ELA (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division Idlewild ELA integrates reading, writing, and word study in one course. We study authentic literature in many genres, such as poetry, stories, biography, informational nonfiction, and others. In addition to reading and discussing literature, we practice close reading and analysis, producing paragraphs and well-organized response essays. For each unit, we read 2-3 texts of a particular genre and produce a written work related to each text. Along the way, we study vocabulary, conventions, and grammar in context. Students are supported with graphic organizers and other tools to assist in planning and organizing writing. Key Learning Goals include: being able to read and discuss a variety of age-appropriate literature, supporting ideas with text evidence, and producing original essays, stories, and poems. < Back

Math (2/3) Second Grade, Third Grade Lower School Grade(s) Division Second and third grade math skills which include numbers & operations, algebra & algebraic thinking, measurement & data, and geometry. Numbers to 1,000, addition, subtraction, length, weight, multiplication, division, mental calculation, money, fractions, time, capacity, graphing, shapes, numbers to 10,000, tables, measurement, geometry, area, perimeter, division with remainders, multi-step word problems. < Back

Molecular Biology Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division Fall: The fall semester of Molecular Biology began with the review of topics including: eukaryotic and prokaryotic cells, and organelles, classical genetics, the structure of DNA, cell cycle, DNA replication, RNA transcription and translation, the operon, cell transformation, and the start of restriction endonuclease enzymes. Spring: The spring semester of Molecular Biology began with the following topics including: electrophoresis, molecular cloning, PCR, bioinformatics, tyrosine kinase and cancer, and immunology. Fall: Eukaryotic and Prokaryotic Cells, Organelles, Classical Genetics, Structure of DNA, Cell Cycle, DNA Replication, RNA Transcription and Translation, Operon, Cell Transformation, and Restriction Endonuclease Enzymes. Spring: Electrophoresis, Molecular Cloning, PCR, Bioinformatics, Tyrosine Kinase and Cancer, and Immunology. < Back

Geometry Eighth Grade, Ninth Grade, Tenth Grade Middle School, Upper School Grade(s) Division Core Connections Geometry is the second course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions and building a formal understanding of similarity based on dilations and proportional reasoning. It also helps students develop the concepts of formal proof, explore the properties of two- and three-dimensional objects, work within the rectangular coordinate system to verify geometric relationships and prove basic theorems about circles. Students also use the language of set theory to compute and interpret probabilities for compound events. On a daily basis, students in Core Connections Geometry use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Students learn in collaboration with others while sharing information, expertise, and ideas. The course is well balanced between procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and transference). The lessons in the course meet all of the content standards, including the “plus” standards, of Appendix A of the Common Core State Standards for Mathematics. The course embeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course. Key concepts addressed in this course are: Geometric transformations (reflection, rotation, translation, dilation) and symmetry. Relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Properties of plane figures. Proofs of geometric theorems (investigating patterns to make conjectures, and formally proving them). Using coordinates to prove geometric theorems. Modeling with geometry. Measurements of plane figures (such as area, perimeter, and angle measure). Theorems about circles, including arc lengths and areas of sectors. Measurements of three-dimensional solids (such as volume and surface area). Tools for analyzing and measuring right triangles, general triangles, and complex shapes (such as the Pythagorean Theorem, trigonometric ratios, and the Laws of Sines and Cosines). Geometric constructions (with compass and straightedge). Using algebra to formulate and solve equations arising from geometric situations. Probability (independence and conditional probability, compound events, expected value, and permutations and combinations). < Back

Creative Lab (K/1) Kindergarten, First Grade Lower School Grade(s) Division In this hands-on workshop, students immerse themselves in the tactile beauty of analog materials like wood and ceramics. They unleash their artistic potential as they learn to craft intricate wooden sculptures and mold exquisite ceramics. Students gain the skills to transform raw materials into remarkable art while fostering their imaginative spirit, exploring the interplay between form and function, and creating unique, tangible expressions of their creativity. Course Goals: By the end of this course, students develop a strong foundation in working with analog materials like wood and ceramics, enabling them to design and create their own artistic pieces that merge craftsmanship with creativity. < Back

Science (K/1) Kindergarten, First Grade Lower School Grade(s) Division Course Description: The Kindergarten and First Grade Science course is designed to foster curiosity and develop a foundational understanding of scientific concepts in young learners. Through hands-on exploration, observation, and inquiry-based activities, students will develop scientific thinking skills and engage in age-appropriate investigations across various scientific domains. Course Objectives: 1. Life Science: Students will explore the characteristics of living things, including plants and animals. They will learn about basic needs, life cycles, and the interdependence of living organisms. 2. Physical Science: Students will investigate the properties of matter, such as color, shape, and texture. They will explore concepts of light and sound, forces and motion, and simple machines. 3. Earth and Space Science: Students will develop an understanding of the Earth's features, including landforms, weather patterns, and the water cycle. They will also explore the solar system and the patterns of day and night. 4. Scientific Inquiry: Students will develop skills in asking questions, making observations, and conducting simple investigations. They will learn to record and communicate their findings using age-appropriate methods. Teaching Methods: The course will utilize a variety of teaching methods to engage students and promote active learning. Teachers will incorporate hands-on experiments, demonstrations, nature walks, and interactive discussions to make science concepts tangible and accessible. Students will be encouraged to ask questions, make predictions, and draw conclusions based on their observations. Assessment: Assessment will be ongoing and varied, including observations, informal assessments, and projects. Students may be assessed through their participation in experiments, completion of science journals, and oral presentations. These assessments will provide feedback to students and parents on progress and areas for growth. Teachers will use assessment data to inform instruction and tailor learning experiences to meet the needs of all students. < Back

Physics II: Waves & Modern Physics Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division < Back

Perspectives in Literature Eighth Grade, Ninth Grade, Tenth Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Perspectives in Literature is an upper school English Language Arts course that examines the essential question: How does one’s identity influence one’s experience and perspectives? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. < Back

Applied Logic Seventh Grade, Eighth Grade Middle School Grade(s) Division This course aims to equip students with the fundamental concepts of logic and algorithmic thinking, laying the foundation for their understanding of computer programming. Through engaging hands-on activities and interactive projects, students will learn how to break down problems into smaller, more manageable steps, design solutions using algorithms, and apply their knowledge to create their own computer programs. Course Objectives: Upon successful completion of this course, students will be able to: - Define and apply basic logical concepts, including truth tables, propositional logic, and Boolean operators. - Understand the concept of an algorithm and its role in computer programming. - Develop algorithms to solve simple computational problems. - Apply algorithmic thinking skills to design and implement computer programs using a block-based programming language or text-based language like Python. - Demonstrate problem-solving skills, critical thinking, and creativity in approaching and solving computational problems. < Back

American History II Eleventh Grade Upper School Grade(s) Division American History II Course Description: This course will serve as a college-level survey of the history of the United States from its First Nations beginnings, European Colonialism, Slavery, Revolutionary War, the expansion within the continental United States, the Imperialistic views of the world, the World Wars, Cold War, and onward to modern history. This course comprehensively explores the United States' rich and complex past, focusing on its transformation from colonial roots to a modern, diverse nation. Students will analyze pivotal events, social movements, and the evolving political landscape, fostering a deep understanding of the American story. Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine American History through the lens of one or more themes in each unit: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout the United States and World history. This course will empower students to become more informed and critically engage with their nation's past and present. The course will also encourage social-emotional growth and the development of essential executive functioning skills necessary for success in a diverse and evolving society. Essential Questions: 1. How has American identity changed, and what forces shaped it? 2. How has internal and external conflict shaped and developed the United States? 3. How have the ideals of liberty, equality, and justice been interpreted and redefined throughout American history? Key Topics: 1. Colonial America: African culture, Native origins, Early settlements, Native and European interactions, and independence. 2. The American Revolution: Causes, leaders, and the impact on global politics. 3. Westward Expansion: Manifest Destiny, conflicts with indigenous peoples, and the Oregon Trail. 4. Civil War and Reconstruction: Slavery, the Civil War, and the challenges of rebuilding. 5. Progressive Era: Social reform, women's suffrage, and the rise of industrial America. 6. World Wars and Their Aftermath: America's role in global conflicts and post-war changes. 7. Civil Rights Movement: Struggles for equality and the legacy of activists like Martin Luther King Jr. 8. Contemporary America: The Cold War, globalization, and challenges facing today's nation. Learning Outcomes and Objectives: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to study U.S. history. Develop knowledge of historical content through the application of thematic learning objectives. Explore and interpret a variety of primary sources and secondary texts related to US History. 1. Analyze and interpret historical events, primary sources, and cultural artifacts. 2. Explain the significance of key historical figures, movements, and periods. 3. Recognize the impact of globalization on contemporary society. 4. Develop strong research, critical thinking, and communication skills. 5. Formulate connections between past and present, fostering a global perspective. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: The examination of historical strategies will foster effective decision-making skills. < Back

Advanced Literature Seminar Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division The essential question shaping our work in Advanced L:iterature invites students to reflect on what it means to “come of age,” and how different societies facilitate or impede the process for their young. While contemplating this, students will hone their literacy skills and probe what it means to become an adult– is it just turning 18 and being legally recognized as such, or do certain experiences propel us across the threshold, leaving childhood forever in our wake? Furthermore, in what ways does our identity have an impact on how society helps or hinders us through the process of maturation? To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below: I. Reading Students will fortify their analytical and interpretive skills as we read across genres in Advanced Lit. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of coming of age in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme. II. Writing Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class. III. Language Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice. Some of the longer form texts we will be reading include: Narrative of the Life of Frederick Douglass, The Color of Water, Speak, Woman Hollering Creek, Their Eyes Were Watching God and The Awakening. Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' points of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Similarly, in creative writing, students will tell a personal story but displace themselves as the protagonist and write from a third party's point of view. Additional projects, like mock trials where characters are held to count for plot events that transpire, will promote students' ability to infer psychological factors, desires and environmental circumstances that impact one's behavior. < Back

Drama (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division This class continues the work and build on skills developed in earlier grades, and is geared towards creative theatrical play, with students additionally beginning to appreciate the art and skills of improvisation and spontaneous theatrical creativity. Beginner and more advanced theater games and exercises, with an emphasis on imagination and collaboration, are key areas of attention. Further attention on voice projection and gestural, physical language. Overarching goal and continued learning/growth is for students is to understand and appreciate life skills concepts such as collaboration, acceptance, self- confidence, support of the ensemble and cooperation. Fundamentals of the rules and aims of theater games and exercises are developed, with a continual emphasis on acceptance/agreement and ensemble spirit. All of these skills, and more, are engaged with on a weekly basis. Throughout the year, students continually work on active participation and peer support. Summative assessment based on consistent engagement, effort and success, especially with preparations/rehearsals and performance in two showcases during the academic year (Winter and Spring). < Back