Art Department Chair: Leah Young

The Visual Art curriculum of Holton-Arms actively engages each student in the process of discovering their creative vision while acquiring technical skills and gaining historical and cultural perspectives grounded in our Live Well, Learn Well, Lead Well philosophy of education. Art courses in Middle School provide general introductions to studio art, photography, and ceramics, and reinforce skills and concepts learned at the primary level. Courses in the Upper School offer students opportunities to concentrate their studies within specific disciplines. Students work closely with members of the art faculty who encourage inquiry, experimentation, and excellence. Studios are spacious, well-equipped, and open to students throughout the day. In addition to acquiring the various skills and techniques involved in a specific art discipline, the experience of creating art directly relates to the development of critical thinking, mental discipline, self-confidence, and the ability to solve problems. The art curriculum provides developmentally appropriate and challenging training for each student to express themselves while nurturing the artistic process so that it becomes incorporated into their daily life.

Four (4) credits in the Fine and/or Performing arts are required for graduation.

 

LOWER SCHOOL

Art 3, Grade Level: 3

Introduction to the Elements of Art while exploring “Self”. Students will reflect on their perspectives and how their experiences impact how they view the world.

Art 4, Grade Level: 4

Exploration of the Elements of Art While recognizing and Identifying the Identity of Others. Students will explore how community, race, and social groups impact our perspectives.

Art 5, Grade Level: 5

Students will compare the Elements of Art to the Principles of Design while exploring the identity of the group.

Art 6, Grade Level: 6

Students will develop designs using the Elements of Art and Principles of Design to reflect social, cultural, and group identities.

 

MIDDLE SCHOOL

Art 7, Grade Level: 7 (required)

Art 7 is a studio art class that provides students with a multi-media approach to the visual arts. This is a transitional course that continues to build upon skills introduced in Lower School and begins to lay the foundation for further Middle and Upper School art study. Techniques in graphic design, drawing, painting, collage, and photography are explored. Although these may vary slightly from year to year, emphasis is placed on the development of observational and technical skills, exploration of personal identity, and the use of visual tools to communicate effectively. Integration with other Middle School disciplines is practiced frequently.

Art 8, Grade Level: 8 (elective)

Art 8 is a studio art class that students may elect to take for one, two, or three trimesters. Each trimester new media are explored through a combination of short- and long-term projects. Over the course of the full year, students explore drawing, painting, photography, ceramics, and design, preparing students for more specialized art courses offered in the Upper School. Emphasis continues to be placed on the development of observational and technical skills, exploration of personal identity, and the use of art to communicate big ideas. This course encourages creativity and a variety of solutions to design problems. Students should indicate a preference for one, two, or three trimesters on their course registration form.

Art Tech Exploration, Grade Level: 7-8 (elective)

Art Tech Exploration is a project-based class where students will tackle one real-life design challenge within the trimester using lessons in art/design, science, technology, engineering, and math. This one-trimester “STEAM” course (Science, Technology, Engineering, Art, and Math) will build off of the Design Technology classes experienced in the Holton Lower School.

 

UPPER SCHOOL

Introductory level, trimester-long courses that meet half as often as core academic subjects.

Advanced level, year-long courses that meet as often in a cycle as core academic subjects. Once a student has completed a full year of an advanced art course, they can drop down to two trimesters the following year.

All Upper School courses can be repeated for credit. With each successive enrollment, increasing emphasis is placed on individualizing the curriculum to accommodate the student’s personal direction in the visual arts. Students who have taken multiple art courses are encouraged to submit a slide/digital portfolio with their college applications.

 

Drawing and Painting, Grade Level: 9-12, Credit: 1 per trimester

This introductory Upper School studio course concentrates on drawing and oil painting, as well as watercolor and collage. Students are encouraged to explore many forms of creative expression as they continue to develop basic skills and an understanding of aesthetic expression. This course may be repeated, and students should register for one, two, or three trimesters.

 

Ceramics, Grade Level: 9-12, Credit: 1 per trimester

This course introduces students to clay as a medium of expression through hand-building techniques of pinching, coiling, and slab construction. Special attention is given to craftsmanship and the development of aesthetic expression. Both terracotta and stoneware are used, and various techniques of surface decoration are explored. Students will continue to build their visual literacy through class discussions and critiques. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.

 

Photography, Grade Level: 9-12, Credit: 1 per trimester

This course explores the art of seeing and self-expression in black-and-white photography. It introduces the use of the 35 mm camera, film exposure and processing, and darkroom printing. Equal emphasis is given to technical understanding and compositional ideas. The course briefly explores the history of photography and the role of aesthetic principles in making strong images. The school owns 35 mm cameras which students may borrow. Students supply their own photographic paper and film, which are available for purchase in the School Store. All other basic supplies are provided. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.

 

Graphic Design 1, Grade Level: 9-12, Credit: 1 per trimester

This course introduces students to the fundamentals of Graphic Design, with a focus on the principles of design and the larger cultural context in which design serves as a powerful tool for communication and empowerment. Students complete a combination of hand-drawn projects and foundational computer exercises which introduce them to the standard graphic design software in the Adobe Suite. This project-based class further develops students' understanding of design thinking and how it is applied both functionally and aesthetically in the creation of graphic works. This course may be repeated, and students should note if they want to register for one, two, or three trimesters.

 

Advanced Drawing and Painting: Full Year, Grade Level: 10-12, Prerequisite: ART 101 or Departmental permission, Credit: 3

Advanced Drawing and Painting: Two Trimesters, Grade Level: 11-12, Prerequisites: ART 101, ART300: Full Year, Credit: 1 per trimester

Advanced Drawing and Painting continues the study of art as a visual language explored in Drawing and Painting. Students wishing to take Advanced Drawing and Painting for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimesters. Advanced Drawing and Painting explores the more complex issues of color, composition, and space through exercises in drawing, oil painting, and watercolor. While the use of traditional materials and techniques is taught, the focus of the course is to teach students to see the relationship between technical skills and aesthetic expression. The course will also help students prepare a portfolio for the college admissions process.

 

Advanced Ceramics: Full Year, Grade Level: 10-12, Prerequisite: ART 131 or Departmental permission, Credit: 3

Advanced Ceramics: Two Trimesters, Grade Level: 11-12, Prerequisites: ART 131, Advanced Ceramics: Full Year, Credit: 1 per trimester

Advanced Ceramics continues and intensifies the study of ceramics begun in Ceramics. Students wishing to take Advanced Ceramics for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimesters. Hand-building is the main focus of the Advanced Ceramics curriculum. Both functional and sculptural projects are assigned in the exploration and development of personal expression. Other important aspects of Advanced Ceramics include working with a larger variety of different clays, and both oxidation and reduction (when applicable) firing processes. The course will also help students prepare a portfolio for the college admissions process.

 

Advanced Photography: Full Year, Grade Level: 10-12, Prerequisite: ART 141 or Departmental permission, Credit: 3

Advanced Photography: Two Trimesters, Grade Level: 11-12, Prerequisites: ART 141, Advanced Photography: Full Year, Credit: 1 per trimester

Advanced Photography continues and intensifies the study of photography begun in Photography. Students wishing to take Advanced Photography for the first time will be required to take it for the whole year. In subsequent years, students whose course load precludes them from taking the major for all three trimesters may register for two trimesters. Advanced Photography explores various styles of shooting: landscape, documentary, and portraiture, with an emphasis on developing a point of view. Students learn to use different films and basic studio lighting. This course includes a unit on digital color photography in which students shoot with digital cameras provided by the school, manipulate the print in Photoshop, and learn the mechanics of color printing. Students are responsible for providing film and paper, which are available for purchase in the School Store. All other basic supplies are provided, including 35 mm cameras as well as digital SLR cameras. All advanced art classes will share trimester-long themes to facilitate dialogue and understanding across disciplines. Themes will be revealed in the Fall of each year. The course will also help students prepare a portfolio for the college admissions process.

 

Graphic Design 2: Full Year, Grade Level: 10-12, Prerequisite: ART 150: Graphic Design, Credit: 3

Graphic Design 2: Two Trimesters, Grade Level: 11-12, Prerequisite: ART 150: Graphic Design, Credit: 1 per trimester

This course provides students who have taken the Graphic Design 1 class the opportunity to work at a more advanced level, exploring the Adobe Suite further as well as focusing on digital art, publication layout, poster design, and website design. The course consists of a combination of directed assignments and individual work as students begin to develop their own style and area of interest within the wider field of Graphic Design. Looking toward the college application process, students will create a personal website as a portfolio for their artwork and other interests. Students who hope to participate in the leadership level of the Scroll or Scribe publications are highly encouraged to take this course (and its prerequisite). 

 

Applications in Graphic Design: Scroll, Scribe, Grade Level: 11-12, Prerequisites: 2 Trimesters of Visual Arts, Art Department Permission, Publication Advisor permission Credit: 1

This independent course is specifically designed for Scroll and Scribe leadership and the most dedicated club members. It is not a scheduled class. Assessment will be based on the student's ability to meet predetermined benchmarks, including, but not limited to, periodic critiques with a panel of art teachers and the publications advisor.

Performing Arts Department Chair: Sarah Roney

We believe that a student finds their unique voice when given opportunities for self-expression. At the core of each experience in Dance and Drama is a commitment to collaboration, creativity, and risk-taking, grounded in our Live Well, Learn Well, Lead Well philosophy of education. Every creative process represents a journey and every aspect of a student’s Holton education informs that process. Likewise, a student’s experience in the performing arts will impact their work in their academic disciplines.

Courses in dance and drama promote the acquisition of knowledge and technical skills while encouraging the development of imagination, and aesthetic sensitivity. Course opportunities in dance, drama and production technology are offered during the curricular day. Curricular study in dance and drama also extends beyond the school day. Opportunities include dramatic productions and workshops (some require an audition), hands-on experience in technical theater and design, and the Orchesis Dance Ensemble (which requires an audition). Spacious dance studios and three theaters (including a Black Box and an amphitheater) support the performing arts experience.

Four (4) credits in the Fine and/or Performing arts are required for graduation.

 

LOWER SCHOOL

Dance 3, Grade Level: 3

In third-grade dance, students use a collaborative approach to find and use their artistic voice and creatively problem-solve. They work on building a movement vocabulary based on the core elements of dance, as well as exploring basic dance techniques in Modern, Ballet, and Jazz. They use experiential learning to create thematic dances based on topics that explore ideas that could range from identity to gratitude, to storytelling.

Dance 4, Grade Level: 4

In fourth-grade dance, students learn to use a global perspective to explore and create dance. They broaden their skills, knowledge, and understanding of different styles of dance, while also learning to use dance as a way to better interpret and interact with the world around them. They work collaboratively on thematic dances that connect to content from their History and Stories class.

Dance 5, Grade Level: 5

In fifth-grade dance, students explore the positive impact artists of color and female artists have had in dance. While deepening their skills, knowledge, and understanding of different dance styles, they also learn about famous choreographers and discuss their influence in the dance world. Students participate in technique classes and choreography activities inspired by these artists and reflect on their own creative work and that of their peers..

 

DANCE

MIDDLE SCHOOL

Middle School Dance Workshop, Grade Level: 7-8

In Dance Workshop, students expand their views and perspectives on what dance is, through the exploration of multiple styles of dance and choreography. They participate in technique classes in a variety of dance genres and work on creating dances based on different thematic prompts. Through class discussions and reflections, they compare and contrast different styles of dance, and learn to appreciate the benefits of knowing a variety of genres.

Middle School Junior Orchesis, Grade Level: 7-8

In Middle School Junior Orchesis, students work as an ensemble to begin to develop their voices as artists. They build a technical foundation in multiple styles of dance and learn how to bring the artistic vision of others to life, by exploring the skills necessary to learn and perform dances composed by their peers, teacher, and guest artists. They also work collaboratively to choreograph thematic dances in small groups. Middle School Junior Orchesis is a two-season commitment (fall and winter sports). Students build a repertoire of dances that they perform in the Annual Orchesis Dance Concert, alongside the Upper School Orchesis Dance Ensemble, as well as in their own assembly performance for their peers.

 

UPPER SCHOOL

Dance Composition and Choreography, Grade Level: 9-12, Credit: 1 per trimester. Credit is given for either Physical Education or Performing Arts.

In Dance Composition and Choreography, students learn how to use dance as a voice to communicate with and to better understand the world around them. This course is designed to introduce students to the creative process and compositional tools that are at the core of making dances. Students explore various choreographic tools through short movement studies and in longer works-in-progress. Each student, regardless of ability level, is encouraged to expand their movement vocabulary, their perception of dance, and their understanding of music and sound as expressive partners. Solo studies and small group choreographic projects help students explore the source of movement ideas and movement development, and gain a greater appreciation for dance as a vehicle for artistic expression. This course may be repeated.

 

Dance Technique (During the School Day, Spring Trimester), Grade Level: 9-12, Credit is given for either Physical Education or Performing Arts.

Dance Technique (After School, Spring Trimester), Grade Level: 9-12 (open to 8th graders, but not for credit), Credit: 1 per trimester. Credit is given for either Physical Education or Performing Arts.

In Dance Technique, students find and develop their voices as artists. They build a technical foundation by participating in dance classes in a variety of genres. They may also begin exploring basic student choreography through the creation of short dances based on different thematic prompts. They compare the similarities and differences among different styles of dance and work on being able to demonstrate these in their performance of different movement combinations. This work allows students to develop a sense of pride in their personal growth, based on individual learning goals. This course is geared towards students of any skill level in dance. The after-school option allows students to take Dance Technique outside of the conventional school day by participating in two technique classes per week (during the spring trimester) after school. This course may be repeated.

 

Intermediate-Advanced Dance Technique, After School (Fall Trimester), Grade Level: 9-12, Prerequisite: Permission of the department, Credit: 1 per trimester. Credit is given for either Physical Education or Performing Arts.

This course allows a student to enroll in dance technique classes outside the conventional school day by taking two technique classes per week (during the first trimester) with the Orchesis company members. Modern, ballet, jazz, hip-hop, and musical theater techniques are studied, with students participating in warm-up, center, traveling exercises, and/or short dances appropriate to each style of dance. This is designed for students who are not members of the Orchesis Ensemble but are intermediate or advanced dancers. This course may be repeated.

 

Orchesis Dance Ensemble, After School (Fall & Winter Trimesters),* Grade Level: 9-12, Prerequisite/Co-requisite: Dance Composition and Choreography and permission of the department, Credit: 2 (1 for each of the two required trimesters).Credit is given for either Physical Education or Performing Arts.

Orchesis Associate Member, After School (Fall & Winter Trimesters),* Grade Level: 9-12, Prerequisite: Permission of department, Credit: 2 (1 for each of the two required trimesters). Credit is given for either Physical Education or Performing Arts.

This course provides interested students with a more intense dance experience. Company members meet four days a week, for up to two hours, for technique classes and rehearsals. Students may also opt to be Associate members, meeting only three days a week, for up to two hours, for technique classes and rehearsals (contact the Dance Director for additional details). Modern, ballet, jazz, hip-hop, and musical theater techniques are studied, with students participating in warm-up, center, traveling exercises, and/or short dances appropriate to each style of dance. Students also participate in various aspects of the choreographic process. Performance opportunities are offered through peer, faculty, and guest artist choreography. The commitment to Orchesis as a class and company spans the first two trimesters. *Participation by audition only.

 

DRAMA

MIDDLE SCHOOL

Middle School Acting Workshop, Grade Level: 7-8

In Middle School Acting Workshop we focus on playing characters broadly and boldly. Students are encouraged to grow their range of personal expression with a particular focus on physical and vocal characterization. We explore the work of an actor by reading and performing scenes from a variety of plays. Students have ample opportunity to try multiple characters and performance styles. Students may also work on skills by preparing and presenting scenes to share. This course may be repeated.

Middle School Production Technology, Grade Level: 7-8

Students in Middle School Production Technology will learn the basic skills, tools, and techniques for creating scenery, properties, lighting, sound, and costumes for the theater. Students will learn the safety standards and practices utilized within a working theater and scene shop and study theater vocabulary, backstage procedures, and theater etiquette. Students will also be exposed to the collaborative creative process and will have opportunities to use their new skills to create actual elements for use in Middle and Upper School drama productions, musical concerts, and dance performances. This course may be repeated.

 

UPPER SCHOOL

Acting: Improv and Devising, Grade Level: 9-12, Credit: 1 per trimester

Acting: Improv and Devising provides a foundation for acting through improvisation and devised works. Through units on improvisation, devised theater, character study, ensemble-building, and physical and vocal expression, students explore the work of the actor as part of a theatrical community. Students are introduced to fundamentals of performance and gain verbal and nonverbal communication skills that promote creativity and confidence for the stage, and life. Brief written assignments and readings, as well as memorization and rehearsal time, support classwork. Specific assignments will be tailored to the developing skills and interests of the students enrolled. This course may be repeated.

 

Acting: Scene Study and Monologues, Grade Level: 9-12, Credit: 1 per trimester

This course builds on the skills of acting with greater emphasis on scene study and monologue work. In-depth interpretation, text analysis, and characterization are explored in support of performance. Students work to develop the skills necessary to analyze and perform any realistic scene, including defining specific actions and objectives, living within the “truth of the moment,” and physical and vocal characterization. Students work together to prepare scenes and individually on monologues. Students may also complete projects designed to provide a window into the process of play production, including audition preparation, play proposals, and the preparation of a theatrical resume. Specific term projects will be tailored to the developing skills and interests of the students enrolled. Students are encouraged to experiment beyond their individual comfort zones. Written assignments, readings, memorization, rehearsal time, and/or play reviews support classwork. This course may be repeated.

 

Production Technology, Grade Level: 9-12, Credit: 1 per trimester

This course provides instruction in the creation of live performances (drama, music, dance, etc.) from the perspective of a non-performing artist. The creation of scenery, properties, lighting, sound, and costume are explored and the safety standards and practices utilized within a working theater and scene shop. Topics covered include the tools and materials used to create a production, the safe and proper methods for using such tools and materials, basic scientific theory supporting these methods, and initial explorations into the process of designing for the stage. Students undertake construction and assembly projects in support of the school’s performing arts ensembles. This course may be repeated.

 

Theatrical Design, Grade Level: 9-12, Prerequisite: US Production Technology, Credit: 1 per trimester, [3rd-trimester course]

This course expands upon the basic knowledge and skills acquired in Production Technology. Unusual materials, advanced techniques, and scientific underpinnings are explored. This includes topics such as electrical theory, sound propagation, color theory, the organization of a production company, stage management, and rehearsal techniques. Students also apply the tools and techniques they have learned in previous courses as they explore the theatrical design process and create a fully realized design for a stage production in one of the areas of scenery, lighting, sound, or costume. Students also undertake more complex projects in support of the school’s performances. This course may be repeated.

 

Dramatic Performance: US Play or Musical,* Grade Level: 9-12; Credit: 1 per trimester

Students participate in Holton productions in the Fall or Winter. Students performing as actors receive 1 credit per trimester of participation, regardless of the size of their roles. Following the current rotation, In odd-numbered years, Holton produces a musical in the Fall season. In even-numbered years Holton produces a play. *Participation by audition only.

 

Applied Technical Theater: US Play or Musical,* Grade Level: 9-12; Credit: 1 per trimester

Students who perform technical roles in association with the Fall or Winter Upper School play receive 1 credit per trimester of participation, regardless of the size of their roles. This includes Stage Managers, Running Crew, Wardrobe, etc. *Participation by application only.

 

Applied Technical Theater: MS Play or Musical,* Grade Level: 9-12; Credit: 1 per trimester

Upper School students who serve as Assistant Directors for Middle School productions can receive 1 credit for their work. *Participation by permission of the director only.

INTERDISCIPLINARY ARTS

Video Editing [Asynchronous], Grade Level: 9-12; Credit: 1 per trimester

In this interdisciplinary arts course, students will learn the basics of video production and video editing and hone their skills through projects and practical applications. The class will provide an Introduction to Adobe Premiere Pro, as well as learning the basics of shooting quality videos (lighting techniques, framing, the rule of 3rds, wide-medium-closeup shots), editing techniques, effects, color correction, titles, and shooting/editing styles. This course may be repeated.

Department Chair: Shay Squeglia

The English program provides students with the skills and insights necessary for academic excellence and for growth as independent and creative thinkers. We strive to introduce students to a variety of literary genres as well as to great writers from diverse backgrounds and perspectives. Students begin to see literature as an art, as a mirror that reflects their lived experiences, as a window that illuminates the experiences of others, and as a powerful tool for raising consciousness regarding pressing issues. Our curriculum is grounded in our Learn Well, Live Well, Lead Well goals and competencies and endeavors to cultivate thoughtful readers and adept writers of the English language. Students take English each year in the Middle and Upper Schools.

Twelve credits of upper school English and a final grade of at least 70 in Senior English are required for graduation.

 

LOWER SCHOOL

History & Stories, Grade level: 3

History and Stories combines Language Arts and Social Studies. Students in third grade learn about themselves and their identities, their immediate communities, important people in history, and about the global community through geography. Students read about, write about, and discuss characters in books and real historical and contemporary figures. In History and Stories, third graders hone their communication skills while building empathy and perspective taking. They learn about characters and traits, citing evidence, and they grow their comprehension skills to become readers who learn. Third graders also write about their reading and about what they have learned in social studies. Students write personal narratives, information pieces, creative pieces, and poetry.

 

History & Stories, Grade level: 4

This interdisciplinary course combines the 4th-grade reading, writing, and social studies curriculum through the lens of being a positive change-maker in an ever-changing global world. The course has three pillars; identity, perspective, and action as a reader, writer, and citizen. The students begin with a deep dive into their identity and what makes them unique. Next, they practice perspective-taking as it relates to the world and to literary characters. Using programs such as Lucy Calkins’ Reading and Writing Units of Study and Level Up Village, students shape their perspectives and come together to understand others’ perspectives. In the end, they ponder the essential question: How can I make the world a better place? This question is the start of their journey of growing into leaders that make the world a better place.

 

Language Arts, Grade level: 5

In fifth-grade language arts, students explore identity and consider multiple perspectives in poetry, short stories, personal narratives, realistic fiction, and nonfiction articles. Students develop skills in reading, critical thinking, speaking, and writing. Supporting ideas with detail in creative, expository, and persuasive writing is an integral part of their writing development in grade five. As students broaden their vocabulary through embedded instruction and the Wordly Wise program, they strengthen their ability to decode word meanings of unfamiliar words. The texts they study provide windows and mirrors through which students discover diverse cultures and experiences. As they analyze and discuss multicultural works, fifth-graders deepen their empathy and understanding. Students investigate actions related to Sustainable Development Goals to inspire positive change. Themes of developing one’s identity, considering multiple perspectives, and appreciating diversity support students' growing awareness of their community at a personal, national, and global level.

 

Language Arts, Grade level: 6

Sixth grade language arts is designed to increase communication skills through reading, writing, speaking and the study of grammar and vocabulary. Students read a variety of fiction and non-fiction texts including novels, short stories, poetry, memoirs, mythology, and folktales. These texts model the various styles, voices, genres, and tones students will encounter in their writing. Writing will include responses to literature, reflective essays, creative pieces, and dialogue journals. Students use graphic organizers to lay out their ideas and plan their writing. Grammar and vocabulary will be taught in context and through mini lessons. Students will participate in class discussions and art enrichment activities and deliver presentations. Students will take their prior knowledge and explore deeper and subtler themes. Unit themes include developing different perspectives, embracing heritage, perseverance, and overcoming obstacles.

 

MIDDLE SCHOOL

English 7: Windows and Mirrors, Grade level: 7

This course concentrates on the development of skills necessary in all subject areas: reading, writing, grammar, vocabulary, discussion, and critical thinking. Students study the genres of short stories, memoirs, graphic novels, lyrical prose and poetry, and fantasy. Each work of literature provides a window and a mirror through which students see themselves and others’ perspectives. Class discussion supports reading-comprehension and analytical skills. Writing activities include expository and creative options: students analyze and write about literature with detail, organization, and depth; they also have opportunities for creative expression in order to draw meaningful connections between literature and their lives. Students study and apply vocabulary words gleaned from each work of literature and become well versed in the parts of speech as well as parts of a sentence. Literary themes include coming of age in a fallen world of racism, classism, and sexism, discovering one’s identity, multi-generational struggles and connections, and finding one’s voice.

 

English 8: Finding Voice, Grade level: 8

This course reinforces the skills of critical thinking, reading comprehension, discussion, close-reading analysis, creative and analytical writing, grammar, and vocabulary. Students engage with various genres: short stories, a graphic novel, a memoir, an allegory, and a play. Each work of literature provides an opportunity to understand and explore individual voices. Writing activities include expository and creative options in order to draw meaningful connections between literature and their lives. Students strengthen their analytical ability, organization of paragraphs, argumentation skills, and logical progression of ideas. Students learn and apply vocabulary words gleaned from each work of literature, and they become well versed in the parts of speech, parts of sentence, sentence structure, and commas. Literary themes include being yourself and not following in others’ footsteps, how language persuades for good and ill, coming of age, and the power of friendship.

 

UPPER SCHOOL

English 9: "Where I'm From": Identity and Belonging, Grade level: 9, Credit: 3

In English 9, we move from the concrete to the abstract. We will study several genres of literature, expand our study of vocabulary and grammar, and further develop our writing skills, particularly with regard to analytical essays. Example texts: the novels The Catcher in the Rye, Disobedience, and Their Eyes Were Watching God; the graphic novel Persepolis; a choice of contemporary independent reading books; and the play Romeo and Juliet.

 

English 10: Literary Lenses of the American Dream, Grade level: 10, Credit: 3

This American literature course explores the American Dream as it relates to immigration, race, gender, sexuality, and personal identity. Students read novels as well as a range of personal essays, short stories, poems, and plays. Authors include Amy Tan, F. Scott Fitzgerald, and August Wilson. The course stresses skills in expository writing techniques, which extend both to close textual readings as well as an extensive, properly documented research paper. Additionally, the class emphasizes vocabulary skills and the basic rules and usage errors of English grammar.

 

English 11: Pride, Prejudice, and Pariahs: Deconstructing Power in English Literature, Grade Level: 11, Credit: 3

This course introduces students to major writers in each of the significant periods of English literary history from the Anglo-Saxons to the Romantics to the Post-colonial era. Students study works from a variety of genres—epic poetry, lyric poetry, plays, and novels—to examine the major themes of British literature. The course investigates the way the society of a historical era influences its artistic works and the way those works influence society, then and now; key themes include the definition of the hero, the concept of the Other, the role of gender, the role of the individual in society, the power of ambition in creating good or evil, and the ways literature conceives of love. The writing program prepares students for college-level expository writing and also includes creative assignments.

 

Creative Writing Workshop, 1 trimester Grade level: 10-12; Credit: 1 per trimester

This course is intended for students to hone their skills as writers, and as readers. It is intended to engage their literary interests and talents so they can get a better sense of who they are as writers. The greatest writers are invariably avid readers. By engaging with writers such as David Sedaris, Chimamanda Ngozi Adichie, Ann Patchett and Jhumpa Lahiri, students will leave this class with an appreciation of what great writing means to them. They will have the opportunity to write and share their own work through participation in a writing workshop setting. For this course students will be required to write an essay, a short story or a creative piece of their choice. 

 No Prerequisite.

 

SENIOR ENGLISH, Grade Level: 12, Credit: 3

Seniors elect one of the following sections of English 12. Course availability is subject to sufficient enrollment. All English 12 courses conclude with a term paper.

The first half of this course is designed to help seniors write effectively and to become discriminating judges of their own work. All teachers use Ken Macrorie’s Telling Writing as the basic text. Students read aloud what they write for class, hear comments and suggestions, then rewrite and revise. They also study the writing of professionals and end the course by writing a longer personal narrative in multiple sections focused on a unifying theme.

English 12: Love in Literature

This course examines women in their relationships with family, friends, lovers, and significant others of all types in fiction and drama. Students read novels and plays that present various roles of women (wife, mother, sister, daughter, friend, sex object, ideal, spinster), keeping in mind what Coleridge believed — that a great mind is androgynous. Works include Toni Morrison's Beloved and others chosen by the class; recent groups have read Nabokov's Lolita, Chopin's The Awakening, McEwan's Atonement, Roy's The God of Small Things, and Jones' An American Marriage.

English 12: Sixties Protest Literature

John Lennon said, “We were all on this ship in the Sixties, our generation, a ship going to discover the New World.” Through music, a novel, and non-fiction, this course aims to make the Sixties spirit of protest come alive for seniors. The words of the writers and musicians under study helped fuel the Civil Rights Movement, Black Power, the Women’s Liberation Movement, and the fight against the Vietnam War. Authors will include: Malcolm X, Ken Kesey, Eldridge Cleaver, Joni Mitchell, Jimi Hendrix, and Bob Dylan. Considering the legacy of the Sixties today, students will also have the opportunity to explore issues of social justice meaningful to them.

English 12: War and Literature

This course will examine how we portray the experience of war in works of art. Students will read works of poetry, fiction, memoir, and drama and also explore other evocations of war—in the visual arts, music, and film. Recognizing that art both reflects and reshapes the way we think, the class will look at how war literature has changed society’s views of war and how war has changed artists’ visions. The course will begin with a brief review of early texts about war and then focus primarily on the works of the twentieth century. Works include excerpts from Homer, Shakespeare, and the WWI war poets, Catch 22, and The Things They Carried among others. We will also read critical works such as Paul Fussel’s The Great War and Modern Memory.

English 12: African American Literature

In this course, students will begin to develop an understanding of African American literature as a distinct literary tradition by examining the themes and aesthetics that connect works by African American authors. Students will examine how African American forms of artistic expression are necessarily in conversation with their historical and political contexts. Finally, students will trace the ways in which the African American literary tradition has helped to construct African American racial and cultural identities. Major texts include Toni Morrison’s Song of Solomon, Julie Dash’s Daughters of the Dust, Spike Lee’s Do the Right Thing and Jesmyn Ward’s Sing, Unburied, Sing as well as various musicians and critics.

English12: Digitopia - The Implications of a Digitizing World

This course examines the consequences of an increasingly digitized world. It begins with a look at the physiological and psychological effects of our devices before turning to an investigation of social media in terms of social construction of identity and then examining the significance of the burgeoning world of artificial intelligence. Students will research the history of the computing world, examine memoirs about the creation of the digital world, and read short stories and novels, such as Ted Chiang’s Exhalation, envisioning the future of our world in light of this technological revolution.

Department Chair: Jacco Dieleman

The Department of History and Social Sciences believes that it is essential in cultivating responsible global and democratic citizenship to have a good understanding of the past, human culture, and social behavior. Together with our students, we strive to make sense of an ever more complex, diverse, and interconnected  world by exploring our place in world history and society. We share our passion for studying the forces that shape our local and global communities and thus hope to inspire life-long learning and to motivate students to lead lives of positive influence. To impart them with life-long competency in critical reflection and empathetic communication, we teach them historical awareness, analytical thinking, and effective reading, research, writing, and public speaking. 

Nine (9) credits in history are required for graduation

 

LOWER SCHOOL

History & Stories, Grade level: 3

HAS or History and Stories is a class that combines Language Arts and Social Studies. Students in third grade learn about themselves and their identities, their immediate communities, important people in history, and about the global community through geography. Students read about, write about, and discuss characters in books and real historical and contemporary figures. In History and Stories, third graders hone their communication skills while building empathy and perspective taking. They learn about characters and traits, citing evidence, and grow their comprehension skills to help them become readers who learn. Third graders also write about their reading and about what they’ve learned in social studies. Students write personal narratives, information pieces, creative pieces, and poetry.

 

History & Stories, Grade level: 4

This interdisciplinary course combines the 4th-grade reading, writing, and social studies curriculum through the lens of being a positive change-maker in an ever-changing global world. The course has 3 pillars; identity, perspective, and action as a reader, writer, and citizen. The students begin with a deep dive into their identity and what makes them unique. Next, they practice perspective-taking as it relates to the world and to literary characters. Using Lucy Calkins’ Reading and Writing Units of Study, students shape their perspectives and come together to understand others’ perspectives. In the end, they ponder the essential question: How can I make the world a better place? This is the start in their journey of growing into leaders that make the world a better place.

 

History, Herstory, Ourstory: Moving Beyond A Single Story in American History, Grade level: 5

Fifth-grade Social Studies explores the themes of Identity, Community, Leadership, Diverse Perspectives, and Justice. Students make connections across subject areas to enhance understanding of the social studies themes and topics, which include Civics and Government, Current Events, Early America, Colonial America, and the American Revolution. An interdisciplinary approach is the cornerstone of fifth-grade social studies. Active projects, field studies, discussion, and analysis of primary sources to develop a connection to time, place, and perspective are all methods used to create a meaningful learning experience for every child.

 

Ancient Civilizations: Cultural Heritage Through the Lens of Archeology, Grade level: 6

Sixth grade social scientists embark on an exciting journey backward in time as they investigate the human evolutionary trail and examine the beginnings of civilization and human cultures. The content serves as the vehicle for teaching a variety of skills, which help the student access, assimilate, use, and evaluate information. Throughout this journey, students develop their skills in discussion, problem-solving, collaboration, and reflection. They will learn and hone research and expository writing skills, and increase their comprehension of critical reading. Several note-taking methods are introduced and perfected, and essential study strategies are explored. All through the year, students are encouraged to develop a global perspective, respect for themselves and others, and think critically. Hands-on activities, special days, projects, maps and globes, field trips, and use of technology enhance the students’ understanding of and appreciation for the area of study and provide valuable means for making connections. Units of study include: Archaeology, Human Origins, Mesopotamia and the Ancient Near Eastern World, Ancient Egypt, and Ancient Greece. The goal is to make history exciting and fun!

 

MIDDLE SCHOOL

Exploring Latin America and Africa: History, Geography, and Culture, Grade level: 7

This course teaches students how geography, history, and culture are interrelated aspects of human activity by studying the region of Latin America and the continent of Africa. Themes include the impact of geography, development of complex societies, the effects of colonization and resulting independence movements, and the role history and geography play in the regions today. Students develop reading, writing, and research skills necessary for the study of history and social studies, as well as skills in critical thinking, problem-solving, and collaboration.

 

United States Political History, Grade level: 8

In this course, students study United States history through the lens of the American government. Thematic in nature, the course is divided into three trimesters based on the Preamble to the Constitution. Trimester one, “To Form a More Perfect Union,” focuses on the creation of the American government, how government works today, and how government impacts the lives of students. The second trimester, “To Promote the General Welfare,” showcases times in American history where the government has promoted the interests of certain groups of citizens as well as the times the government has failed to protect or actively oppressed certain groups. We will also explore the ways groups respond to the actions or inaction of the government. Trimester three, “To Provide for the Common Defense,” allows students to dig into topics related to American foreign policy throughout history. Throughout the year, students hone their skills in discussion, oral presentation, critical thinking, research, and writing through a variety of projects and activities focused on developing the skills of a historian. The goal of this class is for students to leave with a better sense of the purpose of government and the role it has played in American history. Furthermore, students will be able to evaluate how the government affects their lives and, knowing this, how they can have a positive impact on their communities.

 

UPPER SCHOOL

Nine (9) credits in history are required for graduation: The Historian's Craft, U.S. History,  Modern Global History, and one 11th grade History capstone elective

 

The Historian's Craft, Grade level: 9, Credit: 3

This course serves as an introduction to the discipline of history. It is designed to teach students the skills they will need to be effective historians, including the ability to analyze historical documents, weigh evidence, expose bias and authorial intent, and conduct independent research. Students will explore premodern cultures through various lenses, including politics, social structures, religion, technology, and the arts. Societies we will examine include the Middle East, China, India, Africa, and Europe. The goal of the course is to guide students toward achieving mastery of historical thinking skills such as causation, continuity and change, and comparison, as well as honing the intellectual skills of reading complex historical texts, writing persuasively, making effective oral presentations, and writing persuasively.

 

U.S. History: Perspectives and Experiences, Grade level: 10, Credit: 3

U.S. History: Perspectives and Experiences Honors, Grade level: 10, Credit: 3

This course introduces students to the history of the United States, starting with the era of first contact between the indigenous peoples of North America and European colonists, and extending to the modern era. Students will examine competing conceptions of the American nation, of what it means to be an American, and of who gets to decide. They will study how systems of power and privilege developed in U.S. history, and how those systems were perpetuated and challenged. Students will also explore how global forces and trends shaped the history of the United States, and how the United States’ role in the world has unfolded over the course of its history. Students will develop the reading, writing, and research skills necessary for the study of history, as well as skills in critical thinking, discussion, oral presentation, and collaboration.

The Honors section of this course is reading and writing-intensive. In addition to summer reading, students should expect more challenging nightly assignments that emphasize the reading of complex philosophical, religious, and political texts. Assessments will include blind essays that require strong skills in analysis and synthesis.

 

Modern Global History, Grade level:  11, Credit:  2

Modern Global History Honors, Grade level:  11, Credit:  2

This two-trimester course serves as the core course of the junior year, followed by an elective capstone course in the third trimester (see below). It introduces students to the defining themes of the modern world. Starting with the Industrial Revolution, students analyze the causes and consequences of the global events and forces that have led to the world we live in today. The underlying theme is the recurrent struggle between the promotion of liberal democracies and the ideologies of fascism, communism, and virulent nationalism. The essential question is: How have democratic ideals been promoted, undermined, and dismantled, and to what costs, over the past 150 years? Students discuss case studies from Europe, Russia, China, India, Japan, and Sub-Saharan Africa. The goal is to give students the skills and foundational knowledge to understand and analyze the current geopolitical world order, societal trends, and competing worldviews. 

Honors students read and discuss additional primary and secondary sources and take assessments on the honors level. Assessments will include blind essays that require strong skills in analysis and synthesis.

 

Electives

Capstone: Black Women’s Voices, Grade level: 11, one-trimester course, Regular and Honors, Credit: 1

This elective course serves as the third trimester of, and capstone to, the core course Modern Global History. The course examines and circulates Black women’s voices as students listen to and appreciate words, ideas, activism, artistic creations, and the lived, unique experiences of Black women of the past and today. Students study Black women who have worked in many different arenas, from the nineteenth-century sculptor Edmonia Lewis to the contemporary author Mikki Kendall, whose book Hood Feminism (2020) calls for a major rethinking of the intersection of race and feminism. The course also examines a series of contemporary issues through discussions led by members of the Holton community, with topics that range from representations of Black women in the media to Black women in independent schools and universities. The course centers student-led discussions of readings. Writing assessments allow students to develop a strong, persuasive voice. The Honors section runs concurrently with the regular section. 

 

Capstone: International Relations,  Grade level: 11, one-trimester course, Regular and Honors, Credit 1

This elective course serves as the third trimester of, and capstone to, the core course Modern Global History. The course introduces students to major concepts and actors in international relations. A project-based approach offers students opportunities to apply their learning to current issues in international politics. Source materials draw on several fields, including history and political science, as well as current media. Topics include the formation of the modern state system; the roles of race, class, and gender in world politics; globalization; global security; human rights; climate and the environment; and current military and political conflicts. Discussions and projects emphasize oral and written communication, collaboration, and problem-solving skills as students address global challenges. The Honors section runs concurrently with the regular section.

 

Capstone: Revolutions in Science, Grade Level: 11, one-trimester course, Regular and Honors, Credit 1

This elective course serves as the third trimester of, and capstone to, the core course Modern World History. It offers an introduction to the history of science from its ancient origins, with a focus on the period often called the Scientific Revolution, in which new ways of understanding the natural world were developed and refined. We will consider how scientific modes of thinking developed and the interplay between science, philosophy, religion, and other fields of human enquiry. Our readings and discussions will focus on understanding major trends and debates in the history of science, and on seeing how the concept of modern science has enmeshed itself as the preeminent system of knowledge and belief in the modern world. The Honors section runs concurrently with the regular section. 

 

Comparative World Religions, Grade Level: 11, 12, Credit: 3

In Comparative World Religions, students examine the tenets, practices, institutions, and histories of the world’s major religions; develop appropriate vocabulary and research skills for the academic study of religion; and acquire a greater awareness of, and appreciation for, the great diversity of cultural traditions. The focus is on Hinduism, Buddhism, Judaism, Christianity, and Islam, but other religions and religious trends will also be addressed. The course is primarily discussion-based with an emphasis on class participation, student presentations, and writing assignments. Documentaries and field trips to local museums and places of worship will serve as supplements to course reading materials.

 

Advanced Topics in Art History: Global Art History in Washington, D.C., Grade level: 12, Prerequisite: Departmental Permission, Credit: 3

Washington, D.C. is one of the world’s best places to study art history. Focusing on the abundance of works of art of exceptional quality in local museums, students investigate diverse artistic global traditions: Europe and the Americas (National Gallery of Art, The Hirshhorn Museum, The Phillips Collection), Asia (Freer Sackler Galleries), and Africa (National Museum of African Art). They develop a deep understanding of representative works of art from each global tradition and look for connections between them.

The course is structured like an undergraduate art history seminar. In addition to class discussions, the emphasis is on research papers for which students use books and scholarly articles to investigate and create arguments about works of art that they view in person. These papers, approximately 4-5 over the course of the year, require immersion in the topic over a period of weeks and synthesis of scholarly literature that is more specialized and challenging than in previous Holton research projects. Students are expected to manage their time well in order to make steady progress on research and writing, submitting work that is polished and contains sophisticated depth of thought.

 

Advanced Topics in Psychology, Grade level: 12, Prerequisite: Departmental Permission, Credit: 3

Advanced Topics in Psychology will introduce students to scientific methodology and core concepts and theories in psychology. The course will promote psychological literacy through the study of established research findings and scholarly publications. The course will be divided into three major themes: scientific research, biopsychology, and the application of psychological science. Each theme will last one trimester and include research and topics that explore the contributions of psychologists from diverse backgrounds. Readings for the course will draw on challenging and foundational psychological texts drawn from The Norton Psychology Reader and landmark studies presented in Forty Studies That Changed Psychology. There will be one project each during the second and third trimesters.

 

Advanced Topics in U.S. Government, Grade level: 12, Prerequisite: Departmental Permission, Credit: 3

Advanced Topics in U.S. Government examines key concepts and functions of government through a project-based approach. Students analyze how the government has worked to empower and to disadvantage different groups throughout history. Students will be able to explain local and national government processes, how those processes have perpetuated or addressed injustice, and how perspective can shape understanding in our present-day political landscape. The class focuses on the development of skills including research, analysis, and various forms of communication.

 

Advanced Principles of Economics, Grade level: 12 (or 11 with departmental permission), Prerequisite: Departmental Permission/Co-requisite: Pre-calculus or higher, Credit: 3

Advanced Principles of Economics develops the tools of economics to explore a range of contemporary topics in the United States and internationally. Issues studied in recent years include the economics of voters’ decisions, the healthcare industry, the disparity of income and wealth in the United States, the economic effects of discrimination, and effects of tariffs on imported wine. The class enjoys in-person and distance meetings with eminent women economists throughout the year. Two post-baccalaureate interns at the Federal Reserve coordinated an annual visit to run some simulation games from the Fed and a visit from a Holton alumna investment banker described the world of Wall Street and opportunities for young women.  A unit on personal financial planning covers budgeting for retirement and developing and tracking an investment portfolio.  

Advanced Principles of Economics investigates how markets work, how the macroeconomy functions, how economic policies are formulated, and how and why individuals make decisions to enhance personal welfare. This course provides a framework for understanding personal choices about what products are manufactured and consumed, how and why the economy generates jobs and production, and how students can plan for the future to budget for current expenses while planning for major life events and retirement. Skills include graphing and developing spreadsheets.  No knowledge of calculus is assumed or necessary.

 

Global Perspectives, Grade level: 11, Required for students participating in Junior Journeys. Credit 1

This one semester minor class is designed to give students the foundation necessary to link what they are learning in their courses to the role they will play in an increasingly global world. We hope the course promotes intellectual curiosity, encourages students to investigate their world, and helps them become active agents of change. In this discussion-based class, students interact with guest speakers, faculty, and media sources as they investigate challenges and opportunities in Latin America, China, and the Indian subcontinent. While this class culminates in the Global Education Journeys to China, Peru, and India during the summer after grade 11, it is open to, and valuable for, all juniors and approved seniors. The course does not have regular homework and it is graded high-pass, pass, fail. It is a requisite for taking a Junior Journey.

Seminar Structure

Learn Well, Live Well, Lead Well Seminar (“Seminar”) is a comprehensive 3-12 integrated, interdisciplinary curriculum that directly addresses the school-wide goals and competencies that embrace Holton’s institutional priorities of Diversity, Equity and Inclusion, Health and Wellbeing, and Global Education. In Seminar, the students will engage in learning opportunities designed to further develop their knowledge, skills, and habits of mind addressing:

• Physical and Emotional Health

• Self-Knowledge and Identity

• Open-mindedness and Perspective Taking

• Communication, Collaboration, and Community Building

• Creative and Critical Thinking

• Curiosity, Knowledge, and Discernment

• Local, National and Global Engagement

• Social Justice

Learn Well, Live Well, Lead Well Seminar is housed in the Office of Diversity, Wellbeing, and Global Education and is currently running in grades 3-12. Host teacher(s) at each grade level is responsible for creating and maintaining a safe and brave classroom environment where students have the time and space to explore a range of topics and issues the students in classes and the world around us. Teachers use pedagogic practices centered in social-emotional learning strategies that empower student voice and choice and deepen students’ journey in developing their true authentic selves.

 

Upper School

Grade 9 Seminar, 2 trimesters, 2 credits
Units:
Thriving in 9th Grade
Deep Dive into Belonging
Mental/Emotional Health and Me
Human Sexuality

Grade 10 Seminar, 2 trimesters, 2 credits
Units:
Discourse & Dialogue
Cracking Holton’s Culture
Socialization of Drugs/Alcohol
Mapping My Future
Insta for Social Justice 

Grade 11 Seminar, 1 trimester, 1 credit
Units:
Mapping My Future
Sexuality as a Human Right

Grade 12 Seminar, 1 trimester, 1 credit
Units:
Podcasting Perspectives Project

Department Chair: Kate Mitchell

The Mathematics Department at Holton-Arms offers a sequence of rigorous courses that cover traditional college preparatory material. At the same time, Holton recognizes that all girls do not acquire mathematical skills at the same rate or develop the ability for abstract thinking at the same age. There is no grade 9 mathematics course, for instance; rather, our offerings provide a variety of placement options at any given grade level. The goal of placement decisions is to offer each girl a course that challenges her and allows her to take risks, but at the same time provides her with a reasonable opportunity to experience the satisfaction of success.

After the building a solid foundation in algebra, all students study Geometry followed by Algebra 2 and Trigonometry. Goals for students throughout the sequence include mastery of fundamental operations along with development of calculator and problem solving skills and an appreciation for the structure and applications of mathematics. Students are required to have a TI-84 Plus graphing calculator beginning in Algebra 1. In addition, students will use computer and web-based technology to explore concepts.

The Mathematics Department recognizes the importance of having students work with data throughout the curriculum. In many courses, including Algebra 2 & Trigonometry and Precalculus, students are given the opportunity to learn about the modeling of functions by using data taken from real world situations. The girls will learn how to apply “continuous mathematics” to data taken from disciplines including science, politics, and current events.

Although any student’s greatest resource is herself, she will learn that even more can be accomplished through working with her classmates and teachers. Individual conversations and one-to-one help sessions between a student and her mathematics teacher are an integral part of the Holton experience.

Nine (9) credits are required for graduation: one of which is Algebra 2 & Trigonometry.

 

LOWER SCHOOL

Math 3: Building Mathematical Thinking: Number Sense, Fact Strategies, Problem Solving, Grade level: 3

This course focuses on concepts, procedures, and applications in four areas:

1. understanding of multiplication and division and strategies for multiplication and division within 100;

2. understanding of fractions, especially unit fractions;

3. understanding of the structure of rectangular arrays and of area; and

4. describing and analyzing two-dimensional shapes.

Practice standards emphasize problem-solving, the use of multiple representations, reasoning, mathematical modeling, tool use, communication, and other ways of making sense of mathematics. Students learn how productive struggle and growth mindset benefit them as mathematicians.

 

Math 4: Exploring the why behind mathematics: Number Theory, Place Value Algorithms, Problem Solving, Grade level: 4

In Grade 4, instructional time will focus on four critical areas: (1) developing understanding and fluency with multi-digit multiplication including familiarity with patterns, factors and multiples, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction/decimal equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry; and (4) solving problems involving length, weight, liquid, mass, volume, time, area, and perimeter.

The curriculum focuses on developing students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Our core math resource, Everyday Mathematics, blends direct instruction, structured investigation, and open exploration. Teachers tap into the intelligence and strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful. This course encourages students to verbalize ideas, ask questions, take risks, and actively engage in their own learning.

 

Math 5: Applying Mathematical Reasoning: Computation and Operations, Fractions/Decimals and Problem Solving, Grade level: 5

In Grade 5, instructional time will focus on three critical areas: (1) Developing an understanding of volume; (2) Developing fluency with addition, subtraction, multiplication and division of fractions (3) Extending division to 2-digit divisors; integrating decimal fractions into the place value system and developing fluency with whole number and decimal operations.

Our core math resource, Everyday Mathematics, focuses on both conceptual and procedural understanding. We continue to strive to explain the “why” before the “how”. This program provides meaningful learning experiences where students solve problems, reason about their mathematical thinking and communicate their ideas in oral and written form. An engaging selection of visual models, manipulatives, games, apps and other unique learning materials help bring math alive for all students! Our math program also offers opportunities for interested students to pursue additional math challenges through Math Olympiad- a popular international math competition focusing on problem solving strategies.

 

Math 6: Investigating Pre-Algebra, Grade level: 6

Grade 6 Mathematics is an integrated study of arithmetic, algebra, and geometry. Topics include properties of real numbers, proportions, integers, equations and expressions, probability and statistics, and elementary geometric concepts, problems, and constructions. The concept of a variable is introduced to provide a background for elementary algebra.

In this class, we will cross the bridge from the numerical world to the algebraic world. We will accomplish this goal by developing abstract thinking and problem-solving skills and exploring real-world connections to mathematical concepts. This course is rigorous and fast-paced and requires students to take responsibility for learning by recognizing their strengths and viewing any difficulties as opportunities for learning and growth.

 

MIDDLE SCHOOL

All middle school students at Holton take Algebra over two years:

Algebra 1A (Grade 7) and Algebra 1B (Grade 8)

In order for Holton students to develop a deep conceptual foundation in algebra, all of our students take ALG 1A in 7th grade and ALG 1B in 8th grade. Pathways for acceleration begin in the upper school. Click here to learn more about The Transition from Middle School to Upper School and Course Readiness.

Algebra is a generalization of arithmetic in which letters representing numbers are combined according to the rules and properties of arithmetic. In other words, anything you can do to numbers, you can also do to variables - this is algebra. Algebra provides development and practice of logical problem-solving, allowing us to consider those quantities that vary and those that remain constant in a given situation.

Algebra 1A Scope and Sequence	Algebra 1B Scope and Sequence
Cultivating a path for success in Algebra and Growth Mindset Classifying Numbers, Order of Operations Finding Patterns Solving Linear Equations Solving Linear Inequalities Rate of Change and Linear Relationships Financial Literacy	Functions and Graphs Algebra as a Tool for Statistical & Data Analysis Linear Equations and Inequalities Systems of Linear Equations Systems of Linear Inequalities Properties of Exponents and Polynomial Operations Polynomial Functions and Factoring Quadratic Relationships and Functions

 

Middle School Data Science, Grade Level: 7, 8 (elective)

This exploratory middle school elective course starts with an introduction to the concept of data and moves to lessons that invite students to explore their own data sets.  These lessons teach important content through a pattern-seeking, exploratory approach, and are designed to engage students actively. The culminating unit is a citizen science project that gives students an opportunity to conduct a data inquiry.

Source: Youcubed.com

 

UPPER SCHOOL

Honors classes are offered to challenge students who are capable of working independently, require less review, and have a desire to think more deeply about mathematics. For example, while the content of the on-level courses and the honors courses are very similar, honors students will explore more open-ended, abstract questions and apply what they have learned to novel problems. Honors courses require an advanced fluency in Algebra and flexible thinking. Click here to learn more about The Transition from Middle School to Upper School and Course Readiness.

* Honors and Advanced level courses require department approval

-- Dotted lines represent tougher transitions. Requires departmental approval and summer preparation

+ Statistics may be taken as a 6th major, or in addition to another full-year math course.

 

Geometry, Grade level: 9, 10 (required), Credit: 3

Geometry involves the study of points, lines, planes and other geometric figures as they relate to our physical world. Students will learn to analyze and interpret geometric figures and their properties, areas and volumes. Emphasis will be placed on developing logic skill through proofs as well as overall and inductive and deductive reasoning skills. The relationship between figures and properties that make figures unique will be developed and applied to real world situations.

 

Geometry Honors, Grade level: 9, Prerequisite: Algebra 1; permission of Department, Credit: 3

This rigorous course in geometry integrates coordinates and transformations with a traditional approach to 2-dimensional and 3-dimensional Euclidean geometry. A variety of methods will be used to prove geometric theorems. We approach and solve problems from different perspectives to gain an appreciation of the interconnectivity among concepts in mathematics. Writing will be used to help students develop their understanding of geometry by applying concepts to their own experiences and constructing meaning for mathematical symbols, procedures and concepts. Technology will be incorporated to strengthen and explore geometric properties. The ability to absorb and master large amounts of material quickly and with little review is essential.

 

Integrated Math 1, Grade level: 9, Prerequisite: Algebra 1; by invitation of Department only, Credit: 3 

The intention of Integrated Math 1 and Integrated Math 2 is to provide a path through Geometry, Algebra 2, and Precalculus over two years to enable proficient and interested students to explore more mathematics during their high school years.

The first course will explore geometry and trigonometry while advancing algebraic skills. Topics will include linear, quadratic functions; linear, quadratic, polynomial and rational equations; analytical geometry through conics; Euclidean geometry, including proof, parallelism and perpendicularity, triangle congruence, properties of quadrilaterals and polygons, similarity, triangle centers; right triangle trigonometry; transformations, and other integrated spatial topics such as - depending on time - parametric equations, vectors in two- and three-dimensions, fractals or other type of geometries.

These courses are intended for exceptionally able and highly motivated students with strong mathematical backgrounds. The goals of the course are to develop mathematical maturity, independence, and innovative thinking via a strong emphasis on problem-solving, student-centered activities and collaborative exploration. This approach at times extends also outside of class and it is encouraged as it boosts problem solving flexibility, exposes the students to different ideas, strategies and solutions; and teaches them to communicate mathematically, practice persistence and build on each other’s strengths.

 

Algebra 2 & Trigonometry, Grade level: 10, 11 (required), Prerequisites: Algebra 1 & Geometry, Credit: 3

This course includes a study of linear, quadratic, and polynomial functions, systems of equations in two and three variables, inequalities, complex numbers, variation, conic sections, exponential and logarithmic functions, and trigonometric functions, including applications. This is a more structured Algebra 2 and Trigonometry course than Algebra 2 and Trigonometry with Data Analysis.

 

Algebra 2 and Trigonometry with Data Analysis, Grade level: 9, 10, 11, Prerequisites: Algebra 1 & Geometry; permission of department required, Credit: 3

This course includes a study of functions (linear, quadratic, polynomial, and rational), systems of equations in two and three variables, inequalities and complex numbers, exponential and logarithmic functions, and trigonometric functions. The focus is on the representation of problems algebraically, numerically, and graphically. Applications include an introduction to data analysis and modeling through regression analysis.

 

Algebra 2 and Trigonometry with Data Analysis Honors, Grade level: 9, 10, 11, Prerequisites: Algebra 1 & Geometry; permission of department required, Credit: 3

This second-year algebra course consists of a thorough and fast-paced study of algebra and an extensive study of trigonometry. Its emphasizes the structure of mathematical systems and their underlying concepts. Problems are studies both algebraically and graphically. Topics include a study of functions (linear, quadratic, polynomial, and rational), systems of equations in two and three variables, inequalities and complex numbers, exponential and logarithmic functions, and trigonometric functions. Applications include an introduction to data analysis and modeling through regression analysis. Strong algebraic skills are presumed. The ability to absorb and master large amounts of material quickly and with little review is essential for success in an honors course.

 

Integrated Math 2,  Grade level: 10, Prerequisite: Algebra 1 & Geometry + possible summer work; by invitation of Department only, Credit: 3 (First offered during the 2023-2024 school year)

The intention of Integrated Math 1 and Integrated Math 2 is to provide a path through Geometry, Algebra 2, and Precalculus over two years to enable proficient and interested students to explore more mathematics during their high school years.

The second course will focus on nonlinear functions, equations and inequalities beyond polynomials, including exponential and logarithmic functions, trigonometric functions, rational functions, and polar functions and their applications to modeling real-world data. Abstract algebraic skills will be practiced through analytical trigonometry and complex algebra. Students will explore additional discrete topics including counting theory, probability, and sequences and series. The course will conclude with an introduction to calculus concepts including limits, the derivative, and integration.

These courses are intended for exceptionally able and highly motivated students with strong mathematical backgrounds. The goals of the course are to develop mathematical maturity, independence, and innovative thinking via a strong emphasis on problem-solving, student-centered activities and collaborative exploration. This approach at times extends also outside of class and it is encouraged as it boosts problem solving flexibility, exposes the students to different ideas, strategies and solutions; and teaches them to communicate mathematically, practice persistence and build on each other’s strengths.

 

Functions of Precalculus, Grade level: 11, 12, Prerequisite: Algebra 2 and Trigonometry or Algebra 2 and Trigonometry with Data Analysis. Credit: 3

This course is for students who want to develop a fuller understanding of earlier courses and to explore applications of mathematics. Topics include properties of functions, matrices, sequences and series, logarithms, trigonometry, and probability, as well as a review of elementary algebra.

 

Precalculus, Grade level: 10, 11, 12, Prerequisite: Algebra 2 and Trigonometry or Algebra 2 and Trigonometry with Data Analysis; permission of department required, Credit: 3

This rigorous course prepares students for study of the Calculus. Functions are emphasized, including polynomial and rational, circular (trigonometric), exponential, and logarithmic functions. Other topics may include matrices and determinants, sequences and series, the binomial theorem, probability, and limits. A strong recall and working knowledge of Geometry and Algebra 2 and Trigonometry are essential for success in this class.

 

Precalculus Honors, Grade level: 10, 11, Prerequisite: Algebra 2 and Trigonometry with Data Analysis Honors; permission of department required, Credit: 3

This course includes an extensive study of trigonometric, exponential, and logarithmic functions. Particular attention is paid to the properties of their graphs. Other topics include polynomials, analytic geometry, matrices and determinants, sequences and series, the binomial theorem, polar coordinates, and probability. During the fourth quarter, students begin their formal study of calculus. The ability to absorb and master large amounts of material quickly and with little review of Geometry and Algebra 2 and Trigonometry is essential. Offered if numbers allow.

 

Calculus 1A, Grade level: 12, Prerequisite: Precalculus or permission of department, Credit: 3

This course provides students with an intuitive approach to the fundamentals of differential calculus and integral calculus. The language of calculus will play an important role in developing the definitions of derivatives and integrals. Focusing on algebraic functions, students explore limits, leading to the definition of derivative. The concepts of average and instantaneous rate of change are investigated. Students develop the rules of differentiation, including the chain rule and implicit differentiation, and apply them to problems in optimization, related rates, and curve sketching. Students are introduced to the concepts of finding area under a curve, the integral regarded as the anti-derivative, and the Fundamental Theorem of Calculus. Applications of integration are also included. Generally, the content of this course is not as broad or as deep as the content of Calculus I. Offered if numbers allow.

 

Statistics, Grade level: 11, 12, Prerequisite: Algebra 2 and Trigonometry with Data Analysis and permission of department. Co-Requisite (for 11’s): Precalculus or higher. Credit: 3

The course provides a comprehensive, college level introduction to statistics. An introductory statistics course, similar to this course, is typically required for majors such as social sciences, health sciences and business. Students study the tools for collecting, organizing, and displaying data. They learn about planning and conducting surveys and experiments and drawing conclusions from their results. The course includes probability, the properties of the normal distribution, and statistical inference.

 

Calculus I, Grade level: 11, 12, Credit: 3, Prerequisite: Precalculus and permission of department*

This rigorous course follows the syllabus typical for a college level first semester calculus course as well as exploring some topics presented in the second semester of such a course. Topics include functions, analytic geometry, limits, differentiation, and integration.

* This permission is seldom granted unless a student has earned at least a B in Precalculus.

 

Calculus I & II, Grade level: 11, 12, Prerequisite: Precalculus Honors and permission of the department, Credit: 3

This course covers a syllabus that is both more intensive and more extensive than that of Calculus I. It completes the content that typically would be covered in two semesters of college calculus. In addition to the topics covered in Calculus I, other topics covered include vectors, parametrically defined curves, and infinite series. Students taking this course should come with a thorough knowledge of limits, continuity, and the derivative and its applications. Offered if numbers allow.

 

Multivariable Calculus, Grade level: 11, 12, Prerequisite: Calculus I & II, Credit: 3

This rigorous advanced level math course, designed for students who have completed Calculus I & II, deals with functions of more than one independent variable. Topics will include lines and planes, partial differentiation, multiple integrals, vector-valued functions and differential operators, and Green’s Theorem. The physical concepts of flux, circulation, divergence, and work will receive special attention, as will the central notion of a conservative field. Students will have opportunities to work both independently and cooperatively with their Landon counterparts in order to demonstrate mastery of concepts.

 

MATHEMATICS ELECTIVES - offered every two years on a rotating basis
These courses may fulfill STEM Scholar Requirements

Math Applications,  Grade level: 11, 12, Prerequisite: Algebra 2, Corequisiste: Precalculus Credit: 1

This course emphasizes the many interdisciplinary applications of mathematics and its “unreasonable effectiveness” in a wide range of contexts.  It offers students opportunities to learn important concepts and techniques and to gain an understanding of a variety of mathematical topics.  In particular, it examines the applications of mathematics focusing on the mathematics of social choices and decision-making and the mathematics of the physical and visual world. Possible topics include, but are not limited to, mathematic models of fairness, elections, global data, consumer structures, mapping, and optimization. This study of patterns – the core of mathematics – will be extended to other real-world realms, such as nature, art, and architecture, and may include symmetry and regularity from crystals to Platonic solids to motion, the fourth dimension in art, and the geometry of origami.  Emphasis will be on problem-solving, modeling with mathematics, recognizing structures and patterns, collaborative work, and communication.

This course will be one trimester in length and will meet as a major.  Offered only if numbers allow.

 

Mathematical Modeling, Grade level: 11, 12, Prerequisite: Algebra 2, Corequisiste: Precalculus Credit: 1

Mathematical modeling utilizes mathematical approaches to understand and make decisions about the real world and therefore focuses on creative problem-solving, number sense and quantitative literacy, and mathematical thinking –the most fundamental of mathematical skills. Mathematical modeling is a process that uses mathematics to represent, analyze, make predictions, or otherwise provide insight into real-world phenomena. It involves constraining a real situation to its important aspects so that theoretical math can help solve a problem. It requires making assumptions about some things while neglecting others altogether. In other words, there are value judgments throughout this kind of modeling and there is no one "right" answer, only models that are more or less useful depending on what one needs to know. To this end, we may use diagrams of various kinds, spreadsheets, and other technology, and discuss applications of linear, polynomial, rational, exponential, and logarithmic functions, curve fitting, and logistic equations. Mathematical modeling highlights the importance and relevance of mathematics in answering important questions and helps students gain transferable skills and habits of mind - such as problem-solving, reasoning abstractly and quantitatively, recognizing structures and patterns, collaborative work, and communication - that are pervasive across subject matters.

By its very nature, this course will be interdisciplinary and will discuss applications from all realms and use global data, thus fostering global competencies. There may be opportunities to participate in regional and/or national modeling challenges, if possible. 

This course will be one trimester in length and will meet as a major. Offered only if numbers allow.

 

Architectural Design with SketchUp, Grade level: 11, 12, Prerequisite: Algebra 2, Corequisiste: Precalculus Credit: 1

The Architectural Design course will give students an introduction to drafting, modeling, and designing with digital design software. While learning to use the SketchUp program, the students will be given the opportunity to digitally create several structures. A capstone project at the end of the course may include digitally creating a “dream home”, a “dream school”, or a famous landmark building. The skills learned in this course are transferable and can then be applied to design projects for many courses in high school and beyond.  This course will encourage the girls to practice their spatial skills and visual thinking, all foundational abilities for any STEM field.  SketchUp, formerly Google SketchUp, is a 3D modeling computer program for a wide range of drawing applications such as architectural, interior design, landscape architecture, civil and mechanical engineering, film, and video game design. It is available as a web-based application, SketchUp Free, a freeware version, SketchUp Make, and a paid version with additional functionality, SketchUp Pro.  Emphasis will be on problem-solving, modeling with mathematics, recognizing structures and patterns, collaborative work, and communication.

This course will be one trimester in length and will meet as a major. Offered only if numbers allow.

Performing Arts Department Chair: Sarah Roney

We believe that a student finds their unique voice when given opportunities for self-expression. At the core of each experience in Music is a commitment to collaboration, creativity, and risk-taking, grounded in our Live Well, Learn Well, Lead Well philosophy of education. The study of music develops cultural literacy and aural sensitivity. General music classes and performing ensembles promote the development of musical understanding and technical skills and encourage the development of imagination and aesthetic sensitivity. Students explore music from a wide range of cultures, styles, and musical traditions. In doing so, they develop a deeper understanding of music as a reflection of society and humanity, and a way to connect with others. Opportunities for making music are available to all interested students. The large performing ensembles (chorus, string orchestra, and wind ensemble) rehearse during the curricular day and do not require an audition. Additional ensembles for highly motivated and capable musicians meet before, during, or after school, and students are selected by audition. Outstanding rehearsal spaces, two theaters, a music technology lab, and individual practice rooms support the musical experience.

Four (4) credits in the Fine and/or Performing arts are required for graduation.

 

LOWER SCHOOL

General Music, Grade Level: 3-5

Students in General Music explore musical concepts through exposure to a variety of styles and genres of music. They will focus on the importance of music within different cultures while attaining key musical skills such as reading, writing, playing instruments, and singing. In addition to developing their musical competencies, students in General Music will learn to use music as a form of expression and story-telling.

 

Instrumental Music, Grade Level: 3

In this course, 3rd Graders begin their exploration of instrumental music through introductions to a variety of musical instruments and techniques. This course prepares them for their continued study of either a band or string instrument throughout the rest of Lower School and beyond.

 

Band, Grade Level: 4-6

Students who select a band instrument will begin learning to play and develop their skills as musicians in the 4th Grade. This musical journey continues throughout their time in the Lower School. Through the study of instrumental music, students collaborate with each other and build musical communities.

 

Strings, Grade Level: 4-6

Students who select a string instrument will begin learning to play and develop their skills as musicians in the 4th Grade. This musical journey continues throughout their time in the Lower School. Through the study of instrumental music, students collaborate with each other and build musical communities.

 

Chorus, Grade Level: 4-6

Students in the 4th, 5th, and 6th Grade Choruses learn about the value and importance of working together as an ensemble in order to produce a beautiful choral sound. They are exposed to songs from a variety of genres and styles, and they make connections between the songs they are singing and the people or groups that originally sang them. Chorus members learn to listen critically to the group’s sound and they become confident in their ability to sing with expression and musicality.

 

MIDDLE SCHOOL

Middle School Music Composition, Grade Level: 7-8

Music Composition is a one-trimester elective course open to any seventh or eighth-grade students interested in exploring how to create and compose their own music. By learning basic music theory techniques, along with fundamental tools and technology, this course will allow students the creative space to write their own music and develop their craft and their voice as a songwriter. This course may be repeated.

 

Music Ensembles: All 7th Graders are required to participate in at least one of the four Music Ensembles (MS Chorus, MS Handbells, MS String Orchestra, MS Wind Ensemble) during their 7th-grade year. 8th graders are encouraged to continue their participation in the music ensembles but are not required. Interested students may be able to participate in two ensembles at a time with the exception of String Orchestra and Wind Ensemble.

 

Middle School Chorus, Grade Level: 7-8

Middle School Chorus is open to seventh and eighth-grade students interested in the study and performance of choral music. Emphasis is placed on basic vocal technique, music literacy, two and three-part singing, stylistic interpretation, and musical understanding through the study and preparation of choral literature from various cultures and musical traditions. The Middle School Chorus prepares music for at least two concert appearances each year. This is a full-year course.

 

Middle School Handbells, Grade Level: 7-8

Middle School Handbell Choir affords interested students the opportunity to grow through the study and performance of handbell music. Emphasis is placed on improving technique and music expressiveness and understanding the stylistic characteristics of literature from various cultures and musical traditions. Annual concerts are presented in the fall and spring to showcase the work of the ensemble. The unique techniques of handbell performance are taught through instruction and demonstration and the class is open to all students in the middle school. This is a full-year course.

 

Middle School String Orchestra, Grade Level: 7-8; Co-requisite: Private study recommended.

Middle School String Orchestra is an ensemble for all string players, which affords interested students the opportunity to grow through performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness, and understanding the stylistic characteristics of literature from various cultures and musical traditions. Annual concerts are presented in the fall and spring to showcase the work of the ensemble. Middle School students may also be selected by audition from the large ensembles for instrumental chamber ensembles, Chamber Orchestra, and Jazz Band. This is a full-year course.

 

Middle School Wind Ensemble, Grade Level:  7-8; Co-requisite:  Private study recommended.

Middle School Wind Ensemble is an ensemble consisting of wind and percussion players, which affords interested students the opportunity to grow through performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness, understanding the stylistic characteristics of literature from various cultures and musical traditions. Annual concerts are presented in the fall and spring to showcase the work of the ensemble. Middle School students may also be selected by audition from the large ensembles for instrumental chamber ensembles, Chamber Orchestra, and Jazz Band. This is a full-year course.

 

UPPER SCHOOL

Music Composition & Arranging with Technology, Grade Level: 9-12, Credit: 1 per trimester

This is a one-trimester course in the Music Technology Lab designed for students interested in applying their technical and musical skills and knowledge in creative pursuits. Projects range from songwriting and arranging to orchestration, to the creation of video soundtracks. Instruction is individualized according to each student’s level of experience. This course may be repeated.

 

Music Theory, Grade Level: 9-12, Credit: 1 per trimester

This one-trimester course will cover the fundamentals of written music theory, while simultaneously cultivating aural skills. This class will serve as a traditional course that covers the comprehensive subject matter of music theory. The topics covered include pitch, pitch class, scales, the basics of rhythm, intervals, triads, seventh chords, two-voice counterpoint, and notation and scoring. In addition, this course develops aural, sight-reading, and keyboard skills that will correlate to all musicians in each of Holton’s performing ensembles. This course may be repeated.

 

Vocal Technique, Auditioning, and Cabaret,  Grade Level: 9-12; Credit: 1 per trimester

This course aims to provide students with a basic introduction to vocal pedagogy/voice function, breath management and control, repertoire study and selection, and on-your-feet experimentation in audition techniques, choices, best practices, and rules/tips of the trade. Each student will receive individual coaching, song choice, monologues, cold readings, and movement auditions. It is the hope that students will walk away from the course with a personalized repertoire (art songs, audition sides, and monologues to add to their book for college, community, or regional audition opportunities). Work with professionals and outside experts will be a highlight of this course. This course may be repeated.

 

Upper School Chorus, Grade Level: 9-12, Credit: 3

Chorus is open to interested students who share a passion for choral singing. Emphasis is placed on teamwork, vocal training, part singing, stylistic interpretation, music literacy, and musical studying, preparing, and performing choral literature from various cultures and musical traditions. Upper School choral ensembles study and prepare the music for at least three concert appearances each year. All ensembles are full-year courses.   Annual concerts are presented in addition to collaborations with other schools and the yearly ISCF Choral Festival at the National Cathedral. This is a full-year course

 

Chamber Singers,* Grade Level: 9-12, Co-requisite: Upper School Chorus, Credit: 3

The Chamber Singers are selected by audition from the Upper School Chorus membership. The Chamber Singers explore acapella singing from the Renaissance to contemporary styles. The ensemble meets two mornings per week from 7:10-7:55 am.  This is a full-year course. *Participation by audition only.

 

Swing Choir,* Grade Level: 9-12, Co-requisite: Upper School Chorus, Credit: 3 for the full year

Swing Choir members are selected by audition from the Upper School Chorus membership. Singers/actors/dancers come together for this unique ensemble that explores a wide range of music from pop to musical theater. The ensemble rehearses during the school day. This is a full-year course. *Participation by audition only.

 

Upper School Handbell Choir,  Grade Level: 9-12, Credit: 3

Upper School Handbell Choir affords interested students the opportunity to grow through performance. Emphasis is placed on improving technique and music expressiveness and  understanding the stylistic characteristics of literature from various cultures and musical traditions.Annual concerts are presented in the fall and spring to showcase the work of the ensemble. The unique techniques of handbell performance are taught through instruction and demonstration and the class is open to all students in the upper school. This is a full-year course.

 

Upper School String Orchestra, Grade Level: 9-12;  Co-requisite: Private study recommended, Credit: 3 

Upper School instrumental music ensembles afford interested students the opportunity to grow through performance and practice. This course develops the string player through musical technique and artistry. Repertoire from all musical time periods allows the students to develop the skills to play in many different styles and musical genres. Emphasis is placed on collaboration, teamwork, skill-building, and enhanced musical understanding. Annual concerts are presented in addition to optional local and regional events and competitions. This is a full-year course.

 

Chamber Orchestra,* Grade Level: 9-12, Co-requisite: Upper School String Orchestra or Upper School Wind Ensemble, Credit: 3 

Chamber Orchestra combines advanced strings with wind and brass players to explore symphonic orchestra repertoire. This course further develops the musician through more advanced musical technique and artistry in a smaller more select ensemble. Further emphasis is placed on collaboration, teamwork, skill-building, and advanced musical understanding.  Annual concerts are presented in addition to optional local and regional events and competitions. This is a full-year course. *Participation by audition only.

 

Upper School Wind Ensemble,  Grade Level: 9-12, Co-requisite: Private study recommended, Credit: 3

Upper School Wind Ensemble affords interested students the opportunity to grow through practice and performance. Emphasis is placed on improving tone quality, developing technique/musical expressiveness, and understanding the stylistic characteristics of literature from various cultures and musical traditions. This is a full-year course.

 

Jazz Band,* Grade Level: 9-12, Prerequisite: 2 years of study on an instrument or departmental permission. Co-requisite: Wind Ensemble (except for guitar, bass, and piano). Credit: 3

In the Jazz Band, jazz woodwind and brass sections (saxophones, trumpets, and trombones) join forces with a rhythm section (guitar, piano, bass, and drums) to explore a wide range of jazz music. Further emphasis is placed on improving tone quality, more advanced techniques, improvisation, and musical expressiveness, as well as acquiring an understanding of the stylistic characteristics of a variety of jazz literature. The Jazz Band performs in the Winter and Spring Upper School instrumental music concerts. The ensemble meets two mornings per week from 7:15-7:55 am. This is a full-year course .*Participation by audition only.

Department Chair: Janet McCormick

Physical education is an essential component of a curriculum that serves to educate the whole child. Physical activity improves both physical and mental health, by implementing carefully selected and diverse activities, we hope to encourage and promote healthy habits. Risk taking is encouraged in an environment that is supported by respect and positive reinforcement. Cooperative team situations provide the student with the opportunity to problem solve and feel successful through a group effort. A major goal of the physical education program is to promote an interest in physical activity that continues throughout the student’s time and school and beyond.

All students must earn six credits and must have passed a swim competency test by the end of the second trimester of their senior year. If a student fails the swim competency test, they must enroll in, and pass, the Aquatic Fitness course. Credits can be accomplished by completing six activities, which may include taking physical education classes and/or participating on interscholastic teams. Students earn one credit for the successful completion of each of these activities. Freshmen must earn at least one credit during their ninth grade year. Learn more about athletic teams.

 

LOWER SCHOOL

Physical Education 3, Grade level 3

The goal of third grade physical education is to create in every child a love of movement, and enthusiasm for active play, and the knowledge and skills to enjoy success in a variety of physical activities and sports. Every third grader will have the opportunity to reach their full kinesthetic and motor potential through meaningful drills and activities. To foster positive social relationships they will learn to work with their classmates to accomplish team goals by demonstrating good sportsmanship and collaboration. Introducing competitive games gives the students a chance to demonstrate the skills they’ve learned and prepares them to deal with the game’s outcome in a positive way! With proper guidance, children learn to persevere with occasional setbacks that arise during game play.

 

Physical Education 4, Grade level 4

The fourth grade curriculum is designed for students to work toward mastering core physical and motor skills and combining them into purposeful and coordinated movement patterns fundamental to all sports. Throwing and catching, striking an object purposefully with force and accuracy, and kicking are specific motor skills covered. These skills become kinesthetically established as the girls learn to use offensive and defensive strategies in games that lead up to the sports played in fifth and sixth grades. Cooperation, teamwork, good sportsmanship and sustained effort are as essential as skill performance to successful athletic participation.

 

Physical Education 5, Grade level 5

The fifth grade physical education curriculum is designed to help students develop motor competency in a variety of sports, as well as build on their overall fitness. Skill-based instruction in a variety of sports offer many opportunities for students to engage in learning the basic skills, proper technique and beginning the fundamentals of competitive play. A sequential progression of motor skills is introduced through exploration, sport-specific drills, guided practice, and small group game play. One unique aspect of the fifth grade physical education curriculum is the concept of student choice. Throughout the year students will be given the option to choose which activities and units they would like to explore. Healthy competition is encouraged, with the emphasis on the intrinsic satisfaction derived from one’s personal growth. We celebrate success through their participation in daily activities and help them develop skills in teamwork, cooperation, leadership and fun.

 

Physical Education 6, Grade level 6

The goal of sixth grade physical education is designed for students to participate in healthy competition and skill based instruction. Skill-based instructional units will offer many opportunities for students to engage in learning the basic skills and beginning the fundamentals of competitive play through intramural competition. As a member of an intramural team students will learn the importance of leadership, collaboration, sportsmanship, resilience, and problem solving. Healthy competition is encouraged, with the emphasis on the intrinsic satisfaction derived from one’s personal growth. Students build individual skills in a variety of sports and develop cardiovascular endurance that will help them prepare for an find success in our Middle School sports program in seventh and eighth grade.

 

MIDDLE SCHOOL

Middle School Physical Education/Athletics

The Holton-Arms Middle School program recognizes and responds to the unique characteristics of young adolescents in its instruction, activities, expectations, and goals. In Middle School, we seek to develop and strengthen fundamental skills in a variety of activities. Coaches encourage students to explore rather than specialize in athletic opportunities. Middle School athletics focus on teamwork, sportsmanship, healthy competition, responsibility, leadership, and building meaningful relationships.

Fall Season	Winter Season	Spring Season
Dance (MS Junior Orchesis) Field Hockey Soccer Tennis Volleyball Cross Country Fitness	Basketball Dance (MS Junior Orchesis) Fitness Ice Hockey Swimming SPENGA Indoor Track	Dance Fitness Lacrosse Softball Tennis Track and Field

 

UPPER SCHOOL

The physical education instructional curriculum places major emphasis on developing lifetime habits of cardiovascular and physical fitness. The following minor courses are open to all students in grades 9-12 and can be repeated.

Must have completed swim competency test

 

Foundations of Fitness, Grade level: 9-12 Credit: 1 per trimester – offered during the school day.

Foundations of Fitness provides students with the concepts and skills which are basic to acquiring and maintaining physical fitness. Classes consist of a variety of strength and cardio activities where students work individually, with partners, or as a whole group. One of our main initiatives of Foundations is to introduce an assortment of workouts and lifelong love of fitness, to show the students that there are many ways to stay active. We understand that finding joy in working out is important so exploring the numerous avenues to achieve this is an area of focus. We want the students to walk away from the class with the ability to have confidence, utilize the weight room and various campus facilities on their own,  and continue to use the equipment with proper safety precautions. 

 

Strength & Conditioning, Grade level: 9-12, Credit: 1 per trimester – offered during the school day.

In this course, students will learn how to implement a comprehensive strength and conditioning program designed to target their personalized physical fitness goals. This course will utilize resistance and weight training in addition to cardiovascular elements. All students will gain a deeper understanding of their relationship with physical fitness as it relates to their overall health and well-being. This class is designed for students interested in building their fitness as well as athletes who are looking to prepare for upcoming seasons with sport specific needs.

 

SPENGA: SPin, strENgth & yoGA, Grade level: 9-12, Credit: 1 per trimester – offered during the school day.

Spenga will be divided into three components - spin/cycle, strength, and yoga. Each class will focus on one component and will rotate based on the schedule. Each component will be given equal time throughout the trimester. During spin/cycle class students will start by learning how to set up their bikes, basic form and technique, and developing an understanding of different terms. The yoga portion of the class will focus on learning basic yoga sequences through video and in-class demonstrations. During our strength classes, students will perform exercises using bodyweight, free weights, specialized equipment, and machines. Our main focus will be on technique and teaching students a variety of exercises so that they feel comfortable going into a weight room, entering a spin room or joining a yoga class.

 

Aquatic Fitness, Grade level: 9-12, Credit: 1 per trimester – offered during the school day.

This swimming course provides varying aquatic based activities to meet the needs of each student in the class. In addition, the concepts and skills needed to pass the swim competency test required for graduation will be taught to those that may need it. The swim test consists of 150 yards of nonstop swimming, jumping into the deep end, surfacing and treading water for two minutes.

 

Lifeguarding, Grade level: 9-12, offered outside of school for an added cost.

 

Interscholastic Athletic Program

Holton-Arms is a member of the Independent School League. Students grades 9-12 are eligible to tryout for an interscholastic team listed below. Teams are made based on skill level. Students who are selected to participate on one of the interscholastic sports teams as a player are granted one credit in physical education.

 

Dance

Physical Education credit may be received by participating in Dance classes. Please refer to the Dance and Drama section to see what classes are offered.

 

Sports

Fall Season	Winter Season	Spring Season
Varsity Cross Country Varsity and Junior Varsity Field Hockey Varsity and Junior Varsity Soccer Varsity and Junior Varsity Tennis Varsity and Junior Varsity Volleyball	Varsity and Junior Varsity Basketball Winter Club Crew Varsity Ice Hockey Varsity Indoor Track Varsity Swimming and Diving	Varsity and Novice Crew Varsity Golf Varsity and Junior Varsity Lacrosse Varsity and Junior Varsity Softball Spring Club Tennis Varsity Track and Field

 

Physical Education FAQs

What is the physical education requirement for Upper School students?

Each Upper School student must complete six full credits. Four credits must be earned in the ninth and tenth grade year, and two in the eleventh and twelvth grade year. At least one credit their ninth and tenth grade year must be a strength based physical education class taken during the school day: Foundations of Fitness, Strength & Conditioning or SPENGA. All students must also pass a swim competency test prior to the second trimester of their senior year to graduate. 

 

What courses are offered at the Upper School level?

• Foundations of Fitness
• Strength and Conditioning
• SPENGA
• Aquatic Fitness
• Lifeguarding – offered outside of school at additional cost– NO credit
• Dance - please refer to the Dance and Drama section for Dance offerings

 

Does Holton offer a physical education exemption for outside activities?

On occasion, special consideration is given to students intensely involved at an advanced level of physical activity not offered at Holton, and where practice and competition schedules leave very little study time. Permission and paperwork must be completed with the Athletic Director within the first week of the trimester.

 

What interscholastic sports are offered each season?

• Fall - Cross Country, Field Hockey, Soccer, Tennis, Volleyball
• Winter – Basketball, Swimming and Diving, Ice Hockey, Indoor Track
• Spring – Crew, Lacrosse, Golf, Softball, Track and Field

 

What club sports are offered?

Winter Crew training, and Spring Tennis.

 

When do sport tryouts begin in the fall?

Monday, August 21, 2023 at 8 a.m. All fall athletes must be in attendance at preseason in order to participate.

 

When do practices occur?

Practices take place five days a week, typically from 3:45 - 5:45 p.m., and occasionally on Saturdays as well.

 

How are teams selected?

Teams are selected according to ability. Prior participation on a team still requires an individual to try-out, and one’s year in school does not determine playing status or position.

 

What if I am involved on an outside team?

A number of our athletes participate on outside teams. Students communicate with their coaches and prioritize their Holton commitment over that of an outside team. Communication between the student and coach is essential to ensure the student-athlete has the best experience at Holton and on their outside team.

 

Does the Athletic Department assist students in exploring potential opportunities at the collegiate level?

Of Course! The Athletic Department offers a number of workshops throughout the year for students and parents to learn more about the college recruiting process and answer questions. The Athletic Department works closely with the College Counselors to fully support the process for our student-athletes. Holton coaches play a crucial role in assisting students throughout their recruiting journey. The athletic staff provides a Student and Parent Guide for the Student-Athlete. Individual meetings are scheduled with the Athletic Directors and coaches to assist in understanding and navigating the recruiting process.

Department Chair: Elizabeth Davis

In a world increasingly shaped by and comprehended in terms of science and technology, it is important that our students be prepared to understand, evaluate, and use the knowledge and methods of those disciplines. The science program seeks to teach basic scientific principles, skills, and habits of critical and analytical thinking through strong foundations of learning in the biological, physical, and environmental sciences. Students with high interest and ability have the opportunity to pursue these disciplines at advanced levels. We strive to instill in each student an awareness of her natural environment, including the principles and processes that govern it. We also hope to offer students the opportunity to explore problem solving through applications in forensics, engineering, robotics, computer programming and our Science Research Program.

Nine (9) Upper School credits, including Biology, are required for graduation. Most colleges now recommend 4 years of lab science.

A student typically takes one science course at a time for each of her four years. If a student is particularly interested in this discipline and has received the approval from her teachers, Class Dean, and Upper School Director, then she may consider doubling up in science after 9th grade depending on the course.

 

LOWER SCHOOL

Integrated Science 3, Grade level: 3

In Integrated Science, third graders are introduced to science as a way of knowing, as well as a process for gaining knowledge and understanding of the natural world. Third grade students are active learners, they “do” science. Throughout the year, they have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. Above all, Integrated Science in the third grade seeks to ignite and enhance the sparks of curiosity and creativity in our youngest students.

 

Integrated Science 4, Grade level: 4

In Integrated Science, fourth graders continue to develop and hone their skills in the use of scientific inquiry as they further develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. Fourth graders are also becoming more sophisticated in their ability to explain and describe scientific concepts. Speculation about their observations are encouraged, as is the ability to connect topics they are exploring to their own experiences. Ideally, Integrated Science inspires every fourth grader to love science as an area of study as it also promotes confidence in their ability to “do” science. The units taught serve as a launchpad for each student’s curiosity, turning them into investigators and problem-solvers. This course builds upon the knowledge, skills, and concepts from Third Grade Integrated Science which enables students to gain a deeper understanding of scientific concepts.

 

Integrated Science 5, Grade level: 5

Fifth-grade general science is designed to build upon Lower School experiences and covers topics in life science, physical science, and computer science. In the investigation of these topics, students develop critical thinking skills by observing, questioning, inferring, identifying patterns and relationships, developing and supporting conclusions, and employing models to illustrate abstract concepts. Students also learn a variety of laboratory skills such as working cooperatively with partners, working independently, following directions, time management, safety within the laboratory, and data collection. To help each student be successful and enjoy science, students are taught scientific concepts experientially through experimentation, simulation, and observation. We encourage students to ask questions and take risks, additionally, concepts of technology, engineering, and math are interwoven seamlessly into the curriculum to develop and strengthen scientific process skills to support student learning, a variety of teaching methods are incorporated into each class.

 

Integrated Science 6, Grade level: 6

Integrated Science 6 is designed to prepare students for the advanced science courses they will be taking in Middle and High School. Building on skills learned in previous years, students gain confidence in their science abilities and find topics that they are interested in. Students practice the process of scientific inquiry, critical thinking, questioning, experimental design, observation, data collection, using and creating models, precise measurement, identifying and analyzing patterns, drawing and supporting conclusions, and communicating scientific information in creative and concise ways. Through a variety of interactive, student-centered labs, they will practice valuable laboratory skills, organization, collaboration, problem-solving, and communication. To create a love of science and technology in all students, topics from across the 6th-grade curriculum are woven into the science classroom, showing students how science has real-world applications and encouraging students to find their place in the scientific community. Integrated Science 6 is an Earth Science-based course, covering topics a variety of topics including the metric system, sound and light energy, weather, climate change, and space.

 

MIDDLE SCHOOL

Science 7, Grade level: 7

Seventh grade science is an integrated science course that will investigate aspects of Chemistry, Life Science, and Earth Science. Students study things as small as atoms to concepts as large as global climate. Each one of these areas of study not only encompasses scientific content but also includes related scientific skills and processes. Throughout the year, there is a focus on the development of lab skills, experimental design, and scientific writing, ultimately enabling students to complete independent laboratory experiments and write full lab reports.

 

Science 8, Grade level: 8

Eighth-grade science is a general science experience designed to demonstrate the integration of earth, physical sciences and biology. This exploratory course begins with a look at the internal organization of unicellular and multicellular organisms, with a focus on the systems of life. This leads to investigations of atomic structure, the periodic table, and compounds. Chemical reactions are studied using cellular processes including photosynthesis and cellular respiration. We then transfer this chemistry background into a unit on the chemistry of life, including a study of DNA. We continue our life science unit by studying mitosis, meiosis, Mendelian genetics, and heredity. Eighth grade students will end the year with a comparative biology investigation that will showcase their ability to synthesize the concepts of the year.  Throughout the year, there is a focus on the development of lab skills, experimental design, and scientific writing, ultimately enabling students to complete independent laboratory experiments and write full lab reports.

 

UPPER SCHOOL

Upper School Sequence

There are many possible ways to fulfill science requirements.

Physics, Grade level: 9, Credits: 3

This is an introductory course that explores major topics in physics including fundamentals of waves, mechanics, matter, and thermodynamics. Students will apply basic algebra skills to problem-solving throughout this course. Student skills are taught and emphasized in this level of physics, and practice quizzes and review days are incorporated. Laboratory investigations allow hands-on explorations of the concepts and are an integral component of the student learning experience. Data analysis and graph interpretation are emphasized throughout. The course focuses on the application of skills and concepts rather than memorization.

 

Physics Honors, Grade level: 9, requires permission of the department, Credits: 3

This is a demanding introductory course that explores major topics in physics including fundamentals of waves, mechanics, matter, and thermodynamics. Students will apply advanced algebra skills in addition to the skills being learned concurrently in Geometry to problem solving throughout this course. Laboratory investigations and hands-on explorations of the concepts will be integral components of the student learning experience. Students must exhibit a willingness to take risks, learn from mistakes, and manage the uncertainty that comes from learning concepts through experimentation. The course focuses on application of skills and concepts rather than memorization. Units on matter and thermodynamics will help to prepare students for Chemistry or Chemistry Honors.

 

Geosciences, Grade level: 10 - 12, Credits:3

Geosciences is a lab based course that will focus on content from geology, oceanography, and meteorology to investigate, both qualitatively and quantitatively, the major earth systems (atmosphere, hydrosphere, lithosphere, biosphere) and their dynamic interrelationships.  Students will gain a deep understanding of our changing planet.  This course is open to 10th or 12th graders as their primary science and to 11th and 12th graders who would like to double up in science.

 

Chemistry, Grade level: 10, Credits: 3

Chemistry is a quantitative laboratory science in which students examine the composition and behavior of matter and the physical and chemical changes matter undergoes. The fundamental structure of atoms is used to understand interactions between matter, energy, and their environment. Analytical thinking, problem-solving, and laboratory experimentation are used to deepen and strengthen understanding of key topics. Units of study include: scientific measurement and problem solving, compound naming and formula writing, types of chemical reactions, stoichiometry, electron configurations, periodicity, chemical bonding, phases of matter, intermolecular forces, gas behavior, solution properties and concentration, thermochemistry, acids and bases, and nuclear chemistry. Laboratory skills and concise technical analysis are emphasized throughout the course.

 

Chemistry Honors, Grade level: 10; permission of department required, Credits: 3

This course begins with nomenclature and laboratory skills then gradually builds students’ knowledge and ability to work with chemical quantities and chemical reactions. Designed for students with high motivation and strong mathematical skills, the course takes a rigorous and thematic approach addressing central topics in general inorganic chemistry with deliberate integrations of quantitative analysis and frequent laboratory experience. Students are assessed by unit through lab reports and other written assessments. Students also practice reading scientific articles and making a presentation on the topic chosen. Students are introduced to a full range of chemistry concepts in this fast-paced course which prepares them for advanced courses in chemistry and biology.

 

Biology, Grade level: 11, Prerequisite: Geosciences or Chemistry, Credits: 3

Biology 11 is a comprehensive view of the living environment. We begin at a micro level with biomolecules and cellular structures and processes. Then we build to studying heredity and inheritance by exploring the molecular basis of the gene through DNA, and heredity and evolution of populations. The last trimester we explore how animal body systems maintain homeostasis, and the classification of life, ending with the study of plant structure and diversity.  Major activities in the course include scientific inquiry in the form of structured lab investigations, and group activities and projects to strengthen collaboration and more applied understanding of course topics.

 

Biology Honors, Grade level: 11, Prerequisite: Chemistry, permission of department, Credits: 3

In this course, students will learn about the science of life. We will study the structure and function of cells, genetics and heredity, DNA science, evolution, the diversity of life, plant and animal physiology and relationships between organisms and their environment. Not only will students study and explore these topics and their associated processes, but they will also make connections about how they are related, and how they apply to our daily lives. Through activities and investigations, students will strengthen their scientific skills of observation, questioning, proposing and testing hypotheses, and experimentation. Finally, students will develop and grow their skills of communication and collaboration through in-class discussions and projects.

 

Forensics: Analysis of Trace Evidence (Fall Trimester), Grade level: 11, 12, Co-requisite: Biology, Credits: 1

Using reference materials such as Saferstein’s Criminalistics, Deslich’s and Funkhauser’s Forensic Science and Henry Lee’s Cracking Cases, students will explore introductory forensic science through a variety of class discussions, laboratory experiments/simulations and case analyses. Topics will include crime scenes, physical evidence, toxicology, fingerprints, and forensic serology. Students are assessed through tests, written critical analyses, and lab activities.

 

Microbiology (Winter Trimester), Grade Level: 11, 12, Credit: 1

Using Zimmermans’ Killer Germs and Bergey’s Determinative Guide, students will explore basic microbiology and infectious disease. The course will examine the common features of prokaryotes and other unicellular life including a survey of microbiology, virology, and parasitology. Students will keep regular lab journals chronicling their experiences with sterile technique, culturing methods, bacterial metabolism, classification and staining techniques. Research into global infectious disease is the culminating project of the course. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)

 

Astronomy (Fall Trimester - asynchronous), Grades: 11, 12, Credit: 1

How did our solar system form? What is our place in the universe? Is Earth the only planet capable of sustaining life? What is the eventual fate of the Milky Way? In this trimester course, students will explore these answerable and unanswerable questions. They will get an overview of universal structures large and small, ranging from the pieces of our own solar system to stars and galaxies, and will learn how each component in the universe has formed and is evolving. Students will have the opportunity to work both individually and collaboratively to explore each part of the universe, even taking part in citizen science along the way. 

 

Seminar in Scientific Practice and Policy (Spring Trimester - asynchronous) Grades: 11, 12, Credit: 1

When has scientific inquiry led people to challenge and question the status quo? Why has policy often lagged behind scientific findings related to the environment and public health? In this seminar-style course, students will study scientific theory and practice by learning to read and critique scientific literature. We will also explore diverse perspectives in STEM through an anti-racist lens, and examine key case studies at the intersection of science and policy. Together, we will discuss how these case studies are relevant today, and what challenges still exist for future scientific innovation. The course will end with a research project on a case study of the student’s choice.

 

Molecular Biology (Spring trimester), Grades: 11, 12, Credit: 1

Molecular Biology will introduce students to the applied science of recombinant DNA, biotechnology, and how knowledge of DNA is informing the use of science in social, medical, legal, and environmental issues. Topics will include an analysis of DNA technologies including restriction enzymes digests, recombinant DNA technologies, Polymerase Chain Reaction, gel electrophoresis, and bacterial transformation. The bulk of the course focuses on laboratory techniques and hands-on activities. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)

 

Introduction to Engineering, Grade level: 10 (with departmental permission), 11, 12, Credits: 3

Introduction to Engineering is a project-based course where students learn about different types of engineering. Students work to solve problems faced by biomedical, civil, and architectural engineers. Basic concepts of the engineering design process, creativity, and teamwork are central to each activity. Students are engaged in hands-on experiences and learn through doing. The course relies on modeling, problem-solving, and documenting the progress of each project through write-ups and video. The course also discusses the ethical challenges faced by engineers and how technology can make an impact on society. Introduction to Engineering is designed to encourage problem solving and communication.

 

Will be offered if numbers allow:

Advanced Global Applications in Environmental Science, Grade level: 12, Prerequisites: Biology plus Geosciences or Chemistry or Chemistry Honors; permission of department, Credits: 3

In this advanced-level applied science course, students will examine and apply concepts from biology, chemistry, earth science, politics, economics, and global education. In addition to a traditional textbook, students read current events articles, and reports from the United Nations, federal agencies, and non-governmental organizations to learn scientific concepts in real-world contexts. In addition, students will listen to podcasts and watch films that highlight different perspectives on national and global issues. Students will complete authentic assessments throughout the course to demonstrate their understanding of course topics, including inquiry-based scientific investigations and a variety of multimedia projects. Some project examples include an endangered species TEDTalk applying their knowledge of ecosystem ecology, and the creation and development of infographics and podcasts on current event topics including population demographics and case studies in environmental justice, as well as developing a regional presentation for a town hall on specific kinds of energy development. In the projects, students have the opportunity to demonstrate mastery of the concepts, collaborate with their peers, and express their own thoughts about how we should address the needs of both people and the planet.

 

Advanced Topics in Biology, Grade level: 12, Prerequisites: Chemistry, Chemistry Honors, Biology or Biology Honors; permission of department, Credits: 3

The Advanced Topics in Biology course is designed to be the equivalent of one introductory course usually taken by biology majors during their first year of college. Building on concepts learned in the first year of Biology, the course examines complex cell energetics, molecular biology, gene expression, evolutionary relationships, and biodiversity. Students will learn to synthesize and connect information through inquiry-based laboratory investigations, discussion-based case analyses and traditional assessments.

 

Advanced Analytical Chemistry, Grade level: 11, 12, Prerequisites: Chemistry Honors or Chemistry (summer work required) and permission of the department, Credits: 3

This course takes a thematic and empirical approach to exploring a range of techniques for analyzing chemicals in water solution. Inquiry-based lab investigations challenge students to answer a specific laboratory question using methods they have recently learned to use. Visible light spectrometry and titration are emphasized. Students also do experimental work with chromatography, buffers, reaction rates, and calorimetry. Laboratory challenges provide the setting for reviewing or learning pertinent topics to understand the chemical basis of each analytical technique.

 

Advanced Analytical Physics, Grade level: 12, Credits: 3

In this year-long advanced applied science course, students will build on what they learned in 9th grade Physics and delve deeply into material through hands-on experiments and application problems. Students will engage in real-world scenarios to solve problems ranging from one- and two-dimensional mechanics to waves to electrostatics. In-depth research, application, and practice in problem-solving will be central facets of the course. Major projects, labs, and assessments will allow students the chance to work individually and collaboratively to synthesize their knowledge and demonstrate mastery of each concept.

 

Science Research Program, Grade level: 11, Prerequisite: Permission of department; limited to up to 8 students, to be selected through an application, interview and permissions process. Credit: 1/3 (Pass/Fail)

The Science Research Program prepares students for a summer internship in a field of scientific study. Course registration initiates an application-based process including an interview with the science department, teacher and dean recommendations, and demonstration of student interest. Academic aptitude, social maturity, and emotional intelligence are considered for participation in the program. Students wishing to pursue a science research internship in a biomedical related field are required to take Molecular Biology and Microbiology (two separate trimester electives); students wishing to pursue an internship in an engineering or physical science lab are required to take Computer Programming and Robotics and either Astronomy or Seminar in Scientific Practice & Policy (two separate trimester electives). The coursework will help prepare the student for work in a professional research lab. Students will be placed under the supervision of an on-site supervisor, with whom she will collaborate to construct a plan for summer study. The time commitment for the internship is eight consecutive weeks to be decided upon by both student and mentor. The student must understand that seeking a science research internship is a priority, and thus it may not be possible to pursue other lengthy summer commitments in addition to the science research internship. At the end of the summer, the student will present her research at a poster session for the Upper School community.

Department Chair: Linda Baily

It is increasingly obvious that the future of our world is digital, and coding languages are the backbone of that interconnected world. Computer skills are no longer just vocational but rather foundational. No matter what fields graduates enter, computer science is often among the skills necessary to succeed. Learning to code provides students with a rich foundation in integral thinking and problem solving skills that will be valuable for future success, regardless of the pursued discipline. The ability to write and understand code becomes more important in a world where computer programs underlie everything from business, marketing, science, and medicine, to the simplest basic daily activities. The rapid pace of technology change creates a need for students to be taught the underlying principles and concepts upon which digital technology is built. Believing in the strength, intellect and vitality of women in computing, the Computer Science Department teaches students how to leverage the power of the computer to implement algorithms for solving problems and engage in creative self-expression.

One (1) credit, can be earned by taking Introduction to Computer Science, Web Development, Computer Programming and Robotics, 2D-3D Computer-Aided Design or an approved CS course through One Schoolhouse. Credit must be earned in grades 9-12

 

LOWER SCHOOL

Computer Science 3, Grade level: 3

Computer Science in the third grade introduces students to basic computing terms and concepts, such as what are programs and algorithms, along with what is coding and how computer programs get bugs. Students learn to use computing systems in order to model attributes and behaviors associated with a concept. The accurate use of terminology, as well as the responsible use of technology is emphasized throughout the year. Computer Science introduces third graders to events (an action or occurrence detected by a program) when constructing algorithms. Typical events in third grade include human actions, such as clicking a mouse, or pressing a key, or system occurrences, such as a timer. Third graders learn to use block-based programming, as they develop basic programs that include sequences, loops, and events. Programming with Ozobots enables third graders to create programs based upon a wide range of combinations of four different colors.

 

Design Technology 3, Grade level: 3

Design Technology is a highly interactive and interdisciplinary program that was developed in the Lower School at Holton-Arms. Design Technology provides students with hands-on experiences in independent and structured problem solving along with the acquisition of basic engineering skills. The various activities emphasize important skills like teamwork and responsibility while also developing personal confidence and perseverance. Design Technology in third grade begins building a solid foundation of specific technical skills as well as habits of the mind for thinking critically, learning continuously and for designing, constructing, testing and improving solutions to all types of problems. Students learn to use science knowledge for background research, technology as a tool to find answers and solutions, the engineering design process to efficiently solve problems, and data analysis to examine ideas critically.

 

Computer Science 4, Grade level: 4

Computer Science in fourth grade focuses on constructing programs and utilizing algorithms to accomplish a task. Students continue to decompose larger problems into smaller tasks. In fourth grade, students begin to think about the impacts of computing and computing devices. The accurate use of terminology as well as the responsible use of technology will continue to be built upon. The foundational understanding of computing and the use of technology will be an integral component of successful acquisition of skills across content areas. Students continue to use block-based programming to develop basic programs that include sequences, loops and variables. Fourth graders learn how to design objects for 3D printing using Tinkercad and a simplified constructive solid geometry method of constructing models. Fourth graders also expand their programming by working with Spheros. Students again use a block-based, drag-and-drop interface to create a wide variety of actions and variables.

 

Design Technology 4, Grade level: 4

Design Technology is a highly interactive and interdisciplinary program that was developed in the Lower School at Holton-Arms. Design Technology provides students with hands-on experiences in independent and structured problem solving along with the acquisition of basic engineering skills. The various activities emphasize important skills like teamwork and responsibility while also developing personal confidence and perseverance. Design Technology in fourth grade continues to build a solid foundation of specific technical skills as well as habits of the mind for thinking critically, learning continuously and for designing, constructing, testing and improving solutions to all types of problems. Students continue to use science knowledge for background research, technology as a tool to find answers and solutions, the engineering design process to efficiently solve problems, and data analysis to examine ideas critically.

 

Computer Science 5, Grade level: 5

In fifth grade, students learn to code using Scratch. Through video tutorials and block based code, students learn to code interactive story books and video games. In conjunction with science, the students also learn to program Lego NV3 robots as a part of their human body project.

 

Design Technology 5, Grade level: 5

In fifth grade design technology, the major focus is to expose students to the design engineering process, build teamwork, develop communication methods, and deepen their knowledge regarding global and human impacts, and engineering standards. Students dig deep into the engineering design process, applying math, science, and technology to hands-on projects like improving an existing product, or by 3D printing solutions to design engineering challenges. By engaging in hands-on, real-world projects, students understand how the material covered in class can be applied in their everyday lives.

 

Design Technology Studio, Grade level: 6

Design Tech Studio is a STEAM (Science Technology Engineering the Arts & Mathematics) is a pre-engineering skills course that provides students with hands-on experience using the Design Thinking Process. Students explore and create with materials and tools that empower them to shape their environment, develop evaluation skills, and solve real-world problems. In Design Tech Studio, students work collaboratively with others, reflect thoughtfully about the Design Thinking Process, and are encouraged to embrace “failure” and push through design challenges with grit. Each project challenges students to practice and apply creativity, perseverance, and collaboration.

 

MIDDLE SCHOOL

Problem Solving Grade level: 7 (required)

This course is a highly interactive and collaborative introduction to the field of computer science, as framed within the broader pursuit of solving problems. Students develop and adopt a more formal, structured problem-solving process by reflecting on problems they have encountered, both in the classroom and everyday life. By working through a diverse set of problems, such as logic puzzles, engineering challenges, and planning a trip, students learn to identify different classes of problems, decompose large problems, and develop their personal problem-solving skills. The course concludes with students proposing an application that could be used to solve a problem they are passionate about.

 

Computational Thinking Grade level: 8 (required)

This course gives students an opportunity to strengthen their problem-solving and critical thinking skills through robotics challenges and programming exercises. Students apply computational thinking practices to breakdown complex problems, recognize patterns and make connections, identify important information, and create algorithms to solve problems. This course focuses on programming, modeling, and problem-solving explored through a variety of methods and programs including unplugged exercises. block-based programming, and more advanced text-based programming. The goal of this course is to build students’ confidence in dealing with complexity, persistence in working with difficult problems, and tolerance for ambiguity. In addition, students will learn to approach open-ended problems and communicate and collaborate with others to achieve a common goal.

 

Art Tech Exploration, Grade level: 7-8

Art Tech Exploration is a project-based class where students will tackle one real-life design challenge within the trimester using lessons in art/design, science, technology, engineering, and math. This one trimester “STEAM” course (Science, Technology, Engineering, Art and Math) will build off of the Design Technology classes experienced in the Holton Lower School.

 

UPPER SCHOOL

Web Development (1 Trimester) Grades 9, 10, 11, 12; Credit: 1

In this course, students are challenged to design and develop intermediate-level web pages. Throughout the course, students are exposed to a number of coding challenges, which push their ability to collaborate, tinker, test, and refine their skills. Students will learn the proper use of several basic HTML tags, such as header, paragraph, and images, and list tags, as well as how to layer CSS elements on top of their semantic HTML knowledge. Diving into more complex topics, such as grid-layout hyperlinks, margins, classes, and IDs, students are challenged to move elements around their web page and create a multi-page website in groups. Some students take the course a step further, exploring the basics of JavaScript, an object-oriented programming language commonly used to create interactive effects within websites. At the end of the course, students compile their work to create a personal website they can share.

 

Introduction to Computer Science & Programming (1 Trimester) Grades: 9, 10, 11,12; Credit: 1

This Introduction to Computer Science is a course covering several different areas of computer science including the history of computer science, the digital divide, and a light introduction to programming. The course is highly collaborative and discussion-based with a handful of required readings. The programming portion of the course focuses on teaching core concepts using the JavaScript programming language and p5.js graphical library. Taking this class will help any student as they navigate an increasingly digital world.

 

2D and 3D Computer-Aided Design (1 Trimester) Grades 9, 10, 11, 12; Credit: 1

2D and 3D Computer-Aided Design is an introductory course offered by the Computer Science Department that will empower students to create authentic artifacts and engage with a modern approach to design as a medium for creativity, collaboration, communication, and problem-solving. While CAD is not specifically a computer science topic, the ideas and material experienced in a course are very much in line with the approaches and goals of computer science as a field. This includes the Design Thinking process, parametric design, and iterative workflows.

 

Robotics and Computer Programming (Winter Trimester), Grade: 11, 12, Credit: 1

The focus of this course will be programming, modeling, and problem solving explored through the use of student-built robots. Students will develop their technical problem-solving skills both with physical designs and building and through implementation of programs that drive the robot to use a variety of sensors to interact with the world around it. Students will have to consider problems, plan possible solutions, and finally implement and test their choices in a series of challenges that mimic real-world, modern day robotics issues.

 

Python Programming (Full Year) Grades 10, 11, 12; Credit: 3

This course aims to make students comfortable with the Python programming language and several of the key ideas in Computer Science and coding including data management, conditional statements, iteration, sorting and searching, classes and objects, and data structures. Students will apply these skills to strengthen their understanding and confidence, building increasingly complex programs to solve a variety of problems and challenges. Finally, students will explore graphical application development including GUI programming and other graphics concepts. Students leaving this course will have a strong foundation in programming and the confidence to apply it in the real world.

Department Chair: Amy Liao

The World Languages Department seeks to nurture dialogue and culturally sensitive interaction with people of diverse languages, perspectives, and practices. Our main goal is for our students to communicate effectively in the target language, with respect and empathy, accounting for the thoughts, opinions, and norms of others. Every year, we work to bring in missing voices from different communities through the study of literature, history, the arts, and current events. We want our students to investigate and reflect through comparisons of cultures studied and their own and to share their voices.

The department promotes students to become self-directed learners and empowers students to Learn well, Live well, Lead well by strengthening their emotional, intellectual, physical, ethical, and social capacity rooted in diversity, equity, and inclusion; health and wellbeing; and global education.

The department leads inquiry-based curriculum that develops language proficiency through experiential and interdisciplinary projects with other departments, and partners with ACTFL (American Council on the Teaching of Foreign Languages) on assessment of biliteracy skills and proficiency and recognition of the value of language diversity.

Languages offered are Chinese, French, Latin, and Spanish.

Nine (9) credits in one language and the successful completion of level 3 are required for graduation.

 

Chinese

LOWER SCHOOL

Chinese 3, Grade level: 3

Third grade Chinese is a one trimester course to explore Chinese in collaboration with other trimester courses to explore French and Spanish.  Students have an opportunity to experience a thematically organized curriculum in one trimester that encourages students to explore learning Chinese through songs, Chinese art and crafts, movements, Chinese cultural games, and hands-on activities. Students will develop speaking and listening skills and be exposed to Chinese characters. Cross-disciplines and technologies will be integrated into student learning. Students will develop their understanding of the Chinese language and culture through their studies.

 

Chinese 5, Grade level: 5

Through songs, games, video clips, voice recordings, hands-on activities, and the celebration of Chinese culture and holidays, students in Fifth grade Chinese class will be introduced to relevant listening and speaking skills that they can employ to interact with Chinese friends and local diverse communities. Students will build up their vocabulary and sentences and strengthen their communication skills through a theme-based curriculum. Students will engage in the active learning of themes such as greetings, family members, animals, colors, numbers and dates, food and drink items, daily living routines, and going places. Students will learn Chinese culture through studying Chinese classic poems, arts and crafts, and traditional holidays and customs. 

 

Chinese 6, Grade level: 6

Sixth Grade Chinese is a beginning level course to develop a foundation for learning Chinese. Students learn the Chinese phonetic system of Pinyin and basic conversation for daily life. Students in Sixth grade Chinese class will be introduced to relevant listening and speaking skills that they can employ to interact with Chinese friends and local diverse communities. Over the course of the year we will be focused on helping students develop basic communicative Chinese skills. These skills comprise learning to: demonstrate listening comprehension, use new vocabulary, communicate orally comprehend text, use proper spelling, and apply basic sentence structures. Units' themes include: personal and public identities, families/communities, breakfast food items, telling time, daily schedule, hobbies, basic Chinese characters, school subjects and common places in the community. Students will continue studying Chinese culture through songs, games, video clips, arts and crafts, hands-on activities, and the celebration of traditional Chinese holidays.

 

MIDDLE SCHOOL

Chinese 1A Grade level: 7; Credits: 1.5

Chinese 1 A is a foundation course in the study of Chinese designed for students who start a world language in Middle School. Both Pinyin (a Chinese phonetic system) and characters (the writing system) will be taught so that students will be able to communicate both orally and in written form in essential everyday life situations. Students will develop both writing skills,  hand writing characters and keyboarding. Students will develop their understanding of Chinese culture and gain knowledge through Chinese arts and crafts, songs, movies, comprehensive projects and cultural events including celebrations of Chinese holidays. 

 

Chinese 1B Grade level: 8; Prerequisite: Chinese 1A; Credits: 1.5

The primary goal of Chinese 1B is to build upon the content covered in Chinese 1A and continue to lay a solid foundation in oral communication and writing skills for learning at higher levels. The course places a great emphasis on Chinese culture and engages students in research and group projects on such topics as calligraphy, Chinese cooking, and the history of China. Students read "American Born Chinese" by Gene Luen Yang to explore stereotypes and how difficult for the minoritized population to fit in.

 

UPPER SCHOOL

Chinese I Grade level: 9-12; Credits: 3

Chinese 1 is an introductory course designed for Upper School students who are either beginning learners or do not have a sufficient background in language to enroll in Chinese 2. Both Pinyin (a Chinese phonetic system) and characters (the writing system) will be taught so that students will be able to communicate both orally and in written form in most essential everyday life situations. Students will celebrate Chinese holidays and engage in other hands-on activities to explore different aspects of Chinese culture. The course is offered only if there is sufficient enrollment.

 

Chinese 2 Grade level: 9-12; Prerequisite: Chinese 1B or Chinese 1, Credits: 3

Chinese 2 reinforces and further develops the skills acquired in Chinese 1 or Chinese 1A and 1B of Middle School. Students tackle more grammatical features and expressions that are Chinese-specific and expand their vocabulary to increase the ability to communicate in Chinese. The development of oral proficiency continues to be a key component of the learning process. Exploration of a changing China in the 20th and 21st centuries, as well as its cultural traditions, is incorporated into learning through research projects, videos, and short stories.

 

Chinese 3 Grade level: 10-12; Prerequisite: Chinese 2; Credits: 3

Chinese 3 further develops the knowledge and skills acquired in Chinese 1 and 2. It adopts a balanced approach toward skills in three modes of communication: interpretive, presentational, and interpersonal. Students learn to perform daily practical and social functions in the three modes with increased linguistic complexity and awareness of cultural appropriateness. They continue to build a larger functional vocabulary and work toward mastery of the core of Chinese grammar.

 

Chinese 3 Honors: Grade level: 10-12; Prerequisite: Chinese 2; Successful completion of level 2 Chinese and approval of the World Language Department; Credits: 3

Chinese 3 Honors further develop the knowledge and skills acquired in Chinese 2. It adopts a balanced approach toward skills in three modes of communication: interpretive, presentational, and interpersonal. Students learn to perform daily practical and social functions in the three modes with increased linguistic complexity and awareness of cultural appropriateness. They continue to build a larger functional vocabulary and work toward mastery of the core of Chinese grammar. Students are expected to meet higher standards on their course work in the target language and demonstrate a strong ability to apply the content, skills and cultural concepts learned. Chinese is the predominant language of instruction and learning in the classroom.

 

Chinese 4 Grade level: 10-12; Prerequisite: Chinese 3; Credits: 3

Chinese 4 is designed for the students who have successfully completed the study of Chinese at the intermediate level. Using the themes that bear much relevance to students’ lives and Chinese culture as the contexts for learning, the course introduces complex sentence structures and builds a significantly larger vocabulary to increase the depth and expressiveness of communication. Students are engaged in the communication tasks that not only develop oral proficiency but also require integration of all four skills - listening, reading, speaking and writing.

 

Chinese 4 Honors Grade Level: 11 – 12; Prerequisite: Chinese 3; Successful completion of level 3 Chinese and approval of the World Language Department; Credits: 3

See Chinese 4 for a general description. The course is recommended for the students who have demonstrated the potential to gain a solid mastery of its content and intend to take a course at the next level in their senior year. Students will follow the same curriculum designed for the non-honors class, but will develop their skills in listening, speaking, reading and writing in depth and train to communicate fluently in the Chinese language. They will also work to acquire the knowledge of specific aspects of the Chinese culture and be able to present the acquired knowledge effectively in the target language.

 

Chinese 5 Grade level: 10-12; Prerequisite: Chinese 4; Credits: 3

Chinese 5 is an advanced course designed for the students who have successfully completed the study of intermediate-high level Chinese in the previous year. It trains the students to increase depth and expressiveness of communication in a variety of personal, social, and cultural settings. Classes engage students in producing discourses on a range of topics in the descriptive, narrative and evaluative modes of expression and in developing insights into the Chinese cultural and social values through discussions and presentations.

 

Chinese 5 Honors: Grade Level: 11-12; Prerequisite: Successful completion of level 4 Chinese and approval of the World Language Department; Credits: 3

Chinese 5 Honors is offered to qualified and motivated students who are prepared to engage in an intensive study of the Chinese language and culture. The course is to sharpen students’ language proficiency and deepen their cultural inquiry through substantial exposure to films and literary works in Chinese and translation. Each thematic unit of the course uses a combination of textual, cinematic, and auditory materials to build effective communication skills in Chinese. It also places an equal emphasis on developing an empathetic understanding of the Chinese culture, both traditional and changing, through exploring the multiple facets of ordinary people’s lives in China.

 

French

LOWER SCHOOL

French, Grade level: 3 and 4

The third and fourth grades are part of a two-year World Language program that offers Lower School students the opportunity to explore two romance languages, French and Spanish. Throughout the year, students become noticeably confident in their skills while they learn vocabulary, practice pronunciation, role play, and make global connections. They learn to identify basic parts of speech, nouns, pronouns, and verbs, and create original sentences. By building their vocabulary and grammar foundation using the Q-talk method - in which translation is eliminated- they learn intuitively as native speakers do in a meaningful context rather than in isolation. Students are aware of their progress and have multiple opportunities to reflect on their language journey using their ePortfolios.

 

French, Grade level: 5

Fifth-grade students explore the French language structures with specific communicative skills. Daily language practice and review are implemented in the classroom to build upon a solid foundation of their building language skills: writing, speaking and listening. They learn with the Q-talk method in which translation is eliminated and students learn intuitively as natives do. Language is presented and learned in a meaningful context rather than in isolation. In this student-centered learning environment, they are able to produce spontaneous culturally authentic dialogues that can be easily transferred into everyday life situations.

 

French, Grade level: 6

The sixth-grade students develop proficiency through speaking, listening, understanding, writing, and reading in French. They learn new sentence structures and vocabulary skills including infinitives, conjugations of verbs in the present tense, pronouns, articles, and recognizing cognates among many others. Everyday dialogue practice is an essential part of their learning experience. Students also research French-speaking countries around the world and learn of their diverse history through a multitude of lenses that replace an ethnocentric one. They also create ePortfolio projects, choose a meta category, reflect on their work and make meaningful connections to their language learning.

 

MIDDLE SCHOOL

French 1A Grade level: 7 Credits: 1.5

French 1A builds on the skills acquired in lower school to solidify students' language foundation. They continue to develop communicative proficiency as well as cultural awareness. Projects and assessments are designed to ensure that students develop the appropriate skills to communicate using French purposefully in authentic situations. There are frequent learning checks and guided activities. Students work individually, in pairs, or in small groups to exchange information, explore texts, watch videos, develop scripts, rehearse dialogues, play games, or tackle and practice a specific grammar point. Themes revolve around self, school, friends, family, activities, and community.

 

French 1B Grade level: 8; Prerequisite: French 1A; Credits: 1.5

French 1B is designed to deepen and reinforce students' previous language acquisitions. They continue to practice communicating orally and in writing in the past, present, and future tenses using increasingly complex structures. They gain perspectives on the Francophone world to develop respect and openness to others.

 

UPPER SCHOOL

French 1 Grade level: 9-11; Credits: 3

French I is an introductory course designed for Upper School students who are either beginning French learners or whose background in the language is insufficient to enable them to enroll in a second-level French course. Students are introduced to the Francophone culture and learn basic vocabulary and grammar structures that enable them to communicate and engage in simple conversations about daily life. They study the present tense and the past tense of regular verbs. This class is offered only if there is sufficient enrollment.

 

French 2 Grade level: 9-12; Prerequisite: French 1B or French 1; Credits: 3

French 2 builds on the skills acquired in French 1 to solidify and expand students' language acquisition. Learners continue to work toward developing a functional proficiency in French, and an understanding of and appreciation for other cultures. Through thematic units and projects students deepen and grow their speaking, listening, reading, and writing skills to communicate purposefully in authentic situations, and to gain perspectives on the Francophone world. There are frequent learning checks and guided activities.

 

French 3 Grade level: 10-12; Prerequisite: French 2; Credits: 3

French 3 is a course for students who have satisfactorily completed two levels of French and who wish to increase their communicative competence in French. Emphasis is put on strengthening students’ ability to communicate and function effectively in a wide variety of contexts using the major language skills: aural comprehension, oral production, reading comprehension, writing, and grammar. Exposure to authentic materials will be used to enhance vocabulary acquisition. Cultural aspects of Francophone countries are an integral part of the course material.

 

French 3 Honors Grade level: 10-12; Prerequisite: French 2; Credits: 3

and approval of the World Language Dept.

French 3 Honors is a course for students who have satisfactorily completed two levels of French and who wish to increase their communicative competence in French. Emphasis is put on strengthening students’ ability to communicate and function effectively in a wide variety of contexts using the major language skills: aural comprehension, oral production, reading comprehension, writing, and grammar. Exposure to authentic materials will be used to enhance vocabulary acquisition. Cultural aspects of Francophone countries are an integral part of the course material. Elements of advanced courses are included, the class follows a discussion format, and complete immersion is expected.

 

French 4: French Conversation and Composition Grade level: 11, 12; Prerequisite: French 3 or its equivalent; Credits: 3

French 4 is a course for students who have satisfactorily completed three levels of French and who wish to increase their communicative competence. The intensive development of communicative competence in French is oriented around the investigation and discussions of a theme or themes culturally relevant to French or Francophone societies. Emphasis is put on the continued development of spoken and written expressions in the French language through readings and discussions of cultural materials. Conversations and compositions in French are integral part of the course. Culture is emphasized throughout the year, as well as reinforcement of grammar.

 

French 4 Honors: Language & Culture Grade level: 11, 12; Prerequisite: Successful completion of French 3, 3H and/or French 4 and approval of the World Language Dept.; Credits: 3

French 4 Honors is a course for students who have successfully completed French 3 or 3H. Students are exposed to the study of cultural topics and more complex language structures through francophone literature, films, current events and world challenges. The intensive development of communicative competence in French is oriented around the investigation and discussions of a theme or themes culturally relevant to French or Francophone societies. Emphasis is put on a continued development of spoken and written expressions in the French language through readings and discussions of civilization and cultural materials. Projects and presentations are an integral part of this course. Students are trained in aural, oral, and written exercises.

 

French 5: Cinéma et Francophonie Grade level: 11, 12; Prerequisite: French 4 French Conversation and Composition or its equivalent; Credits: 3

French 5 is a course for students who have satisfactorily completed four levels of French and who wish to pursue their study of the language and its culture. The focus of this course is to expand and enrich the students’ knowledge of French and Francophone countries through movies, with emphasis placed on spontaneous use of the language. It is offered only if there is sufficient enrollment.

 

French 5H: Cinéma et Francophonie Grade level: 11, 12; Prerequisite: French 4H Language and culture or its equivalent; Credits: 3

French 5H is a course for students who have satisfactorily completed four levels of Honors French and who wish to pursue their study of the language and its culture. The focus of this course is to expand and enrich the students’ knowledge of French and Francophone countries through movies, with emphasis placed on spontaneous use of the language. It is offered only if there is sufficient enrollment.

 

Latin

MIDDLE SCHOOL

Latin 1A Grade level: 7 Credits: 1.5

Studying Latin provides the opportunity to explore the incredibly diverse world of the ancient Roman empire while learning the language that has served as the template for many modern languages. In Latin 1A, a story-based reading approach will introduce students to the basic workings of the Latin language and encourage reading proficiency. Activities and projects will foster writing, speaking, and listening skills as well, and we’ll examine the close connections between English and Latin vocabulary. We will also seek out the stories of those who have been underrepresented or largely ignored, and we will employ our critical thinking skills as we search for a more comprehensive and authentic perspective of this fascinating time in history.

 

Latin 1B Grade level: 8; Prerequisite: Latin 1A; Credits: 1.5

Latin 1B picks up where Latin 1A left off, and the goals are much the same. Students will continue to build their foundation in Latin grammar while they travel throughout the Roman empire and view the expansion from different perspectives. Through passages and dialogues, students continue to develop their ability to read, understand, and translate simple and complex Latin sentences. Students use their expanding Latin vocabulary to facilitate their understanding, and they continue to strengthen their understanding of English by examining the connections in word origins. Projects provide opportunities for students to demonstrate their understanding of various cultural and historical topics such as travel, communication, and elections in the ancient world.

 

UPPER SCHOOL

Latin 1 Grade level: 9-11; Credits: 3

Latin I is for students who begin the study of the Latin language and Roman culture in the Upper School. They learn grammar and vocabulary through reading and doing exercises from a text-based on the adventures of a Roman family. There is a significant emphasis on the relationship of Latin to English vocabulary and grammar and on showing the connections between the ancient and modern worlds. The course is offered only if there is sufficient enrollment.

 

Latin 2 Grade level: 9-12; Prerequisite: Latin I or Latin 1B; Credits: 3

In Latin 2, students complete the study of basic grammar through reading and exercises. They learn about daily life in Rome and follow the political struggles as Romans faced the dissolution of the republic and the establishment of the Empire. There is significant emphasis on the relationship of Latin to English vocabulary and grammar and emphasis on showing the connections between the ancient and modern worlds.

 

Latin 3: Roman Prose and Poetry Grade Level: 10-12; Prerequisite: Latin 2; Credits: 3

In this course, students make the transition from reading the adapted passages and dialogues found in grammar texts to working with authentic Latin literature. Students further develop their translating skills by reading unaltered Latin with the support of commentaries; units include prose and poetry from a variety of authors. By studying the rhetorical, poetic, and metrical devices employed by each author, students are able to gain a deeper understanding of and appreciation for each work. They are also charged with considering each author’s personal background as well as the complex historical and political climate in which they lived. Singing poetry in its meter is an important (and fun!) endeavor for this level, and projects allow students to explore topics such as Roman religious practices, communication, and art.

 

Latin 3 Honors: Roman Prose and Poetry Grade Level: 10-12; Prerequisite: Latin 2; Credits: 3

See Latin 3: Roman Prose and Poetry for a general description. Students who have opted for the Honors designation will attend the same class as non-honors students, but will meet additional areas of challenge, including fewer resources on assessments; additional sight-reading opportunities; translation of extra lines of a passage; demonstrating a higher level of analysis of the texts; and providing thoughtful exploration and examination of themes and contexts.

 

Latin Pathways 4 & 5 Grade Level: 11-12; Prerequisite: Latin 3; Credits: 3

The Latin Pathways 4 & 5 courses follow two distinct maps of curriculum, offered in alternating years. Each path allows students to explore a range of authors, from the well-known writers of the Augustan era to those whose voices and works provide a perspective of Latin that reaches beyond the traditional canon. There is a strong emphasis on context building, analysis, and interpretation while examining works through the lens of a particular theme. Time is also allotted to practice reading for comprehension, expanding vocabulary, and reviewing grammar. An emphasis on poetry will allow students to build both facility with interpretation and a command of the vocabulary of poetic criticism. Projects (both small and large) will encourage students to explore and develop their particular interests.

 

Latin Pathways 4 Honors & Latin Pathways 5 Honors Grade Level: 11-12; Prerequisite: Latin 3 and approval of the World Language Department; Credits: 3

See Latin Pathways 4 & 5 for a general description. Students who have opted for the Honors designation will attend the same class as non-honors students, but will meet additional areas of challenge, including fewer resources (vocabulary) on assessments; additional sight-reading opportunities; translations of extra lines of a passage; demonstrating a higher level of analysis of the texts, and providing thoughtful exploration and examination of themes and contexts.

 

Spanish

LOWER SCHOOL

Spanish, Grade level: 3 and 4

The third and fourth grades are part of a two-year World Language program that offers Lower School students the opportunity to explore two romance languages, Spanish and French. Throughout the year, students become noticeably confident in their skills while they learn vocabulary, practice pronunciation, role play, and make global connections. They learn to identify basic parts of speech, nouns, pronouns, and verbs, and create original sentences. By building their vocabulary and grammar foundation using the Q-talk method - in which translation is eliminated- they learn intuitively as native speakers do in a meaningful context rather than in isolation. Students are aware of their progress and have multiple opportunities to reflect on their language journey using their ePortfolios.

 

Spanish, Grade level: 5

In this course, fifth-grade students learn basic vocabulary and develop their knowledge of grammar and its proper implementation in simple communicative situations. They enjoy a multi-modal approach to learning a new language while solidifying their Spanish foundation. Every Spanish activity includes four integrated areas: reading, writing, speaking, and listening. Spanish is the primary language used by the teacher and students. Our Reading Program starts in fifth-grade and it offers stories to further discuss cultural differences. Through the stimulation of reading interpretation, students explore differences and similarities between peoples of different backgrounds, cultures, and races. The goal is to foster the capacity for culturally sensitive interaction with speakers of Spanish by celebrating differences.

 

Spanish, Grade level: 6

This course focuses on communication. While grammar and vocabulary are essential tools for communication, this course provides students with the opportunity of learning how to communicate in meaningful and appropriate ways in Spanish. Students engage in conversations, provide and obtain information, and express feelings and emotions using Spanish. They explore various Spanish-speaking communities and learn about the nature of the Spanish language and the concept of culture. Our Reading Program offers stories to further discuss cultural differences. Through the stimulation of reading interpretation, students explore differences and similarities between peoples of different backgrounds, cultures, and races. The goal is to foster the capacity for culturally sensitive interaction with speakers of Spanish by celebrating differences.

 

MIDDLE SCHOOL

Spanish 1A, Grade level: 7 Credits: 1.5

Spanish 1A is an introductory course for beginners and advanced beginners in which students learn basic vocabulary and grammar concepts relevant to daily life and beyond. Students are introduced to reading, writing, speaking, and listening in numerous contexts that emphasize their growth in these areas through exposure to authentic material, cultural comparisons, and hands-on learning experiences. Students also learn about the cultures of the Spanish-speaking world with a view toward developing their global competency skills.

 

Spanish 1B, Grade level: 8; Prerequisite: Spanish 1A; Credits: 1.5

Spanish 1B builds on the themes and concepts introduced in Spanish 1A. This course further develops student skills in listening, reading, speaking, and writing through exposure to higher-level authentic material. Furthermore, students learn about the racial and cultural diversity of the Spanish-speaking world through a specific emphasis on "afrolatinidad." Finally, students engage in written, presentational and interactive activities that aim to prepare them for the transition into upper school Spanish.

 

UPPER SCHOOL

Spanish I, Grade level: 9-11 Credits: 3

Spanish I is an introductory course designed for Upper School students who are either beginning Spanish learners or whose background in the language is insufficient for them to enroll in Spanish 2. The course will focus on building basic vocabulary, learning communication skills, and using different strategies to convey meaning and develop an appreciation of the Hispanic culture. Upon successful completion of this course, students will be able to communicate with ease basic facts and ideas in Spanish, both verbally and in writing. The course is offered only if there is sufficient enrollment.

 

Spanish 2, Grade level: 9-12; Prerequisite: Spanish 1B or Spanish 1; Credits: 3

Spanish 2 is a novice-high to an intermediate-low level course. Students are expected to have mastered the vocabulary and grammar points learned in Spanish 1 (1A/1B) to be able to succeed in this course. Students will work extensively in acquiring vocabulary and developing a grammar foundation to improve their communication skills in listening, speaking, reading, and writing in Spanish. Students will be exposed to the different cultures of the Spanish world so that they learn to identify them and explore their interconnectedness. Students will start reading articles, short stories, and poems as an introduction to Hispanic literature. Technology will be used to enhance daily instruction and extended language practice to facilitate learning both inside and outside the classroom.

 

Spanish 3, Grade level: 10-12; Prerequisite: Spanish 2; Credits: 3

Spanish 3 is an intermediate-level course. Students work extensively on grammar and vocabulary and continue to develop their communication skills through listening, speaking, reading, and writing in the target language. Students expand their knowledge and understanding of the Spanish-speaking world while improving self-expression and comprehension through the use of adapted media and literary sources.

 

Spanish 3 Honors: Comunidades de ayer y hoy, Grade Level: 10 – 12; Prerequisite: Spanish 2 and approval of World Language Department; Credits: 3

This course is designed for students who show proficiency in the content learned in Spanish 1 (1A/1B) and Spanish 2. This course is intended to prepare students to continue progressing into an advanced proficiency level in Spanish. Students will engage in communicative activities that require working cooperatively and at an accelerated pace using the four language skills in the three modes of communication: Interpretive, interpersonal, and presentational. The course will focus on improving students’ ability to comprehend the language from different authentic and adapted sources through the study of classic and contemporary Latin American literature from well-known authors. Students will gain a better understanding of Latin American societies today as they explore the contributions, belief systems, and cultural practices of the Aztecs, the Incas, and the Mayans. The daily use of technology will enhance the student experience in using the language both inside and outside the classroom.

 

Spanish 4: Spanish Conversation and Composition, Grade level: 11-12; Prerequisite: Spanish 3; Credits: 3

Spanish 4 is an advanced course for students who have completed three years of Spanish language study. It focuses on building communication skills while developing a deeper cultural understanding of the Hispanic culture. Students utilize a variety of sources to explore the rich diversity of Spanish-speaking communities in Latin America, the U.S., and Spain. Projects are integral to this course to help students further develop their aural, oral, and written proficiency. Upon successful completion, students will be able to communicate with ease in Spanish.

 

Spanish 4 Honors, Grade level: 11, 12; Prerequisite: Spanish 3H and approval of the World Language Department; Credits: 3

Students taking this course are interested in continuing an in-depth study of the language and further developing their communicative and reading skills in Spanish. Students read a variety of authors whose work reflects the diversity of Spain, Latin America, and the U.S. Hispanic population. They also review the more advanced grammatical topics. Students taking this course will achieve a high level of mastery of grammatical topics covered in previous levels and will demonstrate the ability to revise their own work effectively. Projects and presentations are an integral part of this course. Students are trained in aural, oral, and written exercises.

 

Spanish 5: Hispanic Culture through the Media Grade level: 11, 12; Prerequisite: Spanish 4 Conversation and Composition or equivalent; Credits: 3

Spanish 5 is designed for students who have successfully completed Spanish 4 and who wish to pursue their study of the Spanish language and culture at the non-honors level. This course will focus on using the media to delve into the study of different historical contexts and their connection to current events of various Spanish-speaking communities in Latin America, Spain, and the U.S.A. The class follows a discussion format and students will be engaged in activities that require a high level of proficiency in language production. 

 

Spanish 5 Honors: Spain and USA in the 20th and 21st centuries, through Films and Media, Grade level: 12; Prerequisite: Spanish 4 Honors and approval of the World Language Department; Credits: 3

Spanish 5 Honors, is an advanced Spanish course devoted to expanding the student's knowledge of the language and culture of Spain through excerpts from novels and plays, movies, short stories, literary and journalistic articles, websites, and television programs. In this course, "Culture of Spain:20th and 21st centuries, through cinema, theater, arts, and the press". Students will learn about the culture and development of Spain through the study and analysis of the historical, artistic, and social events in these two centuries. The materials and program activities will allow students to develop critical thinking, collaboration, and empathy toward other cultures and identities. The movies, short stories, videos, and the students’ projects will provide many opportunities for the students to maintain, develop and improve their language skills. Projects and presentations are an integral part of the student learning process.

 

Advanced Spanish Seminar: Voices Grade level: 12; Prerequisite: Spanish 4 Honors and/or Spanish 5 Honors and approval of the World Language Department; Credits: 3

Spanish Seminar is designed for seniors with advanced language proficiency (heritage and non-heritage learners) who wish to explore Latin American social challenges through the study of literary works from renowned authors. The course is divided into three main thematic modules and will follow a discussion format. Complete immersion is expected. A final capstone project will allow each student to present their findings of a research topic of their choice. The course is offered only if there is sufficient enrollment.

 

SPANISH ELECTIVES

Short Films: Miradas, Grade level: 11 ; Corequisite: Spanish 3/3H/4; Credit 1

Miradas has the singularity of using short fictional films as the main resource. The Academy of Motion Picture Arts and Sciences defines a short film as "an original motion picture that has a running time of 40 minutes or less". Short films are both engaging and authentic; offering experiences close to real life, and real use of living language. Students receive comprehensible input and build listening skills and engage in authentic communicative opportunities. Short films also stress cultural competency and the ability to make connections as students expand their cultural knowledge, and recognize diverse viewpoints and lifestyles.