UPPER SCHOOL

Curriculum and
Registration Guide
2020–2021
 OUR MISSION

The Ravenscroft community, guided by our legacy of excellence,

nurtures individual potential and prepares students to thrive in a
complex and interdependent world.

OUR VISION

Through the implementation of our ACADEMIC: Provide a rich and appropri- celebrates mutual respect, personal respon-
Strategic Plan, Ravenscroft will build upon ately challenging curriculum taught with sibility, ethical leadership, and a sense of
passion by a nurturing and knowledgeable humor that restores.
its status as the premier comprehensive,
faculty. JOURNEY: Inspire our school community
independent college preparatory school in
COMMUNITY: Enhance our contribution to value the educational journey as much as
our community and will become a preemi-
to become a more valued member of our the outcome.
nent academic institution in the Southeast.
community and increase our diversity to RELATIONSHIPS: Nourish meaningful
The key elements of our vision include a better reflect that of our area. and supportive relationships among stu-
commitment to the following:
ENVIRONMENT: Promote a working and dents, teachers, staff, alumni, and parents
learning environment that expects and and in the greater community.

OUR VALUES

Our values ground our school, programs, AN ETHICAL CHARACTER: A student’s education and interscholastic athletic
and initiatives in the most important character is enhanced and horizons are program emphasizing lifelong health,
broadened through leadership, extracurric- discipline, sportsmanship, and teamwork.
aspects of the Ravenscroft community —
ular, community-service, and global study/ A SPIRITUAL FOUNDATION: A stu-
people and their collective growth. They
travel opportunities. dent’s faith is developed as we embrace the
reflect our legacy of excellence with an
AN AESTHETIC APPRECIATION: A Judeo-Christian tradition of Ravenscroft
inspired commitment to the future.
student’s talents are cultivated and his or and respect the religious beliefs of each
her creative mind is enriched by a compre- individual. As a community, we will model
AN ENGAGED MIND: A student’s mind is hensive program of fine arts. and teach values such as honor, respect,
engaged by a developmentally appropriate responsibility, and compassion.
A HEALTHY LIFESTYLE: A student’s
and balanced college preparatory program
personal fitness and physical wellness are
emphasizing inquiry, critical thinking, and a
promoted through a complete physical
love of learning.
 2020–2021 UPPER SCHOOL

Curriculum and
Registration Guide
INSIDE
Enrollment Management Philosophy
Ravenscroft, as a leading college preparatory program, seeks to retain current students
Mission, Vision, and Values Statement 2 and admit new students who meet specific criteria and who are a match for school
Enrollment Management Philosophy 3 programs.
Academic Guidelines and Policies 4 Ravenscroft accepts students who are developmentally ready and who are capable
of thriving in a leading college preparatory program and contributing to and benefiting
Lead From Here 7
from the strength of its academic and cocurricular programs. Ravenscroft is a family
Grades and Grade Reports 8
school; therefore, affiliation through sibling, alumni, and faculty relationships is
Graduation Requirements 9 considered in the admissions process, as these families provide important resources
Advice from College Counselors 10 to the school. In order to better fulfill the school’s mission to prepare students to thrive
Course Registration Guidelines 11 in an increasingly global “complex and interdependent world,” the admissions process
aspires to create a school that draws upon the rich diversity of its community.
Upper School Elective Course Offerings
The core characteristics that follow are those that the admissions process seeks to
and Standard Schedule 12
identify and select in its students and families.
Upper School Course Offerings 14
English 14 • S tudents who demonstrate the academic ability and/or developmental readiness to
History/Social Studies 19 succeed in a leading college preparatory program.
Mathematics 23 • Students whose talents match and enrich the school program.
• Students whose personal qualities (including, but not limited to, respect, compassion,
Science 25
spirit, honor, dedication, responsibility, and courage) suggest they will contribute in
World Languages 27 meaningful ways to school and community life.
Additional Upper School Electives 32 • Students who further the school’s commitment to reflecting the diversity of the
Fine Arts 32 community in all of its forms.
• Parents who demonstrate an awareness of and commitment to meet the school’s
Innovation, Design, and Engineering 34
expectation of parental cooperation and support.
Physical Education 36 • Families who are able to support the school through contributions of their time,
Academic Skills 37 talent, and resources.
Counseling 37
Students are admitted for one year at a time and invited to re-enroll if the student is
Four-Year Plan Worksheet 38
having a successful experience. The faculty and staff will make available all campus
resources necessary and useful for a student’s continued enrollment. In the event that
the student’s academic performance, behavior, and/or attitude fails to meet the expected
and stated standards found in division handbooks, that student, following a set of estab-
lished guidelines, may be asked to withdraw from the school.
Ravenscroft is an independent, coeducational college preparatory day school for
PreKindergarten through 12th grade and does not discriminate against any persons, in
admission, in violation of any applicable local, state, or federal laws or regulations.

3
Academic Guidelines and Policies

Student Course Load to colleges for all seniors. For colleges that CURRENT COURSE GRADES
At a minimum, students are expected to do not require mid-semester grades, stu- A student with a grade of a B in an honors
take four courses in the areas of English, dents have the choice to send those grades course will be recommended for the next-
mathematics, science, social studies, or to schools directly at their discretion and in level honors course unless there is a com-
world languages per year and at least one coordination with their college counselor. pelling reason to not recommend. A grade
other elective course per semester. Students of A- at the college-preparatory course level
who wish to take less than the minimum is the minimum requirement for an honors
course load need prior permission from the Guidelines for Course recommendation at the next grade level. A
head of the Upper School. The normal load Selection grade of B- is the minimum requirement
would include six courses each semester. Prerequisites established for various courses for a student to remain in the honors
in the Upper School as printed in the course for the next grade level. Honors
Curriculum and Registration Guide must be course recommendations are primarily a
Academic Credit, observed. Students are strongly encouraged recognition of student achievement — not
GPA and Transcripts to complete the third level of their world just aptitude — in a given subject area;
The final grade determines the unit of language and at least one semester of fine honors and college-preparatory course
credit to be given for a full-year course. A arts before their senior year. levels are performance-based rather than
repeated course is shown on the transcript ability-based groupings.
and is calculated in the GPA but does not
receive additional credit. Only summer Honors/Advanced Course SERIOUSNESS OF PURPOSE
courses taught at Ravenscroft or other Recommendation Policy An honors student must show, beyond mere
approved courses may be taken for credit All student recommendations for college grades, a seriousness of purpose about the
and advancement. These courses are preparatory and honors/advanced/ subject matter and about course assign-
averaged in the GPA and listed on the Advanced Placement courses are reviewed ments. A lack of such purpose sometimes
Ravenscroft transcript. Non-approved individually each spring by the student’s manifests itself in disruptive classroom
summer courses are not listed on the current teachers. Continuation at either behavior, lack of attention and involvement,
Ravenscroft transcript, and they are not level is based on the student’s performance inconsistent study habits and class prepa-
averaged in the GPA. Additionally, non-ap- and the teacher’s professional judgment ration, and excessive absences or tardiness.
proved summer courses may not be taken and should reflect the best prospects for These characteristics are not acceptable
for advancement if they are specifically each student’s academic success. Such rec- at either the honors or college-preparatory
required for graduation. Students may take ommendations are based on the qualities level, and they are especially inappropriate
Choral Ensemble, Wind/Strings Ensemble, listed below. These student characteristics in an honors class.
and certain other courses for credit as many are considered relative to the grade level
times as they wish. No fractional credit in question. No student exhibits all of CLASS CONTRIBUTIONS
will be awarded for partial completion of these qualities all of the time, but their An honors student should willingly and
a yearlong course or partial completion of conspicuous and persistent absence, even reliably contribute to the learning process
a semester course. The cumulative GPA is in a few students, can change the tone and in the form of class discussion, oral reports,
calculated on semester grades earned at effectiveness of an entire honors class. We group work, etc. Successful but shy stu-
Ravenscroft beginning freshman year. expect positive academic behavior from all dents who make a sincere effort to partici-
For seniors applying to college, mid-se- students, and we look for an even higher pate and contribute may well be deserving,
mester grades will be sent to all colleges degree of excellence and self-motivation but students who work only for themselves
that require them until such time as first-se- from honors students. are not strong honors-level candidates.
mester grades are available. Mid-year and
final reports (semester grades) will be sent

4
INTELLECTUAL ENGAGEMENT SOCIAL AND EMOTIONAL
Drop/Add
IN THE SUBJECT MATURITY FOR MORE
A withdrawal from any course after the first
An honors student should display a SOPHISTICATED DISCUSSION
interim period will result in having a “W”
strong motivation for the subject matter An honors student should show the matu-
(withdrew) noted on the student’s official
of a course beyond merely meeting grade rity needed to discuss more controversial
transcript, unless an exception is made
requirements. Intellectual curiosity is and challenging works and topics without
by the head of the Upper School; upon
the key to a stimulating honors class lapsing into inappropriate humor, anger,
inquiry by colleges, the school will indicate
environment, but intellectual engagement or other highly subjective reactions. This
withdrawal status (passing, failing).
is essential in an honors class. includes understanding why certain works
and topics are included in the curriculum
EFFECTIVE MANAGEMENT OF even when they may not suit the taste of an
Study Hall and Tutorial
COURSE REQUIREMENTS individual student.
All Upper School students will have at least
An honors student should demonstrate the
one free period/study hall in their schedule.
capacity to complete larger volumes of read-
Freshmen report to the Keim Center for
ing and writing and to handle more in-depth Advanced Placement study hall for the first report card period.
work than college preparatory students. Courses Tutorial sessions are provided by all
This includes keeping track of and meeting The Advanced Placement (AP) Program
members of the Upper School faculty.
deadlines. Students should be strongly offers particularly capable students, who are
Tutorials will be scheduled during
committed to turning work in on time. recommended by the departments offering
Com­munity Time in the late morning.
AP, an opportunity to pursue college-level
Students whose grades in any given course
STRONG READING, WRITING, studies while in secondary school. Because
fall below a C are expected to arrange
VOCABULARY, AND of the demands of heavy homework
weekly tutorials with that teacher. Faculty
COMPUTATION SKILLS assignments, library research, laboratories,
may schedule extra individual and group
An honors student should not require and special testing sessions, a student must
tutorial sessions before tests and may
the basic-level work in reading, writing, obtain permission from the head of the
require that students attend extra tutorial
vocabulary, and computation that is more Upper School if he or she wishes to enroll in
sessions.
typical of college preparatory students. more than three AP courses in any semes-
Greater emphasis will be placed on ter. Students are required to take pertinent
analysis, synthesis, and evaluation and less AP examinations administered in May at
Independent Study
emphasis on teaching the basics of knowl- Ravenscroft (cost of each exam is approx-
Programs
edge, comprehension, and application. In imately $95). Many major universities and
After having exhausted curricular
assessing such capabilities, teachers may colleges accept demonstrated competency
resources, a student may design an inde-
refer to a student’s standardized test scores on these examinations as evidence for
pendent study program (ISP) in concert
in addition to classroom performance. granting advanced placement and/or credit
with a faculty sponsor and in accordance
in college. In general, students purchase AP
with these guidelines:
DEVELOPED CAPACITY FOR texts on their own.
• ISPs primarily are intended to allow
ABSTRACT THINKING Students are assigned to honors
the pursuit of an academic interest not
An honors student should be able to move sections and AP courses on the basis of
otherwise covered by the curriculum.
beyond the literal or concrete level of think- criteria discussed fully at the beginning of
• An ISP must meet the same rigorous
ing and reading to cope with abstraction, this Guide.
academic standards as a regularly
implication, discovery, metaphor, irony, and
scheduled course.
similar, more complex levels of meaning.
• An ISP application must include
This includes the ability to analyze coher-
articulated goals, a course outline, study
ently, problem solve and conceptualize new
materials, and assessment procedures.
ideas, and draw supportable conclusions
• Application forms (available in the
from facts and data.
office of the head of the Upper School)
must be returned a full three weeks
in advance of the semester course

5
 registration deadline. A committee con- and interview, along with other steps of
sisting of the head of the Upper School, the process, and through the Admissions
appropriate department chair, and Committee review to decide if the student
sponsoring faculty member will review and the school are an appropriate match.
and approve or deny the proposal. Ongoing enrollment at Ravenscroft is
• ISPs occasionally may be arranged contingent on the student’s successful
to address irreconcilable schedule completion of the academic course of study
conflicts. Applications for ISPs in and any conditions stipulated either in the
courses currently offered through the original offer of enrollment or any addi-
Curriculum and Registration Guide tional requirements later recommended
but which cannot be scheduled will be for student success. Typical conditions
considered by the appropriate commit- normally will require outside support for
tee prior to the start of the semester. English-language tutoring. The school will
(Students are routinely notified in assist in referring and helping the student/
advance of schedule conflicts.) family secure an outside tutor for English
• ISPs will be noted as such on all as a Second Language.
transcripts. International students may qualify for
instructional and testing modifications for
two years as determined by testing and
Enrollment of assessment. Generally, after a two-year
International Students period, an international student’s work is
In this era of global interdependence, evaluated and graded on the same basis
nonnative speakers are welcomed at as that of other students in the same grade
Ravenscroft. The school seeks to enhance, or course of study. During those years,
enrich, and broaden our students’ under- academic evaluations will be based on the
standing of the world while also fostering individual student’s progress, with con-
a greater appreciation of the diversity and sideration given to language and cultural
rich cultural heritage beyond our nation’s differences.
boundaries. The school supports all actions
that will further our understanding of the
importance of language and culture in
the education process. Ravenscroft also
supports the study of languages other
than English and recognizes the rights of
all individuals to preserve and celebrate
their linguistic and cultural origins and to
maintain their native languages. The school
affirms the rights of nonnative speakers
of English to use languages other than
English and supports the right of all non-
native speakers of English to have access
to educational programs to sharpen their
English skills.
International students will complete
the required admissions application
process. The qualifications for enrollment
are determined by an analysis of previous
school records and an evaluation of English
proficiency in the context of the school visit

6
Lead From Here

Lead From Here was developed by

Ravenscroft and the Center for Creative
Leadership, one of the top internationally
recognized organizations for leadership
development, with the goal of developing
strong citizen leaders. Lead From Here
competencies are essential for success in
the 21st century. Advisors and teachers help
students develop a solid understanding of
these competencies through direct instruc-
tion and infusion into the curriculum.

DIRECT INSTRUCTION
Ravenscroft and CCL developed and con-
tinue to refine and develop grade-level
appropriate curriculum. The lessons
include experiential activities, scenarios,
role playing, videos, and discussion. After
each lesson, students reflect on their
experience and discuss how they can apply
the citizen leader competencies naturally in
their own lives. Citizen Leader Framework

INFUSION INTO THE CURRICULUM Leadership development enhances competencies when they’re able to work
Teachers infuse these competencies into student academic development. Leader with a diverse set of peers and teachers.
their curriculum, which gives students attributes such as resilience and resource- The process of working with people
opportunities to see real-life applications fulness, as well as a growth mindset, from different personal, cultural, social,
of these ideas. Students think about the contribute to academic success and success and professional backgrounds, as well as
impact the competencies can have on in athletics and the arts. different ages, is an example of leadership
themselves as well as others. They grow in Academic learning relationships are in action, which students will need to do to
compassion and strengthen their apprecia- transformed by the infusion of leader- be successful.
tion for differences. ship. Lead From Here positively affects Everyone can Lead From Here. Every
ongoing development of meaningful, individual, regardless of their position or
AT RAVENSCROFT, WE BELIEVE: consistent learning relationships between grade in school, can lead because leader-
Leadership development can occur with faculty and students that directly support ship starts with leading yourself. Lead From
students as young as 4. Developmentally students’ growth, their development, and Here helps all members of the Ravenscroft
appropriate experiences introduce students our educational community’s well-being. community see themselves as leaders,
to key values, mindsets, and skills that will Strengthening these relationships supports discover their potential, and make choices
make them more successful during and after Ravenscroft’s entire academic environment about how they can lead with others to
their school years. and culture of learning. create positive change.
Leadership is a muscle. It must be exer- Developing leadership skills requires
cised to get stronger, and those exercises are a diverse group of participants. Everyone
different at different stages of development. benefits and develops stronger leadership

7
Grades and Grade Reports

Students receive a grade for each subject. To calculate mid-semester, semester,

and year-end averages, the following scale is used (includes – and +):

GRADING SCALE
A+ (98–100) Distinguished achievement. Demonstrates a comprehensive under-
A (93–97) standing of the subject matter, thorough daily preparation, timely A+ 98–100% 4.33
A- (90–92) submission of work, seriousness of purpose, valuable contribution to
class, and mastery of required skills. A 93–97% 4.00

A- 90–92% 3.67
B+ (87–89) Significant achievement with no serious deficiency. Demonstrates a
B (83–86) sound grasp of the subject matter, constructive class participation, B+ 87–89% 3.33
B- (80–82 good class preparation, and strong competence in required skills.
B 83–86% 3.00

C+ (77–79) Satisfactory achievement. Demonstrates a moderate grasp of the B- 80–82% 2.67

C (73–76) subject matter but inconsistent class preparation and participation
C- (70–72) and mixed competence in required skills. C+ 77–79% 2.33

C 73–76% 2.00
D+ (67–69) Demonstrates a minimal grasp of the content, unsatisfactory daily
C- 70–72% 1.67
D (63–66) preparation, inadequate class participation, and significant deficien-
D- (60–62) cies in required skills. May prevent advancement in the subject area; D+ 67–69% 1.33
may jeopardize continued school enrollment.
D 63–66% 1.00

F (59 and Failure. Demonstrates an inadequate grasp of content, unsatisfactory D- 60–62% 0.67
below) class preparation, and inability or unwillingness to master required
skills. No course credit awarded. Will jeopardize continued enrollment. 59% and
F 0.00
below

For Advanced Placement courses, add

1.00 quality point to the point scale. Failing
grades do not receive the additional
1.00 point.
For honors classes, add 0.50 quality
point to the point scale. Failing grades do
not receive the additional 0.50 point.

8
Graduation Requirements

Credits and Courses

DEPARTMENT SPECIFIC COURSE REQUIREMENTS CREDITS
To graduate from Ravenscroft Upper
School, a student must earn at least 22 cred-
its and successfully complete all required English English I, English II, English III, English IV 4.5
courses during grades nine through 12. All Core Options/Advanced Placement English,
students are encouraged to accumulate and Composition. Four years of English and one
more than the minimum 22 credits prior semester of Composition are required.
to graduation through individualized
programs designed to meet specific college History/Social Studies World History, United States History, 3
admission requirements. In addition, a stu- Economics/American Government
dent must complete his or her senior year
as a full-time student at Ravenscroft. Any
Mathematics Algebra I, Geometry, Algebra II, and one credit 4
exception to this policy requires approval
beyond Algebra II. Students must be enrolled
from the head of the Upper School.
in a math class during each semester of all four
academic years.

Grades/GPA
To receive a Ravenscroft diploma, a student Science Biology, Chemistry, and a third lab science 3
must earn a minimum of a 2.0 cumulative
grade-point average in all subjects taken at World Languages Spanish, Latin, Mandarin. All students must 2–3
Ravenscroft in grades nine through 12 while complete at least two years and through Level III
earning a grade below C- in no more than of the same world language in Upper School.
five credits or the equivalent (i.e., multiple
half-credit courses). In addition, a student
must satisfy all other credit, distribution, Fine Arts Visual Art, Drama, or Music 1
and specific course requirements.
Physical Education Health and Physical Education (recommended in 1
ninth grade)

Electives Electives in English, mathematics, science, social 3.5

studies, world languages, fine arts, physical
education, computer science, global education,
and other areas of study

Total Required Credits 22

9
Advice from College Counselors

Some truths about Determining what to take

college admissions • Recognize that students need to meet
• C
olleges encourage students to take the standards of the department rec-
courses in the five major academic areas ommendations outlined in the Honors/
(math, science, social studies, world Advanced Course Recommendation
languages, and English) through all four Policy.
years of high school.
• Evaluate the demands on the student’s
• S
elective colleges look for appropriate time. Be sensible.
challenge in all areas.
• Encourage students to follow their
• C
olleges expect students to take world passions, but keep in mind that colleges
language as far as the student is able. still focus on the five major academic
areas.
• C
olleges do look at the senior year —
thoroughly. Senior grades and courses • Follow the world language of choice as
should reflect rigor and effort. far as possible. Begin a new language
only with valid reasoning; for example,
• S
ome colleges will require mid-first-se-
changing to Greek I after years of Latin
mester senior grades. Colleges will
or Mandarin Chinese for greater global
require first-semester senior grades and
understanding.
final transcripts. Students will need to
explain any significant drop in grades. • Consider taking elective courses, which
are offered at the AP, Honors, and
• I n the senior year, students must inform
college-prep levels.
colleges (and get permission from some
colleges) if they want to change the • Selective colleges expect students to
second-semester courses they had listed enroll in Advanced Placement courses
on the college applications. Weakening when and where appropriate.
your schedule for second semester is
• Realize that taking that one extra-chal-
ill-advised.
lenging course may diminish the
• “ Tougher course vs. easier grade” overall GPA if a student does not have
question: Earn A’s and B’s in the most adequate time to prepare well for each
challenging curriculum you can take. course on the schedule. Balance must
be maintained in every schedule; some
• S
elf-reporting strong AP exam scores
students have a tendency to overload,
can benefit a student in the admissions
especially in the junior and senior
process. Colleges also understand that
years. Understand that some students
all students enrolled in an AP class at
graduate every year without having had
Ravenscroft are required to take the AP
honors and/or AP courses and have
exam.
several college choices. It is much more
• C
olleges do consider work completed at important to have mastered the con-
universities, if the student presents the cepts in a class so that the student can
college transcript with the application. be successful in the subsequent level.

10
Course Registration Guidelines

Review graduation requirements for D. Ask your parents to review your

Ravenscroft. choices and sign your registration form.
With your faculty advisor, complete
and/or revise your four-year plan to reflect E. Turn in your completed, signed form
courses you have completed, refresh your to your faculty advisor.
memory regarding courses you intend to
take, and monitor your progress toward F. Students will not be permitted to
graduation and scholar requirements. drop full-year courses at the end of the first
semester, unless approved by the head of
SELECTING COURSES the Upper School.
A. Indicate your course selections for
the coming year on the forms provided (be Rising seniors will be asked to review their
sure your choices are marked clearly). You course selections and progress toward
should indicate at least six courses (five satisfying graduation requirements with a
if one is an AP Science); note that each college counselor and their faculty advisors.
one-semester course will increase your total Underclassmen also review their programs
number of choices by one. All students with and receive assistance from faculty
must keep at least one academic period as a advisors.
free period/study hall.

B. Students will choose from a list of

available elective offerings each semester.

C. Since “first choices” are not always

available, please list three or four courses
you would be willing to consider as alter-
nate electives.
The school reserves the right to place
a student in a course when the student’s
choices cannot be honored. Students are
recommended for courses on the basis of
their previous academic achievement, stan-
dardized test scores, and learning character-
istics. (See the beginning of this Guide for
the Honors/AP Course Recommendation
Policy.) The final decision as to appropriate
placement of each student will be made
by the division head, department chair,
and faculty advisor after examining a
student’s mastery of basic skills, previous
achievement, maturity, and the availability
of classes. The school reserves the right to
add or delete courses without notice.

11
Upper School Elective Course Offerings

ENGLISH Mathematics of Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½

Advanced Placement English Language and Composition . . . . . . . . 1
Advanced Placement English Literature and Composition . . . . . . . . 1 SCIENCE

Creative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Advanced Placement Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Digital Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Advanced Placement Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honors Digital Media for Global Learning . . . . . . . . . . . . . . . . . . . . . . . . ½ Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Journalism: Newspaper I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Honors Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Journalism: Yearbook I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Advanced Placement Physics C: Mechanics . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Environmental Science . . . . . . . . . . . . . . . . . . . . . . 1
HISTORY/SOCIAL STUDIES Human Anatomy and Physiology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement United States History . . . . . . . . . . . . . . . . . . . . . . . 1 Forensic Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Advanced Placement European History . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Marine Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Advanced Placement Human Geography . . . . . . . . . . . . . . . . . . . . . . . . . ½
Advanced Placement World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 WORLD LANGUAGES

Advanced Placement United States Government and Politics . . . . . 1 Latin I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Advanced Studies in Government and Politics . . . . . . . . . . . . . . . . . . . . 1 Latin II / Honors Latin II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Microeconomics . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Latin III / Honors Latin III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Macroeconomics . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Latin IV / Honors Latin IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Advanced Placement Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honors Seminar in Religion and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Mandarin Chinese I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honors Seminar in Critical Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Mandarin Chinese II / Honors Mandarin Chinese II . . . . . . . . . . . . . . 1
Introduction to Global Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Mandarin Chinese III / Honors Mandarin Chinese III . . . . . . . . . . . . 1
Honors Digital Media for Global Learning . . . . . . . . . . . . . . . . . . . . . . . . ½ Mandarin Chinese IV / Honors Mandarin Chinese IV . . . . . . . . . . . . 1
Changing Your World: History of the Civil Rights Movement . . . . ½ Honors Mandarin Chinese V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Conquest and Resistance: Themes in Latin American History . . . . ½ Spanish I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Speech and Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Spanish II / Honors Spanish II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Spanish III / Honors Spanish III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MATHEMATICS Spanish IV / Honors Spanish IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Functions and Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Spanish V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Precalculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Advanced Placement Spanish Language and Culture . . . . . . . . . . . . . 1
Honors Precalculus AB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Honors Greek I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honors Precalculus BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Honors Greek II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Introduction to Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Advanced Placement Calculus AB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Calculus BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Honors Multivariable Calculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

12
FINE ARTS Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Wind/Strings Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Computer-Aided Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Choral Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Visual Art I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 District Cx: Entrepreneurial Problem Solving . . . . . . . . . . . . . . . . . . . . ½
Visual Art II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Honors Engineering A and B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Visual Art III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Advanced Placement Studio Art/ PHYSICAL EDUCATION
Drawing and 2-D Design Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Photography I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Lifeguarding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Drama: Acting in the Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Fitness Education I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Fundamentals of Stagecraft I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½ Introduction to Sports Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
Sports Medicine II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
INNOVATION, DESIGN, AND ENGINEERING
Introduction to Computer Science I and II . . . . . . . . . . . . . . . . . . . . . . . . ½ ACADEMIC SKILLS
Honors Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Academic Skills (not graded) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ¼
Advanced Placement Computer Science A . . . . . . . . . . . . . . . . . . . . . . . . 1 Advanced Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ¼
Advanced Placement Computer Science Principles . . . . . . . . . . . . . . . . 1
NOTE: Electives offered will vary from year to year and depend
Genius Lab I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ½
on enrollment.

Standard Upper School Schedule Selections

9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
1 English I 1 English II 1 English III 1 English IV (or
1 Math 1 Math ½ Composition (one semester) AP English Literature)
1 World Language 1 Government/Economics or AP English Language and 1 Math
Composition (full year)4 3 or 4 Electives1,2,3
1 Biology 1 Chemistry
1 Math
1 World History 1 World Language
1 United States History
1 Health and Physical 2 Elective1,2
Education3 1 Physics or other lab science
1 Elective1,2 1 World Language
1 Elective1,2,3

1. See Elective Course Offerings on the following pages and in Course 4. Students whose fine arts commitments or AP science courses leave
Descriptions. no room for Composition or AP English Language and Composition
2. A second free period/study hall is available for students. in the junior year may take Composition first semester of the senior
3. The yearlong Health and Physical Education course is required to year, during summer school, or the full-year AP English Language and
graduate. Most students take it during the freshman year. Composition during the senior year.

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Upper School Course Offerings

English ENGLISH II ENGLISH III

Grade 10 (1) Grade 11 (1)
ENGLISH I English II is a literature course that builds American Literature provides a sampling
Grade 9 (1) upon the writing skills and literary genre of representative genres from America’s
English I is a comprehensive course study emphasized in English I. Course beginnings to the modern day. Students
that integrates the skills of effective readings include selected writings from will read such major works as Salinger’s
reading and writing. The literary focus is and about diverse cultural backgrounds. The Catcher in the Rye, Hawthorne’s The
on various genres: the short story, poetry, Reading assignments may include Scarlet Letter, Butler’s Bloodchild and Other
drama, the novel, and the epic. Major selections such as Shakespeare’s Othello, Stories, Fitzgerald’s The Great Gatsby,
works may include Homer’s The Odyssey, Satrapi’s Persepolis, Ford’s Hotel on Tan’s The Joy Luck Club, and Alexie’s The
Shakespeare’s The Merchant of Venice, the Corner of Bitter and Sweet, Harris’ Absolutely True Diary of a Part-time Indian.
Golding’s Lord of the Flies, and Cisneros’ Gentlemen and Players, and selected poems Attention is given to the historical and
The House on Mango Street. Students learn and prose. Writing assignments include philosophical milieu of each major author
to organize their ideas, develop clear topic creative, personal response, and analytical and to the development of character, theme,
sentences, and provide effective details to papers. Research writing skills, vocabulary imagery, and narrative structure. Further,
support their ideas in their writing. English in context, and applied grammar are also the course considers broad thematic
I emphasizes the traditional five-paragraph important components. An oral presenta- connections between writers of various
essay, but other organizational options are tion exam at the end of the first semester eras. Composition, a major component of
discussed and practiced. A short resource and a timed essay exam at the end of the the course, will focus on critical analysis
paper and an oral presentation exam are second semester are expectations in this of literature covered in class discussions
also required. Vocabulary in context and course. and on personal narratives relevant to the
grammar lessons are important compo- reading material. Students will also produce
nents of the course. HONORS ENGLISH II a major oral presentation in the first semes-
Grade 10 (1) ter. Vocabulary in context and grammar are
HONORS ENGLISH I Honors English II provides students with a also addressed in the course.
Grade 9 (1) more intensive study of a broad sampling
Honors English I is a writing and literature of literature from and about diverse HONORS ENGLISH III
course that helps advance the student’s cultural backgrounds. Readings may Grade 11 (1)
reading, writing, and critical-thinking skills include Shakespeare’s Othello, Shelley’s Honors American Literature, designed as a
by reading and analyzing a wide range Frankenstein, Huxley’s Brave New World, precursor to Advanced Placement English
of authors and literary genres. Students Oyeyemi’s The Icarus Girl, other core texts, Literature and Composition, covers major
read selections from antiquity to modern and a variety of prose and poetry. Writing thematic strands in American literature
times, including texts such as Homer’s The assignments include creative, personal and involves students in frequent and
Odyssey, Shakespeare’s The Merchant of response, and analytical papers. Research varied writing activities. A broad range of
Venice, Austen’s Pride and Prejudice, and writing skills, vocabulary in context, and genres — from letters, essays, and speeches
Golding’s Lord of the Flies. Vocabulary in applied grammar are also important com- to poems, plays, novels, and short stories
context and applied grammar are included ponents. An oral presentation exam at the — exposes students to diverse perspectives
in the curriculum, as is an oral presentation end of the first semester and a timed essay on American identity and values. Readings
exam highlighting analytical thought. exam at the end of the second semester are include Hawthorne’s The Scarlet Letter,
An Introduction to Research unit and a expectations in this course. Miller’s The Crucible, Hurston’s Their
resource paper are required, and students Eyes Were Watching God, Fitzgerald’s The
regularly incorporate secondary sources Great Gatsby, and Erdrich’s Love Medicine.
into critical assignments. In addition to honing their reading and

14
writing skills, students are expected to ways in which Shakespeare’s texts can be authors of the 20th century. In reading such
build skills for strong participation in sem- meaningful to them, students will read and authors as Ralph Ellison, James Baldwin,
inar-style discussion. Intensive vocabulary discuss several of Shakespeare’s plays and Toni Morrison, August Wilson, and Alice
building, oral presentations, and some a sampling of his poetry both as reflections Walker, we will focus especially on how
grammar review round out the course. of the Elizabethan world and as viable, the sociohistorical situation of African-
influential, and engaging texts in the con- Americans is reflected and processed
temporary literary landscape. The course through their literature and how this
English IV Core Offerings will emphasize the plays in performance literature fits into the American literary
by exploring film adaptations and by tradition as a whole. Students will learn
Students who do not take AP English staging scenes in class. Texts may include and be assessed on vocabulary in context;
Literature and Composition in their senior Much Ado About Nothing, Hamlet, Henry there will be reading-check quizzes and
year will be placed in two of the following IV Part 1 or other representative plays. larger assessments following major works;
semester-long courses. While attention Composition assignments will be creative and students will write several essays,
will be given to student preference when and analytical. Vocabulary development both in-class assignments and out-of-class,
possible, be aware that a variety of factors and effective usage will continue to be longer-term projects.
(including student schedule, class size, etc.) emphasized. (Note: This course can apply
dictate student placement in these offerings. toward requirements for the International THE REVENGE TALE
Diploma.) Grade 12 (1/2)
TWENTIETH-CENTURY This one-semester core elective for seniors
AMERICAN DRAMA THE INFERNO IN will be a study of the psychology of
Grade 12 (1/2) LITERATURE AND FILM revenge: how humans react to wrongdoing
This is a one-semester class for seniors Grade 12 (1/2) or betrayal, as well as what the physical
focusing on a selection of 20th-century This one-semester course will introduce and psychological ramifications of revenge
plays by American authors. In this class, students to various literary and cinematic are for both the victim and the perpetrator.
students will be introduced to the char- depictions of hell and the afterlife, as well As anyone who has been wronged can tell
acteristics and conventions of drama as a as addressing the themes of sin, damnation, you, revenge can be irresistible, especially
genre distinct from other forms of prose and redemption. While Dante’s Inferno will if it can be rationalized as an act of justice.
and poetry. Building on what they have be the core text, students will read a variety As the long chain of revenge unfolds,
learned about drama in previous English of historical, religious, and contemporary is balance found, or is further revenge
classes, students will discuss the ways that texts to supplement their knowledge of sought? To what end? And is there ever a
themes present in American novels and evil in the world and the human response satisfying alternative to getting revenge,
poems play out on the stage. We will read to it. Texts will include Dante’s Inferno, or is the desire for vengeance an inherent
playwrights such as Eugene O’Neill, Arthur Pearl’s The Dante Club, selections from The part of human nature? Finally, what role
Miller, Tennessee Williams, August Wilson, Bible and Greek mythology, King’s short does personal responsibility play? Readings
and Suzan-Lori Parks. Students will learn stories “Morality” and “Fair Extension,” could include Euripides’ Medea, Grisham’s
and be assessed on vocabulary in context; and the films 1408 and Se7en. Composition A Time to Kill, and King’s Carrie, in
there will be reading-check quizzes and assignments will be both analytical and addition to the films Memento and The Gift.
larger assessment following major works; personal. Short responses on biblical, Composition assignments will include anal-
and students will write several essays, both cultural, and ethical issues, as well as formal ysis, personal response, and formal critical
as in-class assignments and out-of-class, critical essays on the major texts, will also essays. Film analysis will also be addressed.
longer-term projects. be required. Film analysis will be addressed.
(Note: This course can apply toward require- PHILOSOPHY OF LITERATURE
SHAKESPEARE ments for the International Diploma.) Grade 12 (1/2)
Grade 12 (1/2) A focus on “lived experience” makes
In this one-semester course, students AFRICAN-AMERICAN LITERATURE literature — or what Kierkegaard would call
explore the content, context, and impact of Grade 12 (1/2) “indirect communication” — a particularly
selected works by William Shakespeare — This is a one-semester class for seniors effective medium for conveying existential
perhaps the most influential author of the that focuses on works of fiction, nonfiction, questions and concerns. Consequently, we
Western canon. In addition to exploring drama, and poetry by African-American will divide our time between discussing

15
philosophical issues (What does it mean essays, resource papers, and personal connecting these authors is that they all
to be human? How free and responsible responses), in addition to vocabulary and hail from nations that have been subjected
are we? What is the meaning of life? What grammar study, will be required. (Note: This to colonization, and their writing either
is the meaning of death?) and the embod- course can apply toward requirements for directly or indirectly engages with the his-
iment of these issues in works of fiction. the International Diploma.) tory and legacy of colonialism. Moreover,
Using works from European existentialism postcolonial literature as a category is
(Camus’ The Stranger and Kafka’s The FILM ADAPTATION defined by its relation to broader political
Metamorphosis) to Shakespeare’s Hamlet Grade 12 (1/2) movements, history, politics, and philoso-
and its absurdist brother, Stoppard’s This semester-long course will explore phy, which will all play an important role
Rosencrantz & Guildenstern Are Dead, texts that deal with how we adapt to new in the course. Students will read key texts
and finally to Eastern conceptions of circumstances, experiences, and ideas, and from the genre, such as Chinua Achebe’s
philosophical issues (Hesse’s Siddhartha we will concurrently explore the process Things Fall Apart and Jean Rhy’s Wide
and Salinger’s Franny and Zooey), students of adapting a given text to the medium of Sargasso Sea. (Note: This course can apply
will read and understand philosophical film. The course will emphasize (but not toward requirements for the International
works and ask essential questions about be limited to) cross-cultural adaptations as Diploma.)
life. Students will write about the literature we look at texts that have traveled across
to show comprehension, analyze the works, time, space, and culture on their journeys to SCIENCE FICTION
compare/contrast themes and use of genre, the screen. The course will simultaneously Grade 12 (1/2)
and imitate the works and measure their explore the question of how to analyze This one-semester core elective will explore
own. This is a one-semester class. (Note: film (by learning about cinematography, the genre of science fiction in literature and
This course can apply toward requirements mise-en-scene, sound, and editing) and film, focusing in particular on the ways in
for the International Diploma.) invite students to think critically about the which its visions of the future speak to the
choices a novelist, screenwriter, director, political concerns of the present. Through
POSTMODERN LITERATURE actor, or other artist makes in the process our analysis of science fiction, we will
Grade 12 (1/2) of creating a work of art. Why are scenes, explore such contemporary issues as auto-
In this semester-long course, we will inves- ideas, characters, and more deleted from, mation and artificial intelligence; genetic
tigate how postmodern literature explores added to, or transformed in the adaptation medicine and genetic modifications; and
issues of identity. As we discuss novels process? What are the limits of each censorship, surveillance, and social control.
(Pychon’s The Crying of Lot 49, Auster’s medium, and what are the strengths? Texts Selections may include novels such as
City of Glass), graphic novels (Spiegelman’s may include Atwood’s The Handmaid’s George Orwell’s 1984, Margaret Atwood’s
Maus), short stories, and films, we will Tale, Dahl’s The Fantastic Mr. Fox, and The Handmaid’s Tale, and Kazuo Ishiguro’s
consider the connection between notions of O’Malley’s graphic novel Scott Pilgrim vs. Never Let Me Go and films such as 2001: A
identity and the cultural contexts of 20th- the World Volume 1, in addition to short Space Odyssey, Blade Runner, and Gattaca.
and 21st-century United States. We will stories and a wide variety of films. Personal
look at these texts in an effort to explore response, film and literary analysis, and a ADVANCED PLACEMENT ENGLISH
the specific, varied qualities of recent resource paper will all be required writings. LITERATURE AND COMPOSITION
American fiction (and nonfiction and films) Vocabulary study and grammar review are Grade 12 (1)
and the specific varied qualities of our own also expected. (Note: This course can apply Advanced Placement English Literature
postmodern lives. Is there one postmodern toward requirements for the International and Composition provides students with a
condition we all share, or many postmodern Diploma.) course in composition and literary analysis,
conditions? Is there a common postmodern which makes demands equivalent to those
aesthetic, or a variety of such aesthetics? INTRODUCTION TO of a full-year introductory college course.
We will examine in particular the uneven POSTCOLONIAL LITERATURE Through the close study of literary works of
effects of postmodernism as shaped by dif- Grade 12 (1/2) all genres and selected critical essays, stu-
ferences in race, ethnicity, class, sexuality, This one-semester core elective will dents sharpen their awareness of language
gender, and region/nation (in this regard, introduce students to postcolonial and their understanding of the writer’s
the question of what constitutes “America” literature, which includes a wide range of craft while developing critical standards
will be seen as a critical issue). A variety 20th- and 21st-century writing by authors of for appreciating and evaluating literature.
of written assignments (including critical non-European nations. The common thread As well, the prevailing cultural, social, and

16
psychological ramifications of individual ENGLISH COMPOSITION conventions through exposure to diaries,
works are explored. The course will exam- Grade 11 (1/2) autobiographies, biographies, journalistic
ine representative world literature, such This required semester course prepares stu- nonfiction, travel writing, speeches and
as Dostoevsky’s Crime and Punishment, dents for writing requirements in the Upper political essays, as well as science and
Sophocles’ Oedipus Rex, Shakespeare’s School curriculum and beyond through nature essays. The primary text for this
Hamlet, Ibsen’s A Doll’s House, and Miller’s immersion in daily writing practice, course is The Bedford Reader; represen-
Death of a Salesman. In addition, at least feedback through the editing and revision tative writers include Benjamin Franklin,
one full quarter will comprise the study of processes, and opportunities to share with Thomas Jefferson, Mark Twain, Queen
poetry from the Renaissance to the present. peers. The course emphasizes writing as Elizabeth I, Winston Churchill, Malcolm
Composition is a major component of the a multistage process wherein the best X, David Sedaris, Sarah Vowell, John F.
course; students write numerous expository results are achieved through thoughtful, Kennedy, Martin Luther King Jr., George
and expressive papers, both in and out of disciplined prewriting and revision. While Orwell, Amy Tan, and Annie Dillard. Visual
class. Resource papers and a poetry project the core English courses generally require literacy will be a key component in the
are also required. As with all English core students to write about fiction and/or course. Like the standard Composition
courses, vocabulary enrichment receives poetry, Composition offers them the oppor- course at Ravenscroft, AP Language and
particular emphasis as well. Students tunity to write about their own lives and Composition emphasizes writing as a
enrolled in this course will be expected to about subjects that have inherent interest to craft and encourages students to become
take the AP examination. them. The first half of the course focuses on increasingly self-aware about their own
writing from personal experience; the sec- writing process. Students actively explore
ond half centers on argumentative and per- writing strategies during in-class writing
The Composition suasive essays, in which MLA formatting labs and workshops/peer-review sessions.
Requirement is emphasized. Ultimately, students choose Students enrolled in this course will be
a topic for in-depth, independent research expected to take the AP examination.
All juniors are required to take either that culminates in a research paper.
English Composition or AP English Reading assignments are relatively
Language and Composition. The hallmark short, with focus on how writers achieve
of these courses, whose reading and writing their points. The primary text, The St.
models center on nonfiction, is the empha- Martin’s Guide to Writing, offers students
sis on writing skills that go beyond the core models of the various essays they
literature-based curriculum. While English undertake in the course. Through the
III students will take English Composition, use of Chromebooks, students also make
Honors English III students may take either frequent use of online writing tools, such
the full year of AP English Language and as NoodleTools. Additionally, as with all
Composition or the semester-long English writing in the English department, students
Composition course to meet this require- submit their papers online at turnitin.
ment. Students whose fine arts, world com. (Note: New students may not take the
language or AP science commitments leave course until they have been at Ravenscroft
no room in the schedule for Composition for at least a semester.)
during the junior year may elect to meet the
Composition requirement through summer ADVANCED PLACEMENT ENGLISH
study or the first semester of the senior LANGUAGE AND COMPOSITION
year (with approval by the head of Upper Grade 11 (1)
School). 11th Grade Corequisite: Honors English III
While the AP English Literature course
taken in 12th grade emphasizes literary
forms and conventions, students in this
course consider how language works in
different contexts. Students will explore
the rhetorical functions of various writing

17
Student Publications like net neutrality and “fake news.” An JOURNALISM: NEWSPAPER I AND II

Electives understanding of online ethics and digital Grades 10–12 (1/2)

citizenry, with attention to the six primary This semester-long course focuses on the
legal issues (censorship, libel, invasion of writing and production of print media,
The following courses will be offered both
privacy, copyright, access to information, particularly newspapers. Student reporters
semesters; students may take a given
and reporter’s privilege) and two Supreme are introduced to journalistic writing
course twice.
Court cases that set legal precedent for stu- techniques, interviewing skills, current
dent publications, is expected. In addition, and historic news trends and events,
CREATIVE WRITING
demonstration of the digital skills needed to coverage of school events, and the effective
Grades 11–12 (1/2)
create and to maintain a professional online use of visual arts in communication. An
Creative Writing introduces students to the
presence is required. Accordingly, students understanding of the six primary legal
process and techniques of writing beyond
will show progressive mastery of InDesign, issues (censorship, libel, invasion of privacy,
the analytical essay. Students experiment
Photoshop, Adobe Premiere Pro, and copyright, access to information, and
with various types of writing including (but
iMovie. Students of this course are expected reporter’s privilege), along with an overview
not limited to) fiction, creative nonfiction,
to play an active role in the operation of of the Supreme Court cases that set legal
poetry, and screenplays. Class readings
Ravenscroft’s digital site and print version, precedent for student publications, is
expose students to various writing styles
the Nevarmore. (Note: These courses assume expected. In addition, usage of the software
and provide examples of the successes and
a gradual progression of skills, although they program InDesign is required during the
strategies of other writers. In class, students
can be taken out of order.) layout and design process. Students of this
discuss the writer’s craft, assigned readings,
course are expected to play an active role in
and student writing in intensive workshops.
HONORS DIGITAL MEDIA the creation of the school’s newspaper, The
Prewriting, critical reading and critique,
FOR GLOBAL LEARNING Nevarmore. (Note: These courses assume a
written and oral response to peer work, and
Grades 10-12 (1/2) gradual progression of skills, although they
portfolio development are integral skills for
This interdisciplinary course is a require- can be taken out of order.)
the creative writer. Students who take the
course in the spring semester become edi- ment for the Ravenscroft International
tors of Ravenscroft’s award-winning literary Diploma but is open to all students. It will JOURNALISM: YEARBOOK I AND II
allow students to develop their knowledge Grades 9–12 (1/2)
magazine, The Living Hand. Students will
of important global issues and use the This semester-long course focuses on the
solicit from their peers poetry, prose, essays,
applied knowledge to create media content, journalistic style and structure of a large
fine art, and photography and then compile
which will further expand the breadth publication: the yearbook. This course will
and distribute the magazine.
and depth of their learning. We will focus center on writing techniques and tech-
especially on the manifestations of poverty nology skills that are unique to this print
DIGITAL MEDIA
on particular populations. Students will medium. An understanding of Yearbook
Grades 10–12 (1/2)
take their knowledge beyond intellectual Avenue, a software program developed
This semester-long course highlights dig-
and theoretical concepts of poverty and by our publisher, Jostens, is emphasized.
ital media. Students will write screenplays
investigate and employ them through Enrollment in this class will not be a
and create, shoot, and edit films; develop
primary interviews, research, documentary requirement for being on the Corvus staff,
movie trailers and commercials (examining
production, population immersion but it will benefit those staff members who
online promotional populations); conduct
through travel, etc. Through various want to learn more about publications. The
research for and film documentaries;
modes of communication production and ultimate goal of this class and of the entire
explore gaming options, social media
differentiated learning, this course will help yearbook program is to enable students to
platforms, sports reporting, high-impact
students acquire critical thinking skills and produce a high-quality annual publication,
journalism, and digital trends (including
understandings of multiple perspectives, thus providing in-depth coverage of the
gifs, memes, and emojis); maintain blogs
which will be enhanced by effective com- school year. (Note: These courses assume a
unique to their interests; develop interview-
munication, interpersonal, analytical, and gradual progression of skills, although they
ing skills; track precedent-making online
production and content management skills. can be taken out of order.)
news events; and effectively use graphic
and visual arts in their communications
— all with search engine optimization in
mind. Students also will cover digital issues

18
History/Social Studies finance alongside the background, vocab- their emerging roles as citizen leaders,
ulary, and analytical tools to comprehend enabling them to put into practice many of
WORLD HISTORY: THE EMERGENCE and critique economic problems and the concepts developed in the course.
OF THE MODERN WORLD policies.
Grade 9 (1) AMERICAN GOVERNMENT

Satisfies graduation requirement: ECONOMICS (SUMMER) (SUMMER)

World History Rising Grades 10–12 (1/2) Rising Grades 10–12 (1/2)
Students in this course will continue Satisfies graduation requirement: Satisfies graduation requirement:
the study of world history from a global Economics American Government
perspective that they began in the eighth This intensive three-week summer course This intensive three-week summer course
grade. In this second year of the course, develops a student’s knowledge of basic introduces students to the American
students will hone their ability to craft economic and personal finance principles, governmental and political system.
essential questions, think analytically, with a special emphasis on contemporary Students begin by examining the origins of
engage in historical thinking, and write socio-economic issues in American society. government, the development of represen-
persuasive historical arguments using Major topics include economic fundamen- tative government, and the emergence of
evidence. Students will engage in historical tals and systems, financial literacy and the United States as a democratic republic.
interpretation and synthesis as they study money/debt management skills, supply and Particular attention is paid to the historical
the multiple transformations that occurred demand, business organizations, market basis and development of the Constitution
as a result of the global convergence of the structures, money and monetary policy, fis- and Bill of Rights. Other topics of study
15th century, the revolutions in thought and cal policy, income inequality, environmental and discussion include, but are not limited
politics, the dawn of the industrial age and sustainability, and international trade. to, the party system, federalism, campaigns
its global implications, and the contem- Upon successful completion of the course, and elections, the role of the press, current
porary global realignments that emerged students will have a foundational under- events, the changing roles and relationships
in the 20th century. By encouraging standing of personal finance alongside the between the three branches of government,
students to explore using a comparative, background, vocabulary, and analytical and the duties and expectations of citizen-
cross-cultural lens and world-history scale, tools to comprehend and critique economic ship. The culminating project encourages
this course aims to create more self-aware problems and policies. students to consider their emerging roles
students who are prepared to practice as citizen leaders, enabling them to put into
leadership competencies and truly change AMERICAN GOVERNMENT practice many of the concepts developed in
their world. Grades 10–12 (1/2) the course.
Satisfies graduation requirement:
ECONOMICS American Government UNITED STATES HISTORY

Grades 10–12 (1/2) This course introduces students to the Grade 11 (1)
Satisfies graduation requirement: American governmental and political Satisfies graduation requirement: United
Economics system. Students begin by examining the States History
This course develops a student’s knowledge origins of government, the development United States History is a survey from 1607
of basic economic and personal finance of representative government, and the to the present. The course addresses the
principles, with a special emphasis on emergence of the United States as a demo- colonial experience, the period of national
contemporary socio-economic issues in cratic republic. Particular attention is paid growth, the trauma of the Civil War, the
American society. Major topics include to the historical basis and development of massive changes of industrialization and
economic fundamentals and systems, the Constitution and Bill of Rights. Other urbanization, and our development as a
financial literacy and money/debt manage- topics of study and discussion include, but world power in the 20th century. This is
ment skills, supply and demand, business are not limited to, the party system, feder- a discussion- and lecture-based course.
organizations, market structures, money alism, campaigns and elections, the role Students analyze primary-source docu-
and monetary policy, fiscal policy, income of the press, current events, the changing ments and a history text in a chronological
inequality, environmental sustainability, roles and relationships between the three and thematic exploration. This course
and international trade. Upon successful branches of government, and the duties and emphasizes the repeated occurrence of
completion of the course, students will have expectations of citizenship. The culminating major themes and controversies concerning
a foundational understanding of personal project encourages students to consider freedom, property, race, rights, gender, and

19
class. Students are challenged to read and and Reformation, the intellectual impact of ADVANCED PLACEMENT
think critically, write directly and persua- the Scientific Revolution and Enlightenment, WORLD HISTORY
sively, and debate historical arguments. the centralization and consolidation Grades 10–12 (1)
associated with the growth of the state, and Prerequisite: World History
ADVANCED PLACEMENT the causes, characteristics, and effects of This course provides students with a rigor-
UNITED STATES HISTORY the French Revolution (in the first term); the ous survey of world history from 8000 BCE
Grade 11 (1) impact of the Industrial Revolution, modern to the present, and it prepares them for the
Satisfies graduation requirement: United nationalism, the imperial impulse of the Advanced Placement exam. Following the
States History 19th century, the impact of two world wars curriculum prescribed by the College Board,
Advanced Placement United States History upon parliamentary democracy, postwar students will study the evolution of global
covers the spectrum of United States European renewal and integration, and processes and global networks using a the-
history from the colonial era to the present, the collapse of the Soviet Union and the matic approach. Themes include the interac-
including cultural, political, economic, repercussions in eastern Europe (in the tion between humans and the environment,
artistic, and intellectual movements, second term). culture, government and conflict, economic
leaders, and events. Students are exposed to systems, and social and gender structure.
numerous primary and secondary sources ADVANCED PLACEMENT Students will also develop analytical writing
and to the interpretations of various histori- HUMAN GEOGRAPHY skills unique to the history profession. They
ans. Class participation through discussion, Grades 10–12 (1/2) will compose document-based essays and
presentations, and role-playing activities Prerequisite: World History two types of comparative essays, one of
is required. Special emphasis is placed The AP Human Geography course intro- which requires students to compare two
on developing the AP History Reasoning duces students to the systematic study of different cultures and the other of which
Skills articulated by the College Board in patterns and processes that have shaped requires students to compare changes and
the latest course revision: contextualization, human understanding, use, and alteration continuities within an individual culture
comparison, causation, and continuity and of the Earth’s surface. Students employ over time. Students enrolled in Advanced
change over time. In addition, students spatial concepts and landscape analysis Placement World History will take the AP
will develop the AP History Disciplinary to examine human social organization World History Exam administered by the
Practices, including analyzing historical and its environmental consequences. College Board.
evidence and developing historical They also learn about the methods and
arguments. Development of these skills will tools geographers use in their science and ADVANCED PLACEMENT
improve their historical inquiry and prepare practice. Students will develop skills that UNITED STATES GOVERNMENT
them for the AP United States History enable them to use and think about maps AND POLITICS
examination in May. The course is open by and spatial data, understand and interpret Grades 11–12 (1)
department approval to juniors who have the implications of associations among Satisfies graduation requirement for U.S.
demonstrated interest and special ability in phenomena in places, and recognize and Government
social studies. interpret at different scales the relation- Pre- or corequisite: United States History
ships among patterns and processes. The or AP United States History, teacher
ADVANCED PLACEMENT following topics will be covered in the recommendation
EUROPEAN HISTORY course: geography’s nature and perspec- This course is designed to simulate a col-
Grades 10–12 (1) tives, population, cultural patterns and lege-level, introductory American political
Prerequisite: World History processes, political organization of space, science course. It will teach students how
Similar to a college-level survey, Advanced agricultural and rural land use, industrial- to think like political scientists in order to
Placement European History provides stu- ization and economic development, and gain a critical, yet objective, perspective on
dents with the opportunity to examine major cities and urban land use. Students enrolled U.S. politics and government. It provides
aspects of the history of Europe during the in AP Human Geography will take the AP an in-depth look at the full spectrum
last five centuries, within a social, political, Human Geography exam administered by of American government and politics.
cultural, and economic framework. Primary the College Board. Building upon basic principles introduced
areas of focus include the following in in the sophomore year and using the his-
chronological sequence: the legacy of medi- torical background provided by junior-year
eval society, the upheaval of the Renaissance American History, the course examines

20
the way America’s political system, based February) and/or the experiential education trade and finance. Students will study many
on the Constitution, has evolved over the trip to Washington, D.C. (usually in March). concepts from the survey course in greater
nation’s history and how it operates today. depth as well as explore new material. In
Particular attention will be paid to the ADVANCED PLACEMENT order to familiarize students with the aca-
interaction between structure and person- MICROECONOMICS demic rigors of a college-level economics
alities and the way they combine to affect Grades 11–12 (1/2) course, special attention will be paid to
governmental operations. In preparing Satisfies graduation requirement: graphical and mathematical models and
students for the AP exam, we focus on spe- Economics analyses. Students enrolled in this course
cific content areas while working to further Prerequisite: Economics or full-year AP are required to take the AP examination.
develop relevant and important analytical history course recommendation (Note: Sophomores may take the course
skills. Students enrolled in this course are Math pre- or corequisite: Honors if they have completed or are completing
required to take the AP examination. Precalculus AB or higher Honors Precalculus AB or a more advanced
This course is designed to simulate a math class.)
ADVANCED STUDIES IN college-level, introductory microeconomics
GOVERNMENT AND POLITICS course. It builds on foundations prepared in ADVANCED PLACEMENT
Grades 11–12 (1) Economics and expands on microeconomics PSYCHOLOGY
Satisfies graduation requirement: U.S. concepts such as consumer behavior, Grades 11–12 (1)
Government utility maximization, market structures, This year-long course is designed to
Pre- or corequisite: United States History profit-maximizing strategies, public-choice introduce students to the systematic
or AP United States History, teacher theory, government and market failure, and scientific study of the behavior and
recommendation taxation, income inequality, and poverty. mental processes of human beings and
A true capstone experience in the History Students will study concepts from the survey other animals. Students are exposed to the
and Social Studies Department, this course course in greater depth as well as explore psychological facts, principles, and phe-
provides students with the opportunity new material. In order to familiarize students nomena associated with each of the major
both to demonstrate achievement at the with the academic rigors of a college-level theoretical approaches within psychology.
collegiate level and to develop the collab- economics course, attention will be paid to They also learn about the ethics and meth-
orative and research skills they will need graphical and mathematical models and ods psychologists use in their science and
in order to change their world. Students analyses. Students enrolled in this course are practice. This course is open to all juniors
participate in seminar-style discussions, required to take the AP examination. and seniors recommended or permitted to
intensive study, and independent research take the course and who are motivated to
as they address major concepts and trends ADVANCED PLACEMENT accept the challenge of a demanding curric-
in government and the administration and MACROECONOMICS ulum equivalent to an introductory college
distribution of power, both in the United Grades 11–12 (1/2) course in psychology. Students should
States and in a selection of countries Satisfies graduation requirement: possess and regularly demonstrate strong
around the world. The course culminates Economics analytical and writing skills in addition to
in an individually designed major research Prerequisite: Economics or full-year AP a strong interest in the subject. Students
project, requiring students to put their history course recommendation enrolled in this course are required to take
learning into practice by addressing a sig- Math pre- or corequisite: Any level of the AP examination.
nificant trend, problem, or issue in modern Precalculus
government and politics. At the end of the This course is designed to simulate a
course, students may choose, but are not college-level, introductory macroeco-
required, to take the AP examinations in nomics course. This course builds on the
United States Government and Politics foundation prepared in Economics and
and/or Comparative Government and expands on macroeconomics topics, such
Politics. Because this course emphasizes as measuring domestic output; unemploy-
both theory and practice, successful ment and inflation; deficits, surpluses, and
completion of the course requires students debt; monetary and fiscal policy; money
to participate in the annual Youth and and banking; contending macroeconomic
Government conference (usually in theories and policies; and international

21
HONORS SEMINAR IN primary task of philosophy is to provide a democratic society, differing types of lead-
RELIGION AND ETHICS critique of the possibility of knowledge itself. ership, and the movements that arose in the
Grades 11–12 (1/2) effort to achieve lasting change. Students’
This course examines the role of religion in INTRODUCTION TO GLOBAL ISSUES understanding will be assessed by means
shaping ethical beliefs and practices within Grades 10–12 (1/2) of essays, reflections on readings, and some
the context of Western civilization, with This course is a requirement for the independent research.
particular emphasis given to religion and Ravenscroft International Diploma but is
ethics in America. Students first consider open to all students.The course explores CONQUEST AND RESISTANCE:
the tenets of several modern religions and various global issues with a special focus THEMES IN LATIN
then examine the ways religious beliefs on policy. The main objective of this course AMERICAN HISTORY
take form in ethical practice. With a foun- is for students to develop critical thinking Grades 10–12 (1/2)
dation in the religious and ethical practices and an understanding of the significance This one-semester course explores the
of various cultures, students examine of history in their lives today. Students will history of Latin America, starting from the
their own beliefs as they relate to major be challenged to recognize relationships early 15th century on the eve of European
ethical situations facing modern society. between history and current issues, analyze contact and running up to the late 20th
The course is taught as an honors seminar, and evaluate multiple perspectives on an century. The themes examined include the
emphasizing discussion and collaboration, issue, understand the internal logic of a apparent contradiction of both conquest
and culminates with a research project on a viewpoint, identify and weigh the conflict- and resistance that runs throughout the
major modern ethical issue. ing values represented by different points history of this diverse region and its peo-
of view, engage in informed discussion, ples. On the one hand, Latin America has
HONORS SEMINAR IN develop and articulate original viewpoints been conquered by colonial governments,
CRITICAL PHILOSOPHY on an issue, communicate in written and European worldviews, patriarchal and racial
Grades 10–12 (1/2) oral presentations, and collaborate with hierarchies, and the economic interests of
This seminar will survey a range of topics peers. A culminating project requiring both foreign states and multinational cor-
of interest to philosophers and prepare students to engage in real-world problem porations. On the other hand, indigenous
students for further work in several areas solving is a course requirement. peoples, enslaved Africans, women, local
of philosophy. Students will examine some elites, and both rural and urban laborers
perennial philosophical questions and CHANGING YOUR WORLD: have continuously resisted such conquests
their treatments by both classical thinkers A HISTORY OF THE CIVIL over the last 500 years.
and more contemporary philosophers. RIGHTS MOVEMENT
Having gained a firm foundation by reading Grade 12 (1/2) HONORS DIGITAL MEDIA
the classics, students will then continue The United States began as a nation FOR GLOBAL LEARNING
an exploration of specific philosophical committed to the belief that “all men are Grades 10-12 (1/2)
concepts through a mix of films, documen- created equal.” To that end, the Founding This interdisciplinary course is a require-
taries, and television series. Topics to be Fathers created a government in the name ment for the Ravenscroft International
discussed include epistemology (the study of “we the people,” which has now spent Diploma but is open to all students. It will
of knowledge and rationality of belief), over two centuries seeking to fulfill the allow students to develop their knowledge
personal ontology (the study of being, Declaration’s promise. This one-semester of important global issues and use the
specifically the conception of a unique self), course will address the broad array of applied knowledge to create media content,
phenomenology (self-awareness through the efforts that have characterized the struggle which will further expand the breadth
eyes of another), ethics (objective morality to make the promise a reality. Students will and depth of their learning. We will focus
versus morality as a tool of social control), investigate the nature of equality as well as especially on the manifestations of poverty
political philosophy (the relationship the changing perceptions of “all men” and on particular populations. Students will
between the individual and the state), and, “we the people” in American society, while take their knowledge beyond intellectual
finally, existentialism and absurdism (the also addressing the range of ways in which and theoretical concepts of poverty and
search for meaning in existence). Rather individuals and groups have led and con- investigate and employ them through
than view the primary aim of philosophy tributed to that effort. Conducted largely primary interviews, research, documentary
as a justification of knowledge, this course in a seminar format, class discussions will production, population immersion
will take Immanuel Kant’s position that the involve issues surrounding equality in a through travel, etc. Through various

22
modes of communication production and Mathematics school year. This course investigates
differentiated learning, this course will help mathematical reasoning through technol-
students acquire critical thinking skills and Note: Students are expected to own a Texas ogy-based exploration and the integration
understandings of multiple perspectives, Instruments TI-NSpire CX Calculator of algebra skills. Topics include geometric
which will be enhanced by effective com- with a preference for the CS CAS II model. vocabulary, reasoning and proofs, lines,
munication, interpersonal, analytical, and Members of the class of 2025 and later are triangles, polygons, circles, similarity,
production and content management skills. expected to own the CX CAS II. right triangles, trigonometry, area, volume,
and transformations. With the use of
SPEECH AND DEBATE ALGEBRA I (1) Geometer’s Sketchpad and methods of
Grades 9–12 (1/2) This course will cover the full scope of an proof, students will be challenged to coop-
This semester-long elective provides introductory Algebra I curriculum. Topics eratively and individually formulate conjec-
students with an opportunity to build and include the terminology of algebra, solving tures, which develop critical-thinking skills,
practice speaking, argumentation, and equations and inequalities, solving systems to increase conceptual understanding.
research skills. Students will survey events of equations and inequalities, polynomial
established by the National Speech and operations, factoring, applications of factor- HONORS GEOMETRY (1)
Debate Association, from Impromptu ing, an introduction to functions, graphing Prerequisites: Algebra I and departmental
Speaking to Lincoln-Douglas debate, before in the coordinate plane, an introduction approval
selecting an event to pursue in competition. to irrational numbers, solving quadratic This course investigates mathematical
Students will then delve deeply into their equations, and working with rational reasoning through technology-based
specific events, which will include con- expressions. An introduction to radical and exploration and the integration of
ducting research, constructing cases, and absolute value equations will be covered algebra skills. Topics include geometric
writing formal speeches. Students will be during the year. vocabulary, reasoning and proofs, plane
prompted to develop effective public-speak- figures, triangles, polygons, right triangles,
ing skills through in-class speeches and GEOMETRY (1) trigonometry, similarity, circles, area,
practice debates. The course will culminate Prerequisite: Algebra I surface areas and volumes of solids, and
with required student participation in This course investigates mathematical transformations. Classes will incorporate
official speech and debate tournaments reasoning through technology-based an investigative approach to geometric
organized by local, state, and national orga- exploration and the integration of algebra concepts. Activities require students
nizations. Student will complete the class skills. Topics include geometric vocabulary, to discover geometric relationships by
with a skill set and sense of self-confidence reasoning and proofs, lines, triangles, working with a partner using Geometer’s
that will support their transformation into polygons, circles, similarity, right triangles, Sketchpad or the TI-NSpire, followed by
citizen leaders. trigonometry, area, volume, and trans- small- and whole-group discussions to
formations. With the use of Geometer’s ensure understanding and the application
Sketchpad and methods of proof, students of concepts. Other activities will require
will continually be challenged to cooper- students to work in small groups in which
atively and individually formulate conjec- they will share ideas to formulate geometric
tures, which develop critical-thinking skills, conjectures with supportive documentation.
to increase conceptual understanding. Students will continually be challenged to
College Preparatory Mathematics (CPM) cooperatively and individually formulate
is the current curriculum followed to guide conjectures, which develop critical-thinking
cooperative learning. skills, throughout the course to increase
conceptual understanding.
GEOMETRY (SUMMER) (1)
Prerequisite: Algebra 1, departmental ALGEBRA II (1)

approval, and completion of ninth grade Prerequisite: Geometry

This summer-credit course allows students, This course extends knowledge of the real
if successfully completed, to fulfill the number system, introduces the imaginary
Geometry requirement during the summer number system, builds on those skills intro-
and enroll in Algebra II the following duced in Algebra I, and continues to develop

23
skills in algebraic techniques. Reading, ADVANCED FUNCTIONS HONORS PRECALCULUS BC (1)
interpreting, and setting up equations for AND MODELING (1) Prerequisites: Honors Algebra II and
problem solving are stressed. Units of study Prerequisite: Algebra II departmental approval
will include systems of equations, quadratic This course will extend the student’s This course provides a formal approach to
functions, polynomials, rational functions, study of both algebra and geometry by the fundamental elements used in a com-
radical functions, and exponential and loga- considering advanced functions and their plete course in calculus, including toolkit
rithmic functions, including transformations applications to situations in the real world. functions, graphical techniques, circular
of all function graphs. The course will include a review of Algebra and triangular trigonometry, complex
II, as well as a study of transformations numbers, polynomial functions, rational
ALGEBRA II/TRIGONOMETRY (1) and graphic and analytic applications of functions, exponential and logarithmic
Prerequisite: Geometry and departmental functions, including trigonometry, conic functions, polar and parametric equations,
approval sections, and exponential and logarithmic sequences and series, and mathematical
This course extends knowledge of the real functions. induction. Other topics include an introduc-
number system, introduces the imaginary tion to theoretical math with number theory
number system, builds on those skills PRECALCULUS (1) and various methods of proof, as well as
introduced in Algebra I, and continues Prerequisites: Algebra II or Advanced spreadsheet skills for modeling and data
to develop skills in algebraic techniques. Functions and departmental approval analysis. In the fourth quarter, students will
Reading, interpreting, and setting up This course will include a study of ele- begin the AP Calculus BC curriculum.
equations for problem solving are stressed. mentary functions, including polynomial,
Units of study will include systems of equa- rational, radical, exponential, logarithmic, CALCULUS (1/2)
tions, quadratic functions, polynomials, and trigonometric. A particular emphasis Prerequisites: Precalculus and
rational functions, radical functions, and will be placed on transformations of func- departmental approval
exponential and logarithmic functions, tions and graphical analyses. This course This course is designed for students to
including transformations of all function will prepare the student for an introductory gain an understanding of the vocabulary
graphs. This course will also include a calculus course. and conceptual framework of calculus to
study of unit circle trigonometry, and an provide a strong foundation for success in
emphasis is given to conceptual analysis HONORS PRECALCULUS AB (1) a college course. The course will emphasize
and application across all content. Prerequisites: Algebra II/Trigonometry the conceptual underpinnings of limits, the
and departmental approval derivative, and the definite integral. These
HONORS ALGEBRA II/ This course is a culminating course in the concepts will be explored using elementary
TRIGONOMETRY (1) preparation for AP Calculus AB or Calculus functions and their applications.
Prerequisites: Honors Geometry and I at the college level. This course will include
departmental approval a thorough study of elementary functions, STATISTICS (1/2)
This course includes all of the topics including polynomial, rational, radical, Prerequisites: Precalculus and
studied in a standard Algebra II class but exponential, logarithmic, and trigonometric. departmental approval
at a more accelerated pace and from a more A particular emphasis will be placed on This course will provide students with a
conceptual perspective. The approach will transformations of functions and graphical basic understanding of the vocabulary and
be function-based, with students learning analyses. We will also study other introduc- conceptual framework of statistical analysis
how to graph, apply, and solve equations tory calculus topics, including sequences in order to provide a strong foundation
within each function. Topics covered and series and the concept of a limit. for success in a college course. Points of
in addition to the standard Algebra II emphasis will include identifying categor-
curriculum include inverse functions, unit ical versus quantitative data, appropriate
circle trigonometry, sinusoidal functions, tools for analyzing these types of data, the
probability, conic sections, and parametric normal model, and regression analysis.
equations.

24
ADVANCED PLACEMENT Those topics will include interpreting, Science
CALCULUS AB (1) presenting, and describing univariate and
Prerequisites: Honors Precalculus AB or bivariate data, methods of data collection, BIOLOGY
Precalculus and departmental approval producing models of data distribution Grades 9–10 (1) (Lab)
This course will cover, at a minimum, the using probability and simulation, and the This course is designed to broaden the
topics outlined in the AP Calculus AB syl- study of statistical inference as a guide for student’s understanding of how organisms
labus provided by the Advanced Placement choosing appropriate models for data. This are built and maintained from generation
Testing Service. Those topics constitute an course is designed to prepare students for to generation, how the amazing diversity of
introduction to limits, differentiation, and success on the AP exam. Students enrolled life has been generated through the process
integration as they apply to elementary in this course will be expected to take the of evolution, and how organisms (including
functions and applications, including AP examination. human beings) carry out the processes of
explicitly and implicitly defined functions,
life. Major units are the scientific method,
trigonometric functions and their inverses, HONORS MULTIVARIABLE biochemistry, genetics, evolution, ecology,
and logarithmic and exponential functions. CALCULUS (1) cells, and human anatomy/physiology.
This course is designed to prepare students Prerequisite: AP Calculus BC and a 4–5 on Students actively explore these topics
for success on the AP exam. Students the AP Calculus BC exam through laboratories, group work, and
enrolled in this course will be expected to Multivariable Calculus begins with individual work in an interactive notebook.
take the AP examination. revisiting some of the topics introduced in
AP Calculus BC (specifically, integration HONORS BIOLOGY
ADVANCED PLACEMENT techniques, parametric equations, and Grades 9–10 (1) (Lab)
CALCULUS BC (1) polar equations). The remainder of the year Assignment to this section is based on
Prerequisites: Honors Precalculus BC and will be devoted to topics in multivariable recommendations from Middle School
departmental approval calculus: vectors in space, cylindrical and science instructors.
This course will cover, at a minimum, the spherical coordinates, differentiation and This course focuses on the same themes
topics outlined in the AP Calculus BC syl- integration of vector-valued functions, as the general biology course but in more
labus provided by the Advanced Placement functions of several variables, multiple inte- depth and at a more rapid pace. Major units
Testing Service. Those topics constitute an gration, and vector fields. A key component are the scientific method, biochemistry,
introduction to limits, differentiation, and of this course will be the use of the program genetics, evolution, ecology, cells, and anat-
integration as they apply to elementary Mathematica as both a computational and omy/physiology. Students actively explore
functions and applications, including visual tool. these topics through laboratories, group
explicitly and implicitly defined functions,
work, and individual work in an interactive
trigonometric functions and their inverses, MATHEMATICS OF FINANCE (1/2) notebook. Course activities are designed
logarithmic and exponential functions, Prerequisite: Algebra 2 to involve students in the learning process,
parametric functions, polar coordinate This course empowers and educates emphasizing critical thinking, analysis, and
systems, and vectors; basic differential students with knowledge and application inquiry.
equations and more advanced integration of basic financial principles. Topics covered
techniques; and Taylor polynomials and will include budgeting, investing, retire- CHEMISTRY
series. This course is designed to prepare ment planning, and taxes. Grades 10 (1) (Lab)
students for success on the AP exam.
Prerequisites: Biology and Algebra I
Students enrolled in this course will be
Chemistry presents a detailed investigation
expected to take the AP examination.
of the properties and structure of matter,
the behavior of a variety of chemical
ADVANCED PLACEMENT
systems, and an introduction to various
STATISTICS (1)
qualitative and quantitative laboratory
Prerequisite: Precalculus or Honors
techniques. Topics will include atomic and
Algebra II and departmental approval
molecular structure; chemical bonding;
This course will cover, at a minimum, those
chemical reactions and stoichiometry; liq-
topics that need to be covered in order
uid-, solid-, and gas-phase behavior; energy;
to prepare students to take the AP exam.
acid-base and solution chemistry; and

25
other topics as schedule permits. Through ADVANCED PLACEMENT HONORS PHYSICS
laboratory experiments, each student will CHEMISTRY Grades 11–12 (1) (Lab)
gain experience manipulating various Grades 11–12 (1) (Lab) Prerequisites: Chemistry, Algebra II, and
types of equipment and chemicals and will Prerequisites: Chemistry and Algebra II Math Department recommendation for
analyze results. Emphasis will be placed on This course is designed to be the equivalent Honors Precalculus or AP Calculus.
critical-thinking and problem-solving skills, of a general chemistry laboratory course Honors Physics provides a study of the
real-life applications, and current topics in taken in the first year of college, so students physical world through an introduction
chemistry. will be reviewing and building on topics to mechanics, sound, light, electricity,
from the introductory course as well as magnetism, and nuclear physics. The
HONORS CHEMISTRY studying new, higher-level concepts. With broad topic of mechanics includes studies
Grade 10 (1) (Lab) satisfactory performance on the exam, it of velocity, acceleration, forces, circular
Prerequisites: Biology and Algebra I; may be possible for students to be placed in motion, momentum, work, and energy.
Geometry recommended the second-year or second-semester course This course emphasizes problem solving
Like the college-prep course, Honors in the chemistry sequence during their through laboratory experimentation and
Chemistry will provide comprehensive freshman year or to be able to register for the frequent use of geometry, algebra, and
exposure to a wide variety of general other courses for which general chemistry some trigonometry.
chemistry topics. The pace is faster than is a prerequisite. The course is structured
in the regular course; more topics will be around the enduring understandings within ADVANCED PLACEMENT
covered and in more depth. Students will be the six big ideas as described in the AP PHYSICS C: MECHANICS
asked to apply principles to more complex Chemistry Curriculum Framework. In addi- Grade 12 (1) (Lab)
systems. Through laboratory experiments, tion to the greater depth of content, much Pre- or corequisite: AP Calculus and
each student will gain experience manip- more emphasis is placed on independent science teacher approval
ulating various types of equipment and and guided-inquiry lab work, which will The AP Physics C: Mechanics course
chemicals and will be called on to articulate take up at least 25 percent of students’ class covers topics typically found in a first-year
the reasons behind the results obtained. time over the course of the year. Students introductory college physics course for
will be well prepared for the AP exam engineering and science majors. The course
ADVANCED PLACEMENT BIOLOGY through learning to question, organize, provides a solid preparation for the AP
Grades 11–12 (1) (Lab) and analyze data and to work with abstract Physics C: Mechanics exam. Major course
Prerequisites: Biology and Chemistry models — all important skills. Students will topics include kinematics, Newton’s laws
The Advanced Placement Biology course make extensive use of various data-gather- of motion, work, energy, power, systems of
is equivalent to a one-year college-level ing probes with their TI-Nspire handheld particles, linear momentum, circular motion
general biology course. The aim of the devices, and, as they engage in collabora- and rotation, oscillations, and gravitation.
course is to achieve knowledge of the facts, tive groups, they will be expected to put The emphasis is on building problem-solv-
principles, and processes of biology as into practice the various competencies of ing skills. This includes the design of lab-
well as an understanding of the means by leading self and leading with others. All stu- oratory experiments, analysis of data, and
which biological information is collected dents enrolled in the course are expected to assigned problems from the text and other
and interpreted. Students will follow an AP take the AP examination in May. sources. Students enrolled in this course are
syllabus focused on four big ideas. Students expected to take the AP examination.
will complete at least eight inquiry-based, PHYSICS
student-directed lab investigations along Grades 11–12 (1) (Lab) ADVANCED PLACEMENT
with a variety of other lab activities to mas- Prerequisite: Chemistry; pre- or ENVIRONMENTAL SCIENCE
ter course material. This course is designed corequisite: Algebra II Grades 11–12 (1) (Lab)
to prepare students for success on the AP Physics provides an introduction to Prerequisites: Biology and Chemistry
exam. Students enrolled in this course will mechanics, waves, sound, light, and The Advanced Placement Environmental
be expected to take the AP examination. electricity. The broad topic of mechanics Science course is usually equivalent to a
includes studies of velocity, acceleration, semester-long college-level environmental
force, momentum, and energy. The course science course (exact credit depends on
emphasizes laboratory experimentation the university). The aim of the course
and algebra-based problem-solving skills. is to provide a survey of major topics in

26
environmental science and to develop MARINE SCIENCE
World Languages
critical-thinking skills and laboratory tech- Grades 11–12 (1/2)
niques, including data interpretation and Prerequisites: Biology and Chemistry
NOTE: World Language placement
analysis. Students explore the scientific, Marine Science is a multidisciplinary,
in Upper School is based on student
cultural, political, and economic themes one-semester non-laboratory science
performance. Specifically, ninth-graders
associated with environmental issues and elective that will provide students with the
may take the second level of a language
policy. This course is designed to prepare opportunity to apply and develop their
after satisfactorily completing the first
students for success on the AP exam. scientific knowledge from previous courses
level in Middle School. Rising ninth- and
Students enrolled in this course will be as they learn more about Earth’s oceans and
10th-graders who wish to change their
expected to take the AP examination. the life within them. Through a rigorous
language of study may enroll in a different
examination of the diverse organisms found
World Language I course. It is important
HUMAN ANATOMY AND in the oceans, students will learn chemical,
that all students know that they must
PHYSIOLOGY physical, and geological oceanography and
fulfill the graduation requirement of
Grades 11–12 (1) (Lab) will explore the wide-ranging impacts of
taking three years of the same language.
Prerequisites: Biology and Chemistry human activity. Lab activities, projects, and
This college-prep lab course is designed to scientific research will be major parts of the
LATIN I
give students the opportunity to advance course. Communication, laboratory, and
Grades 9–12 (1)
their study of the structure and function analysis skills will be emphasized.
This first-year course uses the read-
of the human body. It will build on the ing-based Ecce Romani IA and IB to teach
understanding of biology and chemistry students to pronounce, read, write, and
developed in the introductory courses. translate Latin. Over the course of the year,
Human organ systems will be covered, students read a narrative, taking place in 80
and a number of labs will be incorporated A.D., of a Roman senatorial family. These
into each unit. Topics will include cell Latin readings, supplemented with cultural
physiology, skeletal, muscular, circulatory, and historical material in English, offer
digestive, respiratory, urinary, nervous, insight into Roman family life, travel in the
reproductive, and endocrine systems. ancient world, Roman history, and the mar-
velous city of Rome itself. In the process,
FORENSIC SCIENCE students build a base of Latin vocabulary
Grades 11–12 (1/2) and basic grammatical forms, including six
Prerequisites: Biology and Chemistry verb tenses and full declension charts.
Forensic Science is a one-semester non-lab-
oratory science elective designed to explore LATIN II
the world of criminalistics — the scientific Grades 9–12 (1)
study and evaluation of evidence from the Prerequisite: Latin I
commission of a crime. Students will build This second-year course continues the use
on their knowledge of biology and chemis- of the reading-based Ecce Romani IIA and
try in this multidisciplinary course that will IIB. After a review of Latin I coursework,
include case studies of famous forensics students work in the new textbook.
cases, crime lab simulations, and scientific Students continue to build their Latin
research and writing. Collaboration, vocabulary and grammar base, adding
communication of scientific findings, and more complex constructions, including
critical-thinking skills are emphasized. an introduction to the subjunctive mood.
The course continues to enhance students’
understanding of Roman history and
culture, focusing on the Late Republic and
Early Empire.

27
HONORS LATIN II HONORS LATIN III HONORS LATIN IV
Grades 9–12 (1) Grades 9–12 (1) Grades 9–12 (1)
Prerequisites: Latin I and Prerequisites: Honors Latin II and Prerequisites: Honors Latin III and
recommendation of the instructor recommendation of the instructor recommendation of the instructor
This second-year course continues the use This intermediate Latin course provides To prepare students for the demands of
of the reading-based Ecce Romani IIA and an introduction to original Latin texts Advanced Placement Latin V, Honors Latin
IIB. After a review of Latin I coursework, while building upon the material that IV focuses on a variety of Rome’s greatest
students work in the new textbook. students learn during their first two years written works, from the poetry of Catullus,
Students continue to build their Latin of Latin. With a faster pace than Latin III, Horace, and Ovid to Cicero’s pro Caelio,
vocabulary and grammar base, adding Honors Latin III will cover more readings a speech in which he defends a young
more complex constructions, including and delve into certain grammatical topics protégé. These readings reinforce and build
each tense of the subjunctive mood and in greater depth. After a brief review, the upon the grammar and vocabulary that the
several uses of it. The course continues to class will begin Ecce Romani III, which students learn in their first three years of
enhance students’ understanding of Roman contains readings by Roman authors in the Latin. Students in Honors Latin IV will read
history and culture, focusing on the Late original Latin. As the students read longer, a broader range of works and delve more
Republic and Early Empire. This course more complex passages of Latin, they will deeply into interpretation than students in
moves at a more rigorous pace, with more learn new vocabulary and grammatical Latin IV. The class will carefully analyze the
demanding assignments and challenging constructions. Students will also analyze themes, figures of speech, and style of the
assessments than Latin II. and discuss the material that they read as works they are studying. Students will also
literature and history. Selected from authors practice writing prose and verse.
LATIN III such as Cicero, Caesar, and Catullus, the
Grades 9–12 (1) readings focus on two critical periods in ADVANCED PLACEMENT LATIN
Prerequisite: Latin II Roman history: the Late Republic and Grades 10–12 (1)
This intermediate Latin course provides an the Early Empire. Topics include the civil Prerequisites: Honors Latin IV and
introduction to original Latin texts while wars, oratory, lyric and epic poetry, and recommendation of the instructor
building upon the material that students the changing social structure of Rome. In This course is designed to familiarize
learn during their first two years of Latin. addition to strengthening their reading and students with the language and themes of
After completing the stories and grammat- interpretive skills, students will continue to Caesar’s commentary on the campaigns he
ical lessons contained in Ecce Romani II, practice writing Latin. led in Gaul, de Bello Gallico, and Vergil’s
the class will begin Ecce Romani III, which epic masterpiece, the Aeneid. Students
contains readings by Roman authors in the LATIN IV enrolled in this course are expected to take
original Latin. As the students read longer, Grades 9–12 (1) the AP Latin examination in May; to prepare
more complex passages, they will learn new Prerequisite: Latin III for this, they read substantial selections of
vocabulary and grammatical constructions. Latin IV focuses on the reading and inter- de Bello Gallico and the Aeneid in Latin and
Students will also analyze and discuss the pretation of a variety of Rome’s greatest additional passages in English translation.
material they read as literature and history. written works, from the poetry of Catullus, In the process, students learn to analyze and
Selected from authors such as Cicero, Horace, and Ovid to Cicero’s pro Caelio, discuss Caesar’s prose style, Vergil’s poetics,
Caesar, and Catullus, the readings focus on a speech in which he defends a young and the cultural context of Rome in the Late
two critical periods in Roman history: the protégé. These readings reinforce and build Republic and Early Empire.
Late Republic and the Early Empire. Topics upon the grammar and vocabulary that
include the civil wars, oratory, lyric and epic students learn in their first three years of MANDARIN CHINESE I
poetry, and the changing social structure Latin. The class will carefully analyze the Grades 9–12 (1)
of Rome. In addition to strengthening their themes, figures of speech, and style of the This is a beginning-level course that will
reading and interpretive skills, students will works they are studying. Students will also build the foundation of learning Chinese
continue to practice writing Latin. practice writing prose. language and culture. Upon successful
completion of this course, students will
master the pinyin system, be familiar with
basic components of Chinese characters,
and develop communication skills in

28
interpretive, interpersonal, and presenta- MANDARIN CHINESE III aesthetics. More extensive writing and oral
tional modes. By participating in extracur- Grades 9–12 (1) presentations are expected. Students are
ricular activities such as Chinese Tables Prerequisite: Mandarin Chinese II expected to engage in class projects and
and the Lunar New Year Celebration, This course is a continuation of Mandarin extracurricular activities such as Chinese
students will develop their cross-cultural Chinese II. Students will learn to write Tables. Upon successful completion of
awareness and be able to sustain short and type short essays, create skits, and this course, students can reach intermedi-
conversations with native speakers. demonstrate an understanding of Chinese ate-mid or higher levels of oral proficiency.
pop culture. The course topics include
MANDARIN CHINESE II school life and social issues including HONORS MANDARIN CHINESE IV
Grades 9–12 (1) but not limited to education, history, and Grades 9–12 (1)
Prerequisite: Mandarin Chinese I economics. Students are expected to Prerequisites: Honors Mandarin Chinese
This course is a continuation of Mandarin interpret authentic materials in Mandarin III and recommendation of the instructor
Chinese I. Students will discuss daily-life and interact with native speakers. They are In this intermediate-level Chinese language
topics while expanding their vocabulary. also encouraged to participate in language course, students are expected to use mostly
Authentic materials will be used to provide contests, help organize schoolwide cultural Mandarin in class and communicate with
comprehensible input and an engaging activities, and write letters to their penpals. native speakers in our school community.
classroom environment. Upon successful Upon successful completion of this course, Topics selected will range from daily topics,
completion of this course, students are students will be able to engage in conver- historical events, and current events to
expected to make a short presentation sations at an intermediate-low level of oral aesthetics. More extensive writing and
about themselves and to be able to partici- proficiency or higher. oral presentations are expected. Honors
pate in conversations with native speakers. Mandarin IV students are expected to lead
Mandarin II students will be encouraged HONORS MANDARIN CHINESE III discussions during our Chinese Tables or
to help organize the Lunar New Year Grades 9–12 (1) cultural events. They will also participate
Celebration, write letters to their penpals, Prerequisites: Honors Chinese Mandarin in statewide contests or research projects.
participate in Chinese language contests, II and recommendation of the instructor Upon successful completion of this course,
and present on familiar and everyday topics This course is a continuation of Honors students can reach intermediate-mid to
using a string of sentences in Chinese. Mandarin Chinese II. Students will learn to intermediate-high levels of oral proficiency.
write and type short essays, create skits, and
HONORS MANDARIN CHINESE II demonstrate an understanding of Chinese HONORS MANDARIN CHINESE V
Grades 9–12 (1) pop culture. The course topics include Grades 9–12 (1)
Prerequisites: Mandarin Chinese I and school life, social issues, and economics. Prerequisites: Honors Chinese Mandarin
recommendation of the instructor Students are expected to interpret authen- IV and recommendation of the instructor
This course is a continuation of Mandarin tic materials in Mandarin, participate in This course is designed for students to
Chinese I. Students will discuss daily-life language contests, present information to strengthen their knowledge of Chinese
topics while expanding their vocabulary. native speakers, and write letters to their language and culture in Mandarin-speaking
Authentic materials will be used to provide penpals. Upon successful completion of this areas. We will revisit the topics discussed
comprehensible input and an engaging course, students will be able to engage in before on a deeper level and make
classroom environment. Upon successful conversations at an intermediate-mid-level connections with other subjects. Students
completion of this course, students are of oral proficiency or higher. will lead cultural activities and participate
expected to make a short presentation in language contests throughout the year.
about themselves and to be able to MANDARIN CHINESE IV Extensive writing and oral presentation
participate in conversations with native Grades 9–12 (1) projects will be assigned regularly in order
speakers. Honors Mandarin 2 students Prerequisite: Mandarin Chinese III to help students sharpen their language
are required to help organize the Lunar In this intermediate-level Chinese language skills.This challenging course will cultivate
New Year Celebration, write letters to their course, students are expected to use mostly an understanding of contemporary life and
penpals, participate in Chinese language Mandarin in class and communicate with global challenges in Mandarin.
contests, and interact with native speakers native speakers in our school community.
in Chinese. Topics selected will range from daily topics,
historical events, and current events to

29
SPANISH I Spanish, is similar to Spanish II but with music, art, and food/cooking. Students
Grades 9–12 (1) expanded instruction and practice in will learn to express themselves using an
This is a beginning-level course that guides grammar and vocabulary. Students will ever-increasing vocabulary and verbs in
students in building a basis for commu- be expected to complete more extensive the present, preterite, imperfect, present
nication in the Spanish language. In this writing assignments and participate in perfect, pluperfect, future, and conditional
course, students will engage in a variety more complex conversations and oral tenses as well as commands. Through their
of listening, speaking, reading, and writing presentations. Honors Spanish II moves at study of the target language, students will
activities. This course includes topics a quicker pace and beyond topics studied continue to gain knowledge of the practices
such as greetings, identity, the school day, in Spanish II. and perspectives of Spanish-speaking
family and home life, and leisure activities. cultures and develop further insight into
Students will learn to express themselves SPANISH III the similarities and differences between
using an ever-increasing vocabulary Grades 9–12 (1) Hispanic cultures and their own. This chal-
and present-tense verbs. Through their Prerequisite: Spanish II lenging course moves at a quicker pace and
study of the target language, students Conducted primarily in Spanish, this course with more depth than College Prep Spanish
will gain knowledge of the practices and reinforces and builds on the concepts III in order to prepare students for success
perspectives of Spanish-speaking cultures and structures learned in Spanish II and upon arrival at the AP level.
and begin to develop insight about the sim- guides students in building a basis for
ilarities and differences between Hispanic communication in the Spanish language. SPANISH IV: CONVERSATION
cultures and their own. In this course, students will engage in a AND CULTURE
variety of listening, speaking, reading, and Grades 10–12 (1)
SPANISH II writing activities. This course includes Prerequisite: Spanish III
Grades 9–12 (1) topics such as what young people in Spain Conducted in Spanish, Spanish
Prerequisite: Spanish I do during their free time, digital citizenship, Conversation and Culture offers more
Conducted primarily in Spanish, this course living a healthy and balanced life, careers, experienced Spanish students the
reinforces and builds on the concepts and music, art, and food/cooking. Students opportunity to polish their communication
structures learned in Spanish I and guides will learn to express themselves using an skills. Extensive vocabulary, readings from
students in building a basis for commu- ever-increasing vocabulary and verbs in authentic materials of the Spanish-speaking
nication in the Spanish language. In this the present, preterite, imperfect, future, and world, and short literary works stimulate
course, students will engage in a variety conditional tenses as well as commands. class discussions and small-group work.
of listening, speaking, reading, and writing Through their study of the target language, Students engage in a review of the relevant
activities. This course includes topics such students will gain knowledge of the prac- grammatical structures and are expected
as school subjects and extracurricular activ- tices and perspectives of Spanish-speaking to write and occasionally present reaction
ities, family and home life, the community, cultures and begin to develop insight about and opinion papers. A significant portion
the kitchen, social life, and travel. Students the similarities and differences between of assessments consists of oral-proficiency
will learn to express themselves using an Hispanic cultures and their own. testing, written quizzes and tests, and
ever-increasing vocabulary and verbs in performed partner dialogues.
the present, preterite, and imperfect tenses. HONORS SPANISH III
Through their study of the target language, Grades 9–12 (1) HONORS SPANISH IV: PRE-AP
students will gain knowledge of the prac- Prerequisites: Honors Spanish II and SPANISH LANGUAGE AND CULTURE
tices and perspectives of Spanish-speaking recommendation of the instructor Grades 10–12 (1)
cultures and begin to develop insight about Conducted in Spanish, this accelerated Prerequisites: Honors Spanish III and
the similarities and differences between course builds on the concepts and struc- recommendation of the instructor
Hispanic cultures and their own. tures learned in Honors Spanish II. In this This course is designed for the student who
course, students will engage in a variety intends to pursue AP Spanish Language
HONORS SPANISH II of listening, speaking, reading, and writing by strengthening speaking, listening,
Grades 9–12 (1) activities. This course includes topics reading, and writing skills. Deeper cultural
Prerequisites: Spanish I and such as what young people in Spain do explorations, intensive grammar review
recommendation of the instructor during their free time, digital citizenship, and new structures, and detailed writing
This course, conducted primarily in living a healthy and balanced life, careers, and speaking assignments will aid students

30
in developing their communication skills. technology, contemporary life, public and INTRODUCTION TO LINGUISTICS
Listening and reading comprehension skills personal identities, family and community, Grades 11–12 (1/2)
are enhanced through a variety of authentic and beauty and aesthetics. Linguistics is the scientific study of human
interpretive texts. The format of most language. In this one-semester course,
assessments, and especially speaking and HONORS GREEK I we will study the major fundamental
listening assessments, is based on that of the Grades 11–12 (1) areas of linguistics: phonetics, phonology,
AP Spanish Language examination. Prerequisite: At least two years of a morphology, semantics, syntax, and how
foreign language or permission of the language changes over time. We will look
SPANISH V: CINEMA AND CULTURE instructor at examples from both familiar and exotic
Grades 11–12 (1) This first-year course in Ancient Greek languages to see some of the ways humans
Prerequisite: Spanish IV uses the reading-based Athenaze text. solve the problem of oral communication.
This course is an alternative to the AP After learning the Greek alphabet, the class
Spanish Language and Culture program. immediately starts to read, in Greek, an
Spanish V: Cinema and Culture is an Athenian family’s narrative history that
advanced course in which reading, writing, runs from 432 B.C., in the days immediately
listening, conversation, and culture are all preceding Athens’ famous war against
emphasized through Spanish and Latin Sparta, to the war’s conclusion in 404 B.C.
American film and literature. It is designed Interwoven with the narrative are grammar
to prepare the advanced Spanish student lessons, tales from Greek myth, and
to better understand the many cultural and excerpts from literary, historical, and phil-
literary aspects of Latin America and Spain. osophical texts, all in Greek. Students will
Through readings and videos in Spanish, also read Greek texts in translation, such as
this class will promote active participation Hesiod’s Theogony and Euripides’ Helen, to
and discussions while also fostering a increase their understanding of the cultural
broad appreciation of the Hispanic world context of the passages they read in Greek.
in all genres. By using selected works from
Spain and Latin America, students will HONORS GREEK II
analyze the form and content of their works Grades 11–12 (1)
both orally and in writing while using Prerequisites: Honors Greek I and
appropriate terminology. recommendation of the instructor
This second-year course in Ancient Greek
ADVANCED PLACEMENT SPANISH returns to the reading-based Athenaze series
LANGUAGE AND CULTURE used in Honors Greek I. After review, stu-
Grades 11–12 (1) dents resume reading, in Greek, an Athenian
Prerequisites: Honors Spanish IV and family’s narrative history that encompasses
recommendation of the instructor Athens’ famous war with Sparta, 432–404
Conducted in Spanish, this course focuses B.C. Interwoven with the narrative are
on intensive practice in speaking, writing, grammar lessons, tales from Greek myth,
listening, and reading (interpersonal, and excerpts from literary, historical, and
interpretive, and presentational modes philosophical texts, all in Greek. This course
of communication). Students will read occasionally considers excerpts from Greek
different styles of text and listen to different texts in translation and related modern
accents of Spanish-speaking people. literature that helps illustrate the parallels
Through a theme-based approach and between our modern world and antiquity.
through different print and nonprint media,
students will have the opportunity to learn
and discuss the cultural aspects of Spanish-
speaking regions and people. Themes
include global challenges, science and

31
Additional Upper School Electives

Fine Arts them equitably for the time commitment, the elements of visual art in an expanded
which comes with dedication to perfor- format of projects and artworks. Emphasis
WIND AND STRINGS ENSEMBLE mance. The department is committed to will be placed on working from observation
Grades 9–12 (1) screening applicants for the honors section and the imagination through concepts and
Prerequisite: Previous experience on an and will provide opportunities to audition. creative ideas. Various media will be used,
appropriate instrument and permission of Requirements for honors-placement including pen and ink, pencil, charcoal,
the instructor auditions are available from the ensemble watercolor, pastel, acrylic, water-based oils,
These ensembles are open to strings, wind, director and the fine arts office. We call and mixed media. Visual Art II is intended
brass, and percussion players with prior these “sections,” as there is no intent to to advance an appreciation for the history
experience. Emphasis is placed on building create a new class or class time for this of art and the creative process. All materials
musical skills through theoretical, technical, group. All students would continue to meet will be provided. (Note: Course may be
and musical training in preparation for at the normal class time. taken both semesters.)
performance. These groups will perform
both collaboratively and independently. PRIVATE LESSONS VISUAL ART III
Students are expected to provide their Private lessons are available in the Grade 11 (1)
own instruments, with the exception of following areas: brass, percussion, piano, Prerequisite: Visual Art II
some larger instruments and percussion. strings, voice, and woodwinds. Lessons are The work from this class contributes to
Students are expected to provide the appro- scheduled during the school day during the Breadth portion of the AP Studio Art
priate concert attire and to participate in all designated times that have been approved Portfolio. Personal ideas and assigned proj-
ensemble performances. by the administration of all three divisions. ects are pursued at an advanced level. The
Some lessons may be scheduled after students also begin to develop a personal
CHORAL ENSEMBLE school. A public performance is required. style and a concentration that they will
Grades 9–12 (1) pursue more completely in AP Studio Art
This ensemble studies and prepares VISUAL ART I the following year.
a broad variety of music from the Grades 9–12 (1)
Renaissance to contemporary choral This course is a prerequisite for all other ADVANCED PLACEMENT
tradition. The curriculum includes art classes. STUDIO ART/DRAWING AND
instruction in basic music-reading skills as This year-long course offers students an 2-D DESIGN PORTFOLIO
well as opportunity for solos and work in expanded knowledge of the fundamental Grade 12 (1)
small ensembles. Students are expected to artistic principles of design. Students will Prerequisites: Three credits of Art,
provide the appropriate concert attire and experiment with a variety of tools and 12 pieces of art completed prior to
to participate in all ensemble performances. media, which include drawing, printmaking, enrollment, and permission of the
Auditions are not required. mixed media, painting, and digital media. instructor
Projects emphasize observational and This is the culminating experience of the
HONORS ENSEMBLE SECTIONS technical skills, creative thinking, and per- visual-art program. Students enrolled in
Grades 11–12 (1) sonal expression. Visual Art I is intended to this course will be expected to submit
Through audition, students participating further an appreciation for the history of art an AP portfolio in drawing (painting) or
in Upper School ensembles (choral, strings, and the creative process. All materials will 2-D design (photography or graphic art).
and wind/percussion) will be eligible to be provided. Students will pursue a concentration of
receive honors-level credit during their their own choosing, based on a theme and
junior and senior years. The purpose of VISUAL ART II a stylistic approach. To submit a complete
these sections is to provide an opportunity Grades 10–12 (1/2) portfolio, students must complete 12 pieces
for our best musicians to gain more from Prerequisite: Visual Art I in a concentration. Students will exhibit
their experience in fine arts and to award Visual Art II continues the exploration of their artwork in a final show and write a

32
statement about the work. The AP 2-D through the voice, body movements, and audience. The course will explore the
Design portfolio may include a photogra- facial expressions. Class participants will basic elements in the technical areas,
phy concentration for students who have be introduced to acting viewpoints from such as construction of flats, lighting, and
completed two semesters of Photography. theatre professionals through videotapes, stage design. In addition to costumes and
writings, and visiting artists. The class will makeup, other areas include the elements
PHOTOGRAPHY I work with the expectation of performing of acting and directing. The curriculum
Grades 10–12 (1/2) for small audiences in the young peoples’ will include instruction in the proper use of
Offered first semester theatre and larger gatherings in Jones tools for set construction and the parts of
This course explores photography at a Theatre. The actor-as-director will also be the lamps used for lighting. Members of the
basic level, from the pinhole to the 35mm introduced as an integral piece of under- class will be required to perform 20 hours
SLR film camera. Historic developments of standing this art form. Public performances of technical work during the semester on a
the medium and the study of design prin- are a requirement of this course. (Note: project approved by the instructor, which
ciples are the focus of the class. Students This course may be repeated as often as the could include being on the stage crew of a
learn to expose film, develop negatives, instructor permits.) production.
print enlargements, and mount finished
work. (Note: A 35mm SLR film camera is HONORS DRAMA SECTION FUNDAMENTALS OF STAGECRAFT II
required. All other materials are provided.) Grades 11–12 (1) (must be in class for full Grades 9–12 (1/2)
year) Offered spring semester
PHOTOGRAPHY II Through audition, students participating Prerequisite: Fundamentals of Stagecraft I
Grades 10–12 (1/2) in Drama: Acting in the Theatre will be eli- and/or permission of instructor
Offered second semester gible to receive honors-level credit during This course is a continuation of material
Prerequisite: Photography I their junior and senior years. The purpose covered in Stagecraft I for students inter-
This is a course in digital photography of this section is to provide an opportunity ested in learning more about the theatre
intended for those students who wish to for our best actors and technicians to gain and making a commitment to the craft.
continue the exploration of this art form. more from their experience in fine arts Classes are structured with an overview of
Emphasis is twofold: improving technical and to award them equitably for the time drama as a performing art and its historical
skills and the creative use of those skills. commitment, which comes with dedication conventions; how a production is organized,
Theme- and concept-based ideas and the to the theatre. The department is commit- planned, and produced; a breakdown on
advancement of technical abilities are the ted to screening applicants for the honors scenery (types, materials, construction, and
focus of the assignments for this course. section and will provide opportunities to painting); lighting equipment and color;
(Note: A digital camera with manual mode audition. Requirements for honors-place- audio equipment; and stage properties and
settings is required. All other materials are ment auditions are available from the effects. The focus of the course is to apply
provided.) Upper School drama faculty and the fine the information gleaned in Stagecraft I
arts office. We call this a section, as there is and be able to transfer that knowledge into
DRAMA: ACTING IN THE THEATRE no intent to create a new class or class time one of our working stages. Students are
Grades 9–12 (1/2) for this group. All students would continue required to participate on crews for one pro-
Offered both semesters to meet at the normal class time. duction during the semester to assimilate
Prerequisite: Middle School Drama, classroom information into real experience.
Introduction to Acting, and/or permission FUNDAMENTALS OF STAGECRAFT I Stagecraft II can be taken more than once
of instructor Grades 9–12 (1/2) as an independent study in either semester
This course will afford students an opportu- Offered both semesters with permission of the instructor.
nity to acquire and improve skills in acting Prerequisite: Middle School Introduction
in the theatre. The students will examine to Stagecraft and/or permission of
the actor’s tools and resources while instructor
experiencing the process of performance This course introduces the student to all
preparation. Students will be required to areas of the theatrical experience. The
prepare and present scenes, monologues, semester will begin by helping students
pantomimes, and other presentations for understand the theatre from the perspective
the purpose of learning to express emotions of the performer, the technician, and the

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Innovation, Design, and HONORS COMPUTER SCIENCE fundamental data structures. To aid them
Engineering Grades 9–12 (1) in these explorations, students will delve
Prerequisite: Introduction to Computer into industry standards with regard to tools,
Science I or permission of the instructor design techniques, reading and writing
INTRODUCTION TO
Honors Computer Science is a year-long documentation, and debugging strategies.
COMPUTER SCIENCE I
course that delves deeper into concepts of In addition, students will be challenged to
Grades 9–12 (1/2)
computer science. Students will discover consider what constitutes an ethical use of
Introduction to Computer Science I is
data structures that are utilized to represent technology, including the development of
a semester-long, entry-level course that
different types of data and how to assess algorithms.
exposes students to the diverse applica-
algorithmic efficiency. Object-oriented
tions of computer science and encourages
programming will be a focus as students ADVANCED PLACEMENT
students to envision technology as a
learn about encapsulation, abstraction, and COMPUTER SCIENCE PRINCIPLES
path to transform their world. Students’
knowledge of foundational computer
the use of the data and functions available Grades 10–12 (1)
science concepts will be enriched via
via object definitions. Students will be Prerequisite: Algebra II and Honors
projects that incorporate both hardware
challenged to focus not only on mastery Computer Science or permission of the
and software. Through an introduction to
of programmatic concepts but design instructor
strategies as well. Students’ explorations In this course, students will explore the cre-
Design Thinking, projects will emphasize
of Pygame, Python, and industry standards ative aspects of programming, abstractions,
empathic design, collaboration, and
will be expanded through an introduction algorithms, large data sets, the Internet,
feedback. Students will learn how to think
to the Open Source community, version cybersecurity concerns, and computing
about problems and solutions in a world
control, IDEs, game engines, and team- impacts. Students will have the oppor-
that is increasingly data-rich and reliant on
driven project planning. Students will be tunity to use current technologies and a
computing tools and techniques.
empowered to cultivate their curiosity, programming language of their choice
problem-solving skills, and collaboration to create projects for both self-expression
INTRODUCTION TO
skills through two class “hackathons” and a and problem solving. Students will create
COMPUTER SCIENCE II
capstone project for the course. Successful an app for their capstone project that will
Grades 9–12 (1/2)
completion of Honors Computer Science explore how they can use technology to
Prerequisite: Introduction to Computer
prepares a student for enrollment in AP change their world. For this project, stu-
Science I or permission of the instructor
Computer Science. dents will investigate a social impact topic
Drawing on computational concepts
in Introduction to Computer Science at local and global levels, evaluate existing
I, Introduction to Computer Science II
ADVANCED PLACEMENT programs that take action on the topic, and
invites students to see themselves not
COMPUTER SCIENCE A develop an achievable plan to carry out one
Grades 10–12 (1) global and one local action in the form of
only as computer scientists but also as
Prerequisite: Algebra II and Honors direct service, indirect service, or advocacy.
changemakers and leaders. Students learn
Computer Science or permission of the At the end of the year, students will have
about the ethical impacts of technology
instructor the opportunity to share and celebrate their
and explore ways they can use it to further
This is a college-level course that intro- projects with the Ravenscroft community.
a passion and create social change. As they
duces the Java programming language.
build empathy through their Social Impact
The course is built around the development GENIUS LAB I & II
Project topic, students are empowered to
create a game design in Pygame and an
of computer programs, or parts of pro- Grades 9–12 (1/2)
grams, that correctly solve a given problem. Genius Lab provides students interested
Arduino hardware project that furthers
The course emphasizes design elements in technology trends, design, hardware,
their vision. In addition to advanced
that ensure programs are understandable, and network architecture the opportunity
programming in Python, students explore
adaptable, and, when appropriate, reusable. to study technology integration in an
accessibility and graphic design to enhance
At the same time, the development of com- authentic educational setting. Under the
their projects.
puter applications is used as a context for guidance of members of Ravenscroft’s IT
introducing other important computer sci- team, students will run a technology help
ence concepts, including the development, desk that will assist students with their
analysis, and application of algorithms and various technology-related queries and

34
needs throughout the school day. Course and CNC routers. This introductory interconnectivity that furthers Ravenscroft’s
participants will log the work they do at course provides students with skills that goals of Leading Self, Leading with Others,
the help desk, as well as critically assess will be useful for other electives, such and Changing your World. The course is
the challenges they face and justify their as Stagecraft, Honors Engineering, and based on the District C framework and is
processes for overcoming them. In addition, Innovations. taught by certified District C coaches who
students will be taught weekly lessons on work to empower students to decide how to
topics related to trends in educational soft- INNOVATIONS best structure their time — including when
ware, hardware, design, digital citizenship, Grades 11–12 (1) to switch gears, when to seek guidance, and
customer service, prototyping, and more. Innovations is a project-based and how best to learn important content that
Lastly, the course will provide students passion-driven course devoted to Design informs their work. Students work in teams
time to work on an individual endeavor Thinking, experiential learning, and the of four, and the course caps at three teams.
project related to an aspect of technology of development of an entrepreneurial mindset.
particular interest to them. At the outset, students will home in on a HONORS ENGINEERING A AND B
topic of particular interest to them or a Grades 11-12 (1/2)
ROBOTICS possible career they would like to explore Prerequisite: Algebra II; pre- or
Grades 10–12 (1/2) in depth. Over the course of the year, they co-requisite: any level of Physics
Pre- and corequisites: Sophomores must will design a project centered on their Honors Engineering is a capstone STEM+
have Introduction to Computer Science chosen area of interest, decide how they will experience. Primarily a project-based
as a prerequisite or Algebra II as a measure success, seek outside mentors to course, we will use the Ravenscroft design
corequisite. support them, and plan how to implement process to collaboratively solve a variety
This course teaches the design process their ideas in the real world. In order for of complex problems. Students will gain
through the lens of robotics. Students students to achieve their objectives, topics proficiency in visual coding (LabVIEW),
will collaborate in teams to design, build, related to Design Thinking, innovation, vul- Photoshop, CAD, and a wide range of shop
program, test, and revise their robot over nerability, rejection, resiliency, prototyping, tools. In Honors Engineering A (fall), we
the course of the semester. At the end of and brainstorming will be discussed. This will focus on solving problems digitally as
the term, we will send a team of students course is nontraditional in that it allows we do intensive units on digital music and
to compete in a local robotics competition, students to take the lead, collaborate with digital imaging. In Honors Engineering
although enrollment in the course is not experts in the field, and fail as part of their B (spring), we will focus more on physical
contingent upon participation in the compe- process. Intrinsically motivated students solutions to problems using the tools of
tition. This course will heavily leverage the will have greater success in this course than the Keim Innovation Lab. In all areas of
Lead From Here competencies, which are students who prefer constant guidance the course, we will model the Ravenscroft
central to good engineering design. from a teacher. Design Process. (Note: The Honors
Engineering courses can be taken in any
COMPUTER-AIDED DESIGN DISTRICT CX: ENTREPRENEURIAL order.)
Grades 10–12 (1/2) PROBLEM-SOLVING
Pre- and corequisites: Sophomores must Grades 11-12 (1/2)
have Introduction to Computer Science In this course, students work with local
as a prerequisite or Algebra II as a businesses in the Triangle area to col-
corequisite laboratively solve actual problems these
This course introduces students to the companies face.The course relies heavily on
art and technical skills of Computer- the design process, collaboration, empathy,
Aided Design (CAD). CAD is a skill that and teamwork to assess the organization’s
translates well to many careers, including issue, collaborate on solutions, and present
engineering, architecture, graphic design, the resulting solutions to the business
and more. Students will learn the basics of partner in the form of a corporate “pitch.”
CAD through the use of programs such as To this end, course facilitators will intro-
Fusion 360. Their designs will then come duce and refine best practices in Design
to life through CAM (Computer-Aided Thinking in order to lead students to a level
Manufacturing) tools such as 3-D printers of professionalism, problem solving, and

35
Physical Education additional phases to this class: instruction INTRODUCTION TO
of basic pool chemistry, proper pool main- SPORTS MEDICINE
tenance, and emergency action planning; Grades 9-12 (1/2)
HEALTH AND PHYSICAL EDUCATION
and training that will include activities to This semester elective is an introduction
Grade 9 (1)
enhance levels of endurance and strength to the fundamentals of sports medicine
Required. It is strongly recommended that
conditioning. Completion of the course and athletic training, functional anatomy
students enroll in Health and Physical
requirements will certify the student for as it relates to the injury process, and basic
Education in ninth grade.
lifeguarding through the American Red taping/wrapping skills. The goal is to intro-
The course provides students with the
Cross. The lifeguarding certification and duce students who are interested in a career
information and skills to enjoy lifelong
CPR/AED/First Aid certification will last in medicine to basic medical information
fitness and health. The health portion of
for two years. and concepts.
the course features six weeks of wellness
topics: principles of fitness, nutrition, CPR
FITNESS EDUCATION I AND II SPORTS MEDICINE II
training, social wellness, mental health, and
Grades 10–12 (1/2) Grades 10–12 (1)
substance-abuse prevention education.
Fitness Education I is offered fall Prerequisite: Introduction to Sports
Students participate in physical activities
semester; Fitness Education II is offered Medicine
designed to enhance fitness levels and
provide skills and understanding for spring semester This course is designed as an in-depth
lifelong participation. Examples of these Prerequisite for Fitness Education II: study of human anatomy for the purpose
units include flag football, tennis, ultimate Fitness Education I of athletic-injury assessment, focusing on
In this elective semester course, students extensive work with the skeletal and muscu-
Frisbee, basketball, dance, pickleball, and
will be exposed to the major components lar systems and developing hands-on eval-
badminton.
of strength and conditioning. A variety uative techniques used by athletic trainers,
of exercises will be used, focusing on the physical therapists, and physicians. Topics
LIFEGUARDING
individual goals of the student. Exercises include medical terminology, classification
Grades 10–12 (1/2)
will use many methods of training, includ- of injuries, mechanisms of injury with
Offered fall semester
ing free weights, machines, and medicine signs and symptoms, and athletic-injury
To participate, students must meet the
and stability balls. Proper form of power assessment. Students will be responsible
following prerequisites:
lifts, as well as core lifts, will be taught. The for written, oral, and practical evaluations of
• Be at least 15 years of age by the end of
understanding of hypertrophy, strength all presented material. The course utilizes
the class.
training, and muscular endurance will be various texts and materials.
• Be able to swim 300 yards continuously
in the following manner: 100 yards of emphasized along with instruction on the
freestyle, 100 yards of breaststroke, and correct equipment to use for these specific SPORTS MEDICINE III
workout goals. Course requirements Grades 11–12 (1)
100 yards of any combination of those
include being prepared for class each day, Prerequisite: Sports Medicine II
two strokes.
timeliness, enthusiastic participation, six This course provides students with the
• Be able to surface-dive to a minimum
article reviews, four skill assessments, and opportunity to build upon the skills and
depth of 9 feet and bring a 10-pound div-
the ability to document a weekly personal information learned in previous sports
ing brick to the surface. Must complete
workout. The goal of this class is to provide medicine courses. Students serve as lead
in one minute and 40 seconds. Goggles
the participant with appropriate knowledge athletic training students in the athletic
are not allowed for this.
plus the understanding of exercise pro- training student aid program. They are
• Be able to tread water for two minutes
grams to be a lifelong fitness participant assigned to specific athletic teams for a
with use of arms and legs.
who possesses sound fitness principles and season, have leadership opportunities
techniques. (Note: The maximum enroll- with underclassmen in the program, and
In this semester course, students will
ment in each course is 24 students.) have opportunities to shadow health care
be prepared for all phases of American
professionals.
Red Cross Lifeguarding. The content will
include CPR for Professional Rescuers,
Community Safety and First Aid, and
Lifeguarding Skills. There will also be two

36
Academic Skills and Counseling

Academic Skills Counseling

ADVANCED STUDY SKILLS Both directly and in collaboration with
Grade 9 (1/4) other members of the community, school
Prerequisite: Recommendation of Middle counselors will attend to the overall health
School faculty and social, emotional, intellectual, and
Advanced Study Skills provides a foun- psychological well-being of students.
dation of study and learning strategies They employ a variety of strategies that
to empower students and help them find aim to enhance the climate of the school
success in their content-area studies. By community, particularly launch lessons and
learning strategies such as goal setting, Lead From Here advisory curriculum, and
note taking and annotating, retrieval prac- any other student interventions aimed at
tice, executive functioning skills including positively affecting student behavior, the
organizing and prioritizing materials and school’s social environment, and academic
time, and exam preparation, students will performance. They also offer opportunities
be prepared for their academic career at for parent education.
Ravenscroft and beyond. Counselors use primarily a short-term,
solution-focused model where they assess,
ACADEMIC SKILLS stabilize, and refer to outside professionals
Grades 9–12 (1/4) as needed. They maintain a high regard
Prerequisite: Before a student may enter for the privacy and confidentiality of
the program, a written psychoeducational information collected about individuals
evaluation completed by a licensed with whom they work professionally. In
clinician within the past three years all cases of health information, counselors
must be submitted. Maintaining a are aware of federal, state, and local laws
current psychoeducational evaluation is and guidelines as part of a collective effort
necessary to remain in the program. — which includes the school’s health pro-
Academic Skills is a fee-based program fessionals and administrators — to develop
designed to address the educational policies and practices related to purposeful,
needs of students identified with specific professional, and appropriate communica-
learning disabilities or ADHD. Students tion with the school’s leadership, faculty,
are provided with explicit instruction families, and medical personnel, as well
and guided practice to help them learn to as communication to emergency medical
effectively manage their materials, time, services.
and the informational demands of their
current curricular courses. Major emphasis
is placed on helping students develop both
research-based learning strategies and
skills to support executive function and
promote self-awareness, self-assessment,
and self-advocacy skills.

37
Four-Year Plan Worksheet
The Four-Year Plan (at right) is a tool for Upper School students to informally map out
a preferred course of study over their four years. In January of each year, students will
complete this plan with the help of their advisor, reflecting on courses they have completed,
remaining graduation requirements, and new areas of interest.

38
 STUDENT _______________________ RAVENSCROFT SCHOOL
PROPOSED FOUR-YEAR PLAN OF STUDY
ADVISOR _______________________
CLASS OF __________

SUBJECT/UNITS NEEDED FOR 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
PROGRAM OF STUDY 22 Course Credit Course Credit Course Credit Course Credit
ENGLISH 4 ½ units
Eng. I, II, III, IV 4 Eng. I H _____ Eng. II H _____ Eng. III H _____ Eng. IV _____
Composition ½ Composition _____ AP Eng. Lit. _____
AP Lang. & Comp. ____
MATHEMATICS 4 units
________________ 1
________________ 1 _____________ _____ _____________ _____ _____________ _____ _____________ _____
________________ 1
________________ 1
SCIENCE 3 units
Biology 1 Biology H _____ Chemistry H. _____ _____________ _____ _____________ _____
Chemistry 1 . _____________ _____ _____________ _____
3rd Lab Science 1
SOCIAL STUDIES 3 units
World History 1 World History _____ Economics ½ ____ U.S. History _____ _____________ _____
Amer. Gov’t ½ _____________ _____ Amer. Gov’t ½ ____ AP U.S. Hist. _____
Economics ½
U.S. History 1
WORLD LANGUAGES at least 2
_____________ _____ _____________ _____ _____________ _____ _____________ _____
units and thru 3rd level
HEALTH & PHYS. ED. 1 unit Health & PE _____ _____________ _____ _____________ _____ _____________ _____
FINE ARTS 1 unit _____________ _____ _____________ _____ _____________ _____ _____________ _____
ELECTIVES* 3 ½ units _____________ _____ _____________ _____ _____________ _____ _____________ _____
_____________ _____ _____________ _____ _____________ _____ _____________ _____ TOTAL
_____________ _____ _____________ _____ _____________ _____ _____________ _____ Grad. Units
_____________ _____ _____________ _____ _____________ _____ _____________ _____

Req’d for graduation 22 units TOTAL _____ + TOTAL _____ + TOTAL _____ + TOTAL _____ = _____

Placement in courses will be based on academic progress, faculty recommendation, ability, and master schedule considerations.

*Elective credits are earned for any course outside the major disciplines or for any course in a major discipline that is not required for graduation.

39
Ravenscroft School admits students of any race, color, gender, religion, sexual orientation,
and national origin to all the rights, privileges, programs, and activities generally accorded
or made available to students at the school. The school does not discriminate on the basis of
race, color, gender, religion, sexual orientation, national origin, or any legally protected status
in the administration of the school’s admissions, financial aid, scholarships, educational,
athletic, or other school-administered programs, policies, and plans.

7409 Falls of Neuse Road

Raleigh, NC 27615
919-847-0900
www.ravenscroft.org