Issuu

What a DIFFERENCE a Course Makes

COURSE OF STUDY GUIDE

2026-2027

REQUIREMENTS FOR THE DIPLOMA

ACADEMIC REQUIREMENTS

• Four full-year credits in Upper School English, including Senior esis

• ree consecutive full-year credits in either a modern or classical foreign language

• ree full-year credits in Upper School history (including U.S. History)

• ree full-year credits in Upper School mathematics through Form 5

• ree full-year credits in an Upper School laboratory science

• One and one-half credits in Upper School creative arts

• Other courses that total at least 20 full credits

OTHER REQUIREMENTS

• A minimum of 60 hours of service learning prior to graduation with at least 20 hours devoted to a single extended commitment.

• Satisfactory completion of the athletic requirement

ACADEMIC CREDIT

• A year-long course meets for an entire year and carries one full credit.

• A semester course meets for one-half year and carries one-half credit.

• Students must be enrolled in a minimum of ve core courses each semester.

Oxford’s Course of Study 2026-2027

Kingswood

WYVERNS FOR LIFE:

WELLNESS AND BELONGING AT KO

Kingswood Oxford School believes that a strong sense of belonging, self -awareness, and emotional and academic well-being are essential foundations for a meaningful and successful educational experience. These values are demonstrated in nearly all facets of life at KO, including our academic and co-curricular program, and our advising system.

The School's Wellness Team consists of the Director of Wellness, the Dean of Students, the Associate Head of the Middle School, The Director of Equity Inclusion and Belonging, the Mental Health Counselors, the School Nurse, and the Learning Specialist. This team takes the lead in supporting the team of teachers who teach these courses in addition to providing resources and support to students at Upper Prep through Form 6.

These courses focus on social-emotional learning, providing the foundational structure that enables students to fully engage in all aspects of community life at KO. Social emotional learning (SEL) is the process by which students develop skills and acquire knowledge that enable them to form healthy identities, to manage emotions, to work toward personal and community goals, to feel and show empathy, to establish and maintain strong relationships, and to make responsible and safe decisions. The primary skill areas are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

>>MIDDLE SCHOOL

Upper Prep - Build and Belong

The Upper Prep Build and Belong course focuses on fostering increased independence and emotional maturity as students transition into the middle school environment. Through team-building activities, role plays, and group projects, students develop core social-emotional competencies, including self-awareness, relationship skills, and responsible decision-making. A significant portion of the course is dedicated to citizenship, where students evaluate their membership in the community and the role they can play in helping to create a safe and inclusive environment for themselves and their peers. Students also examine their digital reputations, practice safe social media use, and explore the responsible use of emerging technologies like AI. By reflecting on personal values and support networks, students gain practical strategies for self-advocacy, learn to identify highrisk situations, and develop the ability to access medically accurate health resources for long-term wellness.

Form 1 - Resilience and Relationships

In Form 1 Resilience and Relationships, students navigate their expanded independence by strengthening core social-emotional competencies like selfmanagement and responsible decision-making during a period of heightened social volatility. Through interactive role plays, creative projects, and class discussions, the curriculum addresses the complexities of social media literacy, focusing on conflict

Wyverns for life: Wellness and belonging at KO

resolution, "upstander" strategies, and the development of emotional resilience against online harm. Students explore critical wellness topics including mental health, substance use, and body image while gaining foundational biological knowledge of reproductive anatomy, and reproductive health. By reflecting on personal values and social (and parasocial) relationships, learners develop the skills to evaluate health risks, practice intentional tech habits, and identify trusted networks of support for navigating both physical and digital environments.

Form 2 - Agency and Advocacy

In Form 2 Agency and Advocacy, students prepare for the transition to high school by refining their social-emotional competencies and embracing their roles as school leaders. Through a combination of role plays, group projects, and ethical discussions, the curriculum addresses the complexities of leadership and ethics, focusing on maintaining dignity and respect while developing strategies to combat bullying and harassment. Students engage in sophisticated media literacy training including understanding recommendation algorithms, the influence of AI, and the practice of "critical ignoring" to navigate the pressures of their digital footprints and prioritize meaningful, face-to-face relationships. The course also explores critical health and identity topics, such as the biological impact of substance use, mental health, and suicide prevention, alongside a comprehensive look at sexual orientation, gender identity, and pregnancy prevention. By evaluating the health of relationships and practicing positive communication skills, students learn to identify medically accurate resources and trusted support networks to advocate for their physical, social-emotional, and sexual well-being.

>>UPPER SCHOOL

Form 3 - Wyvern Wellness

This course is designed around a central, guiding essential question: What does it mean to be well? To answer this, students embark on a dual-track journey of selfdiscovery and social action, constantly weighing two personal inquiries: How can I develop healthy habits? and How can I contribute to a healthy community? We begin by establishing a strong communal foundation, emphasizing a growth mindset and the academic habits necessary for long-term success. As the year progresses, students pivot inward to explore the complexities of neurodiversity and mental health, equipping themselves with vital strategies for resilience and suicide prevention. The curriculum then expands into the interpersonal realm, tackling the nuances of healthy relationships, consent, and the physiological effects of substance use. In an era of constant connectivity, we critically examine the relationship between brain chemistry and technology, including the ethics of AI and digital privacy. The final modules challenge students to look outward through the lenses of identity, equity, and dignity. By engaging with real-world case studies and service learning, students transition from classroom theory to active leadership, proving that personal wellness is inextricably linked to the health of the community around them.

Form 4 - Lead and Learn

This course invites students to explore the central essential question: What does leadership look like? and its practical application: How can I lead my own life - in my relationships, in my school, and in my community? The curriculum begins by establishing a strong sense of community through shared norms, transitioning quickly into active engagement where students design and execute service-learning projects to foster teamwork and civic responsibility. In the second semester, the focus shifts inward toward personal integrity and physical well-being, covering critical topics such as healthy communication, boundaries, and consent, alongside foundational knowledge of anatomy and reproductive health. By balancing handson community action with personal health literacy, this course empowers students to become thoughtful, informed leaders who lead with care and integrity in every facet of their lives.

Form 5 - Identity and Impact

This course is a reflective and strategic capstone that challenges students to answer the foundational essential questions: Who am I? How has my identity shaped my experience at KO, and how has KO shaped my identity? By investigating their core values and priorities, students transition from self-reflection to self-advocacy as they navigate the college admissions process. The curriculum balances high-level introspection with practical execution, guiding students through college research, goal-setting, and the creation of personalized college lists. Students master the technical landscapes of the Common App, SCOIR, and College Board, while gaining a sophisticated understanding of financial aid, standardized testing, and various application deadlines. Beyond the logistics of personal statements and college essays, the seminar emphasizes networking and communication skills, empowering students to demonstrate interest and develop the self-agency necessary to make informed, value-aligned decisions about their global futures.

Form 6 - Launch and Legacy

This course acts as a bridge to adulthood, centered on the essential question: What knowledge, habits, and practical skills do I need to live independently, make informed decisions, and contribute meaningfully to my community? This comprehensive curriculum equips students with the "hidden curriculum" of adult life, from financial literacy (mastering budgeting, credit scores, and tax forms like the W-2) to practical life skills such as car maintenance, exercise routines and independent meal planning. Beyond the logistics of living alone, the course prioritizes personal safety and wellness, teaching students to navigate campus life with strategies for emergency preparedness, mental health management, and maintaining healthy boundaries. The seminar culminates in a focus on responsible citizenship, ensuring students are prepared for civic life through voter registration, media literacy, and an understanding of how to engage effectively with their government. By the end of the year, students transition from high school seniors to self-reliant, informed advocates for themselves and their communities.

Wyverns for life: Wellness and belonging at KO

KO IMPACT PROGRAM

KO IMPACT courses engage students in real-world challenges, exploring solutions within and beyond the classroom. All Middle and Upper School IMPACT courses are interdisciplinary, connected to the community, and centered around the understanding of an authentic question or problem. In these courses, students are positioned as agents and drivers of their own learning.

>>MIDDLE

SCHOOL

Skills

Incubator

All Middle School students participate in trimester courses known as Skills Incubators. They are part of the larger IMPACT program at KO. These courses are intentionally designed around meaningful connections to the community and the investigation of authentic, real-world problems. As a school, this is where learning meets real-world action. Kingswood Oxford uses Skills Incubators to ensure that foundational skill-building occurs across disciplines and that students learn to apply their knowledge with purpose.

While traditional middle school courses often emphasize content mastery, Skills Incubators place essential competencies at the center of the learning experience, prioritizing critical thinking, collaboration, communication, creative problem solving, reflection and iteration, empathy, research, technology and media literacy, adaptability, and engaged citizenship. Through interdisciplinary, hands-on, and inquiry-driven work, students tackle authentic challenges that require curiosity, resilience, and strategic thinking. Team-taught and often inspired by faculty passions and emerging areas of inquiry, these courses model intellectual risk-taking and lifelong learning while extending beyond the traditional curriculum. In doing so, they empower students to see themselves as problem-solvers, creators, and meaningful contributors to their communities and the wider world.

Through Skills Incubators, students build the habits of mind and action that define a Kingswood Oxford education we develop thinkers and doers who can transform knowledge into meaningful change. These courses prepare Middle School students not only for Upper School and college, but also for thoughtful participation in an increasingly complex and interconnected world.

At the beginning of the year, students select from a menu of offerings and work in mixed-age groups that foster mentorship, leadership, and perspective-taking. Several cornerstone experiences anchor the program annually, and they are shared below:

The Hunger Gap: In this course, you’ll understand the concept of food insecurity, the communities and individuals experiencing it, and the reasons why it is an issue. In addition to common solutions like food drives, you’ll learn the ways communities support individuals, and identify what we can do as middle school students. You will be able to answer the question: Why do some people in our community not have enough food, and what can we do about it?

Social Entrepreneurship: In this course, you will explore the foundations of social entrepreneurship by designing solutions to problems and working with a community partner. Working in partnership with upper school students in the Leadership Lab, you will learn how to identify community needs, develop creative products or services, and connect their ideas to a larger social purpose.

Leadership Lab -Cup Day: This course is where you’ll develop leadership skills, build confidence, and learn how to make a positive impact in your schools and communities. It’s all about becoming the best version of yourself whether you want to lead a team, start a project, or just grow as a person.

Book Buddies: Get ready to become a storyteller! You’ll practice how to read books out loud in fun and engaging ways, and then you’ll visit First Church Elementary School and Knight Hall School to read with preschoolers. You will also create digital read-along books for the preschoolers.

Animal Science 101: Want to be a vet or simply love animals? This Skills Incubator connects your passion to real-world impact by exploring veterinary science, animal care, and community service. Partner with local veterinarians, vet techs, and animal sanctuaries to investigate the question: How can we improve the well-being of animals and the people who care for them in our community? You’ll learn hands-on skills like basic first aid, study animal behavior, and understand how vets communicate with both animals and owners. Field experiences and guest speakers will show how animal therapy, rescue programs, and veterinary practices serve broader social needs, while you apply your learning to a project that benefits your community developing empathy, problem-solving, and care beyond self. While these courses are the backbone of our Skills Incubator program, the full slate of courses is presented to students at the beginning of the year. We incorporate new courses into the schedule each year based on student and faculty interest.

>>UPPER SCHOOL

IMPACT Lab courses focus on experimentation and creation as students apply their learning and skills to impact those around them. By discovering meaning at the intersection of different disciplines, students learn to research, design, and create solutions that address complex challenges.

Building on the future-focused skills honed in the Middle School, IMPACT Lab courses teach students to value experimentation with and creation of knowledge. Leveraging community assets, students learn to apply their skills to impact those around them and to lead with empathy and curiosity.

IMPACT: Cancer Research in Action (Year)

Lung cancer is the leading cause of death worldwide; three hundred and sixty people die from lung cancer in the United States every day. Screening saves lives, but only one in five eligible adults are screened for lung cancer. This advanced interdisciplinary course examines the biology, treatment, and sociology of cancer, utilizing lung cancer as a central case study. Students will explore the cellular and genetic mechanisms of cancer, social determinants of health and risk factors, clinical perspectives, including surgical and non-surgical treatments, and the patient experience. In partnership with UConn Health Farmington, students will gain firsthand exposure to the many facets of diagnosing, treating, and surviving cancer. Students will support UConn Health’s strategic goals in a design competition where they will develop and execute projects aimed at increasing lung cancer screening rates in the greater Hartford community, with a direct effect on patient outcomes. Open to students who have taken Biology and Chemistry or who have taken Biology and are enrolled concurrently in Chemistry, with department approval.

IMPACT Propaganda: Past and Present (Year)

In today’s digital age, navigating the sea of competing information available to us is increasingly overwhelming, and political discourse around the globe is becoming progressively polarized, causing terms like propaganda, misinformation, “fake news,” and “alternative facts” to develop new meaning and significance in our everyday lives. While its negative effects are well known, propaganda has also influenced people in many positive ways throughout history, so it is important to recognize that it takes numerous forms and should be understood as any type of communication intended to influence its audience whether true or false. This interdisciplinary course will draw from fields including political science, communications, history, art, psychology, neuroscience, and behavioral economics to explore the various forms, persuasive techniques, and the historical evolution of

propaganda from the pyramids of ancient Egypt to the rise of social media and AI in the 21st century.

In this hands-on course, students will regularly engage in project-based learning in order to both analyze examples of propaganda throughout its evolving historical contexts and to create original pieces of their own propaganda with the goal of affecting positive real-world change in our community and beyond. This course includes regular use of college-level readings, and assessments will typically involve projects and presentations. Open to students primarily in Forms 5 and 6. Modern World Studies is a prerequisite for this course. This course is a full-year course.

English 6: IMPACT Beyond the Bars: Voices of Incarceration and Reentry (Fall)

How do we support individuals reentering society after incarceration, and what role do education, rehabilitation, and community engagement play in reducing recidivism? In this interdisciplinary course, students will explore the complexities of reentry, examining the challenges formerly incarcerated individuals face in securing housing, employment, and support systems while overcoming societal stigma. Through reading, research, and storytelling, students will investigate how homelessness intersects with incarceration and how communities including our own can contribute to meaningful solutions. By examining the power of education in lowering recidivism rates and engaging directly with those involved in rehabilitation and reentry, students will develop empathy, ethical reasoning, and a sense of community responsibility.

Blending English, sociology, history, public speaking, and visual arts, this course encourages students to think critically and engage in problem-solving. Readings will include a variety of texts such as accounts written by people formerly incarcerated, scholarly works that examine rehabilitation, reentry and recidivism, podcasts, and articles. Through posing questions and analyzing complex issues, students will develop their understanding and responses to challenges our larger community faces. Writing assignments can include articles, proposals, speeches, and reflective essays. Additionally, creative responses such as poetry, short films, and awareness campaigns will allow students to express their insights in diverse ways. As part of their hands-on learning, students may write letters to local policymakers, document the work of reentry organizations, or design advocacy campaigns to educate their peers and the community at large.

English 6: IMPACT From Shadows to Spotlight: Black Histories and Arts in America (Fall)

does history inform literature and the present moment? What does it mean to be American? What does it mean to be Black in America? How does racism affect individuals and society? How can we be agents of change?

IMPACT Financial Literacy and Applied Decision - Making (Fall)

This course reimagines the traditional Introduction to Finance by merging the practical skills of personal finance with the psychology of behavioral economics and impact investing and ethics of social entrepreneurship. Students will become proficient in their abilities to analyze the psychological triggers and cognitive biases that influence financial decision-making, apply compound interest formulas to forecast long-term financial scenarios, evaluate investment opportunities not only by return on investment but by their social and environmental impact, and collaborate in teams to present data-driven financial strategies to local financial professionals. Students need to be proficient in Algebra 2 and have strong analytical skills. This course is open to students in Forms 5-6.

IMPACT Latin America(ns) in Politics and Media: Drugs, Dancing, and Danger (Fall)

Dive headfirst into the drama, controversy, and enduring stereotypes that have shaped how Latin America and its people are portrayed in the U.S. media. From the silver screen to political speeches, we will unravel the origins of sensationalized narratives about Latin American sexuality, laziness, and danger and expose the political and economic agendas they’ve served. Through this course, you will explore how race, gender, and nationalism have shaped these stories, raising questions about what it really means to be "American." Your journey includes hands-on engagement with the local Latino community via partnerships with the Center for Latino Progress and the Hispanic Health Council, as well as hosting an exclusive Q&A with a Latino state representative. This course is more than just academic it’s a call to action. Separate fact from fiction and join the conversation about one of the fastestgrowing ethnic groups in the United States. Open to students in Forms 4-6.

IMPACT Leadership Lab: Lead, Serve, Act (Fall)

This course challenges students to expand their leadership skills through hands-on service, action, and reflection. Building on foundational leadership concepts, students will engage in a meaningful community internship with a local non-profit organization, applying their knowledge to address real-world needs. The course emphasizes proactive problem-solving, collaboration, and ethical leadership, empowering students to make a lasting, positive impact within their community.

Throughout the semester, students will document their growth in an ongoing portfolio, refining their research, communication, and reflective skills. This portfolio will serve as both a record of their leadership journey and a foundation for their final assessment. At the end of the course, students will present their work to a chosen community audience in a format that best conveys their impact. This culminating project may take the form of a design proposal, community action plan, leadership portfolio, or digital storytelling piece, allowing students to showcase their learning in an authentic and meaningful way. Open to students in Forms 3-4.

IMPACT Plagues, Progress, and Public Health (Fall)

In this history course, germs steal the spotlight. In a post-COVID world, the power of disease to reshape daily life is impossible to ignore, and this class places pathology at the center of human history. From the devastation of the Black Death to the global upheaval of COVID-19, students will explore how illness has driven social change, influenced belief systems, and transformed the course of human events. Blending insights from history, biology, sociology, psychology, statistics, and art history, the class takes an interdisciplinary approach to understanding health in historical context. Students will also have the opportunity to authentically solve real-world problems and engage directly with professionals in the fields of medicine, government, and public policy. By the end of the course, students will be able to synthesize perspectives across disciplines to explain how ideas about both physical and mental health have shaped and been shaped by the societies in which they emerged. Open to students in Forms 5-6.

Spanish 5: IMPACT Art, Music, Cinema, and Cuisine: Exploring Spanish Culture (Fall)

traditional foods to geography, colonization, trade, and sustainability. Through discussion, analysis, and research, students develop critical thinking, cultural awareness, and a deeper appreciation for the dynamic and evolving cultures of the Spanish-speaking world. Prerequisite: Successful completion of Spanish 4 or Spanish 4 Honors, or demonstrated strong Spanish-speaking skills.

IMPACT 20th Century American Culture through Sight and Sound: Born in the USA (Spring)

Through the examination of music and musicians of the recent past, students will study the correlations between music, musical styles, and societal development in the United States over the past century. By looking at the wide variety of American music (from Tin Pan Alley and ragtime to rock ’n roll and hip hop and a whole lot in between), students will be exposed to the rich and diverse links between music and culture and how they shaped each other. Students will also have an opportunity to delve into special music genres of their individual choosing (i.e. film scores, Broadway, hip-hop, etc.), leading to student agency and voice in answering their own authentic questions. Students will be expected to listen to music outside of class and to keep journals about what they hear and read. Through transdisciplinary study, students will become the experts on various musicians and styles and their intersections with American history and culture. The course includes making connections with local institutions, interviewing local artists, and concludes with projects and presentations solving cultural, business, scientific, or governmental problems through the power of music. Open to students in Forms 5-6.

IMPACT Cultivating Change: Pollinators, Gardening, and Sustainable Living (Spring)

This interdisciplinary course focuses on creating and maintaining a pollinatorfriendly teaching garden. Students will research native plants and the needs of local pollinators, contributing to the garden's design and construction using untreated, eco-friendly materials. They will also learn about sustainable practices through trips to Auerfarm and farms managed by the Traprock Ridge Land Conservancy. Additionally, students will develop a business plan to support the garden's long-term maintenance. The course includes field trips to local farms and workshops with gardening experts to enhance the learning experience, ultimately providing students with a comprehensive understanding of creating and sustaining pollinator-friendly environments while integrating sustainable and eco-friendly practices. Open to students in Forms 3-6.

IMPACT Engineering Through Design (Spring)

needs and perspectives of a client outside of our school community. Assessment will primarily be based on multiple oral presentations throughout the design process, allowing students to refine their communication skills and demonstrate their progress. Students will gain experience with key engineering design principles commonly found in an introductory college-level engineering course. By the end of the course, students will have strengthened their ability to work effectively in teams, communicate their ideas clearly, and apply a structured, strategic approach to problem-solving. This course is open to students in Forms 3-6.

IMPACT Financial Literacy and Applied Decision - Making (Spring)

This course reimagines the traditional Introduction to Finance by merging the practical skills of personal finance with the psychology of behavioral economics and impact investing & ethics of social entrepreneurship. Students will become proficient in their abilities to analyze the psychological triggers and cognitive biases that influence financial decision-making, apply compound interest formulas to forecast long-term financial scenarios, evaluate investment opportunities not only by Return on Investment but by their social and environmental impact, and collaborate in teams to present data-driven financial strategies to local financial professionals. Students need to be proficient in Algebra 2 and have strong analytical skills. This course is open to students in Forms 5-6.

IMPACT Global Leadership: Empathy Across Borders (Spring)

Global Leadership: Empathy Across Borders equips students to engage thoughtfully with issues like equitable access to education, displacement, and community and international development. In partnership with SOLA, KO’s annual trip to Tobati, and a wide variety of nongovernmental organizations, students will examine divisions and inequities internationally and locally. Students will engage in a deep mapping exercise to develop empathy for an issue and area of their choice, pose their own research question, and engage in qualitative research interviews with NGOs and experts, while building leadership skills. Travel opportunities (Rwanda/ Tobati) are optional extensions; all students will complete equivalent, facilitator-approved projects on campus or in the Hartford area. Each student will compile a portfolio with their deep mapping, interview data, qualitative synthesis, and a service prototype or stakeholder-specific brief or action, and they will complete a leadership reflection naming growth and next steps. Students will also defend their work to an audience of their choosing, in addition to course facilitators, and design a showcase to share their work. Open to students in Forms 4-6.

Spanish 5: IMPACT The Industry of Sports: It’s More

Than Just a Game (Spring)

This course is focused on improving a student's Spanish conversation skills. It is conducted in Spanish. It explores the world of sports in Spanish-speaking countries, examining their cultural, social, historical, and economic significance. Students will analyze how sports reflect and shape national identities, community ties, and collective emotions. The curriculum covers the sports industry, including marketing, club economics, media rights, and globalization, with emphasis on key sports like soccer, baseball, and boxing as cultural symbols fostering social cohesion. Combining academic analysis, case studies, digital media, interviews, and debates all conducted in Spanish the course helps students critically evaluate sports as social and economic phenomena and communicate insights effectively. Prerequisite: Successful completion of Spanish 4 or Spanish 4 Honors, or demonstrated strong Spanish-speaking skills.

IMPACT We the People (Spring)

This spring civics course puts you at the center of how American democracy actually works. You’ll explore the philosophical foundations of the American Constitution, limits of government power, and the rights and responsibilities of citizenship, as well as analyze recent election results and discuss current events as real-world case studies. The heart of the course is its mock congressional hearings, where you’ll research, write, and present constitutional arguments with your peers before panels that may include legislators, historians, judges, educators, and community members. Along the way, you’ll sharpen your public speaking, civil discourse, and critical thinking skills. Place-based learning takes center stage with class trips to the state Capitol, superior court, and several other local institutions. In addition, you will have the opportunity to connect classroom learning to national institutions if you are able to participate in a trip to Washington, DC over Spring Break. Open to students in Forms 4–6.

ENGLISH

Our curriculum is designed to give students a rewarding experience as they grow as readers, writers, thinkers, and speakers. Through collaborative and individual pursuits, students learn how to critically navigate the expanding seas of information and communication while fostering an appreciation for the power of language. We ask, “What is worth reading and why?,” and we encourage students to answer this question for themselves by exercising choice in projects, readings, and assessments.

We explore texts that represent a range of voices and points of view that offer windows into the experiences of others and mirrors into students’ own experiences. Whether they are grappling with Shakespeare or preparing for a visiting Baird Symposium author, our students consider how texts reflect the human condition and how an author’s choice of genre, form, and diction affects meaning.

We strive to instill in our students a sense of pride in their written work and give them the tools to make their writing reflect their thinking at its best. Writing assignments range from the critical to the personal to the creative. Through one-on-one conferences, peer critiques, and multiple drafts and revisions, we teach writing as a process; we also encourage students to experiment with language and style through the study of vocabulary and composition.

Every English class also provides substantial practice in speaking and listening skills, as these are essential for effective communication. Through Harkness discussions, formal debates, presentations, speeches, performances, and daily conversations, students learn how to appeal to different audiences and build confidence in their ability to think and speak on their feet.

>>MIDDLE SCHOOL

Upper Prep English – Can I borrow those shoes?

The goal of Upper Prep English is to teach reading and writing skills through literature in a nurturing environment that encourages students to become comfortable and confident in those areas. Students learn the concepts of plot, theme, setting, and character development through their reading of short stories, novels, non-fiction pieces, and poetry. The focus on reading and writing includes grammar, sentence building, and vocabulary development. Students practice expository, narrative, and descriptive compositions in order to develop clear sentence structure and coherent paragraph development. We introduce and emphasize process writing, and students learn to brainstorm, outline, draft, revise and edit, and then publish and share their work. There is also an emphasis placed on reflection so students can identify both their strengths and challenges; these reflections are used to celebrate their growth and to help set goals. Spider Web discussions establish the skills necessary to explore and discuss literature as well as the development of active listening and speaking skills. We use various texts, voices, and perspectives to develop and deepen the aforementioned skills.

English 1 – Windows and Mirrors

Organized around the central theme of exploring one’s identity and its effect on perspective, this English course for students in Form 1 continues to stress the skills of reading and writing. The literary focus is on vicarious experience: the fundamental value of literature. In a range of novels, non-fiction pieces, short stories and poems, students read about individuals who experience adversity to gain a broader perspective of the human experience. Writing development begins with a variety of frequently assigned, organized paragraphs and evolves into larger writing projects, including memoir, personal narrative, and essay writing. The study of grammar, sentence building, and vocabulary development is coordinated with students’ reading and writing. Spider Web discussions remain central to the growth of skills necessary to explore and discuss literature, as well as the development of listening and speaking skills. Using the metaphor of ‘windows and mirrors,’ students explore a variety of literary genres.

English 2 – Voices and Choices

Form 2 English students build on their strong foundation of previously established skills to meet the increased demands of reading and writing at a more sophisticated and complex level. Guided by the central theme of exploring the human experience, the literary focus is on character development with a gradually increasing emphasis on interpretation. Writing assignments encourage students to create fuller, more subtle prose by continuing to take a process approach to writing with particular emphasis on revision. Spider Web discussions are central to developing the ability to analyze and discuss literature, as well as the development of critical thinking, listening, and speaking skills. The study of grammar, sentence building, and vocabulary continue at a deliberate pace and remain intertwined with the students’ writing. Students respond creatively to various literary genres and practice developing coherent arguments by using direct references to the text in their writing. In keeping with the increased demands of the Form 2 year, students are challenged to apply the skills that they have learned to a variety of more complex texts.

>>UPPER SCHOOL

English 3: The Stories We Tell

As memoirist and essayist Joan Didion observes, “We tell ourselves stories in order to live.” In English 3, we explore storytelling in its many forms. The course uses the lens of storytelling to develop students’ ability to think for themselves, to grapple with abstraction, and to read, write and speak with increasing proficiency. Readings focus on fellow storytellers across genres. Students explore short stories, poetry, two plays (August Wilson’s Fences and William Shakespeare’s Much Ado About Nothing), and traditional novels as well as contemporary ones (graphic novels, Young Adult).

Students not only study the practice of storytelling but also become storytellers themselves, creating and performing a true story told live without notes in the style of The Moth. Furthermore, each student is required to engage in regular annotation, join Harkness discussions, and practice public speaking.

Beginning in English 3 and continuing in English 4, students embark on a two-year writing program to develop essential writing skills that they will need as they take on the rigors of reading and writing as upperclassmen. This curriculum builds foundational writing skills across a variety of different writing styles (from the analytical to the personal to the persuasive to the creative) as students strive for greater clarity and precision in their writing. Students focus their study on organizational elements of academic writing, develop multiple written voices, and self-reflect about their writing process.

English 4: Challenging Convention

In English 4, we focus on texts that challenge convention through characters, themes, structure, and style as we ask students to examine their notions about what a literary analysis, a sentence, or a topic of academic discussion should be. Works read include a variety of short stories that explore the theme of “challenging convention,” The Great Gatsby by F. Scott Fitzgerald, and There There by Tommy Orange. We round out the curriculum with a play, Shakespeare’s Macbeth, and a major poetry unit that explores a diverse range of American poets who challenge convention. Students are challenged to assume leadership roles in discussions and to hone their speaking skills, which culminates in Speakers’ Forum, a form-wide interpretive reading contest.

Building on the skills students have developed in the first year of the writing program, sophomores continue to experiment with a range of different writing styles. As analytical writers, they work to develop their own theses as they become more independent thinkers. Particular attention is paid to helping students develop a voice and style commensurate with the increasing complexity of their ideas. Students explore sentence patterns, bringing more variety to their sentence structure. Students also continue to develop a creative voice and build on their skills of persuasion.

English 5: Decoding and Deconstructing

In English 5, students deepen their awareness as readers and communicators by analyzing complex texts and the impact of language on an audience. The course emphasizes the use of diverse reading strategies to examine how voice, rhetorical situation, and style shape meaning across various genres and forms. Through engagement with a wide range of texts, including William Shakespeare’s Othello, Albert Camus’ The Stranger, and Mary Shelley’s Frankenstein, students refine their communication skills by developing and adapting their voice with consideration for audience, context, and purpose. They also learn to craft insightful questions that enhance their understanding of texts and the world around them. Additionally, students use feedback to build habits of self-reflection. The course culminates in a final project that showcases the skills they have developed throughout the year.

English 5 AP ® Decoding and Deconstructing

The Advanced Placement® English 5 sections follow a more extensive bibliography, and the literary analysis, both in class and in writing, assumes a greater depth of reading experience and the capacity to draw on wider and more independent sources. AP® curriculum requires students to build capacity in rhetorical analysis, synthesis, and argumentation skills as they relate to both reading and writing, particularly thesis-driven essays. Furthermore, individual students carry responsibility for leading the class occasionally. In addition to a novel by Toni Morrison and Shakespeare’s Hamlet, students also study 21st-century nonfiction, film, speeches, and poetry. In this exploration of diverse texts, students improve their own communication skills through developing and adapting their voice with an awareness of speaker, audience, context, and purpose. This course prepares students for the Advanced Placement® Examination in English Language and Composition, and students enrolled in the course must take the AP® Language and Composition exam in May.

FALL SENIOR ELECTIVES

Senior English at Kingswood Oxford offers semester elective options. During the fall semester, students must choose one class to fulfill their English requirement but may elect to take an additional semester course according to their interest and availability. The spring semester electives are divided into two quarters. During the third quarter, all seniors write a senior thesis, a fifteen to twenty-page original, research-based essay on a topic of their choosing. The fourth quarter, described by the course’s title, is a mini-course designed as an exploration of a topic that is both focused and fun.

Seniors enrolled in fall English electives may earn an Honors designation by pursuing additional rigor and independent inquiry beyond the standard course requirements. Honors students complete additional summer work and are held to higher expectations for writing, projects, and presentations. They also complete an independent project connected to the course that includes proposing a topic, exploring related texts or media, producing a final product, and sharing their work with the Senior Showcase in January 2027.

English 6: IMPACT Beyond the Bars: Voices of Incarceration and Reentry (Fall)

rehabilitation and reentry, students will develop empathy, ethical reasoning, and a sense of community responsibility.

Blending English, sociology, history, public speaking, and media arts, this course encourages students to think critically and engage in problem-solving. Readings will include a variety of texts such as accounts written by people formerly incarcerated, scholarly works that examine rehabilitation, reentry, and recidivism, documentaries, and articles. Through posing questions and analyzing complex issues, students will develop their understanding and responses to challenges our larger community faces. Writing assignments can include articles, proposals, letters, speeches, and reflective essays. Additionally, creative responses such as poetry, short films, and awareness campaigns will allow students to express their insights in diverse ways. As part of their hands-on learning, students may write letters to local policymakers, document the work of reentry organizations, or design advocacy campaigns to educate their peers and the community at large. This course includes a required place-based learning experience that allows students to engage directly with the people, environments, and ideas explored in the curriculum. Participation in the trip is an essential component of the course and involves an additional program fee; however, the cost of the trip should not deter any student from enrolling in the course. KO will support students who need financial assistance.

English 6: IMPACT From

Shadows to Spotlight: Black Histories and Arts in America (Fall)

This interdisciplinary course examines the complexities of race, identity, and the African American experience through critical and fictional texts, historical documents, and artistic expressions. Students will explore the interconnectedness of literature, history, and culture, gaining a deeper understanding of how Black writers and artists have shaped and been shaped by their social and historical contexts. How does history inform literature and the present moment? What does it mean to be American? What does it mean to be Black in America? How does racism affect individuals and society? How can we be agents of change?

The course invites students to critically engage with voices that challenge stereotypes, reclaim narratives, and envision new futures. Key focuses include the legacy of slavery, the resilience of Black culture through Reconstruction and Jim Crow, the artistic innovations of the Harlem Renaissance, the activism of the Civil Rights Movement, and contemporary reflections on race and identity. Authors studied may include Frederick Douglass, Nella Larsen, James Baldwin, Toni Morrison, Jesmyn Ward, and others, complemented by art, music, and film from these eras. Through this course, students will expand their understanding of the nation’s history, its ongoing struggles, and their own roles in fostering change. This course includes a required place-based learning experience that allows students to engage directly with the people, environments, and ideas explored in the curriculum. Participation in the trip is an essential component of the course and involves an additional program fee; however, the cost of the trip should not deter any student from enrolling in the course. KO will support students who need financial assistance.

English 6: Literatures of Climate Change

Over the last fifty years, our understanding of the existential threat posed by climate change has increased rapidly. As the dangers of higher temperatures, disrupted rainfall cycles, rising sea levels, desertification, and climate-induced dislocation have become more prominent, scientists and politicians have sounded the alarm bells. Writers, artists, and filmmakers have also responded, building climate change into their works as both background context and also as a major theme. In this course, we will investigate the ways that writers, scientists, and artists have addressed the growing threat of climate change, as well as how citizens are addressing this issue through their local government. How do artists, scientists, and civic leaders convey the dangers of climate change, and which approaches are best at sparking change? We will work closely with Sustainable West Hartford, a town committee focused on climate change, and take action alongside them, collaborating to spread the word about climate concerns and to promote local change.

English 6: Meddling with Mystery: The Art and Impact of Mystery Narratives (Fall)

Nothing reaches up from the page or out from the screen and pulls us in like a good mystery. Whether we’re playing detective alongside clever and courageous characters, or we’re just spectators for the thrilling discoveries along the way, mysteries have a unique capacity to engage us as readers and audience members. They give us intriguing and paradoxical feelings of control and helplessness, at times leading us to solutions through reason, and at other times forcing us to relinquish that control in the face of events we are unable or unwilling to explain. These complicated and powerful feelings are part of what keeps us revisiting the mystery genre, furiously flipping through thrillers at the airport or sitting down to watch the thousandth episode of a popular procedural crime drama. In this elective, we’ll examine the many ways in which mysteries in literature, film, and popular culture move audiences and play into their values, fears, and desires. We’ll explore mystery narratives from Doyle, Christie, Poe, Howzell Hall, and Braithwaite, TV shows like Scooby Doo, Where Are You! and Criminal Minds, as well as examples from the true crime genre. Additionally, we’ll focus on the storytelling elements and strategies that produce the impact that mysteries have on their audiences. The class will examine mystery narratives analytically, but there will be opportunities for students to explore the themes and tropes of the genre creatively as well, including a final project that will ask students to engage their classmates with a mystery narrative they have researched or produced themselves.

English 6 : New York Stories: The Dream, The Grit, and The Grind (Fall)

A global metropolis of eight million people, New York has some stories to tell! Denizens of the self-proclaimed “greatest city in the world '' all striving for something: purpose, fame, success, love, etc. Of all the qualities New York demands

of its citizens, grit is arguably the most vital. Despite such long odds, what draws people to “the city” is the promise of achievement. Over the course of the semester, this class will read stories from notable eras in New York’s history, ranging from the Gilded Age to today. We’ll explore the Harlem Renaissance, Beat poets of the 1950s, pop-culture in the 1980s, the devastating attacks on Sept. 11, and the incalculable impact of the coronavirus pandemic. Students will also attend a field trip to New York City in the fall. Past trips included visits to Broadway, walking tours of the West Village, and a trip to the 9/11 Memorial and Museum.

Through short selections by O. Henry, Jacob Riis, James Baldwin, Joan Didion, Jay McInerney, Zadie Smith, Colson Whitehead, and N.K Jemisin (to name a few!), we’ll discover the ways that the New York grind can either wear you down or build you up. After all, if you can make it there, you can make it anywhere!

English 6: Symposium Seminar Honors

This course studies the work of a renowned living author and his or her life and literary environment. It also examines the critical assessment of the author’s work and those writers who influenced his or her style and focus. Independent discussion, extensive writing, and peer teaching are fundamental to the course as a means for developing a mature understanding of the symposium author.

The course culminates with the author’s visit to the School as part of the annual Warren Baird English Symposium. Students meet with the author and participate in a master class, both rich opportunities to question and discuss with the author the careful and thorough perspectives that they have developed in their semester’s study. Designed for those students who have excelled in their study of English and have the passion and curiosity to explore a single author for the semester, admission to this course is by application only.

English 6: What Does It Mean? (Fall)

Have you ever read or watched something entirely bizarre that left you wondering…what does it mean? This semester elective invites students to confront, grapple with, and overcome the abstract symbols, themes, and stylistic choices that writers and filmmakers throw our way: those strange, indefinite qualities that make stories so wonderful and fascinating. As an audience, we’ll examine how symbols work in mediums of storytelling both written and visual, and wrestle them from nebulous to accessible.

Through our study of two novellas - Home by Toni Morrison and Metamorphosis by Franz Kafka - we will examine how authors try, in Morrison’s words, to “write less, that means more, that says more.” We’ll take our analytical skills to visual mediums both short and long as we dissect music videos, films, and streaming series as modes of storytelling and social commentary (think Childish Gambino’s This is America; Jordan Peele’s Get Out; and episodes of Charlie Brooker’s Black Mirror.)

Throughout the semester, we’ll develop our own interpretations of complex and layered stories, all while examining how artists’ choices may seem strange and confusing on the surface but are actually purposeful and entirely comprehensible,

with the curiosity and determination to make them make sense. This course was offered in Spring 2024 under the title Both Wonderful and Strange: Confronting Abstraction in Literature and Film. Students who have already taken that course are not able to register for this one.

SPRING SENIOR ELECTIVES

English 6: The Happiness Class (Spring)

In the comic strip “Peanuts,” Lucy Van Pelt expressed, “Happiness is a warm puppy,” implying some of the simplest things bring us joy: love and companionship. What is your version of happiness? What can we learn from literature and reflection about our own happiness? In this course, students will listen to episodes of the podcast The Happiness Lab, created by Yale professor Dr. Laurie Santos. As we explore this series on the science of happiness, we will read accompanying short texts essays, odes, expressions of praise and gratitude, and various other works that align with the podcast thematically. In addition to class discussions, students will write informal reflective journals, craft original poetry, and complete a project responding to a text of their choice.

English 6: Know Yourself: Literature and Psychology (Spring)

How well do you know yourself? In this elective, we will engage with this important topic of self-knowledge from two distinct vantage points: literature and psychology. We will work through several key questions of identity: for example, how much do we deceive ourselves about who we are? How much are we changed by how others perceive us? How well do we communicate who we are to others? What are the best ways to figure out who we really are? For each question, we will examine literary examples, including short stories and excerpts from novels by Jhumpa Lahiri, Virginia Woolf, Jamaica Kincaid, and David Sedaris, among others; we will also seek psychological insights from the Prisoner’s Dilemma, The Stanford Prison experiment, the Turing Test, and various other studies. Further, we will challenge ourselves with reflective exercises that get us thinking about how these questions apply to our own lives. These conversations will culminate in a public art exhibition: students will produce art pieces that reflect key principles from the course and share these pieces with the wider community.

English 6: Life Is a Dream: Magical Realism, Past and Present (Spring)

Born out of the need to describe the head-scratching contradictions, moving tragedies, and boundless ridiculousness of our human experiences as we move through the world, the literary genre of magical realism gives us stories that help us put words to what might otherwise leave us speechless. It pushes the reader outside the box, daring us to reimagine what we too often see as set in stone (and isn’t that

one of the main reasons why we engage with literature in the first place?). In this class, we’ll explore magical realist stories that twist our perspectives on this weird and wonderful world we live in, from the genre’s Latin American roots in the 20th century to its many different iterations today. The class will dive into short stories, along with scenes from film and TV, to address a wide variety of narratives from the genre. From Rulfo, García Márquez, and Allende, to Murakami, Erdrich, Russell, Liu, and Link, to Miyazaki and Burton, we’ll examine both the innovative storytelling elements and the empathetic reframing of real-world situations that these creators and their stories are celebrated for. As we read and watch these works critically, picking apart their metaphors and otherworldly twists, we will also consider what goes into creating a magical realist work of our own and walking the fine line between the fantastical and the relatable.

English 6: Novels and Their Film Adaptations ( Spring)

Is the book always better than the movie? What makes an adaptation truly successful sticking to the plot or capturing something deeper? This course dives into the fascinating process of transforming novels into films by exploring the creative choices, challenges, and industry pressures that shape what we see on screen. Through the lens of mind-bending stories like Jonathan Nolan’s “Memento Mori”, Chuck Palahniuk’s Fight Club, and Ted Chiang’s Story of Your Life, we’ll analyze what gets changed, what gets left behind, and why. How much artistic freedom is too much? Does Hollywood prioritize storytelling or marketability? And what happens when an adaptation outshines its source material? We’ll dissect stories, critique films, and uncover what makes an adaptation work (or fail).

English 6: Podcasts: Audio Stories for the 21st Century (Spring)

“Serial.” “This American Life.” “Dr. Death.” “Radiolab.” “The Daily.” “Stuff You Should Know.” “S-Town.” “Planet Money.” “Ted Talks Daily.” “Pod Save America.” With the over 1.75 million podcasts currently being produced, there’s something for everyone. Back in 2006, only 22% of adults in the US were aware of podcasting, but in 2020, most adults listen to podcasts, and by 2023, it is estimated that the number of podcast listeners will surpass 160 million. We’re living in the Golden Age of podcasting. This course allows students to sample different podcasts while also providing them the opportunity to create their own. Students will listen to a variety of different styles of podcasts, taking careful note of the scripting, organization, mixing, and editing that goes into each one before they decide on a topic of their own and work in groups to research, script, outline, record, and edit their own podcast.

English 6: Rewriting History (Spring)

In this class, students will have the opportunity to explore their creative writing skills and emulate authors like Ransom Riggs and W.G. Sebald. Students will have the opportunity to peruse photographs that have been abandoned or have lost their story and create new narratives for them. Similar to the process Ransom Riggs used while writing his famous book Miss Peregrine’s Home for Peculiar Children, students will select photos collected at various flea markets and put them together to create a new story for these images. Students will learn how to construct a compelling story through many different exercises on description, dialogue, and character creation. The end goal will be a polished short story based on one or multiple photographs that will be published as a collection alongside the images.

English 6: Witch Hunt: A Generational Reckoning (Spring)

Since its 1953 Broadway premiere, Arthur Miller's The Crucible has stood as a cornerstone of American drama, credited with popularizing "witch hunt" as a term for baseless, politically motivated persecution. Miller's portrayal of John Proctor as a flawed but ultimately noble man has resonated across generations - both as a timeless meditation on accusation set during the late 17th century Salem Witch Trials, and as an allegory for McCarthyism (Miller himself was blacklisted in 1957). But what if we've been wrong about who deserves our sympathy? In the wake of the #MeToo movement, female playwrights Sarah Ruhl and Kimberly Belflower have offered provocative counterarguments in Becky Nurse of Salem (2019) and John Proctor is the Villain (2022). All three of these Salem-adjacent plays grapple with accusation, guilt, and moral authority. But, they do so from fundamentally different vantage points: a male protagonist circa 1692 imagined by a male playwright in the 1950s comes up against decidedly third and fourth wave feminist protagonists in Ruhl and Belflower’s works. These contemporary playwrights challenge us to ask: what if the women we dismissed as hysterical accusers - or tragic victims - had their own complex truths to tell?

This course examines how successive generations interrogate the narratives they inherit. As we move between these three texts, we'll consider: How does context shape interpretation? How do we hold multiple contradictory stories to all be true? And perhaps most importantly: what do we owe to those whose stories have been silenced, rewritten, or told only through others' eyes? In scrutinizing the characters at the center of the "witch hunt" across generations, we explore the ongoing human struggle for power, voice, and vindication - a struggle that feels urgently contemporary.

ENGLISH ELECTIVES

Journalism I (Fall, Spring)

Journalism is not simply a mode of writing; it is also a mode of thinking. In addition to introducing students to the writing techniques integral to news, feature and sports writing as well as opinion and review writing, this course trains them in the more abstract observation and thinking skills required to identify news when it happens. The hope is that students gain a new perspective on their writing and critical thinking skills while wrestling with the accuracy, objectivity, and responsibility to an audience that characterizes solid journalism. Students can expect regular article assignments, style quizzes to train them as editors, and occasional readings from contemporary publications. The course is a prerequisite for a staff position on the KO News. This course, an elective offered outside the required English curriculum, is open to students in Forms 3-5.

The Art of Watching Film (Spring)

Not only is there an art to making films, but there is also an art to watching films and speaking critically about them, which students will discover through viewing a wide variety of movies. Students will sharpen their powers of observation and develop the skills and habits of perceptive watching as they begin to see films – and the artistry behind them – in a new way. We will view a range of clips that showcase the various aspects of film (fictional and dramatic elements, visual design, cinematography and special visual effects, editing, color, sound effects and dialogue, and score) and then explore a full film as a class before collaborating on a film festival, open to the KO community. Open to students in Forms 4 and 5.

SCIENCE

No human endeavor has been as successful as the scientific method. The spirit of innovation may be a natural consequence of the complexity originating in the nervous system, but the substantial progress in every field of modern science is rooted in a sturdy, globally accepted design. Our courses are structured to grant each student access to the foundational principles of the scientific process. Our excellent facilities, infused with natural light, provide optimum conditions for inquiry and the development of an evidence-based perspective of modern science.

>>MIDDLE SCHOOL

Upper Prep Science: Life Science

This course introduces students to the concepts and skills of a biologist while developing solid scholarly habits. While honing their observation and inquiry skills, we begin the year by defining the characteristics of life. The ultimate goal of this course is to engage and excite students about the world around them, from seemingly invisible, microscopic life to the human body. During the microscopic portion of the year, students learn about the structure and function of the cell, how materials move in and out of the cell, DNA, and genetics. The compound light microscope is an integral part of the course. They use their own cheek cells and Elodea cells to compare and contrast plant and animal cells. Students understand the hierarchy of life within the biosphere and their own bodies as we explore how human body systems operate independently and cooperatively. Students will examine adaptations, heredity, photosynthesis, and body systems. All areas of study are done through scientific inquiry, hands-on engagement, and project-based learning as students gain experience with taxonomy, data collection, and communication.

Form 1 Science: Earth Science

This course examines the dynamic nature of Earth, focusing on the interactions between its systems and cycles. Through this foundation, students will analyze these interactions' positive and negative impacts. The Form 1 Science curriculum is structured around the central theme of inquiry, guiding students in exploring four fundamental questions in Earth Science. Students will investigate how human activities have influenced various aspects of Earth's geography and chemistry, and how atmospheric conditions contribute to the shaping of Earth's surface and the existence of life. Additionally, they will examine the planet's evolution over geological time and explore predictions regarding its future. Furthermore, the course will analyze the role of scientific advancements and engineering innovations in enhancing the exploration and understanding of Earth's systems. By investigating these core concepts, students will develop a deeper comprehension of Earth's processes and the role of scientific inquiry in understanding environmental change.

Form 2 Science: Introduction to Physical Science

This course introduces students to the foundational concepts of physical science through an integrated study of chemistry and physics. The year begins with an exploration of scientific measurement, data analysis, and laboratory skills, emphasizing accuracy, precision, and appropriate tool use. Students then investigate the properties of matter and the organization of the periodic table by examining and analyzing known and unknown substances, using patterns in data to draw evidencebased conclusions. This leads into an exploration of atomic structure, where students develop and use models to explain how the arrangement of atoms and molecules drives the physical and chemical properties of matter, including how substances interact and change during chemical reactions. Building on their understanding of matter, students apply mathematical thinking as they investigate force, motion, and energy. Students will analyze how objects interact, how energy is transferred and conserved, and how these principles govern the behavior of matter at larger scales using Newton's Laws. Students finish the year equipped with the laboratory skills, scientific practices, and analytical thinking needed for success in future science coursework at the high school level.

>>UPPER SCHOOL

Environmental Science: A Changing Earth

This course employs an emphasis on the influence of anthropogenic activities on Earth, ecosystems, and populations. It is characterized by dynamic instructional and experimental methods to guide students toward learning about ecological, environmental, and evolutionary principles, interactions, and trends. Basic biological, physical, and chemical concepts are employed to support environmental topics throughout the year. Students are initially engaged with the study of ecology: interactions between living and nonliving components, local to global patterns that control those interactions on both long and short timescales. We explore how

seasonality results from the tilt of the Earth’s axis, as expressed in global and predictable patterns of temperature and water availability in biomes. The class continues with an exploration of food, nutrient cycles, and energy flow. Practical application of introductory concepts, along with experimental evidence, promotes an ongoing local investigation of the KO campus and the surrounding area. Additional experimentation and exposure to new concepts allow students to consider how ecological principles are revealed in our immediate environment and how KO might improve its environmental impact through modification of its existing food and energy-related practices and programs. Building upon this foundation, students are encouraged to broaden the scope of their investigations to further analyze global cycles and environmental trends in the context of the distant past and compare them with recent, or current conditions. Students are encouraged and guided to evaluate the environment as an ever-changing entity due to natural and anthropogenic forces on our landscape through continuous exploration of local ecosystems throughout the academic year. Students have the opportunity to earn an honors designation for this course by completing additional work and demonstrating independent inquiry, data analysis, and deep conceptual understanding. Open to students in Form 3.

Biology

This laboratory-based course offers an in-depth exploration of the living world through hands-on activities, experiments, and field trips. Students will investigate the key topics that govern life itself, including chemistry, cells and cellular components, genetics, evolution, anatomy, and ecology. Students will come away from this course with a deeper understanding of the skills needed to sustain and preserve the irreplaceable biological systems that make up our planet. This course combines traditional learning methods, such as note-taking, with interactive activities and dissections that foster a deeper understanding of the many facets of the living world while developing essential scientific skills. This class provides a dynamic and engaging foundation in biology. Open to students in Form 4.

Biology Honors

Much of this course employs an expansion of the contextual framework used to introduce the basic biological processes listed in the description of the foundational Biology course (see above). Students in the Biology Honors course should expect to cover topics in greater depth and/or a faster pace, with a greater emphasis on conceptual application and analysis, through writing, laboratory projects, and tests. Formal lab reports are modeled after the style associated with scientific journals. In the Honors sequence, a more detailed exploration of biochemistry is utilized to highlight cell physiology and molecular biology, including the important relationship between cellular respiration and photosynthesis. This objective reflects the current trends in modern scientific research, especially within the realm of genetics and gene expression. All chemical, biological, and physical properties are viewed within the framework of evolution, adaptation, and natural selection throughout the school year. Open to students in Form 4 with departmental approval.

Chemistry

Chemistry is a full-year lab-based course that focuses on conceptual understanding, reasoning, inquiry, and critical thinking. Throughout the year, students learn how to develop, evaluate, and modify models based on data and observations they collect from simple experiments. They practice communicating their ideas through class discussions, informal whiteboard presentations, as both short and more expansive (formal) lab reports. Students represent their ideas in a variety of ways, including graphically, mathematically, and diagrammatically. The content is organized chronologically around the evolution of the particle theory of matter. This sequence emphasizes the relations between concepts and allows students to follow the timeline of scientific discovery and the development of the atomic model. Students’ devices are used for a variety of applications such as online simulations or to collect and display experiment data from digital probes to help enhance students’ critical thinking and analytical skills. Open to students in Forms 5-6. Prerequisite: Algebra 1.

Chemistry Honors

This lab course begins with a standard spectrum of topics associated with a general chemistry course. Students taking chemistry at the honors level should be prepared to study curricular material with attention to detail and quantitative reasoning. They are expected to be comfortable with frequent use of algebra to allow a mathematical methodology for study of chemical concepts. The atomic theory serves as the basis for initial inquiry into the study of matter. This is followed by exposure to types of chemical reactions, stoichiometry, thermochemistry, and the gas laws. Reaction kinetics, equilibrium, and acid-base chemistry are also covered. Students complete homework reading, homework problems, and practice worksheets independently. The laboratory requirement is more expansive and quantitatively oriented compared to the lab activities in the general chemistry program. Open to students in Forms 5-6. Prerequisites: Algebra 2 (can be concurrent) and department approval.

Physics

This introductory, year-long physics course combines theoretical and hands-on approaches to the study of physical phenomena. Students will experience a scaffolded approach to the study of motion, forces, momentum, and energy. Through continuous mathematical and conceptual problem-solving, students practice and hone their developing physics skills. Group investigations and projects deepen understanding and provide insight into the challenges and rewards of the design process. This course is open to students in Forms 5-6. Prerequisites: Algebra 2 either completed or taken concurrently.

AP ® Biology

The AP® Biology program follows a sequence that is similar to a first-year college biology curriculum with special attention to the four “Big Ideas” identified by the College Board, including the premise that evolution is the central theme that anchors the study of biology. A list of these ideas can be found on the College Board website. The sequence includes coverage of eight major content units, designed to cultivate an understanding of cellular processes, energy and communication, genetics and heredity, information transfer, ecology, and species interactions. Substantial time is allotted to the study of heredity and gene expression, which mirrors the current expansion of biological information and published research in our time. Some quantitative ability is required, as activities based upon inquiry will utilize formulas and mathematical calculations. Considerable abstract and conceptual reasoning, along with extra time for substantial independent study of unit topics, is a precondition for enrollment in AP® Biology. Lab exercises are chosen from a collection of investigations approved by the College Board. These are designed to promote the development of skills with data collection, graph analysis, and formation of hypotheses. Students enrolled in this course must take the Advanced Placement® Biology Examination in May. Open to students in Forms 4-6. Prerequisites: Biology and Chemistry and/or department approval.

AP ® Chemistry

This lab-based course follows a typical first-year college curriculum in inorganic chemistry. While intended to be a second chemistry course, it may be taken, with permission, by students with no chemistry background. Designed to prepare students for the Advanced Placement® Examination, they explore the five “Big Ideas” identified by the College Board by first previewing the concepts using “the flipped classroom” approach or using guided-inquiry collaborative activities and interactive computer simulations. Students then apply those concepts in solving both quantitative and conceptual AP® exam-style problems. In addition, students engage in substantially more independent laboratory work and apply increasingly complex quantitative reasoning and analytical skills to writing their lab reports. Students enrolled in this course must take the Advanced Placement® Chemistry Exam in May. Open to students in Forms 5-6. Prerequisites: Pre-calculus (can be taken concurrently), and/or department approval.

AP ® Environmental Science

The goal of the AP® Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. By its nature environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the

study of environmental science. Topics will include energy flow in the environment, geochemical cycles, population ecology, and biodiversity. This is a lab science that will require some outdoor landscape investigations and field studies. Students enrolled in this course must take the Advanced Placement® Environmental Science Examination in May. Open to students in Forms 3-6. Prerequisite: Environmental Science or department approval.

AP ® Physics 1

An introductory, college-level course, AP® Physics 1 is an algebra and trigonometrybased exploration of kinematics (motion), dynamics (forces), circular motion and gravitation, energy, momentum, simple harmonics, rotational motion, mechanical waves, electrostatics, and DC circuits. By bringing together fundamental scientific principles with theories of physics, the course encourages students to consider physics concepts as pieces of a puzzle, and this puzzle ultimately reveals how the world really works. Students participate in labs and inquiry-based explorations of these topics to gain a thorough conceptual understanding. While students have access to all the necessary formulas, their effort is directed toward developing critical thinking and reasoning skills. Students taking AP® Physics 1 should have completed geometry and precalculus. All enrolled students will take the Physics 1 Advanced Placement® exam in May. Prerequisite: department approval.

AP ® Physics C: Mechanics

AP® Physics C: Mechanics is a college-level, calculus-based course that explores kinematics, dynamics, momentum, energy, oscillations, and gravitation. Through inquiry-based explorations, students develop experimental procedures, collect data, and analyze results by applying their growing course skills. Less time is spent using traditional formula-based learning in order to hone students’ critical thinking and reasoning skills. Students enrolled in this course must take the AP® Physics C: Mechanics exam in May. Prerequisite: AP® Calculus either completed or taken concurrently and department approval. Students who have taken AP® Physics 1 may not enroll in this course.

IMPACT: Cancer Research in Action (Year)

Lung cancer is the leading cause of death worldwide; three hundred and sixty people die from lung cancer in the United States every day. Screening saves lives, but only one in five eligible adults are screened for lung cancer. This advanced interdisciplinary course examines the biology, treatment, and sociology of cancer, utilizing lung cancer as a central case study. Students will explore the cellular and genetic mechanisms of cancer; social determinants of health and risk factors; clinical perspectives, including surgical and non-surgical treatments; and the patient experience. In partnership with UConn Health Farmington, students will gain firsthand exposure to the many facets of diagnosing, treating, and surviving cancer. Students will support UConn Health’s strategic goals in a design competition where they will develop and execute projects aimed at increasing lung cancer screening rates in the greater Hartford community, with a direct effect on patient outcomes. Open to students who have taken Biology and Chemistry or who have taken Biology and are enrolled concurrently in Chemistry, with department approval.

Marine Biology (Year)

This laboratory-based course explores life of the marine world through hands-on activities, experiments, and field trips. The critical components of marine life will be studied further through interactions between themselves, their environment, and humans. This class will focus on growth, behavior, reproduction, and migration of marine algae, plankton, invertebrates, and vertebrates. Frequent dissections will compel students to understand the scientific processes and build scientific critical thinking skills in a hands-on environment. Mathematical models will be implemented to analyze and navigate the fields of aquaculture, aquaponics, and sustainability. Students will come away from this course with a deeper understanding of the skills needed to sustain and preserve the irreplaceable marine systems that make up our planet. Open to students in Forms 4-6 Prerequisite: Biology.

Human Anatomy and Physiology (Fall)

This course offers a comprehensive exploration of the human body, blending scientific inquiry with hands-on clinical application. Students will journey through four major units from the fundamental Hierarchy of Structure and Medical Terminology to the complex mechanics of the Respiratory, Circulatory, and Reproductive systems. Central to the curriculum is the principle of "Form Fits Function," where learners examine how anatomical structures dictate physiological processes and how disruptions in these systems lead to pathophysiology. Theoretical knowledge is brought to life through a sequence of intensive laboratory experiences, including dissections of chicken wings, hearts, and fetal pigs, designed to hone technical precision and observational skills. Beyond traditional science, this course emphasizes creative writing through the development of clinical case studies, requiring students to synthesize background information, diagnostic tests, and evidence-based treatments into compelling medical narratives. Open to all students in Forms 5 and 6.

Psychology: The Brain and Behavior (Fall)

Ever wonder how the brain works? Or why we remember some things and not others? Or how we learn? The Brain and Behavior is an introduction to the scientific study of human behavior. In this course, students learn how a psychological perspective provides insight into human behaviors. They read various theoretical perspectives, learn to employ research methods that allow them to become knowledgeable readers of psychological research, and run experiments to test their hypotheses and analyze their findings.

The goal is for students to be able to think critically about topics in psychology. Topics include the brain - anatomy and function, behavior, memory, learning, and sleep. Open to students in Forms 4-6.

Astronomy (Spring)

This one-semester course provides an overview of the structure, beauty, and wonder of the universe. Emphasis will be on what we see in the night sky from our perspective on Earth, what we understand about these objects, and the historical and scientific development of that knowledge. Other topics include the structure of the universe beyond our visual perception; including the origin and fate of astronomical objects, the types of stars and their life cycles, and recent discoveries made by sophisticated detection methods. Students will learn to observe and understand celestial motions, bodies of the Solar System, and the properties of light that bring us this information; and the properties of stars, galaxies, and other objects and phenomena of the observable universe. Open to students in Forms 3-6.

IMPACT Cultivating Change: Pollinators, Gardening, and Sustainable Living (Spring)

How You Learn: The Science of Your Brain (Spring)

This semester-long elective explores how learning happens by integrating the biology and psychology underlying how the brain acquires, processes, and retains information. Students examine the structure and function of the brain and investigate how behavior, sleep, memory, and attention shape learning across academic, athletic, and extracurricular contexts. With an emphasis on selfapplication, students use themselves as case studies analyzing their own habits, strategies, and experiences to better understand what helps them learn most effectively. By the end of the course, students will develop a personalized, researchinformed toolkit they can apply to future coursework and lifelong learning. Open to students in Forms 3 and 4.

Psychology: Thoughts, Emotions, and Personality (Spring)

Ever wonder why we express certain emotions the way we do? Or what influences our personality? Or how groups can affect an individual’s behavior? Thoughts, Emotions, and Personality serves as an introduction to mental processes. In this course, students will understand how a psychological perspective provides insight into emotions and personality. They read various theoretical perspectives, learn to employ research methods that allow them to become knowledgeable readers of psychological research, and run experiments to test their hypotheses and analyze their findings. The goal is for students to be able to think critically about topics in psychology. Topics include motivation, stress, theories of personality, and abnormal and social psychology. Open to students in Forms 4-6.

Genetics

This course provides an overview of major and timely topics in genetics, providing students with a broad-based, fundamental understanding of genetics. Following a review of inheritance patterns, the structure of DNA, and other hereditary topics introduced during exposure to introductory biology, the aim of this course considers selected challenges and issues currently being addressed in genetics. This course will focus on concepts such as genomics, the application of statistical analysis to genetic outcomes, the role of mutation, gene expression, cloning, and gene editing with the Crispr-cas9 therapy. Students will learn how PCR technology (which has been used in COVID testing) can be useful to forensic science and other disciplines. The course will consist of labs, projects such as gel electrophoresis, and many more hands-on activities to help students see through the eyes of a genetics investigator. This course is open to students in Form 5 or 6 with a prerequisite biology course. This course will not be offered in 2026-2027.

Human Anatomy and Physiology 2

This course is designed as an extension to Human Anatomy and Physiology I. Students will learn more advanced physiology topics including the neural and hormonal control of and connections between digestion, excretion, and reproduction. Much like Human Anatomy and Physiology I, emphasis will once again be placed on levels of organization, structure and function, homeostatic processes, and integration of systems. Our discussions will center around case studies, whereby a particular disorder or disease will shed light on the connection between systems of multiple life-sustaining processes. We will end with a fetal pig dissection and a cumulative project regarding a public health issue of the student’s choosing. Open to students in Forms 5-6. Prerequisite: Human Anatomy and Physiology I. This course will not be offered in 2026-2027.

Introduction to Biomedical Science (Fall)

This is an advanced course that represents a reintroduction to human biology and the science of medicine, drawing upon basic biological and chemical concepts to explore the intricate anatomical and physiological mechanisms underlying the human immune system as it relates to infectious disease. Throughout the course, students will be presented with information focused on various types of pathogens, especially bacterial and viral examples. Current topics in medicine, such as the function and efficacy of vaccination, will be addressed as the complexity of immunity unfolds throughout the semester. Outreach to medical professionals is also a goal of this course. Students will be engaged in many laboratory activities associated with medical studies, including the ability to culture and stain types of bacteria, hematology, and the use of gel electrophoresis to simulate investigations of viral epidemics. Final projects include a detailed activity that utilizes the investigative techniques learned early in the course to diagnose an infectious agent in a simulated case study as well as a research project on one type of infectious disease. Open to all students in Forms 5 and 6. Open to students who have taken Biology and Chemistry or

who have taken Biology and are enrolled concurrently in Chemistry. This course will not be offered in 2026-2027.

The Science of Climate Change

The Science of Climate Change allows students to become acquainted with the scientific basis for climate change, differences between weather and climate, and the ability to distinguish between anthropogenic and natural sources of variation in climate patterns. Students will be introduced to the materials and methods that allow scientists to explain how we know climate is and has been changing and how they model the future and reconstruct the past. At the conclusion of the course, students should be able to understand why it is so difficult, due to the number of variables involved, to address climate change on the global scale. This class will highlight areas in which the science of climate change intersects topics related to history, math, engineering, and English. Students will be given the opportunity to explore local and global issues related to a changing climate, adaptation strategies, and challenges. Coursework consists of primary readings from scientific literature, summaries from policymakers as well as insight into the methods in which climate science is communicated to the public. Students will be encouraged to take a critical view of those sources and evaluate them through a scientific lens. Evaluations are based on independent, research-based projects in the realm of science communication and/or advocacy, presentations, labs, and writing assignments. Open to students in Forms 4 through 6. This course will not be offered in 2026-2027.

MATHEMATICS

Mathematics is a discipline with broad applicability throughout the natural and social sciences: Whether we are modeling climate change, forecasting financial markets, or securing Internet sites, we are using math. Yet there is also a more subtle beauty in mathematics: an elegance arising from its interconnectedness and simplicity.

We strive to develop logical, creative-thinking students who can apply technology and handson techniques to real-world and abstract problems. Our learning environment fosters active participation, self-discipline, and perseverance.

Our program begins in the Middle School, where math is presented as an active and exciting subject. Working in groups, in pairs or alone, students explore a problem-centered curriculum; how to observe relationships and patterns in complex sets of data; and learn that asking "why" and "how" leads to deep understanding of the material.

In the Upper School, students continue to strengthen their reasoning skills and their ability to manipulate and apply mathematical concepts. After completing geometry and two years of algebra, students will take courses from a rigorous curriculum that includes Precalculus, Calculus, Statistics, and Computer Science, with AP® options in Calculus, Statistics, and Computer Science.

>>MIDDLE SCHOOL

Upper Prep Mathematics

In Upper Prep Mathematics, students are asked to look for patterns, estimate, comprehend data, reason, and problem-solve. Students interact with teachers to do hands-on, rich experiments and must be prepared to be part of an active learning process. Working in pairs, in larger groups, and on their own to discover new methods of solving problems, students deepen their understanding of mathematics. They are often asked to justify their answers and thoughts. “How?”, “Why?” and “What if?” are just as common as “What is the answer?”

Students learn how to discuss, conjecture, validate, generalize, extend, connect, document, and communicate. As a result, students develop a deep understanding of concepts and the inclination and ability to reason and make sense of new situations, including applications to the real world through the KO and local communities. Students learn about algebra, geometry, measurement, number, and operations. There is an emphasis on making meaning of the relationships between numbers and being able to connect key concepts and big ideas. Curriculum is integrated so that Upper Prep students understand and recognize the correlation between different topics in mathematics. In order to be successful, Upper Prep students are expected to have a working knowledge of basic facts.

Form 1 Mathematics

This course builds on the foundation established in Upper Prep mathematics, adding a more in-depth look at topics important in understanding algebra and numbers.

Students extend their understanding of proportional reasoning while developing concepts of congruence and mathematical similarity. They are encouraged to explore why mathematical procedures work and to discover rules for operating with integers, three-dimensional geometry, and foundational algebraic processes. Students also review rational numbers and how to use them to make comparisons.

A significant portion of the course focuses on the investigation of linear relationships. Students learn to transform and manipulate all four modalities of linear functions: the contextual problem, the numeric table, the coordinate graph, and the algebraic equation. Students apply all of these skills to problem solve. Students are expected to build on and connect to prior knowledge to build deeper understanding and new insights. This course does all of this through a pre-algebra lens. Students in this course will advance to Algebra 1 Standard or Algebra 1 Accelerated based on a combination of their ability to work independently and advocate for themselves, as well as their academic success with the Form 1 curriculum, among other factors.

Algebra 1 Standard

This Form 2 course begins the formal study of algebra. Standard algebra topics are covered, such as multi-step equation solving, simplifying expressions using rules of exponents and properties of real numbers, linear and inverse variation functions, and quadratic patterns. Students further strengthen their ability to connect different models to the various functions we explore. Additionally, students develop an understanding of rational and irrational square roots. Students connect types of functions and contextual situations (including those in which systems of equations are applied), and they are expected to be able to interpret each situation and understand the relationships among them. They then use these skills to solve problems, make predictions, and defend their reasoning. All the while, students continue to solidify arithmetic skills, improve numerical literacy, sharpen critical thinking and problem solving, and develop mathematical study skills. The course reinforces self-advocacy and self-awareness to further evolve as an independent learner. This course continues at a similar level and pace as the Form 1 and Upper Prep math courses. Students in this course who have attained a B- average or above, combined with the teacher’s recommendation, will be advanced to Geometry.

Algebra 1 Accelerated

Algebra 1 builds on the algebraic topics developed in Form 1 Mathematics, with a significant increase in pace and expectation. This high-school level course focuses on linear, inverse variation, exponential, and quadratic functions. Students analyze the data tables, equations, and graphs to recognize the different functions according to their distinguishing features. The study of linear functions emphasizes solving equations in one variable and systems of equations in two variables, including inequalities. The quadratic portion of the course includes solving by factoring and the quadratic formula. In addition, the course includes the laws of exponents and the simplifying of radical and rational expressions. This course challenges students to discover and understand the why behind the how and to continue to develop their

fluency with mathematical vocabulary in the expression of their understanding. Algebra 1 Accelerated is designed for students who possess the necessary background, motivation, and intellectual development to handle the increased complexities of a demanding one-year Algebra 1 course. Upon successful completion of this course, students advance to Geometry or Honors Geometry.

>>UPPER SCHOOL

Algebra 1

Algebra 1 provides a formal, in-depth development of the algebraic skills and concepts necessary for students to succeed in subsequent courses. The key content involves writing, solving, and graphing linear and quadratic equations, including systems of two linear equations in two variables. Quadratic equations are solved by factoring, graphing, or applying the quadratic formula. The course also includes studying monomial and polynomial expressions, inequalities, functions, and exponents. Algebraic skills are applied in a wide variety of problem-solving situations. For many students this course is an extension of concepts that they’ve been introduced to in a previous course. Upon successful completion of this course students advance to Geometry.

Geometry

This Geometry course provides students with a thorough exposure to Euclidean geometry in two and three dimensions. Students analyze the fundamentals of geometry through properties, proofs, and arithmetic/algebraic problem solving. This course begins with an introduction to deductive reasoning and the development of logical arguments while uncovering properties of polygons, parallel lines, and perpendicular lines in the plane or in space. The Pythagorean Theorem and an introduction to right triangle trigonometry lay the foundation for the study of area of plane figures as well as the area and volume of solids in the spring. Upon successful completion of this course students continue their study of Algebra. Graphing calculators are required for this course.

Geometry Honors

This Honors Geometry course provides students with a rigorous exposure to Euclidean geometry in two and three dimensions. Students develop strong problemsolving skills using inductive and deductive reasoning. Students will be able to apply previously learned concepts to new situations by making connections between ideas and referring to past experiences. Basic spatial and physical definitions, as well as mathematical reasoning, are explored. This course focuses on an in-depth study of the properties, congruence, and relationships of lines, polygons, and circles. Area and volume as well as the relationships between them, are also studied. The goal of this course is to enable students to navigate through geometric problems, and to logically break down and solve them. Upon successful completion of this course, students advance to an appropriate level of Algebra 2. Department recommendation is required for this course. Graphing calculators are required for this course.

Algebra 2

Algebra 2 further explores the topics studied in Algebra 1, with a concentration on functions. Topics covered include inequalities, matrices, imaginary and complex numbers, conic sections, as well as radical, linear, quadratic, and polynomial functions, and rational expressions. There is a focus on solving problems as students work to solidify their skills in applying the properties of algebra. Proper justification and detail are stressed. An introduction to interpreting and understanding the connections between equations and graphs is explored. Upon successful completion of this course, students advance to Precalculus. Graphing calculators are required for this course.

Algebra 2 Honors

This honors-level course offers students a rigorous and in-depth exploration of functions and further builds upon the topics covered in Algebra 1. The course focuses on inequalities, systems of equations, imaginary and complex numbers, conic sections, and matrices, and the following families of functions: linear, quadratic, polynomial, rational, exponential, and logarithmic. Through an algebraic, numerical, and graphical approach, students learn to analyze functions and become familiar with their individual characteristics. Students are expected to be able to move quickly, have a strong math intuition, and have fluidity in computation. There is significant emphasis placed on solving sophisticated problems. Upon successful completion of this course, students advance to an appropriate level of Precalculus. Department recommendation is required for this course. Graphing calculators are required for this course.

Precalculus

This course expands upon the concepts studied in Algebra 2. It is designed for students who need to continue to develop their algebraic skills. The topics covered in this course include set notation, as well as linear, rational, polynomial functions, and

their graphs. Algebraic skills are used in a wide variety of applications. Additionally, students work to develop concrete problem-solving skills, to take ownership of their learning, and to read and interpret mathematical writing and notation. Advanced functions including exponential, logarithmic, and trigonometric functions, are introduced from an algebraic and graphical approach. This course provides students with a foundation for continued studies in Calculus or Statistics. Graphing calculators are required for this course.

Precalculus Honors

Precalculus Honors builds on the concepts learned in Algebra 2 with an increase in pace and expectation. The course begins with a study of functions and their properties, specifically exploring polynomial, rational, radical, logarithmic, exponential, and trigonometric. The major focus of this course is solving and graphing equations in each of these families of functions. Through a graphical, algebraic, and numeric approach, students will develop a conceptual understanding of problems and develop mathematical reasoning and problem-solving ability. Facility with Algebra 2 concepts, as well as the ability to think critically and apply reasoning skills, are essential characteristics of a successful Precalculus Honors student. This course provides students with a foundation for continued studies in Calculus, Statistics, or other quantitative courses in college. Department recommendation is required for this course. Graphing calculators are required for this course.

Precalculus Honors Accelerated

Precalculus Honors Accelerated builds on the topics mastered in Algebra 2 with a significant increase in pace and expectation. Students entering this course must have a solid number sense and strong math intuition. Also, they must be able to apply concepts quickly and be fluid in computation. This course studies different families of functions and their properties, including polynomial, rational, radical, logarithmic, exponential, and trigonometric functions. It explores advanced topics such as vectors, parametric equations, polar functions as well as their graphs, and sequences and series. The Calculus topics of limits, rate of change, and derivative rules are introduced. Through a graphical, algebraic, and analytical approach, students will develop a conceptual understanding of problems and mathematical reasoning. Mastering these skills will prepare students for continued studies in AP® Calculus AB or BC. Department recommendation is required for this course. Graphing calculators are required for this course.

Statistics

Statistics offers students an introduction to the concepts of statistics and probability. Topics include graphical displays of data, measures of central tendency and variability, the elements of experimental design and observational study, and the fundamentals of probability, random variables, probability distributions, confidence

intervals, hypothesis testing, and linear regression. This course focuses on the many applications of statistics in the natural and social sciences and makes use of the graphing calculator and the computer. This course is open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval. Graphing calculators are required for this course.

AP ® Statistics

This non-calculus based course encompasses the material covered in a first semester college-level statistics course. The conceptual themes that students are exposed to are exploratory analysis of data, planning an appropriate data-collection study, producing models using probability and simulation, and using statistical inference to guide conclusions. Students use statistical modeling tools to solve a variety of problems in economics, the physical and biological sciences, law, geography, and political science. Students enrolled in this course must take the Advanced Placement® Statistics Examination in May. The course makes extensive use of the graphing calculator. Department recommendation is required for this course. Graphing calculators are required for this course.

Calculus

This course covers many of the traditional topics of differential and integral calculus. Students begin the year with a review of families of functions and trigonometry before moving on to the study of limits, continuity, the derivative, the definite integral, and their many related applications in the social and natural sciences. Algebraic and problem-solving skills are reinforced throughout the year, preparing students for continued study of calculus in college. Precalculus is a prerequisite for this course, and department recommendation is required. Graphing calculators are required for this course.

AP ® Calculus AB

This course is designed to cover all of the material of the first semester of a college calculus course. It begins with topics in differential calculus, including limits, continuity, and techniques of differentiation, followed by applications of the derivative in problem solving. The second half of the course covers topics in integral calculus, beginning with Riemann sums and the Fundamental Theorem of Calculus, continuing with techniques of integration, and ending with the consideration of a range of applications of the integral. Students enrolled in this course must take the Advanced Placement® Calculus AB Examination in May. Department recommendation is required for this course. Graphing calculators are required for this course.

AP ® Calculus BC

This course is designed to cover all of the material of the first two semesters of a college calculus course. The focus is on the derivative, the integral, and their

applications, including maximum and minimum problems, velocity and acceleration, related rates, linear approximations, areas and volumes, and curve sketching. Students will study polynomial, rational, trigonometric, and exponential functions, as well as conic sections, parametric and polar equations. Separable differential equations and sequences and series are also part of the course. Students enrolled in this course must take the Advanced Placement® Calculus BC Examination in May. Department recommendation is required for this course. Graphing calculators are required for this course.

Multivariable Calculus Honors

The course begins with the study of vectors, lines, curves, and surfaces in three dimensions as well as partial derivatives and their applications, double and triple integrals and applications, and, time permitting, an introduction to line and surface integrals (Green’s, Gauss’, and Stokes’ theorems). The latter portion of the course includes a review of separable differential equations as well as an introduction to linear homogeneous and nonhomogeneous differential equations. The course integrates the study of mechanics, which students have covered in physics, with the application of calculus to physical concepts. This course is open to students who have successfully completed AP® Calculus BC. Department recommendation is required for this course. Graphing calculators are required for this course.

AP ® Computer Science

This is a year-long advanced level computer science course for those who have completed Introduction to Computer Science. Following the Advanced Placement® Computer Science A curriculum, the Java language is used to present “programming methodology with an emphasis on problem-solving and algorithm development.” It models a college-level, first-semester computer science course and includes an introduction to data structures and data abstraction. Students enrolled in this course must take the Advanced Placement® Computer Science A Examination in May. Department recommendation is required for this course.

IMPACT Financial Literacy and Applied Decision -

Making (Fall, Spring)

This course reimagines the traditional Introduction to Finance by merging the practical skills of personal finance with the psychology of behavioral economics and impact investing and ethics of social entrepreneurship. Students will become proficient in their abilities to analyze the psychological triggers and cognitive biases that influence financial decision-making, apply compound interest formulas to forecast long-term financial scenarios, evaluate investment opportunities not only by return on investment but by their social and environmental impact, and collaborate in teams to present data-driven financial strategies to local financial professionals. Students must be proficient in Algebra 2 and possess strong analytical skills. This course was offered in 2025 - 2026 under the name Introduction to Finance. Students who have taken that course are not able to register for this one This course is open to students in Forms 5-6.

Introduction to Computer Science (Fall)

This elective is an entry/intermediate-level computer programming course that introduces the basic principles of generating computer code with clarity and elegance. Classroom projects include textbook exercises, simple text-based gaming, fundamental graphics, and creating apps for Android Phones. Program structure, conditionals, looping, and style are presented in this course using Visual Basic. The course covers the fundamentals of using the OOP approach, including objects, classes, methods, data types, applications, and applet design. This coursework provides a possible lead into further studies in the Advanced Placement® Computer Science course. This course is open to students in Forms 3-6.

Introduction to Engineering (Fall)

This course focuses on the different facets of engineering. Students will complete projects throughout the semester for each of the different engineering categories. Topics will include civil and mechanical engineering. Students will be introduced to the engineering design method and focus on analyzing a problem, developing possible solutions to the problem, and prototype testing. Throughout this onesemester course, students will be challenged in ways that require consideration of materials available, functionality, and cost. After completing this class, students will have an idea of what it would be like to study engineering after high school. This course is open to students in Forms 4-6.

Advanced Computer Science: Algorithms and Artificial Intelligence (Spring)

This elective is an advanced-level programming course that allows students to explore algorithms and artificial intelligence using the Java programming language. During the first half of the course, students examine different methods of algorithm

design while also implementing some of their own algorithms to solve problems correctly and efficiently. In the second half of the course, students explore artificial intelligence and examine how machines can think like a human brain. They complete the course by creating apps for Android Phones. Throughout the semester, students design and work on individual programming projects under the guidance of the instructor. This course is open to students in Forms 3-6. Prerequisite: completion of Introduction to Computer Science or department approval.

Game Theory (Spring)

Games, in the mathematical sense, are all around us. Every decision made represents a choice among many possibilities, and game theory is the study of how humans make those choices. Most of the semester will be spent playing and discussing different types of games, such as sequential move games, simultaneous move games, zero-sum games, repeated games, and bidding games. In addition, topics such as dominant strategies, Nash equilibrium, mixed strategy equilibrium, and backwards induction will be studied. Game theory has wide applications across many disciplines as well as in daily life, so this course will make use of hands-on applications. This course will enhance the way students think about the world and will inspire them to make better, more rational decisions. This course is open to students in Forms 4-6 and students in Form 3 with department approval.

IMPACT Engineering Through Design (Spring)

This course introduces students to a fundamental aspect of engineering: the design process. Through hands-on projects, students will collaborate in teams to develop solutions to real-world problems. Each project will require students to consider the needs and perspectives of a client outside of our school community. Assessment will primarily be based on multiple oral presentations throughout the design process, allowing students to refine their communication skills and demonstrate their progress. Students will gain experience with key engineering design principles commonly found in an introductory college-level engineering course. By the end of the course, students will have strengthened their ability to work effectively in teams, communicate their ideas clearly, and apply a structured, strategic approach to problem-solving. This course is open to students in Forms 3-6.

HISTORY

“History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.”

Robert Penn Warren (1905-1989) American writer and teacher

As Professor Warren notes, history helps to tie us to our collective humanity, and during this very important chapter in our history, can there be a more important connection? Our students learn to appreciate as well as to critique historical events. To read mindfully, to write effectively, to think objectively, to research accurately, and to speak authoritatively: these are the goals we have for our students as they come to understand the past on their way to contributing to a bright future.

>>MIDDLE SCHOOL

Upper Prep: Geography and Culture

In this course, students learn to think like geographers by investigating how people, places, and environments are interconnected. Through inquiry, data analysis, and digital research tools, they examine how physical systems shape human activity and how human decisions transform the Earth. Using the United Nations Sustainable Development Goals as a guiding framework, students explore real-world challenges and develop the knowledge, empathy, and agency needed for responsible global citizenship in the twenty-first century. Students begin by building geographic literacy through the five themes of geography location, place, region, movement, and human-environment interaction. They then apply these concepts to contemporary and historical case studies across each major continent, evaluating global issues through multiple perspectives. Collaborative inquiry, independent research, presentations, and analytical writing strengthen critical thinking, communication, and intercultural competence. Students investigate the relationship between the land and its people and consider evidence-based solutions to global problems. Throughout the year, students develop essential 21st-century academic skills, including research design, source evaluation, ethical citation, and argument writing. The course culminates in a research-based project that demonstrates clear reasoning, credible evidence use, and purposeful communication. These competencies form a strong foundation for future historical study and academic success at Kingswood Oxford.

Form 1 : Changemakers and Civic Engagement

A democratic society requires participation from its citizens to thrive. In this course, students will examine the creation, history, and current workings of local, state, and federal governments to develop their own sense of civic engagement. In addition to examining and interpreting America’s founding documents, students will actively participate in their communities by identifying and creating solutions and awareness of local, state, and national issues.

Through their study of major change-making movements and citizenship rights

throughout American history, government, and current issues, students will understand the creativity, conviction, expertise, and dedication that those who push for positive change embrace and the need for effective and empathetic changemakers to solve increasingly complex issues. Students will also research changemakers throughout history and in their local communities, applying their understanding in a changemakers showcase in the spring semester. Students will learn to organize and utilize their resources and develop their research, writing, and oral communication skills. Active study skills, as well as analyzing and evaluating a wide range of primary and secondary sources, are also a major focus of this course.

Form 2: 20th - 21st Century America: Ideology, Change, and Impact

This course explores the transformation of the United States throughout the 20th century, emphasizing how historical events continue to shape contemporary society. After reading Animal Farm over the summer, we begin with an introductory unit on political ideology, helping students develop a framework for understanding how different perspectives influence policies, movements, and personal beliefs. Students will engage in an oral history project, interviewing family members to explore how generational experiences and viewpoints shape their own understanding of history and politics. Each unit is grounded in a connection to current events, encouraging students to analyze how historical themes such as economic crises, war, civil rights, and globalization resonate today. Major eras covered include the Great Depression, World War II, the Civil Rights Movement, the Cold War, and the late 20th century through the early 2000s, with attention to evolving political institutions, social movements, and America’s role in an interconnected world. Students will work with a variety of sources, including primary documents, personal narratives, and digital archives, developing historical thinking skills that emphasize inquiry, analysis, and evidence-based argumentation. In addition to a traditional research paper that introduces academic citation and footnoting, students will have multiple opportunities for choice-driven projects and texts, helping them develop research, writing, and oral communication skills in meaningful ways. By the end of the course, students will not only have a deeper understanding of the 20th and 21st centuries but will also be able to critically evaluate history’s impact on their own lives and the world around them.

>>UPPER SCHOOL

Global Cities and Cultural

Landscapes

The goals for the course are for students to become more geoliterate, more engaged in contemporary global issues, and more informed about multicultural viewpoints, while developing the academic skills appropriate for a Form 3 history student. Students will learn to “think globally, act locally” and apply what they learn to where they live. As the world population shifts toward urban areas, so too will our students in their studies, focusing on the roles cities play in solving and creating some of the world’s most pressing challenges today.

By developing a geographic perspective with which to view the landscape and understand current events, students will cultivate their understanding of humanity through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes. Students will explore the historical roots of political, economic, social, environmental, cultural, technological, and artistic developments across the world to learn about the challenges of today and to develop real-world solutions. In addition to learning traditional research, writing, analytical, and communication skills, students will apply what they have learned in a culminating project as they study and explore the city of Hartford. Required for all students in Form 3.

Modern World Studies

This course chronologically and thematically examines western and non-western histories from 1500 - 2000 where students investigate the key elements of the modern era and the impact and significance of nationalism in defining today. Along with major events, personalities, philosophical ideas, and scientific developments, this course examines the social, political, religious, economic, and military aspects of selected regions in the modern world. This course includes in-depth analysis of primary and secondary sources, rigorous test preparation, extensive research essay writing, and current-day problem-solving, and asks students to make connections and develop arguments regarding themes across the centuries. Students expand their understanding of varied historical cultures with the overall goal of developing a greater appreciation for the differences among the peoples who inhabit our everchanging world. Required for students in Form 4.

U.S. History

This course is about uncovering the stories from our collective past that help us understand the present. Through hands-on explorations of historical accounts, students learn to identify primary sources, conduct research utilizing KO’s databases, and ask clarifying questions in order to understand the multiple perspectives needed to analyze each historical time period. By conducting genuine research, students will begin to see how multiple disciplines overlap through the study of history and find opportunities to solve real-world issues.

The year begins with an examination of the indigenous populations that lived in North America before European colonization and follows the growth of the colonies, the birth of the American government, and the social, political, and economic developments of the country through the twentieth century.

Students experience active learning through field trips off campus, discussions with local and international speakers, working alongside historians and experts in various fields, and collaborating with each other and teachers across disciplines. The depth of study is based on the student’s willingness to look beyond the surface of issues and ideas from the past in order to develop a means to examine more carefully at the events in their own lives. Required for students in Form 5. Under special circumstances and with departmental approval, a student may take this course during their Form 4 or Form 6 year.

AP ® U.S. History

Students study the history of the United States, from pre-Columbian to present, with frequent use of primary-source materials and varying historiography. Because all students in AP® U.S. History take the AP® Exam in May, the demands for reading, writing, and research go beyond those in the regular sections. Students taking this course will have additional summer reading and writing to prepare for the class and must commit significant extra time to U.S. History during the year. An extensive and fully documented term paper is required. Students enrolled in this course must take the Advanced Placement® United States History Examination in May Open to students in Form 5 after consultation with their Modern World Studies teacher and with department approval.

HISTORY ELECTIVES

AP ® Economics (Year)

An introduction to fundamental microeconomic and macroeconomic theory gives students a basic background in the subject. Students begin by examining the development of capitalism and exploring basic economic concepts such as supply, demand, and opportunity cost. After this introduction, the focus moves to the behavior of individual firms and individual markets, concentrating on profitmaximizing habits in the economy. Graphic analysis, the use of economic models, and the economic philosophies of Smith, Marx, and Keynes are emphasized. Students use these ideas when examining measures of economic performance such as GDP, inflation, and unemployment. Graphic models are used frequently to measure the health of the economy and then to formulate corrective monetary and fiscal policies. The course concludes by looking at the impact of international trade on the economy. Students enrolled in this course must take the Advanced Placement® Microeconomics and Macroeconomics Examinations in May Open to students in Form 6. This course is a full-year course.

IMPACT Propaganda: Past and Present (Year)

influenced people in many positive ways throughout history, so it is important to recognize that it takes numerous forms and should be understood as any type of communication intended to influence its audience whether true or false. This interdisciplinary course will draw from fields including political science, communications, history, art, psychology, neuroscience, and behavioral economics to explore the various forms, persuasive techniques, and the historical evolution of propaganda from the pyramids of ancient Egypt to the rise of social media and AI in the 21st century.

AP ® Comparative Government and Politics (Fall)

AP® Comparative Government and Politics introduces students to the diversity and varieties of political life outside the United States. The course uses a comparative approach to examine the political structures, policies, and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students examine how different governments solve similar problems and compare the effectiveness of these varied approaches to many global issues. They will also work to read and interpret data, make comparisons and applications, and develop evidence-based arguments regarding all six countries’ political systems. Through examining the power and authority, legitimacy and stability, and democratization (or lack thereof) of the six AP® countries’ governments while also assessing the impact of internal and external forces on each government through various methods of political analysis, students will be able to create meaningful connections regarding world governments today. Students enrolled in this course must take the Advanced Placement® Comparative Government and Politics Examination in May. Open to students in Forms 5 and 6 after consultation with their current history teacher and with department approval due to the scope and speed of the semester-long course.

AP ® United States Government and Politics (Fall, Spring)

What are the essentials of the American political culture? What are the elements defining both social cohesion and political involvement? The course begins with a study of America’s Enlightenment philosophical roots and moves to a detailed study of the formation and evolution of the Constitution. In preparation for the AP® exam, the emphasis turns to the contemporary workings of the federal government, the organization of political parties, the demographics of voting patterns, and the role of media and interest groups in creating the American political culture. The

course also studies the significant implications of e-politics and how social media and big databases influence how democracy works. Assessments include short essays, class presentations, and reading reviews designed to study the AP® content. Students enrolled in this course must take the Advanced Placement® United States Government and Politics Examination in May. Open to students who have already taken US History or AP® US History and who receive departmental approval due to the scope and speed of the semester-long course.

Economics (Fall, Spring)

This semester-long course explores the choices and decisions people make about how to use the world’s limited resources. Students will acquire the knowledge and skills to gather, analyze, and apply information and ideas, make decisions, and act as responsible members of society. The goal of this course is to equip students with knowledge that is strongly rooted in economic principles so they will be able to differentiate among economic models, understand issues pertaining to global and national economics, gain insight into choices businesses make, and learn the importance of managing personal finances in planning for future financial security. Overall, this course aims to get students interested in the nature of economic reasoning. Open to students in Forms 5-6.

IMPACT Latin America(ns) in Politics and Media: Drugs, Dancing and Danger (Fall)

Dive headfirst into the drama, controversy, and enduring stereotypes that have shaped how Latin America and its people are portrayed in the U.S. From the silver screen to political speeches, we will unravel the origins of sensationalized narratives about Latin Americans and expose the political and economic agendas they’ve served. Through this course, you will explore how race, gender, and nationalism have shaped these stories, raising questions about what it really means to be "American." Your journey includes hands-on engagement with the local Latino community, including the Center for Latino Progress and Latino representatives in the CT Legislature. Separate fact from fiction and join the conversation about one of the fastest-growing ethnic groups in the United States. Open to students in Forms 4-6.

IMPACT Plagues, Progress, and Public Health (Fall)

context. Students will also have the opportunity to authentically solve real-world problems and engage directly with professionals in the fields of medicine, government, and public policy. By the end of the course, students will be able to synthesize perspectives across disciplines to explain how ideas about both physical and mental health have shaped and been shaped by the societies in which they emerged. Open to students in Forms 5-6.

IMPACT 20th - Century American Culture through Sight and Sound: Born in the USA (Spring)

Through the examination of music and musicians of the recent past, students will study the correlations between music, musical styles, and societal development in the United States over the past century. By looking at the wide variety of American music (from Tin Pan Alley and ragtime to rock ’n roll and hip hop and a whole lot in between), students will be exposed to the rich and diverse links between music and culture and how they shaped each other. Students will also have an opportunity to delve into special music genres of their individual choosing (i.e., film scores, Broadway, hip-hop, etc.), leading to student agency and voice in answering their own authentic questions. Students will be expected to listen to music outside of class and to keep journals about what they hear and read. Through transdisciplinary study, students will become the experts on various musicians and styles and their intersections with American history and culture. The course includes making connections with local institutions, interviewing local artists and concludes with projects and presentations solving cultural, business, scientific, or governmental problems through the power of music. Open to students in Forms 5-6.

IMPACT We the People (Spring)

IMPACT Global Problem Solvers

In order to become aware of the wider world and their role as global citizens, students in Global Problem Solvers (GPS) will learn about important international affairs, tracing them from their historical roots to current day. GPS is an interdisciplinary and transdisciplinary course that combines the study of history, political science, anthropology, public speaking, media literacy, journalism, international law, and others in order to provide a framework for analyzing modernday events and challenges. These issues are ones that directly impact the United States, such as our changing role in a globalized world, our depleting natural resources, our relationship with the Middle East, and our capacity in the global community when it comes to upholding human rights. There is no textbook for GPS, as we will use current books, articles, scholarly journals, and documentaries for context. Class time is divided among lectures, films, discussions of current events, creative projects, formal and informal debates, student presentations, as well as opportunities for students to pursue awareness campaigns and advocacy projects of their choosing. There will be a strong emphasis on building skills such as problem solving, collaboration, reading, analytical thinking and writing, civil discourse, and clear communication through writing and presentations. Open to students Forms 46. This course will not be offered in 2026-2027.

MODERN LANGUAGES

In our ever-shrinking world and increasingly diverse country, the ability to communicate effectively in a minimum of two languages is essential to responsible global citizenship. The cultural lessons presented at all levels facilitate the development of cross-cultural skills. The use of technology encourages authentic interaction in and out of the classroom experience and provides an increasing independence for student learning.

Ultimately, our goal for our language students is to create opportunities for true leadership and responsibility, both personal and global. We encourage and facilitate international travel through teacher-run trips like Team Tobati as well as through outside study abroad programs.

We provide the space and opportunity for students to develop the habits of mind necessary to be effective language learners. Most important of these is learning continuously: in order to maintain language skills throughout their lifetimes, students (and teachers) must constantly add and practice the languages they speak. Perseverance and persistence are required to maintain this orientation toward language development over time. Lastly, empathy and cultural competency are habits of mind that help students to understand the people who are native speakers of the languages they are learning and to cultivate a deeper understanding of how these languages are used in daily life around the world.

Please note that placement tests are available to new students who have taken the language as a core academic course at their previous school to determine which language level is the best fit.

>>MIDDLE SCHOOL

All Middle School students must choose a modern language or Latin to study, and they are placed in a level based on their background and language mastery. Placement tests are available to new students who have taken the language as a core academic course at their previous school to determine if they are ready for the next level. Students in Form 2 who are starting a new language may take Level 1 at the Upper School.

Spanish A

Spanish A is an introductory course that assumes limited to no experience with the Spanish language. During the year, students will simultaneously develop speaking, reading, and listening skills that will allow them to express ideas accurately and confidently. Additionally, students will begin to develop foundational academic skills like active study, effective collaboration, and how to use available resources to support language learning. Students will be assessed through some traditional formative assessments, with an emphasis on summatively applying material to relevant contexts through project-based learning. Students will leave this course being able to greet others, express personal preferences, discuss what they are studying in school, and describe their family and their relationships all in the target language. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing

negation, articles, adjective agreement, forming questions, and basic sentence structures. Finally, through the use of authentic materials and virtual field trips, students will be introduced to Hispanic culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience.

Spanish B

Spanish B is the second course in the Spanish sequence. Students continue to develop their foundational skills in speaking, writing, listening, and reading in an environment that is both supportive and challenging. They begin to take more ownership of their learning, using resources available to them to practice outside of class. Students hone their ability to express themselves in increasingly detailed sentences, with special emphasis on communicating clearly in conversation and in writing.

As students learn to talk about their world, they make connections with the world around them. They are challenged to apply new skills in meaningful scenarios, and learning is student-centered. Examples of essential questions for this level include: "How do I communicate about my family, my school life, and my community? What connections might I make to the lived experiences of others by sharing about my own experiences?” Students use technology to collaborate, demonstrate their understanding, and receive feedback. Authentic resources such as podcasts, videos, and songs are included. By the end of the year, students will be able to describe themselves and others, ask questions of others, and describe what they and others do in daily settings.

Spanish C

In Spanish C, students solidify their language foundation in preparation for Upper School Spanish. Spanish C students receive a comprehensive review of and build upon the material introduced in both Spanish A and B, along with any supplemental grammatical structures as needed. Additionally, students are expected to internalize common vocabulary and grammar patterns in order to advance their listening, speaking, reading, and writing skills. Over the course of the year, students build more complex and detailed sentence structures and compositions, allowing them to find their voices and express their personalities in the target language. Students will be assessed through some traditional formative assessments, with an emphasis on summatively applying material to relevant contexts through project-based learning. Students will be able to describe themselves and the world around them in detail, their daily routine, and their past experiences. Students have access to relevant and authentic technology, allowing them to extend their use of the language beyond the classroom.

French A

French A is an introductory course designed for novice learners of French. Students

will develop speaking, reading, writing and listening skills that will allow them to express ideas accurately and confidently. They will use their new vocabulary and grammar to create authentic skits and dialogues similar to situations they would experience were they to travel to a Francophone country. Students will be able to greet others, express personal preferences, discuss what they are studying in school, and talk about their families. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing negation, articles, adjective agreement, forming questions, and basic sentence structures. In addition, students will be introduced to Francophone culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience.

French B

French B is the second course in the French sequence. After revisiting the topics presented in French A, students will learn to talk about places in a town, manipulate food and restaurant vocabulary, and discuss sports, hobbies, weather, and clothing. Students will use their more advanced speaking skills to participate in simulation activities, such as a meal in a restaurant or a surprise party. In addition, the course will include a greater number of authentic materials videos of television programs and movies produced in Francophone countries about which students will share their understanding and opinions in class discussions. Throughout the year, students will use new vocabulary and grammatical structures to create longer and more complex pieces of writing. They will learn how to use the futur proche as well as regular and irregular -IR verbs in the present tense. Students will also begin their study of the past tense with the formation and usage of the passé composé. Students will continue to develop their communication skills in the four core areas: reading, writing, speaking, and listening. Various technology tools will be used to enhance each student’s experience.

French C

French C is the culmination of students' middle school study of French. Their oral language skills have reached the level where student-to-student, authentic communication is possible. Students begin to build more complex and detailed sentences and compositions, allowing them to find their voices and express their personalities in the target language. By the end of the year they will be able to differentiate between the simple past and imperfect verb tenses. Various vocabulary topics are discussed through the medium of francophone film. Students develop their writing skills through the creation of self-directed, creative projects such as creating a vacation scrapbook. Developing students' cultural competency is a primary goal of this course; this is achieved through comparing and contrasting their own culture with those of various francophone countries, in addition to analyzing various authentic materials such as films, images, and news footage. Technology tools allow students to extend their use of the language beyond the classroom.

>>UPPER SCHOOL

Spanish 1

Studying a language is more than just a matter of grammar. The excitement of any language is learning how to speak, but of course, a command of grammar and vocabulary has much to do with the ability to communicate on diverse topics: the cuisine, the geography, the customs, and the humor of another culture. Along with the language, students also are introduced to cultural and geographical aspects of Spain, Central America, and South America. Ultimately, the emphasis in Spanish 1 is building the elemental foundation of oral and written expression: the vocabulary, the structure of sentences, paragraphs, and idiomatic phrases. This year is a steppingstone for the more comprehensive challenges of Spanish 2.

Spanish 2, Spanish 2 Honors

The second year of Spanish continues the work of building a strong linguistic foundation. Students strengthen their skills by learning to build sentences that are both proficient and accurate. Students learn how to ask and answer questions by participating in the give-and-take of in-class discourse. The study of culture expands to include authentic readings, music, and videos. The idea is to experience - to get a flavor of culture. In the process, students discover the connection between Hispanic culture around the world and in their own community.

In contrast to the regular level language class, Spanish 2 Honors moves at a faster pace, has a higher level of expectations and a broader scope. Spanish 2 Honors incorporates details and exceptions of grammatical structures, presents an in-depth study of advanced cultural and literary readings, and requires communication skills with greater depth and analytical style. Prerequisite: Spanish 1 and department approval.

Spanish 3, Spanish 3 Honors

Spanish 3 is where everything comes together. The goal for this year is the solidification of the grammatical structures of Spanish, concentrating on the nuances of real linguistic command. At this level, students do much more writing, tackling longer and more comprehensive readings, beginning literary analysis, and developing topical oral and visual presentations. By this level, students are dealing directly with authentic materials – the arts, literature, and cinema generated by the cultures studied. The goal of all of these activities is fluency. Most of the teaching at this level is done in Spanish. This course focuses on reinforcing and combining basic skills along with the study of new advanced grammar structures.

In contrast to the regular level language class, Spanish 3 Honors moves at a faster pace, has a higher level of expectations and a broader scope. Spanish 3 Honors incorporates details and exceptions of grammatical structures, presents an in-depth study of advanced cultural and literary readings, and requires communication skills with greater depth and analytical style. Prerequisite: Spanish 2 or Spanish 2H and department approval.

Spanish 4, Spanish 4 Honors

In Spanish 4, students cash in on the hard work of the past three years. What makes this course different is that now students can really communicate in Spanish in classroom discussions on a variety of topics. This year is more of a team effort as students work more in-depth, sharing ideas and insights through discussions and oral presentations. The goal of this year is a comprehensive and comparative look at the history, art, literature, and cinema of several countries in the Hispanic world. Students are expected to make interpretative conclusions and put these reactions on paper in clear and well-constructed language. Grammar is a tool for engaging in insightful dialogue with matters of culture. Expectations are high, but the rewards are gratifying.

In contrast to the regular level language class, Spanish 4 Honors moves at a faster pace, has a higher level of expectations and a broader scope. This class is completely in Spanish. The course requires communication skills with greater depth and analytical style as the students will be expected to speak in every class. Students will be able to express facts and defend opinions in oral debates and written work. Spanish 4 Honors incorporates details and exceptions of grammatical structures and presents an in-depth study of advanced literary readings. It explores the literature, food, music, and cinema of several Spanish-speaking countries depending on student interest. Prerequisite: Spanish 3H, Spanish 3 with summer work and department approval.

Spanish 5: AP ® Language

This course is designed for students who really love language. The groundwork is well begun; now is the payoff – by Spanish 5 AP®, students not only find that they can speak Spanish, they discover that they have begun to think in Spanish (some of

them even begin to dream in Spanish!). The challenge of the Advanced Placement® Examination is its precision, its expectation not only of fluency but also of sophisticated analysis of a wide range of current and classical writings. Students are expected to shift seamlessly among aural, spoken, and written Spanish. Students must be able to listen to long dialogues and lectures by native speakers and write about them articulately. Students are expected to step up to the challenge of ongoing vocabulary study. With each new reading on the arts, current events, and scientific or business research, students must commit to the necessary topic-specific vocabulary. Students enrolled in this course must take the Advanced Placement® Spanish Language and Culture Examination in May. Prerequisite: Spanish 4 or Spanish 4 Honors and department approval.

Spanish 5: IMPACT Art, Music, Cinema, and Cuisine: Exploring Spanish Culture (Fall)

This course is focused on improving a student's Spanish conversation skills. It is conducted in Spanish. Art, Cuisine, Music, and Film: Exploring Culture in the Spanish-Speaking World is an interdisciplinary Impact course that examines the richness and diversity of the Spanish-speaking world through art, cuisine, music, and film. Students explore how cultural expression reflects identity, history, social movements, and globalization across Latin America, Spain, the Caribbean, and the United States. By studying a range of artists, filmmakers, musicians, and culinary traditions, students analyze how creative works respond to political, social, and historical contexts. The course also studies the culinary arts by connecting traditional foods to geography, colonization, trade, and sustainability. Through discussion, analysis, and research, students develop critical thinking, cultural awareness, and a deeper appreciation for the dynamic and evolving cultures of the Spanish-speaking world. Prerequisite: Successful completion of Spanish 4 or Spanish 4 Honors, or demonstrated strong Spanish-speaking skills.

Spanish 5: IMPACT The Industry of Sports: It’s More Than Just a Game (Spring)

French 1

French 1 is an introductory course for those interested in studying French and is open both to Upper School and Form 2 students who are new to studying language. Students will develop speaking, reading, writing, and listening skills that will allow them to express ideas accurately and confidently. Students are exposed to the basics of grammar, pronunciation, and sentence structure. In this course, the students acquire fundamental syntax while engaging with authentic Francophone media and learning how to describe and express themselves in original French.

French 2, French 2 Honors

French 2 and 2 Honors continue the establishment of fundamental grammar, syntax, and vocabulary from the first-year course. After an initial review of the most essential introductory topics, the course moves on to focus largely on the use of the two primary past tenses, object pronouns, and relative pronouns. There is a substantial emphasis placed on expanding proficiencies in reading and writing, and speaking practice is emphasized in both small projects and daily classroom exchanges. Students encounter current French and Francophone culture through regular practice with digital media from the Francophone media. This course is conducted roughly 30% or more in the target language, depending on the makeup of the class.

Students in the honors course engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated.

French 3, French 3 Honors

French 3 and 3 Honors transition students into a curriculum that is more inclusive of culture and comprehension in anticipation of a full immersion in both French 4/4H courses. All major grammar topics from the preceding two years are reviewed and examined in greater depth, and more advanced concepts are introduced. Students interact with all language structures in the context of intermediate-level dialogue, narrative, and exposition in the target language throughout the course of the year. Students are asked to produce prepared writing and speech that demonstrates their grasp on general language proficiency before transitioning to extemporaneous discussions and written reflections. Engagement with authentic culture and language use occurs through interaction with French news reports. The majority of the class is conducted in French.

Students at the honors level engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated from the regular level.

French 4, French 4 Honors

French 4 and 4 Honors focus on concluding students’ examination of advanced grammar concepts and transitioning into a literature- and culture-based course centered on authentic products from modern France and the Francophone world. Throughout the year, students read numerous newspaper and online articles, engage with newscasts and podcasts, and contribute in prepared and extemporaneous conversation. All work and the majority of class time will be in the target language. Engaging with authentic sources from the Francophone medias, students move beyond demonstrating comprehension of main ideas and into examination, reflection, restatement, and interpretation. The entire course is conducted in French.

Students at the honors level engage with all topics on a more detailed and advanced level. Expectations for length, accuracy, complexity, and interpretation are elevated from the regular level.

French 5: AP ® French Language and Culture

The French 5 AP® French Language and Culture course takes a holistic approach to language proficiency in the skills of listening, speaking, writing, and reading. The course emphasizes authentic use of the target language to improve oral and written communication in a variety of contexts. Having concluded their grammar studies in French 4, grammar is only examined in short, targeted sessions based on specific outcome-oriented needs. The three-month-long project on La Francophonie concludes in this course. Students take the lead, choosing several themes and contexts most of interest to them, conducting detailed research, and then writing and presenting a thorough comparison between their Francophone country and their own native culture/s.

Students at the AP® level add practice of AP® style tasks to their workload, focusing on strategies for identifying main ideas and themes within written and auditory sources and preparing for the longer communication portions of the exam. This includes examination of required phrasings and salutations as well as practice with the email reply, discussion of and practice with the argumentative essay, and practice with timings and composition for both the interpersonal conversation and the spoken cultural comparison.

CLASSICS

The Classics Department provides students with the necessary skills for comprehending original works in Latin and Greek through reading and translation and teaches students about the relevance of the Greco-Roman world in our daily lives. Students study not only the Latin language but also Greco-Roman culture and history. We use a comprehensive approach to language study in which students approach elements of Latin grammar and vocabulary in the context of the literature. In higher-level courses, students will be prepared to read authentic Latin selections from some of Rome’s greatest authors: Cicero, Caesar, Catullus, Ovid, and Vergil. Classical culture, history, and the foundations of Western literature are examined at all levels in many ways, including projects, films, and field trips. The study of ancient Greek may be added after the successful completion of a third year of a language in the Upper School.

>>MIDDLE SCHOOL

All Middle School students must choose a modern language or Latin (Classics) to study, and they are placed in a level based on their background and language mastery. Placement tests are available to new Form 1 and Form 2 students who have taken the language as a core academic course at their previous school to determine if they are ready for the next level. Students in Form 2 who are starting a new language may take Level 1 at the Upper School.

Latin A

In Latin A, students begin to explore the language, culture, and history of the ancient Roman world. Students are introduced to the Latin language via reading, translating, writing, and listening as well as through playing games and interacting with each other in English and Latin. Students develop the ability to analyze language, think and read critically, and recognize the Latin roots of many English words. The readings in the program’s selected platform, Suburani, are designed to both enhance students’ Latin reading fluency and to familiarize them with various aspects of the ancient Roman world. Cultural studies in Latin A focus on daily life in the city of Rome, including housing, entertainment, and dining practices. Through a variety of hands-on projects, students learn about the everyday practices and spaces of the ancient Romans. Throughout the course, students are encouraged to make connections between their own modern lives and those of the ancient Romans. Among other projects, students create a 3D physical or digital model of the Circus Maximus, the famous chariot racing stadium in Rome.

Latin B

Latin B builds on the language skills and cultural knowledge acquired through the first year of Latin. Students continue their study of grammar and syntax through reading. Students learn through a range of activities including in-class reading, English-to-Latin translation, verbal use of Latin, group projects, performance, and friendly competitions. In addition, students continue their studies of ancient Greek and Roman culture, history, and art. Students will continue their work in Suburani, learning about the Roman invasion of Britain, the rebellion of Queen Boudicca, and

the interaction between Rome and the surrounding provinces and cities. Students deepen their understanding of ancient material culture by engaging in a variety of group and personal projects involving written work, presentations, and art.

Latin C

In the third year of Middle School Latin, students prepare for a more rigorous study of Latin at the Upper School through even deeper explorations of the Latin language. They continue to learn Latin through reading, translation, writing, speaking, friendly competition, and Latin-based composition projects. Students advance their understanding of English through the study of derivatives. In the first semester, students continue learning about the expanse of the Roman empire that they began studying in Latin B. While continuing to build upon the cumulative nature of Latin grammar and syntax, students in Latin C learn more about Roman historical events and mythology, such as the Great Fire of Rome, Roman family life and marriage and the stories of famous mythological figures such as Pyramus, Thisbe and Arachne. Suburani continues to be the main text of Latin C and will be finished in preparation for Latin 2/2 Honors in the Upper School.

>>UPPER SCHOOL

Latin 1

In Latin 1, students start exploring the language, culture and history of the ancient Rome world. Students in their first year of study will begin to investigate Latin’s importance and elegance, as they acquire basic grammar and vocabulary in their journey toward reading the original works of writers such as Vergil, Julius Caesar, and Ovid, among others. Students explore Latin words and grammar through reading, listening, writing, and interactive games. Throughout the year, students practice reading comprehension skills and recognizing important grammatical structures, skills that are applicable in other areas of study. Students are also encouraged to make connections between Latin vocabulary and English derivatives. In addition, students are exposed to some of the basics of Roman culture, with particular stress on Roman daily life, education, mythology, early history, and public spaces. All students will take the National Latin Examination (an international contest on Latin grammar and vocabulary as well as Roman and Greek history and culture) in early March. Latin 1 is also open to Middle School students in Form 2 who are new to the language.

Latin 2, Latin 2 Honors

After a comprehensive review of the grammar and vocabulary covered in the first year Latin, students in Latin 2 and 2 Honors complete the study of grammar while also extending their understanding of Latin vocabulary. They will continue to learn about the people, places, and practices of the Romans by reading the Suburani series. Students in Latin 2 and 2 Honors will also have increased exposure to the literary, historical, artistic, and cultural contexts of the passages and peoples they are studying. All students will take the National Latin Examination (an international contest on Latin grammar and vocabulary as well as Roman and Greek history and culture) in early March. The course aims to strengthen the students’ foundation of the Latin language and cement their analytical skills for future success. Prerequisite: Latin 1 or the equivalent.

Honors students will be required to read, outline, and respond to scholarly articles and commentaries and will be assessed on tests in such a way that the questions asked will demand a higher level of thinking and analysis of the material than in the regular sections. Prerequisite: Latin 1 and department approval.

Latin 3, Latin 3 Honors , and Latin 4

Latin 3 and 3 Honors begin the year with a summative review of the vocabulary and grammar topics covered in previous courses. In the first semester, students review and explore more challenging Latin grammar in context and begin to explore authentic readings written during the golden age of Latin literature. This class will alternate texts each year, so students may choose to take it twice. Students will read selections from authentic authors of the Roman world, such as Eutropius, Livy, Horace, Ovid, Catullus, Caesar, and Vergil. All students will take the National Latin Examination (an international contest on Latin grammar and vocabulary as well as Roman and Greek history and culture) in early March. This course aims to arm all students with the skills, such as literary and contextual analysis, to prepare students for the skills required for future Latin classes. Prerequisite: Latin 2, Latin 2H, Latin 3, or Latin 3H and department approval.

In addition to the regular requirements of Latin 3/4, Honors students will be required to read, outline, and/or respond to scholarly articles and commentaries; they will complete one or two projects per year on a topic of their choosing; and they will be assessed on tests in such a way that the questions asked will demand a higher level of thinking and analysis of the material than in the regular section. Prerequisite: Latin 2 or Latin 2H, Latin 3 or 3 Honors, and department approval.

AP ® Latin: Pliny and Vergil

This course follows the Advanced Placement® Latin: Vergil and Pliny syllabus. Students read extensively in Latin from Vergil’s Aeneid and Pliny’s letters. Students also carefully study meter and other poetic and rhetorical devices. At the start of the year, the focus is primarily on building a strong reading pace and honing translation skills, but figures of speech and interpretive writing exercises are introduced early and incorporated increasingly as the year progresses. Students also read about and

discuss the literature’s historical and literary context. Students practice for the format of the exam by completing assessments in multiple-choice questions, translations, spot questions, and comparative essays on known Latin passages, and by completing sight-reading multiple-choice questions on unknown Latin passages. Students enrolled in this course must take the AP® Latin exam in the spring. As a practice for the AP Latin exam, all students will take the National Latin Examination in early March. Prerequisite: With department recommendation for Latin 3H and Latin 4.

Greco - Roman Mythology (Fall)

This course seeks to explore the rich and eternal world of classical mythology. Students will learn about the Greco-Roman pantheon of gods and the age of heroes and will explore these stories using various media, such as literature, visual art, music, and film. Additionally, students will be asked to look at myth with a critical eye, investigating and discovering the common metaphors and symbols that occur and how they speak to humanity’s need and production of mythologies. Finally, the class will also trace the history of Greco-Roman mythology from its origins to the present day with the aim of learning how different eras have used and interpreted these tales. This course will include projects and readings that sometimes will be completed outside of class. Open to students in Forms 3-6.

World Mythology (Spring)

Since the beginning of the spoken word, there have been stories about gods and goddesses, heroes and heroines, and natural phenomena to tickle our curiosity. They have withstood the test of time like shining monuments to their proud cultures. According to West African mythology, the trickster spider god, Anansi, tricked the all-powerful sky god Nyame to take down all the stories to give to humanity. Since that time, we humans have been the protectors of these amazingly rich stories. There are so many wonderful myths that often go unexplored. This course seeks to shine a light on these great stories from the rest of the world. Students will learn about the difference between myths and legends. Students will also travel all over the world to explore the gods and goddesses, and heroes and heroines of the Norse, Chinese, Japanese, Russian, Polynesian, Irish, and West African mythologies just to name a few. Although there will be some references and parallels to the Greco-Roman myths, students will examine these myths and stories with a critical eye toward the products, practices, and perspectives of these people. Students will engage in interactive role plays, games, and other academic quests for knowledge! Students will also be asked to interpret these stories through a variety of assessments, projects, and presentations. Open to students in Forms 3-6.

VISUAL AND PERFORMING ARTS

The Visual and Performing Arts departments allow students to thrive through engaging hands-on coursework where students are encouraged to explore and embrace creative problem-solving, fostering a spirit of demonstrating courageous vulnerability and selfawareness. We deeply believe in the importance of both the process of creating art and showcasing high-caliber artistic performances.

The impact of arts education on academic learning is profound. Our curriculum, designed for lifelong learners, builds collaboration, encourages creative thinking, and inspires students to venture outside conventional boundaries. Inclusive experiences prepare students for the real world, emphasizing the importance of diversity and collaboration in the arts. We actively seek to create an inclusive environment where every student feels valued and challenged by meeting students where they are and offering engaging instruction and signature opportunities to raise the caliber of their technique.

Trained faculty and professional guest artists enrich our program, providing invaluable insights and exposing students to the standards of the professional world. We challenge our students to aspire to professional levels of performance and artistry, preparing them for future success. As partners in their artistic journey, we aim to bridge the gap between inherent talent and trained technique, fostering a creative and reflective approach to the arts.

>>MIDDLE SCHOOL

UPPER PREP

All courses are required for all Upper Prep students.

Introduction to Theater (Quarter)

In this course, students are introduced to the fundamentals of drama, with an emphasis on fun, creativity, teamwork, and self-confidence. Students begin by learning vocabulary for the stage and by understanding the different aspects of the theatre, including the design elements of costumes, set, props, and lighting. Students will engage the actor's body, imagination, and voice through a wide variety of acting exercises, improvisation games, and theatrical techniques, culminating in guided scene work focused on tactics and objectives.

Introduction to Studio Art (Quarter)

This course provides an initial experience in the basic visual processes of drawing, two and three-dimensional design, and critique. The goal of this course is to allow students to explore a variety of artistic materials, styles, and techniques while providing a basic foundation in the elements of art. Emphasis is placed on individual expression and visual problem-solving.

UPPER PREP MUSIC BLOCK ELECTIVES

All Upper Prep students are required to participate in one of these performing arts groups.

Upper Pre p Choraliers (Year )

This course emphasizes the development of individual and ensemble vocal technique. Students are introduced to the ear-training pedagogy of Zoltán Kodály, sight-reading, independent musicianship, and exploring developmentally-appropriate a cappella music. They also study repertoire from various genres and world cultures. The Choraliers participate in three or four programs throughout the year.

Concert Band (Year )

This course is open to all woodwind, brass, and percussion players. As a member of the concert band, students develop ensemble skills through various exercises, etudes, and repertoire. Students also have the opportunity to make mistakes, learn from them, and persevere. As one of the few classes that students can take multiple times, students also have the ability to grow meaningful long-term relationships with their fellow students as they strive to reach shared short and long-term goals. The Concert Band performs during assemblies and concerts. Students in concert band must know how to play a band instrument. Open to students in Upper Prep-Form 2.

String Orchestra (Year )

The String Orchestra is open to all string players (violin, viola, cello, harp, and double bass). String Orchestra is a fun opportunity to build community while developing strong technical string skills and music theory, and engaging in diverse repertoire through both ensemble work and individual solos. By the end of each year in orchestra, students will be able to make informed decisions and take ownership of their instruments, develop stronger active listening skills when performing in an ensemble, and build competency towards mastery and joy of playing their instrument. Orchestra repertoire offers students the ability to learn and perform music from a variety of composers, time periods, and genres. Students have the opportunity to engage in sectional rehearsals with specialized instruction throughout the weekly schedule. The Middle School String Orchestra performs in both the KO Winter Arts Night and the KO Spring Arts Night in addition to special performances selected by the Orchestra Director. Students in orchestra must know how to play an orchestral string instrument. Open to students in Upper Prep-Form 2.

FORM 1

All courses are required for all Form 1 students. In addition, all Form 1 students take Life Skills 1 (a health course) and Coding during this block.

A rt in Every Dimension (Quarter)

This course is designed to build upon the foundation formed in Introduction to Studio Art by exploring more complex artistic materials, techniques, and concepts while providing avenues for students to explore and develop their own ideas and artistic voice. It provides a continued introduction to the approaches and media of both two and three-dimensional design. Students will build both technical and creative thinking skills through a variety of studio assignments.

Public Speaking (Quarter)

This course is designed to provide fundamental communication skills - a foundational skill that we believe is of the utmost importance for middle school students. Working individually, in pairs, and in small groups students speak on a wide range of topics. Students conduct personal interviews, research global issues, and participate in a collaborative broadcast journalism exercise in which they take on roles within their own television news program. These three projects culminate in a passion project speech, which serves as the student's final project in the course. Students are supported in developing strong breath support, balanced pacing, effective outlining, and a poised, grounded posture when speaking to a large audience.

FORM 1 MUSIC BLOCK ELECTIVES

All Form 1 students are required to participate in one of these music electives.

Cantabile

Cantabile is the largest of the two middle school choirs. Individual musicianship is an important goal, as members perform repertoire from various periods and cultures as well as commissioned works from acclaimed composers. Students further develop sight-reading, ear training, and harmonic skills, as well as healthy vocal techniques. This ensemble participates in the Middle School Winter Arts Night in December, the Middle School Spring Arts Night in May, and occasionally performs off campus with opportunities for field trips. This choir often works closely in master classes and workshops with visiting composers, conductors, and clinicians. Open to students in Forms 1-2.

Concert Band (Year)

String Orchestra (Year)

The String Orchestra is open to all string players (violin, viola, cello, and double bass). String Orchestra is a fun opportunity to build community while developing strong technical string skills and music theory and engaging in diverse repertoire through both ensemble work and individual solos. By the end of each year in orchestra, students will be able to: make informed decisions and take ownership of their instruments, develop stronger active listening skills when performing in an ensemble, and build competency towards mastery and joy of playing their instrument. Orchestra repertoire offers students the ability to learn and perform music from a variety of composers, time periods, and genres. Students have the opportunity to engage in sectional rehearsals with specialized instruction throughout the weekly schedule. The Middle School String Orchestra performs in both the KO Winter Arts Night and the KO Spring Arts Night in addition to special performances selected by the Orchestra Director. Students in orchestra must know how to play an orchestral string instrument. Open to students in Upper Prep-Form 2.

Surround Sound (Year)

This exploratory course offers Form 1 and Form 2 students an immersive experience of the foundational principles of music, music theory, and practice. Students will take part in a series of units focusing on diverse musical elements, including but not limited to piano and percussion, while learning more about notation, rhythm, and musical expression. Through hands-on activities, interactive lessons, and collaborative projects, students will develop essential skills in music theory, keyboard proficiency, and percussion technique. Emphasizing cultural context and historical significance, students will explore various musical genres and styles, culminating in performance opportunities that share their newfound abilities. Designed for students with no prior music experience, this course provides a solid foundation for future musical endeavors, encouraging creativity, critical thinking, and lifelong appreciation for the art of music.

FORM 2

Form 2 students should choose courses from either the Theater and Visual Arts electives or arts block electives that are offered in other disciplines, such as Robotics. In addition, all Form 2 students are required to take Life Skills 2 (a health and wellness course) during this block.

THEATER ELECTIVES

Advanced Public Speaking (Quarter)

After completing Form 1 Public Speaking, although not required, the desired outcome of this course is to build awareness and confidence when speaking to a larger audience. Students in this course will conduct a deeper dive into more advanced elements of delivery: improvisational speaking, speaking to engage, research-based lecturing, and speaking confidently without an outline. Students will be able to sharpen their skills by engaging in speech activities, including debates, informative delivery, and persuasive speaking, emboldening them to write and deliver future speeches. Students work in small groups to conduct personal interviews and complete news reports, resulting in a project in which they create their own “Wyvern Talk” to educate their peers on topics important to them. This is a creative and engaging course that helps any student build the confidence to take their speaking to the next level.

Advanced Acting (Quarter)

In Advanced Acting, students will take what they already know about acting to the next level. Students will deepen and broaden their ensemble skills, their actor’s toolbox (body, voice, imagination), and their ability to embody a character. Students

will engage in scene study, including reading and analyzing plays. This work will help them examine text to take on a character's psychology, while also participating in voice and physicality exercises that allow them to make bold character choices in performance. Students will workshop and perform scenes in class, and continue to practice giving and receiving feedback. Students will continue to engage in improv, theatre activities, and games that build the class exercises into performance.

8th Grade Play (Quarter)

This course is an excellent opportunity for any student interested in exploring and developing their acting skills. This course pairs social-emotional learning with authentic script analysis exercises and character development activities, focusing on the tactics a character takes to accomplish their objective. Students will have the opportunity to learn how to read and interpret a script, develop basic acting skills, learn stage movement, and gain a behind-the-scenes look at how a theater operates. This course culminates in an exciting opportunity where students perform a complete One-Act play at the end of the semester. This course is an opportunity to collaborate with the teacher on design choices such as costumes, props, and lighting in a rehearsal room with a flattened hierarchy, where everyone’s artistic voice and point of view are integral to the finished product. The ethos of this class centers around collaboration, community, and leadership, with artistic expression as a constant throughout the process.

VISUAL ARTS ELECTIVES

Ceramics (Quarter)

This course introduces students to clay as an artistic medium. In this course, students will use hand-building techniques and processes to create projects that are both sculptural and functional. Students will experience a variety of clay projects designed to develop their technical skills, explore their visual expression, and learn about the exciting creative possibilities within the ceramic process.

Digital Art (Quarter)

In this course, students will advance their knowledge of graphic design and media arts. Building upon their foundation from UP Technology and coding, students will tackle more advanced graphic design and digital art projects. Students will learn how to turn their own technology devices into art-making tools as they explore the many creative possibilities within the Google Suite of Apps, Adobe Creative Suites, and other accessible graphic manipulation programs. Each student will be encouraged to develop their own digital arts vocabulary, strengthen their problemsolving skills, and foster their artistic voice, while also building skills that they can merge into academic presentations and projects in their other courses.

Drawing (Quarter)

In this course, students will advance their drawing and design skills through the study of the fundamental elements and principles of drawing, including observational drawing and abstract concepts. Using a wide variety of materials and methods, students will be encouraged to develop their own drawing vocabulary, strengthen their problem-solving skills, and develop an artistic voice.

Painting (Quarter)

This painting course builds upon students’ visual and technical foundation and focuses on introducing them to advanced painting techniques as well as a sophisticated study of color and paint mixing. This course focuses on visualizing and interpreting images on a two-dimensional surface and builds problem-solving skills. Students will work mainly with acrylic paint and canvas; however, they may also be introduced to watercolor and other paint media. The course will engage students with both abstract and representational art – exploring the ways that color, drawing, and composition can add meaning to what we see.

Printmaking (Quarter)

This course introduces students to the world of printmaking by introducing them to the basic printmaking methods of intaglio, relief, and monoprinting in both a historical and contemporary application. Students will explore each of these techniques, as well as ways in which they may be combined. They will learn how to translate their drawings and ideas into prints by exploring mark-making while further developing the form and visual content of their composition. Throughout the class assignments, focus will also be placed on building and developing an artistic voice, creative problem-solving, and the process of critique.

Sculpture (Quarter)

Sculpture students explore ways to construct three-dimensional artwork and consider how an object can represent ideas. A variety of materials and processes are introduced as students design and build their sculptures. Emphasis is not only placed on physical construction and structure but also on the problem-solving skills needed to work in the third dimension. Students are challenged to create work that communicates their own ideas and are encouraged to find their own artistic voices.

FORM 2 MUSIC BLOCK ELECTIVES

All Form 2 students are required to participate in one of these music electives. Form 2 students may also elect to participate in both Band/Orchestra and Cantabile.

Cant a bile (Yea r )

Cantabile is the largest of the four middle school choirs. Individual musicianship is an important goal, as members perform repertoire from various periods and cultures as well as commissioned works from acclaimed composers. Students further develop sight-reading, ear training, and harmonic skills, as well as healthy vocal techniques. This ensemble participates in the Middle School Winter Concert in December, the Middle School Spring Arts Night in May, and occasionally performs off campus with opportunities for field trips. This choir often works closely in master classes and workshops with visiting composers, conductors, and clinicians. Open to students in Forms 1-2.

Concert Band (Year)

String Orchestra (Year)

Surround Sound (Year)

>>UPPER SCHOOL MEDIA ARTS ELECTIVES

Introduction to Media Arts (Fall)

This course introduces students to a broad range of digital media and design-based artistic practices by exploring topics such as image editing and manipulation, illustration, 2-D and 3-D design, time-based moving images, interactivity, and artificial intelligence. Students will examine how 21st-century media impacts our culture, production, and consumption of media, whether via traditional mainstream outlets, social media, artistic practice, etc. A general overview of the history, language, and current state of media-based art practices will also be discussed. Open to students in Forms 3-6.

Digital Photography 1 (Fall, Spring)

This course will introduce students to the artistic, scientific, and technical aspects of digital photography. The primary goal will be for students to develop and expand their creative practice by learning the anatomy of the camera and applying the elements and principles of art to their photographs. Using industry-standard photographic software, students will also learn how to manage large collections of images, edit the formal qualities of their photographs, print their work in color, and share their work via online photo-sharing services. Although the primary focus of this course will be on digital photography, many concepts also apply to other photographic disciplines such as film and video. Students will be introduced to the following topics, among others: light, aperture, shutter speed, ISO, exposure, bokeh, focal length, depth of field, focus, rule of thirds, white balance, and more. It should be noted that unlike most other studio art courses, this class will require time outside of class and school to be spent working on projects. Cameras will be provided for each student by the school, assuming a liability waiver is signed by a parent or guardian. Prerequisite: Foundations in Art or Introduction to Media Arts. Open to students in Forms 3-6. Preference is given to upperclassmen in the fall semester.

Digital Photography 2 (Fall)

This course allows for individualized exploration of the technical and conceptual possibilities within the discipline of photography. The class is designed to allow students to work on longer-term independent projects, with regular consultations with the teacher as well as peer feedback during class critiques. With this advice and guidance, students independently explore in-depth topics from an individualized perspective. Students will be introduced to various brainstorming techniques that will aid in their future creative self-sufficiency. Students are expected to work on projects outside of class as needed. Prerequisite: Digital Photography 1. Open to students in Forms 4-6.

Graphic Design (Spring)

This course introduces students to a practice-based, hands-on approach to visual communication design. Students will learn how to create in both vector and raster graphics, how to design with specific clients in mind, and how to edit images using industry-standard photo editing software. Topics also include the elements and principles of design, color theory, typography, logos, design thinking, and information design. Students will engage in peer critiques of their visual work to reinforce their understanding of the principles of design and the language used to describe them. Open to students in Forms 3 - 6.

Video Production ( Spring )

In this course, students will be introduced to the dynamic and constantly evolving medium of digital video. From 60-second shorts to longer form narratives to experimental cinema, students will be exposed to the many ways digital video can be utilized as an expressive temporal medium. Students will have access to professional quality cameras and receive extensive training using state-of-the-art editing software. An emphasis will be placed on mastering the 3 phases of production: preproduction (script writing and shot listing), production (capturing video and audio content), and post-production (editing and special effects). Open to students in Forms 3-6.

MUSIC ELECTIVES

Choral Music: Community Choir (Year)

The foundation of the school’s choral program, Community Choir, emphasizes the development of music reading, aural skills, healthy vocal technique, and confidence in performance. Community Choir provides all Upper School students the opportunity to collaborate within a unified choral ensemble. Students study and perform choral music in various languages from diverse historical backgrounds, working with guest conductors, and professional musicians to master the basic elements of the specific style appropriate to the work. Students will refine their performance skills and choral artistry to prepare for the annual Candlelight Concert in December, the Upper School Arts Night in the spring, and Graduation, and to occasionally perform off campus. Members of the Community Choir are given priority in the audition process for the select and a cappella groups. Receives one-half credit. Open to students in Forms 3-6

Choral Music: Voce (Year)

*Students in Voce are required to enroll in Community Choir.

This select women’s ensemble performs classical and contemporary music from all genres. Emphasis is on music-reading skills and the development of choral musicianship in a smaller ensemble. Selected by annual audition, students participate in the Candlelight Concerts, Upper School Arts Night, as well as additional festivals and various concert venues both on and off campus. Additionally, Voce singers are encouraged and guided to audition for Connecticut’s regional and all-state honor choirs. Membership in the Community Choir is required. The singers may also perform in the separate a cappella ensemble, Oxfordians. Receives one-half credit. Open to students in Forms 3-6 by audition from the Community Choir

Choral Music: Outlook (Year)

*Students in Outlook are required to enroll in Community Choir.

The school’s most advanced ensemble, Outlook, performs several genres, including jazz, madrigal, classical, pop, and multi-cultural repertoire. Selected by annual audition, students participate in festivals and various concert venues both on and off campus, with additional encouragement and guidance given to audition for Connecticut’s regional and all-state honor choirs. Students also explore a variety of music-learning methods, including sight-reading, solfege, aural skill development, and call and response. The class delves into discussions of musicianship as well as interpretation of text and performance methods. Students will have multiple opportunities to perform repertoire, including but not limited to Candlelights and Upper School Arts Night. Membership in the Community Choir is required. Receives one-half credit. Auditions for Outlook will be held in the spring for the following fall. Students new to Kingswood Oxford in Forms 4-6 may audition at the start of the school year. Open to students in Forms 4-6.

Instrumental Music: Concert Band (Year)

This performing group is open to all woodwind, brass, and percussion players. This course is designed to help the individual musician improve through the development of proper technical skills and basic musicianship. Ensemble skills are also developed through rehearsals and repertoire that teaches each musician how to work together as a team in pursuit of a shared goal. As a potential multi-year course, students also have the opportunity to develop meaningful and long-lasting relationships with one another as they explore artistic creation together. Receives one credit. Open to students in Forms 3-6.

Instrumental Music: Jazz Combo (Year)

The Jazz Combo, open to advanced music students, performs various styles of music within the jazz repertoire and learns concepts in jazz improvisation. By working together as a team, ensemble members learn how to both create their own individual melodies, while also responding to and incorporating others’ creative work into something new. This creative process allows students the ability to learn how to trust others and to work together as they forge long-term relationships with one another. The ensemble participates in a number of performances during the year, both on and off campus. Receives one credit. Entrance by recommendation or audition only.

Instrumental Music: String Orchestra (Year)

This ensemble is open to all experienced string players. This course is designed to help the individual musician improve through the development of proper technical skills and basic musicianship. Ensemble skills are also developed through rehearsals and repertoire that teaches each musician how to work together as a team in pursuit of a shared goal. As a potential multi-year course, students also have the opportunity to develop meaningful and long-lasting relationships with one another as they explore artistic creation together. Receives one credit. Open to students in Forms 3-6.

THEATER ELECTIVES

Foundations in Acting and Improvisation (Fall, Spring)

This course introduces the fundamental skills of stage acting through technique training, scene study, and comedy improvisation. Students develop control and expressive use of the voice and body while exploring classical and modern approaches to performance. Through rehearsal of scenes from diverse dramatic works and participation in improv exercises, actors learn to pursue clear objectives,

overcome obstacles, think quickly, and communicate effectively with scene partners. Emphasis is placed on action, characterization, personalization, and spontaneity. Receives one-half credit. Open to students in Forms 3-6.

Stagecraft: Fundamentals of Stagecraft (Spring)

A hands-on introductory course in contemporary scenic staging techniques, this course is designed to acquaint students with the various backstage operations, techniques, and procedures used in stagecraft and theatrical design. This course contains units on theater vocabulary, safety, aesthetics, basic sound system operation, basic lighting operation, light rigging, basic woodworking hand tools, power tools, construction materials, and building techniques. Students will have the opportunity to participate in school productions and community events. Open to students in Forms 3-6.

Advanced Stagecraft: Theater Design (Fall)

Theater Design is designed to enhance a student’s understanding and abilities in the area of technical theater. Students will gain experience and knowledge in network sound systems, lighting design, and scenic design through practical applications for school theatrical productions. This will include learning the Advantis sound board, Dante level 1, Theater mix and ETC Lighting level 1 and developing soldering and network cable making skills. Students will have the opportunity to take ownership of student-led lighting design concepts for the Choreographer Showcase and for the winter musical. Open to students in Forms 4-6. Prerequisite: Stagecraft: Fundamentals of Stagecraft

Public Speaking ( Fall, Spring)

Public speaking is one of the most important skills students can learn throughout their high school journey. This course is designed to help students overcome the natural fear of speaking and to provide them with the fundamental skills and confidence needed to speak confidently in various settings. Students create a basic speech outline, learn new organizational skills, and then participate in a variety of exercises designed to improve eye contact, tone, volume, pace, articulation, and body language while speaking. Assignments focus on the elements that make for the effective presentation of ideas as well as the skills of effective communication in both prepared and impromptu settings. Several activities, such as debate, persuasive speaking, and storytelling, lead to greater student independence via daily presentation of material. Formal speeches, including research presentations, political campaigns, personal stories, sales negotiations, and instructional lectures, will also be included in our desired outcome of building confidence. Open to students in Forms 3-6.

Advanced Public Speaking: L e adership and Coaching (Spring)

In an increasingly competitive world, the ability to express oneself and speak in public with clarity, persuasiveness, and even elegance is a critically important skill. Of related and equal importance is the ability to readily analyze, develop, and defend a sound and persuasive argument. This course is designed to develop students’ confidence and competence to speak individually, in teams, in a mock-corporate world, and argue persuasively and logically throughout debate. Students hone their speaking skills using a variety of traditional speech events and exercises, including oral interpretation of literature, the persuasive delivery of famous speeches, impromptu and extemporaneous speaking exercises, and persuasive original speeches designed to entertain as well as to inform. Students in this course carefully study leadership coaching texts and apply their skills to a final crisis management project. Open to students in Forms 3 - 6. Prerequisite: Public Speaking

VISUAL ARTS ELECTIVES

Foundations in Art (Fall, Spring)

Foundations in Art is where you’ll begin your journey in our Upper School Visual Arts program. This course is designed for students of all artistic backgrounds, providing skill-building with a variety of media and encouraging creative thinking and visual expression through each student’s unique interpretation of assignment prompts. The course will highlight drawing as a form of communication, color as an expressive element, and the design of forms in space through sculpture. With an emphasis on individual growth and development, students will create their own unique independent project at the end of the course. Receives one-half credit. Open to students in Forms 3-6.

Ceramics (Fall, Spring)

Ceramic Art has been embedded in human culture for over 25,000 years and is one of the oldest art forms. Within the last decade, ceramic art has undergone a tremendous resurgence as a critically and culturally recognized genre within contemporary fine art. In this introduction to ceramics course, we will weave together aesthetics and function as students learn a variety of ceramic techniques, allowing their hands to become an extension of their imagination, intuition, and insight. With clay and glaze as our medium, we will explore methods of hand-building as a means to create functional and sculptural objects. This course will focus mainly on hand-building; however, there will also be opportunities throughout the semester for students to be introduced to throwing vessels on the pottery wheel. Receives one-half credit. Prerequisite: Foundations in Art. Open to students in Forms 3-6.

Ceramics 2 ( Fall, Spring)

In Ceramics 2, you’ll discover the magic of wheel throwing as you refine your skill on the potter’s wheel. Once you’ve mastered the basic cylinder, you’ll find your personal aesthetic in creating mugs, bowls, vases, and jars. We will focus on creating inventive, one-of-a-kind vessels and sculptures, giving life to your imagination through clay forms and a wide palette of colorful glazes. Come discover how rewarding it is to make art that you can eat or drink out of every day! Receives onehalf credit. Prerequisite: Ceramics 1. Open to students in Forms 4-6.

Ceramics 3 (Spring)

Ceramics 3 is for the ceramics enthusiast who can’t imagine their ceramics journey ending after finishing Ceramics 2. This course is for students who want to continue honing their wheel-throwing and handbuilding skills and are ready to take full ownership of their unique creative journey with clay. Equipped with the skills developed in Ceramics 1 and 2, each student’s body of work in Ceramics 3 will be self-directed and follow whichever expressive or functional themes they choose to explore. Members of the class will also make a regular practice out of studying ceramic artists whose work inspires them and present the artists’ work to classmates. Receives one-half credit. Prerequisite: Ceramics 2. Open to students in Forms 5-6.

Drawing (Spring)

Drawing is for students who want to look closely at the world around them and the world of their imagination. You will learn to use drawing as a form of communication while exploring the formal elements of line, value, color, and composition. In this course, you will work from observation and imagination as you explore a range of drawing tools to investigate various stylistic and conceptual approaches to drawn images. Emphasis is placed on individual growth and development. Receives one-half credit. Prerequisite: Foundations in Art. Open to students in Forms 3-6.

Painting 1 (Fall, Spring)

Painting 1 is for students who want to explore the creative and expressive qualities of color. We begin with an introduction to the basic techniques of painting and color theory. Students will develop an understanding of how color can be used to describe and express forms, ideas, and emotions. This course will introduce students to a diverse range of approaches to painting, from observational representation to expressive abstraction. Receives one-half credit. Prerequisite: Foundations in Art. Open to students in Forms 3-6.

Painting 2 (Spring)

Painting 2 is for students who want to continue exploring painting as a form of communication and expression. Students will study a diverse range of painting styles and techniques to help inform their work as they strengthen their skills and discover new ways of using paint and color as a creative medium. Students in this class will be encouraged to pursue their own vision and personal style. We will end the semester with an independent project designed to allow each student to delve deeper into a subject matter that interests them. Receives one-half credit. Prerequisite: Painting 1. Open to students in Forms

Studio Art Lab: Explore, Experiment, Create (Fall, Spring)

Studio Art Lab is a dynamic studio class designed to help students push their creativity, explore new materials, and refine the skills that matter most to them. Whether working collaboratively or independently, students will engage with broad themes while choosing the medium that best suits their vision painting, drawing, sculpture, printmaking, digital art, or mixed media. This course encourages artistic growth by building technical skills and developing personal expression. The class will culminate in a final project of the students’ choice, showcasing their progress and creative journey. Receives one-half credit. Prerequisite: Foundations in Art. Open to students in Forms 3-6.

Portfolio Preparation (Year)

This course is for dedicated art students. Whether you’re planning on studying art in college or simply a serious artist, submitting a strong portfolio of artwork can be an important element in your college application. Throughout the course, students will use a wide variety of media to explore both traditional and experimental means of creating images, with a growing emphasis on cultivating a personal creative process. The course culminates with the selection and documentation of each student’s strongest work in the creation of their digital portfolio. Receives one credit. Open to students in Forms 5-6 with department approval.

Advanced Studio Seminar (Fall)

This is a course for advanced art students who would like to chart a more independent course of study. This is a completely student-centered course that allows students to communicate ideas without the teacher specifying the medium. Since the central aspect is the development and construction of creative content, students may use any of the studio facilities – from computers to easels – for projects whose direction is independently generated and maintained. The seminar is framed by a weekly think tank – a critique session where students and advising faculty can discuss and evaluate concepts and projects as they unfold. Receives one-half credit. Prerequisite: completion of at least one second-level media arts or second-level visual arts course and/or department approval. Open to students in Form 6.

AP ® Art History

How do beliefs about the afterlife affect the way artists created well over 8,000 terracotta warriors for the first emperor of China’s tomb? How does Kara Walker’s use of silhouettes comment on the harmful effects of stereotypes? Should the British Museum return the marble Parthenon sculptures to Greece? In what ways is art history “alive,” and how is art history personally relevant to me? These are just a few of the questions we will explore as we move our way through AP® Art History, a course that explores 250 global works from prehistory to today. Examining artworks in a multitude of media and forms, from paintings to sculptures to works of architecture to luxury goods; building skills of visual and contextual analysis to crafting an art historical interpretation and argument; and visiting at least one art museum to conduct field study, students will engage in multidisciplinary learning about art making. Students can expect to work on presentations, essays, research projects, debates, and discussions. This class prepares students for the AP® exam in May. Open to students in Forms 4 - 6. This course will not be offered in 2026-2027.

TECHNOLOGY

>>MIDDLE SCHOOL

Upper Prep Tech (Quarter)

This introductory course is designed to expose our youngest students to the technological components they will need to survive as KO students. They will learn to navigate the KO email system and learn the proper etiquette for being a responsible digital citizen in an academic setting and the greater world. Students

engage in several interactive games and activities to help them understand the complicated world of “being online” as an adolescent. Students will also have opportunities to demonstrate their creativity while exploring many of the tools they will use in their academic classes. Upper Prep Tech coordinates with the Upper Prep Academic Team in order to teach students the tools they will utilize in their classes. Different ways to present material, such as Prezi, Google Slides, and Padlet, are presented along with the benefits of using each. Students learn how to conduct an internet search, find data, and learn how to analyze it using a spreadsheet. Finally, students learn how to use the Google environment, which includes Classroom, Drive, Docs, Gmail, Sites, and Slides. All Upper Prep students take this course in the first quarter of the year to ensure that all students have the necessary technological skills to excel in their sixth-grade year.

Coding (Quarter)

This course introduces students to the basics of computer programming with an emphasis on visual storytelling. Students begin by exploring the history of computer science in an effort to better understand our contemporary digital world. Students will then be introduced to rational, analytic, and computational thinking in preparation for learning how to write code to support their creative ideas. Students will explore a variety of programming languages and environments (Blockly, Scratch, JavaScript, and HTML) to create animations and other digital content. The goal of this course is to explore a variety of languages and environments to better appreciate the ubiquity of code in disciplines as diverse as computer science, art, and engineering. No previous knowledge of computer programming is necessary.

Robotics A ( Quarter )

This introductory course is designed for any Form 2 student who would like to explore the field of robotics, coding, and physical building. Students will learn the basic tools to complete simple challenges and commands. They will document their process of thinking, research online solutions, and learn how to seek out help from others. They will do some small building of robots and learn how to program them accordingly. This course is designed for students who have little to no experience.

Robotics B ( Quarter )

This course is designed for those Form 2 students who have had significant experience with coding or robotics. These students have been exposed to the robotics process, understand its challenges or unknowns, and are able to seek out solutions, be proactive, and advocate for themselves. They are familiar with the research process, can test out ideas, keep copious notes, and seek out resources. These students will solve a community problem by using robotics. They will brainstorm, pick the problem, and work together to find a solution. They will present their findings to the community. It is possible for students to first take Robotics A and continue with Robotics B.

ADVANCED PLACEMENT® PROGRAM: VISION AND GUIDING PRINCIPLES

At Kingswood Oxford, the Advanced Placement® (AP®) program is a vital component of our academic offerings, allowing students to engage in college-level coursework while still in high school.

VISION

The AP® program challenges students to explore subjects in greater depth, preparing them for higher education. However, its true purpose aligns with KO’s values by enriching students’ intellectual experiences rather than focusing solely on test scores.

We believe the real value of AP® lies in fostering critical thinking, perseverance, and a passion for learning. AP® courses build on our rigorous curriculum by encouraging inquiry, dialogue, and meaningful engagement with faculty.

PURPOSE AND ALIGNMENT WITH KO’S MISSION

Our AP® program supports Kingswood Oxford’s mission: “to inspire students to excel and to lead lives of integrity and involvement by nourishing their talents in a community of teachers, friends, and families.” The program offers students an opportunity to excel academically while staying grounded in KO’s values.

Fostering Excellence: AP® courses push students to engage deeply with rigorous material.

Nurturing Integrity and Involvement: Students balance personal achievement with their role in a supportive, collaborative community, emphasizing integrity and responsibility.

Building Community through Relationships: Strong teacher-student relationships are central to the AP® experience at KO, providing mentorship that fosters growth beyond academics.

THE ROLE OF THE AP ® EXAM

While we require students to take the AP® exam to reinforce their commitment to the course’s rigor, the exam is only part of a broader learning journey. The skills and understanding developed through coursework and teacher engagement are more valuable than the exam result itself.

COURSEWORK AND TEACHER RELATIONSHIPS AS CENTRAL TO STUDENT GROWTH

Though the AP® program is important, it is not the focus of our academic mission. The relationships students build with teachers, the depth of classroom engagement, and their growth as learners are far more significant than any exam score. At KO, we believe that the relationships students develop with their teachers and their mastery of the course material in all classes AP®, Honors, and Regular Level truly prepare them for success in higher education.

AP ® COURSES AND COLLEGE ADMISSION

The growth students demonstrate in their AP® classes is more valuable than a single exam score. While some colleges offer credit or advanced placement for AP® scores, most U.S. colleges do not require them or consider them in the admission process. All colleges make it clear that the transcript specifically, the rigor of the curriculum and the grades students receive is the most important factor in college admissions. Colleges are particularly interested in the rigor of the curriculum and the grades students achieve in all their courses. Furthermore, while AP® scores are not part of the admission process, it is important to note that not all colleges award credit for AP® scores. Each college and university has its own policy regarding AP® scores, college credit, and/or college placement.

AP ® COURSE AND EXAM POLICIES

Course Limit: Students may enroll in up to four AP® courses per semester to maintain academic balance. No exceptions will be made, as this policy supports student wellness.

AP® Exam Enrollment: Students may only take an AP® exam for a course offered at KO if they are enrolled in that course. This policy reflects our belief in the value of in-person learning, active engagement with course material, and strong teacherstudent relationships for deep learning and success. If a student opts to take an AP® exam for a KO-offered course at an off-site location, they will be required to retake the exam if they later enroll in the same course at KO.

KO does not serve as a test site for AP® exams in courses it does not offer.

ONE SCHOOLHOUSE

Students who have exhausted the Kingswood Oxford curriculum, specifically in math, can elect to take a course through One Schoolhouse. KO will cover tuition for these classes. A credit will be awarded for the semester (.5 credit) or the year (1 credit) courses, and these courses will be included on a KO transcript. For a list of One Schoolhouse courses for 2026-2027, visit https://tinyurl.com/oneschoolhouse2627

CURRICULAR CHOICE FROM THE COLLEGE COUNSELING

OFFICE’S PERSPECTIVE:

WHAT COURSES SHOULD BE TAKEN FOR COLLEGE?

While many factors enter into college admissions decisions, an applicant’s academic performance as reflected on the high school transcript is the most important component in an application. When colleges evaluate a high school transcript, they primarily consider two factors: the rigor of the program of study and a student’s level of achievement. This means that students should take the most demanding program that they can successfully handle, balancing rigor and achievement, and that will allow students to pursue areas of interest outside of the classroom. With the wide range of offerings at Kingswood Oxford School, students can explore new and interesting avenues. The College Counseling Office encourages students to follow their interests while fulfilling their KO diploma requirements and meeting, and preferably exceeding, colleges’ entrance requirements.

WHAT COURSES ARE DESIRABLE WHEN APPLYING TO COMPETITIVE COLLEGES?

In general, most four-year colleges expect to see the following classes on a high school transcript.

4 years of English

3-4 years of mathematics, or through pre-calculus

3 years of one modern or classical language (ideally through level 4, i.e. Spanish 4, French 4)

3 years of science (at least 2 lab courses)

3 years of history/social science

1 year of fine arts

Please keep in mind that these are not KO graduation requirements; the above are the typical minimum requirements admission offices are looking at for most applicants. For many colleges, taking four years of as many core areas as possible is often most desirable. During their senior year, some students may choose to forgo a fourth year of science, history, or language in order to “double up” in a favorite area. While this could make good sense for an individual, we still strongly recommend that all seniors take courses in at least four of the five core curricular areas (English, math, science, history, world language).

WHAT IS THE TYPICAL CURRICULUM FOR EACH GRADE LEVEL?

The typical expected course load is five “core” courses (plus one elective, occasionally two). Students’ advisors, the department chairs, and the college counselors work together to help students build an academic schedule that incorporates the appropriate mix of challenge and balance across core academic disciplines and the arts. Please refer to the individual department sections of this guide for course sequences and options in each grade level.

WHAT ARE SPECIALIZED COLLEGE PROGRAMS LOOKING FOR?

While many KO students enroll in a liberal arts program in college, several KO students each year pursue a focused study in a specialized field in college. The expected high school curriculum for these programs may look a bit different. Once students have decided this might be a route they are interested in, students should communicate with their advisor, the appropriate department chair and/or the College Counseling Office for suggestions on how to select those courses that will best prepare the student.

Business Programs generally require four years of rigorous math courses, preferably through calculus. Coursework in economics is strongly encouraged.

Engineering Programs generally require four years of rigorous math and science, including at least basic courses in chemistry, physics, and calculus. Coursework in computer science is also a plus.

Health Science Majors, including Nursing, OT/PT, PreMed, PreDental, etc generally require four years of rigorous math and science, including courses in chemistry, physics, and calculus.

Art, Drama, or Music Programs can vary significantly in their requirements. Conservatory programs, which focus almost entirely on one’s major, primarily consider an audition/portfolio in making admissions decisions. However, many comprehensive universities and small colleges also have exceptional programs in the arts and may also require auditions/portfolios. These colleges also expect students applying to arts/drama/music programs to have the same demanding high school courses and grades as others in their applicant pool.

WHAT ARE AP ® CLASSES AND ARE THEY IMPORTANT?

AP® classes follow a nationally prescribed curriculum that culminates in a comprehensive exam in May. If one does well on an AP® exam (minimally a 3, but

usually a 4 or a 5), some colleges grant credit, placement into a higher-level class, and/or exemption from college distribution requirements. AP® courses are considered college-level courses, use college-level texts, have college-level expectations, and demand a college-level commitment. Note, however, that AP® courses are just one way that a student can add challenge to a course load given KO’s wide array of demanding classes with and without the AP® label. Different AP® classes have different prerequisites; please carefully review the prerequisites listed in each course description.

AP® scores are not sent to colleges by KO and are not college admission tests. However, students may include them on their applications if they choose. Please refer to the Advanced Placement® Program: Vision and Guiding Principles for more information.

WHAT IF STUDENTS HAVE MORE SPECIFIC QUESTIONS ABOUT COURSE SELECTION AND COLLEGE ADMISSIONS?

The information above is a very brief overview. Students and their parents should first speak with their academic advisor, after which we encourage students and parents to reach out to the College Counseling Office with any remaining questions related to course selection and the college admissions process.