Grade : Preface

Schools vary widely in terms of their educational mission, philosophy, resources and program. No two programs are exactly the same; each independent school makes its own informed choices about what subjects and skills students must know and when those subjects and skills should be taught. The Park School program reflects mission-driven educational priorities and a deep commitment to providing 21st century learners with the tools necessary for distinction in academic achievement and active participation in a global community. Moreover, we care passionately about the development of students' self-confidence, positive attitude toward learning, and humility in knowing that there is always more to learn. It is this fundamental understanding of both the power and limits of knowledge that makes a Park student unique.

This N-IX Curriculum Guide is a clear articulation of the academic course of study at Park and also includes descriptions of our co-curricular and extra-curricular programs. The School offers a diversified and demanding curriculum that stimulates and challenges each student. We pride ourselves on the success of our students, knowing that they leave us fully prepared for more years of rigorous study in secondary school.

On behalf of the faculty, I invite current and prospective Park parents to explore the goals and content of our academic program and to see what distinguishes Park as a place for students to learn and grow. While there is absolutely no substitute for seeing our vibrant classrooms, highly skilled teachers, and engaged students up close and in person, herein lies the roadmap of a Park education.

Sincerely,

Wanda M. Holland Greene
Assistant Head for Program and Professional Development

Grade N: Year in Review

The Nursery program enlarges the world of young children and increases their ability to cope with its new and varied dimensions. Teachers work collaboratively to develop in students a positive and creative approach to learning; children are encouraged to take risks, and teachers help them deal effectively with both successes and failures. One of the most important goals of the program is for children to engage joyfully in cooperative work and play.

Taking into consideration each child's particular interests and strengths, teachers provide developmentally appropriate activities that make use of a variety of media, dramatic play, and manipulative materials. Computer skills are introduced during weekly lab visits and emphasize exploration.

The Nursery program lays a strong foundation for future learning in Kindergarten, particularly in the areas of language arts, social studies, mathematics and science. Throughout the year, children explore a variety of books with teachers as well as on their own. Children discuss both the language and illustrations in literature, and they are encouraged to talk about their observations, make predictions, and draw conclusions. The Nursery children visit the library formally twice a month. There, they are introduced to books through visual and verbal clues, giving them a chance to make predictions and to reinforce their 'self-to-text' connections as well as their group skills.

Essential questions in social studies are: "How are we alike?" "How are we different?" "What connects us?" Students celebrate and discuss similarities and differences among themselves and their families. Some topics of conversation and projects include explorations of the ranges of skin color, family configuration, stereotypes, and gender, as well as ethnic and religious differences. Families are encouraged to visit the classroom and share their cultures and traditions as a way of promoting understanding and building community. The children are introduced to the larger Park community through partnerships with other grade levels.

Skills and work habits are integrated into many classroom activities and provide the base for children's future mathematical growth. They learn informally through hands-on, interactive experiences. For example, while "playing" in the block area, children encounter important mathematical concepts: names, attributes, manipulation of and relationships between shapes, spatial sense, visualization, counting, one-to-one correspondence, measurement, and estimation.

Exploration of the natural world is woven through the curriculum seasonally. In autumn, children take nature walks to observe how the world changes color. Color mixing and the use of natural materials in art projects reinforce students' observations. In the winter, students discuss how changes in the amount of daylight affects weather patterns, and they investigate the properties of water by experimenting with ice crystals. In the spring, the classes observe and document how things grow.

Overall, teachers guide each child's growing cognitive and social skills, while paying close attention to the development of self-esteem, acceptance of others, and a love of learning.

Grade K: Year in Review

Kindergarten provides an enriching environment where each child can continue to find success and enjoy learning. Throughout the year, self-awareness and sensitivity to others are emphasized. As five- and six-year-olds begin to perceive and internalize the world around them, they increase their ability to deal with new ideas and concepts. Kindergarten provides opportunities for more formalized instruction in language arts, math, and science. By experiencing group and individual activities that are both teacher-directed and child-directed, students are encouraged to grow within a framework that is stimulating and supportive.

The Kindergarten curriculum offers variety throughout the year, using themes of self-awareness, holidays, families, seasons, color, and art appreciation. Teachers integrate these themes into all the work areas of the classroom: art, dramatic play, math, oral and written language, and science.

Play is essential to the emotional, social, and intellectual life of the Kindergarten child. Spontaneous play provides an important means of social interaction, through which children learn to express and understand their own feelings and those of others. Centers for dramatic play may complement themes of study.

Outdoor time allows the children to run freely and to engage in cooperative activities. Swinging, climbing, and balancing all develop coordination and the gross motor skills which are necessary to physical development and confidence.

During the Kindergarten year, students new to Park integrate beautifully with those who have moved up from Nursery, forming one vibrant and happy community of young learners.

Grade I: Year in Review

In Grade I, students and their teachers work, play, celebrate, and make decisions together. They establish a sense of the class as a community of learners and friends. As the sense of community becomes stronger, each child grows in the areas of cognitive, social, emotional, and physical development. Teachers respond to and build upon a six-year-old's natural curiosity about the world and eagerness to decipher the written word. First graders continue to bask in the joy of childhood, while feeling more "grown up" as they move to the fourth floor and complete homework assignments once per week.

The daily and weekly schedules provide a balance between child-initiated and teacher-directed projects, whole group meetings and activities, individual conferences with a teacher, peer teaching opportunities, independent work time and small group time for both reading instruction and math.

First Grade classroom work is organized around the broad umbrellas of language arts, math, and social studies. Highlights within these learning areas include multiple field trips into Park's surrounding neighborhoods, large-scale construction projects, ongoing acts of community service, frequent and colorful use of technology, and a year-end musical review. First graders are further enriched by weekly science, art, music, physical education and library lessons outside the classroom

Grade II: Year in Review

In Grade II, students work toward mastering basic reading and mathematical skills and toward gaining a greater awareness of their role in the school and outside communities. By combining high standards with flexibility and a supportive atmosphere, teachers help children build confidence in themselves as individuals and learners. With this increased confidence and competence, they are able to pursue more challenging learning activities involving critical and abstract thinking.

Second graders children are expected to read on a nightly basis, as well as complete homework assignments once a week, increasing to twice a week after spring vacation. As part of the social curriculum, second graders learn the importance of giving back to the community through regular service learning activities. Technology is integrated into the curriculum through project-specific activities. Children are exposed to a variety of writing genres through class read-alouds. They model their own writing after these examples and create an autobiography over the course of the year.

The Grade II experience is shaped by a year-long study of the Colonial era. To celebrate the year's projects, second grade classes create a Colonial Museum.

Grade III: Year in Review

Grade III marks a significant transition in children's academic and social lives at school. A move to the third floor classrooms signals a step forward in the elementary school years at Park. It is a year when the fundamental skills acquired in earlier grades can be applied to more difficult and complex tasks.

Grade III students enter the year with boundless energy and a sense of growing competence and confidence in their skills as readers and thinkers. As eight- and nine-year-olds, they become more empathetic, industrious, and responsible. The curriculum pushes many children to move from concrete to more abstract thinking. Third graders' natural curiosity also leads them to investigative research and problem-solving. As the year progresses, they delight in working more independently. Homework becomes a regular routine as they are asked to complete nightly reading and written assignments. Teachers' expectations of their students' ability to complete assignments, to work in cooperative groups, and to resolve peer conflicts increase. While enjoying these greater challenges, students also are learning to manage their time and energy more efficiently.

Highlights of the third grade year include an introduction to cursive writing, a year-long study of Native Peoples of North America, field trips to Plimoth Plantation and Harvard's Peabody Museum, celebration of Harvest Feast, and performances for Grandparents' Day and Yule Festival. A culminating event of the Grade III year is May Day, a long-standing Park tradition that features Grade III students in music and dance.

Grade IV: Year in Review

The Grade IV program seeks to give each child a strong grounding in language arts, mathematics, and social studies through developmentally appropriate instruction. Student-centered work takes place through discovery, discussion, written work, use of technology, and project-based assignments in individual, small group, and whole class settings. Strong citizenship and respect for others and the environment underlie every component of the program. Homeroom partnering between younger grades promotes community building and creates leadership opportunities for fourth graders. School life provides an ideal environment in which students can exercise their newly acquired academic and social skills while assuming greater responsibilities both at home and at school. Teams of Grade IV students run the paper and bottle recycling program for the entire Park School.

In fourth grade, the social studies curriculum centers on ancient Greece, and it culminates in a comparative study of early American and Greek democracies. Students complete 45 minutes of homework and 30 additional minutes of independent reading four nights a week. Beginning the gradual transition to Upper School, fourth graders attend Morning Meeting in the School's theater two mornings a week. On other mornings, classes have community-building meetings in their homerooms.

Fourth grade students begin to work with Student Council, a student government organization led by two ninth graders and two faculty advisors. Helping Hand, a community service club, meets weekly throughout the year, and any fourth grader is welcome to participate. Students can also begin to participate in organized after-school sports teams. Teams practice twice a week with various sports available each season.

Grade V: Year in Review

"When I grow up, I want to wear a cape, be a super hero, and live close to my mom, so she can baby-sit my kids." Grade V Student

Fifth graders have one foot in pre-adolescence and one foot in childhood. They are exploring their individuality while also cooperating with the group. They are able to think abstractly and communicate articulately, while eagerly displaying a playful spirit. In Grade V, students are cooperative and competitive; they enjoy family and peers, while honing conflict resolution skills. As leaders of the Lower School, Grade V students are held to high standards of positive citizenship. They preview the Upper School by attending Morning Meetings and participating in school-spirit events such as Clash Day.

Teachers introduce and reinforce skills in all disciplines of the Grade V experience. Recognizing individual learning styles, teachers bolster students' strengths and address their areas of challenge. Teachers nurture and support students' self-reliance, perseverance, self-discipline, and true love of learning. Students reinforce lessons by completing reading, writing, and math homework assignments. Grade V students use technology for many aspects of their school work: math programs, word-processing most assignments, and researching and presenting projects. Grade V affords students ample opportunity to develop research and presentation skills.

Highlights of the year include a class play connected to the social studies curriculum, Book Character Day, partnerships with younger grades, the senior citizen biography project, and opportunities to participate in math team, Student Council, and the community service club, Helping Hand.

Grade VI: Year in Review

Sixth graders are creative, energetic, and hardworking. They enter the Upper School excited about the many new opportunities before them and ready to take on the increased responsibilities. The Grade VI year is structured so that it provides a comfortable transition between the homeroom setting of the Lower School and the rest of Upper School. Students take five academic classes: math, science, English, social studies, and, for the first time, a foreign language. Each of these subjects is taught by a different teacher. English and social studies are taught together and have the feel of a Lower School homeroom. Academic work in the sixth grade is a balance between assignments which demand a new level of depth and more abstract thinking and the teaching of specific skills and strategies. Sixth graders receive twenty to thirty minutes of homework per subject each night, including the weekend. In addition to their academic classes, all children have art, physical education, and music during the school day.

After school, most sixth graders elect to play on a sports team, take part in the winter musical or spring play, or stay for study hall four afternoons a week. Each child is part of a small advisory group made up of five or six other students and one teacher. This group meets daily and has lunch and recess together once a week. Advisory time is spent on activities ranging from playing games to learning ways to organize a binder.

The year is characterized by the enthusiasm and curiosity of eleven- and twelve-year-olds and the delight with which these sixth graders design and build a model house, read Shakespeare, wear a Park athletic uniform, begin a foreign language, and much, much more.

Grade VII: Year in Review

On the cusp of their teenage years, seventh-grade students manifest a vast range of physical, emotional, and cognitive development. While some are still firmly planted in pre-adolescence, others are already typical teenagers, wanting to be independent, yet still needing guidance. The seventh grade program at Park recognizes the strengths and needs of twelve- and thirteen-year-old students, both in and out of the classroom, with increased responsibilities and program offerings.

At the start of the Grade VII year, students prepare for a four-day, three-night, class trip to New Hampshire during the Upper School Project Week. The curriculum of the trip, titled Project R.E.A.S.O.N. (Resource and Environmental Awareness through the Study of Nature), focuses on individual and group challenges, community living, and risk-taking in a structured environment. The trip is organized and led by the seventh grade advisors who recognize its potential for community building. A Park tradition for over thirty years, Project R.E.A.S.O.N. is a deeply meaningful and age-appropriate rite of passage.

In the academic realm, Park's seventh grade program fosters the development of abstract thinking skills through assignments that encourage students to formulate opinions, articulate ideas, and make connections in their learning. Increased homework expectations, the introduction of letter grades, and final exams mark the seventh grade year. Group work and long-term projects provide an arena for practicing social interactions, which is important for cognitive development.

Extracurricular activities tend to take on new importance at this age, both socially, and in developing a specific skill or passion. To this end, Park offers opportunities to seventh grade students for involvement in Student Council, Helping Hand, community service/service learning, competitive after school sports (at the varsity level for some), after-school drama, One World Club, and other clubs. The continuation of the advisory program provides time for students to work with their advisors in becoming more proactive, independent learners.

Learning to recognize one's own strengths and struggles, learning the skill of how to ask for help, and working with and for others, are the themes that run throughout Grade VII. While there is a wide range of development at this age, seventh graders at Park are brought together around common interests and goals, without the concern of secondary school applications hovering over them. Giving students new freedoms and responsibilities speaks to the independence and interdependence that these young adults need and crave.

Grade VIII: Year in Review

Eighth grade students enter the school year poised to take on greater responsibility for their learning. Now able to think more abstractly, they tackle significant milestones in the academic, athletic, and artistic realms of the program. Their desire for independence and responsibility meets with exciting challenges in the curriculum as they seek to define themselves as individuals and as members of a group.

In the Grade VIII year, students begin to explore their place in the context of community. They consider both their immediate Park School community as well as the larger world. Students spend two days of Upper School Project Week in the fall with their six-member advisory groups in the city of Boston and at the Food Project Farm in Weston, where they help to harvest vegetables and learn about sustainable agriculture. Throughout the year, in their advisory groups, students assist with food preparation and serve dinner at the Allston-Brighton Food Pantry. Simultaneously, Growth Education classes provide a forum to discuss the dynamics of relationships, self-awareness, and the adolescent's drive to test boundaries.

Early in the eighth grade year, students and their parents must make the important choice of whether to apply to secondary school or continue through the ninth grade at Park. The School's administrators and secondary school counselors are readily available to discuss different options and to develop an appropriate plan for each child. Regardless of their decision, eighth graders at Park routinely find this year one that seals lifelong relationships, offers countless opportunities for personal growth, and prepares them for the rigors of high school. The culminating celebration for the eighth grade occurs around the School's "Charter Oak," a large, old oak whose strong trunk has produced a wealth of branches. Similarly, Park students themselves find that they leave their elementary years with a solid foundation and boundless connections to the world through their classmates and teachers.

Grade IX: Year in Review

Park School's culminating year is designed to offer students opportunities to strengthen and broaden their minds through rigorous coursework, to participate in competitive athletics, often at the varsity level, and to specialize in artistic, dramatic and musical endeavors.

Ninth graders serve as leaders of Park's student government, service organizations, Yearbook staff, student groups (One World Club, Gay-Straight Alliance), morning assemblies, and all varsity athletic teams. Students also serve as 'informal leaders' of all younger children on campus. In this way, leadership is both encouraged and expected of each member of the class.

A three-day overnight trip to the Berkshire Hills of western Massachusetts marks the beginning of the school year, a time when students and their advisors work together to plan for the year ahead, to create personal Yearbook pages, to prepare group meals, and to engage in team-building activities that encourage both greater self-awareness and an appreciation of the individuals that form the group.

After a busy fall focused on rigorous academics and the process of visiting and applying to next schools, students undertake winter activities that include both preparation for the March language trips to France, Spain or Italy and for individual Work-Study projects. Students work closely with chosen members of the faculty and staff to secure supervised internships and opportunities to pursue interests and talents in the world outside Park.

Together with their language teachers, ninth graders travel to Europe for ten days in March. While French and Spanish students live in home-stay settings and participate in language immersion classes, cultural activities, and afternoon day trips, Latin students visit ancient Roman archaeological sites throughout Italy, climb Mount Vesuvius, and spend several days touring the cultural and historic sights of Rome.

Upon returning from Europe, Grade IX students spend two weeks working in the "real world," applying individual skills and strengths in an environment of their choosing. These Work-Study internships allow students to work with professional adults and to gain valuable life experience as they prepare to leave Park School. Indeed, the Grade IX experience at Park is a unique and powerful first year of high school, characterized by intellectual depth, personal growth and empowerment, and committed leadership.

Grade K: Language Arts

All areas of the Kindergarten program help to build solid foundations in oral and written language, listening, and reading. Oral language includes daily group discussions, reading aloud, group reading, poetry, and drama. Written language includes journal and book writing, group writing, and the handwriting program, Handwriting Without Tears.

A wide range of early literacy skills exists among five-and six-year-olds. Teachers incorporate the key elements of Lucy Calkins' writing and reading workshops to develop the foundation for strong early literacy skills. Students are encouraged to use a "phonetic spelling approach" to writing, giving them control over their own writing. Children are introduced to the proper formation of upper and lowercase letters. By the end of the year, they are familiar with 32 high-frequency sight words.

Supplies for writing and bookmaking are always available. Classrooms also contain a variety of developmentally appropriate materials and books providing opportunities to explore the written word. Literacy development is supported by listening, reading and exposure to fine literature, poetry and songs. The goal is to encourage enjoyment, interest, and a love of literature.

Grade I: Language Arts

Grade I continues to build upon the foundations built in Kindergarten with oral and written language, listening, and reading. As writing and reading are taught through a variety of approaches in Grade I, the children gain confidence in their language skills.

Reading

The goal for all children is to develop a life-long love of reading. Teachers provide children with a wide range of meaningful experiences with print. This is accomplished through whole group and small group meetings, as well as working one-on-one with the teacher. As students begin to read, they are provided with many reading readiness activities that reinforce literacy skills. Other areas of concentration include listening skills, participating in book discussions, responding to what has been read, and using prior knowledge to make connections to life and other literature.

Writing

The writing program is based on the process of composing, illustrating, editing, publishing, and sharing written pieces. Writer's workshop provides children with the opportunity to write books, drawing from their own knowledge and experiences. Attention is paid to thinking about the sequence of events and essential information, as a means to construct a story with a beginning, middle, and ending. Children are encouraged to use phonetic spelling as they write in order to increase fluency of ideas.

Spelling and Handwriting

The Sitton spelling program is used as an alternative to traditional workbook spelling. It is designed to complement writing-rich classrooms and forms the foundation for systematic instruction of basic spelling words. The words taught are high-frequency words used in writing. Once introduced to these words, children are expected to spell them correctly in their daily work.

The Handwriting Without Tears program is a simple, developmentally-based curriculum for writing readiness and printing. The goal is to make handwriting available to all children as an automatic and natural skill. The multi-sensory lessons teach to all learning styles: visual, auditory, tactile, and kinesthetic.

Grade II: Language Arts

Grade II students' increasing confidence and competence in reading and writing allow them to begin to enjoy the processes to an even greater extent. Multiple opportunities are given, allowing them to practice their rapidly developing skills and elaborate on their ideas both through speaking and writing.

Reading

Skills are refined through an individualized program with emphasis on encouraging reading for pleasure and discovering its usefulness in obtaining information. Fiction, poetry, biographies, histories, and science books are included. Children read daily in the classroom, either individually or in a group, and visit the library for reading enjoyment once a week. In Grade II, reading moves from learning the skill to real comprehension and individual explorations into literature. Teachers use a variety of oral reading techniques, games, and puzzles; students strive for comprehension and vocabulary improvement. In addition, teachers read orally from selected literature, followed by various language arts activities and projects. Second graders are encouraged to use a high degree of thought and imagination while working to develop critical thinking skills and a creative approach.

Writing

Regular workshop periods encourage children to write in various genres, such as list books, poetry, memoirs, and biographies. Each child produces an autobiography and has many other publishing opportunities throughout the year. Teachers emphasize the meaning of a sentence as a complete thought with ""telling"" and ""asking"" sentences. Students learn basic punctuation and parts of speech and work on developing their vocabularies.

Spelling and Handwriting

Using the Sitton spelling program, second graders begin to master words that appear frequently in student writing. Students are expected to spell these words correctly in their own writing. Phonics skills are taught throughout the year to the class as a whole, as well as within small groups. The Handwriting Without Tears program is used to emphasize correct letter formation, size, and spacing in students' manuscript handwriting. Clarity and neatness are stressed in all written work.

Grade III: Language Arts

Students entering Grade III are beginning to feel confident with reading and writing and are eager to put their rapidly developing language arts skills to work. Through a combination of different models and designs, the third grade curriculum strives to give children the skills they need to express themselves through writing and speaking.

Reading

Students and teachers discuss and practice specific reading comprehension strategies throughout the year. Students focus on the strategies of questioning, making connections, visualizing, making inferences, summarizing and determining importance. Students recognize elements of plot, character, and setting. They differentiate among major literary genres, especially fiction, nonfiction, and poetry. Students select books appropriate to their reading levels, interests, and school assignments. Through reading, students broaden their awareness of universal themes and other cultures.

Writing

By viewing writing as a process of prewriting, writing, and rewriting, students take pride in polished, completed products. In Grade III, children begin to appreciate the difference between oral and written expression and improve their writing as a result of continual exposure to literature. Writing in complete sentences and recognizing the elements of a paragraph, students understand that correct writing can enable them to express specific ideas clearly. Through writing prose and poetry, students increase their self-confidence as writers.

Grammar, Mechanics, and Handwriting

Appreciating the relationship between grammar and language, students gain confidence in their ability to manipulate and describe English. Students focus on writing correct sentences, and they continue to learn, practice, and use the rules for correct capitalization and punctuation. Third graders learn and practice cursive handwriting with the Handwriting Without Tears program.

Vocabulary and Spelling

The Grade III curriculum continues the Sitton spelling program as well as a variety of other materials to increase student facility with spelling. By learning spelling words, understanding spelling rules, practicing dictionary skills and proofreading, students increase their banks of known words. They strive to use correct spellings in all written work. Words are Wonderful adds to the formal study of vocabulary.

Grade IV: Language Arts

Students entering Grade IV are ready to put their rapidly developing language arts skills to work. Through a combination of different models and designs, the fourth grade curriculum strives to give children the skills they need to express themselves through writing and speaking.

Reading

Reading skills, comprehension, and critical thinking and enjoyment are addressed in whole class and small group settings. Both guided and independent reading build competence in individual readers. Students gain an understanding of character, plot, settings, and style through peer and class discussions, as well as through book talks and journal reflections. Literature discussions revolve around the comprehension strategies of making connections, asking questions, visualizing, and inferring.

Writing

Writing effective sentences and paragraphs, developing a logical sequence of ideas, using literary devices, and expanding vocabulary are the major goals of the writing program. Strong editing and grammar skills are emphasized in both creative and expository writing assignments, which include response journals, stories, poetry, plays, reports, and summaries.

Grammar, Mechanics, and Handwriting

Grade IV students continue to practice their newly acquired cursive skills through the weekly copying out of selected poetry. Attention to neatness is encouraged in all written work. Increased facility with the basic grammar elements is practiced through direct instruction, grammar activities, and the critical analysis of student writings.

Vocabulary and Spelling

The Grade IV curriculum continues the Sitton spelling program and emphasizes individual students' abilities to find and correct their errors. Wordly Wise 3000 adds to the formal study of vocabulary, and word banks are utilized to collect words discovered in independent reading and other curricular areas.

Grade V: Language Arts

The Grade V student is almost ready to make the transition into the more independent model of learning in the Upper School. This final Lower School year is a chance for students to cement the skills they have learned and begin to take a more active and independent role in their own learning. Through papers and projects, fifth graders experiment with various forms of research and writing while learning more about the structure and function of language.

Reading

Independent reading, both within and outside of the classroom, is encouraged. Children log their self-selected reading on a computer template for the entire year. The students read a variety of current and classic authors to enhance their study of literature. Class reading covers various genres (poetry, short story, drama, novel, biography, non-fiction, science fiction, adventure, and fantasy). Whenever possible, readings incorporate representative literature from other cultures, in coordination with the social studies curriculum. Teaching reading comprehension strategies bolster students' literal and inferential comprehension.

Writing

The Grade V program emphasizes the writing process. Children develop logical ideas, learn to construct proper sentences, and examine and refine paragraph structure. They are encouraged to build vocabulary and to develop imagery through the use of literary devices. Using word processing computer programs, sudents write and revise all their written work. Research papers are written after major units of study and often include oral presentations. In addition, students research and write a report on a topic of their choice.

Grammar, Mechanics, and Handwriting

In Grade V, grammar and mechanics are addressed explicitly through exercises in the Skills Book and through a student's own work. Accuracy and neatness in cursive writing are expected at all times.

Vocabulary and Spelling

The Grade V curriculum continues to emphasize spelling skills, using lists which are created from areas of the curriculum or which focus on basic spelling rules. Wordly Wise 3000 adds to the formal study of vocabulary with weekly work completed both in class and at home.

Grade VI: English: Foundations: Craftsmanship and the Elements of Writing and Reading

Each week, nine 45-minute classes are devoted to English/social studies.

Literature

In Grade VI, the literature program enables students to examine a variety of literary genres and styles. Students begin the year, reading and discussing Milldred Taylor's Roll of Thunder: Hear My Cry. They then explore various genres throughout the year such as African poetry, Shakespeare's A Midsummer Night's Dream, Susan Cooper's King of Shadows,and The Giver by Lois Lowry. Students focus on literal comprehension, the beginnings of figurative interpretation, accurate recall both in discussion and in written work, dramatic reading, and on the basic elements and structures of poetry, the play, and the novel.

Composition

The Grade VI literature program provides a variety of writing models. In addition to practicing narrative and descriptive writing, and writing poetry, students focus on the structure of expository and critical paragraphs. Sixth graders are introduced to editing and revision skills which they will continue to develop during their years in the Upper School. With a focus on proofreading and rewriting and with regular use of laptops, students increase their proficiency. Students pay close attention to strong sentences, coherent paragraphs, accurate word choice, correct usage, and supporting their ideas with precise details.

Grammar and Vocabulary

Using Elements of Language as well as a variety of exercises and classroom techniques, students study the basic sentence, with an emphasis on mechanics and correct usage. They review parts of speech and study vocabulary words taken from their reading in both English and social studies. They examine definitions, synonyms, antonyms, prefixes, suffixes and other forms.

Drama

Students meet for one class per week to explore and to build their drama skills. Through age-appropriate theater games and improvisations, students expand their vocal and physical expression. Students learn relaxation, concentration, and warm-up techniques to prepare them for performing and speaking in front of an audience. They practice working collaboratively to create characterizations and settings. Using literature that they are studying in English, students perform scene work, including scenes from Shakespeare's A Midsummer Night's Dream. Students also practice public speaking skills and present monologues and speeches. They develop an appreciation for the discipline and hard work that the craft of drama requires.

Grade VII: English: The Study of Language and Genre

English classes meet five times per week in 45-minute sessions.

Literature

In Grade VII, students are encouraged to read carefully and thoughtfully, as well as to participate in classroom discussions of literature. Throughout the year, students focus on both structural and figurative literary devices, beginning the year with a study of Arthur Conan Doyle's The Hound of the Baskervilles. A study of short fiction follows with selections from Edgar Allan Poe. Grade VII students then explore Shakespeare's Macbeth, with emphasis placed on close reading, translation and thematic understanding. During the spring unit on African-American poetry, students write their own poems and conduct research on a specific African-American poet. Throughout the year, emphasis is placed on close reading, literal comprehension, figurative interpretation, dramatization, and on the basic elements of poetry, the short story, the play and the novel.

Composition

Formal composition is taught through writing assignments generated by the literature and students' experiences. Students practice their narrative and descriptive writing skills as well as their skills as poets. Introduced to exposition as it relates to literature, students learn to support their ideas with specific references to the text. They also practice outlining skills, writing summaries, as well as composing logical and well-supported paragraphs. Throughout the year, students practice deductive reasoning by writing many critical essays. Students review the conventions of spelling and mechanics through analyses of their own writing and continued direct instruction. Students have frequent access to word processing, to the use of the library, and to the practice of basic grammar.

Grammar and Vocabulary

Using Elements of Language as well as a variety of exercises and classroom techniques, students study sentence structure and the parts of speech through diagramming. They master subject, verb, complement, and prepositional phrases. Vocabulary development is generated by the acquisition and study of new words encountered in the literature. As new words appear, students understand and memorize their definitions, antonyms, synonyms, and parts of speech.

Grade VIII: English: Structure and Style in Reading and Writing

English classes meet five times per week in 45-minute sessions.

Literature

This course emphasizes the major genres used in English and American Literature. Students begin the year reviewing the novel with John Steinbeck's Of Mice and Men, before reading and making connections with Harper Lee's To Kill a Mockingbird. They then study Shakespeare's play, Romeo and Juliet, and practice reading carefully and thoughtfully, participating in class discussions and dramatic readings, and writing more lengthy essays in response to their reading. In late winter and early spring, they begin an extensive unit on poetry, focusing on the ballad, the lyric, and the sonnet, and putting together an annotated anthology of their own chosen poems. Grade VIII students become confident about moving from literal to figurative interpretations in both reading and writing.

Composition

Formal writing is generated by the literature studied and by the individual student's experience. Emphasis is placed on refining previously acquired critical and creative skills, on expanding ideas in fully developed and lengthier essays, and on writing within time constraints. Students are encouraged to outline, draft, refine, and rewrite. As creative writers, eighth graders compose poems and recollective essays.

Grammar and Vocabulary

Continuing to focus on the parts of a sentence, students add verbals and appositives to their store of grammatical knowledge. As in Grade VII, they learn through diagramming, regular practice, and some memorization. Eighth grade students focus more closely on issues of common usage. Students use Elements of Language as a foundation for this learning. They enlarge their vocabularies by studying the new words encountered in their reading as well as with a grade-level vocabulary text. They also explore etymology by considering the significance of each word's roots.

Grade IX: English: The Human Experience: Intensive Writing and Analytical Reading

English classes meet five times per week in 45-minute sessions.

Literature

In Grade IX, the study of the various literary genres and the intensive practice of reading and writing continues. Students begin the year by examining the style and structure of the memoir, as well as writing memoirs themselves. A unit on reading a collection of classic and contemporary essays follows. During the winter, students read various short stories in preparation for an independent writing project and writing a short story of their own. In the late winter and spring, students read Raisin in the Sun, Othello and Great Expectations to end their year focusing on critical analysis of texts, writing and the formal essay. Throughout the year, ninth graders develop increasingly sophisticated skills in literary interpretation, synthesizing all they have learned as readers over their years at Park.

Composition

Improving style and structure, expressing abstract concepts, writing concisely, varying syntax, enriching diction, and advancing revision techniques are at the heart of the ninth grade writing program. Mastery of the conventions of spelling and mechanics is expected. Students create their own essays as they begin to intensify and polish writing skills and mechanics, paying attention to the art of the well-crafted paragraph, sentence combining, and voice. Modeling some of their pieces on the work of essayists, fiction writers, journalists, and poets encountered in their classroom reading, students practice various essay forms: description, narration, recollection, argument, and persuasion. Students produce and present a formal, annotated writing portfolio containing all of their written work. They present themselves as writers at a year-end reading celebration for parents and faculty members.

Grammar

The emphasis on grammar in Grade IX is largely on the students' abilities to manipulate the structures of their language in their own writing. Review of grammatical concepts and structures is an ongoing activity. Elements of Language continues to be the main text along with other reference texts. An exploration of sentence combining allows students to enrich and enhance their own writing process.

Grade K: Mathematics

The School's primary goal is for every child to be actively engaged in mathematics. All students have the opportunity to learn the subject with depth and understanding and receive any necessary support or enrichment. Learning is interactive and hands-on; children work alone, in pairs, and in groups, and they use concrete materials as well as computers and calculators as tools to extend their understanding.

All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics.

Number and Operations

Whole Numbers: Students develop strategies for accurately counting quantities to 10 and beyond. They have many opportunities to count and create sets, to count aloud, and to write and interpret numerals. They develop visual images for quantities and a sense of the relationship between them (10 is more than 5; 4 is less than 6; each counting number is one more, etc.). The counting work also serves as a bridge to the operations of addition and subtraction.

Patterns and Functions

Students sort related objects into groups and identify attributes, as they begin their work with pattern. They consider which attribute (such as color or shape) is important as they construct, describe, and extend various patterns, determine what comes next in a repeating pattern, and begin to think about how two patterns are similar or different.

Data Analysis

Students sort groups of objects according to their attributes and organize data (i.e. favorite lunch foods) into different categories. Students begin to understand that processes involved in data analysis by choosing and posing a question, determining how to record responses, and counting and making sense of the results.

Geometry and Measurement

Geometry: Students identify, describe, and compare 2-D and 3-D shapes. They discuss characteristics such as size, shape, function, and attributes such as the number of sides or faces. Students construct 2-D and 3-D shapes, and combine shapes to make other shapes.

Measurement: Students are introduced to length as a dimension and use direct comparison to compare lengths of objects. Throughout the year, there is a focus on language for describing and comparing lengths. Later, students use multiple non-standard units (e.g. cubes, craft sticks) to quantify length and to consider whether particular measurement strategies result in accurate measurements.

Grade I: Mathematics

All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics.

Number and Operations

Students have repeated practice with the counting sequence, develop strategies for accurately counting a set of up to 50 objects by ones, and begin to count by groups in meaningful ways. Much of the work focuses on addition and subtraction, and on developing an understanding of these operations. Students solve story problems, compose and decompose quantities in different ways, and add and subtract single-digit numbers.

Geometry and Measurement

Geometry: Students identify, describe, draw, and compare 2-D and 3-D shapes. The 2-D work is particularly focused on identifying and describing triangles, while the 3-D work asks students to pay particular attention to identifying a shape's faces and corners. Relationships between 2-D and 3-D shapes are also explored.

Measurement: Students develop a foundation of skills for accurate linear measurement. They measure both objects and distances, explore what happens when something is measured with different sized units, and learn that when something is measured twice with the same unit, the same results should be obtained.

Data Analysis

Students sort groups of related objects according to a particular attribute and describe what distinguishes one group from another. They are introduced to, discuss, and compare standard forms of representation including picture graphs, tallies, charts, and bar graphs. They carry out their own data investigations, developing a question, collecting the data, representing the data, and describing and interpreting the data.

Grade II: Mathematics

The School's primary goal is for every child to be actively engaged in mathematics. All students have the opportunity to learn the subject with depth and understanding and receive any necessary support or enrichment. Learning is interactive and hands-on; children work alone, in pairs, and in groups and use concrete materials as well as computers and calculators as tools to extend their understanding.
All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics.

Number and Operations

Whole Numbers: Students transition to thinking and working with groups of numbers, explore the composition of numbers to 100, and develop an understanding of the base-ten structure of our number system. Students work on developing fluency with addition and subtraction.

Fractions: Second graders develop an understanding that fractions are equal parts of a whole, whether the whole is a single object or a set of objects. They work with halves, thirds and fourths, including fractions greater than one, and they learn what the numbers in fraction notation represent.

Geometry and Measurement

Geometry: Students work with 2-D and 3-D shapes, with a particular focus on properties of rectangles and rectangular prisms. They are introduced to rectangular arrays (e.g. 2 rows of 3 squares), use them to find the area of rectangles, and develop an understanding of mirror symmetry.

Measurement: Using direct comparison, indirect comparison, and linear units, students measure and compare the lengths of different objects. They measure using nonstandard (e.g. cubes) and standard (e.g. inches, feet, and centimeters) units. Students also measure time as they practice naming, notating and telling time on digital and analog clocks. They use timelines to represent intervals of time and calculate elapsed time.

Patterns and Functions

Children use tables to represent situations involving number patterns and ratios. They also work with odd and even numbers and repeating patterns.

Data Analysis

Second graders use a variety of data representations including Venn diagrams, cube towers, line plots, and student-created representations to sort and classify objects and data.

Grade III: Mathematics

All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics.

Number and Operations

Whole Numbers: Students build understanding of base-ten number system to 1,000. The Grade III course supports the development of fluency with addition and subtraction. Students investigate the properties of multiplication and division, including the inverse relationship between these two operations, and develop strategies for solving multiplication and division problems.

Fractions: Students use fractions and mixed numbers as they solve sharing problems and build wholes from fractional parts. Students are introduced to decimal fractions (0.05 and 0.25) using the context of money, and gain familiarity with fraction and decimal equivalents involving halves and fourths.

Geometry and Measurement

Students study the attributes of 2-D and 3-D shapes and use these attributes for classification. They measure length and perimeter with both U.S. standard and metric units. They find area, identify the internal angles of a rectangle or square as 90 degrees, and use right angles as a benchmark as they consider the sizes of angles of other polygons.

Patterns and Functions

Students study situations of change as they examine temperature change over time and analyze number sequences generated by repeating patterns. They make, read, and compare tables and line graphs that show a relationship between two variables in situations of change over time. They also use tables and graphs to examine and compare situations with a constant rate of change.

Data Analysis

Students collect, represent, describe, and interpret data. By conducting their own data investigations, students consider how the question they pose and the way they conduct their study impact the results.

Grade IV: Mathematics

All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics.

Number and Operations

Whole Numbers: The curriculum extends students' knowledge of the base-ten number system to 10,000. Fourth graders focus on multiplication and division. They use models, representations, and story contexts to help them understand and solve multiplication and division problems. In addition and subtraction, students refine and compare strategies for solving problems with 3-4 digits.

Fractions and Decimals: Teachers work on building students' understanding of the meaning, order, and equivalencies of fractions and decimals. Children work with fractions in the context of area and on a number line. Students are introduced to decimal fractions as an extension of the place value system. They reason about fraction comparisons, order fractions on a number line, and use representations and reasoning to add fractions and decimals.

Geometry and Measurement

Fourth graders consider attributes of 2-D shapes, such as the number of sides, the length of sides, parallel sides, and the size of angles; they also describe attributes and properties of geometric solids (3-D shapes). Measurement work includes linear measurement (with both U.S. standard and metric units), area, angle measurement, and volume.

Patterns and Functions

Students create tables and graphs for situations with a constant rate of change and use them to compare related situations. By analyzing tables and graphs, students consider how the starting amount and the rate of change define the relationship between two quantities.

Data Analysis

Students collect, represent, describe, and interpret data. They summarize data, develop conclusions, and make arguments based on collected evidence. In their study of probability, students work on describing and predicting what events are impossible, unlikely, likely, or certain.

Grade V: Mathematics

All teachers in Kindergarten through Grade V use the Investigations curriculum. Each class spends at least one hour a day on mathematics. There is a Grades V and VI math team that practices twice weekly from October through March and competes three times against independent and public schools.

Number and Operations

Whole Numbers: Students practice and refine the strategies they know for addition, subtraction, multiplication, and division of whole numbers as they improve computational fluency. They expand their knowledge of the structure of place value and the base-ten number system as they work with numbers in the hundred thousands and beyond.

Fractions, Decimals, and Percents: Students work to understand relationships among fractions, decimals, and percents; they make comparisons and identify equivalent fractions, decimals and percents. They also order fractions and decimals, and add fractions and decimals to the thousandths.

Geometry and Measurement

Students develop their understanding of the attributes of 2D shapes, examine the characteristics of polygons, including a variety of triangles, quadrilateral, and regular polygons. They also find the measure of angles of polygons. In measurement, students use standard units of measure to study area and perimeter and to determine the volume of prisms and other polyhedra.

Patterns and Functions

Students examine, represent, and describe situations in which the rate of change is constant. They create tables and graphs to represent the relationship between two variables in a variety of contexts and articulate general rules using symbolic notation for each situation. Students also graph situations in which the rate of change is not constant.

Data and Probability

Students create their own experiments, collect two sets of data that they represent, describe, and interpret. In their work with probability, students describe and predict the likelihood of events and compare theoretical probabilities with actual outcomes of many trials.

Grade VI: Mathematics

A major goal in Grade VI math is for students to understand the concepts behind any computation they do in preparation for pre-algebraic concepts and properties. Teachers emphasize estimation and gauging the reasonableness of an answer as a measure of understanding. By the end of the year, students should be able to add, subtract, multiply, and divide whole numbers, fractions, and decimals accurately and with reasonable speed.

Other topics include number theory, scale and measurement, ratio and proportion, percent, area and volume, and simple equations. Non-routine problem-solving strategies and practice are incorporated on a daily basis and through a weekly set of problems. There is also a math team for Grades V and VI that practices twice weekly during recess from October through March and competes three times against area independent and public schools.

In the winter term, Grade VI students are involved in a major cross-discipline activity called the "House Project." This involves work on climate and energy efficiency in science as well as measurement, scale drawing, and area in math. It culminates with three days spent building a model house.

Math classes meet five times a week in 45-minute sessions.

Grade VII: Mathematics: Pre-Algebra

Seventh graders study the pre-algebra topics of: properties, data analysis and graphing, the Cartesian coordinate system, exponents, roots, rational and irrational numbers, scientific notations, probability, fraction and decimal computation, integer operations, geometry of angles, lines, and triangles, quadrilaterals, and other polygons, the Pythagorean Theorem, ratio, proportion and percent, and algebraic expressions, equations, inequalities, and working with formulae. The main text is Pre-Algebra, Glencoe McGraw-Hill, though additional materials come from a variety of sources.

Practical applications are emphasized in every topic. Work with scientific calculators is incorporated throughout the year, but attention is also given to maintaining computation skills. Problem-solving is a continued emphasis, including an assigned set of weekly problems. Students also have the opportunity to join the math team, which practices weekly throughout the fall and winter in preparation for the national MathCounts competition.

Classes meet five times a week for 45-minute sessions.

Grade VIII: Mathematics: Algebra

All students in Grade VIII take a standard first-year algebra course. The objectives for the course include an understanding of algebraic concepts, facility in the use of all algorithms covered in Algebra I, and development of the ability to use algebraic methods to solve a variety of applications problems. The main text is Algebra I, McDougall, Littel, augmented by materials from Discovering Algebra, Key Curriculum Press.

There is an emphasis throughout the course on using real data. Topics covered include: properties of real numbers; solving equations and inequalities with one variable and two variables; graphing linear quadratic, absolute value, and exponential functions; direct and inverse variations; systems of equations and inequalities; exponents and polynomials; factoring polynomials; radials; and quadratic equations. Graphing calculators are used on a daily basis. Problem-solving continued to be emphasized; students are assigned a set of weekly problems.

Students also have the opportunity to join the math team, which practices weekly throughout the fall and winter in preparation for the national MathCounts competition.

Classes meet five times per week in 45-minute sessions.

Grade IX: Mathematics: Geometry

This course, which is taken by all students in Grade IX, is a full year of high school geometry. Students acquire knowledge of basic concepts in geometry and gain experience in the process of conjecture and proof. Topics include lines, planes, proofs, congruence, similarity, parallels, perpendiculars, solid geometry, area, circles, polygons, and coordinate geometry. The main text is Geometry for Enjoyment and Challenge, McDougall Littel. The Geometer Sketchpad computer software is used to augment the program and help students discover and explore the various theorems. There is also an ongoing review of first-year algebra and problem solving in preparation for Algebra II in tenth grade.

Classes meet five times per week in 45-minute sessions.

Grade I: Science

The inquiry-based, hands-on program is designed to accomplish two important tasks: to provide exciting experiences that extend children's natural fascination with the world and to help children learn the science skills and concepts they need in school and in life.

Trees: Students look at trees on the Park School campus in the fall and learn about deciduous and evergreen trees, why trees are important to wildlife and humans, how and why deciduous trees change color in autumn, and which native and introduced species of trees grow at Park.

Water: Students explore the three states of water (gas, liquid, and solid) in classroom labs. They look at Earth's water cycle (precipitation, evaporation, condensation), exploring where oceans, mountains, and deserts occur.

Balls and Ramps: Two major invisible forces of the universe are discussed: gravity and friction. Students use balls of various masses, dimensions, and design as well as ramps to experiment with gravity (the force that pulls us down) and friction (the force that slows us down). Results are measured comparatively, not absolutely.

Sound: Students learn what sound is, how it is produced, and what sound waves and wave lengths are. They use tuning forks, musical instruments, and other sound-making devices in classroom explorations. Students learn to differentiate high and low pitches, loud and soft sounds, and continuous and interrupted sounds.

Classes meet twice a week in 40-minute sessions.

Grade II: Science

This inquiry based, hands-on program is designed to accomplish two important tasks: to provide exciting experiences that extend children's natural fascination with the world and to help them learn the scientific skills and concepts they will need in school and in life. The Grade II course focuses on scientific investigation: observing, analyzing, discovering, sorting, categorizing, and questioning.

Units of study in Grade II include:

Magnetism: Students study tiny magnets and universal magnetism and everything in between. Magnets of various sizes and strengths are used in class.

Insects: The most numerous animals on the planet are looked at, looked for, discussed, and drawn.

Space: Second graders study the solar system and the history of human space exploration.

Measurements: One-week units on measuring volume, length, time, and mass (using English or standard units) are interspersed throughout the year. Students learn units of measurement and measuring instruments.

Mollusks: Students are introduced to mollusks and their shells. Children observe and study living mollusks, mollusks from the supermarket, and mollusks from the ocean and land.

Simple Machines: Students search the school building and their homes to find and discuss levers, wedges, pulleys, wheels and axles, and screws and to learn what these simple machines do to make work easier.

Classes meet twice a week in 40-minute sessions.

Grade III: Science

This inquiry-based program is designed to accomplish two important tasks: to provide exciting experiences that extend children's fascination with the world and to help children learn the scientific skills and concepts they will need in school and in life. The units of study include:

Animal Migration: Students learn about global and local animal migrations, why scientists study migrations, and which animals migrate over the Park School campus. Students learn to identify species, make accurate counts, and record data.

Mystery Powders: Students work together to learn appropriate lab techniques, including measuring liquids and solids, and to record data carefully. They learn that careful, accurate measuring and recording are essential in lab work.

Inventors and Inventions: Using the Internet and the library, third graders research inventors and inventions. Each year's research takes a particular focus (e.g., women, African-American, or twentieth-century inventors).

Electricity: Grade III students observe and study static electricity, batteries, and electricity in nature. Class time is devoted to learning about and building electric circuits with Switch On! electric circuits kits. Students learn to carefully follow diagrams and construct electric circuitry.

Biodiversity: In the spring, students look at various groups of animals, plants, and fungi at Park, learn to identify some species, and discover their local and global ecological roles.

Classes meet twice a week in 40-minute sessions.

Grade IV: Science

The science curriculum in Grade IV is organized around a series of learning experiences and activities that guide students to explore and discover basic science concepts. Throughout the year, students in the fourth grade are involved in performance tasks, class discussions, and cooperative work. A performance task requires the understanding of important concepts, good work habits, supporting information, and, most importantly, puts students in a real-world context. This, along with hands-on activities, help enhance student comprehension of concepts.

The module on changes of matter, for example, helps students understand the concepts underlying evaporation, condensation, and sublimation. The unit on simple machines focuses on the relationship between levers, gears, and pulleys. Topics studied during the year include measurement, seed germination and dispersal, matter, heat and temperature, astronomy, archeology, and ecology.

Grade IV science classes meet two times a week in 50-minute sessions.

Grade V: Science

Grade V science is an exciting exploration of facts and ideas. Students are asked to think about the world creatively, critically and quantitatively. "Doing science" through hands-on experiments and activities enables fifth graders to look at cause and effect relationships, to create hypotheses, and to draw conclusions about their investigations.

A unit on measurement at the beginning of the year enables students to quantify information in metric units. Through data tables and charts, children are able to make comparisons and classify objects.

Other topics studied during the year include photosynthesis, carbon dioxide-oxygen cycle, sound and light, bacteria and viruses, and Newton's Laws of Motion.

Fifth-grade science classes meet two times a week in 50-minute sessions.

Grade VI: Science

In Grade VI science, students are given a general introduction to the major disciplines of science (Earth, Physical and Life) while establishing a strong foundation in their fundamental scientific skill set (observing, hypothesizing, analyzing, inferring, and drawing conclusions) and strengthening their study skills (with emphasis on outlining, researching, reporting and note taking).

Classes meet four times per week in 45-minute sessions.

The major curricular units in Grade VI science are:

Weather and Climate

Sixth graders study climate throughout the year as a unifying thread. Through interactive lab investigations, field trips, and research projects, Grade VI students explore the dynamics and underlying causes of the short-term atmospheric conditions and the longer-term fluctuations in weather which establish the world's climate systems.

Energy

Energy sources, production and efficiencies are studied during the winter term in preparation for the House Project, a collaborative project with the Mathematics Department in which each student designs and builds a model house that is suited to a particular climate. Students explore the process by which electricity is generated from a primary source (both renewable and nonrenewable) and then decide collectively which source of energy is the most efficient and economical.

Human Body Systems

During the final term of the year, five human body systems are investigated (skeletal, muscular, digestive, circulatory, and respiratory). Students use their knowledge of each system to design a comparable system for an imaginary "critter" who can survive the climate from the region researched earlier in the year. Homeostasis and overall wellness are emphasized.

Grade VII: Science: Earth Science

All seventh grade students take a year-long course in Earth Science. Students explore the history of the Earth through an integrated study of the physical, chemical and biological processes which have shaped it. Through interactive laboratory activities, model-making, and use of simulations, students learn about the causes for and dynamics of the processes which shape the Earth. The origin and development of current scientific theories such as the Theory of Plate Tectonics and the Theory of Evolution are examined.

Finally, the complex system responsible for global climate change is examined. Students refer to current media sources and are exposed to the theories developed by scientists to explain our past climate fluctuations. Seventh graders study the extensive laboratory simulations used to understand climate change. Particular emphasis is placed on helping students to discern natural and anthropogenic influences on our climate.

The culminating activity for the year is the creation of a geologic timeline, drawn to scale. This timeline serves as an excellent tool for understanding the complex interrelationships between Earth's systems and the impact humans have had on them.

Science classes meet four times per week in 45-minute sessions.

Grade VIII: Science: Introductory Physical Science

Introductory Physical Science (IPS) is a laboratory science course focusing on the study of matter and motion. The year begins with the students' undertaking a thorough, hands-on investigation of the properties of matter, learning primarily through experiments and solidifying their comprehension with classroom discussion.

Eighth graders are active researchers in the lab, starting out the year with basic concepts such as measurement and density, and continuing through atomic structure and radioactivity. A large, culminating activity in the winter term is the "Sludge Lab," where students use their knowledge of characteristic properties to design an experiment in order to isolate and identify several unknown materials from a mixture. The spring term focuses primarily on motion and Newtonian physics, again demonstrated through a myriad of labs and activities.

Students learn throughout the course how to work safely and efficiently in the lab, how to design experiments, how to keep a lab notebook, and how to write a clear and concise lab report. This course provides rigorous and thorough preparation for high school lab courses which students will undertake later both at Park and in secondary school settings.

This course meets for five 45-minute sessions per week, which includes one 90-minute laboratory period.

Grade IX: Science: Biology

All students in Grade IX take a full-year laboratory course in biology, the study of living systems.

Students begin with a study of the chemistry of life. They learn how atoms form important organic macromolecules such as carbohydrates, proteins and lipids and how these macromolecules function in an organism. In addition, they learn about the structure and function of the basic unit of life - the cell. Other topics studied include: photosynthesis and its profound influence on life on earth; genetics, with an emphasis on the function of DNA and on current research in DNA, such as the human genome project; biodiversity; and human body systems.

In order to investigate biological processes, ninth graders use a variety of equipment, such as microscopes and carbon dioxide sensors connected to computers. Experiments are designed to reinforce ideas read from the text. Lab work also helps students understand that science is a way of thinking and forces them to analyze data in robust and specific ways.

In this ninth grade biology course, students learn to ask important questions about current research and about how biology affects daily life. They come to understand how science literacy plays a critical role in our understanding of world events.

This course meets for five 45-minute sessions per week, including one 90-minute laboratory period.

Grade K: Social Studies

Throughout the year, the curriculum focuses on the awareness of self, individual and cultural differences, as well as on all kinds of family units. Historical events are studied in relation to holidays that occur during the school year. The curriculum is based upon a study of the Park School community: the people and places that comprise their immediate learning environment. Children interview different members of the faculty and staff, make maps of their classrooms, and learn their way around the campus. Children are encouraged to share, to compromise, to observe, to experiment creatively with art materials, to explore thoroughly, to ask questions, to compare and contrast, and to begin to embrace the concept of multiple points of view. Early literacy skills such as listening, discussing, and understanding written and oral stories are reinforced. Letter formation, writing, and use of everyday words are also woven throughout the course of study.

Grade I: Social Studies

Social studies in Grade I is about people and relationships: relationships to self, to one another, to community, and to the environment. In the classroom, a high value is placed on relationships and establishing a community that is safe, nurturing, fair, engaging, and inclusive of all children and adults. Within this context, the core study in Grade I pushes children to build upon their understanding of the concept of community by focusing on their neighborhood and the greater surrounding community. Students learn the ways in which the people and places in a community help and sustain one another. Discussions and writing about the similarities and differences between rural, urban, and suburban communities are coupled with field trips to local communities, including Brookline Village.

Children explore the elements of various communities and begin to understand the relationship between people and place. In the spring, first graders study the Amazon rainforest with a focus on comparing and contrasting the lives of the Yanomani people to those of the people within their own community. Through a variety of literature, children are taught the specific skills of comprehending oral and written information and stories, researching, reporting, retelling, making connections, and synthesizing. Children are encouraged to experiment with art materials, to compare and contrast, to begin to develop a sense of time, and to embrace the concept of multiple points of view.

Grade II: Social Studies

In Grade II, children further broaden their knowledge of the relationship between themselves and the world. They study geography with an emphasis on colonial and pre-revolutionary American history. Second graders spend a large part of the year focusing on early communities of New England, including an examination of Columbus and explorers, Pilgrims and their relations with Native Americans, the Mayflower, and the experiences of settlers. Students explore the relationship between people and place within the context of big ideas such as migration, settlement, and community.

Field trips to Plimoth Plantation, Sturbridge Village, The Museum of Fine Arts, and Minute Man National Park provide students with many meaningful learning opportunities to experience history, as they are encouraged to develop an historical perspective. Skills that are taught include listening, reading for information, questioning, making connections and inferences, observing and recording observations, comparing and contrasting, and understanding the concepts of multiple points of view. Children also read, make, and interpret a variety of maps.

Grade III: Social Studies

Grade III social studies is a project-oriented course of study which further explores the relationship between people and place, specifically, how people's lives are shaped by the land on which they live.

Over the course of a year-long study, children investigate the rich diversity of traditional and modern cultures within some of the major North American Indian populations, including the Wampanoag, the Hopi and Navajo, the Tlingit, Salish and Nootka, as well as the Sioux. Students learn about stereotypes, theories of how people got to North America, and Native ways of telling time. Students study geography with an emphasis on the differences among regions in North America and how those differences in setting and climate influenced the food, clothing and shelter, artifacts and traditions of different tribal groupings.

Through reading, writing and artistic expressions, children gain an appreciation for the diversity and complexity of the Native American experience. Current events and topics of interest are explored as children read Scholastic News each week. Throughout the curriculum, children are taught to listen, to question, to make connections and inferences, to synthesize, to compare and contrast, to think critically by learning, to recognize stereotypes in books, to understand the concept of multiple points of view, and to develop an historical perspective. Children also read, make, and interpret a variety of maps. The beginnings of research are taught as children learn basic outlining and note taking, as well as how to write informational paragraphs.

Grade IV: Social Studies

Fourth graders extend their understanding of history, geography, and civics by studying ancient Greece for the majority of the year. They end with a final unit on comparing the foundations of American democracy to the ancient Greek model. Areas of study include geography, mythology, art, architecture, and archaeology; history and government, and culture with emphasis on fifth-century Athens. Major projects include researching and role-playing gods and goddesses, studying the heroes Hercules, Perseus, and Odysseus, and reenacting the Olympics. Field trips to the Museum of Fine Arts provide opportunities to explore the richness of Greek art.

Children finish the year by investigating the roots of democracy and participatory government as well as the role of the three branches within American government. Current events are covered using Time for Kids in weekly class discussions. Students are taught the skills of listening, questioning, visualizing, making connections and inferences, synthesizing, comparing and contrasting, and developing an historical perspective through the use of time lines. Fourth graders extend their research skills by doing more sophisticated outlining and note-taking, as well as writing informational paragraphs.

Grade V: Social Studies

The Grade V course of study focuses on United States and World geography, with an emphasis on the relationships between physical and cultural geography. In the fall, the students study Japan: the people, the land, and the culture. In the winter and spring, students study United States immigration.

Fifth graders revisit previously learned concepts and big ideas with a more sophisticated lens, including: awareness of self, individual and cultural differences, family units, communities, migration, and government. Through research of their individual heritages, role plays, simulations, writing, as well as graph and map making, students develop a broader historical perspective, an appreciation for the shared experience of immigrants, and an understanding of the contributions of all groups to our pluralistic society. Current immigration issues are also examined and debated.

Additional skills which students are taught include: listening, questioning, visualizing, making connections and inferences, synthesizing, and comparing and contrasting. Students produce multiple paragraph research papers and give oral presentations. Basic skills in mapping are reinforced, with specific emphasis on Japan, Medieval Europe, and the United States.

Grade VI: Social Studies: Africa

During the Grade VI year, students begin developing a more mature understanding of social studies as the complex interweaving of geography, history, and culture.

Sixth graders begin with geography and its relationship to culture. For Africa, this means spending the first month of the year becoming familiar with facts and fictions about deserts, rainforests, savanna lands, and the people that take their way of life from the character of these regions.

With a solid geographical foundation in place, students then turn to an examination of the diversity of African cultures and histories. They also begin to ask fundamental framing questions such as "What is culture?"; "What is history?"; "How does geography shape a culture?"; "In what ways do people remember?"; and "Why is history important?" Students hear African people speak for themselves in folktales, poetry, and other art forms, while exploring the many contributions African peoples continue to make to the world. They also examine the often stereotypical ways in which other non-African peoples have viewed Africa over the years.

During the second half of the year, students explore the twin themes of cultural contact and conflict, using African-European relations as a springboard. They consider the effects of the trans-Atlantic slave trade and European colonization and investigate African responses. The year concludes with a focus on modern South Africa, providing students with the opportunity, both in class and through independent research, to confront historical struggles for self-determination under and since apartheid.

Each week, nine 45-minute classes are devoted to English/social studies.

Grade VII: Social Studies: America

Americans are a diverse group of people with different and, at times, opposing viewpoints. Grade VII students explore the lives and ideas of early Americans, unfold the rich fabric of American life, and examine the cultural and historical events that shaped the development of our nation. The course also builds upon the major themes and framing questions considered in Grade VI social studies.

After beginning with a solid grounding in North American geography, students study a number of topics, including the American Revolution, the foundations of Constitutional government, slavery and the abolition movement, the Civil War, and westward expansion. Acknowledging that people of all races and walks of life contributed to American development, the course primarily considers the experiences and points of view of three groups - European-Americans, African-Americans, and Native-Americans. A variety of historical materials are used to reflect the past and put a "human face" on history. Throughout the year, students grapple with a unifying question: "What does it mean to be an American?"

Students also continue to practice and refine essential social studies skills, including discussion skills, the use of historical maps, chronologies, close reading of texts, analytical and expository writing, and working with primary sources. Research skills such as note-taking, outlining, synthesizing, making a bibliography, and citing one's sources lead to the drafting and revision of two short research reports. In the spring, as part of the study of westward expansion and traditional Plains Indians' cultures, students construct a Native American shield project.

Social studies classes meet four times per week in 45-minute sessions.

Grade VIII: Social Studies: Asia

The Grade VIII course focuses on Asia, with primary emphasis on China's history, culture, and geography from the first human beings to inhabit the Yellow River valley through the present day. The focus on China gives students an opportunity to examine what is the longest continuous culture in human history, as well as the most populous nation in the world today. Teachers also seek to break down stereotypes regarding China and Chinese culture.

Eighth graders begin the year learning the geography of China and neighboring countries in east and central Asia. What follows is a unit on the origins of civilization in China. Students then embark upon a journey through imperial China, from the Xia Dynasty to the Qing Dynasty. Along the way, students look closely at the main understandings and major influences of China's predominant religions and ideologies - Confucianism, Daoism, and Buddhism. As students move through the study of the later dynasties, and China encounters "the west," themes of colonialism, imperialism, and cultural contrast/conflict emerge. In the spring, the class examines China in the 20th and 21st centuries, from revolution to its emergence as a major world power. The year closes with a debate concerning the current and future direction of U.S. policy toward China.

Students in Grade VIII continue to refine and practice the skills that they have learned and practiced in Grades VI and VII. Teachers also guide students through the process of compiling, composing, and documenting a long research paper (8-12 pages).

Classes meet four times per week in 45-minute sessions.

Grade IX: Social Studies: Europe and Facing History & Ourselves

Adopting the materials and methods of Facing History and Ourselves, the ninth grade course uses the rise of Nazi Germany and the Holocaust as a springboard to confront the origins and persistence of anti-democratic ideas and events in Europe. Facing History is an international organization, based in Brookline, Massachusetts, devoted, as the Facing History and Ourselves text says, to having students "investigate the use and abuse of power, obedience, loyalty, decision-making, and survival as they further develop their notions of justice."

Over the course of the year, students trace the history, ideas, and the cultural development of Europe (and Germany, in particular) from the rise of 19th century nationalism and militarism through World War II and the Holocaust.

In keeping with the methods and skills promoted by the Facing History curriculum, all readings, discussions, writing assignments, guest speakers, and research projects are designed to "complicate students' simple answers to complex problems." While students continue to practice social studies skills learned over the past three years, emphasis is also placed on students seeing themselves as participants in the historical process as they "face" history. An independent research paper with a focused thesis in both the fall and winter terms, and a genocide project in the spring provide opportunities for students to consider how the themes they have studied have links and echoes in other places and at other times in history, as well in the present.

Classes meet four times per week in 45-minute sessions.

Grade VI: French, Latin, Spanish

Students entering Grade VI elect one language to study during their years in the Upper School from among the three offerings. Grade VI language courses set a solid foundation on which students build their future studies in this area.

World language classes meet four times per week in 45-minute periods.

French I

Using the program, Discovering French Bleu (Level Ia), this course trains Park students to be able to understand French spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features of countries where French is spoken. In order to accomplish these aims, CDs, videocassettes, films, speakers, workbooks, and readers are used. Classes are conducted primarily in French.

The Grade VI introductory-level course covers grammar points which include the present tense and near future of regular "-er" verbs in the affirmative and negative, some uses of complementary infinitives, as well as telling time, and talking about hunger and thirst. Vocabulary includes classroom expressions and commands, basic foods, and numbers to one thousand. Cultural studies include information on French family structures, French place names in North America, and school life in France.

Latin I

Latin students learn to read and comprehend the Latin language and develop an understanding of Roman culture and thought. The Cambridge Latin Course (Cambridge University Press publisher) is the primary text at all levels of instruction.

Using The Cambridge Latin Course Unit I, Grade VI students meet new vocabulary and syntax in the context of Latin readings set in the town of Pompeii during the first century A.D. As they proceed through the text, students gradually encounter more advanced grammatical constructions. Students work with three declensions of Latin nouns and the four verb conjugations in the present, imperfect, and perfect tenses. The exploration of the Latin roots of English words and the comparison of grammatical structures in Latin and English are important activities in the course. Background cultural reading includes such topics as daily life in Pompeii, Roman theater, slavery, and the destruction and excavation of Pompeii.

Spanish I

The text En Español (Level Ia) forms the core of the Spanish program at Park. This course trains the student to be able to understand Spanish spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features of countries where Spanish is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, films, speakers, workbooks and readers are used.

The Grade VI introductory-level course covers grammar points which include the present tense and near future of regular "-ar" verbs in the affirmative and negative, some uses of complementary infinitives, as well as talking about hunger and thirst. Vocabulary includes focus on classroom expressions and commands, basic foods and numbers, while cultural studies include information on San Juan, Puerto Rico, el Zócalo in Mexico City, and the Spanish-speaking presence in Miami, San Antonio and other U.S. cities.

Grade VII: French, Latin, Spanish

During Grade VII, language students meet the challenge posed by increasingly complex and demanding linguistic structures. At this level, students develop an understanding of and appreciation for verb structures, both regular and irregular.

World language classes meet four times per week in 45-minute sessions.

French II

Using the program, Discovering French Bleu (Level Ib), this course trains Park students to be able to understand French spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features (geographic, political, cultural, etc.) of the countries where French is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, films, speakers, workbooks, and readers are used. Classes are conducted primarily in French.

In Grade VII, the course covers grammar points which include the present tense of many irregular verbs as well as regular "-ir" and "-re" verbs. The students also study the passé composé with both "avoir" and "être". Vocabulary work focuses on clothing, shopping, social and athletic activities. Cultural studies include information on Francophone Africa, Paris, and friendship patterns among French adolescents.

Latin II

The Cambridge Latin Course Unit 2 is the primary text for the second-year course. Students continue to meet new vocabulary, forms, and syntax in the context of Latin readings. The study of fourth and fifth declension nouns completes the noun declensions. Other important topics introduced in Grade VII include Latin adjectives and pronouns, relative clauses, and participles. The Latin stories in the second-year reading are set in Roman Britain and Alexandria, Egypt. In their cultural studies, students learn about lifestyles in Roman Britain, the splendid Roman villa at Fishbourne, the bath complex at Aquae Sulis, and Egyptian religion, medicine, and science. A Highlight of the Grade VII course is the study of the Seven Wonders of the Ancient World, which includes a project-making assignment.

Spanish II

The text En Español I (Level Ib) forms the core of the Spanish program at Park. Courses train the student to be able to understand Spanish spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features (geographic, political, cultural, etc.) of the countries where Spanish is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, films, speakers, workbooks and readers are used.

The Grade VII course covers grammar points including superlatives, object pronouns and commands. Vocabulary work includes household chores, personal grooming and shopping. Cultural studies focus on Oaxaca, Barcelona, and birthday/quinceañera celebrations.

Grade VIII: French, Latin, Spanish

Grade VIII language courses include more advanced work with subordinate clauses and some work with subjunctive clauses. Successful language study in Grade VIII requires greater maturity and responsibility on the students' part.

World language classes meet four times per week in 45-minute sessions.

French III

Using the program, Discovering French Blanc (Level IIa), this course trains Park students to be able to understand French spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features of the countries where French is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, films, speakers, workbooks, and readers are used. Classes are conducted primarily in French.

The Grade VIII course covers grammar points which include complex usages of the partitive article, advanced work with the passé composé, and a solid introduction to object pronouns. Vocabulary studies focus on interrogative words and expressions, broad-based adjectives of description, and advanced work with various foods. Cultural studies include le Tour de France, other Francophone European countries, and the daily life of students in France. A highlight of the Grade VIII French program is a class trip to a French restaurant where students enjoy lunch together in a French atmosphere.

Latin III

Third-year Latin students use The Cambridge Latin Course Unit 3 as their primary text, although supplemental Latin readings are sometimes part of the course as well. Students continue to broaden their Latin vocabulary and explore Latin roots of English words. Work with Latin verbs is of primary importance this year. Grammar topics in third-year Latin include participles, passive voice verbs, and subjunctive clauses. Cultural reading in the third-year course focuses on Roman religion, the Roman army and military fortress at Chester, the Jewish Rebellion and Masada, topography of Rome, and the social classes of Roman society. A lunch at an Italian restaurant during the spring is one of the highlights of the third-year course.

Spanish III

The text En Español (Level IIa) forms the core of this class. This course trains students to be able to understand Spanish spoken at normal speed, speak to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire knowledge of features of countries where Spanish is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, workbooks and readers are used. Classes are conducted primarily in Spanish.

The Grade VIII course covers grammar points including the preterite, the imperfect, and progressive tenses. Vocabulary studies focus on body parts and ailments, various outdoor activities and foods important in a healthy diet. Cultural studies include Puerto Rico, Mexico and the United States. A highlight of the Grade VIII Spanish program is a class trip to a Spanish or Mexican restaurant where students enjoy lunch together in a Spanish-speaking atmosphere.

Grade IX: French, Latin, Spanish

In Grade IX language classes, students complete the study of most major grammatical topics in each language. The ten-day language trips to Europe are a highlight of the four-year curriculum. Students completing the program are prepared for work at advanced levels in secondary school.

World language classes meet four times per week in 45-minute session.

French IV

Using the program, Discovering French Blanc (Level IIb), this course trains Park students to understand French spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features of countries where French is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, workbooks, and readers are used. Classes are conducted primarily in French.

The Grade IX course covers grammar points which include double object pronouns, differences between passé composé and imperfect, and other uses of the subjunctive. Vocabulary includes advanced material on clothing, materials, and lodging. Cultural studies focus on North and West Africa, the Loire valley, and city life vs. country life. Students also read their first chapter-book that introduces perspectives on the Francophone world. The highlight of the Grade IX French program is a class trip to France for ten days and includes a seven-day home-stay and language classes in Aix-en-Provence.

Latin IV

Using The Cambridge Latin Course Unit 4, fourth-year Latin students complete the series of connected stories focusing on life in the Roman world in the first century A.D. and end the four-year program reading selections of authentic Latin poetry and prose. The text contains selections from Pliny, Ovid, Martial, Vergil, Catullus, Tacitus, and Suetonius. Course objectives continue to include broadening a Latin vocabulary and sharpening grammar skills. Among the grammar topics stressed this year are the ablative absolute, indirect statement, and subjunctive clauses. During the fall term, students read The Aeneid in translation and discuss the literary and historical significance of Virgil's epic.

As a year-long project, students learn about the locations they will be visiting on the ten-day Latin trip to Italy that takes place in March. Students choose specific areas of the trip to research in preparation for presenting on-site reports to the group during the trip. The opportunity to participate in the National Latin and National Mythology Exams is offered to Latin IV students. Most students who complete the Latin program at Park are well prepared for secondary school courses that are based on Latin authors.

Spanish IV

The text En Español (Level IIb) forms the core of the Grade IX Spanish program at Park. This course trains students to be able to understand Spanish spoken at normal speed, speak well enough to communicate with a native speaker, write accurately and idiomatically, read with direct understanding and acquire a knowledge of significant features of countries where Spanish is spoken. In order to accomplish these aims, tapes, CDs, videocassettes, workbooks, and readers are used. Classes are conducted primarily in Spanish.

The Grade IX course covers grammar points which include the perfect tenses, differences between por and para, and other uses of the subjunctive. Vocabulary includes advanced material on clothing, animals/plants, and weather/environment. Cultural studies include Costa Rica, Ecuador, and Spain. Students also read their first chapter-book that introduces perspectives on the Spanish-speaking world. The highlight of the Grade IX Spanish program is a class trip to Spain for ten days and includes a seven-day home-stay and language classes in Salamanca.

Grade I: Art

The visual art program begins officially in Grade I. The curriculum is designed to give students mastery of the techniques and tools necessary for artistic self-expression. Designed to spiral, the comprehensive curriculum provides children with skills and concepts that are planned, sequentially taught, reinforced, and built upon. The goal is that every child has the confidence to find an entry point, take creative leaps, and succeed in non-verbal expression.

As an introduction to the art program, Grade I students explore a broad variety of art concepts and methods. Freely experimenting with two- and three-dimensional materials, students begin to develop and improve hands-on skills and creative thinking. They investigate basic principles and elements of visual art: line, shape, color-mixing, transparency, texture, and composition. Projects include: creating mixed-up animals, simple origami, tempera and watercolor paintings, printing, observation and gesture drawings, clay bowls, and self-portraits in clay. Students learn to how to organize materials and cleanup by themselves. Teachers work to create a cooperative atmosphere where children delight in working together.

Throughout the year, students meet for 60-minute classes once a week.

Grade II: Art

As a beginning foundation in studio art, the curriculum encourages students to be creative and explore ways to communicate ideas visually. Using new materials and subject matter, students build and refine the art skills they learned in Grade I. Experiencing the woodworking studio for the first time, they learn the expectations for shop class and how to use tools effectively and safely.

Classes meet two times per week in 40-minute sessions.

Studios I and II

Students use various two- and three-dimensional materials to expand their creative thinking. Drawing focuses on observation: contour lines, structure, and building a "shape" vocabulary. Color explores shape, composition, and decoration, using watercolor, tempera paint and craypas. In keeping with the study of Colonial New England, students weave a colorful basket. Working in sculpture, they learn hand-building techniques to create an imaginary clay island. In all classes, teachers work to create a cooperative atmosphere where children delight in working together.

Studio III

Students explore the possibilities of woodworking as an artistic medium. They learn about the nature of trees and how trees become wood. As they build imaginative art pieces, they practice using tools and learn new woodworking techniques. Their first guided project is a small toy that requires accurate measurements and careful, straight cuts. Working this way, students develop confidence, skill, and craftsmanship.

Grade III: Art

The Grade III curriculum is designed to expand, develop, and hone each student's knowledge of art concepts and technical skills. Students continue to draw and paint from observation and their imagination. They have an opportunity to study traditional art-making techniques from other cultures, as well as make their own. Teachers encourage students to share ideas, work cooperatively, and take pride in their artwork.

Over the course of the year, students rotate through three distinct art studios, which meet for 40-minute classes twice a week.

Studio I

Students draw detailed and realistic self-portraits. They surround the portrait with pictures or symbols that have important personal meaning. Colored with bold and brilliant craypas, the portrait is finished off with a shiny acrylic glaze. Using clay, students create imaginative clay dragons that are glazed and fired in a kiln.

Studio II

This studio focuses on color and shape. Students continue to practice painting skills, experiment with brushes, and use new techniques to mix colors. Choosing landscapes as a theme, students create original scenes on paper and small canvas. With inspiration from traditional Navajo pottery, students use pinching and coiling methods to design and decorate a small clay pot.

Studio III

In conjunction with their study of Pacific Northwest Indians, students craft paddles modeled on those used by these indigenous people. Students learn effective problem-solving techniques as they shape their rough-cut planks into paddles using planes, scrapers and files. By engaging in this process, third graders experience something of the effort, purpose, and talent these indigenous people applied to their crafts.

Grade IV: Art

Students in Grade IV develop their ability to imagine, to be creative, and to express ideas with different art materials. Using paint, clay and wood, students delve into an exploration of color, decoration and shape. Integrating art experiences with social studies curricular content, students create a clay sculpture of a Greek god or goddess. Teachers encourage each student to take pride in his or her artwork.

Over the course of the year, students rotate through three distinct art studios, which meet for 40-minute classes twice each week.

Studio I

This studio focuses on drawing and painting, and each student creates an imagined landscape. Students look at and discuss the work of contemporary and traditional landscape painters and photographers. In their own paintings, students experiment with color mixing, brush techniques, and methods for creating a sense of depth in a two-dimensional piece of art.

Studio II

Students study the figure, concentrating on understanding the proportion, anatomy and gesture of the human form. Students create a red clay sculpture of a Greek god/goddess or hero/heroine, which each student researches in his or her classroom.

Studio III

Using simple construction and mixed media, students explore music and sound. Students construct sound boxes, create various percussive voices, and explore ways that materials modify sound. Emphasis is placed on effective design and construction.

Grade V: Art

The Grade V art curriculum is designed to expand "spacial intelligence." Using familiar art materials in new ways, students explore the visual art concept of three dimensional design. Students are increasingly able to focus on long-term projects, as they practice technical hands-on skills and experiment with techniques to transform their ideas into artwork.

Over the course of the year, students rotate through three distinct art studios, which meet for 40-minute classes twice each week.

Studio I

Students learn one-point perspective drawing. Each student designs an original city street. Using rulers, T-squares, triangles and colored pencils as drawing tools, street scenes include a street, buildings, steps, windows, bricks, and their own imaginative details. Taking this a step further, students create a house façade in clay.

Studio II

Students create a lively sculpture of a papier-mâché animal. To start, students choose an animal and find realistic photos to use for reference. They plan, construct, and decorate the animal using paper, paint, and found materials. Their imaginative challenge is to invent a way to animate their sculpture using color, gesture, and form.

Studio III

In keeping with their study of Japan, students' woodworking follows Japanese themes. Students create a miniature tabletop meditation garden inspired by Zen and Imperial gardens. This is a mixed media project that includes woodwork, stones, sand, clay, and water.

Grade VI: Art

Throughout the year, students use two- and three-dimensional media to express their ideas. They apply their knowledge of materials and learn to choose appropriate techniques as they draw, paint and construct with wood. The projects require planning, individual and group problem solving, and a cooperative atmosphere in the studio.

Classes meet two times per week for 45-minute sessions.

Studio I

Puppet making incorporates opportunities for individual creativity, problem solving, and teamwork in designing and assembling a hand, rod, or marionette puppet. Students explore papier-mâché mold making, hand sewing, inventive use of scrap box media, and costume construction techniques. Students then form production teams to write and perform a puppet show for members of the Lower School.

Studio II

Students research an animal of their choice and design and execute a painting, placing at least three animals in a habitat. Concepts of light and shadow, as well as various methods of color mixing are thoroughly discussed as the students complete their own paintings.

Students also work in clay to design and create African masks as an extension of their social studies curriculum. Students are exposed to stories and traditions of various African tribes in order to inspire creative thinking throughout the process.

Art III

Through a series of projects, students explore ways that shape defines space. As a first step, students build small relief sculptures. Using Alexander Calder's work as inspiration, each student creates a free standing stabile and a mobile. At each stage, students examine the relationship of positive and negative space, and how movement and shape affect composition in three dimensions.

Grade VII: Art

Grade VII students use the characteristics of different media to communicate ideas. They choose favorite subject matter and create projects with wood, paint, clay and paper. Students demonstrate visual and spatial planning, invention, and the elements of design.

Classes meet two times per week for 45-minute sessions throughout the year.

Studio I

This term focuses on color, texture, and composition through printmaking. Students learn the materials, tools and processes of linoleum block printing. Each student starts with simple line drawings, carves designs and produces multi-colored prints.

Studio II and Studio III

Students make and wire a multimedia lamp based on a favorite book or story from their childhood. The project involves building a base, installing electric components, and creating a diorama of the story. They learn safe and effective methods for wiring a table lamp. To complete the project, students assemble a cut-and-pierced painted paper lamp shade, which reflects the theme or story.

Grade VIII: Art

Over the course of the year, Grade VIII students explore the visual art concept of three-dimensional design. They learn to create the illusion of space through a series of drawings and demonstrate form and function in the wood shop. Students are encouraged to be imaginative and apply a high level of craftsmanship.

Classes meet two times per week in 45-minutes.

Studio I

Students explore various methods and materials of drawing and sculpture and study the four basic elements of design: line, shape, texture and color. Many of the exercises focus on the human portrait; teachers vary the approach with each project. Students look at and discuss the artwork of traditional and contemporary sculptors.

Studio II

Learning how to draw realistically is the focus of this course. Students practice the foundations of drawing through the study of value, light and shadow, and accurate line quality and form. With sequential lessons, students draw a value chart, simple geometric shapes, ribbons, and the human face.

Studio III

Students create containers that include an element of whimsy or surprise. Using wood and mixed media, they craft a design with an external shape holding an interior secret, such as a candy box filled with pebbles, objects masquerading as something else, and boxes with secret compartments. The project is an opportunity for students to improve the skills of precision in design, measuring, cutting and assembly.

Grade IX: Art

The Grade IX art program is designed to give students the opportunity to work with their teachers as studio artists. Students work in one art studio for the year. After a general introduction to three different media, the courses are sectioned by student preferences and class size.

Studio classes meet twice a week for 45-minutes.

Studio I

Using various media, students explore time and motion. They examine the function of machines and explore kinesthetic art by building moving toys. Over the course of the year, they discuss a number of practical and aesthetic issues as the course integrates art and mechanics.

Studio II

Each student chooses someone important to him or her and creates an expressive clay head. Using photographs of all views of the face, students sculpt the head first in plasticene. They learn to make a two-piece mold for their sculpture, fill it with plaster, chip out the mold, and add the final patina. The finished sculpture is mounted on a wooden base.

Studio III

In this studio course, students experiment with various methods and materials used in printmaking. The focus is to study the basic principles and elements of art: line, shape, color, texture, value, and composition. Students learn how to etch and practice printing by hand. By the end of the year, each student has a substantial portfolio of unique prints.

Grade N: Music

Nursery children participate in a wide range of musical activities that include listening, dancing, simple instrumental work, and singing. While singing is planned as the basic activity, the lessons often include art, poetry, dance, drama, and composition. As time permits, the history and background of various songs are taught in a manner that is easily grasped by a preschooler.

Consideration of young children's growing abilities, both physical and mental, is reflected in the selection of materials. For example, songs that span the range of one octave, have short phrases, and have themes of interest to young children are generally selected. In both solo and group singing, emphasis is given to vocal quality, the conscious discrimination of high-low, fast-slow, beat, strong-weak accents, melodic direction, and rhythm.

Performance is used as a learning tool. Nursery students participate in three major performances during the school year: Grandparents' Day, Yule Festival, and May Day.

Classes meet four times per week in 20-minute sessions.

Grade K: Music

In Kindergarten, children participate in a wide range of musical activities that include listening, play-acting, dancing, simple instrumental work, and singing. While singing provides the foundation for all lessons, the spontaneity and creative energy of the children will often direct the lesson to areas beyond the original scope of an activity.

Consideration of the young child's growing abilities, both physical and mental, is reflected in the selection of materials. For example, songs generally span the range of one octave, have short phrases, are thematically appealing to young children, and include some movement or dance. In both solo and group work, vocal quality and the discrimination of high-low, fast-slow, melodic direction, and rhythm are emphasized. In Kindergarten, students are given solfege names for notes so, mi, re, do and rhythm names for quarter and eighth notes.

Performance is used as a learning tool. Kindergarten students participate in three major performances during the school year: Grandparents' Day, Yule Festival, and May Day.

Classes meet three times per week in 30-minute sessions.

Grade I: Music

The music curriculum, based on the concepts of Zoltan Kodály, consists of music activities such as singing, listening, playing, and performing. Through music, the children discover and explore the concepts of tone color, harmony, texture, dynamics, and form.

A typical class includes echo clapping to develop rhythmic coordination and singing, accompanied by rhythmic response through body movement and/or instrument playing. Music reading emphasizes quarter note, eighth note, and quarter rest patterns, as well as solfege pitches sol and mi. Lessons also include listening to various selections in order to appreciate different styles of music, stories told through music, and to develop skills in recognizing outstanding melodic and rhythmic patterns. The students respond to the music through movement and the playing of various instruments.

The main objective of the music activities is to develop creativity and self-expression, as well as to develop music skills for personal enjoyment.

Classes meet two times per week in 40-minute sessions.

Grade II: Music

The music curriculum, based on the concepts of Zoltan Kodály, consists of music activities such as singing, listening, playing, performing, and movement. Through music, the children discover and explore the concepts of tone color, harmony, texture, dynamics, melody, rhythm, and form.

Throughout the year, students work to develop rhythmic coordination, vocal accuracy, self-expression, and confidence in performance. This is accomplished through singing and playing various folk songs, games, and dances, in addition to learning solfege and rhythm reading. Teachers focus on pitches sol, mi, la, do, and re, as well as quarter note, eighth note, half note, sixteenth note, whole rest, half rest, and quarter rest values in various combinations. A typical class may include echo clapping, pattern reading, antiphonal or ensemble singing, listening to musical compositions for the purpose of recognition or comparison, and the playing of Orff instruments. During the winter and spring terms, students in Grade II also begin an exploration of the musical instrument families and the various types of instrumental ensembles and orchestras.

The main objective of the music activities is to develop creativity and self-expression, as well as to develop music skills for personal enjoyment.

Classes meet two times per week in 40-minute sessions.

Grade III: Music

The music curriculum, based on the concepts of Zoltan Kodály, consists of music activities such as singing, listening, playing, performing, and dance. Students begin playing soprano recorder during the spring term.

Through music, the children discover and explore the concepts of tone color, harmony, texture, dynamics, and form. A typical class includes music reading and dictation, singing, speech ensembles, rhythmic response through body movement, and instrument playing. Lessons also include listening to various selections in order to appreciate different styles of music, as well as to develop skills in recognizing outstanding melodic and rhythmic patterns and compositional form. Students develop rhythmic coordination and vocal accuracy. They focus on quarter note, eighth note, sixteenth note, half note, and whole note combinations along with their various rests as well as on pitches do, re, mi, sol, and la in various combinations. The development of these skills culminates in a proficiency piece presented at the annual May Day celebration in the spring. In many activities, the historical background of the music is taught.

The program's main objectives are to develop sight-singing, rhythm reading, and writing skills, to provide opportunities for creative and emotional expression, and to develop music skills for personal enjoyment.

Classes meet two times per week in 40-minute sessions.

Grade IV: Music

The music program in Grade IV, based on the music teaching techniques of Zoltan Kodály, provides an opportunity for all students to become actively involved in four basic areas of musical experience: creating, performing, listening, and history. There is a great emphasis on singing and a wide range of folk songs, part-songs, rounds, and canons are used. Music notation and symbols are taught through singing, playing Orff instruments and recorders, and folk dancing. These activities emphasize an awareness of melody, harmony, rhythm, timbre, and form.

Grade IV students also explore music composition techniques on the computer, using various notation programs such as Finale Notepad.

Classes meet two times per week in 40-minute sessions.

Grade V: Music

The program, based on the music teaching techniques of Zoltan Kodály, provides an opportunity for all students to become actively involved in four basic areas of musical experience: creating, performing, listening, and history. There is a great emphasis on singing. Throughout the curriculum, a wide range of folk songs, part-songs, rounds, and canons are used. Music notation and symbols are taught through singing, playing Orff instruments and recorders, and folk dancing. These activities emphasize an awareness of melody, harmony, rhythm, timbre, and form. Students are taught to manipulate dotted rhythms, syncopated patterns and recognize major/minor tonalities, and sight-read simple folk melodies.

Grade V students also explore music composition techniques on the computer, using various notation programs, such as Finale Notepad.

Classes meet two times per week in 40-minute sessions.

Grade VI: Music

In Grade VI, the music program is designed to provide an opportunity for students to become actively involved in four basic areas of musical experience: creating, performing, listening, and history. Students study American and European folk, classical, and popular music. They sing a wide range of folk songs, rounds, canons, part songs, and choral arrangements. Students also examine the music of Africa in conjunction with the Grade VI social studies curriculum.

The reading and writing of music continues, as well as the playing of recorder, begun by many students in Grade III. An understanding of melody, rhythm, harmony, timbre, and musical form is emphasized throughout all activities. In addition, much time is spent developing self-confidence and the physical discipline of musical performance, as well as learning to be a good critical listener and a polite, supportive member of an audience.

Classes meet two times per week in 45-minute sessions.

Grade VII: Music

Grade VII music is designed to provide an opportunity for all students to become actively involved in four basic areas of musical experience: creating, performing, listening, and history. Students explore a wide range of folk songs, rounds, canons, and part songs, with an emphasis on singing in two- and three- part harmonies and developing a good choral singing technique.

The elements of music - rhythm, melody, harmony, form, and timbre - are studied through listening, singing, and movement. Although time is spent studying the history of Western European classical music, the history of American music is the central focus for Grade VII. To enhance this study, the class is involved in the building, tuning, and playing of Appalachian Mountain dulcimers.

Classes meet two times per week in 45-minute sessions.

Grade VIII: Music

Grade VIII music classes are designed to provide an opportunity for students to become actively involved in performance. Students at this grade level perfect their performance skills and apply elements of music theory learned in previous years. The classes offered for student selection are Chorus, Percussion Ensemble, and Jazz Band.

Classes meet two times per week in 45-minute sessions.

Chorus

The chorus performs several times during the school year both for School and community activities. Various song styles are used including folk, popular, and gospel. Songs with social messages - freedom, equality, tolerance, and love - are an important part of the repertoire of this group.

Percussion Ensemble

This ensemble plays xylophones for the first half of the school year and African drums during the remainder of the year. Music of West Africa is used for both xylophones and African drums. Previous instrumental experience is not required. The ensemble performs at least three times during the school year.

Jazz Band

Although Park does not have an instrumental program, the Jazz Band provides an ensemble experience to students who are proficient on an instrument. Popular, jazz and blues tunes comprise the repertoire of this group. The Jazz Band performs twice during the school year.

Grade IX: Music

Grade IX music classes are designed to provide an opportunity for students to become actively involved in performance. Students at this grade level perfect their performance skills and apply elements of music theory learned in previous years. The classes offered for student selection are Chorus, Percussion Ensemble, and Jazz Band.

Classes meet two times per week in 45-minute sessions.

Chorus

The chorus performs several times during the school year both for school and community activities. Various song styles are used including folk, popular, and gospel. Songs with social messages - freedom, equality, tolerance, and love - are an important part of the repertoire of this group.

Percussion Ensemble

This ensemble plays xylophones the first half of the school year and African drums the remainder of the year. Music of West Africa is used for both xylophones and African drums. Previous instrumental experience is not required. The ensemble performs at least three times during the school year.

Jazz Band

Grade N: Library

Every other week, Nursery students come to the library to experience the magic of books. Each scheduled library class introduces a new book that, through exceptional language and art, encourages students to engage in the acts of attentive listening and interpretation. Guessing games, predicting narrative outcomes, and deciphering visual symbols are all pre-reading strategies used to bring books alive. Books selected for lessons emphasize recent publications, a variety of fiction and non-fiction, and links to developmentally appropriate academic and social curricula. Nursery students do not check out books, but their families are encouraged to do so.

Grade K: Library

For Kindergarten students, the library is a treasure chest of books. On weekly visits, students are encouraged to borrow books that expand their interests and preferences, with special emphasis on picture books and beginning readers' fiction and non-fiction. Classes inspire students to think about how writers and illustrators enhance the meaning of books.

Hands-on projects (role playing, poetry writing, paper making, etc.) reinforce the written and visual art of the book. Lessons are further designed to connect the library to classroom curriculum. Author visits occur occasionally during the school year, and students have the opportunity to meet the people responsible for the books and stories they love.

Grade I: Library

Grade I students are eager and ready for an introductory exploration of the library's multi-faceted collection. Therefore, library classes focus on books that represent a wide range of literary genres and subject matters, including picture books, early readers, fairy tales, science books, sports books, etc.

Weekly library classes alternate between formal instruction and browsing periods, where students explore and extend their knowledge of the library and its holdings. Students are encouraged to check out books, and library and classroom teachers assist in finding appropriate reading-level material. Annual author visits emphasize the work and skill that go into making books, and these visits round out a student's experience of the library as a dynamic place for the exchange of ideas.

Grade II: Library

Ever-increasing academic skills make Grade II the perfect time to explore more deeply the distinct areas of the library's collection. A "Read Around the Library" tour gives students the unique opportunity to learn about the wonderful books found in such sections as fiction, fairy and folk tales, biography, poetry, natural sciences, arts and applied arts. Second graders also use print reference materials to supplement class research projects.

Students have a regularly scheduled library period each week; formal instruction occurs biweekly. Grade II students also gain the full responsibility of unlimited checkout privileges. Finally, the library program arranges author visits that deepen the students' understanding of the professional skill and work that underlie the creation of books.

Grade III: Library

Grade III students demonstrate a blossoming critical ability; therefore, library lessons now encourage a high degree of active student participation. Poetry readings, student book talks, and demonstrations of print and online search skills are ways in which students personally engage with the world of ideas found in the library. Computer resources in the School's library catalogue and carefully selected web sites enhance and extend the connections between the library and the classroom curriculum. Students are introduced to the very best in transitional chapter books and lengthier works of fiction and non-fiction. Visiting authors highlight the rigors of research and creativity that govern the construction and production of published works.

Grade IV: Library

Grade IV students continue their exploration of literary genres and greatly expand their understanding of the way information in the library is organized. They practice information-seeking and evaluative skills through explorations and research with print materials and the Internet, and through games and projects.

Students come to the library for scheduled classes bi-weekly, and more frequently to pursue interests and sign out books. Author/illustrator studies and book talks remain important components of the library curriculum, which is designed to further students' enthusiasm for reading and finding information.

Beyond scheduled classes, the librarians assist individuals and groups as they come to the library, and classroom teachers are encouraged to bring students for free reading time and research. Students are encouraged to volunteer as library aides. Parents are also welcome to borrow books for student and family enjoyment and to use the professional collection which focuses on child development and best practices in child-raising and teaching.

Grade V: Library

Students in Grade V continue their exploration of literary genres and expand greatly their understanding of the way information in the library is organized. They practice information-seeking and evaluative skills through explorations and research with print materials and the Internet, and through games and projects. Students come to the library for scheduled classes biweekly, and more frequently to pursue interests and sign out books. Author/illustrator studies and book talks remain important components of the library curriculum, which is designed to further students' enthusiasm for reading and finding information.

Grade VI: Library

Grade VI students come to the library throughout the year for classes, continuing their explorations in literature and identifying how Park's extensive library resources relate to their studies in all areas of the curriculum. Through explorations and research with print materials and the Internet, they expand their information-seeking and evaluative skills. The librarian and classroom teachers collaborate as specific projects are undertaken. Book talks and author/illustrator studies are vital components of the library curriculum, designed to further students' enjoyment of reading and the pursuit of information.

Grade VII: Library

Grade VII students come to the library throughout the year to continue their explorations in literature and expand their knowledge of a variety of information sources and formats. They investigate the many activities of libraries and become better acquainted with public libraries and shared library resources. Through extensive use of print materials and the Internet, students connect library resources to their studies in all areas of the curriculum and hone their independent research skills. The librarian and classroom teachers collaborate as specific projects are undertaken. Book talks remain a vital component of the library curriculum, designed to further students' reading enjoyment and discerning use of books and other media for information and pleasure.

Grade VIII: Library

Grade VIII students come to the library throughout the year to pursue personal and academic interests.They become acquainted with increasingly sophisticated information sources and formats and practice critical thinking skills. Through extensive use of print materials and the Internet, students connect library resources to their studies in all areas of the curriculum and hone their independent research skills. The librarian and classroom teachers collaborate as specific projects are undertaken. Book talks remain a vital component of the library curriculum, designed to further students' reading enjoyment and discerning use of books and other media for information and pleasure.

Grade IX: Library

Grade IX students visit the library throughout the year during both free time and class time. They become acquainted with increasingly sophisticated information sources and formats and prepare to take advantage of libraries in their next schools and communities. Through extensive use of print materials and the Internet, students connect library resources to their studies in all areas of the curriculum. The librarian and classroom teachers collaborate as specific projects are undertaken. Book talks and leisure reading continue to be an enjoyable aspect of students' library experience.

Grade N: Technology

Nursery students learn how to take turns using a computer in their classroom, and also use the computer lab with their classroom teachers from time to time. They are introduced to the keyboard, using letter and number recognition exercises. They practice using the mouse, when they interact with simple skill reinforcement software. Use of computers by Nursery students is informal and infrequent. When used, computer technology serves the goals of the Nursery curriculum.

Grade K: Technology

Kindergarten students learn how to take turns using a computer in their classroom, and also use the computer lab with their classroom teachers from time to time. They are introduced to the keyboard, using letter and number recognition exercises. They also learn to type their names and simple, "every day" words. They practice using the mouse when they interact with simple skill reinforcement software. Use of computers by Kindergarten students is informal and infrequent. When used, computer technology serves the goals of the Kindergarten curriculum.

Grade I: Technology

First graders use the computer lab with their classroom teacher approximately once each week. They also share the computers in their classroom. Students use the keyboard to type words and numbers, and begin to use some of the other special keys. Reinforcing their reading and writing skills, students type words and phrases. They also learn how to use simple graphics-editing software to illustrate their writing and other projects. First graders practice using the mouse when they interact with simple skill reinforcement software. Use of computers by Grade I students is dependent upon the specific goals of the regular classroom curriculum.

Grade II: Technology

Second graders use the computer lab with their classroom teacher approximately once each week. They also share the computers in their classroom. Each student uses his or her personal file-saving area on the School's network server. Students use simple word processing software to type sentences, including simple punctuation. They learn how to use graphics-editing software to illustrate their writing and other projects. Second graders practice using the mouse when they interact with simple skill reinforcement software. Teachers introduce students to the World Wide Web using guided exercises and demonstrations. They also learn how to search the library catalog for books. Use of computers by Grade II students is dependent upon the specific goals of the regular classroom curriculum.

Grade III: Technology

Grade III students use the computer lab with their classroom teacher approximately once each week. They also share the computers in their classroom. Each student uses his or her personal file-saving area on the School's network server.

Students use word processing software to type sentences, including proper punctuation. They learn how to use graphics-editing software to illustrate their writing and other projects. Third graders practice using the mouse when they interact with simple skill reinforcement software. Teachers continue to introduce aspects of the World Wide Web using guided exercises and demonstrations. Students also learn how to search the library catalog for books and other resources. Use of computers by Grade III students is dependent upon the specific goals of the regular classroom curriculum.

Keyboarding

Students begin formal keyboard instruction following spring vacation. The course uses Typing Pal Online and emphasizes building muscle memory through practice. Students meet twice a week for twenty minutes and learn the keyboard, keystroke by keystroke. As third graders become familiar with all the letters, games and dictation are used. Speed and accuracy are monitored through Typing Pal Online. Exposure to and practice of the skills are most important.

Grade IV: Technology

Grade IV students use both the computer lab and the classroom laptop computers with their classroom teacher at least once each week, and sometimes much more, depending upon the topic of study. They also share the desktop computers in their classroom.

Students use word processing software as part of the fourth grade writing curriculum, and use graphics-editing software to illustrate their writing and other projects. Using the mouse, they interact with skill reinforcement software. They use the World Wide Web for research and refine their information-seeking skills via guided exercises and demonstrations by teachers. Using a private password, they save their work on the School's network server. Teachers discuss proper online behavior and healthy technology habits. Students search the library catalog regularly and learn to use other school information databases. Use of computers by Grade IV students is dependent upon the specific goals of the regular classroom curriculum.

Keyboarding

Fourth graders meet twice a week for 20 minutes to continue formal keyboard instruction during the fall term. The course uses Type To Learn to reinforce their knowledge of the keyboard and emphasizes building muscle memory through practice. Students use Speedskin keyboard covers and visual cues from the software to practice looking at the screen and not at their hands. The software monitors speed and accuracy. Students are encouraged to type 10-15 words per minute with 80 percent accuracy. As they become familiar with all of the letters, games and dictation are also used.

Grade V: Technology

Grade V students use both the computer lab and the classroom laptop computers with their classroom teacher at least once each week, and sometimes much more, depending upon the topic of study. They also share the desktop computers in their classroom.

Students use word processing software as part of the fifth grade writing curriculum and graphics-editing software to illustrate their writing and other projects. Using the mouse, they interact with skill reinforcement software. They continue to use the World Wide Web for research, and they refine their information-seeking skills via guided exercises and demonstrations by teachers. Using a private password, they save their work on the School's network server. Teachers discuss proper online behavior and healthy technology habits. Students search the library catalog regularly and use the School's information databases. Research projects and oral presentations are bolstered and enhanced by the technology skills students have acquired by Grade V.

Grade VI: Technology

Grade VI students use the School's computer labs and the classroom laptop computers with their teachers several times each week, and sometimes much more, depending upon the topic of study. Sixth graders become skilled with word processing and other applications, including various ways to format documents and keep an organized electronic filing system on their password-protected network server.

They use many other kinds of software, including graphics editing, presentation software (i.e. PowerPoint), spreadsheets, scientific analysis, simulations, and various special-purpose software.

There are many opportunities to use online resources, including those organized on the School's library web site. Using technology, students work on research projects, including creating proper citations. Upper School students are provided with school-operated e-mail accounts. Teachers discuss proper online behavior and healthy technology habits.

Grade VII: Technology

Grade VII students use the School's computer labs and the classroom laptop computers with their teachers several times each week, and sometimes much more, depending upon the topic of study. Seventh graders are skilled with word processing and other applications, including various ways to format documents and keep an organized electronic filing system on their password-protected network server.

They use many other kinds of software, including graphics editing, presentation software (i.e. PowerPoint), spreadsheets, scientific analysis, simulations, and various special-purpose software.

Grade VIII: Technology

Grade VIII students use the School's computer labs and the classroom laptop computers with their teachers several times each week, and sometimes much more, depending upon the topic of study. Eighth graders are skilled with word processing and other applications, including various ways to format documents and keep an organized electronic filing system on their password-protected network server.

They use many other kinds of software, including graphics editing, presentation software (i.e. PowerPoint), spreadsheets, scientific analysis, simulations, and various special-purpose software.

There are many opportunities to use online resources, including those organized on the School's library web site. Using technology, students work on long-term research projects, where proper citations from multiple resources are expected. Upper School students are provided with school-operated e-mail accounts. Teachers discuss proper online behavior and healthy technology habits.

Grade IX: Technology

Grade IX students use the School's computer labs and the classroom laptop computers with their teachers several times each week, and sometimes much more, depending upon the topic of study. Ninth graders are skilled with word processing and other applications, including various ways to format documents and keep an organized electronic filing system on their password-protected network server.

They use many other kinds of software, including graphics editing, presentation software (i.e. PowerPoint), spreadsheets, scientific analysis, simulations, and various special-purpose software.

Grade N: Physical Education

The basic objectives of the program are to provide children with the opportunity to explore their physical capabilities and to develop physical skills at their own pace. Movement exploration, perceptual motor development, the acquisition of fundamental physical skills, and the importance of physical fitness are emphasized.

Each class begins with warm-up exercises to music and basic physical fitness concepts designed to help the children begin to develop an appreciation of the benefits of lifelong fitness. Important aspects of the program include the development of basic movement skills (running, jumping, balancing, etc.), ball skills, work with small hand apparatuses (bean bags, hoops, etc.), and rhythmic activities. The children also explore balance beams and other gymnastic equipment, climb on the Whittle, and negotiate a variety of obstacle courses. Short and long jump rope skills are introduced. Teamwork is developed through parachute exploration, partner activities, and the introduction of simple group games. Throughout the program, the teachers stress individual exploration, and they strive to make the children's introduction to the world of physical education a happy and enjoyable experience.

Classes meet three times per week in 20-minute sessions.

Grade K: Physical Education

The basic objectives are to provide each child with the opportunity to explore his or her physical capabilities and to develop physical skills at his or her own pace. Movement exploration, perceptual motor development, the development of fundamental physical skills, and the importance of physical fitness are emphasized.

Each class begins with warm-up exercises and basic physical fitness concepts designed to help the children appreciate the benefits of physical fitness which will carry on throughout their lives. Important aspects of the program include the development of basic movement skills (running, jumping, balancing, etc.), ball skills, work with small manipulatives (bean bags, hoops, etc.), short and long jump rope skills, and rhythmic activities. The children also explore balance beams and other gymnastic equipment, climb on the Whittle, and negotiate a variety of obstacle courses. Teamwork is developed through parachute exploration, partner activities, and the introduction of simple group games and relays. Throughout the program, individual exploration is stressed, and the teachers strive to make the children's introduction to the world of physical education a happy and enjoyable experience.

Classes meet three times per week in 30-minute sessions.

Grade I: Physical Education

The objectives of the Grade I physical education program are three-fold: the first is to expand each child's awareness of the world of movement through the exploration of different uses of his or her own body; the second is to teach each child basic motor skills such as running and jumping, and fundamental ball skills; the third is to introduce each child to a variety of physical fitness activities and to acquaint him or her with the importance of physical fitness. Because children develop at different rates, the program encourages each child to progress at his or her own speed and allows for individual differences and interests.

In Grade I, each class begins with warm-up exercises and elementary physical fitness. Teachers strive to help the children develop an appreciation of the benefits of physical fitness which will carry on throughout their lives. Major components of the program include development of locomotor skills, basic skills using balls and other manipulatives, jumping rope, gymnastics, circuit stations with different apparatuses, and low organizational games. Parachute activities and group problem-solving challenges emphasize the importance of cooperation in achieving a common goal. Good sportsmanship, fair play, and respect for individual differences are stressed at all times.

Classes meet three times per week in 30-minute sessions.

Grade II: Physical Education

The objectives of the program are three-fold: the first is to expand each child's awareness of the world of movement through the exploration of different uses of his or her own body; the second is to teach each child basic motor skills such as running or jumping, and fundamental ball skills; the third is to introduce each child to a variety of physical fitness activities and to acquaint him or her with the importance of physical fitness. Because children develop at different rates, the program encourages each child to progress at his or her own speed and allows for individual differences and interests.

In Grade II, each class begins with warm-up exercises and elementary physical fitness concepts designed to help the children develop an appreciation of life-long physical fitness. Major components of the program include movement exploration, basic skills using balls and other manipulatives, juggling, jumping rope, gymnastics, circuit stations with different apparatuses, low organizational games, Filipino tinikling and other folk dances. Lead-up games to team sports, such as Newcomb and the No-Name Game, are included during the year, as are track and field skills. Parachute activities and group problem-solving challenges emphasize the importance of cooperation in achieving a common goal. Good sportsmanship, fair play, and respect for individual differences are stressed at all times.

Classes meet three times per week in 30-minute sessions.

Grade III: Physical Education

The physical education program aims to: expand each child's awareness of the world of movement through the exploration of different uses of his or her own body; teach each child basic motor skills such as running or jumping, and fundamental ball skills; introduce each child to a variety of physical fitness activities and to acquaint him or her with the importance of physical fitness. Because children develop at different rates, the program encourages each child to progress at his or her own speed and allows for individual differences and interests.

In Grade III, each class begins with warm-up exercises and elementary physical fitness concepts designed to help children develop an appreciation of lifelong physical fitness. Class time is spent on movement exploration, basic skills using balls and other manipulatives, gymnastics, circuit stations with different equipment, tinkling and jumping rope. Lead-up games to team sports, such as Newcomb, line soccer, line field hockey, and kickball variations, are included during the year, as are track and field skills. Capture the flag variations, parachute activities and group problem-solving challenges emphasize the importance of cooperation in achieving a common goal. Good sportsmanship, fair play, and respect for individual differences are stressed at all times.

One of the year's highlights is learning the Maypole and Morris stick dances for May Day. In addition, a unit on Native American Games complements the social studies curriculum.

Classes meet three times per week in 40-minute sessions.

Grade IV: Physical Education

The fourth grade program aims to provide an opportunity for each student to: explore the world of movement; continue instruction in basic sports skills, such as running and jumping, throwing, kicking, and batting; and develop proficiency in a variety of team and individual sports; and learn how to become physically fit and to appreciate the importance of physical fitness throughout life.

The program encourages each child to progress at his or her own rate and allows for individual differences and interests. Activities covered during the year include soccer, field hockey, fiddlestix/Quidditch, volleyball, basketball, dance, lacrosse, track and field, and a variety of games and cooperative activities. Emphasis is placed on the development of fundamental skills, basic positioning, rules, and team play. Good sportsmanship and the "give and take" involved in winning and losing, and the enjoyment of working with others toward a common goal are stressed. Students are exposed to a variety of fitness activities and concepts throughout the year.

A highlight of the year is the Olympic Day track and field meet, which enhances and brings to life the study of ancient Greece.

Classes meet three times per week in 40-minute sessions.

Grade V: Physical Education

The goals of fifth-grade physical education are: to provide an opportunity for each student to explore the world of movement; to continue instruction in basic sports skills, such as running and jumping, throwing, kicking, and batting; to develop proficiency in a variety of team and individual sports; and to learn how to become physically fit and to appreciate the importance of physical fitness throughout life.

The program encourages each child to progress at his or her own rate and allows for individual differences and interests. Activities covered during the year include basic sports skills, field hockey, volleyball, basketball, and track and field. Emphasis is placed on the development of fundamental skills, basic positioning, rules, and team play. Good sportsmanship, the "give and take" involved in winning and losing, and the enjoyment of working with others toward a common goal are stressed.

Students are exposed to a variety of fitness activities and concepts throughout the year, along with a variety of games and cooperative activities. They also enjoy making and learning to use their own juggling sticks. A highlight in Grade V is the annual track and field day.

Classes meet three times per week in 40-minute sessions.

Grade VI: Physical Education

The objectives of the program are to provide an opportunity for each student to explore the world of movement: to continue instruction in fundamental movement skills such as running, jumping, throwing, catching, kicking, and striking; to enable students to develop increased proficiency in a variety of team and individual sports; to teach how to become physically fit while appreciating the importance of a healthy lifestyle and life-long physical fitness; and to provide experience in cooperative activities which enable students to learn the value of working with others toward a common goal.

The Grade VI program encourages each child to progress at his or her own rate and allows for individual differences and interests. Activities covered during the year include field hockey, basketball, racquet skills, dance, juggling, softball, track and field, and a variety of team games such as team handball, and Ultimate Frisbee. Cooperative activities, group challenges and new games are also experienced. Emphasis is placed on the development of fundamental skills, basic positioning, rules, and team play. Throughout all activities, striving to do one's "personal best," good sportsmanship and the enjoyment of physical activity are stressed.

Sixth graders are exposed to a variety of fitness activities and concepts throughout the year. A self-testing format using components of a variety of tests of both health-related fitness and skill-related fitness enables students to assess their personal fitness levels and to monitor their progress during the year.

Physical education classes meet three times per week in 45-minute periods.

Grade VII: Physical Education

The seventh grade program is designed to provide an opportunity for each student to explore the world of movement: to continue instruction in fundamental movement skills such as running, jumping, throwing, catching, kicking, and striking; to enable students to develop increased proficiency in a variety of team and individual sports; to teach how to become physically fit while appreciating the importance of a healthy lifestyle and life-long physical fitness; and to provide experience in cooperative activities which enable students to learn the value of working with others toward a common goal.

The program encourages each child to progress at his or her own rate and allows for individual differences and interests. The year begins with R.E.A.S.O.N. Readiness, a unit designed to prepare students for the challenges they will experience on Project R.E.A.S.O.N. Other activities covered during the year include Ultimate Frisbee, speedball, touch football, volleyball, basketball, dance and softball. A variety of cooperative new games, and challenge activities are also included. Emphasis is placed on the development of fundamental skills, basic positioning, rules, and team play. Throughout all activities, striving to do one's "personal best," good sportsmanship, and the enjoyment of physical activity are stressed.

Students are exposed to a variety of fitness activities and concepts throughout the year. A self-testing format using components of a variety of tests of both health-related fitness and skill-related fitness enables enables students to assess their personal fitness levels and to monitor their progress during the year.

Classes meet three times per week in 45-minute sessions.

Grade VIII: Physical Education

In Grade VIII, the importance of physical fitness in maintaining good health throughout life is stressed. Students are exposed to a variety of fitness activities and concepts during the year, beginning with a personal training unit during the fall. A self-testing format using components of a variety of tests of both health-related fitness and skill-related fitness enables students to assess their personal fitness levels and to monitor their progress during the year.

The improvement of individual physical skills (which complement the variety of interscholastic team and individual sports played at Park) and providing an opportunity to gain the skills needed to experience sports not offered interscholastically are important goals of the program. Each student is encouraged to progress at his or her own pace, and emphasis is placed on the development of fundamental skills, basic positioning, rules, and teamwork. Striving to do one's "personal best," good sportsmanship, and the enjoyment of physical activity are encouraged. Units covered during the year include touch football, Hocker, floor hockey, Tchoukball, wall ball and game design, Frisbee games, Pickle Ball, and Scavenger Hunt. Cooperative activities and individual and team challenges are also included, as are recreational basketball and team handball games.

Classes meet two times per week in 45-minute sessions.

Grade IX: Physical Education

The Grade IX program focuses on lifetime activities and provides students with the opportunity to experience a greater variety of team and individual sports, fitness activities and recreational games than is appropriate for younger students. The joys and benefits of lifelong participation in physical activity are stressed, and students are encouraged to take primary responsibility for their own learning.

The importance of being physically fit and developing a healthy lifestyle are emphasized throughout the year. Fitness activities comprise a significant part of the program, and the year begins with a unit devoted to developing a personal fitness plan. Classes are often held in the fitness room, where students learn how to use a variety of cardiovascular and weight machines. Weight training is a popular part of the unit and utilizes free weights in addition to the machines.

Some of the other activities offered during the year include golf, archery, badminton, softball, volleyball, and bowling. Cooperative activities and individual and team challenges are also included. From time to time, field trips are scheduled so that students can experience activities which require facilities which are not available on campus.

Classes meet two times per week in 45-minute sessions.

Grade VI: Growth Education

The course intends to provide an opportunity for children to discuss the difficult issues of preadolescence and adolescence in a safe and structured environment. The objectives for Growth Education are determined in part by the developmental needs (cognitive, social and emotional) of students at each grade level with the understanding that students should be exposed to information and discussion of issues at least two years prior to perceived needs. The curriculum is cyclical in nature so that specific topics are revisited with the assumption that students will bring greater understanding, experience and maturity to the discussion. Class discussions are augmented with factual and dramatic videos, group dynamics exercises, and occasional outside speakers.

The sixth grade course emphasizes the value of individual worth, personal responsibility, the importance of factual information, use of good communication skills, and the consideration of others. Students examine and discuss the following topics: family configuration and issues of family living; friendships, relationships and the power of groups; teasing and bullying and their prevention, along with the respectful use of the internet; review of puberty, anatomy and personal health; drug and alcohol use; and anti-bias training. During the unit on drugs and alcohol, the improvisational group, The Improbable Players, presents a powerful series of skits on alcohol and marijuana abuse followed by small group discussions with the actors and Growth Education teachers.

Growth Education meets once a week for a 45-minute period and is team-taught by a male and a female teacher.

Grade VII: Growth Education

The course emphasizes the value of individual worth, personal responsibility, importance of factual information, wise decision making, use of good communication and negotiation skills, and the consideration of others. Students examine and discuss the following topics: identity (especially in relationship to culture and race); finding and holding one's voice within a group, responsibility within a community; appreciation for differences, including a unit on understanding and eliminating the causes of teasing, bullying, harassment and homophobia; drug and alcohol abuse; and finding healthy ways to relieve stress including classes in yoga and Tai Chi taught by outside instructors. A speaker from Freedom from Chemical Dependency works with the students for one class period.

Growth Education meets once a week for a 45-minute period and is team-taught by a male and a female teacher.

Grade VIII: Growth Education

The course provides an opportunity for children to discuss the difficult issues of adolescence in a safe and structured environment. The objectives for Growth Education are determined in part by the developmental needs (cognitive, social and emotional) of students at each grade level with the understanding that students should be exposed to information and discussion of issues at least two years prior to perceived needs. The curriculum is cyclical in nature so that specific topics are revisited with the assumption that students will bring greater understanding, experience and maturity to the discussion. Class discussions are augmented with factual and dramatic videos, group dynamics exercises, and occasional outside speakers.

The course's overriding theme is understanding oneself and making healthy decisions. Topics include peer relationships and peer pressure; responsibility for another in any relationship; drugs and alcohol; a review of human sexuality (including sexual identity, gender roles, factual information on sexually transmitted infections, and birth control), overall health (including understanding the effects of stress, disordered eating, and the signs of depression).

Growth Education meets once a week for a 45-minute period and is team-taught by a male and a female teacher.

Grade IX: Growth Education

The Grade IX course intends to provide an opportunity for students to discuss the difficult issues of adolescence and the challenges of the first year of high school in a safe and structured environment. Topics are revisited to solidify information, to clarify values, and to affirm wise decision-making. Class discussions are augmented with factual and dramatic videos, group dynamics exercises, and occasional outside speakers.

The ninth grade program focuses specifically on personal identity and responsibility for one's actions as an individual and as a member of a group. Because most students are engaged in the process of applying to secondary schools, the year begins with an examination of the core elements of one's identity and pivotal events in one's personal history.

While some topics are taught every year, students exercise some choice in issues they wish to explore or revisit from previous years. Topics often include identity issues (cultural, sexual, and religious), platonic and romantic relationships and appropriate behavior in each, and dealing with transitions and change.

Growth Education meets once a week for a 45-minute period and is team-taught by a male and female teacher.

Grade III: Community Service

Encouraging all Park students to grow into contributing members of the community is a vital element of the School's mission. Faculty, parents, and students work to support this goal by offering opportunities to serve the school community, the local community, and the global community. Service work responds to problems in the areas of disaster relief, economic development, education, elder care, the environment, health, homelessness and hunger.

In general, classroom teachers lead service learning projects, which incorporate an academic component. Community service activities are usually initiated by the Community Service Committee of the Parents' Association. The student outreach committee, Helping Hand, sponsors school-wide drives, organizes fundraisers for causes of their choosing, and supports annual Boston area events such as the Walk for Hunger. All service efforts are coordinated by the Service Learning Coordinator.

The intention of all aspects of the service program at Park is to raise awareness of the causes behind societal problems as well as to empower students to make a difference. The School strives to instill a lifelong habit of service to others.

Grade IV: Athletics - Grades IV & V

The Lower School after-school sports program provides an opportunity for students in Grades IV & V to learn fundamental skills in soccer, field hockey, basketball, lacrosse, and recreational games, as well. In all sports, coaches divide students into teams and use lead-up activities and modified games to introduce skills. Students develop athletic skills and physical fitness by playing competitive intramural games. Active participation, teamwork, and sportsmanship are strongly emphasized.

Elective sports for Grades IV & V are scheduled twice a week from 3:15 - 4:30 p.m. (Boys meet on Wednesday and Friday; girls meet on Monday and Thursday). The choice of whether or not to participate in elective sports is determined by the students and their families. A permission slip is sent home in the spring for the following year. Students who elect after-school sports are expected to participate on both days. A student who wishes to be excused from sports on a particular day must provide a note from home to the coach on the day of the absence.

Grade IV: Community Service

Grade IV: Helping Hand

This organization, for students in Grades IV-IX, is dedicated to community service. Activities involve identifying global, national, local, and school needs and informing the community about ways to help. Raising funds and providing services are the two ways that students become involved and make a positive difference. Two Grade IX student leaders coordinate projects for interested student volunteers.

Grade IV: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade V: Athletics - Grades IV & V

Grade V: Community Service

Grade V: Helping Hand

Grade V: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade VI: Athletics

The Upper School athletics program provides broad exposure to a variety of team and individual sports with interscholastic competition in soccer, field hockey, cross-country, basketball, ice hockey, wrestling, lacrosse, and track & field. A healthy winning spirit, a strong sense of fair play, and the development of team play, and cooperation are the hallmarks of the program.

Competition is offered at varsity, junior varsity, and Grade VI levels, giving both more experienced and less experienced students an excellent opportunity to develop their athletic skills and become more physically fit. Placement on specific teams is determined by the coaches and the athletic director and is based on athletic ability, prior experience, and physical and emotional readiness. Participation is emphasized at each level, but equal playing time is not guaranteed at the varsity level.

When students choose to participate in interscholastic athletics, a full, four-day per week commitment for all practices and games is expected, and parents are urged to help students meet this expectation. A game and practice schedule is sent home at the beginning of each of the three sports seasons. Parents are welcome at all home and away games, and are encouraged to call the Sports Hotline, (617) 274-6180, to verify times and schedules. More information about Park's athletic program is available in the Athletic Policies & Procedures Guidebook sent home each fall.

Grade VI: Community Service

Grade VI: Helping Hand

Grade VI: One World Club

Students in Grades VI-IX meet weekly during a lunch and lunch recess to work toward a more diverse and equitable society at Park and beyond. Activities include projects, field trips, Morning Meetings, and presentations.

Grade VI: Players in the Park

Drama offerings follow the School's trimester schedule. "Players in the Park" produce two musicals and two dramatic plays each year.

The fall play is open to students in Grades VII-IX. The winter term features a Grade VI musical and a musical for seventh through ninth graders. The spring play showcases actors from Grades VI-VIII.

During the first week of each term, students may try out for the production without forfeiting their chance to play on a team. Before the cast is selected, students must choose between the production (cast and crew) or a sport.

Grade VI: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade VII: Athletics - Grades VI-IX

The Upper School athletics program provides broad exposure to a variety of team and individual sports with interscholastic competition in soccer, field hockey, cross-country, basketball, ice hockey, wrestling, lacrosse, and track & field. A healthy winning spirit, a strong sense of fair play, the development of team play, and cooperation are the hallmarks of the program.

Competition is offered at varsity, junior varsity, and Grade VI levels, giving both more experienced and less experienced students an excellent opportunity to develop their athletic skills and to become more physically fit. Placement on specific teams is determined by the coaches and the athletic director and is based on athletic ability, prior experience, and physical and emotional readiness. Participation is emphasized at each level, but equal playing time is not guaranteed at the varsity level.

When students choose to participate in interscholastic athletics, a full, four-day per week commitment for all practices and games is expected, and parents are urged to help students meet this expectation. A game and practice schedule is sent home at the beginning of each of the three sports seasons. Parents are welcome at all home and away games and are encouraged to call the Sports Hotline (617-274-6180), to verify times and schedules. More information about Park's athletic program is available in the Athletic Policies & Procedures Guidebook sent home each fall.

Grade VII: Community Service

Grade VII: Helping Hand

Grade VII: One World Club

Grade VII: Players in the Park

Drama offerings follow the School's trimester schedule. "Players in the Park" produce two musicals and two dramatic plays each year.

The fall play is open to students in Grades VII-IX. The winter term features a Grade VI musical and a musical for seventh through ninth graders. The spring play showcases actors from Grades VI-VIII.

Grade VII: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade VIII: Athletics - Grades VI-IX

Grade VIII: Community Service

Grade VIII: Gay-Straight Alliance

This organization, for students in Grades VIII and IX, gathers weekly with two faculty advisors to discuss issues regarding sexual identity and sexual orientation. Students explore this important issue through readings, films, group discussions, and guest speakers.

Grade VIII: Helping Hand

Grade VIII: One World Club

Grade VIII: Players in the Park

Drama offerings follow the School's trimester schedule. "Players in the Park" produce two musicals and two dramatic plays each year.

The fall play is open to students in Grades VII-IX. The winter term features a Grade VI musical and a musical for seventh through ninth graders. The spring play showcases actors from Grades VI-VIII.

Grade VIII: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade IX: Athletics

Grade IX: Community Service

Grade IX: Gay-Straight Alliance

Grade IX: Helping Hand

Grade IX: One World Club

Grade IX: Players in the Park

Drama offerings follow the School's trimester schedule. "Players in the Park" produce two musicals and two dramatic plays each year.

The fall play is open to students in Grades VII-IX. The winter term features a Grade VI musical and a musical for seventh through ninth graders. The spring play showcases actors from Grades VI-VIII.

Grade IX: Student Council

Student government elections are held twice a year to elect two student representatives each from Grades IV-IX. Presidency (or co-presidency) is reserved for ninth graders.

Grade IX: Work Study Program

Grade IX meets during a number of class meetings, starting after winter vacation and continuing until just before spring vacation, to discuss the details of an apprenticeship in a business, profession, or service organization for the two-week period immediately following spring vacation.

Each student chooses a faculty advisor for his/her project who assists in the planning and selection, visits the student on the job, and helps in post-project evaluation. Each student is responsible for job selection, arranging transportation, appropriate conduct and initiative on the job, evaluation afterward, keeping a daily journal on the job, and making a presentation at Morning Meeting about the Work-Study experience.

The faculty seeks to prepare students for Work-Study by instructing them in interviewing techniques and on-the-job conduct, helping them to define goals for the two weeks, and by conveying to them in some detail the experiences and advice of previous ninth graders on Work-Study.

The program is a highlight of the Grade IX year and fosters in students a sense of independence and a spirit of curiosity in a potential career path.

Grade IX: Yearbook Staff

This annual publication, provided by Grade IX and faculty advisors, is a yearlong, weekly commitment for selected members of the Grade IX class.