? Students will master procedural knowledge and gain an abstract understanding of the core concepts of calculus.

DLI Calculus 2 3.0 credits AY 12 Prerequisite: DLI Calculus 1 DLI Calculus 2 is a continuation of DLI Calculus 1. The first trimester focuses on applications of limits, differentiation, and integration. Tutorials serve as the primary mode of inquiry to investigate questions of optimization, rates of change, and determination of areas and volumes. Students will discover multiple problem-solving approaches, and learn to examine physical and abstract objects in multiple ways. The second and third trimesters will focus on sequences and series. Upon completion of this course and DLI Calculus 1, students will have covered all topics in a two semester collegelevel calculus class.

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(DLI) Statistics 3.0 credits AY or F, W, S 10-12 Prerequisite: Honors Algebra 2 with Trigonometry OR Algebra 2 Statistics is the discipline which comprises the collection, organization, analysis, interpretation and presentation of data. Descriptive and inferential statistics are the art of summarizing and drawing valid conclusions from that data. Each stand-alone trimester will offer an introductory battery of experiences in descriptive and inferential statistics with an emphasis on why these tools exist and where they came from. After that introduction, students will engage in projects based around the application of statistics to experimental design, data science, finance, games of chance, and other topics selected by students. Students will use spreadsheets and code to visualize large data sets.

Students may enroll in this course as a trimester-long elective or as an all-year DLI course. DLI credit is only awarded to students that complete the all-year course. This course runs during G period and incorporates asynchronous responsibilities.

DLI Discrete Math 3.0 credits AY 10-12 Prerequisite: Algebra 2 This introductory course in discrete mathematics is a rigorous alternative to Calculus. The course will teach students to think logically and apply this thinking in problem-solving. Students will learn logic and proof, sets, functions, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. Students apply these ideas to real-life scenarios including voting, scheduling, map coloring, and coding. The techniques learned in this class can be applicable to many different fields of study and professional fields for students’ futures. This course runs during GI period.

Beyond Base Ten 0.5 credits F 9-12 Beyond Base Ten is a trimester elective wherein students build a deeper understanding of place value. Starting from our familiar base ten number system, this course explores how different base systems, such as base two (binary), might change the way we think about and use numbers. Students will practice performing number operations within different base systems and will also explore concepts such as: radix point notation, terminating/repeating numbers, and converting numbers from the base ten system to other base systems. This course will run during I period.

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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 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 Technology and Design 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.

Global Online Academy

Wooster School partners with Global Online Academy (GOA), a learner-centered and forwardthinking online school, to expand our offerings in coding and technology. See GOA's course catalog here. Students interested in GOA courses should review our partnership overview and application process, and speak with our GOA Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations.

Beginning Programming via Global Online Academy 1.5 - 3.0 credits 9-12 Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of course offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested introductory courses included: ● CS I: Computational Thinking Advanced Programming via Global Online Academy 1.5 - 3.0 credits 9-12 Students may choose to apply to take either introductory or advanced coding courses from the Global Online Academy. Please see here for a full list of their offerings. Each course will run for a semester (approx. 1.5 trimesters). Suggested advanced courses included: ● CS II: Analyzing Data with Python ● CS II: Game Design & Development ● CS II: Java ● iOS App Design Engineering and Design 1.0 credit F, S 10-12 In this course students will focus on the physics of designing structures such as towers and bridges.

Students will concentrate on the art of coming up with a design that is user-friendly. We will use empathy to interview “clients” and learn what elements they would like to see. We will use creativity to come up with a wide array of possible designs to meet the design criteria. Then we will make prototypes to try out the most promising designs. Repeating this process will result in an ever-improved design. Ultimately, we will concentrate on group projects that bring together several different aspects of engineering. This course runs during G period and may be repeated for credit. This course incorporates asynchronous responsibilities.

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Industrial Design 1.0 credit W 10-12 Industrial Design is a field of design that encompasses all of the products around us, from garden shears to medical devices, to the cars we drive. This course will serve as an introduction to the process of product design. Students will go through the design process from finding and defining a product-related problem to ideating new design ideas and creating and testing a prototype. Cotaught by art and makerspace faculty, Industrial Design bridges the creativity of fine arts and the utilitarian application of design. This course runs during G period and incorporates asynchronous responsibilities.

Open Makerspace 0.5 credits F, W, S 9-12 As its title suggests, this is an intentionally open-ended course in which students will design and build their own projects, using the materials available in our Makerspace. These might include projects made of wood, metal, plastic or fabric, and also projects that include electrical or electronic elements. This is your chance to learn about the design and construction processes, and receive ample help creating an exciting new design. This course runs during H and I periods and may be repeated for credit.

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World Languages

Students in Wooster’s World Language courses focus on increasing their proficiency with 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 in Spanish.

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.

Embedded Honors Students often do not realize their own level of interest in and passion for Spanish until they are actively engaged in the work of learning about it. That in mind, all of our core courses offer an optin, Honors element for passionate and motivated students to delve deeper. Following the successful completion of basic course requirements, students may choose to pursue additional learning intentions, including readings, writing pieces, and video comprehensions. Successful completion of this embedded work, manifest via an Honors portfolio, earns students Honors distinction on their transcript.

Spanish I 3.0 credits AY 9-12 Spanish I will provide students with a general introduction to the Spanish language. This novice level course aims 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 will refer to guidelines established by the American Council on the Teaching of Foreign Languages (ACTFL) which guide learners to develop the skills to competently communicate. By the end of Spanish I, students will be able to comprehend spoken Spanish and will have the ability to carry out a simple conversation. Furthermore, students who would like to earn Honors distinction on their transcript and want to delve deeper into the course may pursue additional learning intentions and work assignments, which will be provided by the teacher following the basic course requirements.

Spanish II 3.0 credits AY 9-12 Prerequisite: Spanish I Students in Spanish II will continue to build their 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 will be able to express themselves in real world situations, in a spontaneous and unrehearsed context. Students in Spanish II are advancing through the novice-mid through intermediate-low levels, as evidenced by the inverted pyramid of language proficiency seen on the www.actfl.org website. Furthermore, students who would like to earn Honors distinction on their transcript and

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want to delve deeper into the course may pursue additional learning intentions and work assignments, which will be provided by the teacher following the basic course requirements.

Conversational Spanish 3.0 credits AY 9-12 Prerequisite: Spanish II This course is intended for students who would like to advance their Spanish skills, but do not plan to move forward with studying Spanish after meeting the graduation requirement. This course reinforces grammatical concepts studied in Spanish I and Spanish II through daily conversation practice and project-based learning experiences. Students also continue their study of Spanishspeaking countries and people, improving their knowledge of history and culture. This course incorporates Spanish music, film, and television.

Spanish III 3.0 credits AY 9-12 Prerequisite: Spanish II Students in Spanish III have the opportunity to solidify their knowledge of Spanish and improve their confidence in writing and speaking. Students continue their study of Spanish-speaking countries as they improve their listening, speaking, reading, and writing skills. This course introduces sophisticated grammatical concepts such as compound tenses and the subjunctive mood. Students also participate in performance-based assessments of their interpretive, communicative, and presentational skills. Students that opt into the embedded honors component of this course are expected to engage exclusively in Spanish and receive a more demanding curriculum.

Spanish IV 3.0 credits AY 9-12 Prerequisite: Spanish III This course serves as a continuation of language study after the Spanish III course. The students integrate the four skills of listening, speaking, reading and writing and use Spanish as the principal means of communication. The main components of the course are the continued improvement of communicative skills in the language, the study of complex grammar, expansion of vocabulary, literary comprehension, and study of Hispanic/Latin American history and culture. This is a multifocused course designed to give the students constant opportunities to express themselves in spoken and written Spanish, while continuing to develop insight into their own and other cultures. Students that opt into the embedded honors component of this course are expected to engage exclusively in Spanish and receive a more demanding curriculum.

DLI Spanish: Latin American Movement in the United States 3.0 credits AY 10-12 Prerequisite: Honors Spanish IV This course is designed to help students achieve a high level of language proficiency in Spanish and maximize their experience of the language. It is structured around short films and readings to discuss Latinos in the United States: their migration, communities, and political and cultural movements.

This course also incorporates discussions on structural racism, symbolic violence, and social inequalities that occur against Latinos within the United States. The course consists of advanced characteristics on the ACTFL framework, employing basic structures and vocabulary, while practicing formal and informal writing skills. The use of the target language guides these discussions.

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The Classics: Latin et al.

3.0 credits AY 10-12 Using the Cambridge Latin Course as a foundation, this course introduces students to Ancient Rome. By learning the Latin language and translating the story of a family living at the time of Pompeii’s destruction, students learn about the language, history, mythology, and culture of the ancients. Students discover how, in many ways, these ideas serve as a foundation for our own minds and world. This course has a significant asynchronous component and allows students to work at their own pace in a mastery model. Students are challenged to grapple with independent time management, agency, and their very definition of “learning.” This course runs during G period.

College Preparation: Language & Culture (CPLC) 3.0 credits AY 9-12 CPLC is a course designed 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 outside of academic contexts. American history and culture are also covered, particularly as relating to attending college in the United States.

World Language via One Schoolhouse 3.0 credits 9-12 Wooster is pleased to partner with One Schoolhouse. Wooster School students who are interested in pursuing a world language not offered through our course of study may opt to enroll in a language course offered through One Schoolhouse. To review One Schoolhouse’s course catalog, please click here. Application and registration is handled via Wooster’s One Schoolhouse Site Director, Ms. Melissa Valdivia, Coordinator of Academic Operations. Please see here for further information concerning our partnership with One Schoolhouse and our application process. World language options via One Schoolhouse include: ● American Sign Language ● Chinese ● French ● Latin

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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 weekly group singing in Chapel.

The Upper School music program offers students opportunities to develop the skills and dispositions of musicians: communication, discipline, creativity, hard work, flexibility, teamwork, and performance skills. Students 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.

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.

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.

Music

Applied Instrumental Music 1.0 credit AY 9-12 Wooster is proud to offer private music lessons on campus during the school day. The study of voice or an instrument consists of approximately one lesson per week, over the entirety of the school year. Students are expected to practice a minimum of 30 minutes per day. The presentation of a recital toward the end of the school year showcases the students’ accomplishments. Other opportunities for performance are available throughout the school year as well.

Music lessons require consistent attendance and a year-long commitment to study for the full 20 lessons. If, in the event of student illness or absence from school, a 24 hour cancellation policy is in effect; otherwise, the absence is counted as a lesson. If a student reaches 20 lessons before the end of the year, s/he may arrange to purchase more lessons with the teacher. Students may schedule make-up lessons at the discretion of the music faculty. Students are expected to come to lessons prepared and with the necessary equipment. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org.

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Chamber Choir 1.5 credits AY 9-12 Chamber Choir is Wooster’s premiere vocal ensemble on campus and is open to singers in grades 912 who wish to strengthen their musical and vocal skills through choral singing. Members of the ensemble are responsible for practicing their music at home with recordings of their music and online assignments. This allows rehearsal time to be spent on vocal technique, style, blend, music history, and interpretation. A positive attitude, cooperation, commitment to the group, and strong attendance are essential. Students enrolling in Chamber Choir are required to also participate in the Upper School Glee Club on Fridays. This course runs during Monday and Wednesday H period and may be repeated for credit.

Upper School Glee Club 0.75 credits AY 9-12 Glee Club is for anyone who enjoys singing with others in a casual and fun environment. Music is selected by the students through a democratic process, and rehearsals are facilitated by the instructor, who helps direct the group. Glee Club meets once a week during music period.

Students will have the opportunity to perform in the concerts and at other school events. Singers will gain confidence and enjoy singing popular favorites together. No audition required, and no prior experience needed. This course runs during Friday H period and may be repeated for credit.

Chamber Ensemble 2.25 credits AY 9-12 The Wooster Chamber Ensemble has evolved into a balanced chamber orchestra, with a core of string players, alongside a contingent of brass and woodwind students. Pianists are also welcome to audition, but space is limited to one pianist per year. Chamber Ensemble rigorously explores classical, and some lighter repertoire, in full-ensemble rehearsals and sectional work. Individual help and coaching is available through ‘office hours’, and via the Applied Instrumental Music program.

Due to the demands of the music studied, students wishing to join this group must currently be studying their instrument privately, and should have at least two years of playing experience on their instrument. Additionally, a knowledge of the fundamentals of music and fluent music-reading skills are required. Enrollment in this course requires permission from the instructor and may involve an audition. This course runs during H period and may be repeated for credit.

Contemporary Improvisation Ensemble 2.25 credits AY 9-12 Contemporary Improvisation Ensemble is a multi-genre band crossing the styles of Rock and Jazz.

This group is open to students who sing or play brass/wind instruments, guitar, bass, piano, or drums. The content of music varies but in general covers the many subgenres of rock and modern pop. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least two years of private instruction and be studying privately through the class. The group prepares to perform throughout the year. Students are admitted to this yearlong course by audition only. This course runs during H period and may be repeated for credit.

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March Band Percussion 2.25 credits AY 9-12 March Band Percussion covers the snare drum, cymbals, bass drum and other auxiliary percussion instruments that make up the drumline for a marching band. Students look at new music and mix it with the classic repertoire, breaking down the individual parts. Students in this class study basic rhythmic notation and form a cohesive ensemble. This course runs during H period and may be repeated for credit.

Guitar Ensemble 1.5 credits AY 9-12 Guitar Ensemble is a performance-based class that is offered to guitarists of any level. The primary goal of this course is to take individual players and get them comfortable with playing alongside other musicians. From classical themes to modern pop and rock songs, the variety of material allows experienced musicians to lead; playing challenging melodies and rhythmically complex phrases, while less experienced players are given the tools and opportunities to accompany in a meaningful way.

This course runs during I period and may be repeated for credit.

Introduction to Music Theory 0.5 credits per trimester AY or F, W, S 9-12 Introduction to Music Theory is a course in the basics of music, and is intended for students who are currently not trained musicians or musical performers, who wish to expand their understanding of music, how it works, and how to communicate that understanding. Rudimentary skills including the reading and writing of standard musical and rhythmic notation, critical listening, and historical context are covered, as is basic keyboard awareness. Students learn by creating and analyzing their own music in addition to studying standard repertoire from a broad cross-section of musical genres.

This course runs 2x/week during one of the A-F letter periods.

Music Theory 0.5 credits per trimester AY or F, W, S 9-12 Music Theory covers the fundamentals of music, including notation, scales, clefs, keys, intervals, and chords. We then move through counterpoint and harmony with an emphasis of the relationships between vertical (stacked pitches as in chords and other sonorities), and horizontal (through time, as with melodic lines), and how all music derives from such beginnings. Subjectively, the whole of western tonal music is scrutinized through the lens of its appeal, both culturally and generationally, and at the most fundamental levels: Why do we like a certain song, symphony, orchestrational texture, harmonic feeling, etc? This course runs during I period.

DLI Music Theory 3.0 credits AY 10-12 Prerequisite: Music Theory This is an advanced course in Music Theory. Based on established collegiate curriculum requirements, the course is a rigorous, comprehensive study of western tonal music theory and practice. Always tethered to a historical perspective, we look at the development of music in a contextual framework, and discuss chronological parallels with developments in the visual arts, architecture and general aesthetics. There is a significant writing component within the course in the form of reflective journaling. This course includes a Demonstration of Learning presentation as a culminating experience. This course runs during G period and incorporates asynchronous responsibilities.

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Music Production 1.0 credits per trimester AY or F, W, S 10-12 Do you make your own beats? Write your own lyrics? Have you ever wanted to record live music?

These are just a few of the opportunities available to students who take Music Production. This course allows students to develop fluency in the creation of recorded music in many forms. As a project-based class, students have the opportunity to collaborate with other Wooster musicians as they work towards a final recording submission: a track on the Wooster Music Production Playlist!

This course may be repeated for credit. This course runs during G period and incorporates asynchronous responsibilities.

Theater

Wooster Theater 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 Theater. 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 theater electives immerse students in the world of backstage theater through the design, creation and performance of Wooster productions. The study and practice of theater 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.

Acting Workshop 0.5 credits per trimester AY or F, W, S 9-12 Sanford Meisner said that acting is “behaving truthfully under imaginary circumstances.” This laboratory class has students learning how to develop the skills to recreate real life onstage through the Meisner Technique, Scene Study, Improvisation, and Acting Games and Exercises. During this course, students keep a journal and are asked to write about their experiences and observations of people with different writing prompts. Some of those journal entries are used as monologues and as a basis for self-discovery. This course runs during I period and may be repeated for credit.

Fall Play 2.5 credits F 9-12 Afternoon Activity This course is the primary preparation and rehearsal time for the Fall Play. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 pm.

Performances occur on Friday evenings and Saturday afternoons and evenings. This afternoon activity is pass/fail.

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Winter Musical 2.5 credits W 9-12 Afternoon Activity This course is the primary preparation and rehearsal time for the Winter Musical. Collaboration and participation in and outside of class are expected, including choosing, rehearsing and memorizing scenes and monologues. The week leading up to opening night is “Tech Week,” during which full rehearsals are run and students are expected to be at school until approximately 7:30 pm.

Performances occur on Friday evenings and Saturday afternoons and evenings. This afternoon activity is pass/fail.

Technical Theater 2.5 credits F, W 9-12 Afternoon Activity Technical theater is a fun and exciting environment where students collaborate to bring to life all aspects of backstage theater. This course occurs during our afternoon activities block from 4:00 5:30 pm. Students directly create the world in which the play lives through the scenic design process, light, sound, scenic painting techniques, prop construction, and stagecraft. We will use the selected play as our textbook to understand its requirements and serve the needs of the play. Participation in the productions is required when taking this course. This afternoon activity is pass/fail.

Spring Theater Backstage Production 2.5 credits S 9-12 Afternoon Activity Students who wish to participate in a Spring theatrical production can be part of the Middle School Spring musical by assisting in the roles of assistant directing, choreography, stage management, technical design, and music directing. This is an excellent opportunity for students interested in the backstage production experience to learn the skills of theatre production, from casting to production. Students participating in backstage production would work with and mentor middle school students, under the supervision of the faculty directors. Participation must be approved by the theatre faculty. This afternoon activity is pass/fail.

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Visual Arts

The visual arts program at Wooster is designed to give students choice in their artistic development by providing a range of entry points based on media, skill, or theme, in an open and supportive atmosphere. Each course is structured with options to meet individual students at their level of challenge and investment in the arts. Our program gives students the skills to perceive, analyze, and create visual art that is reflective of their identity and of the changing world around them. Each student will engage in collecting ideas, experimenting with materials, creating and presenting best efforts, and reflecting on the process. Students are evaluated on their investment in continued effort, their willingness to push themselves in new directions, on the improvement of their skills, on the application of formal elements of art and design, and on their demonstration of creative thinking throughout the process. Materials are provided unless otherwise indicated.

Academic Day Offerings

Open Studio 0.5 credits per trimester AY or F, W, S 9-12 Open studio is a choice-based class for students interested in exploring a variety of artistic materials, techniques and ideas at their own pace. Learn how to think like an artist by generating ideas, testing materials, problem-solving, and editing your own work. The studio will be open for explorations including drawing, painting, collage, printmaking, sculpture and fashion. Mini lessons and demonstrations about techniques or concepts will be offered to get each student ready to plan new artwork, continue an area of interest, and choose the medium to best execute an idea. This is a pass/fail course that runs during I period and may be repeated for credit.

Cinematic Storytelling 1.5 credits AY 9-12 This course explores the semiotic techniques film directors use to convey meaning in cinema; as well as engage you in the collaborative aspects of production on a narrative short. During class you will be expected to analyze the assigned scenes from a variety of directors. We will participate in thought-provoking discussions on how each employs their own meaningful codes and conventions in order to engage their audience in a compelling and creative way. Using Celtx screenwriting software, you will be responsible for creating a short script to illustrate an understanding of narrative structure, characterization, dialogue, and the unique demands of adaptation. Students will assume the crucial roles on a film set to gain experience with cameras, sound, lighting, and Adobe Premiere editing software. These tasks will stress the importance of collaboration, pre-production planning, and the application of techniques to create an aesthetic that serves the story or artistic intent. This course runs during I period.

Studio Art 0.75 credits per trimester AY or F, W, S 9-12 In Studio Art, students expand both their technical skills and their personal artistic expression.

Students work independently on projects of their choice in order to develop greater versatility with media in both two- and three-dimensional space, enrich independent and innovative thinking, refine skills of observation, resolve complex creative problems, and gain a stronger sense of personal expression. By exploring and discussing themes, ideas, and artists in contemporary art, students consider how their own work contributes to a greater dialogue. This course runs during H period and may be repeated for credit.

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Painting 1.0 credit F 10-12 Dive into the fundamentals of painting while exploring a range of materials and techniques in both oils and acrylic. Explore color, texture, light and composition as well as preparation and care for materials. Through projects such as still-life, landscape, and portraits students develop personal approaches that enhance their formal and individual growth as artists. This course runs during G period and incorporates asynchronous responsibilities.

Ceramics 1.0 credit W 10-12 Ceramics combines hand building and basic wheel techniques. Students learn techniques in building both functional and artistic wares from clay. Instruction is given in wheel throwing, pinch, coil, slab and modeling techniques as well as the application of high and low fire glazes. Texture, form and quality craftsmanship are emphasized throughout projects. This course runs during G period and incorporates asynchronous responsibilities.

Drawing 1.0 credit S 10-12 This course is for students of all abilities in drawing. Students develop observational skills and drawing techniques, employing a wide range of drawing media including charcoal, graphite, conte, and ink. Students in this course develop both technical abilities and creative responses to material and subject matter. Explorations into mark-making leave room for creative interpretation and are scaffolded based on experience. This course runs during G period and incorporates asynchronous responsibilities.

DLI Art and the Making of Meaning 3.0 credits AY 11, 12 DLI Art and the Making of Meaning explores the big ideas in art and art history through in-depth analysis, writing, and dialogue. By looking thematically at art across cultures, visiting museums, and sharing observations, students explore the stories that are told throughout the history of art, as well as examining the role cultural institutions play in telling these stories. Students explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through reading, critical discussion, writing, and creating, students examine artists, art history, and the role of the museum in creating meaning.

Portfolio Preparation (Independent Study) 1.0 credit F, S 11 (S), 12 (F) Portfolio Preparation is designed for students applying to art school or preparing a portfolio supplement for college applications. The portfolio program is a tutorial scheduled during the school day with a member of the art faculty; this course requires independent work outside the classroom and weekly meetings with art faculty. Students work independently through both sketches and finished works, and review them with teachers who advise on a final portfolio selection. Seniors will be given the opportunity to exhibit work in a solo show in the spring.

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Monday Afternoon Art Offerings

These courses are offered on Mondays from 4:00 - 5:30 pm on a seasonal basis. Students registered for a Monday elective who are involved in a sport or an after-school activity are excused from that sport or activity on Mondays, unless there is a sporting contest. Credit for all courses is subject to the 90% Attendance Rule. (See the Community Handbook for a complete discussion of this rule.) If a student is absent for more than one class, the student must arrange to make up for missed studio time or work.

Mobile Photography 0.5 credits F 9-12 Afternoon Activity Smartphones have enabled us to capture life’s transitory moments instantly and in doing so provide us with the opportunity to capture our lives in the moment. As a result, the art of mobile photography has grown and with it accessibility and connectivity, with an illustrative quality to the human experience. Students explore the versatility of mobile photography through the process of editing, applying fundamental elements of design, and learning how they can tell their own stories through their photographs along the way.

Nature’s Palette 0.5 credits F 9-12 Afternoon Activity In Nature’s Palette, students experiment with nature as an art-making tool. Students take advantage of Wooster’s outdoor campus during the fall season to harvest grape vine, acorns, berries and flowers which students use to produce inks, paints, dyes, paper, and charcoal. Students then use these locally sourced, hand-made supplies to capture the textures, forms, and colors of the Wooster landscape in drawings, paintings, and fiber art creations.

Jewelry 0.5 Credits W 9-12 Afternoon Activity Jewelry is an introduction to the fabrication and design of jewelry and small metal sculpture.

Students experiment with various types of metal, wire, and other media. They may incorporate found objects, natural forms, or other unique items into their work. Students create a collection of wearable jewelry pieces inspired by various materials and concepts.

Ceramics 0.5 credit W 9-12 Afternoon Activity Ceramics combines hand building and basic wheel techniques. Students learn techniques in building both functional and artistic wares from clay. Instruction is given in wheel throwing, pinch, coil, slab and modeling techniques as well as the application of high and low fire glazes. Texture, form and quality craftsmanship are emphasized throughout projects.

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Abstract Painting 0.5 Credits S 9-12 Afternoon Activity Students learn how to look at abstract painting visually, emotionally, and conceptually and ask themselves how it evolved into being. What was its inspiration? From paintings inspired by the simplicity of shapes, colors, and textures found in nature to paintings inspired by myriad emotions; students expand their concepts of line, color, design, and content and learn how to use the visual vocabulary that they already possess to guide their process. Many of the paintings created in this class are inspired by a moment- whether it be an emotion, or the transitory interpretation of a piece of music. Students are encouraged to experiment with color and composition through various painting and drawing media, and to develop their personal expression.

Fiber Arts 0.5 credits S 9-12 Afternoon Activity Fiber Arts introduces techniques in two- and three- dimensional fiber arts. Students investigate the possibilities of fiber-based materials including felt, silk, yarn, fabric, and rope to create small sculptures, tapestries, bowls, or wearable objects. Techniques covered may include dying, felting, embroidery, knitting and sewing.

Art Intensive Offerings

Students that wish to participate in the Art Intensive program must also enroll in a Monday afternoon art elective.

Fall Art Intensive: The Environment 1.5 credits F 9-12 Afternoon Activity The Environment serves as our inspiration this fall, at both a grand and local scale. Learn about artists who focus on the environment for both material and subject matter, many of whom create works of art to raise awareness about climate change. Consider the environment here at Wooster, and how we might integrate the ideas of art and environment through installations in and of the landscape.

Winter Art Intensive: Multiples 1.5 credits W 9-12 Afternoon Activity In art, multiples can refer to any process that creates multiple versions of the same object or image.

In art intensive we explore these processes in both two and three dimensions, including printmaking, mold-making and casting, and photography. Along the way we are inspired by artists who use multiples as part of elaborate installations, or for whom power comes in numbers.

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Spring Art Intensive: Opposites 1.5 credits S 9-12 Afternoon Activity Black and white, positive and negative, fire and ice, make it or break it–opposites are the theme for Art Intensive this spring. Students express opposites in a variety of materials and methods, exploring the theme through formal aspects like color and texture, as well as through opposite processes, media, or metaphors. Students work both sculpturally and with drawing and painting to explore the relationships between opposing ideas.

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Social Science

Introduction to Business Planning 1.0 credit F 10-12 Have you ever thought about starting your own business? Do you ever wonder how Amazon and Apple became so successful? Ever think, “I could do that.” Unlock the secrets of business in this course. Through a combination of course work and team activities, you’ll learn the basics of product design, marketing, consumer behavior and small business accounting while you create a plan for your own business. This course runs during G period and incorporates asynchronous responsibilities.

Advanced Business Planning 1.0 credit W 10-12 Prerequisite: Introduction to Business Planning Advanced Business Planning builds upon the core concepts explored in Introduction to Business Planning. In this course, students will have the opportunity to flesh our entrepreneurial ideas and visions. Students will use their learning from the introductory course to develop a business plan.

This course runs during G period and incorporates asynchronous responsibilities.

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Student Life

Freshman Academy no credit AY 9 Freshman Academy meets once a week and focuses on social emotional learning. The students will work to increase their strength in recognizing, understanding, exploring and regulating their emotions. Students will be exposed to practices on well-being that allow for connection, belonging, and gratitude. By the end of this experience, the entire freshman cohort will be bonded together as a cohesive unit.

Sophomore Academy no credit AY 10 Sophomore Academy will continue with the social emotional learning. Previous practices will be revisited with additional opportunities to practice cooperation and reconciliation. With the growing demands of upper school life, this experience will imbue students with skills necessary for success inside and outside of the classroom.

Junior Seminar 1.0 credit W&S 11 As a prelude to applying to college, Juniors engage in a two-trimester course exploring who they are, what matters most to them and how that influences what they are looking for in a college or other post-secondary options. The course helps students learn a positive approach to life transitions as well as specific, transferable skills (e.g. resume writing, interviewing, personal essay writing and more) that will help them as they prepare to leave Wooster and into the future.

Senior Seminar 3.0 credits AY 12 Senior Seminar is a graduation requirement and mandatory course for all Seniors. The course covers a broad range of big ideas and is segmented at the discretion of that year’s instructors. Together, the curriculum covers topics such as happiness, design thinking, and relationships as well as career pathways and how to design your life, all in the context of college preparation. Instructors use a variety of mediums- including articles, books, TEDTalks, podcasts, and films. Seminar discussion often student led - is a key instructional method. A core goal is to expose Seniors to ideas they will continue to engage in college and for the rest of their lives.

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Health

Health 9 0.5 credits AY 9 The Wooster Health curriculum is a planned program of learning experiences that enables students to grow in self-awareness and to identify and develop skills that will provide students the tools to practice positive health behaviors. The program is responsive to student-generated issues. Basic and in-depth knowledge of health issues is provided, 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.

The core learning intentions focus on health skills development including decision making, health literacy, analyzing influences, advocacy, self-management, goal pursuit, and communication. Course topics include wellness, stress management, nutrition, suicide prevention, substance abuse prevention, mental illness, and human sexuality.

Wellness 0.5 credits W, S 10-12 The Wellness elective introduces students to the eight dimensions of wellness: emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual. The curriculum dives most deeply into emotional, physical, and social wellness, offering students space and time to discuss these topics and explore various self-care strategies. This is a pass/fail course that will run during H period.

Hot Topics in Health 0.5 credits W, S 10-12 Hot Topics in Health engages students in conversations about current events and relevant issues relating to health. By design, the focus for this course each trimester fluctuates, with an emphasis being placed on topics that are timely and of the greatest interest to students enrolled in the course.

Potential areas of focus include: legalization of marijuana, public health policies, and consent. This is a pass/fail course that runs during I period.

Fitness 0.5 credits F, W, S 9-12 Interested students may opt into a fitness elective that meets during a free period within their schedule. Participation in this course includes a consultation with the fitness instructor, wherein the student and teacher develop a personalized fitness plan for the student. This course meets two times per week and is located in the fitness center. This is a great option for a student that is participating in a non-athletic afternoon activity, but wants to prioritize physical fitness. This is a pass/fail course that runs during I period and may be repeated for credit.

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Trimester Electives Matrix Discipline

Fall

Winter

Spring

Performing Arts

Introduction to Music Theory Music Theory Music Production Acting Workshop

Introduction to Music Theory Music Theory Music Production Acting Workshop

Introduction to Music Theory Music Theory Music Production Acting Workshop

Afternoon: Fall Play Technical Theater

Afternoon: Winter Musical Technical Theater

Afternoon: Spring Theater Backstage Production

Painting Open Studio Studio Art Portfolio Preparation

Ceramics Open Studio Studio Art

Drawing Open Studio Studio Art Portfolio Preparation

Afternoon: Mobile Photography Nature’s Palate

Afternoon: Jewelry Ceramics

Afternoon: Abstract Painting Fiber Arts

Fall Art Intensive: The Environment

Winter Art Intensive: Multiples

Spring Art Intensive: Opposites

Technology, Making, & Design

Engineering & Design Open Makerspace

Industrial Design Open Makerspace

Engineering & Design Open Makerspace

Science

Outdoor Field Ecology

Cellular Biology

Outdoor Field Ecology

Visual Arts

Afternoon: Beekeeping

Math

Afternoon: Beekeeping

Statistics Beyond Base Ten

Statistics

Statistics

History

Civics Archives

Civics Archives The American Mafia

Civics Archives

English

Creative Writing Advanced Journalism Journalism Humanities Literary Magazine Yearbook

Creative Writing Advanced Journalism Journalism Humanities Literary Magazine Yearbook

Creative Writing Advanced Journalism Journalism Humanities Literary Magazine Yearbook

Introduction to Business Planning

Advanced Business Planning

Social Science Health

Fitness

Fitness Wellness Hot Topics in Health

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Fitness Wellness Hot Topics in Health

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. Our coaches promote Wooster values and positive coaching beliefs that focus on teaching life lessons through athletics for all of our student-athletes.

We strive to field highly competitive teams while providing opportunities for all students to participate. 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.

We are committed to providing training and support to our coaches, players, and families. 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.

Team Sports Our athletic program strives to balance the needs of serious athletes who hope to play at the college level with those who wish to participate to stay in shape or for the sake of participation. In the Upper School, our focus begins with skill development. No matter the athlete's ability we strive to provide meaningful opportunities. Whether that be at the club, junior varsity or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals.

Wooster School offers 16 varsity sports. Whenever possible we will offer junior varsity, developmental, and club sport options for our Upper School students. Prior to officially offering junior varsity and club options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest.

Team Management & Support Team management and support serves an important role in Wooster’s Upper School athletic programming. Their job is to maintain the general running of a team to free the coach to concentrate on the coaching and training aspects of the team. They will assist the coaching staff in running practices. This will include setting up drills, running scoreboard, filming games or practices, field management, and keeping track of statistics. During athletic competition, the management team will be responsible for operating the scoreboard, filming games, field support, and keeping game statistics. They are required to attend all practices and games. Managers will be required to participate in fitness related activities during practice that will promote their wellness, but not interfere with the other parts of their responsibilities.

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Afternoon Activities Our Upper School’s day is divided into two main segments: the academic day and afternoon programming. The following are the rules concerning attendance for the afternoon programming: 1. All 9th and 10th graders must participate in three seasons of afternoon activities.

2. All 11th and 12th graders must participate in two seasons of afternoon activities.

3. All Upper School students must participate in at least one team sport per year.

Students whose passions are not offered by Wooster may apply for an independent activity waiver with the Athletic Director, Mr. Jeff Carone (jeff.carone@woosterschool.org). Interested students should Independent Activity Waiver Form.

For descriptions concerning theater activities, please see the Performing Arts section of this document.

For descriptions concerning Art Activities, please see the Visual Arts section of this document.

Team Sport Requirement and Sign-Ups In considering their course sign-up for the following year, students should avoid waiting until the spring season to fulfill the team sport requirement. To allow students and families to better plan for the fulfillment of the team sport requirement we have added tryouts for all tennis players in the Fall.

This ensures our students have additional opportunities to meet the team sport requirement, as several offerings have roster limitations, including Girls’ Volleyball, Boys’ Soccer, Boys’ and Girls’ Tennis, and Golf. Should a student wait until the spring to fulfill the team sport requirement and not make a varsity team, he or she will be required to select a different sport.

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FALL

WINTER

SPRING

Team Sports

Team Sports

Team Sports

Girls’ Volleyball

Girls’ Basketball

Girls’ Lacrosse

Boys’ Soccer

Boys’ Basketball

Boys’ Lacrosse

Girls’ Soccer

Coed Ice Hockey

Girls’ Tennis

Coed Cross Country

Coed Dance

Boys’ Tennis

Coop Football w/ Harvey

Coed Baseball

Coed House Tennis

Coed Golf Coed Ultimate Frisbee Coed House Volleyball

Physical Activities

Physical Activities

Physical Activities

Fitness

Fitness

Fitness

Non-Physical Activities

Non-Physical Activities

Non-Physical Activities

Team Manager

Team Manager

Team Manager

Theater Activities

Theater Activities

Theater Activities

Fall Play

Winter Musical

Spring Theater Backstage Production

Technical Theater

Technical Theater

Art Activities

Art Activities

Art Activities

Art Intensive

Art Intensive

Art Intensive

Monday Art Elective

Monday Art Elective

Monday Art Elective

Science Activities

Science Activities

Science Activities

Monday Beekeeping

Monday Beekeeping Beekeeping Intensive

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