SLS Curriculum Guide

The SLS Arc of Learning: A Journey That Builds

At SLS, the 5 to 12 model is more than a structure—it is a thoughtfully designed strategy for student growth. The curriculum is intentionally crafted so that each year builds on the last, fostering a continuous arc of development. Faculty across Middle and Upper School collaborate to ensure that students experience just the right balance of freedom, feedback, and challenge at every stage. This cohesive approach supports the growth of confident, capable individuals who are prepared to thrive at SLS, in college, and beyond.

This guide reflects SLS’s commitment to a seamless 5–12 experience, where each chapter of learning is connected, purposeful, and designed to help every student discover their strengths, chart their academic course, and Lead with Humanity.

Our Mission

Our Promise to Families: an exceptional education that inspires a deep love of learning, a strong moral compass, the commitment to serve, and the confidence to lead.

At SLS, we transform lives through academic excellence and an unparalleled commitment to kindness, community and character. Our students thrive in a warm, supportive environment where they discover their unique strengths, learn to Lead with Humanity, and make meaningful contributions to the world. Discover your potential, discover you.

Our Vision for Student Growth

We believe an exceptional education is shaped by the growth of each student as a thinker, community member, and leader. The Portrait of a Learner captures the skills, mindsets, and habits that matter most at SLS. It reflects our shared vision for student growth and guides what and how students learn, ensuring every graduate is prepared to lead, connect, and thrive on the Hilltop and beyond.

Middle School Program of Study

Signature Experiences

Emerging Technologies

The SLS Emerging Technologies program is a defining feature of the Middle School, ensuring that every student develops fluency in the tools shaping the future. SLS was the first of our peer schools with a required 4-year Computer Science and Engineering (CS&E) curriculum in Middle School. Safety and responsible use are at the heart of this program. In fact, our leadership in responsible AI education has earned SLS the prestigious RAIL endorsement from the Middle States Association. Beyond the classroom, students can expand their skills and creativity through co-curricular opportunities such as combat robotics and design challenges. The result is a cohort of skilled, conscientious creators—prepared to innovate, collaborate, and thrive in a high-tech, globally connected future.

Leading with Humanity

Leading with Humanity is our signature leadership program, equipping SLS students to become ethical leaders who move their communities forward. In Middle School, students explore identity, values, and ethical decision-making through reflective discussions, student-led conferences, and hands-on, community-focused projects. Through our five-year (grades 5-9) required Leadership Studies curriculum and other course and service work, students deepen their capacity to lead with empathy,purpose, and a global perspective.

Compass: 1:1 Personalized Mentoring Program

Compass is SLS’s signature Upper School mentoring program. The foundation begins in 8th grade with the creation of a Compass Map, which integrates students’ leadership learning and Middle School experiences to provide a framework for goal-setting and decision-making in Upper School.

In 9th grade (or first year of Upper School), students are paired with a dedicated Compass Coach who serves as a steady guide throughout their Upper School journey. Through regular meetings and thoughtful conversations, students reflect on and refine their Compass Map across key areas, including academics, leadership, service, global learning, well-being, summer planning, college opportunities, and career exploration.

Course Sequence Chart

The SLS Middle School offers a foundational and unmissable experience, embracing the energy, playfulness, and individuality of early adolescence as essential to meaningful growth. The Middle School provides a developmentally tailored and supportive environment, where students are known, challenged, and inspired, preparing them for the rigors of Upper School and beyond.

At the heart of the program is a commitment to nurturing a deep love of learning. Students engage in an integrated course of study that builds a strong foundation in core academic areas: English, Mathematics, Science, History, and World Languages. Alongside these traditional disciplines, SLS emphasizes future-ready skills with a special focus on Leadership and Computer Science & Engineering, taught in ways that are accessible and relevant to every student. This well-rounded foundation is complemented by opportunities to develop active learning skills, critical thinking, and creative problem-solving. Throughout, teachers highlight the importance of process, encouraging curiosity, open-mindedness, and flexibility in every student’s approach to learning.

Emerging Technologies

Computer Science & Engineering

In Middle School Computer Science & Engineering, students explore and engage in critical thinking and aim to solve problems with empathy. Students learn to integrate technology, tools, and techniques relevant to today’s society in an ethical manner as they develop physical and digital prototypes while becoming comfortable with the iterative Design Thinking Process.

Computer Science & Engineering 5: World of Design

The goal of this course is for students to learn how to think critically about the world around them and develop strategies for solving everyday and technical problems. They do this while building a foundation of basic Computer Science and Engineering knowledge and skills. Students begin by investigating the Design Thinking Process and considering how it can be applied to both school work and daily life. Through hands-on experiences like making and designing prototypes, decision-making, and brainstorming, students put the Design Thinking Process into practice. The technical, process, and skills they will “learn while doing” are fundamental for success in future courses within the CS&E department, but can also be applied in many academic disciplines. By learning these fundamental skills, students will be more resilient to challenges and able to utilize brainstorming, critical thinking, and planning in many aspects of their lives, both in and out of school.

Computer Science & Engineering 6: Physical Design for Social Impact

The goal of this course is to engage students in the process of fabrication and prototyping so that they may identify as designers and engineers. Computer Science and Engineering education allows our students to imagine creative solutions while building physical prototypes. Using the Design Thinking Process, students practice brainstorming and researching to develop problem-solving skills within each challenge and are encouraged to become resilient collaborators. Lessons focus on the tools and methods necessary for specific project development. These tools become vehicles for students to build and improve their designs. Students transfer their knowledge of core content to solve real-world design challenges for fundraising and learn to create business plans that will maximize their philanthropic contributions to their cause.

Computer Science & Engineering 7: Computing & AI Ethics

This course provides an engaging introduction to Artificial Intelligence with an emphasis on ethical decision-making. Students learn technical concepts such as how training AI works for different tasks, and consider the ethical implications of those technical concepts, such as algorithmic bias. Students become comfortable with key terms such as dataset, learning algorithm, prediction, and optimization, and will practice by brainstorming and developing their own opinions and thought processes. Students learn to recognize AI systems in everyday life and reason about the predictions those systems make. Throughout the course, students also gain a foundational understanding of their newly issued MacBook computers, including the basic workings of a computer (memory, storage, CPU, I/O), the difference between data and application, data types, and information management.

Computer Science & Engineering 8: From Passion to Prototype

Emerging Technologies

The required four-year Computer Science & Engineering curriculum is a foundation of SLS’s Emerging Technologies program. Through hands-on projects, designLab experiences, and interactive discussions, students develop technical fluency, AI literacy, and ethical decision-making. The required coursework is complemented by cocurricular offerings such as an afterschool Makers Club and a Combat Robotics Team that competes in the National Havoc Robot League. An emphasis on Emerging Technologies empowers students to become skilled, conscientious creators—ready to innovate and lead responsibly in a high-tech world.

This course combines design thinking with real-life problem-solving by exploring different types of engineering. Students will learn proper safety practices with designLab tools, develop a range of technical skills, build an iterative mindset, and explore what matters to them as individuals while using the Arduino microcontroller platform to build a solution to a problem that has personal meaning. Students will research different types of engineering as they explore ways to connect their learning with their personal interests. They will then design custom projects connected to their real-life experience. Skills include, but are not necessarily limited to, designing simple circuits, using computer-aided design (CAD) software to design and 3D-print parts, working with wood and other materials, and using basic hand tools. Topics such as project planning and working within design constraints will also be explored throughout the duration of the class. The course focuses heavily on problem-solving, troubleshooting, creativity, and, most importantly, perseverance as students design their own Arduino-based project that resonates with them on a personal level.

English

Middle School English classes nurture the author and reader within our students by providing a rich, engaging curriculum focused on the discovery of language arts skills. Classes encourage a student’s authentic, unique writing voice through frequent and varied assignments, including journaling, short stories, and poetry. In addition, students refine their expository writing skills through close study of authors and essay writing practice, and learn to compose compositionally strong and captivatingly creative pieces. Reading selections are “language-rich” and appropriately challenging. Students explore reading through full-class novel studies, small group book clubs, and independent reading opportunities. Woven throughout the curriculum is a firm grounding in grammatical concepts, vocabulary development, performance and public speaking skills, and Harkness discussion skills.

English 5

The 5th grade English program celebrates the insightful and passionate reader and writer we know every child can become through the growth of foundational writing and reading comprehension skills. Students develop problem-solving capacities as readers, including understanding character development, perspective-taking, figurative language, and narrative and expository text structures. To make meaning, students learn to apply different tools to support reading comprehension, including annotation, discussion, and graphic organizers. Vocabulary and grammar are taught in context to improve the student’s reading comprehension and writing. Gaining confidence with the writing process as a thinking tool is a significant objective of the 5th grade writing curriculum. Students are introduced to the TIDE paragraph to organize their thinking and build strong arguments to support a topic. Students choose writing topics that matter to them across different genres and within the context of project based and interdisciplinary learning. Through goal setting and portfolio assessment, students embrace their roles as participants in their own learning journey and recognize their classmates as unique individuals with particular intellectual strengths and contributions to make. Ultimately, readers and writers graduate from the 5th grade English program confident they can apply their meaning-making skills to any text that satisfies their curiosity about humanity and the world. Regular connections with 5th grade Library classes also encourage students’ interests and independence as readers. In addition to short story and poetry collections, texts studied in 5th grade have included: Mrs.Frisbyand the Rats of NIMH by Robert C. O’Brien; The Crossover by Kwame Alexander; OutofMyMind by Sharon M. Draper; Restart by Gordon Korman; The Silver Arrow by Lev Grossman.

English 6

English 6 fosters a collaborative, skills-based learning environment where students develop essential writing and critical thinking skills through literary discussion and structured composition. Writing instruction centers on continuing the practice of the TIDE method, guiding students in crafting well-structured, analytical paragraphs. Students engage in the writing process through drafting, revising, and editing, strengthening both their creative and expository writing abilities. Vocabulary is taught in context to enhance comprehension and expressive language skills. Literary discussions encourage students to analyze themes, author’s craft, and textual evidence, fostering deeper engagement with literature. Students also enjoy creative, celebratory activities that challenge them to stretch intellectually and find connections to the world and each other through stories, including book clubs and storytelling. In addition to classroom texts, students participate in an independent reading program that nurtures a lifelong appreciation for reading. Partnering with the librarian, students can select independent reading books that align with their interests and reading goals. In addition to short story and poetry collections, texts studied in English 6 have included: Rebellion 1776 by Laurie Halse Anderson; WhenYouTrapaTiger by Tae Keller; The War ThatSavedMyLife by Kimberly Brubaker Bradley; TheLastCherryBlossom by Kathleen Burkinshaw; TheIncredibleJourney by Sheila Burnford.

English 7

English 7 empowers students to strengthen their analysis of stories and develop their unique writing voice. We explore thoughtprovoking topics about the world through a variety of texts and genres, including historical fiction, drama, and poetry. Discussions are structured around Harkness skills and building a collaborative learning environment. Reading comprehension is nurtured through a continued emphasis on good reading habits, close reading skills, and a refined approach to textual annotations. In addition, students practice their critical thinking skills by identifying story elements and authors’ craft, questioning the choices writers make, and analyzing stories through varied lenses. Literature units include full-class novel studies and small-group book clubs. In addition, regular connections with the SLS Library support independent reading and encourage students to find stories that bring them joy and new knowledge. Independence with the writing process is fostered through continued mastery of the TIDE approach. Students learn to use their organizational and development skills as a building block to support both analytical writing prompts and multi-paragraph essays. Students use strategies for organization, routinely practice impactful editing skills, and benefit from a high level of teacher involvement. Teachers work closely with each student throughout the writing process and create personalized strategies for growth at every stage. Students become sensitized to the role language plays in their lives by discussing how real writers work and through the study of vocabulary and grammar in context. Students enjoy collaborative and creative opportunities to demonstrate their learning, including reading groups, artistic interpretations, performance, and debate. In addition to short story and poetry collections, texts studied in 7th grade have included: The Outsiders by S.E. Hinton; AMidsummerNight’sDream by William Shakespeare; Fever 1793 by Laurie Halse Anderson; InsideOutandBackAgain by Thanhhà Lai; The Third Mushroom by Jennifer L. Holm.

English 8

English 8 begins with two foundational questions that encourage students to broaden their perspective of literary studies: What are the elements of great storytelling? What purpose does a story strive to convey to the audience? Students apply these questions throughout the year as they examine a variety of literary forms, including short stories, novels, personal narratives, plays, and poetry. Along with gaining a deeper appreciation for the rich variety of literature and the power of language, students use both their personal perspectives and consideration of others’ perspectives to interpret texts. Historical and social contexts are included in our discussions, and students are encouraged to construct unique views robustly supported by critical analysis. Harkness table-based instruction nurtures a high level of participation through lively, full-class discussion and allows for small-group conversation and independent reflection. Students further develop and sharpen their critical thinking skills through language-intensive activities, including the study of vocabulary in context and a practical approach to English grammar. To refine their writing skills and prepare for Upper School writing with confidence, students compose expository essays, grounded in the TIDE approach, and based on traditional rhetorical models, including narration, compare and contrast, and persuasion/argument, in addition to personal responses and creative pieces. Teachers play an active role in writing instruction, tailoring support and strategies to each writer with the goal of fostering independence in the writing process. In addition, all eighth grade students craft and present a Declamation - a personal narrative, short story, or collection of poetry- to the community at the end of the school year. This is an opportunity to showcase their power as writers and public speakers by sharing a story about how they became the humans they are. Independent reading is encouraged through regular connections with the SLS library. In addition to short story and poetry collections, texts studied in 8th grade have included: Lord of the Flies by William Golding; Salt to the Sea by Ruta Sepetys; Our Town by Thornton Wilder; ToKillaMockingbird by Harper Lee; TheAbsolutelyTrueDiary of a Part-Time Indian by Sherman Alexie; The Schwa Was Here by Neal Schusterman.

Fine Arts

The aim of visual art classes at SLS Middle School is to provide a hands-on, project-based setting for students to become familiar with the principles and elements of art as a discipline. Students will draw inspiration from a wide range of artists, techniques, and cultural traditions, experimenting with a variety of media. Throughout the year, students will learn to make connections to their own experiences and the world around them through their artwork. Additionally, they will learn the skills they need to present and reflect upon their work as artists.

Art 5

Fifith grade artists coming into SLS will begin to build a foundation of skills and studio habits that will enable them to become independent and reflective artists. Students will be exposed to a variety of artists and artistic traditions in order to widen their creative perspectives. As they learn the skills and techniques of different mediums, artists will cultivate the creative independence needed to apply these tools to their work. Students will develop and refine artistic skills and interests with individualized support from their teacher.

Art 6

Sixth grade artists will continue to build a foundation of skills and studio habits that will enable them to become independent and reflective artists. Students will expand their knowledge of a variety of artists and artistic traditions in order to further widen their creative perspectives. As they build their skills and techniques with different mediums, artists will cultivate the creative independence needed to apply these tools to their work. Students will develop and refine artistic skills and interests with individualized support from their teacher.

Art 7

Seventh grade artists at SLS will strengthen the foundation of skills and studio habits that will enable them to become independent and reflective artists. Students will expand their knowledge of a variety of artists and artistic traditions in order to further widen their creative perspectives. As they build their skills and techniques with different mediums, artists will cultivate the creative independence needed to apply these tools to their work. Students will develop and refine artistic skills and interests with individualized support from their teacher.

Art 8

Art 8 is a yearlong elective designed for students who are committed to developing disciplined studio habits and advancing their artistic voice. Building on foundations from grades 5–7, this course deepens technical skills across traditional and contemporary media, introduces more sophisticated processes, and emphasizes meaningful visual problem solving. Students will integrate digital tools—using classroom iPads and selected apps—to expand their drawing and compositional techniques while continuing hands-on exploration of painting, drawing, and mixed media. Success in this course is grounded in independent motivation, sustained creative effort, and openness to growth; all skill levels are welcome and will receive individualized teacher support. Students are encouraged to pursue their personal interests and may focus much of their studio time on favored media. Through reflective critique, study of diverse artistic traditions, and investigation of universal themes, artists will refine their aesthetic judgment and learn to communicate ideas with greater clarity and confidence.

History

The Middle School History curriculum emphasizes the development of analytical and writing skills in a context of studying a variety of social, historical and political subjects. Students encounter a variety of forms of information – both objective and subjective – and are encouraged to relate that information to the world in which they live. Writing and research skills are developed in preparation for the Upper School curriculum.

History 5: Indigenous Peoples of Connecticut & New England

This course builds a foundation of skills and a framework of knowledge about the world of today, along with an understanding of significant themes in American history and culture that play essential roles in our contemporary experience. The year begins with an exploration of the concept of community and a series of interdisciplinary activities designed to engage students with the people and values of SLS. Within geography and US History-based content areas, students carry out creative project work, both individually and cooperatively, and practice the traditional academic skills of highlighting, notetaking, mapping, researching, and reporting. The course pays particular attention to the life and culture of indigenous peoples in our local area and region. Students are guided in becoming more discriminating and skillful users of web-based content in research and in building awareness of current events and topics.

History 6: Early American History - Cavaliers, Roundheads, & Barbary Pirates

In this year-long study of early American history, students begin by examining the long arc of change from the decline of the Western Roman Empire to the rise of medieval European society. They explore the development of feudalism and the close relationship between church and state, and then consider how these structures were challenged by movements such as the Enlightenment and the English Civil War. The course turns to the Atlantic world of the 17th and 18th centuries. Students investigate how migration from England, particularly among Puritans and Cavaliers, helped shape the distinct political, religious, and cultural identities of the British colonies in North America. The course then follows the American story from the origins of the independence movement through the American Revolution and into the early years of the republic. Students examine how the United States established itself on the world stage, including its renewed conflict with Britain in the War of 1812. Throughout, they consider how Americans have defined their national identity—and how that identity has been perceived and challenged both at home and abroad. The course emphasizes both content knowledge and skill development. Students conduct research, learn the Cornell Note-taking system, write analytically, and participate in Harkness-style discussions that encourage careful reading, thoughtful listening, and clear expression. These experiences invite students to grapple with enduring questions about justice, power, and identity—issues that resonate as they form their own perspectives.

History 7: Civil War to World War - Union Torn to Empire Born

History 7 builds directly on the foundation established in History 6, following the United States as it continues to define itself amid growing tension and change. The course begins with an in-depth study of the American Civil War, asking students to consider the forces that pulled the Union apart and the unresolved questions embedded in the nation’s founding. From there, students explore the complexities of the Reconstruction Era, focusing on the challenge of rebuilding a fractured nation. The course then turns westward, examining the ideology of Manifest Destiny and its role in driving expansion across the continent. Students investigate key developments such as the California Gold Rush, while also confronting the profound impact of expansion on Indigenous nations and the moral and political questions it raised. The course culminates in an examination of reform and global engagement, including the Progressive Era and the United States’ entry into World War I. The course emphasizes both content knowledge and skill development. Students conduct research, learn the Cornell Note-taking system, write analytically, and participate in Harkness-style discussions that encourage careful reading, thoughtful listening, and clear expression. These experiences invite students to grapple with enduring questions about justice, power, and identity—issues that resonate as they form their own perspectives.

History 8: American Social History

This course combines the study of the structure and function of the United States Government with investigation of historical epochs and social issues of the 20th and 21st centuries. In essence, it is a survey course and continuation of the study of American history from the 7th grade. Students will develop a foundational understanding of the government of the United States, specifically the workings of the three branches in relation to historic cultural movements that have deeply affected our society into present day. Course units include, but are not limited to: events and world impact of 9/11; issues of immigration and what it means to be an American citizen; our class trip to Washington, D.C., focusing on the function of our capital and the importance of memorials; the Progressive Era; America’s involvement in both World Wars; and the American Civil Rights Movement. Service learning, Project-Based Learning, and design thinking are interwoven in the curriculum to engage students in meaningful learning with real-life applications. At the same time, students will build foundations for Upper School coursework through historical research, case studies, and regular current events assignments. Emphasis will be placed on critical thinking skills, writing, speaking, debate, note-taking, and research skills.

Leading with Humanity

Leadership Studies

Middle School Leadership Studies courses engage students in identifying their strengths, developing their understanding of right and wrong, learning about ethical leadership, and developing their communication and collaboration skills so that students know how to work together and lead effectively. The required sequence of SLS Leadership Skills classes is a key element of the School’s Leading with Humanity program.

SLS Leadership Skills 5 & 6

Through interactive experiences, students will have the opportunity to practice and strengthen skills that include: self-awareness, self-management, self-advocacy, perspective-taking, active listening, and interpersonal skills. These experiences are designed with developmental stages in mind, ensuring that this two-year course meets the needs of our students while also allowing students to extend their abilities, explore their individual interests and strengths, and discover how they can be leaders with purpose.

SLS Leadership Skills 7 & 8

Building on the skills learned in the 5th & 6th grade courses, students will expand their understanding of ethical leadership, leading with purpose, and community. Through case studies, role plays, and reflection, students will have hands-on practice to refine and grow their leadership skills and continue to broaden their understanding of the world. Projects in Leadership Skills including designing and leading events for the Middle School throughout the year as well as engaging in activities with the community beyond St. Luke’s.

Library

Library 5 & 6

In weekly library classes, students develop essential research and literacy skills through a structured and engaging curriculum. They learn to navigate the SLS online catalog to locate materials for both independent reading and academic research, fostering a lifelong appreciation for literature. Through news literacy instruction, students critically evaluate sources for accuracy, bias, and credibility, while also analyzing the influence of social media in today’s information landscape. Additionally, they acquire fundamental research skills, including distinguishing between websites and academic databases, conducting effective searches, and assessing the reliability of sources in their results. Students also gain an understanding of citations and paraphrasing—learning the importance of proper attribution, strategies for synthesizing research in their own words, and constructing citations using NoodleTools, a citation management tool.

Leading with Humanity

The required five-year Leadership Studies curriculum is just one part of the SLS Leading with Humanity program. In Middle School, students deepen their leadership through reflective discussions, student-led conferences, and hands-on, community-focused projects. These opportunities help students explore identity, values, and ethical decisionmaking—empowering them to lead with empathy, purpose, and a global perspective.

Mathematics

The aim of the Middle School Mathematics curriculum at SLS is to establish a strong foundation in basic skills and concepts with an emphasis on problem solving and critical thinking. Courses introduce algebra and geometry by using creative activities that challenge and support the students to learn serious, substantive mathematics concepts while fostering confidence and enhancing their ability to be successful in future courses. Students explore relationships among numbers, variables, and real world applications.

Math 5

Our 5th grade math curriculum is designed to build essential math skills that students will use throughout their lives. It strengthens their understanding of number sense, place value, and estimation while reinforcing fluency with all four operations involving whole numbers, fractions, and decimals. Students develop efficient problem-solving strategies, deepen their algebraic thinking through patterns, variables, and equations, and explore higher-level concepts that promote critical thinking. By blending skill mastery with real-world application, our curriculum lays a strong mathematical foundation for future success.

Math 6

The aim of the Math 6 course is for students to master whole number, decimal, and fraction operations as well as to utilize those skills in a variety of practical applications. Proportional reasoning is stressed as students explore the concept of percents. Students are introduced to the use of variables and simple equations as a means of problem solving. Emphasis is placed on estimation, critical thinking, practical problem solving, real-world application and interdisciplinary connections, with an introduction to basic algebra concepts throughout each lesson.

Pre-Algebra 6 & Pre-Algebra 7

This course is designed to prepare students for the formal study of algebra and geometry. Students master operations with integers, proportions, and percent. Data analysis, solving equations, simplifying expressions, and using exponents are explored. The skill of reading critically, both to introduce and reinforce mathematical ideas, is emphasized. The course concludes with an introduction to linear equations and inequalities.

Math 7

In this course, students will extend and apply many of the concepts they’ve learned to discover new types of relationships and new and efficient ways to solve problems. Students will learn and review ratios, decimals, percent, and operations with real numbers. Students then will apply those concepts to algebraic expressions, equations, and inequalities—from simple to multi-step—and will also examine how those tools can help represent real-world situations. Students will also explore proportional relationships through multiple representations and contexts. Students should expect a mix of discovery and practice, with an emphasis on applications, critical thinking, and problem-solving. The course is by design, and lays the foundation for success in Math 8.

Math 7A

Students in this course will cover all topics in Math 7 at a more rigorous pace, with a greater emphasis on problem solving. They also will delve into more complicated problem-solving techniques and additional topics of functions and systems of equations.

Algebra 7

Algebra 7 is a complete algebra course including factoring, quadratics, and algebraic fractions. There is an emphasis on problemsolving. Students in the course gain a deep conceptual understanding of the core skills of algebra, including solving equations and inequalities (including absolute value), ratio, proportion, and percent. Additionally, students will dig deep into operations of polynomials, properties of rational expressions, exponents, roots, solving systems of equations, and quadratic equations. There is an emphasis on solving and using linear equations and inequalities in context, factoring, and graphing of linear and nonlinear functions.

Linear Topics in Algebra

This is a course for eighth graders that will cover the first half of a traditional Algebra class. It is part of a three-year sequence that will include Integrated Algebra and Geometry in the Upper School. Students in the course gain a solid understanding of the fundamentals of algebra, including solving equations and inequalities, ratio, and proportion and percent. Additionally, students will learn to use the basic algebraic operations of monomials, properties of rational expressions, exponents, and roots. The emphasis will be on solving and using linear equations and inequalities, simple factoring, and graphing of linear functions. A major focus on computations and calculations also will be covered.

Math 8

This course is the continuation of the two-year sequence which begins in Math 7. Concepts will be seamlessly integrated through the study of basic algebraic concepts by first reviewing the properties and applications of simplifying expressions and solving equations. The class will focus heavily on linear functions, solving systems of equations, inequalities, and quadratic functions. An in-depth study of computing and factoring polynomials will be applied to simplifying rational expressions and solving functions. Problem solving, understanding the connection to the real world, and abstract thinking will be emphasized. Cumulative review and the use of technology, including graphic calculators, are consistently integrated into this course.

Math 8A

This course will cover all concepts noted in Math 8 at a faster pace. Students in this course also will delve into more complicated problem-solving techniques and additional topics with functions and geometric applications.

Geometry MS

Geometry MS is a traditional course for developing one’s reasoning ability by studying patterns in two and three dimensions. Students are encouraged to form and verify conjectures about relationships through formal proof. Students will continue their study of algebra through the lens of geometry, helping them see how the two disciplines of math are intertwined. This course includes coordinates, transformations, measurement, area and volume, congruence and similarity, logic, trigonometry, properties of symmetry, and circles.

Performing Arts

SLS students have the opportunity to explore the world of music and theatre through the performing arts. All ensembles explore diverse and varied repertoire and participate in at least two performances each year.

Theater & Physical Expression

Go beyond memorizing lines and discover how movement, expression, and voice can work together to tell a story. In this active performing arts class, students in grades 5–8 will learn how to use movement with intention to bring characters and ideas to life. Through exercises that build awareness, coordination, balance, and use of space, students will stay physically engaged while developing skills in improvisation, character work, and collaboration. They will explore techniques like Physical Neutral to build focus and control, Laban Movement to express different energies and emotions, and ensemble work to create dynamic group performances. This class offers a supportive environment where students can take creative risks, build confidence, and feel more comfortable performing in front of others, while also developing physical control, strength, and presence. This course can replace the Physical Education course requirement in the Middle School.

Note: this course may not be offered every year, based on enrollment.

Choir 5

Fifth-grade students participate in a yearlong, vocally based music class where singing serves as the foundation of musical learning. This experience supports all students, whether they later pursue instrumental or vocal music. Students develop healthy vocal technique and ensemble skills while exploring music from a variety of genres and cultures in a fun, supportive environment. They learn to listen critically, assess, and adjust, while building foundational skills in music reading and basic theory. Each semester culminates in a choir concert that celebrates their growth and achievement.

Band 6 or Choir 6

6th grade students attend either choir or band throughout the entire year. 6th grade performing ensembles build on the basics learned in 5th Grade Music. Students continue to develop their musicianship skills while expanding their knowledge of choral singing and instrumental music. Throughout the year, students will develop proper technique, either vocally or on their instruments, and they will participate in active listening and performance of music from many different genres and cultures.

Band 7, Band 8; Choir 7, Choir 8

Music is required for all 7th grade students and is an elective option for 8th grade students. Basic musicianship, music litera history, and music appreciation are all taught within the context of these performance groups. The Choir program focuses on an increasingly challenging repertoire, moving toward a blended and flexible choral sound with healthy vocal technique. Band 7 and Band 8 normally consist of students who have had at least one year of instruction on a woodwind, brass, or percussion instrument. Beginning instrumentalists may also participate at the director’s discretion.

Physical Education

The Physical Education program gives each Middle School student the opportunity to explore a variety of team and individual sports and activities, building motor skill development, sportsmanship, compassion, teamwork and effort. PE provides instruction in sports such as basketball, volleyball, pickleball, soccer, squash, badminton, and tennis. Physical activity releases tension, stress, and anxiety, while also stimulating endorphins that create feelings of happiness and calm. The ultimate goal is to promote lifelong fitness for their personal health and well-being. PE classes are required in grades 5-7 and optional for 8th grade students who participate in two or more seasons of athletics, either at SLS or outside of school. Additionally, Theater & Physical Expression (within the Performing Arts Department) can replace the Middle School PE requirement.

Science

The Middle School Science program introduces students to the skills of the scientific method and engages them in activities and lessons that encourage an awareness of the scientific thought process. Students systematically investigate, analyze, and experiment with many of the fundamental concepts that will lead to a greater understanding of the world around them, with the goal of developing an appreciation of science. The program provides a foundation of hands-on explorations that build curiosity and engagement with the world. The goal of the Middle School Science program is to build students’ academic aptitude by instilling a sense of accomplishment brought about by challenge and discovery, thereby empowering them not only to see the world clearly but also to imagine what could be and how it might be achieved.

Science 5

Fifth grade science welcomes curiosity and is centered on experiential learning adventures that provide a balance of hands-on activities, real-world exploration, and engaging content resources. Students develop scientific literacy and are exposed to ideas that challenge them to use processing, critical thinking, and scientific reasoning skills. Through projects and lab-based activities, students are immersed in the main content areas of the curriculum: chemistry, physics, life science, and marine science. Signature experiences in 5th grade include the Biome Project, a field trip to SoundWaters to study the Long Island Sound, the Bath Bomb chemistry lab, and an exploration of physics in motorsports through building derby cars.

Science 6: Earth Systems

The 6th grade science program stresses the fundamentals of Earth Science, focusing specifically on the geosphere, atmosphere, hydrosphere, and space. Each hands-on investigation is structured to challenge the students to think about the purpose and meaning of the activity as they hypothesize possible outcomes. Students explore the scientific method in depth and are encouraged to ask questions and give suggestions while conducting experiments and evaluating their results. Investigations and projects are done in small collaborative groups where students learn to share ideas, data, and experiences, and sharpen their presentation skills. Topics of study include plate tectonics, the water cycle & river systems, astronomy, and the impact of humans on the environment.

Science 7: Life Science

Life Science offers 7th grade students a practical approach to the study of living things by thinking critically about the classification and common characteristics of life. The course emphasizes a hands-on approach, focusing on the scientific inquiry process and thinking like a scientist. This inquiry-based approach challenges students to observe patterns and generalize relationships in acquiring a solid understanding of scientific ideas. Laboratory activities utilizing microscopes and other essential lab equipment are regularly scheduled. The objective of 7th grade science is for students to comprehend scientific concepts and analyze and synthesize information to make sense of the world around them. The course is divided into five sections: Scientific Inquiry, Cells and Microscopes, The Human Body, Ecosystems, and Pollinator Gardens.

Science 8: Physics & Engineering

Eighth grade science is an inquiry-based course that develops students’ understanding of core physics concepts through hands on investigations, experimentation, and engineering design. Students strengthen their ability to think critically, solve problems, and apply the scientific process as they work both independently and collaboratively. The course emphasizes observation, data collection, analysis, and reflection as students build the skills needed for future science courses in the Upper School. 8th graders study topics including motion, forces, Newton’s Laws, and energy. Each unit culminates in an engineering challenge that asks students to apply the concepts they have learned through the design, testing, and revision process. Projects include: Trebuchet building, the Great Egg Drop, the Truss Engineering Challenge, and the Roller Coaster Exploration.

World Language

The World Language curriculum in the Middle School exposes students to the three modern languages offered at SLS (French, Mandarin Chinese, and Spanish) while encouraging fun, active engagement in the classroom. As gaining proficiency in another language is a process that is valuable and enriching in a multicultural world, the Middle School World Language program is vital in helping students take the first steps toward reaching this goal.

SLS values student choice and the idea that students should pursue languages that are most interesting to them; therefore, students are able to sample three languages during 5th and 6th grades. All students take Spanish in 5th grade and French and Mandarin Chinese in 6th grade. Before starting their 7th grade year, students must choose one of these three languages to study as part of a two-year sequence.

World Language Sampler Program: Spanish 5, French 6, Mandarin Chinese 6

This sequence introduces 5th and 6th graders to three different modern languages: Spanish in 5th grade, and French and Mandarin Chinese in 6th grade. All three courses meet twice a week and emphasize four equally important pillars of language learning: grammar, vocabulary, culture, and traditions. Rather than treating culture and traditions as supplementary topics, they receive equal instructional time and emphasis alongside grammar and vocabulary. This balanced approach ensures students develop linguistic proficiency, cultural competence, and intercultural awareness. Having students experience the beauty of three languages before selecting which one they want to pursue further is empowering and valuable; students have an informed voice in choosing their own world language path. All three courses meet twice a week and use the innovative, picture-based method called QTalk. Students assimilate language through images and are able to speak in full sentences almost immediately. They are also introduced to cultural elements, geographical points of interest, and traditions. At the end of the 6th grade year, students choose one of the three languages to study during 7th and 8th grades.

French 7, Mandarin Chinese 7, & Spanish 7

The purpose of this course is to formally begin the study of French, Mandarin Chinese, or Spanish. Students meet four times a week for the entire year. The objectives of the course are to help students develop a good accent, to build a basic vocabulary, to understand basic linguistic structures, to read and write simple paragraphs and to learn about and appreciate the culture of the countries where the target language is spoken. Great emphasis is placed on oral work. This course comprises the first half of a full Level I curriculum at the Middle School level.

French 7A & Spanish 7A

Those students whose advanced language abilities are recognized in the 6th grade sampler program will be recommended for Level 7A (course availability based on enrollment). This course will move at a more rapid pace and will cover more material than that of Level 7. Upon successful completion of this course and teacher recommendation, students will be ready to begin Level 8A in the 8th grade. Prerequisite: Recommendation of the student’s current instructor.

French 8, Mandarin Chinese 8, & Spanish 8

This course is the second half of a full Level I curriculum at the Middle School level. When successfully completed, the students will have learned the basics of the language and will have the proper foundation for continued study. The objectives of this year are to increase vocabulary and improve oral proficiency. Students learn more advanced grammar and can read and write more sophisticated material. After this course, students should be prepared to enter the Upper School World Language sequence, most commonly at Level II. Those who have done particularly well may be recommended for the Honors section. Students earning any mark lower than a C- in these courses are strongly encouraged to begin with Level I upon entrance into the Upper School or take a summer review course before continuing to the next level in the sequence.

French 8A & Spanish 8A

Those students in the 7th grade program who have demonstrated advanced language abilities and commitment to the target language-only environment will be recommended for Level 8A. By the end of the year, students will have completed the equivalent of an advanced, accelerated Level I curriculum and will be ready for Honors French II or Honors Spanish II in the Upper School. Students who receive lower than a B in this course for the year, are not fully committed to speaking only the target language in class at all times, or are otherwise not recommended by their teacher typically enroll in Level II in the Upper School.

Prerequisite: Recommendation of the student’s current instructor.

Upper School Program of Study

Signature Experiences

Emerging Technologies

The SLS Emerging Technologies program ensures Upper School students are prepared to thrive in a rapidly evolving, technology-driven world. Building on their Middle School foundation, Upper School students have access to advanced coursework in Computer Science & Engineering, hands-on designLab projects, and opportunities to explore artificial intelligence and emerging technologies across disciplines. Students can further pursue their interests through specialized electives, independent studies, and co-curriculars such as robotics, programming competitions, and maker challenges. Our leadership in responsible AI education has earned SLS the prestigious RAIL endorsement from the Middle States Association. With an emphasis on AI literacy, ethics, and creative problemsolving, SLS graduates are equipped to innovate, collaborate, and lead responsibly in any field.

Leading with Humanity

Leading with Humanity is the SLS hallmark leadership program, guiding Upper School students to become ethical, globally minded leaders. Through courses in Leadership Studies and immersive experiences like the SLS Leadership Institute, students sharpen their ability to lead with purpose and empathy. Whether leading a team, launching an initiative, or making a difference in the broader community, SLS students graduate ready to move others forward—thoughtfully, courageously, and with empathy and purpose.

Compass: 1:1 Personalized Mentoring Program

Compass provides personalized 1:1 support to help students thrive in high school and beyond. The program brings coherence to the Upper School experience and provides a personalized path to discovering one’s potential.

In 8th grade, students work with advisors to create a Compass Map of strengths, goals, and interests. Drawing upon students’ Middle School experiences, this early step provides a shared language and framework for shaping goals in Upper School.

In 9th grade, students are paired with a Compass Coach who knows them well, listens carefully, and helps them learn to plan. Regular meetings with coaches help students reflect, set goals, and update their Compass Maps in areas like academics, leadership, service, well-being, global learning, and college or career exploration.

Scholars Programs

SLS offers three academic programs in our Upper School where high-achieving and highly-motivated students might pursue independent research in a particular field of interest. The Global, Literary, and STEM Scholars programs have specific requirements that go beyond our graduation requirements, and they are listed below. All three programs culminate with the successful completion and presentation of research at the Scholars Symposium in April of the student’s senior year. Scholars receive special recognition at Commencement.

Global Scholars Program

The Global Scholars Program is a means for students at SLS to demonstrate their commitment to global education through achievement in a wide variety of disciplines. The honors bestowed reflect students’ accomplishments across disciplines that relate to developing a “global understanding” of the world in which we live. In order to apply, students must also be on target to complete all of the following program requirements by the end of their senior year:

1. Coursework

World Languages: Through level four of a world language, or four years of language study in the Upper School, including at least one year of a modern language. Ethics of Global Citizenship: Students should ideally take this course in either 10th or 11th grade.

Global Electives: Students must complete at least one additional approved elective that relates to global studies by the end of their senior year. Please contact the Director of Leadership or Director of Studies to learn which electives can fulfill this requirement. Honors or Advanced Level Work: Students must take at least one Honors or Advanced course in English or History in 11th grade, and at least one Advanced course in English or History in 12th grade.

Advanced Global Scholars Seminar: All Scholars must participate in this year-long course during the senior year.

2. International Learning Experience

Students must document their international learning experience. This experience may come from having studied abroad, participated in an overseas service program, or volunteered/worked in an international environment locally such as hosting an exchange student or working with an immigrant community. SLS sponsored travel learning programs and exchanges automatically fulfill this requirement. International travel that does not include structured educational content and cultural immersion will not be deemed to have fulfilled this program requirement.

3. Successful completion of a Global Scholars research paper, and presentation of the research project at the Scholars Symposium in April.

Literary Scholars Program

The Literary Scholars Program is a humanities-based program that focuses most intently on the analysis of literature. Students in the program have a chance to wed scholarship and creativity in an independent project that will showcase interdisciplinary academic research. In order to be admitted into the program, students must submit an application and interview with the Literary Scholars Program Committee during the winter of their junior year.

Additional requirements include:

1. One year beyond the required course load in two of the four following disciplines: Fine Arts, History, Performing Arts, and/ or World Language.

2. Superlative work in: Honors British Literature (10th grade), and either Honors American Literature or Advanced American Literature (11th grade).

3. At least one Advanced English elective in 12th grade.

4. Advanced Literary Scholars Seminar: All Scholars must participate in this year-long course during the senior year.

5. Successful completion of a Literary Scholars research paper, and presentation of the research project at the Scholars Symposium in April.

STEM Scholars Program

The STEM Scholars Program is offered to students whose interests and talents lie in STEM-related disciplines: Science, Technology, Engineering, and Math. In order to be admitted into the program, students must submit an application during the winter of their junior year. There are two specialized STEM Scholars pathways based on students’ interests and goals:

Research & Experimentation

This pathway supports students pursuing traditional scientific inquiry. Projects will follow a formal research model, including a hypothesis, experimental design, and data analysis, culminating in a comprehensive research paper.

Emerging Technologies

This pathway is designed for students focused on engineering or computer science. It emphasizes applied learning and problem-solving. Projects will culminate in a professional-quality portfolio showcasing students’ work and technical development.

In order to apply, students must be on target to complete all of the following program requirements by the end of their senior year:

1. Four years of courses in two out of the following three STEM disciplines: Mathematics, Computer Science & Engineering, and/or Science

2. One semester-long course in Computer Science & Engineering

3. Completion of AP or Advanced courses in two out of the following three STEM disciplines: Mathematics, Computer Science & Engineering, and/or Science

4. Advanced STEM Scholars Seminar: All Scholars must participate in this year-long course during the senior year.

5. Successful completion of a STEM Scholars research paper or portfolio and presentation of the research project at the Scholars Symposium in April.

Course Sequence Chart

The goal of the Upper School faculty is to hold students to rigorous academic standards while supporting them with understanding and compassion. In addition to excellence in academics, the Upper School is committed to excellence of character and regards honor as a major component of its development. The School’s Honor Code serves as a guide for all student endeavors. The Upper School carries out the mission to give students an exceptional education that inspires a deep love of learning, a strong moral compass, the commitment to serve, and the confidence to lead.

LeadershipStudies

Mathematics Integrated Algebra, Geometry, Algebra II, or Algebra II with Trigonometry

Science Biology

WorldLanguage French, Mandarin Chinese, or Spanish

Geometry, Algebra II, Algebra II with Trigonometry, FST, or Pre-Calculus

Chemistry, Physics, or Electives

French, Mandarin Chinese, or Spanish

Algebra II, Algebra II with Trigonometry, FST, Pre-Calculus, Calculus, or Electives

Chemistry, Physics, or Electives

French, Mandarin Chinese, or Spanish

FST, Pre-Calculus, Calculus, Statistics, or Electives

Chemistry, Physics, or Electives

French, Mandarin Chinese, or Spanish

This chart does not list all Honors, Advanced Placement (AP), and Advanced courses. Additional offerings appear in the Program of Study section.

Computer Science & Engineering

The mission of the Computer Science & Engineering department is two-fold. The first is to help students develop vital problemsolving skills and strategies that are essential for success in today’s modern world. These strategies are transferable across academic subjects and are applicable to real-world problems in many personal and professional settings. Second, courses in the department teach specific technical skills that will allow students to excel at top post-secondary programs in their respective disciplines. Computer Science courses focus on broad fundamentals and practical programming techniques that can be successfully applied to a variety of specific computational and logical problems. Engineering courses focus on using the Design Thinking Process to create digital and physical prototypes, intuitive user experiences, and innovative solutions to 21st-century problems. Students apply these skills to practice entrepreneurial design and develop professional-quality documentation of their ideas.

Data Literacy 10

In this required mini-course in computing and data, students will learn what it means for machines to do mental work, and how we can harness that power most effectively to maximize its usefulness in real-world situations. Students will become expert users of their Mac computers as they learn the differences between data and applications, how different types of data are managed and manipulated, and how these things are organized on a local computer and in the cloud. Students will also learn about data collection and management, and how to use spreadsheets to both organize and analyze information. For a more in-depth exploration of these and other related topics, students are encouraged to enroll in a semester of Foundations of Computer Science & Engineering in 9th or 10th grade as an alternative.

Foundations of Computer Science & Engineering

1st or 2nd Semester

This course presents a broad introduction to computing, beginning with the core idea of what it means for a machine to do mental work, and culminating with a personal project on an emerging topic in the field of Computer Science or Engineering to be presented in a way that also demonstrates mastery of a digital presentation tool of the student’s choosing. A main goal of the course is for students to become expert users of the MacBook computers they are issued for school. Students will also learn about data management and manipulation, the Internet & how to create static web content with HTML and CSS. The course will also touch on cybersecurity, online safety, digital presentation/communication tools, and the fabrication tools available in the designLab.

Note: This course satisfies the Data Literacy 10 mini-course requirement.

Computer Programming I

1st or 2nd Semester

This course presents an introduction to computer programming and algorithm development using Python. It is designed to give students a solid foundation in common programming practices and conventions, as well as basic programming techniques. Topics include data types, control structures, console I/O, functions, lists, and dictionaries—all with a strong focus on problemsolving, program design, and documentation. It is presented both as a prerequisite for Advanced Computer Science I and as a general introduction to programming that can be applied to other disciplines.

Computer Programming II

Emerging Technologies

Computer Science & Engineering is a core part of SLS’s Emerging Technologies program. Upper School students also explore new technologies through designLab projects, independent research, and co-curriculars like combat robotics and programming programming competitions. The Emerging Technologies program fosters technical fluency, AI literacy, and ethical leadership— empowering students to innovate and thrive in a technology-driven world.

2nd Semester

This course presents a continuation of Computer Programming I and is taught using Python. It serves as an alternative to Advanced Computer Science I for students who wish to continue studying programming without the demands of a college-level curriculum. The course begins with a review of the topics covered in Computer Programming I and introduces tuples, tables, file I/O, basic graphics, and classes. Students will also work toward completing one large project over the final weeks of the course.

Prerequisite: Computer Programming I

Advanced Computer Science I

This course is a comprehensive study in C++ programming, equivalent to a first-semester college-level computer science course. It emphasizes problem-solving with an object-oriented approach, as well as algorithm and data structure development and analysis. The course involves several large projects, which encourage good program design and documentation. Topics in the course include: console & text file I/O, variables, control structures, functions, single and multi-dimensional arrays, structs, classes, searches & sorts, and recursion. While AP-equivalent, the course does not specifically prepare students for the AP Computer Science A exam due to the different languages used in these courses.

Prerequisite: Recommendation of the course’s instructor.

Advanced Computer Science II

This course is a continuation of C++ programming that was started in Advanced Computer Science I. The class introduces pointers and examines various data structures including, single and double-linked lists, stacks, queues, and trees. Enumerated types, maps, and inheritance are also studied. These tools are put into practice in several large projects that are designed to help students understand use cases for the data structures studied, and to further develop their problem-solving and project-planning skills. Students learn to produce code that is efficient, reusable, and scalable.

Prerequisite: Advanced Computer Science I and/or recommendation of the course’s instructor

Advanced Computer Science III

This is a three-part course in which students learn the fundamentals of next-generation workflows in software architecture. A primary goal is to cultivate mental models that remain durable in the face of a rapidly changing technical landscape. Part 1 covers the traditional fundamentals of the discipline, running from version control and API design to frontend/backend separation and tech stack decisionmaking. Part 2 shifts from how systems are architected to decisioning around whether a problem ought to be addressed with software in the first place. To this end, we will introduce tractability criteria, value mapping, and agent orchestration. Part 3 is a sustained but scaffolded build: students author a formal specification for an original web application and bring it to production using AI-assisted development tools. The expectation is that the finished product creates value, is deployable, and potentially lends itself to monetization. Prerequisites: Advanced Computer Science II and/or recommendation of the course’s instructor

Engineering with Electronics

1st or 2nd Semester

This course presents an introduction to the design and engineering process with an emphasis on digital fabrication, electronics, and physical computing. Throughout the semester, students will practice skills in technical sketching, 3D modeling, circuitry, and basic physical computing systems. This course will equip students with strategies for project planning, management, and execution. Students will learn to professionally document their process and finish the course with a working design/engineering portfolio that demonstrates their critical thinking abilities.

Functional Sculpture

1st or 2nd Semester

This course, held in the designLab, offers an opportunity for students to develop skills in various types of making with materials such as wood, plastic, metal, and others. Students plan and execute a variety of physical building projects that combine hand and digital tooling. Topics in this course include technical sketching, rapid prototyping, introductory woodworking, instrument design, and digital fabrication. Projects may vary depending on the semester. Students will learn to professionally document their process and finish the course with a working design/engineering portfolio that demonstrates their critical thinking abilities. Note: This course fulfills one semester’s worth of the Upper School graduation requirement for one year of Fine or Performing Arts.

Game Development & Design

1st

Semester

This course explores the fundamentals of game design. Students will study the earliest games, like tic-tac-toe, up through modern video games like Tears of the Kingdom. Throughout the semester, students will be challenged to create games using good design principles studied through research (and play!) to develop their own physical board games. Students will also explore gaming’s unique take on visual art and storytelling to create narrative-driven interactive digital experiences. Students will learn to professionally document their process and finish the course with a design portfolio that demonstrates their critical thinking abilities and creative process. Note: this course fulfills one semester’s worth of the Upper School graduation requirement for one year of Fine or Performing Arts.

User Experience (UX) & User Interface (UI) Design

2nd

Semester

This course challenges students to create screen-based products from the perspective of a user experience designer. Students will learn to conduct primary research for product development and will create digital prototypes for apps and product interfaces. This course emphasizes designing and organizing screen layouts (menus, buttons, etc.) for a specific user. Students will learn to professionally document their process and finish the course with a working design/engineering portfolio that demonstrates their critical thinking abilities.

Note: This course fulfills one semester’s worth of the Upper School graduation requirement for one year of Fine or Performing Arts.

Engineering &

Design

This course challenges students to apply concepts from previous engineering classes to plan and execute large-scale projects with realworld applications. During the first semester, students will develop professional skills by working in various roles on a design/engineering team. During the second semester, students will work with community members and outside professionals to put their creative strengths into practice. Students will expand their visual documentation skills and will finish the course with a working design/engineering portfolio that shows a breadth of competencies.

Prerequisite: Two semesters of engineering coursework and/or recommendation of the course’s instructor

Advanced Engineering & Design

Throughout this course, students will build on previous creative problem-solving skills to develop complex projects on topics of interest within engineering/design. Mentorship in this course will guide students to research career opportunities and best practices within disciplines of their choosing. Students will also practice collaborating with peers to exchange feedback and foster a dynamic studio culture that mimics a professional creative team. Students will expand their visual documentation skills and will finish the course with a working design/engineering portfolio that reflects their professional aspirations.

Prerequisite: Recommendation of the course’s instructor.

English

The English Department is committed to the importance of critical reading and writing, incisive thinking, compelling argumentation, original expression, and productive reflection. Moreover, we seek to inspire students to love and find joy in the storytelling arts. Exposure to challenging literary texts—whether canonical or contemporary, linguistic or visual, political or existential—enhances students’ literacy, cultivates empathy, and supports informed, socially responsible, and moral decisions. Our discussion-based classes encourage students to be curious, lead each other in conversation, share individual perspectives, and actively listen to, and learn from, their peers. Thereby, students learn to be both independent learners and supportive collaborators.

In the Upper School, literature is studied for its continuing cultural, ethical, and artistic importance. Our purpose is both philosophical and practical: to learn what it means to be human and to participate effectively in our human community. Students are encouraged to find wisdom and illumination in literature. When showcasing their learning, whether in the form of analytical essays, presentations, or multi-media projects, students learn processes to create organized, compelling, and original work that reflects high academic standards as well as personal voice and style. Along the way, they reflect on their own learning and, in close and frequent consultation with their teachers, set new, tailored goals. They grow more fully into their humanity.

World Literature

World Literature provides a foundation for the study of literature in the Upper School. The readings for this course are selected for their rich language, cultural influence, and universal themes. Through study of a wide variety of texts spanning the globe, students will consider how these works inform their understandings of identity and self. With close reading and lively discussions centered on the texts, students develop intellectual confidence, study skills, and an appreciation of literature, all of which is a preamble to writing. The process of composition is given great attention in the freshman English course, as students work towards mastering organization, diction, and voice to build fluency in academic conversation, composition, and presentation. Students will study challenging vocabulary words and receive instruction in grammar, proper sentence structure, and idea flow. Representative texts include PurpleHibiscus by Chimamanda Ngozi Adichie; The Namesake by Jhumpa Lahiri; Persepolis by Marjane Satrapi; and MuchAdoAboutNothing by William Shakespeare.

Honors World Literature

This course is an introductory study of literature and its various forms (short story, mythology, novel, drama, and poetry) for students with a love of inquiry as well as strong fundamental skills in reading and writing. Like World Literature, this course encourages students to consider how works from around the globe inform their understandings of identity and self; however, reading and writing assignments are more demanding, both in terms of scope and complexity. Emphasis is placed on learning how to analyze literature critically and write with voice, focus, and fluency. Students in this honors-level course will engage in frequent composition, both in class and at home; vocabulary and grammar study; Harkness discussions; presentations; and projects. Representative texts include Purple Hibiscus by Chimamanda Ngozi Adichie; TheOdyssey (translated by Emily Wilson); Night by Elie Wiesel; In the Time of the Butterflies by Julia Alvarez; and TwelfthNight by William Shakespeare.

Prerequisite: Recommendation of the student’s current instructor.

British Literature

Students in this course will examine a wide array of texts from the British Isles that address an important question: how are our individual identities and choices shaped by the societies in which we live? In search for an answer to this question, students study several works of English literature, ranging from long-standing classics to contemporary novels. Students will continue to refine their composition skills, focusing primarily on thesis generation and development, the effective use of close reading of quotations, and revision and editing. In addition, students will develop their public speaking skills through oral presentations and graded discussions. Representative texts include Macbethby William Shakespeare; BraveNewWorldby Aldous Huxley; and NeverLetMeGoby Kazuo Ishiguro.

Honors British Literature

This rigorous course explores classic and contemporary texts in British literature. The central intellectual task of the students will be to expand their natural critical thinking talents, and to write clearly and sequentially about complex ideas. All genres— poetry, plays, fiction, and film—will be integrated into the curriculum, and students will become aware of the way art reflects and illuminates the human condition. Students in this course should have exceptional reading skills and a strong appreciation of the written word. Representative texts include Macbeth by William Shakespeare; Frankenstein by Mary Shelley; TheImportanceofBeingEarnest by Oscar Wilde; and Atonement by Ian McEwan.

Prerequisite: Recommendation of the student’s current instructor.

American Literature

This course traces the foundations of American literature with an emphasis on the historical, political, and cultural influences of the time periods. Students will examine literature in terms of the American experience and investigate such pervasive themes as the American Dream, equality, and the conflict of the individual versus society. Writing is the chief means of demonstrating understanding of the readings and the themes. Assignments will be frequent and will call upon critical and creative thinking skills to formulate arguments. Major papers will address key themes and issues. Oral presentations in which students explain and interpret writings, images, and songs will also be part of the course. Finally, discussion will be one of the primary means of “unpacking” texts and issues. A high degree of student interaction and engagement with the material is expected. Representative texts include TheVanishingHalf, by Brit Bennett; Sing,Unburied,Sing, by Jesmyn Ward; The Scarlet Letter, by Nathaniel Hawthorne; TheGreatGatsby, by F. Scott Fitzgerald; A Raisin in the Sun, by Lorraine Hansberry; American Born Chinese, by Gene Luen Yang; and AHouseonMangoStreet, by Sandra Cisneros.

Honors American Literature

Honors American Literature is a genre survey course tracing the inception and development of our particular literary identity from the colonial period to the present. What makes a literary text American (rather than not British)? What are the concerns and politics of the early American literary voice? To what extent do later modern and postmodern American writers continue and depart from these concerns and politics? What are the new frontiers, fears, hopes, and aspirations in American literature? Which themes are stubbornly persistent in the American psyche? How does the introduction of these new themes impact the actual writing of texts and present inventive or experimental ways of literally crafting a voice? Each quarter will feature a comprehensive analytical paper as well as several shorter essays and creative assignments. Participation in discussions and a strong effort on papers are essential for success in this class. Representative texts include TheThanksgivingPlay, by Larissa FastHorse; TheCrucible, by Arthur Miller; The Narrative ofFrederickDouglass, by Frederick Douglass; Passing, by Nella Larsen; TheGreatGatsby, by F. Scott Fitzgerald; andSula, by Toni Morrison.

Prerequisite: Recommendation of the student’s current instructor.

Advanced American Literature

This course is an adventure in sophisticated reading, discourse and writing about books, culture, history, film, and the arts— from the Colonial experience to our contemporary zeitgeist. Students will deeply engage with American authors in fiction and non-fiction, as well as learn about the literary movements that give shape to our society. This interdisciplinary course requires that students have a genuine attraction to the written word and to the prism of ideas generated by the classic and contemporary material on tap. Further, students should be able to penetrate text, embrace complexity, and write clearly. Representative texts include TheGreatGatsby, by F. Scott Fitzgerald; The Scarlet Letter, by Nathaniel Hawthorne; Passing, by Nella Larsen; The Crucible, by Arthur Miller; and Sing,Unburied, Sing, by Jesmyn Ward.

Prerequisite: Recommendation of the student’s current instructor.

Semester Electives

Seniors can choose from a variety of semester electives. The electives listed below are examples of recent English electives, but may not reflect all of the elective courses offered during any given school year.

Advanced Shakespeare

1st Semester

The Bard did not intend his plays—passionate, bawdy and bloody—to be recited under fluorescent lighting while seated on metal chairs. Therefore, this course explores the theatrical nature of the tragedies—how to move, speak, leap, fight and swoon. In brief, the class will examine the essential humanity of Shakespeare’s most compelling figures, and how both the spirit and the technique of the master resonate in contemporary life and art. Hamlet, Othello and Richard III will be analyzed, dissected and staged; moreover, critical analysis by leading Shakespeare scholars will be introduced in preparation for college-level essays. A provocative selection of film adaptations, and at least one live theatre production, will also be in the wings. The rest is definitely not ‘silence.’

Classical Mythology / Advanced Classical Mythology 1st Semester

While the mythological tales of Greece and Rome were created millennia ago, the ideals and morals shared within them can still be relevant to our lives today. Ancient Greek and Roman literature are generally defined by their use of mythology and religion. In this course, students will analyze some of the most important myths and mythological figures of ancient Greece and Rome to determine how these stories can help us better understand the people and societies who believed them. Additionally, students will study how Greek and Roman art enhanced or, in some cases, contradicted the best-known versions of mythological stories.

Feminist Literature / Advanced Feminist Literature 1st Semester

This interactive course will explore the rich stash of novels, plays, poetry, film, and non-fiction for and about women from a psychological and socio-political lens. Is biology destiny? Where do myth and reality diverge? What does society have to fear from strong women? What is meant by ‘closing the gender gap’—and is it beneficial to women? Close reading and seminarstyle discussion will dominate the class, and papers will mix the academic and the personal. A NYC museum excursion to view female artists, or a theatrical production, will be on the docket, and women’s voices from classic to contemporary—Amazon ancestors to cover girls—will be examined.

Historical Fiction / Advanced Historical Fiction 1st Semester

What can we understand about history through artistic representation? Students will work towards answering this question as they read works that offer readers a glimpse into the past. Historical fiction presents readers with emotional speculation within true-to-life settings and can allow the reader to experience a place and period’s true social conditions through the eyes of a fictional character. Students will consider the balance between fact and imagination and how authors use narrative to illuminate perspectives often absent from traditional historical accounts. Discussions will emphasize the ways in which voice, structure, and point of view shape our understanding of historical truth. We will also reflect on the ethical responsibilities of representing the past through fiction, questioning whose stories are told and how they are framed. By the end of the course, students will develop a more nuanced understanding of how literature can both reflect and challenge our interpretations of history.

Literature & the Modern Economy / Advanced Literature & the Modern Economy

1st Semester

This course examines how literature represents work, money, power, and the systems that shape everyday life. As technology and institutions continue to redefine jobs and productivity, fiction offers a space to reflect on—and criticize—these shifts. We’ll read stories and essays that explore office life, automation, social class, and the emotional dimensions of labor, alongside films and shows like Office Space and Severance that capture evolving cultural attitudes toward work. Potential authors include Herman Melville, Franz Kafka, Nikolai Gogol, George Saunders, and Kurt Vonnegut, as well as theorists ranging from Adam Smith to Barbara Ehrenreich and ByungChul Han. Students should expect to participate in and lead discussions and write analytically throughout the semester. Along the way, they will learn how to use critical lenses and social theory in order to understand both literature and the world around them.

Literature of Racial Passing / Advanced Literature of Racial Passing 1st Semester

Between the late eighteenth and mid-twentieth centuries, many racially ambiguous Black Americans passed as white. Their decision holds a mirror up to the profoundly destructive social violence of white supremacy and also poses tricky and troubling questions about the nature of identity, race, and culture. How much agency do we have in shaping our own histories and identities? How much is chosen for us? In this course, we’ll consider how the literature of passing attests to such existential and historical conundrums at a formal, narrative, and aesthetic level. In exploring these texts, we’ll consider not only how they represent the history they’re grappling with, but also how they seek to rewrite and reimagine it, opening up new and empowering avenues for expressing and conceiving of the self.

Literature of War / Advanced Literature of War

1st Semester

Why do we go to war? What is the effect of war on those who lead it, those who serve in it, those caught up in it as civilians, and those who stay at home waiting for news of it? Is there such a thing as a “moral war”? Students in this course will examine these questions from a literary perspective. We will study the ways writers of nonfiction and fiction have attempted to answer these questions in a global context. The Roman philosopher and poet Horace wrote that “it is sweet and noble to die for one’s country,” a line so memorable and important that two thousand years later, it is engraved above Arlington National Cemetery. World War I poet Wilfred Owen famously called Horace’s line “The old Lie.” This course examines both perspectives. Students should expect a discussion-based seminar with both traditional analytical essays and creative projects.

Rhetorical Theory / Advanced Rhetorical Theory

1st

Semester

What do “Just because you do not take an interest in politics doesn’t mean politics won’t take an interest in you” and “Ask not what your country can do for you, but what you can do for your country” have in common? Their power comes from arrangement: antithesis and parallelism work together to create a punchy, memorable idea. But rhetoric is also an art. In order to develop our own writing and speaking skills toward powerful persuasion, we will critically evaluate the rhetoric of influential speakers both ancient and modern and apply what we learn to craft our own persuasive essays and speeches to convince each other of a point of view, as memorably and fluently as possible. We will consider audience identity and makeup, the purpose and occasion, the historical moment, as well as our own passions so that we mean what we say.

Advanced European Literature: Civilization & Barbarism

2nd Semester

This interdisciplinary seminar will probe this and related questions by exploring significant developments in European culture and society in the period running from the Belle Époque to the close of the 1920’s. Against a backdrop of ascendant nationalism and the mounting crisis of liberalism, we will examine a wide array of writers, artists, and thinkers whose work critiqued established social norms regarding gender, class, and race. We will consider efforts in fiction, philosophy, and psychology to test and even transcend the limits of reason, along with those of modernist artists and musicians to challenge long-running assumptions concerning meaning and authenticity. Across group discussions, as well as individual research and writing, students will engage with text and context simultaneously, blending English and History in order to lay bare the profound role played by the arts and humanities in giving shape to this transformative age.

African American Literature / Advanced African American Literature

2nd Semester

What is African American literature? Drawing from Kenneth Warren’s What Was African American Literature, we will try to define the genre by relating it to other categories of literature based on race, ethnicity, gender and geography. We will also explore the historical context and literary content of the works to determine if they are judged based on aesthetics or their social and/or political representations. Readings in this course will include short stories, essays, articles, poems and one novel.

America in Film / Advanced America in Film

2nd Semester Film. The Cinema. Movies. Whatever society calls it, the artistic phenomenon of ‘the big screen’ is an essential reflection of America in ways that are personal, social and political. This course will cover the historical arc of American film from The Jazz Singer in 1927—the first “talking picture”—to the antic vision of Quentin Tarantino’s recent “Once Upon a Time….in America” in order to reveal how movies mirror culture, and, reflexively, how culture mirrors movies. Genres such as horror, the western, film noir, the sci-fi thriller, and romcoms will be viewed, explored and analyzed. There will be entertainment but also scholarship as the class engages visually, verbally and in writing with a wide and dynamic range of films.

Climate Fiction / Advanced Climate Fiction

2nd Semester

Have humans gone too far? Have we made the earth inhospitable for ourselves, or are we on a course to adapt? How does the environment affect our social, psychological, and emotional well-being? Humanity’s imprint on the natural environment is the source of fiction that explores the effects of climate change on human society. While often theoretical in nature, climate fiction imagines an often near-future that is eerily relatable. Issues of the environment intertwine with issues of power and privilege. In this course, students will examine how authors construct speculative worlds that reflect present-day environmental concerns, analyzing the ways in which these narratives challenge readers to reconsider their relationship with the natural world. Through both discussion and writing, students will explore how climate fiction can serve as a form of warning, reflection, and possibility.

Creative Writing / Advanced Creative Writing

2nd Semester

This course is for students who would like to begin or deepen a practice of creative writing, culminating in an original portfolio of poetry and short fiction. First, we will read and discuss the techniques of a range of poets, imitating different styles and poetic structures. Then we’ll shift to short fiction, and students will explore the elements of craft such as character, point of view, setting, structure, and dialogue. Students will develop works of short fiction inspired by the stories we read as well as by writing exercises designed to spark the imagination. This course will have a combination of craft classes and workshop classes. For craft classes, typical homework would be to read and annotate published poems or works of short fiction. In workshop classes, the text becomes student writing, and the homework would either be to create a draft or critique a peer’s draft. We will supplement these craft and workshop classes with visits from working writers as well as with opportunities for students to share their writing with a wider audience.

Journalism / Advanced Journalism

2nd Semester

What makes a story newsworthy? What makes a lead compelling or research for an article reliable? Students in this class will learn the essentials of news writing, including how to generate story ideas, craft interview questions, and uphold the ethics of journalism. This course will include reading and writing articles of all types, engaging in writing workshops with peers, and learning from professionals from the industry. Students should come away from this class with a foundation in the history of journalism, the state of journalism today, and how to write meaningful stories.

Literature of Place / Advanced Literature of Place

2nd

Semester

What makes a place come alive on the page? In this course, we’ll explore how writers observe, inhabit, and investigate specific locations by merging personal experience with deep research and cultural reflection. We’ll begin by reading Rats by Robert Sullivan, an in-depth exploration of the history of rats in Manhattan, and use his unique blend of reportage and humor as a model for students’ own extended nonfiction projects, in which they’ll choose a single site to visit repeatedly and study closely. As students craft their pieces, we’ll broaden our lens with global perspectives on place, examining how history, identity, and power shape our understanding of environment and belonging. Along the way, we will engage in Harkness discussions and continue to practice our writing skills with close analysis of the literature we read. Other potential authors include Jamaica Kincaid, Teju Cole, and Noo Saro-Wiwa.

Satan in Literature / Advanced Satan in Literature

2nd

Semester

From William Blake to the Rolling Stones, some of history’s most imaginative artists have fallen under the dark spell of Satan. But what, to quote Mick Jagger, is the nature of his game? What artistic wisdom persists in the dark territory at the margins of respectable culture, in the turn to the forbidden, the banished, the exiled? In this course we’ll explore the long literary and artistic legacy of the Devil, tracing a tangled trajectory from Greek mythology and Judeo-Christian doctrine to Renaissance tragedy and the Gothic tradition and finally to twentieth- and twenty-first-century popular culture. We will use Satan as a lens through which to consider philosophical, political, and artistic questions of good and evil, authority and resistance, control and chaos. In uncovering the evolution of evil in literature, students will gain a new perspective on literature’s relationship to moral and ethical good—as Goethe’s Mephistopheles declares, “I am part of that power / Which eternally wills evil / And eternally works good.”

Fine Arts

The Fine Arts program provides opportunities for students to gain insight into art as an academic discipline. Art is a language, and each artist has a unique artistic voice. In-class assignments serve as starting points from which students begin to actualize individual creative capacities. The Fine Arts program provides a hands-on, holistic approach that encourages students to realize that art is a thoughtful discipline. Consequently, students are involved with elements and principles of design; experimentation with materials and techniques; as well as analysis, interpretation and evaluation of visual images from diverse historical and cultural contexts. The Fine Arts Department hopes that creating and appreciating the artworks of others will become a vital part of and a touchstone in each student’s life.

Ceramics

1st or 2nd Semester

This semester-long course is designed to introduce students to the basics of ceramics and 3-D design. In this course students will be instructed in various hand-building and wheel-throwing techniques. Students will also learn trimming and glazing techniques and will use the electric kiln and possibly the raku kiln. The class will culminate with individual projects that will allow the students to realize their own vision as ceramic artists and will employ the lessons learned in the course.

Ceramics: Intermediate

1st or 2nd Semester

This course goes beyond the material covered in Ceramics. Students will continue to develop hand-building and wheel-throwing skills in creating vessels and small sculptures. There will be an emphasis on experimenting with glazes and surface decoration techniques. Students will keep a sketchbook and will create individually inspired work as well as in-class assignments. Prerequisite: A final grade of APROF or higher in Ceramics.

Ceramics: Expert

1st or 2nd Semester

This course is for the Ceramics student who has made significant progress with hand-building and/or the potter’s wheel. Students in this course will develop a significant body of work around an idea of their own determination. Each student will work towards a set of goals that they develop for themselves and are agreed upon with the teacher. Class critiques will be held on a weekly basis. Each student’s work will be accompanied by a;n artist’s statement explaining the origin of the idea and the progression of its development over time. Prerequisite: A final grade of APROF or higher in Ceramics: Intermediate.

Digital Design

1st or 2nd Semester

This semester-long course introduces students to Adobe Photoshop, where they will learn how to utilize the software in order to render original works of art. Students will learn the basics of two-dimensional design, including the importance of color, typeface, branding and copyright information. This course will allow students to explore the software while also learning about their personal aesthetic preferences and practical applications for their work in their daily lives. Students also will learn how to best present their finished work through presentation of their work and critiques.

Digital Design: Intermediate

1st or 2nd Semester

This semester-long course will allow students to further their knowledge and application of Adobe Photoshop software, as well as refine their two-dimensional design skills and artistic interests. Students will have the opportunity to begin to explore other Adobe software programs, such as Illustrator and In Design. Students will also explore a variety of output methods of their work in order to see the variety of ways in which their works can exist. Students will apply their previous knowledge and skills in order to create richer, more content-based and personally fulfilling artwork than in the previous course.

Prerequisites: Digital Design and recommendation of the course’s instructor.

Digital Design: Expert

1st or 2nd Semester

This semester-long course will allow students to work with their preferred software programs in order to further their technical and artistic knowledge and skills in two-dimensional digital design. Students will have the opportunity to refine their technical and artistic abilities through experimentation with various approaches and production methods in order to work on advanced and independentlydesigned projects that explore their personal interests.

Prerequisites: Digital Design: Intermediate and recommendation of the course’s instructor.

Drawing

1st Semester

Drawing is the foundation of all the arts. This course will introduce the student to many drawing techniques and will encourage creative expression. Technical skills will be taught and aesthetic sensibilities will be developed. Students will be challenged with in-depth problems involving line, value, perspective and composition. Students will work in graphite, pen and ink, washes, charcoal and pastel. Color theory will be introduced and studied in depth in preparation for the second semester in painting.

Drawing: Intermediate

1st Semester

In this course, students will improve drawing skills and expressive capabilities through a wide variety of projects. The focus of this course is for each student to find their own subject matter, viewpoint, and stylistic approach, thereby creating a body of work suitable for any portfolio.

Prerequisite: Drawing and recommendation of the course’s instructor.

Drawing: Expert

1st Semester

This course goes beyond Drawing and Drawing: Intermediate by giving students the opportunity to work in depth on projects of their own selection, with the approval of the instructor. Each quarter will begin with a written statement of the chosen topic of study. Students will produce a portfolio of finished, thematic work.

Prerequisite: Drawing: Intermediate and recommendation of the course’s instructor.

Painting

2nd Semester

Students will be taught how to compose and execute paintings using acrylic, tempera and watercolor. The course offers intensive work in painting from observation (still lives, the figure, landscapes and interior scenes) as well as from the imagination. Some projects will be designed to develop competence in rendering volume, perspective and color, while other projects will allow the student to develop original ideas of their own choices.

Painting: Intermediate

2nd Semester

This course begins with a study of the interaction of color as well as a study of approaches to structuring the composition. Students will work on a series of paintings around concepts such as sequence and narrative. The focus of this course is for each student to find his/her own subject matter, viewpoint, and stylistic approach and to create a personal body of work.

Prerequisite: Painting and recommendation of the course’s instructor.

Painting: Expert

2nd Semester

This course goes beyond the Painting and Painting: Intermediate curricula by giving students the opportunity to work in-depth on projects of their own selection, with the approval of the instructor. Each half of the semester will begin with a written statement of the chosen topic of study. Students will produce a portfolio of finished thematic work.

Prerequisite: Painting: Intermediate and recommendation of the course’s instructor.

Photography

1st or 2nd Semester

In this introductory, semester-long course, students will learn the foundation of photographic imaging through the use of a manual film camera, black and white film, and black and white printing in a traditional photographic darkroom. Students will learn how to use the components of their cameras in order to understand the technical nature of the art form through controlling the quality and quantity of light through their cameras. Students will learn how to craft well-printed enlargements of their images, as well as how to curate and display their works. Students have the ability to work with pinhole, 35mm and medium format film cameras. A 35mm manual camera is required for this course.

Photography: Intermediate

1st or 2nd Semester

In this semester-long course, students may either continue their investigation of black and white film-based photography, or begin to learn about the use of color, digital cameras and Adobe Photoshop software for post-production photographic editing. Students will explore various creative approaches, material and methods in order to define their personal creative voice and preferred methods of production. Alternative photographic processes, as well as traditional equipment and materials, are combined to give students a wellrounded experience as photographers. Students have the ability to work with pinhole, 35mm, medium and large format film cameras, as well as a digital camera and scanners if they opt to work digitally during the semester.

Prerequisites: Photography and recommendation of the course’s instructor.

Photography: Expert

1st or 2nd Semester

In this semester-long course, students may continue working with the traditional black and white film-based process, color photographs through digital means, or a combination of both methods. This course goes beyond previous Photography courses by offering students the opportunity to work on either assigned projects or self-designed projects, with the approval of the instructor. Students will have the opportunity to refine their technical and artistic abilities through experimentation with various approaches and production methods in order to work on advanced and/or independently designed projects that explore their personal interests.

Prerequisites: Photography: Intermediate and recommendation of the course’s instructor.

Yearbook

Yearbook is a course in photojournalism and publishing, open to all Upper School students. The goal of the course is to publish the annual chronicle of life at SLS, The Caduceus, and to learn elements of print and photographic style, management, teamwork, and organization. The staff uses professional-level design software, and both the publisher’s designer and guest designers work with the class as part of the design process. The class discusses and settles on a design, including the book’s theme and styles. Following these decisions, the staff schedules assignments and then creates content to build their pages around set deadlines. During the spring, the staff reviews the process of having completed the book, critiquing the process for the following year.

Prerequisites: Either Digital Design or Photography and recommendation of the course’s instructor.

Visual Art: Portfolio Development

This class allows students to develop a significant body of work around an idea of their own determination. Form, content, and style in the concentrations will be as unique as each individual. Sustained investigation of a particular artistic concern will be evident in each student’s portfolio. Students will explore creative works of modern and contemporary artists, and they will be encouraged to create as much artwork outside of class time as they do during class time. The course culminates in solo shows at the end of the year. Each student’s work will be accompanied by an artist’s statement explaining the origin of the idea and the progression of its development over time. This course can run for either one semester or two semesters.

Prerequisites: Drawing: Intermediate or Painting: Intermediate and recommendation of the course’s instructor.

Advanced Art Practices: Senior Thesis

Students in this year-long course develop a strong body of work based upon a theme or line of inquiry. Students will draw upon work already created, learn the best ways to supplement that work, and learn how to objectively curate their work into a strong series of images. Students also will learn how to write about their work, how to create written and visual statements for press releases, and how to properly install and display their work in a gallery environment.

Prerequisites: Recommendation of the course’s instructor

Health & Wellness

The purpose of this required wellness program is to promote principles of wellness with an emphasis on the whole child’s social, mental, emotional, intellectual, and physical health. Health education will provide the practical knowledge and skills for students to make responsible, effective decisions regarding everyday life choices and give them the opportunity to learn, explore, ask questions, and challenge ideas. Furthermore, students will have a forum to bring up and discuss issues in a nonthreatening atmosphere that will encourage both personal and group reflection, with respect and tolerance for others. Our Upper School Health and Wellness curriculum is divided into five units, or “mini-courses,” which are required for graduation from SLS. These mini-courses vary in length, and they must be taken in 9th-11th grades. Some mini-courses are offered over the summer, and many are offered several times during the school year.

Health Mini-Course: CPR/AED

This mini-course will certify students through the American Red Cross in CPR/AED. The primary purpose of the program is to help participants recognize and respond appropriately to cardiac, breathing, and first aid emergencies. The program teaches participants the knowledge and skills needed to give immediate care to an injured or ill person and to decide whether advanced medical care is needed. Students will receive a certification that will be valid for two years.

Health Mini-Course: Drugs & Alcohol

This mini-course focuses on preventing alcohol abuse and is designed to scaffold students’ understanding of how to address difficult alcohol-related scenarios. Through interactive real-world scenarios, students learn how to leverage their personal values and goals, resist peer pressure, and step in when they see someone who may be in trouble. The lessons end with the debunking of common myths associated with alcohol. This health and wellness course also gives students core knowledge around the health effects associated with using vaping products.

Health Mini-Course: Healthy Relationships

This mini-course explores the foundations of healthy and unhealthy relationships, including communication, boundaries, consent, and respect. Students will develop the skills needed to build and maintain positive relationships while recognizing warning signs of unhealthy or unsafe behaviors, including sexual harassment and assault. Through discussion and reflection, students will examine how relationships are portrayed in media, social platforms, and peer environments, and evaluate how these influences can shape their beliefs and decision-making. The course will also address digital relationships, including online communication, social media pressures, and digital consent.

Health Mini-Course: Healthy Tech Use

This mini-course focuses on how to be a well-informed digital citizen. Students will learn about the dangers associated with social media, identity theft, and excessive technology use. They also will learn how to cultivate a positive digital footprint, think more intentionally about how to spend and structure their time in the face of digital distractions, and more thoroughly understand the ramifications of personal information stored on the cloud or accessed through app permissions. Each student will mindfully reflect on their current habits and strategize ways to make healthy, informed decisions around future technology use.

Health Mini-Course: Human Sexuality

This mini-course focuses on human sexuality, taking a fact-based approach to sharing information that is important for student wellness. Students will have the opportunity to participate in a healthy conversation around a multitude of areas, including sexually transmitted diseases, HIV/AIDS education, and gender and sexuality. The emphasis of this mini-course is student awareness, and the course is designed to meet the age and developmental needs of Upper School students.

History & Social Science

The broad objective of the History & Social Science Department is to prepare our students to be humane, rational, participatory citizens in a national and global context. The scope and sequence of the course offerings are designed to provide students with an essential base of knowledge and a cumulative development of skills necessary to their growth as individuals, as members of their communities, and as students preparing for college study. We encourage students to gain a perspective for life in other eras and in other regions of the world. The Department also trains students in the skills of critical reading, research, writing, discussion, and debate.

Students in grades 9 through 11 take a sequence of courses that cover World History and United States History. Additional year-long and semester electives are offered to juniors and seniors. The Department recommends that Upper School students pursue at least one year-long elective or one pair of semester electives in order to complement the required courses. These electives are normally taken as a senior, although occasionally juniors enroll in semester electives. There is some variation from year to year in the electives offered.

Foundations of World History

Ninth grade students will learn what it means to think like a historian and to work like a historian. Close reading, analysis and interpretation of events, persuasive writing, and research skills (especially the ability to analyze the veracity of sources) will be emphasized throughout the course. By studying the foundations of civilization and patterns of development in the ancient world, students will be asked to think deeply about historical connections between the ancient and modern worlds. Students will study cultures and civilizations from the ancient Near East and Far East to Mesoamerica and Sub-Saharan Africa in order to develop appreciation and understanding of the meaning of World History.

Honors Foundations of World History

The Honors course will help students develop the skills of historians, with a heavy emphasis on analytical thinking and writing skills, as they study cultures from the ancient Near East and Far East to Mesoamerica and Sub-Saharan Africa. Students must be able to read and analyze more complex texts, including many primary sources, as well as to take responsibility for managing the workflow of longterm assignments. Daily classes, homework assignments, thesis-driven essays and test questions will require students to take a more critical approach to the material, exercising their ability to analyze, synthesize and evaluate course content. Students will be expected to generate original ideas and to demonstrate independent thought.

Prerequisite: Recommendation of the student’s current instructor

Modern World History

Students will consider what it means to be “modern” and how new modes of thought in early modern Europe have affected the development of world history since the 15th century. They will practice the skills of the historian as they read and analyze a variety of texts and cultural artifacts. Students will practice political, economic, and cultural modes of interpreting history as they encounter questions as varied as the significance of the scientific method, the development of modern nation states, and the meaning of revolution. Students will develop a keener understanding of our contemporary world as they examine the impact of global conflict and interdependence in the 20th and 21st centuries.

Honors Modern World History

The Honors level course is similar in content to the standard course. In-class discussions and written work will require a high level of independent critical thought. Students will read and analyze more complex texts, both primary and secondary, and will grapple with highly abstract concepts. Students must be responsible for managing the workflow for long-term projects. Most class sessions will be discussions and workshops.

Prerequisite: Recommendation of the student’s current instructor

United States History

United States History is an introductory survey of the creation and evolution of the American Republic from the colonial period through the present day. The political history of the United States anchors the course, but social, economic, diplomatic and cultural developments are covered as well. In addition to reading narrative texts, students will spend time grappling with a variety of primary sources. Students will write analytical essays as well as complete research papers. By acquiring a basic knowledge of United States history, and by developing their critical thinking, reading and writing skills, students will be better equipped to be informed and involved citizens of the United States.

Honors United States History

The Honors course will cover the same material as the non-Honors course, although the pace will be quicker and certain topics will be studied in greater depth. Additionally, students will be required to do more independent work and analyze the past on a higher level. More challenging readings, including longer primary source documents and scholarly secondary sources, will be a feature of the course.

Prerequisite: Recommendation of the student’s current instructor

Advanced United States History

Advanced United States History is the most challenging level of the junior-level course, as it is tailored to college-level research and writing. Independent work and high-level analysis are expected in this course, and students will work even more with challenging primary source documents and scholarly secondary resources.

Prerequisite: Recommendation of the student’s current instructor

Semester Electives

Seniors, and in some cases Juniors, can choose from a variety of semester electives. The electives listed below are examples of recent History electives.

Advanced American Government: Constitutional Law

1st Semester

This course provides highly motivated seniors the opportunity to explore the Constitution and its implications in great depth while preparing for college-level work in political and/or legal studies. Students will examine the framework of the U.S. Constitution and the powers, rights, and liberties that it defines. Additionally, students will explore a range of contemporary issues subject to constitutional interpretation, including freedom of speech and religion, civil rights/equal protection, the structure and scope of national power, the rights of criminal defendants, the right to privacy, and the right to bear arms. While becoming deeply immersed in the historical documents themselves, students will also read a range of scholarly perspectives. They will evaluate and apply various modes of constitutional analysis and will explore the relationship between law and American society.

History of Ancient Greece / Advanced History of Ancient Greece

1st Semester

This course covers millennia of ancient Greek history, from the Minoan civilization to the campaigns of Alexander the Great. There is particular emphasis on the (fifth century BCE) Golden Age of Athens, though earlier ages will be covered to add background, and later ages will be presented to consider the development of concepts or effects of events in the Classical Age. Students will gain an appreciation for the pivotal role played by Athens in the development of Western culture in various aspects of civilization, and will trace the rise and decline of the polis from the Persian Wars through the Peloponnesian War. The course will wrap up with a study of Alexander the Great and his successors during the Hellenistic period.

Leadership

in Action / Advanced Leadership in Action

1st Semester

In this course, we will consider the strategies and challenges of leadership through the lens of historical figures, while simultaneously developing our own leadership skills. The course draws from the experiences of leaders such as Marcus Aurelius, King David, Napoleon, Winston Churchill, Lyndon Johnson, Abraham Lincoln, Mahatma Gandhi, Martin Luther King Jr., and Elizabeth Cady Stanton, with a focus on how their leadership lessons can be applied to our lives today. While studying these leaders, we will engage with the historical thinking skills of contextualization, corroboration, and sourcing, analyzing primary and secondary texts to understand the unique circumstances and challenges these figures faced. The course will explore leadership through the lens of founders, preservers, and reformers, examining how leaders either built institutions, maintained stability, or pushed for transformative change. Beyond historical inquiry, we will reflect on our own leadership potential and how the lessons from the past can help navigate realworld leadership challenges today. Through weekly writing assignments, discussions, and hands-on crisis leadership scenarios, we will leave the course with both historical insights and practical tools for leadership in our everyday lives.

Note: This course is cross-listed in the Leadership Studies Department.

Vietnam / Advanced Vietnam

1st Semester

America’s involvement in the Vietnam War (what the Vietnamese know as “The American War”) is one of the most controversial and troubling periods of the history of the United States in the 20th century. This course will examine the war in Vietnam from 1945-1975, exploring the political and economic motivations for American involvement in Vietnam as well as the broad impacts the war had on life in Vietnam, the United States, and the rest of the world. Students will gain a strong understanding of why people fought, how people fought, and how all this fighting continues to affect combatants more than 40 years after the conflict officially ended. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

Civil War / Advanced Civil War

2nd Semester

The most destructive war in American History consumed the nation for four intense years in the middle of the 19th century. From 1861-1865, more than 600,000 Americans died as a result of this conflict. Americans killed Americans to the point that nearly 2% of the national population was lost. The outcomes of this conflict were many and remain with us today, echoing in the political structures and debates that characterize the United States. Students in this course will closely examine the political, social, and economic roots of the American Civil War, learn the stories of the men who fought in the great conflict, and evaluate the degree to which the United States as a nation has been defined by its Civil War. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

History of Ancient Rome / Advanced History of Ancient Rome

2nd Semester

This course focuses primarily on the history, literature, art, architecture, and philosophy of Rome from the 2nd century B.C.E. through the 2nd century C.E. The course will pay particular attention to the end of the Roman Republic and beginning and height of the Principate, though other ages will be covered to add context to the time period from the Gracchi to Constantine. Students will gain an appreciation of Rome’s transition to an empire that dominated the world for the coming four centuries and the legacy left by the Romans for civilizations that followed.

Advanced American Government: Legal Studies

2nd Semester

This course provides highly motivated seniors the opportunity to explore the American legal system in considerable detail while preparing for college-level work in political and/or legal studies. Students will examine the American legal system, its nature, operations, and theoretical underpinnings. Students also will analyze key areas of civil and criminal law, law enforcement methods, and efforts toward corrective justice. Through case studies, readings in legal theory and procedure, and simulations, students will explore topics ranging from robbery and homicide to immigration and family law. Throughout the course, students will evaluate the moral and policy justifications for laws and processes at the heart of American life.

Advanced European History

This course explores the major transformations that have shaped Europe from the late Middle Ages to the present. Students examine the evolution of political systems, economic structures, and cultural movements, with particular attention to key themes such as absolutism, liberalism, nationalism, and totalitarianism. The course also investigates changing forms of identity and Europe’s responses to modernization and globalization, while tracing major conflicts from the wars of religion through the Cold War alongside long-term processes such as industrialization, imperialism, and secularization. Designed for highly motivated seniors, the course emphasizes college-level historical inquiry through engagement with both historical scholarship and a wide range of primary sources, including texts, visual and audiovisual materials, as well as maps and data. Together, these approaches develop the skills needed to analyze both pivotal events and broader trends in modern European history.

Leading with Humanity

Leadership Studies

The Department of Leadership Studies offers courses designed to study leadership with an academic lens. In a world where rapid change regularly redefines the future, the Department enables students to hone their own distinct leadership skills by engaging in a collaborative study that broadens ethical understanding, increases empathy, shapes multicultural perspectives, and inspires students to Lead with Humanity. The courses are essential components of our Leading with Humanity program and allow all students to develop their leadership abilities and to gain the confidence to use those skills in service to their communities. Additionally, our interdisciplinary Advanced Scholars programs (Global, Literary, and STEM) have their senior-year research and seminar courses within the Leadership Studies department.

SLS Leadership Skills 9

This required minicourse focuses on ethical decision making, introduces key leadership frameworks, and provides opportunities for students to practice and reflect on their leadership in action. This course unlocks students’ potential to lead their communities, groups, clubs, and teams by empowering them to find their voices, hone their skills, and make a difference.

Speech & Debate

1st Semester

Students in this course will refine their public speaking and argumentation abilities through a variety of competitive and collaborative formats. The course will hone skills in rhetoric, research, persuasion and their confidence as speakers through structured class debates, speeches, and recorded projects. Students will grapple with existing and emerging social and political issues, making this course an excellent option for students interested in philosophy, policy, and social justice. The first half of the semester will be dedicated to learning to reinterpret and perform legendary speeches. The second half of the semester will be dedicated to learning how to debate in prepared and impromptu formats. Students will be required to enter one tournament with the SLS Speech & Debate Team. Students can choose to enter an asynchronous tournament by submitting one prerecorded speech or they can enter a one-day, in-person tournament. No prior speech or debating experience is required.

Ethics of Global Citizenship

1st Semester

This semester-long class explores the question: “What does it mean to be an ethically engaged citizen?” Through in-depth discussions or simulations about current global issues, students will study leadership frameworks, ethics, and the impacts of globalization. They will examine the examine the connections among global issues, the ethical choices inherent in solving those issues, and the leadership needed to tackle them. This course requires curiosity and a willingness to engage in thoughtful discussions about complex topics impacting our world today. Note: This class is open to 10th, 11th, and 12th graders. It is required for those students in the Global Scholars program.

Leading with Humanity

Upper School students develop as leaders through the required 9th grade Leadership Skills class, leadership electives, participation in the SLS Leadership Institute, and active engagement in Service Leadership, Equity & Inclusion, and Global Education. These experiences help students lead with empathy, courage, and purpose—preparing them to make a difference on the Hilltop and beyond.

Leadership in Action / Advanced Leadership in Action

1st Semester

In this course, we will consider the strategies and challenges of leadership through the lens of historical figures, while simultaneously developing our own leadership skills. The course draws from the experiences of leaders such as Marcus Aurelius, King David, Napoleon, Winston Churchill, Lyndon Johnson, Abraham Lincoln, Mahatma Gandhi, Martin Luther King Jr., and Elizabeth Cady Stanton, with a focus on how their leadership lessons can be applied to our lives today. While studying these leaders, we will engage with the historical thinking skills of contextualization, corroboration, and sourcing, analyzing primary and secondary texts to understand the unique circumstances and challenges these figures faced. The course will explore leadership through the lens of founders, preservers, and reformers, examining how leaders either built institutions, maintained stability, or pushed for transformative change. Beyond historical inquiry, we will reflect on our own leadership potential and how the lessons from the past can help navigate real-world leadership challenges today. Through weekly writing assignments, discussions, and hands-on crisis leadership scenarios, we will leave the course with both historical insights and practical tools for leadership in our everyday lives.

Note: This course is cross-listed in the History & Social Science Department.

Rhetorical Theory / Advanced Rhetorical Theory

1st Semester

What do “Just because you do not take an interest in politics doesn’t mean politics won’t take an interest in you” and “Ask not what your country can do for you, but what you can do for your country” have in common? Their power comes from arrangement: antithesis and parallelism work together to create a punchy, memorable idea. But rhetoric is also an art. In order to develop our own writing and speaking skills toward powerful persuasion, we will critically evaluate the rhetoric of influential speakers both ancient and modern and apply what we learn to craft our own persuasive essays and speeches to convince each other of a point of view, as memorably and fluently as possible. We will consider audience identity and makeup, the purpose and occasion, the historical moment, as well as our own passions so that we mean what we say.

Note: This course is cross listed as a senior elective in the English Department.

Advocacy & Debate

2nd Semester

This semester-long elective equips students with the skills and knowledge needed to participate meaningfully in civic life. Through the study of public policy, governmental processes, and real-world advocacy strategies, students learn how to analyze issues, develop informed positions, and to communicate positions effectively to decision-makers and the public. Students will study how policy is made, examine case studies of successful advocacy campaigns, and simulate real-world civic processes such as town halls, public comment periods, and legislative hearings. By the end of the course, students will be able to identify a community or policy issue, research its background and stakeholders, and develop and present a clear, evidence-based advocacy position that will help them in simulations of Congress and as Extemporaneous Speakers.

Sociology of Sports

2nd Semester

This senior elective examines sport as a powerful social institution that reflects and shapes culture, identity, inequality, economics, media, and global leadership. Students study how sport connects to race, gender, class, nationalism, activism, and power structures around the world. The course combines sociological analysis with applied leadership and performance concepts. Students explore major topics including the history and globalization of sport, the Olympics and Paralympics, media framing, athlete activism, deviance and ethics, sports economics, NIL policy, amateurism, access and stratification, and identity in sport. The course also includes a focused Applied Sports Psychology unit where students learn practical tools for confidence, focus, resilience, and composure under pressure. A consistent theme throughout the course is global leadership in sport. Students evaluate when leaders should speak, how institutions should respond to controversy, and how ethical leadership can shape sport systems and culture.

Note: This course is for 12th graders only.

Advanced Global Scholars Seminar

This course serves as a college-level seminar course for our Global Scholars. Students will study and discuss various topics related to Global Studies throughout the school year, and they will conduct individual research on a global topic of their choosing. Students will present their research regularly in class and will write a substantive research paper due in mid-May. Global Scholars also will present their research at the Scholars Symposium in April.

Prerequisite: Acceptance into the Global Scholars program.

Advanced Literary Scholars Seminar

This course serves as a college-level seminar course for our Literary Scholars. Students accepted into the program will complete a detailed explication of primary literary sources, literary criticism research, an interdisciplinary approach to the study of literature. Monthly presentations on research will be given, and a substantive research paper will be due in May. Additionally, Literary Scholars will present their research at the Scholars Symposium in April.

Prerequisite: Acceptance into the Literary Scholars program.

Advanced STEM Scholars Seminar: Research & Experimentation or Emerging Technologies

This course serves as a vehicle for effective engagement in the scientific research process. Skills and topics will include, but are not limited to conducting formal literature searches; literature review summary writing exercises; presentation of literature research on a topic of interest; attending research presentations of other STEM Scholars; discussion-based and written summative evaluations of peer work; and a capstone project of faculty-mentored novel research on a STEM project of interest. A formal presentation is required at the SLS Scholars Symposium in April, and the written summary in the style appropriate to peer-reviewed journals is due by the end of the course in May.

Prerequisite: Acceptance into the STEM Scholars program.

Mathematics

The Upper School Mathematics curriculum is focused on building in our students the skill of communicating (reading, writing and speaking) in the language of mathematics, while being able to explain their thinking beyond simply supplying answers. Through studying applications of real-life situations, students understand and appreciate that mathematics is a life skill, as much a part of their lives outside of the classroom as in the classroom. We develop in our students a flexibility to select appropriate methods to accomplish their goals and to utilize the proper tools for the task at hand. Access to technology is important. Computers and calculators are integral parts of the mathematics curriculum. Throughout their studies, students are expected to use estimation, mental math and pencil and paper to verify the work of the calculators. Our students’ mathematical knowledge and ability to use that knowledge in a variety of problemsolving settings increase by involving critical thinking skills that include deduction, inference, and conjectures. When possible, mathematical ideas are presented to foster an appreciation for the historical context in which they were formed, so as to encourage students to appreciate the place and beauty of mathematics in our civilization and culture in a personal and empowering way. All Upper School courses provide informal preparation for standardized tests by teaching the essential concepts that are covered on the math sections of these exams.

Integrated Algebra

This course strengthens and expands students’ algebraic skills and understanding while integrating Geometry throughout the course of study. The logical reasoning abilities developed during an algebra course promote deeper critical thinking and problem-solving prowess that will serve learners throughout their lives. It will also build students’ confidence and facility with mathematical problem solving using linear equations, systems of equations, quadratic equations, graphing data and functions, and understanding the meanings of those graphs. Other skills include factoring, multiplication of binomials, basic operations with polynomials, coordinate geometry, and the use of formulas with symbols. All of the concepts will include integrated topics in geometry. Upon completion of this course, students will have a solid understanding of basic algebraic techniques along with exposure to geometry concepts in area, perimeter, volume, two and three-dimensional figures, the Pythagorean Theorem, and similarity in triangles, to name a few.

Prerequisite: Math 8 or Linear Topics in Algebra (MS)

Geometry

This course develops one’s reasoning ability through studying patterns in shapes in two and three dimensions. Integrated Geometry goes beyond that in applying learned geometric skills to real life situations. Students will continue their study of algebra through the lens of geometry. An integrated approach offers an opportunity to focus on developing conceptual understanding and to help students see how the disciplines of math are intertwined. Course content will include: coordinates, transformations, measurement, area and volume formulas, congruence and similarity, logic, trigonometry, properties of symmetry, circles, linear functions, systems of equations, and solving quadratic equations using multiple methods.

Prerequisite: Math 8 (MS), Math 8A (MS), or Integrated Algebra (US)

Algebra II

The emphasis of this course is on preparing the student for success in future mathematics courses. Concepts and understandings developed in the Algebra I course are reviewed and extended. The material is presented and studied for application to realworld problems that motivate the ideas and provide opportunities for practicing the skills. Course content includes: formulas, equations, graphs, relations, functions, matrices, systems of equations, quadratics, exponential and logarithmic functions.

Prerequisite: Geometry

Algebra II with Trigonometry

The emphasis of this course is on preparing the student for success in Pre-Calculus. Concepts and understandings developed in earlier Algebra courses are reviewed and extended. The material is presented and studied for application to real-world problems that motivate the ideas and provide opportunities for practicing the skills. Course content includes: formulas, equations, graphs, relations, functions, matrices, systems of equations, quadratics, exponential, radical, logarithmic, polynomial, and rational functions with emphasis on connecting their graphs and their equations. The laws of sines and cosines and the graphs of the trigonometric functions will also be studied.

Prerequisite: Geometry

Honors Geometry and Honors Algebra II with Trigonometry

These courses will be similar in scope and sequence to their non-Honors counterparts. The main difference will be qualitative, not quantitative, which means that students will not simply do more of the same kinds of problems; rather, coursework will emphasize a more rigorous development of mathematics, and additional topics will be studied in more depth. Class and homework assignments will include independent and group projects that are designed to offer a richer selection of more challenging work. Students will be expected to assume more responsibility for their own learning; periodic reviews of performance will determine continuing Honors placement. Prerequisite: Recommendation of the student’s current instructor.

Functions, Statistics, & Trigonometry (FST)

This course examines the behavior and uses of functions, analysis of descriptive statistics, in addition to basic and intermediate trigonometry. Students continue their study of rational, logarithmic, exponential, and polynomial functions while using modeling techniques to enhance the understanding of data sets. Emphasis will be placed on building connections to real-world scenarios and utilizing statistics to enhance the justification of a conclusion. Trigonometric concepts include the Law of Sines and Cosines and transformations of trigonometric functions. This course, together with Algebra II, provides the student with the necessary foundation for continuing on to Pre-Calculus, if desired.

Prerequisite: Algebra II

Pre-Calculus

This is an elective course for students who want to further their mathematics backgrounds and possibly continue with Calculus the following year. A full treatment of trigonometry as well as a complete understanding of the concept of a function and study of algebraic and trigonometric functions are goals of the course. Emphasis is placed on course content as well as the review and development of necessary algebraic and arithmetic skills and applications for real-world problems.

Prerequisite: Functions, Statistics, & Trigonometry (FST) or Algebra II with Trigonometry, and recommendation of the student’s current instructor.

Honors Pre-Calculus

This course aims to prepare serious, interested students for Calculus during their junior or senior years at SLS. More material is studied than in the Pre-Calculus course and in more detail. Topics studied include: a thorough treatment of trigonometry, matrices, probability, conics, functions (polynomial, rational, exponential, logarithmic), and an introduction to limits.

Prerequisites: Honors Algebra II with Trigonometry and recommendation of the student’s current instructor.

Calculus

This course is a study of differential and integral calculus at an introductory level. Students will learn how limits, derivatives, and integrals can be used as tools to solve applied problems in a variety of real world situations, in areas such as life sciences, economics, and finance. They will use the graphing calculator extensively to explore, discover, and problem-solve. This course will serve as a foundation for future study of calculus at the college level, and for other areas of study such as sciences, the business world, and psychology, for which a general understanding of calculus concepts will be necessary.

Prerequisite: Pre-Calculus or Honors Pre-Calculus and recommendation of student’s current instructor.

AP Calculus AB

This course aims to provide the serious, interested student with the equivalent of a first-semester undergraduate calculus course. Definitions and theorems will be stated carefully and their understanding and use stressed. There will be some emphasis on formal proof techniques as well. The content of the course will be drawn from the College Board’s AP syllabus for Calculus AB, and generally will consist of the theory and applications of elementary functions, limits, the derivative, definite and indefinite integrals, and techniques of integration.

Prerequisites: Honors Pre-Calculus and recommendation of the student’s current instructor.

AP Calculus BC

This course reviews and extends the course content of the AB course to encompass all of the topics in the College Board’s syllabus for the BC course, which generally encompasses the content of a typical second semester undergraduate calculus course. These include further examples and applications of models involving differential equations, integration techniques, sequences and series, the calculus of parametric, vector and polar functions.

Prerequisites: Honors Pre-Calculus, or completion of pre-BC work involving topics from the AP Calculus AB syllabus during the previous academic year or over the summer; and recommendation of the student’s current instructor.

Statistics

This course provides seniors with a rigorous, real-world approach to data analysis and statistical reasoning. The curriculum emphasizes conceptual understanding alongside practical application, engaging students in exploring variability, making predictions, and drawing meaningful conclusions from data. Students will develop critical thinking skills essential for interpreting information in an increasingly data-driven world. Course content includes: formulating a statistical investigative question, collecting or considering data, analyzing data, and interpreting results.

Prerequisites: FST and recommendation of the student’s current instructor.

Note: This course is for 12th graders only.

Advanced Statistics

This is a college-level course that introduces students to descriptive statistics, probability, and inferential statistics. Activities to promote collecting, analyzing, and drawing conclusions from data will be used. Students will gain experience using software (Excel and Tableau) and programming languages (Python and R). With these tools, students will acquire the skills to visualize and analyze large data sets. Topics include: probability theory, random variables, sampling distributions, the normal curve, central limit theorem, hypothesis testing, correlation, regression, and model building.

Prerequisites: Honors Pre-Calculus and recommendation of the student’s current instructor.

Note: This course is for 12th graders only.

Note: Students who take this course can be prepared for the AP Statistics exam with additional independent preparation.

Advanced Multivariable Calculus

This course extends topics covered in calculus of real-valued functions of one real variable as developed in AP Calculus BC. Specific areas of study include functions of two or more variables, vectors and matrices, partial derivatives, double and triple integrals, vector fields, line integrals, flux integrals, divergence, curl, and Stoke’s Theorem.

Prerequisites: AP Calculus BC and recommendation of the student’s current instructor.

Note: This course may not be offered every year, based on enrollment.

Advanced Abstract Mathematics

This college-level course will provide a rigorous introduction to mathematical reasoning with an emphasis on proof writing. Students will become proficient in the techniques of deductive reasoning, learning to make use of direct deduction, contradictions, mathematical induction, and the existence of counterexamples to prove and disprove claims. These skills will be employed to explore advanced mathematical concepts, including but not limited to number theory, modern algebra, and mathematical logic. Students will develop skills for presenting their mathematical ideas to a general or specialist audiences by learning to give a seminar talk and write an expository mathematical paper. This course is suitable for students who have successfully completed Multivariable Calculus and are looking to deepen their mathematical understanding. While Linear Algebra is not a formal prerequisite, familiarity with fundamental matrix skills, such as matrix arithmetic, computing determinants, and Gaussian Elimination will be helpful. Students who have not explored any Linear Algebra yet may be asked to do additional summer work to prepare for the course.

Prerequisites: Advanced Multivariable Calculus and recommendation of the student’s current instructor. Note: This course may not be offered every year, based on enrollment.

Performing Arts

Our Performing Arts Department includes the disciplines of music, theater, and technical theater. The program aims to introduce students to performing as a vehicle for self-expression and a conduit for understanding the human condition. The theater program offers an eclectic mix of opportunities for students of theater at any level of interest. Introductory acting classes offer students exposure to techniques that heighten the actor’s spatial awareness, physical response, and emotional reality. More advanced classes provide opportunities for acting students to explore more deeply, culminating in performances in our black box theater. The design for theater classes introduce students to theater through the lens of design and stagecraft to create worlds and characters that bring scripts to life through costumes, lights, sound, and scenery.

The music program provides opportunities for students to gain insight and knowledge about Music as an academic subject, method of communication, and measure of social climate. Music itself is a language, and each performer has his or her own unique artistic voice. In addition to learning music and performing skills, students who participate in the Music program will develop self-esteem, a sense of belonging to an ensemble, and connectivity with their environment and the world around them. Successful Music students will take pleasure in the process of rehearsal leading up to performance and feel pride in a job well done. They will often have high expectations for themselves and be actively engaged in the learning process. Above all, as students of music, they will develop their creativity, sensitivity, and affinity for music and the arts.

Acting :The Craft

1st or 2nd Semester

This craft-based acting class for beginning and intermediate students focuses on building and enhancing strong foundational skills through improvisation, physical and vocal exercises, and scene work. Students develop honesty on stage while exploring character, text, movement, and voice in a supportive, structured environment. The class emphasizes imagination, confidence, and emotional accessibility. Drawing on the techniques of Viola Spolin, Sanford Meisner, and Uta Hagen, students will develop a “way of working” that will serve them in every aspect of self-expression.

Advanced Acting: St. Luke’s Theater Company

The St. Luke’s Theater Company (SLTC) is by audition only. It is for serious students of acting and theater and has the creative power of the ensemble as its focus. The content varies each semester because it is geared to each specific group. The group will have occasional rehearsals outside of class time. While techniques will be discussed and explored, the class is designed to produce a culminating production each year. Two semesters of Acting: The Craft or Acting I & II and/or participation in at least two Upper School afterschool theater productions, an audition, and the recommendation of the course’s instructor.

Design for Theater

1st or 2nd Semester

This is a project-based course that serves as an introduction to theater for students interested in design and technology. Students learn the basics of and develop skills in all aspects of stage design: scenery, lighting, costumes, and sound. Together, we will read a script, conceptualize, research, and present work to others outside of the class. Students will build a scale model of their set design using cardboard, wood, foam, or anything else they can dream up. They will produce color renderings of their costume designs. Students will also get hands-on experience with lighting and sound equipment common in most professional theaters as they create their lighting and sound plots. In addition, they will keep a journal that will help them expand their visual and aural vocabulary. There is no prerequisite for the class, although experience in the Technical Theater afternoon activity is encouraged.

Select Choir

This course is for students who have a desire to sing in a performing ensemble. The curriculum will emphasize singing literature from a variety of historical periods and cultures. Students will hone their skills as singers in the area of tone quality, diction, articulation, expression, and breath control, and develop the tools necessary to establish a cohesive ensemble. Students will also practice sightreading skills and music theory as part of the curriculum. This choir participates in concerts throughout the year and may also participate in competitive festivals.

Band

Band provides a quality, performance-based musical experience. Students will gain experience playing in both a traditional Concert and Jazz Band. The curriculum will emphasize literature from various styles, cultures, and historical periods. Students will develop their skills in tone quality, articulation, expression, and comprehensive musicianship. Students will learn music theory and build their sight-reading and improvisational skills. The ensemble will participate in concerts throughout the year and may also participate in competitive festivals.

Digital Music Production

This course will give students an overview of various technical and musical applications used within the context of electronic music. Such areas as MIDI, synthesizers, sequencing software, digital audio, notation software, and other programs will be covered. Students will also be given instruction in basic theory, piano, and composition in order to better express their ideas through the use of these technologies. Students will be given creative activities such as songwriting, film scoring, and jingle writing to demonstrate their knowledge of software and musical concepts covered in class.

Science

Each science course at SLS runs along two parallel paths, one leading to the scientific facts and understandings of our world, and the other which leads students to use scientific logic to analyze and describe new phenomena and to solve new problems. Scientific facts and understandings, whether they be the laws of motion described by Newton, the structure of atoms as explained by Rutherford and Bohr, or the enormous interrelated web of life explained by Darwin, are integral to developing basic scientific literacy. To gain this scientific literacy, students at SLS explore the concepts that describe the workings of the world. However, to go beyond basic literacy and to become college-ready, SLS science students must also learn how these ideas became known, how they were tested, and how they were later changed or refined. As they pursue this college-ready level of understanding, students will regularly use the experimental method, with its hypotheses, observations, and analyses to answer questions. Demonstrations and virtual laboratories may also be used to enhance the understanding of scientific principles.

Biology

This course is designed to expose students to the major topical science concepts and issues of the modern world that they will encounter as adults. Inquiry-, discovery-, and project-based learning coupled with the application of obtained knowledge will define a new pedagogy to teaching science that eliminates the need for rote memorization. In short, students will focus their efforts on scientific practices in order to develop a mastery of the course material. Through the lens of three major units (Ecology and Energetics, Cellular Biology, and DNA, Genetics, and Evolution), all 9th graders will explore the dynamic and energetic interactions that make life possible, the confluence of chemical and cellular life, and the connection between inheritance and evolution. By the end of the year, students will have gained a new appreciation for life in the world in which they live, and they will be able to apply the proper tools to make positive changes in the world.

Honors Biology

This course is designed to expose students to the major topical science concepts and issues of the modern world that they will encounter as adults. While Honors Biology covers the same pedagogical practices as Biology, the material covered will have greater depth and breadth with more emphasis on the quantitative and technical processes of biology and higher-order thinking skills. The major units covered in this course include Scientific Inquiry, Ecology and Energetics, Chemistry of Life, Cellular Biology, Inheritance, DNA, and Evolution.

Prerequisite: Recommendation of the student’s current instructor.

Geoscience

This course is designed to interpret and understand the physical world. Students will study the four major earth spheres (geosphere, atmosphere, hydrosphere, and biosphere) and their interactions. The course will also explore how current human actions interact and affect Earth’s spheres, leading to local and global changes. Topics may include, but are not limited to, the scientific method, mapping Earth’s surface, minerals, rocks, plate tectonics, earthquakes, volcanoes, geologic time, and meteorology. Students will participate in laboratory exercises, small group activities, exploration of the geologic environment at St. Luke’s campus and potentially off-campus, computer-based projects, research, and writing. Students will have the opportunity to use/learn scientific computation skills such as geographic information systems to better understand the earth’s surface.

Prerequisite: Biology

Note: this course may not be offered every year, based on enrollment.

Marine Science

This course gives students an opportunity to explore the diverse array of marine ecosystems, processes, and organisms. With shorelines nearby, students can literally and figuratively get their feet wet as they collect live specimens, design field, and lab experiments, and discover the variety of local marine life. Some features of this course include seasonal collections with the Maritime Aquarium, tracking marine animals using real-time web-based data, Project: Octopus, Sea the Future, and chemical, ecological, and biological monitoring of the class marine aquarium. Students will have the opportunity to apply their understanding of the Scientific Method, strengthen their data-analysis and processing skills, learn aquaculture and field research techniques, and demonstrate scientific oral and written presentation skills. Marine Science is designed for students who are curious about what lurks beneath the surface, intrigued by the processes (and organisms) that shape the shores and are in awe of the oceans and seas.

Prerequisite: Biology

Anatomy & Physiology

This course is designed for students to explore the anatomy and physiology of the human body in an applied manner. Anatomy is the study of the location, appearance, and relationship of body parts while physiology explains the chemical and functional processes throughout the body. Topics of study will begin with cellular structure and continue through the different systems of the body, including the developmental aspects and dysfunctionality of each system. Using discussions, lab activities, projects, designLab collaboration, and dissection, students will increase their understanding of the anatomy of the human body and how the different systems work together. Anatomy and Physiology is recommended for those interested in pursuing a career in the health sciences.

Prerequisite: Minimum grade of B+ in Biology

Chemistry

This course introduces students to the basic structure of the atom and the nature of matter. Emphasis is placed on the general properties of matter, measurements and calculations, the periodic law, nomenclature, chemical reactions, formulas, equations, and stoichiometry. Additional topics include chemical bonding, quantum mechanics, gas laws, thermochemistry, equilibrium, and acids and bases. Laboratory exercises will stress the development of experimental skills and reinforce the chemical concepts taught in class. Clear written communication and data collection and analysis are integral components of the lab section of this course.

Prerequisite: Biology

Honors Chemistry

The goal of this course is to provide a broad survey of the major topics in chemistry, at an accelerated pace for the student who seeks a more rigorous treatment of the subject. Specifically, the course examines the structure of matter (i.e., atomic theory and chemical bonding) and the interactions of matter (i.e., chemical reactions and the condition of chemical equilibrium). Topics include classification of matter, atomic and electronic structure, the mole concept and stoichiometry, chemical reactions, thermochemistry, states of matter and their properties, chemical equilibrium, and acids and bases. Concepts and theory are stressed in lectures, while application of content is done through demonstration and laboratory experiments. The course is mathematically rigorous and prospective students should be comfortable with using applied algebraic methods.

Prerequisite: Biology

Environmental Science / Advanced Environmental Science

This course aims to introduce students to the study of the natural world, its modification by human activity, and the importance of securing a sustainable future. The course content explores the following topics; the complexity of natural ecosystems with a special emphasis on the SLS campus, biodiversity, public policy, and environmental ethics, the impact of human population growth on resource consumption, global warming and climate change, agricultural practices, urban ecosystems, and environmental justice. Students will participate in laboratory exercises, small group activities, web-based investigations, class discussions, projects, and research. By developing a wide range of scientific practices students will become better able to engage in decision-making, public discourse, and debate about matters of environmental significance. Students at the Advanced level will go into greater depth in all of the course’s topics, and their foundation in biology and chemistry must be very strong.

Prerequisite: Biology and Chemistry (for Advanced, one of the prerequisite courses should be at the Honors level)

Genetics / Advanced Genetics

1st Semester

This one-semester elective will focus on molecular genetics, starting with the structure of DNA. Throughout the course, students will learn about chromosomes, protein synthesis, and how genes control the expression of traits in organisms. In addition, the topics of heredity, genetic variation, and mutations will allow students to see how traits are influenced by both genes and environmental factors. Weekly discussions around topics of genetics currently in the news will round out the course, allowing students to see the connection between genetics, economics, government policy, and other fields. Students at the advanced level will go into greater depth in all of the course’s topics, and their foundation in biology and chemistry must be very strong.

Prerequisite: Biology and Chemistry

Note: This course may not be offered every year, based on enrollment.

Microbiology / Advanced Microbiology

2nd Semester

Microbiology is the study of microorganisms, including, but not limited to, bacteria, viruses, protozoa, and algae. Microorganisms inhabit every ecosystem on Earth and are vital to the processes that occur in and around us. There are more microorganisms in our digestive system alone than there are cells in our entire body. While they are agents of disease and illness, they also perform many critical roles in processes such as digestion and nutrient cycles and are essential in making lifesaving vaccines and medications. In this one-semester course, students will learn about the classification of microorganisms, their growth and metabolism, the principles of disease, and the immune response. In addition, current topics such as COVID-19, pandemics, and vaccines will be explored.Students at the advanced level will go into greater depth in all of the course’s topics, and their foundation in biology and chemistry must be very strong.

Prerequisite: Biology and Chemistry

Note: This course may not be offered every year, based on enrollment.

Classical Physics

This course will focus on the fundamental laws that govern the world around them. Throughout the school year, students will focus on Newtonian mechanics and learn about the fundamentals: motion, forces, momentum, and energy. While the course uses mathematical expressions frequently as a guide to understanding, it places emphasis on conceptual understanding and problem-solving. During regular lab experiments, students work in teams to test relationships between physical quantities, gather and organize data, and analyze the data to draw conclusions. It also involves project work as a way to apply students’ understanding to real-world challenges. The goal of this course is to sharpen students’ critical thinking and experimental skills while exposing them to the wide variety of topics that physics holds.

Prerequisite: Completion of or concurrent enrollment in either Functions, Statistics & Trigonometry (FST) or Pre-Calculus.

Honors Classical Physics

This course will advance the skills of conceptual thinking, analytical thinking, problem-solving and technical collaboration via exploration of mechanical phenomena observed in daily life (e.g., the flight of a softball, or a car’s acceleration on the way to school). You will learn how to utilize tools in physics, such as forces, energy, and momentum, as well as how to connect mathematics to the real world to analyze your everyday life. The course is mathematically rigorous, using algebra, trigonometry, and precalculus to analyze and apply the governing physics laws. Weekly homework assignments and detailed laboratory investigations require independent work, teamwork, data analysis, and technical communications skills.

Prerequisites: Completion of or concurrent enrollment in Honors Pre-Calculus

Advanced Biology

This is a college-level course designed to challenge and engage motivated students who want to study Biology at the next level. This course will delve into central biological concepts through intensive lab experiences; Harkness-style scholarly discourse and debate; seminar-style critique and evaluation of timely peer-reviewed research; lab practicals and reports; and in-depth class discussion. A student wishing to enroll in Advanced Biology should have: (1) solid knowledge of the facts, principles, and processes of biology; (2) experiential understanding of scientific inquiry with the ability to propose and conduct novel research experiments; and (3) a desire to view science as a human endeavor with significant social consequences.

Prerequisites: Biology and Chemistry (one of which should be at the Honors level)

Note: Students enrolled in Advanced Biology will be adequately prepared for the science section of the ACT and the AP Biology exam (with some additional preparation required) in May, but taking these exams is not a requirement of the course.

Advanced Chemistry

This is a college-level survey course covering major topics in the first two semesters of general chemistry. The course is taught at an accelerated pace with a focus on developing quantitative reasoning skills and problem-solving techniques; performing qualitative and quantitative analysis through verification and inquiry-based laboratory work; and an introduction to examining peer-reviewed research. The curriculum consists of two distinct areas: chemical structure and chemical behavior from an “atoms first” perspective. Topics include models of atomic and quantum electronic structure; chemical bonding, molecules, and intermolecular forces; chemical reactions; the mole concept and stoichiometry; solutions and their properties; characterization of chemical systems at equilibrium: thermodynamics and spontaneous processes; the rates of chemical reactions; and special topics depending on student interest and time. Students interested in taking Advanced Chemistry should have a strong foundation in chemistry and be comfortable with quantitative rigor.

Prerequisites: Honors Chemistry

Note: Students enrolled in Advanced Chemistry will be adequately prepared for the AP Chemistry exam (with some additional preparation required) in May, but taking this exam is not a requirement of the course.

Advanced Modern Physics: A

Advanced Modern Physics: A is a college-level, algebra-based course ideal for students interested in health sciences, pre-med, biology, chemistry, environmental science, nursing, and allied health fields. It emphasizes conceptual understanding and scientific reasoning to prepare them for college-level life science coursework. This course involves an in-depth study of electromagnetic fields. This course covers electric forces and fields, electric potential and capacitance, electrical current and resistance, DC circuits, magnetic forces and fields, electromagnetic induction, wave motion, and the electromagnetic spectrum. The goal of Advanced Modern Physics: A is a full conceptual understanding of physical principles, their applications in new situations, and testing these principles through experimental design. Through problem-solving, observation, measurement, and computer simulations, students will be guided in thoughtful discussions, hands-on exploration, and critical thinking while developing a deep appreciation for experimental and theoretical investigations.

Prerequisites: Classical Physics or Honors Classical Physics; completion of Pre-Calculus or Honors Pre-Calculus.

Advanced Modern Physics: C

Advanced Modern Physics: C is a college-level, calculus-based course ideal for students interested in studying engineering or hard sciences such as physics. This course involves an in-depth and mathematically rigorous study of electromagnetic fields. This course covers electric forces and fields, electric potential and capacitance, electrical current and resistance, DC circuits, magnetic forces and fields, electromagnetic induction, and AC circuits. The goal of Advanced Modern Physics: C is a full conceptual understanding of physical principles, applications of these principles in new situations, and testing these principles through experimental design. Through problem-solving, observation, measurement, and computer simulations, students will be guided through thoughtful discussions, building understanding through hands-on exploration, and critical thinking while developing a deep appreciation for experimental and theoretical investigations.

Prerequisites: Honors Classical Physics; completion of AP Calculus AB.

Note: students enrolled in Advanced Physics will be adequately prepared for the AP Physics C: Electricity & Magnetism exam (with some additional preparation) in May, but taking this exam is not required for the course.

World Language

The rationale behind SLS World Language program is two-fold. First is the belief that learning a second language is enjoyable. It expands a student’s ability to understand, communicate, and appreciate other cultures. Second, and of increasing importance, is that knowledge of another language is necessary today in business and diplomacy and for understanding our global economy and other cultures. We teach French, Mandarin Chinese, and Spanish to provide our students with important skills to function successfully in both their personal and professional lives. The ability to communicate with people of other cultures and to share one’s own are the principal goals of offering these major world languages, spoken in over ninety countries and regions. Our language courses immerse students in a virtually 100% target-language-use environment. Coursework particularly emphasizes oral production in order to prepare students for real-world interactions with native speakers.

Motivated Upper School students are encouraged to take two different world languages simultaneously. In most cases, the addition of a second world language takes the place of a free period in the student’s schedule. Considering the benefits of studying multiple languages and the many connections to be made between languages, choosing to study more than one world language can dramatically enhance a student’s overall academic experience. Students earning a C- average or lower in a World Language course are strongly encouraged to repeat the level or take a summer review course before continuing to the next level in the sequence.

French I & Spanish I

These courses begin the three-year sequence required for graduation. This class guides students to communicate with confidence and expects a commitment to using only the target language in class. Students will develop a solid, basic vocabulary, gain better understanding of sentence structure, and embrace the need to take risks in order to express themselves in the target language as much as possible. All four language skills (speaking, listening, reading, and writing) are developed throughout the year. At the end of the first year, students will be able to ask and answer questions describing themselves, their families, friends, school, and activities using primarily the present tense, but also the past and future tenses. They will be able to have full, practical conversations in the target language and will have learned hundreds of words and dozens of grammatical points and structures.

French II & Spanish II; Honors French II & Honors Spanish II

At this level, students continue to grow their vocabulary, develop and improve grammar and syntax, and increase overall proficiency to make broader communication possible. Students’ writing skills grow to include short paragraph-length compositions and reading consists of lengthier selections from authentic printed matter and excerpts from literature exploring familiar topics. By the end of course, students will be able to ask and answer specific questions with greater detail and participate in conversations about the past, present, and near future. The curricular components of the Honors Level II course are similar to those of Level II, but the Honors Level II course moves at an accelerated pace, has different assessments and/or grading standards, and has the prerequisite of a recommendation of the student’s current instructor. Students wishing to remain in or join an honors or AP level world language class must show constant commitment to speaking only in the target language in class.

French III & Honors French III

At this level, students will expand their ability to express themselves in the present, past, and future tenses as well as in the conditional mood. This, combined with vocabulary that addresses issues in the world beyond the self, will help students become more adept at expressing and interpreting opinions, emotions, and details and carrying out more varied and consequential exchanges and discussions. These courses emphasize the three modes of communication: interpersonal, interpretive, and presentational. They cover key grammar structures to help learners strengthen their language skills and develop cultural competency in order to become proficient in the target language. Students will build these skills in writing, speaking, listening, and reading. The curricular components of the Honors Level III course are similar to those of Level III, but the Honors Level III course moves at an accelerated pace, and has different assessments and/ or grading standards. Students wishing to remain in or join an honors level world language class must show constant commitment to speaking only in the target language in class.

Prerequisite: Recommendation of the student’s current instructor.

Spanish III & Honors Spanish III

At this level, students will learn to use the subjunctive mood, while expanding their ability to communicate in the present, past, and future tenses. This, combined with vocabulary that addresses issues in the world beyond the self, will help students become more adept at expressing and interpreting opinions, emotions, and details and carrying out more varied and consequential exchanges and discussions. Students apply their grammar and vocabulary skills through the three modes of communication: interpersonal, interpretive, and presentational. Students also develop intercultural competency that complements their language skills. Students will learn to identify and compare cultural products, practices, and perspectives. The curricular components of the Honors Level III course are similar to those of Level III, but the Honors Level III course develops these skills at a higher proficiency level and therefore has different grading standards. Students wishing to remain in or join an honors level world language class must show constant commitment to speaking only in the target language in class.

Prerequisite: Recommendation of the student’s current instructor.

French IV & Honors French IV

These courses offer a multifaceted curriculum with a more sophisticated level of speaking, reading, and writing in French. Though some grammar lessons are featured throughout the year, the majority of the key units are based around traditional and modern literature and media pieces that students read, study, and discuss. Each year, various selections from theatre, novels, film, musicals, poetry, pop music, and current events will be covered. Some featured units are the novel “Le Petit Prince,” the rock-opera version of “Notre-Dame de Paris” by Victor Hugo, the comedic play “Le Bourgeois Gentilhomme” by Molière, and the melodrama “Le Fantôme de l’Opéra,” as well as many related films, music, and media clips. Students will prepare and revise essays, presentations, and other projects based on the readings and discussions in class. The curricular components of the Honors Level IV course are similar to those of Level IV, but the Honors Level IV course moves at an accelerated pace, includes more in-depth analysis of texts and language structures, and has different assessments and/or grading standards. Students wishing to remain in or join an honors level world language class must show a strong and constant commitment to speaking only in the target language in class.

Prerequisite: Recommendation of the student’s current instructor.

Spanish

IV & Honors Spanish IV

These courses offer a multifaceted curriculum with an engaging, sophisticated level of speaking, reading, listening, and writing in Spanish. Each course is made up of thematic units that aim to engage intermediate-level learners with a diverse range of authentic materials from the Spanish-speaking world. These courses emphasize the three modes of communication: interpersonal, interpretive, and presentational. They cover key grammar structures to help learners communicate with increasing confidence and accuracy and develop cultural competency in order to become proficient in the target language. The curricular components of the Honors Level IV course are similar to those of Level IV, but the Honors Level IV course moves at an accelerated pace, and has different assessments and/or grading standards. Students wishing to remain in or join an honors level world language class must show constant commitment to speaking only in the target language in class.

Prerequisite: Recommendation of the student’s current instructor.

French V & Honors French V: Culture, Arts, Language, & Media

These courses are for students who are deeply interested in the French language, culture, current events, film, music, and other elements of modern francophone life. These courses feature varied units that focus on important elements of francophone culture and language. Grammar is no longer a principal focus of the curriculum, as students have already been exposed to the majority of grammatical components before reaching this level. Current (and perpetually relevant) issues such as immigration, education, politics, religion, oppression, freedom, exploration, self-expression, and revolution are focus points. Many films are presented and studied to help expand on the diverse themes within the curriculum. Music (via the study of songs and musical theatre) is an integral part of the curriculum. Students will study articles and video clips from online news sources to learn about current events in the francophone world. Prerequisites: Demonstration of advanced oral proficiency in French and recommendation of the student’s current instructor. Honors French V has different grading standards and is only open to students who have already completed AP French Language and Culture. Students wishing to remain in or join an honors or AP level world language class must show constant commitment to speaking only in the target language in class.

Spanish V & Honors Spanish V: Identity and Culture in the Spanish-Speaking World

These courses are for students who are deeply interested in the Spanish language and culture of the Spanish-speaking world. Students immerse themselves in real, contemporary language while learning to think and communicate across diverse topics. Course content emphasizes the development of conversational skills, presentational written and oral expression, and the ability to interpret authentic texts and media of various genres and cultural contexts. Thematic units prepare students to be engaged global citizens in the Spanishspeaking world.

Prerequisites: Demonstration of advanced oral proficiency in Spanish and recommendation of the student’s current instructor. Honors Spanish V has different grading standards and is only open to students who have already completed AP Spanish Language and Culture. Students wishing to remain in or join an honors or AP level world language class must show constant commitment to speaking only in the target language in class.

AP French Language and Culture & AP Spanish Language and Culture

Each of these courses gives a thorough, comprehensive review of all grammatical structures and prepares students for the College Board AP Exam in French or Spanish Language and Culture and its four components: listening, writing, speaking, and reading. In the process, students will read many forms of literature, write extensively, and record their voices to simulate the evaluation methods used by the College Board. These activities are related to six themes, including global challenges, science and technology, aesthetics and beauty, identities, families and communities, and contemporary life. Additional film, music, and literature units enhance this rigorous learning experience.

Prerequisite: Recommendation of the student’s current instructor. Students wishing to join an AP level world language class must show constant commitment to speaking only in the target language in class.

Mandarin Chinese I

In the initial phase of this course, the emphasis is on communication. This includes growing a basic vocabulary, understanding sentence structure, and taking risks to express oneself in the target language as much as possible. All three modes (interpersonal, interpretive, and presentational mode) are developed throughout the year. By the end of the first year, students will be able to ask and answer questions describing themselves, their families, friends, school, and activities, etc. Students also will be able to read mini-stories written in Chinese characters. By discussing images, videos, maps, and stories, students will be able to identify Chinese cultural products and practices to help them understand the cultural perspectives. Students learn Chinese through simplified characters, which are used in mainland China. In the first year, the students will learn how to read about 200 characters. Students will practice writing Chinese characters every day after the first few weeks of instruction.

Mandarin Chinese II & Honors Mandarin Chinese II

At this level of study, students continue to grow their vocabulary, express preferences and opinions, describe in more detail, make comparisons and contrasts, ask and answer questions with greater detail, and participate in conversations in the past, present, and near future. While oral communication continues to be the primary objective, reading and writing practices will progress as well. Cultural learning will involve more comparisons and contrasts between Chinese culture and the students’ own cultures. By the end of this course, Mandarin Chinese II students will be able to communicate about everyday topics (e.g., phone call conversations, making an appointment, school life, daily routine, shopping, weather, transportation) in increasingly complex, complete sentences. The Honors section will move more quickly, will have different assessments and/or grading standards, and will challenge students with more complex tasks.

Prerequisite: Recommendation of the student’s current instructor. In addition, students wishing to remain in or join an honors-level world language class must show constant commitment to speaking only in the target language in class.

Mandarin Chinese III & Honors Mandarin Chinese III

At this level of study, Mandarin Chinese III students will learn to carry on more varied and consequential exchanges and discussions. They will work on essential skills that promote proficiency growth: narrating, elaborating and supporting, and sustaining a conversation. Students will build these skills in writing, speaking, listening, and reading. By the end of this course, Mandarin III students will have developed the ability to communicate about more extensive topics related to everyday life (e.g., campus facilities, asking directions, dining at restaurants, attending parties, seeing a doctor, discussing healthy lifestyles, socializing with friends, discussing living quarters, etc.) in even more elaborate complete sentences. The Honors section will move more quickly, will have different assessments and/or grading standards, and will challenge students with more complex tasks.

Prerequisite: Recommendation of the student’s current instructor. In addition, students wishing to remain in or join an honors-level world language class must show constant commitment to speaking only in the target language in class.

Mandarin Chinese IV & Honors Mandarin Chinese IV

These courses are for students who have maintained a deep interest in the Chinese language and culture. The courses are made of thematic units that aim to engage students with authentic texts and media of various genres and examine cultural practices and perspectives in modern society in China. Though some grammar lessons are featured throughout the year, the focus is to express more complex and original ideas in Mandarin through class discussions. Students will prepare and revise numerous compositions based on the readings and discussions in class. Note: the curricula of the Honors Level IV course are similar to those of Level IV, but the Honors Level IV course has different assessments and/or grading standards, and has the prerequisite of a recommendation of the student’s current instructor. The Honors section will have different assessments and/or grading standards, and will challenge students with more complex tasks.

Prerequisite: Recommendation of the course’s instructor. In addition, students wishing to remain in or join an honors-level world language class must show constant commitment to speaking only in the target language in class.

Advanced Mandarin Chinese

This course aims to prepare advanced, highly motivated, and deeply interested Mandarin students for college-level study. Students immerse themselves in real, contemporary language while learning to think profoundly and communicate effectively across diverse topics, with a focus on the contemporary world. Grammar is no longer a principal focus of the curriculum, as students have already been exposed to the majority of grammatical components prior to reaching this level. Course content emphasizes the development of conversational skills, presentational written and oral expression, and the ability to interpret authentic texts and media. Thematic units relating to global challenges, science and technology, aesthetics and beauty, identities, families and communities, contemporary life, and other topics will enhance this rigorous learning experience and prepare students to be engaged global citizens.

Prerequisite: Recommendation of the course’s instructor. In addition, students wishing to join an Advanced-level world language class must show constant commitment to speaking only in the target language in class.

Additional Learning Opportunities

Independent

Studies

Independent study projects are restricted to juniors and seniors and can last for either one semester or an entire academic year. The project must be driven by an essential question that is challenging and thought-provoking, broad in scope, and can be answered only by research, reading, and writing. Independent study projects also must be beyond the scope/curriculum of a course already offered at SLS. Detailed, written proposals for Upper School independent studies must be submitted to the Director of Studies with the name of the faculty member willing to sponsor the course. The final project for an independent study typically includes a paper and a presentation, coordinated by the student, to a panel of at least three faculty members. An Independent Study may be added to a five-course load as a sixth course; an IS may not be one of the five required courses in a typical SLS schedule. All Independent Study projects are graded on a proficiency-mastery scale (instead of the traditional A-F grading scale) and are not calculated into a student’s GPA.

Sample Independent Study Topics:

• Korean Language and Culture

• The Effects of Select Musical Modes on Perceived Emotion of Written Stimuli

• Screenplay Writing and Production

• Tumor Necrosis Factor Receptor Associated Periodic Syndrome (TRAPS)

Virtual Pathways: Online Learning Opportunities

SLS embraces online learning as an extraordinary opportunity for our students to engage in many ways one can learn and share knowledge. SLS partners with two online educational programs, Global Online Academy and One Schoolhouse, to enhance and broaden the School’s curriculum offerings. Sample Courses include: Art History, Bioethics, Business Problem Solving, Filmmaking, Game Theory, and Positive Psychology.

Please see the SLS website for more information about Global Online Academy and speak with the Director of Studies if you have any questions.

Upper School Policies

Academic Credits and Graduation Requirements

1. All students must be enrolled in and receive at least five academic credits (one credit per year-long course, ½ credit per semester-long course), excluding independent study courses. In the Upper School, 20 credits are required for graduation and must include the following:

English: four years in the Upper School, including World Literature, British Literature, & American Literature (or the equivalent of each course).

Health and Wellness: complete 5 Mini-Courses

History and Social Science: Foundations of World History, Modern World History, & United States History (or the equivalent of each course).

Mathematics: three years in the Upper School, including Geometry & Algebra II.

Science: Biology, a physical science (either Chemistry or Physics), and a third year of science.

Fine Arts & Performing Arts: one year of Upper School Art, Music, Theater, or some (specifically indicated) Computer Science & Engineering classes.

World Language: through level three of a world language, and also three years in the Upper School.

Academic Mini-Courses: Leadership Studies 9 & Data Literacy 10

2. Grade level is determined by awarding one grade promotion for every five credits earned above 8th grade. While at SLS, students will be promoted only one grade each year, provided they earn at least five credits for that year.

3. A student who does not pass at least five credits during the regular school year must make up the deficit as arranged by the Head of Upper School, Assistant Head of School for Academics, and/or Director of Studies. Otherwise, that student must repeat the grade.

4. A student who drops a course after the add/drop period will receive “W” for “Withdraw” or “W/P” for “Withdraw/Pass” on the transcript. Poor performance, possible failure, or failing status are not necessarily adequate reasons for withdrawing from a course.

5. Summer courses may enrich or prepare students for a future course or may support students who have failed a course. However, a summer course cannot fulfill the requirement for a course unless it is approved by the appropriate Department Chair, Head of Upper School, Assistant Head of School for Academics, and the Director of Studies, and the student passes an SLS exam demonstrating proficiency.

6. All students are required to perform 20 hours of community service for each year in the Upper School. This requirement must be completed prior to Commencement. Please see the Director of Leadership for more information.

7. Ninth graders may not take seven classes during a semester without the approval of the Head of Upper School, the Director of Studies, and the Director of Well-Being & Academic Support.

Honors,

Advanced Placement (AP), & Advanced Courses

SLS offers a variety of Honors, Advanced Placement (AP), and Advanced courses in the Upper School. By their very nature, these courses are designed for students who have excelled in a subject and are capable of handling academic rigor at the highest level. Placement into these courses is based on a student’s ability to meet these criteria:

• Earn a minimum grade of A- (before test/assignment corrections) to move from a regular course to an Honors, AP, or Advanced course.

• Earn a minimum grade of B (before test/assignment corrections) to remain at the Honors, AP, or Advanced level. Teachers consider semester grades (not just year-long grades) and Cumulative Exam grades (if applicable) when making suggested placements. The student’s current instructors are in the best position to determine future success; their recommendation is an essential requirement for placement. Recommendations made in April may be changed later in the spring if a student’s performance in their current course changes significantly. If students have a question about placement, they should first speak with their teacher for a conversation.

Standardized Testing

Juniors entering their third year of high school are required to take the PSAT/NMSQT at SLS in the fall of their junior year. 9th grade students may take a free practice PSAT 8/9, and sophomores may take free practice tests for the PSAT 10 and PSAT/NMSQT on their own time through College Board. SLS partners with Summit Educational Group to administer full-length practice ACT and SAT tests to interested sophomores in June. Some summer programs (such as the Johns Hopkins CTY online and on-campus programs) require standardized test scores for admissions. Please ask the Director of Studies for more information. Additionally, students who plan to apply to the University of Oxford or the University of Cambridge may need to submit scores from several Advanced Placement exams and earn a score of 5 on those exams. Please direct any college-related questions to the College Counseling office.

Dropping and Adding Courses

A course may only be added within a certain period of time (generally within two weeks of the course’s start); a course may be dropped anytime, provided that the student is left with at least five courses (not including Independent Study courses). Withdrawals from courses generally will not show on the transcript if the course is dropped before snapshot grades are posted for the class; after that date, the dropped course will appear on the transcript (“W” for “Withdraw” or “W/P” for “Withdraw/Pass”). If a student changes courses within the same department, then the report card grade will be calculated by the percentage of time in each class. The Director of Studies and/or Head of Upper School may make exceptions to these rules.

St. Luke’s School is accredited by the New England Association of Schools and Colleges. Memberships: College Board, National and New England Associations for College Admission Counseling, National Association of Independent Schools, Connecticut Association of Independent Schools, Association of College Counselors in Independent Schools, and Cum Laude Society.

Non-Discrimination Policy

St. Luke’s School admits qualified students of any race, color, gender, religion, national origin, ancestry, sexual orientation, gender identity, disability, or any other status protected by applicable law to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, gender, religion, national origin, ancestry, sexual orientation, gender identity, disability, or any other status protected by applicable law in the administration of its educational, admissions, scholarship and loan, athletic, and other programs. The School is committed to maintaining an academic community in which the dignity and worth of each of its members is respected.

St. Luke’s School is a secular (non-religious) day school for grades 5-12 serving over 40 towns in Connecticut and New York. Discover Your Potential at SLS.