An in-depth look at the Wildwood program and curriculum.
Transcript of An in-depth look at the Wildwood program and curriculum.
table of contents
02 introductionelementary school curriculum guide03 elementaryschool (kindergarten–5thgrade)05 languagearts10 socialstudies13 science16 mathematics19 spanish21 visualandperformingarts25 physicaleducation26 health26 technologyandlibraryresources27 communityinvolvementmiddle school curriculum guide29 middleschool(6th–8thgrade)31 humanities33 mathematics35 science37 spanish38 visualandperformingarts40 physicaleducation41 technologyandlibraryresources41 communityinvolvementupper school curriculum guide43 upperschool(9th–12thgrade)45 honorsandadvancedstudies46 humanities49 mathematics51 science53 spanish55 electives58 physicaleducation59 internships59 technologyandlibraryresources60 communityinvolvementappendix61 technology63 multiculturalprogram64 advisory65 communityinvolvement65 internationalcommunityinvolvement66 interscholasticathletics67 collegecounseling67 graduationrequirementsaccreditation and affiliations 68 accreditationandaffiliations
wildwood mission
WildwoodSchoolprovidesstudentswith
arigorouslyintellectualandinnovative
academicprogram,preparingthemto
becomeindividualswhoarereflective,
ethicallygrounded,andconfidentintheir
abilitytolearnandleadamidthecompeting
prioritiesofacomplex,evolving,and
multiculturalworld.
school structure
WildwoodislocatedontwocampusesinWestLosAngeles.TheWashingtonPlacecampushousesthe
elementaryschool,andthemiddleandupperschoolcampusis2.5milesnorthonOlympicBoulevard.
Intheprimarygradesandagaininthemiddleandupperschooldivisions,Wildwood’sprogramis
organizedintomulti-ageclassestopromotestudents’academic,social,andemotionalgrowth.
Elementary School Middle School Upper School
Kindergarten – 5th Grade Division One 6th Grade
Division Two7th – 8th Grade
Division Three 9th – 10th Grade
Senior Institute 11th – 12th Grade
WASHINGTON PLACE CAMPUS OLYMPIC BOULEVARD CAMPUS
discover wildwood
WildwoodSchoolisauniquecenterofteachingandlearning.Ourcurriculumandtalentedstaffoffer
everyopportunityforstudentstodiscoverandgrowintellectually,personally,andemotionally.Our
programandeachcourseisdesignednottobedeliveredtostudentsbuttoactivelyengagethemin
learning,stretching,andfindingahomeintheworldofideas.
Manyclassesareinterdisciplinarybecausewebelievethatsupportingchildrenastheymake
connectionsisvitaltoanuancedunderstandingofthewayourworldworks.Classesaretaughtin
multi-agegroupsbecauseweknow—andresearchshows—thatteacher-directedlearningissupported
bypeer-to-peerlearningandcoaching.
WeinviteyoutoreadonanddiscoverwhatWildwoodstudentsandfamiliesknowandexpect:
intellectualrigorandinfinitedoorwaystoknowledgeandcreativityforeverymind.
02 introduction
elementary school
Theelementarycurriculumfocusesonguidingyoungstudentsastheygainconfidenceandagilityin
reading,writing,mathematics,socialstudies,science,andSpanish.Studentsdevelopthefoundational
skillsforcriticalthinkingandlistening,comprehension,research,andcreativeexploration.
Thecorecurriculumintegrateslearningaboutvisualandperformingarts,technologyandlibraryuse,
music,physicaleducationandhealth,andmulticulturalism.Allteachingandlearningintentionally
supportsstudentsastheydevelopskillsininquiry,informationliteracy,andself-expression.
Experientiallearningoutsidetheclassroomincludesfieldtripsandcommunityinvolvement.
AtWildwood,anemphasisonLifeSkillsiswovenintoallelementarystudents’daysandreinforcedwith
theHabitsofMindandHeart,whichlayasolidfoundationforauthenticlifelonglearning.Ouradvisory
programisintroducedin5thgrade,inpreparationforthetransitiontomiddleschool.
03 elementary schoolintroduction
04 elementary schoolprogram
elementary school program
Wildwood’selementaryschoolcurriculumbuildsskillssequentially,asmasteryandconfidenceare
achievedindividually.Thescopeoftheteachingandlearningcontentisillustratedhereforeasyreference.
K–1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeLanguage Arts Foundationsof
literacy;storyworkshop;orallanguagedevelopment;phonics,spelling,capitalization,printconcepts
Readingcomprehensionandfluency;writingpersonalnarrative;poetry,spelling,sentencestructure,punctuation
Developingreadingcomprehensionandwritingskills;biography,poetry,tables,expository,research;vocabulary,grammar
Expandingreadingcomprehensionandwritingskills;historicalfiction,memoir,expository,research,vocabulary,grammar
Literaryanalysis;fictionalmemoir,persuasivewriting,poetry,drama;writingfordiverseaudiences;vocabulary,wordorigins,grammar
Social Studies YearA:“HomesandHabitats”YearB:“TheWorldofWork”
“OurCoastalCommunity”(Trade,geography,transportation,andsustainability)
“TheCity:LosAngelesThenandNow”(Cultures,neighborhoods,geography,landmarks,andpoliticalinfluences)
“TheState:CaliforniaHistory”(People,places,multiculturalperspectives,andstatehood)
“TheNation:UnitedStates”(Foundationsofdemocracy,slavery,andwestwardexpansion)
Science Thesenses,lifecyclesofplantsandanimals,hypothesis,prediction,scientificobservation,environmentalscience
Scientificmethod,experiments,notation
Food,nutrition,digestionandcompleteorganisms
Earthandthesolarsystem,geology,introtoastronomy
Newton’slawsofphysics,atomsandmolecules,simplemachines
Mathematics Mathfundamentals(numbervalues,addition,subtraction,introtowordproblems,problem-solving)
Base-tennotation,fluencywithadditionandsubtraction,geometryandmeasurement,logic
Multiplication,division,fractions,graphing,geometry,computationskills
Numbersandoperations,patterns,functionsandchange,geometry,dataanalysis,probability
Statistics,operations,algebraicthinking,advancedstudiesavailable
Spanish Languagelearningthroughgames,songs,movement,andliterature
Buildingvocabulary,conversationalphrases,pronunciation,andwordrecognition
Beginningreadingandwriting,language,andculture
Listening,speaking,reading,andwritingskills,integratingSpanishandsocialstudies
Communicationandconversation,readingandwriting,andpenpalsinSpain
Visual Arts Exploringtheartstudio,imagination,expression,andtechnique
Portraitsandplace,painting,colormixing,skintones,oceanasinspiration
Publicart,murals,texturesandweaving,setdesign
Sculpture,claymationvideos,papier-mache
Humanfigure,mask-making,principlesofdesign
Performing Arts
YearA:Singing,signlanguage,rhythminstruments,performanceYearB:Percussioninstruments,squaredance,performance
Music,movement,andacting,greatcomposers,swingdance,voiceprojection,performance
Introductiontomusictheory,mime,stomp:instrumentsanddance,stageperformance
Musictheory(scalenotation,andreadingmusic)handbellsensemble,Pilobolus,stageproduction
Vaudeville,silentfilms,softshoe,musictheory,xylopipes,originalstageacts,chorus
Physical Education
Sportsmanship,physicalfitness,skillacquisition,self-image;aerobicandanaerobicendurance,agility,balance,objectmanipulation,spatialawareness,creativemovement
Continuedfocusonsportsmanship,physicalfitness,skillacquisition,self-image;refiningfundamentalskillsthroughgamesandsports,specializedskills,rules,strategies,collaborativeteamplay,health
05 elementary schoollanguagearts
PODS (K-1) Reading
Fromtheveryfirstdayof
kindergarten,instructionis
orientedaroundabeliefthat
everychildisareaderwho
canquestion,synthesize,and
interpretstories.Somechildren
enterWildwoodreadingpicture
books,andothersarereading
shortchapterbooks.Students
learntochoosebooksthat
are“justright”forthem.
Podstudentsreadeveryday
fromtheleveledclassroom
library.TeachersguidePod
studentstodevelopdecoding
andcomprehensionskills
astheybecomeimmersed
inWildwood’sprint-rich
environment.Withanemphasis
ondevelopingthehabitsof
goodreadersandtoexperience
thejoyofreading,teachers
workone-on-onewithstudents
andinsmallgroups.Every
ReadingWorkshopbeginswith
amini-lessonaboutareading
strategy,followedbystudents
practicingthatstrategy
independently.Students
workwithreadingpartners
readingoutloudtoeachother,
askingeachotherquestions,
andmakingpredictionsof
whatwillhappennextina
story.Podclassesoftenstart
thedayreadingwithfamily
membersandfriendsduring
DropEverythingandRead
(DEAR)time.Ourgoalisto
buildconfidentandpassionate
readers.Favoriteauthors
includeMemFox,Robert
Munch,andDonaldCrews.
Word Work
OurWordWorkprogram
fostersanunderstandingof
howprintworksintheEnglish
language.Childrenbeginwith
anappreciationofhowthe
lettersofthealphabetare
constructedtoformwordsand
howwordsareconstructedto
becomesentences.Students
workwithindividualletter
sounds,shortandlongvowels,
blends,andsightwords.
Multiplestrategiesareusedto
promotespellingsuchasword
games,wordsorts,phonics-
basedbooks,andwordfamilies.
Writing
TheStoryWorkshopapproach
emergesfromresearch
thatliteracyandplayare
intrinsicallylinked.Story
Workshopgiveseachstudent
theopportunitytocreate
storiesusingavarietyof
differentmaterials,including
clay,beads,oilpastels,paints,
blocks,puppets,anddramatic
play.Podstudentsareasked
theessentialquestions,“Where do stories come from?”and
“What materials will inspire you to tell your story?” Students
areencouragedtoplaywith
materialsandinvestigate
elementsofastory,including
characters,setting,andplot.
Storiesmaytakedifferent
forms,includingfiction,
personalnarrative,andpoetry.
Followingstorycreation,
studentscapturetheirstories
inwriting.
language arts
Wildwood’sK–5languageartsprogramisbasedonthereadingandwritingworkshopmodeldeveloped
byTeachersCollegeatColumbiaUniversityinNewYork.Thisfocusedapproachensuresthateach
studentdevelopstheskillsneededtoexcelasareader,writer,speaker,andlistener.
Ourclassroomlibrariesarefilledwitharangeofchildren’sfavorites,includingmanyCaldecottand
Newberyaward-winningbooks.Throughread-alouds,guidedreading,andbookgroups,children
developlisteningandcomprehensionskillsandlearntoexpresstheirideas.“Thinkingwhilereading”
strategiesaretaughttobuildskillsinpredicting,visualizing,summarizing,andmakinginferences.
Grammar,spelling,andvocabularyareintegratedasstudentsmastermechanicswhilewritingfora
varietyofaudiencesandinawiderangeofgenres.Thewritingprocessincludespre-writing,revising,
andpublishing.Eachstudentisencouragedtodevelopskillsthatleadtoalifelongloveofreadingwhile
guidedindevelopingavoiceasawriter.
AsPodstudentsdevelop
conventionsinwriting,they
participateinthemoreformal
schoolwideWriter’sWorkshop.
Eachworkshopbeginswith
amini-lessoninwhichthe
teacherintroducesawriting
techniquesuchasaddingdetail
orsuspense.Childrenspend
theirwritingtimeattempting
toapplystrategiesandskills
learnedfromthedailymini-
lessons.Eachstudenthasa
writingfolderwherework
inprogressiskeptsothat
childrenmayaddtoandrevise
theirwork.Attheendofeach
unit,childrensharefinished
piecesduringanAuthor’s
WritingCelebration.
ESSENTIAL SKILLS: •Developreading
comprehensionand
decodingskills
•Developaloveofreading
toincludeavarietyof
genresandauthors
•Writeuppercaseand
lowercaseletterscorrectly
•Developphoneticspelling
skillsandspellgrade-level
wordsconventionally
•Writecompletesentences,
shortpersonalnarratives,
andcreativestories
g FEATURE PROJECT: Author as Mentor. An in-depth exploration of “The World of Work” introduces students to author Monica Wellington whose books Firefighter Frank, Pizza at Sally’s, and others explore characters and his or her job in realistic fiction. Students create original characters, draw and write their own stories, and then web chat with Wellington, who lives in New York, as she describes her writing and illustration process.
SECOND GRADE
Reading
Inthebeginningoftheyear,
2ndgradersfocusonbuilding
goodreadinghabits.Reading
skillsaretaughtinarange
offorums,includingwhole
classmini-lessons,small,skill-
basedreadinggroups,and
individuallythroughstudent-
teacherconferences.Second
graderslearnthevalueof
talkingaboutbooksinways
thatsupportandensure
comprehension.Students
beginusingreadinglogsin
2ndgrade.Thisintroduction
tohomeworkencourageseach
childtoberesponsibleforhis
orherdailyreading.Newbooks
areselectedonMondaysand
returnedonFridaysalongwith
readinglogs.Favoriteauthors
in2ndgradeincludeEve
Bunting,CynthiaRylant,and
EzraJackKeats.
Writing
In2ndgrade,students
learntowritewithgrowing
independence.Theyare
encouragedtocreateagreater
volumeofwritingandtorevise,
rethink,andrewritewith
greaterfluency.Inselected
readingandwritingexercises,
studentsexplorequalitiesof
goodwriting,includingvarious
craftsandwriter’stools,as
wellasmorefundamentalones,
includingstructure,focus,and
detail.Unitsofstudyinclude
narrativewriting,writingwith
authorsasmentors,writing
andrevisingrealisticfiction,
expertprojects,writingtolearn
andteachaboutatopicof
personalexpertise,andpoetry.
Technologyisintegratedinto
writingusingtheiPodtouch
asaninvaluabletoolfora
storytellingproject.
ESSENTIAL SKILLS:• Makepredictions,inferences,
andretellwhathasbeenread
• Spellgrade-levelwords
conventionally
• Usebeginningandending
punctuationandcapitalization
• Writeclearandcomplete
sentences
• Sequencewritingwitha
beginning,amiddle,and
anend
06 elementary schoollanguagearts
THIRD GRADE Reading
Readingcomprehensionskills
aredeepenedin3rdgrade
asliteracyisincreasingly
criticalinmasteringconcepts
andcontentinscience,social
studies,andmath.Historical
figurescometolifeas
studentsread,analyze,and
synthesizebiographiesof
influentialAngelinosfeatured
insocialstudies.Students
writefromthepointofview
ofBiddyMason,WaltDisney,
orPanchoGonzalez.Inbook
groups,studentsmaketext-
to-text,text-to-self,andtext-
to-worldconnections.Third
gradefavoriteauthorsinclude
AndrewClements,RoaldDahl,
andPatriciaPolacco.
Writing
Withafocusonpersonal
narrative,myth,poetry,
realisticfiction,and
informationalwriting,students
learntowriteacomplete
paragraphwithamainidea,
supportingsentences,and
aconclusion.Studentsgain
adeeperunderstanding
ofthewritingprocessby
creatingaroughdraft,an
editedandreviseddraft,and
afinaldraft.Usingarangeof
writingtechniquessuchas
similes,metaphors,thought
shots,personification,and
snapshots,studentsdiscover
theirownwriter’svoiceand
enhancetheirwritingstyle.
Collaborativeprojectsinclude
co-writinganoriginalcreation
mythinconjunctionwith
socialstudieslearningabout
NativeAmericansandwriting
andeditingamulticultural
cookbookculminatingin
showcasingstudents’creations
atafamilybreakfast.
ESSENTIAL SKILLS:• Createclear,coherent,and
focusedparagraphs
• Identifyandusenouns,verbs,
andpronounsappropriately
• Self-editandproofreadfor
capitalization,organization,
punctuation,andspelling
• Identifyanddescribeplot,
setting,andcharacters
• Summarizeapieceofwriting
FOURTH GRADE Reading
Studentscontinuetodevelop
activereadingskills.Reading
forinformationisemphasized
asstudentsbuildtheskillsto
researchsubjectsindepth.
Studentsfocusonnotetaking,
highlighting,summarizing,
andusingtablesofcontents,
bibliographies,andglossaries.
Studentsreadexpositoryand
referencetextsaswellas
favoritesbyKateDiCamillo,
YoshikoUchida,PatriciaMunoz
Ryan,andWilliamShakespeare.
Theproseandpoetryof
Californiawritersisexploredin
thegenresofmemoir,historical
fiction,andpoetry.Bookgroups
areincreasinglystudentledas
studentsdeepentheirability
toformulateandexpressideas
clearly.
Writing
Studentsworktogetherto
createVoicesoftheWest,a
booksynthesizinginformation
learnedinsocialstudies,writing
fromarangeofperspectives
representingthepeoplewho
inhabitCalifornia.Inthis
study,focusedonelementsof
historicalfiction,characters
emerge.Studentsconstruct
proseilluminatingthelivesof
convincingcabinboysasthey
appearinSpanishships’logs
toconflictingdepictionsof
lifeatCaliforniamissionsas
heardinpoemsfortwovoices.
ThereflectionsofChinese-
Americanswhocourageously
workedtobuildCalifornia’s
railroadsarejuxtaposedwith
talesofstrengthandbravery
illuminatingthelivesofAfrican-
AmericancowboysintheOld
West.Thisyearlongproject
integratesskillbuilding,content
knowledge,andcreativity.Each
studentalsowritesaformal
researchpaperonaCalifornia
animal.Usingprintandweb-
basedresources,studentswrite
introductory,supporting,and
concludingparagraphsanda
bibliographytobepresentedin
Keynote,includingillustrations,
maps,anda3-Dmodel.
ESSENTIAL SKILLS:• Increasecompetencyinself-
editingandproofreadingfor
capitalization,organization,
punctuation,andspelling
• Usecorrectsubject/verb
agreementandconsistency
oftense
• Createafinaldraftreflecting
07 elementary schoollanguagearts
pre-writing,revising,and
editingstrategies
• Identifyanddistinguishthe
characteristicsofliterary
genresanddevices(e.g.,
metaphor,personification,
simile,flashback)
• Drawinferences,conclusions,
orgeneralizationsand
supportthemwithtextual
evidence
FIFTH GRADEAsstudentsexplorethemes
of“identity”throughoutthe
courseoftheyear,theyread
andwriteandpresentina
rangeofgenres,including
prose,poetry,anddrama
withthegoalofbecoming
increasinglyconfident,
thoughtfulreadersand
expressive,versatilewriters.
Reading
Thegradualshifttowardmore
advancedcomprehensionand
analyticalthinkingcontinues.In
bookgroupsandindependently,
studentsreadfromawide
rangeofgenresandpractice
comprehensionskillsthrough
avarietyofstrategies,such
asidentifyingtheme,making
connections,drawing
conclusions,analyzingtext,and
recognizingcommonliterary
elements(plot,characters,
setting,conflict,andresolution).
Thereading-writingconnection
ismadeasstudentsannotate
andwritereadingresponses.
Writingskillsaredeveloped
withguidedanalysisand
modelingofdistinguished
authors’styles.Favorite
authorsincludeChristopher
PaulCurtis,SharonCreech,
MadeleineL’Engle,and
ElizabethGeorgeSpeare.
Asliteratureisincreasingly
integratedwithsocialstudies
themes,emphasisisplacedon
thefollowing:
• Historicalfiction:looking
atchangesinidentityover
timewithaparticularlookat
genderrolesinColonial
Americanhistory
• Authorstudies:Howdoes
anauthorcreateacharacter’s
identity?
• Multiculturalstudies:
stereotypes,multiple
perspectives,and
“unlearning”withalenson
waysoneisable,lessable,or
differentlyabled
Throughouttheyear,
studentsareexpectedto
readeverydayandare
requiredtopracticereading
aloudtoincreasefluencyand
improveoralpresentation
skills.Fifthgradestudentsmay
serveontheannualWildwood
MedalCommittee.Inthis
much-lovedtradition,students
decidethroughconsensus
whichofthefivenominated
booksshouldbeawardedthe
WildwoodMedalbasedon
literarymeritandeffective
portrayaloftheLifeSkills.
TheoptionalWildwoodMedal
programprovidespassionate
readerstheopportunityto
challengethemselvesina
funcollaborative,and
meaningfulway.
Writing
Fifthgraderswriteforvarious
audiencesandpurposesacross
thecurriculum.Studentswrite
daily,oftenrespondingtoa
prompt,asentence“stem,”a
photo,acurrentevent,ora
poemoftheday.Larger
assignmentsrequirestudents
tofollowthefullwriting
processofpre-writing,revising,
andproducingafinaldraft.
Studentworkissharedand
celebratedinmanyways:haiku
atthePoetryMuseum,
monologuesaccompanying
theirhandmademasksatthe
visualartsexhibition,orletters
totheircongressperson
regardingtheneedsofdisabled
people.
Word Work
Literacylessonsencompass
wordpatternsandorigins,
phonics,spelling,punctuation,
proofreading,grammar,
andvocabulary.
Essential Skills:
• Fictionalizedmemoir—
elaborateandexpandon
personalexperiencesusing
therealisticfictiongenre
• Expositorywriting,with
afocusoninformationand
opinion-basedparagraphs
• Useofpoeticdevicessuchas
imagery,assonance,
repetition,rhyme,and
metaphor
• Discernmainideas,concepts,
andevidenceintext
• Understandandrecognize
themesandcommon
literarydevices(e.g.,imagery,
symbolism,foreshadowing)
08 elementary schoollanguagearts
g FEATURE PROJECT: Poetry Museum. The 5th grade poetry unit focuses students on reading, listening to, and writing poetry of all kinds. At least 10 different styles of poetry, ranging from acrostic to haiku are explored, and students experiment with creating their own verses. Families and friends are invited to the Poetry Museum, showcasing student poems presented in colorful and creative desktop galleries.
09 elementary schoollanguagearts
PODS (K-1) Studentsareexposedtotwo
majorunitsofstudy:“Homes
andHabitats”and“TheWorld
ofWork.”
“HomesandHabitats”learning
respondstotheessential
question,“What is home?”
Studentsexplorekeyconcepts,
includingdifferentkindsof
families,needsvs.wants,
differentkindsofhomesand
habitats,resources,andmost
important,theirownhome
andfamily.
In“TheWorldofWork,”
childrensearchforanswersto
theessentialquestion,“What is work?” Theybegintheyear
byaskingthemselveswhat
kindofworktheydoandby
discoveringthedifferentjobs
atourschool.Through
neighborhoodwalks,students
seepeopledoingvariouskinds
ofwork,bothpaidandunpaid,
andgainanunderstanding
oftheinterconnectednessof
variousprofessionsandthe
rewardsandchallengesof
meaningfulwork.
Bothunitsofstudyare
organizedaroundhands-
onprojects,fieldtrips,and
inquiry.Throughwriting,art,
dramaticplay,interviews,
blockbuilding,anddiscussion,
everychildisencouraged
tofollowtheirinterestsand
naturalcuriositywhilegaining
anunderstandingofthe
conceptsofinterdependence,
communication,diversity,
impactontheenvironment,and
theimportanceofrelationships.
ESSENTIAL SKILLS:• Understandconceptsof
wantsandneeds
• Identifyanddiscuss
communityjobs
• Appreciatemulticultural
society/stylesoffamily
structures
• Understandconceptof
responsibilitiesofindividual
togroup
• Createtwo-andthree-
dimensionalmapsofhome,
school,andneighborhood
• Understandconceptofthen
andnow
SECOND GRADEThe2ndgradesocialstudies
curriculumisguidedbythe
essentialquestion,“How are our lives impacted by living in a coastal community?” Students
exploretherelationships
betweenplants,animals,and
thepeoplelivingandworking
nearthecoast.Launchedona
yearlongjourneytodiscover
whatthecoastoffersusin
termsofwork,food/resources,
andrecreation,students
considerhowgeography
affectsoureverydaylives.
FieldtripstotheLosAngeles
Harbor,thefarmersmarket,the
aquarium,BallonaWetlands,
SantaMonicaPier,andThe
MarineMammalRescue
Centerareintegratedinto
discussionsandlearningabout
transportation,climate,trade,
andagricultureasstudents
developanunderstandingof
social studies
BuildingChildrenembarkonajourneyofdiscoveryofourworldinkindergarten,exploringtheir
communitiesandconsideringtheirplacewithinit.Ourmulticulturalcommunitiesandcountrycome
intofocusaschildrenconsidertheirhomesandfamilies,schoolandneighborhoods.Studentslearn
toquestionandfindanswersbyresearching,building,reading,interviewing,writing,performing,and
expandingtheirknowledgethroughfieldtripsandexcursions.
Thecurriculumspiralsoutwardaschildrendevelopcognitively.The2ndgradethemeof“OurCoastal
Community”focusesontherewardsandresponsibilitiesoflivingnearthecoast.ThecityofLos
Angeles—pastandpresent—isatthecenterof3rdgradestudies.In4thgrade,studentsconsiderthe
diverseandgreatstateofCalifornia,while5thgradelearningisfocusedonournation’sfoundingand
growth.Throughoutthesocialstudiesprogram,everychild’scuriosityandimaginationisencouraged
astheirawarenessgrowsaroundwhatitmeanstobeaninformedandengagedcitizen.
010 elementary schoolsocialstudies
thecomplexityoftheircoastal
communityaswellasstrategies
toensureitsvitality.Children
participateingroupprojects,
discussions,blockbuilding,
reading,writing,gardening,
andartexperiences.Service
learningprojectsreflect
curricularthemes.
ESSENTIAL SKILLS:• Understandneedfor
communitynorms
• Appreciatedifferencesand
similarities
• Understandinfluenceof
climateandlocation
• Understandandusetime-
sequenceterms,change
overtime
• Understandconceptof
goodstomarket
THIRD GRADEThefocusofstudyisour
diverseandgrowingcity,
beginningwithitsearlyhistory
andcontinuingwithitsgrowth
tomoderntimes.Withan
overarchingthemeofcultures
throughouttheLosAngeles
area,studentsexploreand
researchthevariousgroupsof
peoplewhohaveshapedour
city.Guidedbytheessential
question,“What is culture?”
3rdgraderslearnabout
ethnicity,religion,family
values,thearts,politics,and
language.Theconceptsof
cultureandcommunityare
coveredthroughthe
explorationofancientLos
Angeles,theTongvaandtheir
contactwithEuropeans,theEl
Pueblosettlement,andhow
otherculturalgroups
contributetoLosAngelesas
thecitychangesovertime.
Throughfieldtripsto
significantlocationsand
landmarksinLosAngeles,
includingtheJapanese
AmericanNationalMuseum,
WattsTowers,OlveraStreet,La
BreaTarPits,andtheCentral
BranchoftheLosAngeles
PublicLibrary,3rdgradersgain
anunderstandingoftherich
anddiversecultural
contributionsfromAngelinos
pastandpresent.Thirdgraders
enjoylearninginhands-onways
(harvestingtulefromMadrona
Marshtobuildalife-sizeNative
Americandwelling)tousing
appropriatetechnologicaltools
(inspiration,podcasts,and
Keynoteintheirindividual
researchprojects).TheLos
Angelesbasinprovidesa
backdropfor3rdgradersto
enlargetheirrepertoireof
geographicandmapmaking
skills.
ESSENTIAL SKILLS:• Correctlyapplytermsrelated
totimeandchronology
• Readandcreatemapsusing
akey,compassrose,and
elevationsymbols
• Describethecultural
interactionamongpeoplein
LosAngeles
• Demonstratean
understandingofahistorical
figure’spointofview
g FEATURE PROJECT: Cultures of Los Angeles. Third graders study the great diversity of our city, discovering the hundreds of nationalities represented and languages spoken here. Students select a culture to research, gaining awareness that immigrants bring much more than language from their country of origin to their new home. Study begins with home-country traditions and how that culture looks here. Students make maps and Keynote presentations to share with families and peers.
FOURTH GRADELaunchedbytheessential
question,“What happens when one culture encounters another?”4thgradersconsider
thebeautyanddiversityof
California’speople,history,
land,andanimals.Ouryearlong
VoicesoftheWestproject
invitesstudentinquiryand
evaluationoftheimpactthat
NativeAmericans,Spanish
explorers,missionaries,
rancheros,goldrush49ers,
pioneers,andAsian-and
African-Americanshadonthe
OldWest,ononeanother,and
onthenaturalenvironment.
Studentswritefromthe
perspectiveofeachofthese
groups,andtheydiscuss
intent,impact,andcommunity
building.California’sregional
contrastsandcommonalities
comeintofocusthroughfield
tripsandindividualreportson
011 elementary schoolsocialstudies
aCaliforniaanimal.Exploring
questionsofstatehoodand
citizenship,studentsaccess
primaryandsecondarysources.
ESSENTIAL SKILLS:• Identifysimilaritiesand
differencesbetweenthepast
andpresent
• Understandhowthenatural
resourcesofageographical
locationinfluenceculture
• Readandcreatemapsusing
akey,scale,compassrose,
andgridlines
• Demonstratean
understandingofanother
cultureorhistoricalfigure’s
pointofview
• Describethesocial,political,
cultural,andeconomiclife
andinteractionamongpeople
inCalifornia
FIFTH GRADE
Forming Our Nation
Guidedbytheessential
questions,“What contributed to America’s quest for independence?” and “How did American values develop?”studentsbeginto
understandtheperspective
andexperiencesofthemany
peoplewhomadeearly
America.TheyexploreNative
Americans,explorers,colonists,
immigrants,slaves,free
African-Americans,pioneers,
andgovernmentleaders.
Studentsdevelopagrowing
awarenessofthewaysthey
learnaboutthepastandthe
methodsandtoolsofthe
historian.Fifthgradersstudy
howeventsandideasshaped
theUnitedStates.Considering
historythroughtheeyesofthe
peopletheystudy,students
areaskedtoreflectonhow
genderandabilitymayhave
affectedlivesandthecourse
ofevents.Studentsdeepen
theirunderstandingofthe
interrelatednessofgeography,
economics,culture,ethics,and
politicalsystems.Students
gainanappreciationforthe
democraticsystem,thevalue
ofournation’sdiversity,and
asenseofempowermentto
workforchangewithinthe
frameworkofthelaw.Research
projectsinvolvemultiple
technologies,includingGoogle
Docs,iPhoto,ComicLife,iPads,
andKeynote.
ESSENTIAL SKILLS:• Identifyandinterpret
multiplecausesandeffects
ofhistoricalevents
• Placekeyhistoricevents
andpeopleinchronological
sequenceinageographic
context
• Differentiatebetween
primaryandsecondary
resources
• Poserelevantquestions
anddrawconclusionsabout
informationencounteredin
documents,photographs,
maps,andartifacts
g FEATURE PROJECT: Three Branches: Government Simulation. This simulation features 5th graders serving in roles representing each branch of government:
executive, legislative, and judicial. Students study balance of power concepts before Congress convenes. Recently, one piece of legislation proposed that the school Commons be made smaller to build a bigger garden to help feed the hungry. The House and the Senate passed the legislation, and Wildwood’s president signed the bill into law.
012 elementary schoolsocialstudies
PODS (K-1)Studentsbegintheirtimein
thesciencelabexploringthe
fivesensestomakecareful
scientificobservations.Pod
studentslearntomake
hypothesisandunderstand
theconceptofgravityasthey
investigatethescienceoftoys.
Duringaunitonplantand
animallifecycles,Podstudents
plantseedsandobservetheir
growthovertime.Dissecting
limabeans,childrensee
firsthandthatseedscontain
newbabyplants.Theyalso
studythefourstagesofa
ladybug’slifecycle,learning
thatladybugsarebeneficial
insectswhentheyrelease
themintotheWildwood
communitygarden.
ESSENTIAL SKILLS:• Learnanduselaboratoryand
equipmentsafely
• Childrenidentifythemselves
asscientistsbreaking
stereotypes
• Makeaccurateobservations
usingthefivesenses
• Conductexperimentsto
gatherdatainpictures,words,
andnumbers
• Determinepropertiesof
objects:magnetism,
buoyancy,andflexibility
• Understandtheroleof
beneficialinsects
SECOND GRADEUsingthescientificmethod,
students“thinklikeascientist.”
Studentsbeginbychallenging
claimsbyvariouspaper-towel
brands,andtheyinventoriginal
experimentstestingproperties
suchasstrengthand
absorbency.Furtheringtheir
explorationofpropertiesof
matter,2ndgraderscompare
fruitsandvegetablesto
determinedifferencesand
similaritiesinshape,size,
weight,andcolor.Second
gradersalsoexperimentwith
liquids,gases,andsolidsto
expandtheirknowledgeof
matter.
ESSENTIAL SKILLS:• Understandandusethe
scientificmethod
• Understandcomponentsof
anecosystem
• Determinehowdifferent
organismssurviveinvarious
environments
• Learnhowplantsconvert
energyintheprocessof
photosynthesis
• Understandthatmatteris
composedofliquids,solids,
andgases
THIRD GRADEFood,nutrition,anddigestion
arethefocusasstudentsgain
anunderstandingofmore
complexsystems.Students
learnaboutthestructureof
organismsanddiscoverhow
thehumandigestivesystem
takesthenutrientsoutoffood,
deliversittoothersystems
science
Ourinquiry-basedprogramencourageschildrentosatisfytheircuriositiesthroughexperiences.
Presentedwithopen-endedquestions,studentsgatherevidence,conductexperimentsinthelaband
inthefield,proposesolutions,andcollaboratewithoneanothertodefendtheirthinking.Experiential
lessonsdeepencontentknowledgeinrelevantways.Studentsgainawarenessofthenaturalworld
whileenhancingskillsneededinaworldofrapidlyexpandingscientificknowledge.Studentsconnect
concepts,developcritical-thinkingskills,andgainconfidenceincommunicatingtheirideasclearly.
Podstudentsareintroducedtothescientificmethodbyconsideringthefivesenses,theconceptof
gravity,andplantandanimallifecycles.Secondgradersusetheirquestioning,observing,measuring,
andconcludingskillswhileexploringthepropertiesofmatter.In3rdgrade,studentsstudythemore
complexsystemsoffood,nutrition,anddigestion,usingWildwood’scommunitygardenasalab.Our
4thgradersapplyscientificmethodsinstudyingthesolarsystem,astronomy,platetectonics,and
earthquakes.Fifthgradersconsiderthebuildingblocksoftheuniversethroughthestudyofatoms,
machines,robots,andNewtonianphysics.
013 elementary schoolscience
inthebody,anddisposesof
waste.Studentslearnwhich
nutrientsareessentialforthe
bodyandhowgoodeating
habitscontributetogood
health.Inconjunction
withthe3rdgradesocial
studiescurriculum,3rdgraders
studythewatercycle.Guided
bytheessentialquestion,
“How do natural cycles balance and regulate the Earth and its atmosphere?” studentsuse
theirknowledgeofthe
watercycleandLosAngeles’
waterconsumptiontosearch
forwaystobetterconservethis
naturalresource.
ESSENTIAL SKILLS:• Understandthatthefood
chainconsistsofproducers,
consumers,anddecomposers
• Understandthatplantsare
theprimarysourceofenergy
enteringthefoodchain
• Knowsequentialstepsof
digestionandtheroleofeach
organandcomponent
• KnowthatmostofEarth’s
waterispresentassaltwater
inoceanscoveringmostof
theplanet
• Learnwhytheamountof
freshwaterinrivers,lakes,
undergroundsources,and
glaciersislimited
g FEATURE PROJECT: Healthy Green Growers. Third grade scientists document the Wildwood community garden’s viability. Students divide the science lab’s bed into thirds and test the soil using a range of broccoli
seedlings and organic fertilizers. Students cultivate and care for the plants. Over two months, students record growth, measuring plant height, leaf growth, and overall appearance of health. Observations are recorded in Google Forms.
FOURTH GRADEAfocusonearthsciencesis
guidedbyessentialquestions,
including “What makes Earth different from all the other planets?” and“How do scientists use their knowledge of our planet to understand other planets?”Fourthgraders
gainafoundationforgeology,
includingthestudyofEarth’s
structure,plateboundariesand
platetectonics,earthquakes,
minerals,weatheringand
erosion,andtherockcycle.
Studentsareintroducedto
astronomywithaconcentration
onoursolarsystem,covering
suchtopicsasthebasic
organizationofouruniverse
andwhereourgalaxyandsolar
systemfitintothatstructure,
theplanetarymoonsystem,
thecompositionoftheplanets,
asteroids,meteorites,and
comets.
ESSENTIAL SKILLS:• Determinecauseandeffect
• Understandmatterassmall
particlescalledatomsthat
combinetoformmolecules
• Identifyigneous,sedimentary,
andmetamorphicrocks
• Compareandcontrast
characteristicsofeachplanet
• Understandbasicplate
tectonics,earthquakes,and
volcanoes
g FEATURE PROJECT: Solar System Travel Agency. Guided by the premise that Earthlings are bored with typical vacation spots and can now travel to other planets within our solar system, each 4th grader selects a planet as an exciting new travel destination. Students create brochures, maps, and tag lines selling their planet to tourists by using information gathered in books and on a trip to the Griffith Observatory and by using the Solar Walk application.
FIFTH GRADEStudentsbegintheirfocus
onthephysicalsciences
answeringtheessential
question,“What is the building block of everything in our universe?” Studentslearn
howtobuildmodelsofatoms
andmolecules,understand
chemicalandphysical
propertiestodeterminean
unknownsubstance,draw
diagramsofslidesamples,
andusemicroscopestosolve
aforensicmystery.The5th
gradeintensivescienceunit
centersonNewton’sthreelaws
ofmotions,simplemachines,
carbuilding,andprogramming
NXTMindstormsrobots.
014 elementary schoolscience
ESSENTIAL SKILLS:• Demonstrateunderstanding
Newton’slawsofphysics
• Identifythepurposeand
functionsofsimplemachines
• Designandbuildsimpleseries
andparallelcircuits
• Plan,conduct,andrecorda
simpleinvestigation
• Predicttheoutcomeofan
investigationandmonitor
resultsforaccuracy
015 elementary schoolscience
PODS (K-1)Childrendiscoverthevalueof
knowingmanywaystosolve
agivenproblem.Teachers
guidestudentsthroughaseries
ofstrategiessuchasdirect
modelingtohelpthemsolve
wordproblemsandtoexpress
mathematicalthinking.
Otherstrategiesinclude
doubling,makingtens,and
decomposingnumberstomake
themmoremanageableto
workwith.Eachstudentkeeps
amathjournaltocreatea
recordoftheirmathematical
thinkinginpictures,numerals,
andwords.Orallysharingtheir
problem-solvingstrategies
providesanopportunityto
practiceclearmathematical
communication.
ESSENTIAL SKILLS:• Countasetofobjectsup
to20
• Combinetwosmallquantities
• Sortasetofobjects
accordingtotheirattributes
• Copy,construct,andextend
patterns
• Demonstratefluencywithtwo
addedcombinationsof10
g FEATURE PROJECT: Pod Café. Students create their own restaurants in this project focused on money math. In small groups, students decide on an original name and type of restaurant. With food made from clay and other materials, students buy and sell meals at friends’ restaurants with a small budget. Students demonstrate their ability to read prices, count out and pay for each item, add different amounts, and make change.
SECOND GRADEStudentsextendtheir
understandingofbase-10
notation,buildfluencywith
additionandsubtractionwithin
100and1,000,broadentheir
knowledgeofgeometryand
measurement,andprogressto
morecomplexproblem-solving
strategies.Studentsbeginto
seetheconnectionbetween
additionandmultiplication,
andtheyenjoychallenging
themselveswithlogicproblems
andpuzzles.Studentscreate
agreenmarket,takeout
loans,makesales,andhonea
rangeofskillsincomputation,
deepeningtheirunderstanding
ofmathconcepts.Students
begintousevariousweb-based
gamesandsoftwareprograms
toenhanceagilitywith
mathfacts.
ESSENTIAL SKILLS:• Solvewordproblems
involvingdollarbills,quarters,
dimes,nickels,andpennies
• Identify,create,andanalyze
differenttypesofgraphs
usingsymbolsandnumbers
• Describeandanalyzeshapes
byexaminingtheirsides
mathematics
WithWildwood’smathematicsprogramgivesstudentsadeepunderstandingofmathconcepts,
emphasizingskillsandstrategiestosolveproblemsinareal-worldcontext.Thecurriculummakesmath
meaningfulbyconnectinglessonsandprojectstoeverydaylifeandbybuilding“mathesteem,”whichis
crucialforeverystudent.
OurelementaryprogramusesCognitivelyGuidedInstruction(CGI),aresearch-basedapproachlinked
tothenationallyrecognizedCommonCoreStateStandards.CGIappreciateschildren’sintuitive
mathematicalthinking,emphasizesproblemsolvingoverrepetition,andbuildsmathematical
understandingthroughquestioning.
InconjunctionwithCGI,WildwoodusestheInvestigationsinNumber,Data,andSpacecurriculumto
helpstudentsunderstandfundamentalideasofnumbersandoperations,geometry,andearlyalgebra.
Throughdirectinstruction,independentexploration,manipulatives,andmathgames,studentsdevelop
fluencyinbasiccomputation,mathematicalconcepts,andmathematicalreasoning.
016 elementary schoolmathematics
andangles
• Knowadditioncombinations
to10+10
• Developstrategiestosolve
additionandsubtraction
problemswithtotalsupto100
THIRD GRADEStudentsfocusonfivecore
units:multiplication,division,
fractions,graphing,and
geometry.Embeddedineach
coreunitistheopportunityfor
studentstofurtherdevelop
numbersenseandcomputation
skillsacquiredintheprimary
grades.Connectingstudent
interestwithimaginative
projectskeepsmathfunand
engaging.Projectsinclude
visuallyandnumerically
illustratingrepeatedaddition
andmulti-digitmultiplicationto
create“CrazyBugBooks,”work
withice-creamscoopfractions,
anduseGoAnimatetocreate
multiplicationcartoons.
Thecurriculumintegratesmath
withothersubjectstomakeit
clearthatmathiseverywhere.
Integratinglanguageskills,3rd
graderscreate“TheEnchanted
Enchilada,”atastytaqueria,
studentscreatemenus,take
orders,andmakechangein
Spanish.Studentscontinue
theirdevelopmentofproblem-
solvingstrategiesbyusing
expandednotation.
ESSENTIAL SKILLS:• Addandsubtractthree-digit
numbers
• Createandanalyzebar
graphs,lineplots,andtables
• Identifyattributesoftriangles
andquadrilaterals
• Knowmultiplication
combinationsupto50
fluently
• Writeandsolvemultiplication
anddivisionproblemsin
context
• Orderfractionsandfind
equivalentfractions
FOURTH GRADE
Focusingonfivemainunitsof
study,thisyearprogresses
throughnumbersand
operations,patterns,functions
andchange,geometry,and
dataanalysisandprobability.
Fourthgraderscontinueto
developmultiplestrategiesto
solveproblems,oftensharing
themwitheachotherviathe
documentcameraorSMART
Board.Theylearnthe
multiplicationcombinationsto
12x12inordertosolve
problemsfluentlyand
efficiently.Students
extendtheirknowledgeofthe
base-10numbersystemand
workwithnumbersupto
10,000.AFibonacciProject
guidesstudentsthrough
discoveriesofpatternsin
natureanddemonstrateshow
tomanipulateratiosto
determinethegoldenmean.
Usingtables,graphs,and
coordinategridstorecord
values,theyalsostudythe
orderandequivalenciesof
fractionsanddecimals.Building
ongeometryknowledge,
studentsmeasureangles,
classify3-Dshapes,and
investigategeometricsolids
andvolume.
ESSENTIAL SKILLS:• Identifywholenumbersto
thebillions
• Multiplyawholenumberof
uptofourdigitsbyaone-digit
wholenumberandmultiply
twotwo-digitnumbersusing
multiplestrategies
• Findwhole-numberquotients
andremainderswithupto
four-digitdividendsandone-
digitdivisorsusingmultiple
strategies
• Determinetheunknown
numberthatmakesan
equationtrue
• Usethefouroperationsto
solvereal-lifeapplications
g FEATURE PROJECT: Crazy Bug Books. Students create and design authentic “Crazy Bugs” that visually and numerically illustrate the concept of multiplication. Students count using repeated addition, write a word sentence telling the multiplication story, and write the multiplication sentence. There are three Blue Surfer Bugs with five legs. For example: there are three groups of five legs. 5+5+5= 15 legs. 3x5= 15 legs.
FIFTH GRADEThisyear,studentsapplyskills
andseethemathinaction.
Choosingfrominterest-based
activities,studentscan
017 elementary schoolmathematics
workwithsportsstatistics,
explorethegeometryof
dance,makecommercialsfor
newbusinesses,andcreate
andusemockstockmarket
portfolios.Theseactivities
demystifythepurposeof
learningmathwhilesparking
curiosityandconfidencein
youngmathematicians.Areas
ofstudyincludenumbers,
operationsandalgebraic
thinking,fractions,proportions,
percentages,measurement
anddata,andgeometry.
Classesmeetinwholeclass
andsmallinstructiongroups.
Eachstudentischallenged
appropriatelywithnoceiling
astowhatcanbelearned.An
optionalweeklyalgebragroup
meetingisopentostudents
whoarereadyformore
sophisticatedchallenges.
ESSENTIAL SKILLS:• Usevariablestorepresent
numbersandwrite
expressionswhensolving
areal-worldormathematical
problem
• Order,add,subtract,multiply,
anddividedecimalsuptothe
hundredthplace
• Solvemulti-digitproblems
involvingpositiveand
negativenumberswithall
fouroperations
• Calculatepercentage
increasesanddecreases
• Findtheareaofrectangles,
triangles,quadrilaterals,and
circumferenceofacircle
018 elementary schoolmathematics
PODS (K-1) Drawingoncommunity,the
worldaroundus,andglobal
travel,studentsbecome
familiarwithSpanishgreetings,
numbers,colors,partsofthe
body,articlesofclothing,
familymembers,andfarm
animalsthroughsongs,story,
andmovement.Emphasisis
placedonbuildingvocabulary
aschildrengainathorough
understandingoffollowing
directionsandcommandsin
Spanish.
ESSENTIAL SKILLS:• Useappropriategreetings
andintroductions
• Identifyandsaycolors
• Countobjectsupto20
• Identifyandsaypartsofthe
bodyandarticlesofclothing
• Useoftheverbestar (tobe)
SECOND GRADEStudentsusephrasesto
communicatetheirneedsin
Spanishandbegintomatch
Spanishvocabularywords
topictures.Topicscovered
includethemonthsofthe
year,seasons,birthdays,
andconversationalphrases.
StudentsexploretheSpanish
alphabetandbeginto
recognizewrittenwords.By
listeningandinteracting,
studentscomprehendbasic
vocabulary,syntax,and
idiomaticexpressionsessential
foreverydaycommunication.
Favoritestoriesare
readinSpanishandEnglish.
ESSENTIAL SKILLS:• Useoftheverbstener, querer, hacer (tohave,to
want,tomake)
• Makerequests(i.e.,Iam
hungry,MayIpleasehave…)
• Sayandreadthealphabet
andbasicwords
• Orderoftheseasons
• Identifyclassroomobjects
THIRD GRADEStudentsbeginreadingand
writingSpanishin3rdgrade.
Theyalsolearntoaskand
answerquestionsandfocuson
correctpronunciation.Students
learnbysingingsongsand
playinggamesinclass.They
areintroducedtothecultures
ofmanySpanish-speaking
countriesandcreatenational
flagstoshareatAllSchool
Meeting.
ESSENTIAL SKILLS:• Posequestionsusingwho,
what,when,where,andhow
• Telltime,position,andplace
• Useactionverbs
• Writeautobiographically
FOURTH GRADEStudentscontinuetodevelop
theabilitytounderstand
spokenandwrittenSpanish
andtobuildconfidencein
writingandspeakingatabasic
level.Vocabularyexpands
toincludetermsusedto
describegeographicfeatures,
theweather,verbsinpresent
tense,andexpressionswiththe
verb tener (tohave).Students’
knowledgeofvocabulary
isassessedregularlyby
evaluatingresponsestodirect
questionsaboutstoriesand
songs,writingandusingthe
vocabularycreatively,and
activelyparticipatingingames.
spanish
Spanishinstructionbeginsinkindergarten.StudentsdeveloptheabilitytoconverseinSpanish
throughgames,songs,movement,andliterature.UsingtheTotalPhysicalResponse(TPR)method,
studentsareabletofollowdirections,askandanswerquestions,andtalkabouttheirlivesinSpanish.
Childrencomprehendbasicvocabulary,syntax,andidiomaticexpressions,andtheyacquireexcellent
pronunciationandthefoundationforlearningaforeignlanguage.
In3rdgrade,readingandwritinginSpanishtakesonalargerrole.Spanishprojectsareoftenlinked
withclassroomstudiesandaretieredinordertomeettheneedsofstudentswithvaryingskilllevels.
Throughprojects,studentsgainanunderstandingofculturalelementsofSpanish-speakingpeopleand
countries,exploringfood,clothing,andrecreation.
019 elementary schoolspanish
ESSENTIAL SKILLS:• Introductionofverbsof
emotion(happy,angry,
tired,etc.)
• Adjectivegenderagreement
• Useandunderstand
geographictermsand
directions
• Usecompareandcontrast
language
• Askandanswerquestions
withpeersonagiventopic
FIFTH GRADEStudentscontinuetoexpand
theirvocabularybyincluding
newtermstodescribefood,
numbersupto1,000,anda
growinglistofverbsinthe
presenttense.Usingsongsand
storiesasprimarysourcesto
contextualizemeaning,
students’abilitytounderstand
spokenandwrittenSpanish
withconfidenceincreases.
Studentsarepromptedto
answerdirectquestionsabout
thestoriesverballyandin
writingwithparticular
emphasisonusingthe
vocabularycreatively.Students
researchaSpanish-speaking
countryandmakeanoral
presentationtotheclass.
Nowcomfortablewiththe
expressionsneededtoorder
food,studentsenjoyafield
triptoanearbyOaxacan
restaurant.
ESSENTIAL SKILLS:• Usearticlesappropriately
• Conjugateverbs
• Conversewithpeerson
selectedtopics
• Presentinformationorally
andwrittenaboutschool,
sports,andactivities
• Writeandread
correspondencewithpen
palsinSpain
g FEATURE PROJECT: Pen Pals in Spain. Each student develops a fun and friendly relationship with a student in El Claret, Valencia. Using their growing Spanish vocabulary, students create unique and personalized postcards in Spanish, including grammatically accurate information about family, hobbies, pets, sports, and life in the United States. They receive a response in English. The cross-cultural exchanges may continue by email with parental permission.
020 elementary schoolspanish
VISUAL ARTS PODS (K-1)Fundamentals of Visual Arts
Studentsdiscoverelements
ofartandprinciplesof
designthroughcolor,texture,
line,shape,form,and
patterninfundamentalsof
drawing,painting,sculpture,
printmaking,mixedmedia,and
newgenres.Artopportunities
areintegratedthroughout
thecurriculum.Students
areencouragedtohavefree
expressionwhileexperimenting
withlearnedtechniquesand
skillsineveryproject.
SECOND GRADE Portraits and Place
Linkinghumanitiesand
science,studentsconnect
theirartworkwiththestudy
of“OurCoastalCommunity”
aswellasthemulticultural
theme“Appearance.”Students
drawandpaintportraits
andself-portraitsasthey
considerskintones,smiles,
andpersonalstyle.Unitsof
studyincludedrawingwitha
focusonportraiture,painting
withafocusoncolormixing,
printmakingandsculpture,
usingfoundandnatural
materialsonourbeachesto
createtexturedworks.
THIRD GRADE Public Art
Studentscollaboratetocreate
muralsforpublicspacesin
thecity.Fromdesignconcept
toexecution,theselargeand
site-specificworksofartevolve
asstudentscommunicatewith
oneanotherandincorporate
multipleperspectives.
Independently,eachstudent
alsocreatesceramicandkiln
workandproducesaseries
ofweavingsusingarangeof
localmaterialsandtechniques
whilegaininganappreciation
forcontrastandunityinthe
visualarts.Interdisciplinary
collaborationswithperforming
artsincludescenicand
setdesignfordramatic
productions.
g FEATURE PROJECT: Painting Community Murals. Third grade students work collaboratively to design and paint a mural, incorporating the ideas of public art and site-specific art. Mural projects often are interdisciplinary, including students’ studies of community, local history, and multicultural languages. Students have created sets for plays and an abstracted mural of Los Angeles landscapes for Ink on Paper, a local printing business.
FOURTH GRADE Sculpture
Studentscreatestoryboards,
writecompletescripts,develop
andsculptcharacters,andbuild
setstofilmandedittheirown
stop-motionvideos.Workingin
visual and performing arts
Wildwood’selementaryvisualartsprogrampromotesconfidencewithmaterials,techniques,skills,and
agenuineenjoymentofthecreativeprocess.Eachchildischallengedtocloselyobserve,experiment,
makedecisions,andfindpersonalmeaninginhisorherwork.Everystudenthasopportunitiesto
draw,paint,sculpt,andexperimentwithprintmaking,ceramics,andtechnology.Artprojectsareoften
linkedtolearninginotherdisciplines.Studentsareimmersedintwo-weekrotationstocreateseveral
projectsfocusedonaspecifictheme.All3rd,4th,and5thgradestudentsalsoparticipateinafive-week
intensiveunitculminatinginanexhibitionoftheirwork.
Throughdrama,music,dance,andmovement,studentslearndifferentformsofexpressionand
cultivatetheuniquebeautyoftheirownimaginations.Ourprogramrecognizeseachcreativevoice
andnurturesandexpandseachchild’sabilitytoworkproductivelyinagroupofpeers.Musicand
performancesreflectarangeofcultures,celebratingthesimilaritiesanddifferencesamongus.All
studentsenjoyclassesinourlight-filledstudio.
021 elementary schoolvisualandperformingarts
smallgroups,studentsalso
deepentheirunderstanding
oftheelementsofartand
principlesofdesign.Each
studentalsocreatesaceramic
project,includingarealistic
animalsculptureconnectedto
hisorherstudiesofCalifornia
indigenousspecies,including
starfish,whales,andpumas.
FIFTH GRADE Human Figure
Withanemphasisonidentity,
self,andthehumanfigure,
studentscreateavarietyof
masksusingceramics,plaster,
andpaper.Studentspractice
proportioninrepresentational
figuredrawing,andthey
incorporateideasofwhat
wedon’tseewhenlookingat
someone.Studentsrefertothe
elementsofartandprinciples
ofdesignthroughouttheyear.
PERFORMING ARTS
PODS (K-1)Essential Question: “How can we use our bodies and voices to explore different characters?”
Studentsexperimentwiththe
manycolorsinourworldand
celebratethemthroughpoetry,
singing,rhythminstruments,
sign-languagesongs,games,
andstories.Imaginationtakes
studentsplaces,andtheyset
sailintotheworldofpirates
singingseashanties,designing
pirateflags,andbuilding
pirateships.Childrenexplore
improvisationandrole-playing
bycreatingpiratecharacters
andsolvingcluesonatreasure
hunt.
Essential Question:“How can stories inspire us?”Students
readmanystoriesthatopen
aworldofideasforcreating
inventions,constructing
imaginaryworlds,andexploring
howdifferentcharacterswalk
andtalk.Arainforestunitis
filledwithsingingwhileplaying
nature-inspiredmusical
instrumentsandlearningabout
theanimalsthatliveinthe
jungle.Thestudentsbringa
classicchildren’sstorytolifein
theirperformanceofThe Great Kapok Tree.
ALTERNATE YEAREssential Question: “How do we learn by using our own imaginations?” Students
arelaunchedintoouter-
spaceexploration,learning
manysongs,playingspace
games,talkingintoaspace
microphone,andtraveling
throughouttheroom“without
gravity”asimaginationssoar
onaspaceadventure.Students
laterdiveintotheworldof
dragonswheretheylearnto
singPuff the Magic Dragon
insignlanguage,readmany
dragonstories,andmeetthe
DragonQueen.
Essential Question: “How can performing arts help our problem solving and cooperation?” Children
learntosquaredance,play
percussioninstruments,and
rehearseandperformThe Hoedown.Thisoriginalplay
takesplaceonafarmand
teachesthevalueofhelping
ourfriends.
SECOND GRADEEssential Question:“How are music, movement, and acting connected?” Second
gradersexploretheoceanas
inspiration.Theysingsongs,
explorethemotionsofdifferent
seacreatures,dancewithsails,
buildanunderwaterworldout
ofblocksandfabrics,andlearn
tohuladance.Studentsare
introducedtomusictheory,
listeningtofamousclassical
composerssuchasLudwigvan
Beethoven,WolfgangAmadeus
Mozart,JohannSebastian
Bach,andClaraSchumann.
Takingturns,studentsreadand
actoutthestoryLoud Emily inclass,gainingconfidencein
usingabigprojectedvoice.
Essential Question: “How many different ways are there to perform?” Inthespring,
studentsturntheWildwood
studiointoacircus.Students
playkazoos,juggle,sing,learn
acrobatics,andclownaround.
Theyalsostudyandappreciate
themoralofthestoriesin
Aesop’s FablesandturnAesop’s
shortstoriesintoa2ndgrade
play.Studentsexplorethe
musicofDukeEllingtonandhis
impactonAmericaandmusic.
Withtwistsandturns,students
learntoswingdance.
022 elementary schoolvisualandperformingarts
g FEATURE PROJECT: Kings of Swing. Students swing into the stylings of Duke Ellington as they explore his music through his biography, a movement story, and of course dancing. Basic swing-dancing steps are learned, and each student creates his or her very own swing-dancing routine as part of this study of the era of the famous “Kings of Swing.”
THIRD GRADE Essential Question:“How do we learn about different cultures and how they view community by exploring folk tales, cultural songs, and dances?”Folktales
fromaroundtheworldand
awiderangeofculturesare
illuminatedinastory,onstage
andthroughvideo.Students
gaininsightsintoglobal
culturesandhowvarious
culturesviewcommunity.
Eachstudentspendssixweeks
investigatingoneculture,
collaboratingwithclassmates
toperformatraditionalfolk
tale.Eachstudentisexpected
tomemorizelines,remember
stageblocking,andlearna
traditionaldancefromcultures,
includingAfrican,Chinese,
NativeAmerican,andothers.
Mime
Studentsareintroducedtothis
silentartformbywatching
aprofessionalmimetroupe
performance.Next,through
silentgamesandusingthe
mimelawsofhandling,students
beginhandlingobjects,creating
characters,andtellingstories,
culminatinginafinalproject
titled“ADayintheLifeof…”
thatencouragesactingan
imaginedcharacter.Third
gradersalsoenjoylearning
Stomp—musicanddancewith
originalinstruments.
FOURTH GRADEShakespeare
Essential Question: “How do we learn about Shakespeare, his language, and times by performing a Shakespearean play?”Theworldandwords
ofWilliamShakespeareare
atthecoreofthisyear’s
intensivestudy.Thisfocuseson
A Midsummer Night’s Dream.
Fourthgradersinvestigateand
makemeaningofthetext,play
severalroles,memorizelines,
sing,learnstageblocking,and
learnaboutvocalprojection
onstage.Manystudents
createandperformoriginal
musicalcompositions,always
thehighlightofanevening
performanceforfamilyand
friends.
Hand Bells and Anthems
Aspartoftheirmusictheory
study,4thgraderslearnthe
chromaticscaleandnote
lengths,andtheyreceivea
basicintroductiontoreading
music.Afterlisteningtoand
watchingaperformance
bytheacclaimedSonos
HandbellEnsemble,students
learntoplaythehandbells
andperformasanensemble
atAllSchoolMeeting.Fourth
gradersarealsointroduced
tothedanceformcreatedby
thetroupePilobolus,which
expandsthedefinitionofdance
andsparkscreativityinthe
Wildwooddancerepertoire.
Next,thestudentstakea
lookatavarietyofdifferent
nationalanthems,fromSouth
AfricatoCanada,anddiscuss
themeaningsbehindeach.The
students’workculminateswith
writingtheirownanthems.
FIFTH GRADEEssential Question: “How are we inspired to create original work?” Studentsgain
sophisticationindeveloping
interestingcharactersand
humoroussketcheswithin
theworldofsilentfilmsand
Vaudeville.
Vaudeville
Anintensivestudyof
Vaudevillebeginsbyexploring
theperiodandhistoryofthis
Americanartformbefore
studentsjumpintoavariety-
showproduction.Students
workwithinthestructure
ofatraditionalVaudeville/
Broadwayshow,writingand
participatinginanumber
ofacts,includingmagic,
acrobatics,pantomime,joke-
telling,singing,andsoft-shoe
dancingwithprops.Students
takeonavarietyofrolessuch
ascreativedirector,costume
designer,choreographer,
photographer,lightdesigner,
program-maker,andmany
023 elementary schoolvisualandperformingarts
more.Theresultoftheir
hardworkisatruesharingof
artistryandideas.
Silent Films
Studentsbeginlookingat
varietyofshortsilentfilmsand
studyingthehistoryofthis
artformandactorsfromthe
era.Insmallgroups,students
storyboardanoriginalsilent
filmandthenchooserolesin
frontofandbehindthecamera.
UsingiMovie,studentseditthe
shortfilmsandsharethefinal
project.Instructioninmusic
theoryandinstrumentation
continuesasstudentslearn
toplaythexylopipe.Fifth
gradersalsolearnelements
ofensemblesinginginweekly
rehearsalwithWildwood’s
elementarychorus.
024 elementary schoolvisualandperformingarts
KINDERGARTEN, 1ST, AND 2ND GRADESPhysicaleducationclasses
beginwithwarm-upactivities.
Jogging,jumpingrope,
parachutegames,tumbling,
anddanceactivitiesbuild
aerobicandanaerobic
endurance.Gamesdesigned
todevelopphysicalskills
thatincludeagility,balance,
objectmanipulation,spatial
awareness,directionality,
andcreativemovementare
enjoyedinlargeandsmall
groups.Foundationalsports
skillsofjumping;catchingand
throwing;kicking,trappingand
dribbling;andvolleyingand
strikingarelearnedinafun,
noncompetitiveatmosphere.
Allpartnerandgroupplayis
supervisedtohelpchildren
developpositivepersonal
skills,self-esteem,andeasein
cooperativesocialsituations.
THIRD, 4TH, AND 5TH GRADESAschildrendevelop,games
andsportshelpinrefining
fundamentalskillsandlearning
thespecializedskills,rules,
andstrategiesneededto
playsoccer,volleyball,flag
football,basketball,field
hockey,softball,andother
sports.Sportsmanshipand
collaborativeteamplayare
emphasized.Cooperative
gameshelpstudentsbuild
relationships,enhance
communicationskills,and
provideopportunitiestowork
togetherandsolvechallenges.
AllP.E.activitiesfocusonthe
fivecomponentsofhealth-
relatedfitness:aerobic
capacity,muscularstrength,
muscularendurance,flexibility,
andbodycomposition.Children
learntosetandmaintain
physicalfitnessgoalsand
developapositiveattitude
aboutleadinganactiveand
healthylifestyle.
physical education
Wildwood’sphysicaleducationprogrampromotestheuseofLifeSkillstohelpchildrendevelop
physicalandsocialskillsandalifelongloveforhealthyphysicalactivity.Theprogram’sfouressential
componentsarereinforcedthroughplayandpractice:
• Sportsmanship—Eachstudentlearnspositivesocialbehaviorthroughmovementandinteraction
withothers.
• Physical fitness—Studentslearntodevelopandmaintainthebestpossiblelevelofperformance,
understanding,andappreciationforphysicalfitness.
• Skill acquisition—Eachstudentlearnsspecificskills,suchasthrowing,catching,striking,andkicking.
• Self-image—Studentsdevelopapositiveself-imagethatincludesawarenessandunderstandingof
one’sbody,theuseofthebodyasameansofexpression,andthebodyasaninstrumentfor
self-realization.
025 elementary schoolphysicaleducation
health
Wildwood’shealthcurriculumlaysthefoundationforeachchild’sgoalofphysicalwell-being.Ourhealth
curriculumhelpsstudentsbecomegooddecision-makerswithhealthygoalswhenfacedwithlifestyle
choices.Thehealthprogramconsistsofthefollowingcomponents:
• Physical health—thehealthofthedevelopingbody
• Mental and emotional health—thehealthofthemind,includingfeelingsandthoughts
• Social health—relationshipswithotherpeople,includingfamilyandfriends
Throughdiscussionsandactivities,studentsdevelopLifeSkillsandtoolstoleadhealthylives.These
skillsincludedecisionmaking,goalsetting,howtoobtainhelp,stressmanagement,refusalskills,and
conflictresolution.Bydevelopingtheseskills,studentsenhancetheirself-esteemandtheirabilityto
beeffectivecommunicators,criticalthinkers,respectfulcitizens,andresponsibleandhealth-conscious
individuals.
Topics include:
• LifeSkills
• Conflictresolution
• Nutrition
• Substanceabuseprevention(presentedinanage-appropriatemanner)
• Safety
• Fitness
technology and library resources
AtWildwood,thetoolsofteachingandlearningevolveconstantly,alongwithtechnology.Intoday’s
Internetandapp-saturatedenvironment,evenourkindergartenand1stgradestudentsarrivewithsome
degreeoftechsavvy.Ourteachers,librarians,andtechnologyspecialistsembracestudents’curiosity
andcapabilitiesbycoachingstudentsinusingtechnologytofindwhattheyneed,whetherit’sagood
readorinformationoninsectsforascienceproject.Studentsareguidedwiththeunderstandingthat
theyaregainingcriticallifelongskillsininformationgatheringandsharing.
Learningviamultimediaauthoringsoftwareinviteswriting,painting,drawing,andinformationretrieval
online.Asskillsgrow,studentsin2ndgradelearnhowtointegratetextandimages,workiniMovie,and
respondtoclasswordviaaSMARTBoard.By3rdgrade,students’individualskillsarereinforcedasthey
learntointegratetheirownvoicesinshortfilmsandaudioandstrengthentheirkeyboardingskills.
Everystudentreceivesinstructiononhowtoconstructfruitfulqueriesininformationgathering.In4th
grade,studentsengagedinresearchparticipateinconversationsaboutwebsitecredibility,andtheyare
encouragedtousetechnologycreativelytoexpresswhattheyarelearninginavarietyofways.By5th
grade,studentshaveahighlevelofdexterityusingsoftwareandapps.ProjectsintegrateusingtheiPad
asamobiledocumentcamera,AppleTV,andsecuredsocialnetworkstoanswerteacherquestionsand
collaboratewithpeers.
026 elementary schoolhealth/technologyandlibraryresources
community involvement Wildwood’selementaryCommunityInvolvementprogramengagesstudentsinclassandschoolwide
projectsandpartnershipsthataimtobemutuallybeneficial,thatarerelatedtoclassroomlearning,
andthatrespondtoarealneed.Ourcommunityinvolvementendeavorsaredesignedtocreate
relationshipswithpeople,organizations,andtheenvironmentovertheschoolyear,andoftenmany
years.
AsPodthemesvary,studentservicelearningprojectsfollowcoursework.For“TheWorldofWork,”
studentsorganizeandrunarestaurantinthemorningsforfamilies.ProceedsbenefitTheMarine
MammalRescueCenterandaschoolinSouthAfrica.
Secondgradersstudy“OurCoastalCommunity”withafocusonsustainability,andtheyorganize
andrunamarketsellingterrariumsandhandmadeorganicitems.ProceedssupporttheWildwood
communitygardenandhelprefurbishthepondatanearbycontinuationschoolinCulverCity.Second
gradersalsoengageinaninterdisciplinary“HoneyBees”project,makingtheirownhoneybutterand
donatingtheproceedstoHeiferInternationalforthepurchaseofabeehiveforavillageinadeveloping
country.
ThirdgradersworkatBallonaWetlandsorMadronaMarshremovingnonnativeplants.Harvestingtule
thatneedstobethinnedprovidesaneededservice,anditalsoprovidesstudentswiththerawmaterials
tobuildamodelNativeAmericandwellingemployinganauthenticmethodusedbytheTongvapeople
whoinhabitedtheLosAngelesarea.
FourthgradersmakeregularvisitstoSamoshelwheretheypreparelunchesanddistributethemto
peopleattheshelter.
FifthgradestudentshavemeaningfulrelationshipswiththeirpeersatMcBrideSpecialEducation
Center.Wildwoodstudentsworkandplaywiththeirfriendswithspecialmentalandphysicalneeds.
TheCommunityInvolvementKids,astudentleadershiporganization,frequentlyundertakesschoolwide
projects,ofteninresponsetoadisastersuchasthetsunamiinJapanortheearthquakeinHaiti.
027 elementary schoolcommunityinvolvement
middle school
Wildwood’smiddleschoolprogramofferseverystudentintellectualandcreativeopportunitiesinan
activelearningenvironment,whereadolescentdevelopmentisunderstoodandfullysupported.
Middleschoolacademicsareincreasinglyrigorousasstudentsarechallengedinaninterdisciplinary
humanitiesclass—illuminatingsocialstudiesandlanguagearts—andmathematics,science,and
Spanish.Buildingonthecritical-thinkingskillsdevelopedinelementaryschool,Wildwoodmiddle
schoolstudentscultivateanabilitytoexamineandunderstandcomplexconcepts,investigateandbuild
evidence,andpresentfindings.Technologyandlibraryproficienciesmaturewithinstructionusinga
rangeofsoftwareandemergingtechtools.Classesinthevisualandperformingartsgiveeverystudent
opportunitiestolearnandhonetechniqueandexperimentwidelyintheartsandmusic.P.E.courses
helpeverystudentsharpenskillsandunderstandthebenefitsofphysicaleducationandhealth.
Middleschoolenrichmentopportunitiesincludeenvironmentalandintergenerationalcommunity
involvement,whileWildwood’smulticulturalprogrammingexplorespositiveidentitydevelopment
foreverystudentthrougharangeofclassroomexperiences,events,andclubs.Academicsupportis
provideddailyinadvisorywhereteacher/mentorsandasmallgroupofstudentsofferadultandpeer-
to-peerrelationships.TheHabitsofMindandHeartarefluidlyrepresentedthroughthecurriculum,
providingasetofvaluesandskillsthatwillservestudentsthroughouttheirstudiesandinlife.
029 middle schoolintroduction
030 middle schoolprogram
6th Grade 7th Grade 8th GradeHumanitiesStudents study history and language arts as humanities throughout their middle school experience. Understanding historical sources as literature and reading literature as primary documents allows a full picture of an era to emerge.
Ancient
Civilization:
Howliterature,
history,and
cultureshape
students’voices
Year1:GlobalStudies—
Geography,culture,leaders,and
developmentofbeliefs
Year2:AmericanStudies—How
wars,geography,andeconomic
factorsshapedearlyAmerica
MathematicsCoursework builds sequentially upon previously acquired skills. Our program responds to skill-readiness rather than grade level and the ability for students to understand abstract concepts.
Pre-Algebra
Foundations
Pre-Algebra
Algebra
Pre-Algebra
Algebra
Geometry
Algebra
Geometry
ScienceOur inquiry-based program requires students to formulate hypotheses and employ the scientific method to answer questions using critical-thinking skills. Learning is “minds-on” and interactive, replicating real-word application of the sciences.
General
Science:
Foundationsof
lifeandphysical
sciences
LifeScience:
Plantand
animallife
cycles
EarthScience
andthe
Environment:
Investigations
oftheEarth’s
systemsand
sustainable
living
SpanishLos Angeles provides the setting for students to apply our participatory approach to teaching a foreign language. In the classroom and the community, students engage in active use of Spanish.
Spanish1A Spanish1B Spanish1C
Arts Students rotate through arts courses each trimester, allowing them to grow creatively while studying technique and experimenting in each discipline. Entering 9th grade, students have studied a full year of each of the arts and are well prepared to choose an arts focus in upper school.
VisualArts:Elementsofdesignandprinciplesof
art
PerformingArts:Formsofimprovisation,dramatic
plays,monologue,andensemblework
Music:Interplayofrhythm,melody,andharmony
usingensembleinstruments
Physical Education Students are guided to develop healthy attitudes and practices for mind and body with an emphasis on lifelong wellness, sportsmanship, and skill-building.
PhysicalEducation:Developmentofstudent
interestsandskillsthroughindividualandteam
activities
middle school program
Wildwood’smiddleschoolcurriculumisdesignedtobuildskillsandinviteinquiryacrossthedisciplines.
Thescopeandsequenceofthecoursesismappedhereforeasyreference,andtoillustratehowthe
teachingandlearningofmaterialsisconceptuallyrelated.
031 middle schoolhumanities
HUMANITIES: ANCIENT CIVILIZATION (6TH GRADE)Essential Question: “Who am I and what is my voice?” Studentslookathowwriters,
artists,dancers,andmusicians
exploretheirworldsandtheir
multiculturalselves.Students
observehowdiversecultures,
histories,andexposures
contributetotheperspectives
andvoicesofthesecreative
people.Studentsreadarticles
andnovelsaboutyoungpeople
theirages,alikeanddifferent,
whohavestruggles,challenges,
andachievementstoshare.The
unitsofstudyhelpstudents
explorewhotheyareand
howliterature,history,and
cultureshapetheirvoices.
Theyalsoexploreancient
civilizationsandthemanylives
representedthere.Students
usethedifferentformsof
writing(narrative,persuasive,
informative,andexpository)to
learnabouttheirownvoices.
ESSENTIAL SKILLS:• Organization
• Reading,writing,and
discussionabout
literature
• Researchmethodology,
includingcitingsources
accuratelyinreporting
• Criticalthinkingaboutthe
influenceofdiversityof
cultureonperspective
andvoice
g FEATURE PROJECT: I Am My Own History. This interdisciplinary project combines research and writing to illuminate how history defines each of our lives through recording everyday events, significant memories, and interviews with family members. Each student writes a deep personal history while building connections with classmates and across generations. Projects are shared with grandparents in a student-hosted evening event.
HUMANITIES: GLOBAL STUDIES (7TH-8TH GRADES) Essential Question: “Where is the intersection of politics, economics, religion, and culture?” Aglobalperspective
islaunched,focusingfirston
IndiaandChina,byexploring
geography,culture,leaders,
anddevelopmentofbeliefs.
Studentsreadavarietyof
texts,includingscriptures
andfolktales.TwoEastern
religions,Hinduismand
Buddhism,areexploredin
literaturecircles.Expanding
thescopethroughWestern
religions,studentsmoveon
toreadandwriteaboutthe
sharedvaluesanddistinctive
differencesbetweenJudaism,
Christianity,andIslam.
Ina culminatingproject,
studentscreateeitherastory
oraninteractivegameteaching
factsaboutthethreereligions,
presentedinanevening
exhibition.
humanities
Wildwoodstudentsstudysocialstudiesandlanguageartsashumanitiesthroughouttheirmiddleschool
experience.Thisinterdisciplinarycourseisteam-taught.In6thgrade,DivisionOnestudentsexplore
ancientcivilizations.Seventhand8thgradersinDivisionTworotatethroughanAmericanhistoryyear,
whichalternateswithaworldstudiesyear.
Allclassesincludeliteraturecomplementinghistoricthemesthatencouragedeepengagementthrough
theuseofessentialquestionsconnectingideasacrosslanguageartsandsocialstudies.Students
discusshistoricandmodernevents,makingconnectionstoliterarytextsorcurrenttopics.Students
workindividuallyandinsmallcooperativegroups,learningtocloselycollaborate,exchangeideas,and
peeredittheirclassmates’writing.
ESSENTIAL SKILLS:• Descriptive,analytic,and
persuasivewriting
• Readanddiscusscomparative
religion,especiallyasrelated
toliterature
• Researchmethodology,
includingcitingsources
accuratelyinreporting
• Oralpresentation
HUMANITIES: AMERICAN STUDIES (7TH-8TH GRADES)Essential Question:“Who are ‘We’ in ‘We the People’ in the Constitution?” The
historicalfocusbeginswiththe
RevolutionaryWarandtraces
therisetoindependence.
Studentsreadandanalyze
selectedshortstoriesfrom
arangeofperspectives,
whichinspireprojectsand
shortstoriesilluminatingthe
complexconflictsthatled
totheAmericanRevolution,
followedbytopicsontheCivil
War.Studentsconsiderhow
geographyandeconomic
factorsshapedearlyAmerica,
andtheyexploretheessential
questionbyasking“What does it mean to be a citizen?” StudyingtheConstitution
andtheBillofRights,
studentsdiscusswhatthose
documentsexplicitlyoutline
andimplyabouttherightsand
responsibilitiesofAmericans.
Civilrightsandwrongsare
investigatedwithareadingof
HarperLee’sTo Kill a Mockingbird.
ESSENTIAL SKILLS:• Readandmakemaps
• Understandingliterary
devices
• Descriptive,analytic,and
persuasivewriting
• Debate
• Research:websitesand
databases
g FEATURE PROJECT: Quest. Applying creativity and critical-thinking skills, students create a video game with levels representing each world religion they have studied, exploring core beliefs, sacred texts, influential leaders, history, and geography.
032 middle schoolhumanities
Themiddleschoolmath
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Convertfractionsto
decimalsandpercents
• Computationwithpositive
andnegativenumbers
• Understandproportions
andratios
• Understandavariablein
anequation
• Write,solve,andgraph
equations;createalgebraic
wordproblems
PRE-ALGEBRA FOUNDATIONS (6TH GRADE) Theemphasisisonbuilding
numbersenseandtheabilityto
orderandcomparefractions,
decimals,andpercents.With
aninitialfocusonmanipulating
thefourarithmeticoperations
withwholenumbersand
decimals,studentsmoveonto
masterconvertingfractionsto
decimalsandpercents.Using
fractions,studentsdevelopan
understandingofratios,scale
factor,scaling,andproportions
throughtheimplementationof
algebraicthinking.
ESSENTIAL SKILLS:• Masterbasicarithmetic
operationswithwhole
numbersanddecimals
• Convertfractionsto
decimalsandpercents
• Understandproportions
andratios
PRE-ALGEBRA (6TH-7TH GRADES) Thisintroductiontoalgebraic
thinkingguidesstudentsin
adding,subtracting,multiplying,
anddividingrationalnumbers.
Studentsbuildontheir
understandingofratios,
scalefactor,andscaling,
andtheysolveproportions
withalgebraicthinking.
Studentssimplifyandevaluate
expressionsthatinclude
fractions,decimals,unknown
variables,andexponents.
Solvingone-andtwo-step
equations,studentsworkwith
wholenumbers,fractions,and
negativeintegers.Students
exploremultiplewaystofind
theslopeofaline.
ESSENTIAL SKILLS:• Understandavariablein
anequation
• Writeandsolvegraphing
equations
• Graphlinearequations
• Graphtheslopeofaline,
includingunderstandingthe
equationy+mx+b
g FEATURE PROJECT: To Scale or Not to Scale. Using a common household item like a cereal box or a can of soup, students decide on a scale for
mathematics
Buildingontheskillsandcontentmasteredduringtheelementaryyears,eachstudentprogresses
throughthemiddleschoolmathematicscurriculumatanindividualpace.Studentsmovethrough
foundationalmaterialthatprovidesreadinessforalgebraicthinkingtopre-algebra,algebra,and
geometry.MathclassesemphasizeskillsrangingfromdecimalsandfractionstothePythagorean
theoreminalgebraandtwo-columnproofsingeometry.Experientialactivities,usingavisualand
kinestheticapproach,helpstudentslearntheskillsessentialforalgebraicreasoning.Hands-on
equationsandproject-basedlearningprovidereal-worldconnectionstoabstractconcepts,allowing
studentstolearnanswerstotheperennialquestion,“When will I ever use this again?”
Directinstructionispairedwithcooperativegroupworkineachclassthatfosterscollaboration,
creativeproblemsolvingandanappreciationofmultiplemeanstosolveproblems.Studentsgain
confidenceastheymasterconceptsthrougharangeofassessments,includingpeerandteacher
feedback,demonstrationsofknowledge,andprojects.Studentprojectsincludecomponentsof
engineeringapplications,art,andsocialjustice.
033 middle schoolmathematics
enlarging and reducing. After completing all measurements, they sketch the original and a scale version of the item and write an equation using a variable that coincides with the item. Students make a model of the enlargement or reduction and conclude by writing a paragraph that makes a real-world connection.
ALGEBRA (6TH-8TH GRADES) Thiscoursebuildson
foundationsstudentshaveto
evaluateexpressions,combine
liketerms,useorderof
operations,andsolvemultiple-
stepequationstointerpret
patternsintablesandgraphs.
Workingwithslope-intercept
formsoflines,students
graphlinesfromanequation.
Studentsdemonstratedexterity
inwritingequations.Students
exploremultiplealgebraic
methodstosolvesystems
ofequations.Workingwith
polynomialsandquadratics,
studentsgainconfidencein
multiplyingbinomialsand
factoringquadraticequations.
Finally,studentslearntowrite
anequationfromthegraphof
aparabola.
ESSENTIAL SKILLS:• Solvemultiple-stepequations
accurately
• Writeequationsfromagraph
ortableandreverseprocess
• Createalgebraicword
problems
• Demonstrateunderstanding
ofthequadraticformula
GEOMETRY (7TH-8TH GRADES) Thiscourseisdesignedto
developlogicalandvisual-
thinkingskills.Students
investigategeometricconcepts
incooperativegroups,
exploringtheproperties
ofgeometricfiguresusing
Geometer’sSketchpad,mirrors,
tracingpaper,andcut-out
shapes.Firstsemesterincludes
symmetry,creatingmandalas,
linedesigns,andtessellations.
Studentsapplyalgebraicskills
inordertographlines,which
culminatesinanart-related
project.Studentsareprepared
forthestudyoftriangles
andfinallyparallelograms.
ESSENTIAL SKILLS:• Identifyandcreate
reflections,rotations,
andtranslations
• Understandangle
relationships
• Explainanduseproperties
ofparallellines
• Provetriangles
• Recognizeandusetheorems
g FEATURE PROJECT: Build a Bridge. Applying knowledge gained in the study of triangles in geometry class, students build bridges using spaghetti and glue. Working together, students construct bridges designed to bear the most weight based on length and strength of
the structure. Students hang riggings from the bridge, determining how many times its own weight the bridge can hold, and gather data. To create blueprints, Geometer’s Sketchpad software is used.
034 middle schoolmathematics
Middleschoolscience
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Understandsandusesthe
scientificmethodtopresent
findingsandresearch
• Datacollectionandgraphing
• Microscopeuse
• Dissection(plantandanimal)
GENERAL SCIENCE (6TH GRADE)Scientificawarenessand
explorationbeginswithcritical
thinkingabouttheworld.
Labsinthemajortopicsoflife
andphysicalscienceprovide
opportunitiestoexplorelab
safety,datacollection,and
translatingdataintographs.
Studentsbecomefamiliar
withthePeriodicTableof
Elementsandtheoriesofhow
mattercametogethertoform
Earth.Individualresearch
projectsaboutEarthand
itsatmosphereencourage
in-depthstudent-designed
projectspresentedasawritten
reportanddiscussionduringan
eveningexhibitionforfamilies.
ESSENTIAL SKILLS:• Research
• Datacollectionandgraphing
g FEATURE PROJECT: Earth and Sky. After studying climate change, tsunamis, plate tectonics, and other natural phenomena, students choose a type of weather or natural earth disaster to research and then write a paper incorporating their findings. Each student creates a model to illustrate his or her research for an audience using a PowerPoint oral presentation, which incorporates the model.
LIFE SCIENCE (7TH GRADE) Startingwithcellsswabbed
fromtheirowncheeks,
studentsarelaunchedintoa
worldofscientificdiscovery.
Studentscomparecellsfrom
theirownbodiestocellsfrom
plants.Thelivesofcellsare
exploredthroughmitosis,
genetics,andthestudyofDNA.
Collaboratingasscientistsand
designers,studentsworkin
teamstodesignandbuilda
cellcityandexplainhowthe
cityfunctionsasacollectionof
cellsthroughphotosynthesis,
respiration,oractivetransport.
Studentsalsostudyanimal
cells,includingbacteriaand
viruses,andthenmoveonto
morecomplexlifeformsof
invertebrates,vertebrates,fish,
amphibians,reptiles,and
mammals.Thisstudyincludes
dissectionlabs.
ESSENTIAL SKILLS:• Understandandusescientific
languageappropriately
• Analysisofevidencetomake
thoughtfulandlogical
predictions
• Labsafety
science
Middleschoolscienceisinquiry-basedandincorporatesinvestigations,explorations,modelcreations,
andhands-onactivitiesasthebasisforallcourseworkandlabs.InfluencedbyCarlSagan’sbeliefthat
“scienceisawayofthinkingmuchmorethanitisabodyofknowledge,”themiddleschoolscience
curriculumvaluescriticalthinkingandanalysisasmuchasthecontenttobemastered.
InDivisionOneandDivisionTwo,studentsfocusfirstongeneralscienceprincipals,lifescience,and
environmentalscience.Courseworkemphasizeslabsafetyandwritingformallabreports,allwithan
emphasisonwhatitmeanstothinklikeascientist,askincisivequestions,generatehypotheses,and
observeandanalyzedatawhilethinkingcriticallyabouttheworldinwhichwelive.
035 middle schoolscience
EARTH SCIENCE AND THE ENVIRONMENT(8TH GRADE) Studentsareintroducedto
conceptsandpracticeof
sustainableliving.Workbegins
attheocean’sfloorwithacore
drillinquiryinvestigationto
learnaboutsea-floorspreading
andglobalwarmingandexplore
thetheoryofPangaeathrough
GoogleEarth.Analyzingdata
toinvestigatepatternsof
rainfallinLosAngeles,students
learnmethodsforpredicting
hurricanesontheEastCoast.
Finally,workingtogetherin
smallgroups,studentscreatea
biomeandstudyandreporton
theeffectsofnaturaldisasters
onthefloraandfauna.
ESSENTIAL SKILLS:• Dataanalysis
• Understandnaturalsystems,
biomimicry,andsustainability
• Investigationofsustainable
practiceinurbanplanning
g FEATURE PROJECT: Strawberry DNA Extraction Lab. In this inquiry-based project, students discover what DNA looks like by extracting DNA from strawberries. They discover and learn about DNA structures, making connections to the scientific concepts of genetic traits, characteristic properties, and heredity.
036 middle schoolscience
SPANISH 1A (6TH GRADE)Thiscourseintroducesverb
tenses,buildingonbasictopics
andcommonvocabulary
usedineverydaySpanish,
includingweather,clothes,
age,emotionalstates,question
words,andprepositions.Course
contentisintroducedthrough
stories,songs,visuals,or
picturesequences.Students
learnthetargetvocabulary
andstructuresthroughvarious
activities,includingacting,
illustration,creativewriting,
andansweringdirectquestions.
Thegoalisforstudentsto
comprehendandproducethe
vocabularyinnewsituations,
bothinspokenand
writtenform.
ESSENTIAL SKILLS:• Comprehensionandwritingof
targetvocabularyinSpanish
• Demonstrateabilitytouse
correctgrammatical
structures
SPANISH 1B AND 1C (7TH-8TH GRADES)Withtheobjectiveofclearly
communicatingideasin
conversation,studentsbuildon
foundationalskills.Emphasis
isplacedonbroadening
vocabulary,learningto
conjugateregularandirregular
verbsinthepresenttense,
andbecomingfamiliarwith
thepreteritandtheimperfect.
Conversationalfluencyevolves
asstudentsaskandanswer
questionsinSpanish,converse,
andengageinstorytelling
usingthecorrectverbtense.
Asabilityandconfidencein
understandingspokenand
writtenSpanishdevelops,
studentsexploreliterature
throughnovels,poetry,and
describingandcomparing
charactersemployingadvanced
verbusage.
ESSENTIAL SKILLS: • Demonstrateabilitytouse
correctgrammatical
structures
• Fluencywithverb
conjugations,includingthe
presentandpreterittenses
• Conversationaland
idiomaticease
• Vocabularybuildingfor
speaking,reading,andwriting
g FEATURE PROJECT: Mi Superhéroe. Students create their own superheroes, describe him/her, including physical attributes, clothes and costume, and magic powers. Using their Spanish vocabulary, students bring their characters to life through vivid description of appearance and deeds.
spanish
Withanemphasisoncommunication,eachcourseisdesignedtocreateopportunitiesforstudentsto
speak,listen,read,andwriteineveryclass.Whilelearningvocabularyrelevanttodailylife,students
workonarangeofrigorousprojectsusingvisualstoreinforcethespokenlanguage.Unitsofstudy
includeincreasinglysophisticatedvocabularyandgrammaticalstructures,encouragingstudentsto
expandtheircommunicationskills.Bytheendofmiddleschool,studentswriteoriginalpoetryandshort
storiesinSpanish,demonstratingmasteryofbasicskillsandanabilitytoexpressthemselvesfluently
andcreativelyinSpanish.
037 middle schoolspanish
VISUAL ARTS (6TH GRADE)Studentsareintroducedto
artvocabulary,elementsof
art(line,color,texture,value,
andshape),andtheprinciples
ofart(composition,balance,
andcontrast).Workingwith
pencils,coloredpencils,and
acrylicpaints,studentscreate
still-lifedrawings,avaluescale,
texturerubbings,colorwheels,
andamonochromaticacrylic
painting.Projectsencourage
studentstodrawinspiration
andideasfromthecommunity
atlarge.Studentsillustrate
theirobservationsoftheocean
andpollution,creatinga
colored-pencildrawing.
ESSENTIAL SKILLS:• Properuseoftools,
techniques,andmaterials
• Demonstrateunderstanding
ofelementsofdesignand
principlesofart
• Demonstrateunderstanding
ofartvocabulary
PERFORMING ARTS (6TH GRADE) AprimarygoaloftheDivision
Oneperformingartsclassis
tointroducestudentstoa
rangeofclassicaldramatic
andexperimentalstagecraft.
Studentsreadandwritescripts,
participateinreadingsand
stageddramaticexpression,
anddevelopcharacterstudies.
Originalstudentskitsand
monologuesarewrittenas
thefoundationforpairedand
ensemblework.Studentsgain
skills,cultivatetheirtalents,
andtakerisksbeyondtheir
comfortzonetounderstandthe
demandsofdramaticdiscipline.
Anurturing,safeensemble
environmentallowsstudentsto
experienceartisticgrowth.
ESSENTIAL SKILLS:• Demonstrateunderstanding
ofvariousdramaticcreative
expressions
• Demonstrateanopennessto
newartisticsubjectmatter
andawillingnesstoexplore
• Activelyseekandexamine connectionsbetweenself,
society,andhistoricevents
g FEATURE PROJECT: Chumash Ritual Performance. The culminating project is a multifaceted ancient Chumash ritual performance, which incorporates all the skills and content developed throughout the trimester, including a staged group performance, involving choreography and a re-enactment of ritual activities using authentic props.
MUSIC (6TH GRADE) Eachstudentplaysand
experimentswithinstruments
rangingfromguitar,drums,
piano,bass,andvocalsto
trumpet,flute,clarinet,and
saxophone.Together,students
createmusicusingensemble
instruments,eachperson
fulfillingadistinctroleof
rhythm,melody,orharmony.
Thechromaticscaleandmajor
andminorchordsonthepiano
andguitarareintroduced.
Studentswriteshortrhythmic
compositionsinspiredbytribal
life,workinginsmallgroupsto
visual and performing arts
DivisionOneandDivisionTwostudentsrotatethroughartscourseseachtrimester.Thissamplingof
artsexpressionsincludesvisualarts,music,andperformingarts,allowingstudentstogrowcreatively
whilestudyingtechniqueandexperimentingineacharea.Aninterdisciplinaryapproachistaken
assubjectmatterfromothercourseworkiswovenintoarangeofartsexperiencesthatdeepens
knowledgeanddevelopscreativeskillsandtalents.
Attheconclusionofthethree-yeartrimesterrotation,studentsenterthe9thgradehavingstudied
eachoftheartsforafullyear.Theyarewell-preparedtochooseanartsfocusmatchinganareaof
personalinterestinupperschool.
038 middle schoolvisualandperformingarts
createoriginalcompositions
andperformthemfortheclass,
aspartofguideddiscussions
ontheroleofmusicinsociety,
ancientandmodern.
ESSENTIAL SKILLS: • Abilitytoplaythechromatic
scaleontheguitarorpiano
• Demonstrateunderstanding
ofrhythm
• Writeoriginalrhythmic
composition
• Performinsoloandensemble
situations
• Demonstrateunderstanding
oftheroleofmusicinsociety VISUAL ARTS (7TH-8TH GRADES)Thistrimestercoursefocuses
onexpandingknowledgeof
theelementsofdesignand
principlesofart.Studentswork
onthreemajorassignments:
amovieproject,alarge-
scaledrawing,andanacrylic
painting.Drawingtechnique
focusesonsketchingfrom
still-lifecompositions.The
large-scalepaintingchallenges
studentstoobserve,graph,
anddrawfromlife.Students
learnthebasicsofdigital
moviemakingbyeditingin-
camerascenesfollowedby
usingiMoviesoftware.
ESSENTIAL SKILLS:• Properuseoftools,
techniques,andmaterials
• Demonstrateunderstanding
ofelementsofdesignand
principlesofart
• Demonstrateunderstanding
ofartvocabulary
• Usedigitalmoviemaking
andeditingtools
PERFORMING ARTS (7TH-8TH GRADES)Thiscourseincludesstudy
andexperimentationwithin
arangeofcreativedramatic
forms,includingimprovisation,
traditionaldramaticplays,
monologue,andensemble
work.Studentsareencouraged
torecognizeexistingskillsand
talentsinoneanotherand
takerisksonstage.Coachingin
stagecraftencouragesstudents
topushpasttheircomfortable,
personalboundaries.Theclass
culminatesintheconception,
development,andpresentation
ofafinalpersonalperformance
artpiecefromaprompt.
Studentswriteascriptto
demonstrateunderstanding
ofdramaticstructurefortheir
onstageperformance.Original
presentationsmaytakethe
formofmonologues,poetry,
movementanddance,orfilm.
g FEATURE PROJECT: Performance Art. Each student is given a prompt and then conceptualizes, develops, and presents a personal performance art piece. Students write a script as evidence of preparation for their onstage, structured performance. Choosing from a wide range of original presentation genres, students may present monologues, poetry, movement and dance, or film.
ESSENTIAL SKILLS: • Demonstrateopennessto
newartisticsubjectmatter
andawillingnesstoexplore
• Activelyseekandexamine
connectionsbetweenself,
society,andhistoricevents
MUSIC (7TH-8TH GRADES)Studentsbecomeacquainted
withtheinstrumentsand
vocalizationsusedinblues
music,aquintessential
Americanartform.Historyand
conventionsofthegenreand
thebasicsofnotationare
introduced.Withthesenew
skills,thestudentswrite,
notate,andperformtheirown
original12-barblues
compositionwithlyrics,
collaboratinginsmallgroups
toprepareandpractice.
Studentsresearchbluesartists
alongwithcultural,historical,
andsocialissuesrelevantto
bluesmusic,andtheypresent
theirfindingsandmusicto
theclass.
ESSENTIAL SKILLS: • Understandandusethe
pentatonicorbluesscale
• Composeanoriginalmelody
• Applymusictheoryconcepts
inperformance
039 middle schoolvisualandperformingarts
DIVISION ONE PHYSICAL EDUCATION (6TH GRADE)SixthgradeP.E.focuses
onstudentsunderstanding
teambuilding.Framedbythe
essentialquestion,“How does a team work best together?”
studentsgainawarenessof
productivecollaborationand
positiveteamplay.
Physicalcoordinationis
enhancedasstudentsrotate
throughaseriesofgames,
includingspeedball,basketball,
volleyball,andflagfootball.
Studentsarecoachedonbasic
techniquesformostgames,
includingpivoting,defensive
blocking,andquickchange
directionofmovement.
DIVISION TWO PHYSICAL EDUCATION(7TH-8TH GRADES)ThegoalofDivisionTwoP.E.
coursesistosupportstudents
astheydevelopandbuildon
activeandhealthyhabitsand
discoverthephysicalactivities
bestsuitedtotheirtalents,
interests,andlifestyle.Classes
arestructuredtoencourage
studentsofalllevelsofinterest
andskilltoparticipate.
Inthefirstsemester,students
participateinrotatingunits,
includingbadminton,flag
football,andsoccer.The
secondunitincorporates
traditionalsportsofbasketball
andvolleyball,withsome
ultimateFrisbee.Middleschool
P.E.preparesplayersformiddle
schoolteams.Thefinalunitof
theyearintroducesstudents
tocircuittraining.Danceand
yogaareofferedaswellness
activitiesthatcanbepursued
asupperschoolstudents.
physical education
Wildwood’smiddleschoolphysicaleducationprogramisdesignedtoprovideasafeandnurturing
placeforadolescentstodevelophealthyattitudesandpracticesforbothmindandbody.Students
setandmeetpersonalfitnessgoalsbyparticipatinginindividualandteamactivities.Emphasisison
understandingtheimportanceofsportsmanshipandwellnessasalifelonghabitduringthistimeof
personalandphysicaldevelopment.
ForstudentswhowanttosharpenspecificskillstoparticipateinWildwood’sinterscholasticathletic
programorbuildtheirconfidenceincasualplay,themiddleschoolP.E.curriculumsupportsevery
student’sgoals.
040 middle schoolphysicaleducation
technology and library resources
Beginninginthe2012-13schoolyear,studentsandteacherswillbeintroducedtoanewweb-based
learningmanagementsystem,whichwillallowWildwoodtoembraceblendedlearningmodels
throughoutthegrades.
Inmiddleschool,presentationskillsareenhancedasstudentslearntouseandgainfluencyinsoftware
thathelpsthemorganizeandshowcaseacademicprojects.Allmiddleschoolstudentsareintroduced
tothefundamentalsofcloudcomputingwiththeuseofGoogleDrive,allowingtheuseofcollaborative
appssuchasGooglePresentations,GoogleDocs,andGoogleSketchUp.TeachersuseiPadappsin
theircoursework,rangingfromlifesciencelabsinfrogdissectionsandexaminingcellstructureto
humanitiesstudyofthehistoryoftheAztecs.
community involvement Inmiddleschool,CommunityInvolvementispartoftheadvisoryprogram.InDivisionOne,6thgraders
focustheircommunityinvolvementontheenvironment.StudentsadoptabeachthroughHealtheBay.
Theyworktogethertoidentifythreatstothebeachandhabitatandcleanthearea.Foundobjectsare
broughtbacktoschoolandusedtocreateartworksandsculpturesinvisualartsclasses.
StudentsinDivisionTwofocusonintergenerationalcommunityinvolvement,makingconnectionswith
residentsofelder-carefacilitiesnearcampus.Studentsread,playgames,perform,andengageeldersin
conversationabouttheirpersonalhistoriesandtheirownconnectionstotheneighborhood.
041 middle schooltechnologyandlibraryresources/communityinvolvement
upper school
Wildwood’supperschoolcurriculumprovidesanintellectuallychallengingexperienceforstudentsas
theyrefinetheskillsnecessaryforasuccessfultransitiontocollege.Through10thgrade,eachstudent
takeshumanities—aninterdisciplinaryblendofliteratureandhistory—mathematics,science,and
Spanish.Graduationrequirementsincludefouryearsofallcoresubjects.
Honorscoursesandadvancedstudiesareofferedforstudentswhowishtopursueadditional
courseworkareasofspecialinterestandabilities.Upperschoolartsandacademicelectivesinvite
studentstoexploretheircreativityandnurturetalentsoncampusandinthecommunity.
Advisorymeetsdailythroughouttheupperschool,whilestudentsalsoenjoyopportunitiestobuildand
strengthenrelationshipswithpeersoncompetitivesportsteams,intheperformingarts,socialaction
clubs,andscienceclubsandcompetitions.
Upperschoolenrichmentprogramsincludeoff-siteinternships,localandinternationalcommunity
involvement,andseniorprojects,whichteststudentinitiativewhileengagingstudentsinavarietyof
experiencesbeyondtheclassroom.
Seniorsarerequiredtosuccessfullyplan,create,andcompletethreeindependentseniorprojects,each
anopportunitytoilluminatepersonalandacademicgrowth.TheprojectsreferencetheHabitsofMind
andHeartunderlyingeachstudent’sWildwoodeducation,astheylaythefoundationforcollegeandthe
realworld.
043 upper schoolintroduction
044 upper schoolprogram
[H] Honors course offered
9th Grade 10th Grade 11th Grade 12th Grade
Humanities History Year1:WesternCivilization[H]—Fromthe
RenaissancethroughWWI,ananalysisofthecausesandeffectsoftheworldYear2:TheAmericanExperience[H]—Immigrationthroughouthistoryanditsimpactonwhatitmeanstobean“American”
ModernU.S.History[H]:AmericanhistoryfromWWIItopresentandtheimpactonsocial,political,andeconomicaspects
HumanRights:TheoryandPractice[H]
EnglishGenreandStyle:Surveyofmoderntextstoexplorecontemporarysocialtopics
BritishLiterature[H]ContemporaryWorldLiterature[H]
Mathematics Geometry[H]AlgebraII[H]
AlgebraII[H]Pre-Calculus[H]
Pre-Calculus[H]Statistics[H]Calculus
Statistics[H]Calculus
Science ConceptualPhysics[H]
Biology[H] Chemistry[H] AdvancedPhysics[H]AdvancedBiology[H]
Spanish Spanish1ASpanish2[H]
Spanish1BSpanish3[H]
Spanish4[H] Spanish5SpanishCulture
Visual Arts VisualArts:Connectingarthistorytohumanities;focusingontools,techniques,andmedia
PaintingCeramicsandSculptureDigitalPhotography
Performing Arts
PerformingArts:Improvisation,theaterexercises,scenesandmonologue,movementandstaging
Theater:AppreciationandPerformance
Music MusicTheoryandPractice:Intrototheory,eartraining,compositionandperformanceSinger/Songwriter:Composing,arranging,andperformingoriginalworks
MusicProductionLab:UsingsoftwareandthecomputerasmusicaltoolsJazzEnsemble:InstrumentalmusicfocusingonoriginalJazzcompositions,arrangements,andperformance
Electives PoliticsandGovernment(9-12) CreativeWritingAdvancedTopicsinScienceYearbook
Physical Education
SportsFitnessTrainingandMeditationYoga
upper school program
Wildwood’supperschoolcurriculumengagesmaturingintellectswithcorecoursesandelectives.While
individualstudentschedulescanvary,thescopeandsequenceofrequiredcoursesismappedherefor
easyreference,andtoillustratethefoundationalcurriculum.Honorscoursesandadvancedstudiesare
offeredforstudentswhodesiretodeepentheirknowledgeandfurthertheiracademicrecord.
HONORS Studentswhochoosehonors-
levelworkreceivehonors
designationontheirtranscripts
aftersuccessfulcompletionof
allrequirements.Honorswork
requiresthatstudentscomplete
individualassignmentsbeyond
thoserequiredforstandard
college-preparatorywork.
Thefollowingclassesofferan
honorslevel:
Humanities:
TheAmericanExperience
WesternCivilization
History:
ModernU.S.History
HumanRights:Theoryand
Practice
Literature:
GenreandStyle
BritishLiterature
ContemporaryWorldLiterature
Mathematics:
Geometry
AlgebraII
Pre-Calculus
Statistics
Science:
Biology
Chemistry
ConceptualPhysics
Spanish:
Spanish2
Spanish3
Spanish4
ADVANCED STUDIESStudentswhowishtopush
themselvesbeyondhonors
workinregularclassescan
takeadvancedcoursesinthe
followingsubjects:
AdvancedBiology(anatomy,
physiology,microbiology)
AdvancedTopicsinScience
Calculus
honors and advanced studies
Wildwoodoffershonorsandadvancedstudiestoupperschoolstudents.Thehonorsprogram
challengesstudentswithpassioninasubjecttogodeeperwiththeirworkandtheirthinking.Honors
workisaddedontocorecoursesratherthanofferedasseparatehonorsclasses.Honorsisnot
simplyaboutdoingmoreworkbutaboutdoingmoresophisticated,challengingwork.Studentswork
independently—withteacherguidance—onmorecomplexassignments.
045 upper schoolhonorsandadvancedstudies
Theupperschoolhumanities
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Closereadingstrategiesof
literature
• Analysisofhistoricprimary
andsecondarysources
• Research,includinganalysis
ofcredibleevidence
• Analyticandcreativewriting
HUMANITIES: THE AMERICAN EXPERIENCE(9TH-10TH GRADES; ALTERNATE YEARS)Throughananalysisofthe
essentialquestion, “What does it mean to be an ‘American’?”
studentslaunchintoayearlong
inquirythroughAmerican
historyandliterature,which
includesreadingnovels,poetry,
plays,essays,andprimaryand
secondaryhistoricaltexts.
Studentsconsiderthehistoric
andcontemporaryfactorsthat
bringimmigrantsandothers
toourshoresandhowthis
pluralityofculturescontinues
toevolveintheU.S.Student
projects,essays,andclassroom
discussionsilluminatethese
corequestionsaboutAmerican
lives.ReadingsincludeHoward
Zinn’sA People’s History of the United States,classicAmerican
novelsThe Great Gatsbyby
F.ScottFitzgeraldandJohn
Steinbeck’sThe Grapes of Wrath,andthecontemporary
playFencesbyAugustWilson.
HUMANITIES: WESTERN CIVILIZATION(9TH-10TH GRADES; ALTERNATE YEARS)Framedbytheessential
question,“How have ideas about what it means to be human changed over time?”
studentsbeginwiththe
Renaissanceastheyreadand
analyzeWilliamShakespeare’s
Romeo and Julietandmove
throughnovels,poetry,plays,
essays,memoirs,andprimary
andsecondarysources
touchingonintellectualand
politicalhistoryaroundworld
revolutions,imperialism,and
WorldWarI.Studentsexamine
historiccauseandeffect,
createprojectsforeachmajor
historicperiodstudied,write
essaysonliterarytextslikeA Small Place byJamaicaKincaid,
andactivelyengageindynamic
classroomdiscussions.
GENRE AND STYLE (11TH GRADE)Beginningwithsummer
readingofKurtVonnegut’s Slaughterhouse-Five,students
areplungedintoamodern
textandbegintograpple
withauthorialvoice.Students
thencompareandanalyze
the“unreliablenarrator”and
questionsofgenderandrace
inthenovelsKenKesey’sOne
humanities
Thisinterdisciplinaryblendofliteratureandhistoryisteam-taughtbytwoteachersinmulti-age9thand
10thgradeclassrooms.Inalternatingyears,theprogramfocusesonWesterncivilizationandAmerican
studies.Coursesaredesignedtobringhistorictimeandplacetolifethroughliteratureandthearts.
Astrongsocial-justicecomponentisilluminatedasstudentsbegintowrestlewithissuesbeyondtheir
dailylifeandleanintothecomplexadultworld.Studentsoftenworkinsmallcooperativegroupsto
exchangeideas,peeredit,anddebateanddiscusscriticalideas.
InSeniorInstitute,classesseparateintodiscreteliteratureandhistorycoursesastherigorsof
college-preparatoryworkbuilds.Courseworkincludesanintroductiontogenreandstyleandmodern
U.S.history.Seniorscanselectfromtwoliteratureclasses,offeringdiversereadingexperiences.The
seniorhistoryclassfocusesonquestionsofhumanrights.Studentsineveryhumanitiescoursewritea
researchpapertodemonstratefluencywiththeideasunderdiscussion,aswellasmasteryofcohesive
criticalthought,language,grammar,andtone.
046 upper schoolhumanities
Flew Over the Cuckoo’s NestandToniMorrison’sBeloved. Classroomconversation,
personaljournalwriting,in-
depthliteraryanalysis,and
filmstudycomplementall
texts,includingtheculminating
readingofShakespeare’s
Hamlet.
ESSENTIAL SKILLS:• Readandanalyzeliterature,
includingclosereading
strategies
• Developmentofpersonal
voiceinwriting
• Appreciationofcharacter,
authorialintent,andtextual
ambiguity
MODERN U.S. HISTORY
(11TH GRADE)ExploringAmericanhistory
fromWorldWarIItothe
present,studentsare
introducedtotheoriginsof
theColdWar,McCarthyism,
andtheU.S.’sinvolvementin
foreignconflicts.Byexamining
social,political,economic,
andinternationalinfluences,
studentdiscussionsand
projectsfocusonforces
thatbringaboutchange,
perspective,andpolemics
aroundAmerica’splaceinthe
world.Studentscreateoral
historyfilmprojectsandgain
insightsintoAmericanforeign
policythroughresearching
aspecificcountry,post-
9/11.Throughoutthecourse,
studentsarecoachedin
researchpractice,expository
writing,andusingcitationsfor
writingthatwillbenecessary
forcollegecoursework.
ESSENTIAL SKILLS:• Articulationofhistorical
perspectives
• Connectionofhistoricevents
tocontemporaryissues
g FEATURE PROJECT: Oral History Documentary Showcase. Students are historians and documentary filmmakers as they make in-depth explorations of topics in social history. Documenting firsthand accounts and synthesizing research, students present their findings in short oral history films, which illuminate historical patterns of change and continuity in post-World War II American society. BRITISH LITERATURE (12TH GRADE)Throughadvancedreadingsby
traditionalandcontemporary
authors,includingWilliam
Shakespeare,OscarWilde,
VirginiaWoolf,GeorgeOrwell,
andJamesJoyceandthe
poetryofW.H.Auden,Dylan
Thomas,T.S.Eliot,andWilliam
ButlerYeats,studentsexplore
Britishhistory,culture,
language,andcurrentevents.
Themesofreligiousconflict,
multiculturalism,colonialism,
socialandpoliticalrebellion,
historicalmemory,andnational
identityareexplored.Students
createprojectsinspiredbythe
styleandsubjectmatterofthe
authorsandwhatmakesthese
writersquintessentiallyBritish
andwhattheyrepresentfor
theircountry.
CONTEMPORARY WORLD LITERATURE(12TH GRADE) Thepeopleandculturesof
SouthAmericaandCentral
America,Africa,India,China,
andJapanareilluminatedin
readingsoftexts,including
worksbyGabrielGarcia
Marquez,JeanRhys,and
HarukiMurakami.Course
readingsopendiscussions
probingissuesofsocialjustice,
tolerance,andculture.The
studyofeachregionincludes
literaryanalysisofanovel,
essay,memoir,orshortstory
andinterpretationsinfilm.
Studentsrefinereading,
writing,andspeakingskills
whiledevelopingahistorical
andculturalappreciationof
eachregion.
Inthefinalunit,students
chooseashortstory,writea
literaryanalysisoftheEnglish
translation,andmakea
presentationtotheirpeersin
class.
ESSENTIAL SKILLS:• Readandanalyzeliterature,
includingclosereading
strategies
• Appreciationofcharacter,
authorialintent,andtextual
ambiguity
047 upper schoolhumanities
HUMAN RIGHTS: THEORY AND PRACTICE(12TH GRADE) Throughguidedreading
oftextsbeginningwith
classic,historic,andmodern
philosophers,including
ImmanuelKant,Jean-Jacques
Rousseau,andJohnLocke,
studentsareintroducedto
theoriginsofideasabout
humanrights.Thecourse
thenmovesontoquestionsof
contemporaryhumanrights
issuesasmappedagainst
classicaltheory.Students
confrontparadoxesaround
existinghumanrightsviolations
andcontemporaryinstitutional
responses.Theroleof
citizens,governments,and
nongovernmentalorganizations
areexploredthroughreadings,
globalnewsdevelopments,and
individualprojectsfocusing
onasingleissue.Students
engageinfieldworkconsisting
ofinterviewsandon-site
informationgatheringaround
LosAngelestosupportclass
projectsfocusingonlocal
humanrightsissues.
ESSENTIAL SKILLS:• Researchskills,includinguse,
understanding,andanalysis
ofcredibleevidence
• Connectingphilosophical
ideasandhistoriceventsto
contemporaryissues
g FEATURE PROJECT: Action Research Project. Exploring our complex city and its most pressing issues, students research a local human rights violation such as homelessness, disparity in education, access to health care, and worker’s rights. Students create an action plan to address an aspect of the violation. An audience of peers and parents gather to hear students discuss the origins, implications, and local action around the issues in an evening exhibition.
048 upper schoolhumanities
Theupperschoolmathematics
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Useofsoftwarelike
Geometer’sSketchpadand
MicrosoftGraphtoillustrate
andsubstantiate
mathematicalsolutions
• Abilitytosolveproblems
throughmultiplemethods
GEOMETRY (8TH-9TH GRADES)Studentsinvestigategeometric
conceptsincooperativegroups.
Theyexplorethepropertiesof
geometricfiguresusing
Geometer’sSketchpad
software,mirrors,tracing
paper,andcut-outshapes.
Studentsfirstexplore
symmetrythrough
transformations,reflections,
rotations,andtranslations.
Studentsreviewalgebraicskills
inordertographlines,
culminatinginanart-related
project,creatingmandalas,line
designs,andtessellations.
Studentsalsostudytriangle
sumtheorem,triangle
inequalities,thePythagorean
theorem,congruenceand
similarity,andclassicproofs.
Studentsarealsointroducedto
quadrilaterals,thegeometric
mean,circles,area,andvolume.
This course is taken when students are ready; either at the end of middle school or in 9th grade.
ESSENTIAL SKILLS:• Identifiesandcreates
reflections,rotations,and
translations
• Identifiesanglesformedby
twolinesandatransversal
• Understandsangle
relationshipsand
trianglesumtheorem
• Explainsandusesproperties
ofparallellines
• Identifieslinesofsymmetry
ALGEBRA II (9TH-10TH GRADES)Beginningwithequations,
inequalities,expressions,
functions,andtheirgraphs,
studentssolvesystemsof
linearequations.Students
translatewordproblemsinto
algebraicexpressions,learnto
simplifynumericalexpressions,
andevaluatealgebraic
expressions.Studentsalso
workinsystemswithmultiple
variables.Aquadraticequation
unitintroducesproperties
ofparabolasandfactoring
quadraticexpressions.Students
usesoftwareprograms,
includingMicrosoftGraphand
Equationaswellasagraphing
calculatorinproblemsolving.
mathematics
Theupperschoolmathprogrammovessequentially,fromgeometrytoadvancedalgebraandthen
calculus.Studentsprogressthroughtheprogrambasedonthemasteryofskillsandindividual
strengths.Throughdirectinstructionandcooperativegroupwork,studentsareguidedincreative
problemsolvingandfindingmultiplemeanstosolveproblems.Technologyisintegratedthroughout,
includingGeometer’sSketchpad,MicrosoftGraph,andprogrammablecalculators.Studentsgain
confidencebymasteringconceptsthroughmultipleformsofassessment,includingpeerandteacher
feedback,demonstrationsofknowledge,andprojects.
Mathclassesemphasizeinvestigationsofconceptsthatrangefromtwo-columnproofsingeometryto
trigonometricrelationshipsoftrianglesandsingle-variablecalculusproblems.Studentslearnthrough
experientialactivities.Workinginsmallgroups,studentscreatebusinessprofitmodelswithstatistical
theoriesandconstructthefaceofaworkingclock.Project-basedlearningprovidesreal-world
connectionstotheabstractconceptsofpre-calculus.Twoseniormathoptionsareofferedincalculus
orstatistics.Foradvancedstudents,asecondyearofcalculusisoffered.
049 upper schoolmathematics
ESSENTIAL SKILLS:• Solveandgraphequations,
inequalities,andcompound
inequalities
• Writeabsolutevaluefunctions
andgraphs
• Solvesystemsoflinear
equationsgraphicallyand
algebraically
• Demonstratehowto
factorandgraphquadratic
expressions
• Understandparabolasand
conicsections
g FEATURE PROJECT: Real-Life Programming. Using graphing calculators, students apply given constraints represented by linear inequalities to recognize points in overlapping regions as solutions. Students program model solutions in business applications, including profit and loss margins, production, and salary rates, as well as scientific applications in sound frequencies or gravitational forces. PRE-CALCULUS (11TH-12TH GRADES)Buildingonunderstandingof
quadraticequations,functions,
andanalyticgeometry,
studentsworkwithirrational
numbersandinvestigate
rootsofrealnumbersand
expressionsinvolvingradicals
tofindsolutions.Problem
solutionsetsaregraphedusing
softwaretoaddresstheoretical
andappliedproblemsinartand
architecture.Trigonometric
relationshipsoftriangles
areexploredandmastered
throughclassroompracticeand
projects.
ESSENTIAL SKILLS:• Mathematicalunderstanding
ofirrationalandcomplex
numbers
• Abilitytouseanalytic
geometryasaproblem-
solvingtool
STATISTICS (12TH GRADE)Fundamentalprinciplesand
applicationsofstatisticsare
exploredasstudentslearn
howtomeasuredataand/
orusedatatopredictfuture
outcomes.Studentslearn
decisionstrategies,survey
techniques,marginoferror
levels,andnormalandstandard
deviations.Theydefineanduse
probability,permutations,and
combinations.Projectsusereal-
worldstatisticalproblemsin
science,government,business,
andeconomics.Thiscourseis
oneoftwoavailabletoseniors.
ESSENTIAL SKILLS:• Understandmarginoferror,
normalandstandard
deviations,probabilities,
permutations,and
combinations
• Applystatisticalanalysisto
real-worldsituations
CALCULUS (11TH-12TH GRADES)Anintroductiontothe
principlesandapplications
ofdifferentialandintegral
calculusincludeshowfunctions
changewithtimeinbusiness
applicationproblemsorangular
changeinaproject,asstudents
investigatewhathappensin
anoilspillsimulation.Students
increaseagilityinapplyingskills
calculatingderivativestoa
functionandgraph.Emphasisis
onsolvingreal-worldproblems
inengineering.Thiscourse
isoneoftwomathcourses
availabletoseniors.
ESSENTIAL SKILLS:• Performtheneeded
calculationsaccuratelyfor
findinglimitsoffunctions
derivativesanddefiniteand
indefiniteintegrals
• Useavarietyofmethodsto
integratefunctions
• Recognizeandsolve
differentialequations
• Applyingintegrationtosolve
problems
050 upper schoolmathematics
Theupperschoolscience
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Creationofhypothesis,
observation,prediction,and
concludingreflections
• Research,datacollection,
graphing,andwritten
reportingofformallabresults
• Scientificliteracy
• Useofscientificwritingto
analyzeexperimental
processes
CONCEPTUAL PHYSICS (9TH GRADE)Ourhands-onapproach
emphasizes“minds-on”
courseworkdesignedtoinspire
curiosityandinterestinphysics
throughactiveengagement.
Usingequationsasguidesto
thinking,studentsexplorethe
mechanicalphysicsprinciples
ofinertia,equilibrium,speed,
velocity,acceleration,and
Newton’slaws.Latertopics
includelight,sound,andheat.
ESSENTIAL SKILLS:• Useofalgebraicprinciples
tosolvephysicsproblems
• Usedataanalysistoconnect
labresultstoreal-world
applicationofphysics
principles
BIOLOGY
(10TH GRADE)Addressingtheessential
question,“What is life?”
studentsidentifythe
commoncharacteristicsof
life,comparingfunctionsof
humanstootherorganisms.
Fundamentalunderstanding
ofanatomyandphysiology
informinvestigationsand
laboratoryactivities,including
dialysisofmembranes,DNA
analysis,dissections,neuron
receptors,andotherhuman
systems.Additionaltopics
includeheredityandevolution.
Creationofconceptmaps
aidstudentunderstandingof
discretevocabularyforeach
unit.
ESSENTIAL SKILLS:• Dissectionprotocols
• Describethesignificanceof
experimentalresultsand
calculations
CHEMISTRY (11TH GRADE) Topicsincludestudyof
matter,energy,andchange
attheatomicandmolecular
level.Discussionsexplore
atomicstructure,compounds
andalloys,bonds,acidsand
bases,andelectrochemistry.
Studentsmasterconceptsof
atomicsymbols,conventions
forformulawriting,and
mathcompetencyrelated
toconversions.This
chemistrycourseincludes
lab-safefireandexplosions,
designedtoinvestigate
exothermicreactionsinthe
combustionofethylalcohol,
“SurvivorFireSkills”with
science
Ateachlevel,studentsareguidedthroughinvestigations,explorations,modelcreation,andhands-on
activities.Wildwood’sinquiry-basedcurriculumbuildsskillandknowledgeoverasequenceofrigorous
courses.Scienceispresentedasawayofapproachingproblemsandabodyofknowledgeasstudents
growintheirscientificliteracywitheachcourse.
Beginningwithconceptualphysics,studentsgainanappreciationoftheschool’s“physicsfirst”
approachasthefoundationofscientificinquiry,creatingconnectionsbetweenthephysical,known
worldandscientificthinking.Thisfoundationallowsstudentstounderstandadvancedcoursework
focusedonbiologyandchemistry.Biologyclassesandlabspresentsystemsthinkingasstudents
exploreclassificationsoflife.Studentsinvestigatechemistrythroughdiscussionsandlabexperiments.
Achoiceoftwoseniorscienceclassesofferequallychallengingbutdiverseclassexperiencesineither
advancedtopicsinphysicsoradvancedtopicsinbiology.
051 upper schoolscience
potassiumpermanganateand
glycerin,andadarknesslab
demonstratinggaslaws.
ESSENTIAL SKILLS:• Understandatomicstructure
andelementsandtheir
organizationontheperiodic
table
• Understandchemical
reactionsandpropertiesof
acidsandbases
ADVANCED PHYSICS (12TH GRADE)Buildingonthefoundational
knowledgeofconceptual
physics,studentsexperiment
with,readabout,anddiscuss
thermodynamics,gas
laws,optics,andplanetary
mechanics.Studentswork
togetheronseveralprojects,
includingthedesign,
construction,andlaunchof
ahot-airballoon.Thiscourse
isoneoftwosciencecourses
availabletoseniors.
ESSENTIAL SKILLS:• Gainscientificliteracyto
includerefraction,diffraction,
andopticalabsorption
• Applymathematicconcepts
tophysicsprinciples,including
graphs,diagrams,numeric
data,andcalculations
g FEATURE PROJECT: Zeer Pot. Demonstrating an understanding of fundamental thermodynamics principles, students design, test, and build a refrigerator that does not use electricity.
Students find solutions for insulating and pumping heat passively out of a system. Throughout the design and build process, students measure all relevant variables in construction, including dimension and composition. Work is documented as a record of understanding on how to manage the flow of heat energy in everyday devices.
ADVANCED BIOLOGY (12TH GRADE)Studentsapproachadvanced
topicsinbiologythroughthe
contextofcontemporarypublic
policyandhealthissues.The
scienceofgeneticcloningis
examinedthroughinquiryinto
generegulationandexpression
byputtingfluorescentprotein
inE.colibacteria.Other
labsexplorebrainchemistry
throughdissectionofasheep
brainandquestionsofthe
humanimmunesystem,
especiallyrelatedtotheHIV
epidemic.
ESSENTIAL SKILLS:• Gainscientificliteracyto
includethespecific
vocabularyofbiological
science
• Understandgenetic
information,includinggene
cloning
052 upper schoolscience
TheupperschoolSpanish
curriculumprovidesthe
foundationforthefollowing
skills.Individualclassessupport
thedevelopmentofadditional
skillsasspecified.
ESSENTIAL SKILLS:• Abilitytospeakcorrectly,
usingcorrectgrammatical
structuresandverb
conjugations
• ReadandwriteinSpanish
usingthetargetvocabulary
SPANISH 1A (9TH-10TH GRADES)Studentsnewtothelanguage
takethisintroductory
course,focusingoncommon
vocabularyusedineveryday
conversationalSpanish.Stories,
songs,visuals,andreading
activitiespromptconversation
andconceptuallearning
foundationaltospeakingand
writinginSpanish.Emphasisis
onquestionwordsandinfinitive
andpresenttense.
ESSENTIAL SKILLS:• Buildvocabularyand
writingskills
• Basiccomprehension,
grammar,andverb
conjugation
SPANISH 1B (9TH-10TH GRADES)Inthisadvancedintroductory
course,studentsfurther
developanunderstandingof
spokenandwrittenSpanish.
Theinstructorprovides
feedbackonwritingand
speakingconfidentlywith
correctpronunciation.Students
broadentheirvocabularyand
reviewtheuseofthepresent
andpresentprogressivetense
inregularandirregularverbs.
ESSENTIAL SKILLS:• Expandvocabulary
comprehension
• Expandgrammatical
understandingofverbtenses
SPANISH 2 (9TH-10TH GRADES)Studentswhohavehad
previousSpanishinstruction
enrollinSpanish2.Vocabulary
andlanguageskillsare
reinforcedwithanemphasis
oncommunicationinreal-
lifesituations.Theyusethe
present,preterit,andimperfect
pasttensestoaccurately
describestatesofbeingand
othersituations.Reading
andwritingskillsbecome
increasinglycomplexto
enhancelanguageproduction
andcomprehensionskills.
ESSENTIAL SKILLS:• Increaseabilitytoreadand
writetargetvocabularyin
complextexts
• Demonstrateacommandof
verbconjugationtospeak,
read,andwriteinpresentand
pasttenses
g FEATURE PROJECT: Passion in Translation. Each student chooses a topic of deep personal interest and creates a work in Spanish
spanish
Wildwood’sapproachtoupper-levelSpanishcontinuestoemphasizecommunication,creating
opportunitiesforstudentstospeak,listen,read,andwriteateverylevel.Learningvocabularythat
isrelevanttodailylife,studentprojectsarecreative,incorporatingvisualsthatreinforcetheoral
language.Eachunitincludesnewskillsthatbuildonfoundationssothatstudentsincorporateagrowing
vocabularyandmoresophisticatedgrammaticalstructures.
MoststudentstakeSpanish1in8thgrade.In9ththrough12thgrade,studentscompleteeithera
sequenceofSpanish2through5orasequenceofSpanish2through4plusSpanish:ACultural
Overview.Twoseniorclassesareoffered,providingchoiceforstudentswhowanttocontinuein
SpanishthrougharigorousliteraturecourseorexaminingHispanicculturethroughindigenousarts
andideas.
053 upper schoolspanish
to reflect his or her passion. Projects can include writing original lyrics and music, creating short films, cooking demonstrations, sportscasting, fashion design, or anything else students can imagine. SPANISH 3 (9TH-10TH GRADES)Indeepeningtheirappreciation
forliteraryandculturalideas
thatresonateacrosscultures,
studentsbegintoreadHispanic
literature,includingthe
mysteryNo Hay Justiciafor
reinforcementofunderstanding
ofconjugationofverbsand
dexteritywithvocabularyin
writtenandspokenlanguage.
Conversationalfocusison
learninghowtoaskfor
assistanceordirections.
Studentscreateandpresenta
touristguideoftheirfavorite
citytoincludedescriptions
andmaps.
ESSENTIAL SKILLS:• Writethetargetvocabulary
correctlyinacreative
retellingofstories
• PresentfluentlyinSpanish
toclass
SPANISH 4 (11TH-12TH GRADES)Dailyconversationin
Spanishaboutgeography,
fashion,currentevents
andpersonalhealthtopics
reinforcestudents’abilityto
communicatewitheaseon
topicsofglobalinterest.
Studentsreadandanalyze
Spanishtextsintimedwritings
todemonstratecomprehension
andfluencyandadvanced
writingskills.Grammarstudy
focusesontheuseofpresent
indicative,presentprogressive,
preterit,imperfect,andfuture
andconditionaltensesintheir
conjugations.
ESSENTIAL SKILLS:• Conversationalagility
• Expandvocabularytoinclude
properconjugationofverbsin
alltenses
SPANISH 5 (11TH-12TH GRADES)Studentsreinforcevocabulary
andlanguageskillsrequired
tocommunicateinreal-life
situationsandtodeepentheir
understandingofHispanic
culture.Focusonverbsextends
toindicativeversussubjunctive
tensesand“if”clauses.
ReadinginSpanishincludesan
adaptationoftheclassictext
Sangre y ArenabyVincente
BlascoIbanez,aswellaspoetry
byPabloNerudaandavariety
ofshortstories.Studentslearn
newvocabularypertainingto
thearts.Studentsselectan
artistfromanymediumfor
aculminatingprojectabout
place,influences,andthe
artist’svisionpresentedin
Spanish.Thiscourseisoneof
twoadvancedSpanishcourses
availabletoseniors.
ESSENTIAL SKILLS:• Independentreadingof
Spanishliterature
• Readingcomprehension
• FluencyinwritinginSpanish
SPANISH CULTURE (11TH-12TH GRADES)Astudyofgeographyandthe
artsinthediverseSpanish-
speakingworldisthecore
ofthiscourseaboutthe
influencesandpeopleidentified
asHispanic.Studentsexplore
culture,socialconnectedness,
andconflictattheintersections
ofmodernLatinAmerica.
Studentsmayusestudioart,
film,orwritingtodemonstrate
anunderstandingoftherole
oftheartistinSpanishculture.
Culminatingprojectsfocus
onsocial-justiceissuesinthe
Hispanicworld.Thiscourseis
oneoftwoavailabletoseniors.
ESSENTIAL SKILLS:• Awarenessofrangeof
culturesintheSpanish-
speakingworld
• Research
• Oralpresentation
g FEATURE PROJECT: Una Cita Con un Artist. Each student selects a visual artist, film director, actor, architect, or musician, reads deeply about the artist, writes a biography, and presents details of the life, works, and influences of the artist in an oral presentation without using notes. The project provides an opportunity for students to learn specialized vocabulary in an area of personal interest.
054 upper schoolspanish
MUSIC THEORY AND PRACTICE (9TH-10TH GRADES)Complementingtopicsin
humanities,studentsplay
andlistentoclassicAmerican
jazz.Introductiontotheory,
eartraining,composition,and
performancedeepensmusical
understandingandpractice.
Studentsstudymajorscaleand
itsmodes,recognizeandsing
intervals,understandandplay
chordprogressions,andread
andwriterhythmnotation.
Inpreparationforconcerts,
studentslearnrehearsal
technique,givingattention
togroupdynamics,phrasing,
andplayingandlistening
simultaneously.Theyear
culminateswithaperformance
oforiginalindividual
compositions.
SINGER/SONGWRITER (9TH-10TH GRADES)Composingandarrangingare
emphasizedinthispracticum.
Students’skillsevolveinmusic
theory,songinterpretation,
andmusicappreciation
inpreparationforseveral
performancesthroughout
theyear,includingacabaret
concert,thewinterconcert,
andculminatingwithanoriginal
songsconcert.Students
learnrepertoire,compose,
rehearse,andproducesolo
andsmallensemblepieces
incontemporarystyles.Ear-
trainingpractice,including
intervalandchord-type
recognition,dictation,and
transcription,guidethe
learning.Studentsapply
theorytopracticeinmusical
situations.Theylistenactively
whileplayingtousedynamics,
playinrhythm,andsupport
eachotherwhiledeveloping
stylisticandtechnicalskills.
MUSIC PRODUCTION LAB (11TH-12TH GRADES) Musicproductiontechniques
areintroducedasstudents
becomecomfortablewith
avarietyofsoftwareand
thecomputerasamusical
tool.Workingwithstate-of-
the-artelectronics,students
create,record,andproduce
originalmusicwhileactively
learningaboutsequencingand
productionaswellasediting
andbasicmixingtechniques.
Intheirfinalproject,students
collaboratetocreate,record,
edit,produce,andmixoriginal
songs.
JAZZ ENSEMBLE (11TH-12TH GRADES) Thisyearlongcourse
illuminatesthelanguageand
repertoireofjazz.Students
create,write,arrange,and
performanoriginalcomposition
inspiredbylistening.With
individualguidance,each
studentisencouragedto
increaseexpressiveabilities
withachoseninstrument,
becomemorefamiliarwith
thetheoreticalandpractical
fundamentalsofmusic,and
performasasoloistinan
ensemble.Priorknowledge
ofmusicandabilitytoplay
aninstrumentandaudition
required.
VISUAL ARTS (9TH-10TH GRADES)Thisinterdisciplinaryelective
connectstopicsinarthistory
tohumanitiescoursework.
Usingavarietyofartistic
tools,techniques,andmedia,
studentsexperienceand
discusstheidiosyncratic
electives
Wildwoodoffersanelectivesprogramthatsatisfiesbothacademicandcreativeinterests.Ourapproach
toallsubjectsvaluesdepthoverbreadth,providingtheopportunityforstudentstodelvefullyintoa
disciplinethroughyearlongstudy.
Studentschooseoneyearlongelectivecourseeachschoolyearfromanumberofoptions.Itisrequired
thatstudentscompleteatleastoneartselectivefromachoiceofperformingarts,visualarts,ormusic
classestomeetgraduationrequirements.
055 upper schoolelectives
processesartisticcreationfrom
brainstormingtofinishedwork,
culminatingwithreflection
abouttheirownartwork
throughclasscritiquesand
self-assessments.Studio
opportunitiesinpainting,
drawing,ceramics,digital
photography,andvideo
arecomplementedwithfield
tripstoLosAngeles-area
galleriesandmuseumsand
talksbyvisitingartists.
PAINTING (11TH-12TH GRADES) Instructionemphasizes
developmentoftechnical,
conceptual,andcritical
decision-makingskills
inpainting.Workingin
watercolors,acrylics,and
oilpaints,studentsgainan
understandingofhowtouse
varioustypesofpaper,canvas,
brushes,andotherpainting
tools.Studentsstudylayering,
lighting,perspective,figure
andportraitpainting,color
theory,buildingframes,and
stretchingcanvas.Eachstudent
learnsarchivingtechniquesand
developsapersonalportfolio.
Writingontopicsinarthistory,
self-assessments,andartist
statementsareintegratedinto
thecoursework.Classcritiques,
arthistorydiscussions,field
trips,andvisitingartistsexpose
studentstotheinfluencesof
placeandcultureonartists.
CERAMICS AND SCULPTURE(11TH-12TH GRADES) Studentsexplorethe
fundamentalconceptsof
sculpture,emphasizing
designforfunctionthrough
techniquesofhandbuilding
andwheelthrowing.Invisits
tomuseumsandartists’
studios,studentslearnabout
Americansculpturalarthistory
andcreatingfromthe1940s
tothepresent.Students
workindependentlyduring
studiotimeandcollaborate
inclasscritiques,arthistory
discussions,andfield-trip
reflections.
DIGITAL PHOTOGRAPHY (11TH-12TH GRADES) Techniquesforshootingand
manipulatingimageswith
softwareareemphasizedas
studentsexploretheelements
ofart,principlesofdesign,
andcomposition.Thestudents
areintroducedtogenresof
landscapes,architecture,still
life,portrait,documentary,and
journalism.
PERFORMING ARTS (9TH-10TH GRADES)Trainingincludes
improvisations,theater
activitiesandexercises,cold
reading,scenesand
monologues,vocalproduction,
movement,andstagecombat.
Studentsreadandperform
selectedscenesfromWilliam
Shakespeare,HenrikIbsen,
ArthurMiller,andAugust
Wilson,TennesseeWilliams,and
BethHenley.Studentscan
exploredirecting,producing,
and/ordesign.Theclass
culminateswithafinal
performance.
THEATER: APPRECIATION AND PERFORMANCE (11TH-12TH GRADES) Thiscourseisforalllevels
ofactorsanddirectorsand
culminatesintheproduction
ofafull-lengthplayperformed
inthespring.Trainingincludes
actingtechniques,theater
exercises,improvisation,
voice/speech/dialectwork,
movement,scenestudy,
andauditionskills.Students
performavarietyofscenesand
monologues
toexploreanddeepentheir
performanceskills.
CREATIVE WRITING (11TH-12TH GRADES) Throughpromptsanddirected
writing,studentsdevelop
theirvoicesthroughvibrant
languageandstorytelling.
Projectsincludeshortstories,
poetry,graphicnovels,and
creativenonfictionwritings,
includingtravelessaysand
memoirs.Eachstudent’s
finalproject—ashortstory,
aportfolioofpoems,orthe
chapterofagraphicnovel—is
polishedthroughaseriesof
revisionsanddrafts.
056 upper schoolelectives
POLITICS AND GOVERNMENT (9TH-12TH GRADES) Studentsexaminemodern
politicsandframeworksin
theUnitedStatestoconsider
thepoliticalcultureofthis
country.Studentsexplore
anddiscussthenatureof
governmentestablishedbythe
U.S.Constitutionwithparticular
attentiontothebranchesof
thefederalgovernment,the
separationofpowers,andthe
conceptoffederalism.Core
workfocusesonthejudicial
branchasstudentsparticipate
inamocktrial.Currentpublic-
policyissuesareexamined
aseachstudentchoosesan
issueanddesignsacitizen-
actioncampaign.Theproject
culminateswithamocktrial
andspeechtotheclass.
ADVANCED TOPICS IN SCIENCE (9TH-12TH GRADES) Offeredtosupportindividual
researchanddesignprojects,
thiscourseguidesstudentsin
collectingandanalyzingdata
andintroducesmethodology.
Studentsarecoachedin
applyingrelevantmathematics
toproducearesearchproject
documentingtheirscientific
findings.Studentsmaydesign
researchinanyscientific
discipline.Projectshave
includedtestingcellphone
radiation,convertingsound
intolight,andtheimpactofthe
environmentonheartdisease.
Eligiblestudentsmayworkin
labsatUCLA,CalTech,and
otherlocalinstitutions.
YEARBOOK (9TH-12TH GRADES) Studentsproduce,design,and
marketWildwood’sannual
hardcoverschoolyearbook.
Withfacultyguidance,
studentsgainskillsingraphic
design,digitalphotography,
copywriting,editing,and
advertising.Theemphasisis
oncollaborationandworking
cooperativelytomeetfour
majordeadlines.
057 upper schoolelectives
DIVISION THREE PHYSICAL EDUCATIONNinthand10thgradestudents
maychooseoneofthethree
classesofferedannually.
SPORTSThismulti-sportchoiceis
appropriateforbeginnersand
moreskilledplayersinterested
inteamsports,including
flagfootball,basketball,and
soccer.Theclassfocuseson
techniqueandonspecificskills
andstrategiesusedinathletics.
Studentsaredividedinto
teamstoplayoneanotherin
formalgamesastheycontinue
developingskillsthrough
friendlycompetition.Classes
takeplaceatStonerPark,
Wildwood’shomefieldforP.E.
andCIFsoccerplay.
FITNESS TRAINING AND MEDITATIONStudentsexplorevarious
modalitiesofmeditation
combinedwithintervaltraining
toincreasetheirmindfulness,
corestrength,andoverall
fitness.Classestakeplaceat
StonerParkandSantaMonica
Beach.
YOGABeginnerandexperienced
practitionersareguided
inyogaflowsandasanas.
Throughtheexplorationof
thesemovements,students
developanunderstanding
oftheirphysicalandmental
capacities.Inadditionto
poses,studentsstudyseveral
pranayama(breathing)
techniques.Studentsdevelop
anunderstandingofyoga
andrealizethebenefitsof
activepractice.Regularclass
discussions,assignments,
andexplorationsdeepenand
strengthenthepracticeand
understandingofyogatobuild
awarenessofthemanytypes
ofyoga,healthyliving,wellness
self-evaluations,andtheroleof
nutrition.
physical education
Theupperschoolphysicaleducationprogramseekstopromotestudents’developmentofhealthy
habitsforabalancedlifestyleintegratingthemind,theheart,andthebodybydevelopinglifelong
habitsofhealthandwellness.UpperschoolstudentsarerequiredtotaketwoyearsofP.E.tomeet
graduationrequirements.
Eachstudentchoosesfromoneofthreetracks:yoga,withanemphasisonflexibilityandbreathcontrol;
afitnesstrack,emphasizingwellnessandcorestrengthbuilding;andatraditionalsportstracksuch
assoccer,basketball,orbaseball.Studentsineachtracksetpersonalwellnessgoalsandarecoached
toachievetheirintendedoutcomes.TheHabitsofMindandHeartarehighlightedthroughoutthe
curriculum,withafocusonrespectforselfandothersduringclasses.TheHabitofCollaborationisthe
foundationofteamwork,andstudentsarecontinuallyencouragedintheHabitoftheServicetothe
CommonGoodtoputforththeefforttoimprove.
058 upper schoolphysicaleducation
internships
InternshipsarepartofthecorecurriculumforWildwoodjuniorsandseniors,andstudentsareassessed
ontheirparticipation.Fromcommunicationsandpublicrelationstosportsmanagementandresearch
labs,Wildwood’sinternshipprogramoffersopportunitiesforstudentstoexplorearangeofprofessions.
Eachstudentresearchesandselectsasitealignedwithpersonalandcareerinterestsandchoosesfrom
arangeofsettings.Studentsspendtwoafternoonseachweekataworksiteobservinghowcolleagues
collaborateinorganizationswithmission-specificgoals.Studentssupporttheworkoftheorganization
whilelearningcommunicationskills,problemsolving,andmeetingchallengesinareal-worldsetting.
Work-sitesupervisorsprovideregularfeedbackonstudents’work. ExamplesofrecentinternshipsitesincludetheSantaMonicaMuseumofArt,BadRobot,ThePeninsula
Hotel,Brooks+ScarpaArchitects,UCLA’sDepartmentofChemicalandBiomolecularEngineering,
ESPNDeportesRadio,MaymeA.ClaytonLibrary&Museum,Cedars-SinaiMedicalCenter,andthe
SkirballCulturalCenter.
technology and library resources
Upperschoolstudentsbuildcloud-computingskillsanduseadvancedsearchenginesandemerging
researchtools.All9thgradestudentstakeaninformationliteracycoursetaughtbyWildwood’shead
librarian.
Upperschoolstudentsexpandtheiruseofweb2.0applicationsthroughtheuseofVoiceThread
andweb-basedacademicportfolios.AdvancedtechniquesiniMovie,GarageBand,AdobeCS,and
otheremergingmediadesignsoftwareisemphasizedasstudentscreateandpresentprojectwork.
Somecourses,likegeometry,featuresoftwareasthemaintextbookfortheclass,andstudentsuse
Geometer’sSketchpadtoexplorekeyacademicconcepts.Artandmusicclassesintroducestudents
tospecializedprogramstoproducedigitalworksandtostoreworkinvirtualportfoliosandstudent
websites.Studentsandteachersuseanewweb-basedlearningmanagementsystem,whichallows
Wildwoodtoembraceblendedlearningmodelsthroughoutthegrades.
059 upper schoolinternships/technologyandlibraryresources
community involvement
Communityinvolvementtakesmanyformsinupperschoolwherestudentsgainperspectiveand
experienceincommunityserviceforlocalandglobalcommunitiesandinlearningenvironmentsbeyond
theclassroom.
NinthgraderscreateandmaintainaverticalgardenatWildwoodandagardenattheWestside
Children’sCenter.Tenthgradersparticipateasteacher’sassistantsatWildwood’selementarycampus,
workingwiththeschool’syoungerstudentsinavariety
ofcapacities.
Eleventhgradestudentsassistatthemiddleanduppercampus.Studentswritearticlesforschool
publications,helpintheclassroom,andserveasassistantsforteachersoradministrativedepartments.
Duringalternatesemesters,11thgradersvolunteeratanoutsideorganizationoftheirchoice.Theyalso
participateinWildwood’suniqueinternshipprogram.
SeniorInstitutestudentsconceptualize,plan,andexecuteacommunityinvolvementprogramasone
oftheirseniorprojectsrequiredforgraduation.Eachprojectreflectsthestudent’sindividualpassions
andistheculminationoftheidealsofcitizenshipandconnectiontocommunityWildwoodfostersin
allitsstudents.Wildwood’sInternationalCommunityInvolvement(ICI)programoffersupperschool
studentstheopportunitytobecomeinvolvedandformrelationshipswithpeopleandculturesoutside
theU.S.throughservice-basedlearningandculturalexchange.Seniorsalsoparticipateintheschool’s
internshipprogram,acontinuationofworkbeguninthepreviousyearorwithaneworganization.
060 upper schoolcommunityinvolvement
appendix
61 technology
63 multiculturalprogram
64 advisory
65 communityinvolvement
65 internationalcommunityinvolvement
66 interscholasticathletics
67 collegecounseling
67 graduationrequirements
061 appendixtechnology
technology
Inallcoursework,Wildwoodstudentsgainskillsinusingacademicsoftwareandarangeofemerging
digitaltoolstoenhancelearning,research,andpresentationsofclasswork.
ELEMENTARY SCHOOL
Pods (Kindergarten and 1st Grade)Structuredlearningwith
age-appropriatesoftware
andwebsites
Beginningwordprocessing;usingmultimediawritingandreading
toolssuchasMediaBlenderandStarfall;introducingdrawingand
paintingsoftware,includingKidPix
2nd GradeLaunchingtechliteracy
Integratingcontentwithphotos,audio,andvideo;usingKeynote;
navigatingonlinedatabasestosourceabook,thenfindingit
inthelibrary;enhancedlearningusingtheSMARTBoardand
incorporatingmediaintoprojects
Understandingintentionsofwebsites,theroleofadvertising,
Googlerankings,digitalcitizenship,andbullyingbehavior;staying
focusedandovercomingonlinedistractions
4th GradeUnderstandingwebsiteintentions
andideas;onlinecitizenship
Keyboardinglessons;advancedwordprocessing;usingthe
iPadformulti-stepwordproblems;creatingGoAnimatevideos
andBrainPopgamesandlessons;identifyingcrediblesitesand
creatingefficientsearchqueries
3rd Grade Findinginformation;asking
goodquestions
Applyingcriticalthinkingandresearchskills;introducingGoogle
DocsandAppleTVwithiPadstocreatemobiledocumentcameras;
usingEdmodo’ssecure,teacher-moderatedsocialnetworkfor
lessons,bookdiscussions,andcontentsharing
5th GradeStrategiesforefficientand
independentuseoftheweb
Division One (6th Grade)Proficientwithtechnologyand
expandeduseoftechnology
tools
Division Two (7th – 8th Grades)Advancingdigitalliteracyand
citizenship;deepeningchoices
UsingadvancedpresentationsoftwareandvariousiPadapps
inclassroomwork;usingiPadsfor1:1learning/activitiesduring
sciencecourses,i.e.,plantdissectionlabs;beginningdigital
portfoliobuildingusingWildwoodHaikuLMS(Learning
ManagementSystem)
Introducingdigitaltextbooks:HistoryAlive;learningthe
fundamentalsofcloudcomputingusingGoogleDrive,Google
Docs,andGooglePresentations;usingiPadappsinclassroom
work,includinganimaldissectionlabsandvirtualbuildingtools
suchasMinecraftand3-DGameLab
MIDDLE SCHOOL
Gainingdexteritywithweb2.0toolsandemergingsoftware,
includingVoiceThread,tocreatecollaborativepresentations;
applyingGeometer’sSketchpadtokeyacademicconceptsin
mathematics;usingmediadesigntoolsanddevelopingadvanced
techniquesiniMovie;continuingtobuilddigitalportfolios
ofassignments,classroomwork,artprojects,andmusic
compositions
Fine-tuningdigitalportfoliosinpreparationforseniorexhibitions
andcollege/universityapplications,whichincludesadvancedfile
organization,conversions,collaboration,andcreativeapplications
incomposingmusicwithReasonvirtualmusicstudiosoftwareand
professional-levelapplicationsusedinthearts,performance,and
film,includingFinalCutPro,AppleDVDStudioPro,GarageBand,
andCompressor
Division Three (9th – 10th Grades)Developingunderstandingofand
usingthosetechnologiesthatare
bestsuitedtospecificprojects
Senior Institute (11th – 12th Grades)Applyingknowledgeoftechnology
topassionprojects,for
professional-leveluse,andfuture
inglobaleconomy
UPPER SCHOOL
technology cont’d
062 appendixtechnology
multicultural program
Wildwoodiscommittedtothecontinuingprocessofdevelopingandsustaininganinclusiveand
equitablecommunitywhereallmembersfeelvaluedandrecognized.Multiculturalismisintegraltothe
Wildwoodcommunityinavarietyofways.Athematicscopeandsequenceisintentionallyintegrated
intotheadvisoryprogramandacademiccurriculum,andstudentsupportprogramsareinplaceatevery
gradelevel.Attheelementaryschool,CrossCulturalConnections,astudentclub,offersopportunities
toexplorediversitythemes.Atthemiddleandupperschools,arangeofmulticulturalofferingsinclude
studentaffinitygroups,aStraightandGayAlliance(SAGA),astudentofcolorpeermentorgroup,
regulardiscussionsofmulticulturalcurrentevents,andanannualmulticulturalsymposium.Wildwood’s
ParentMulticulturalCollaborative(PMC)hostscommunityeventsforparents,
includingMulticulturalCommunityDialogue,MulticulturalFamilyStoryNight,anannualpicnicfor
familiesofchildrenofcolor,andmore.
Wildwood’sfull-timedirectorofmulticulturalaffairsleadsandcloselycollaborateswithWildwood’s
MulticulturalLeadershipTeammadeupoffacultymembersandadministratorsfromtheelementary,
middle,andupperschools.Theteamparticipatesinextensivetrainingtoguidethemulticultural
programthroughouttheschool.Theteamalsofocusesonpersonal,interpersonal,culturalsupport
andcontinuingreflectiononinstitutionalpractice.ThegoalofWildwood’sstudentmulticultural
programmingistohelpeachstudentdevelopanunderstandingofhisorherownmulticulturalidentity
whilefosteringabetterunderstandingandabilitytorelatetotheexperiencesandperspectivesof
others.Webelievethatsuchawareness,alongwithskilldevelopmentandpracticeincross-cultural
communicationandcriticalthinking,willenhanceourstudents’abilitytocollaborateeffectivelywithin
ourcommunityandintheglobalcontextastheyengagetheworldbeyondourcommunity.
GRADE:
THEME:
Division One (6th Grade)
Ethnicity,school
dimensions
Division Two (7th – 8th Grades)
Religion,age/
generations,
appearance
Division Three (9th – 10th Grades)
Socioeconomic
status/income,
intercultural
literacy,sexual
orientation,
gender
Senior Institue (11th – 12th Grades)
Race,educationand
schools
063 appendixmulticulturalprogram
MULTICULTURAL PROGRAM SCOPE AND SEQUENCE
GRADE:
THEME:
Pods (Kindergarten and 1st Grade)
Familystructure,
employment
2nd Grade
Geographic
location,
appearance
3rd Grade
Language
4th Grade
Affiliationsand
hobbies,race
5th Grade
Ability/disability,
gender
advisory
WildwoodSchoolbelievesadvisoryisessentialforstudentsuccess.Ouradvisoryprogrambeginsin
5thgradeandcontinuesthroughsenioryear.Likeallclasses,advisoryoffersastructuredcurriculum
thatintegratesacademicsupport,peerbindingandteambuilding,multiculturalprograms,community
involvement,andactivitiesdesignedtoenhancehigher-levelthinkingandcommunicationskills
Advisoryclassesareledbyteacherswhoserveasstudents’mentors,advocates,andprimarylinks
betweenhomeandschool.Thesmallgroupsettingencouragesthedevelopmentofsupportive
relationshipswithpeersandadultswhostudentsgrowtoknowwellandcantrust.Advisorybecomesa
safespacewherekidstryoutnewideasandexploretheirownidentities.Intheprocess,theycultivatea
senseofself—academically,emotionally,andsocially.
Withafocusonrelationshipsandexchangeofideas,oneoftheprimaryobjectivesofadvisoryisto
providestudentswithacomfortableplacetoengageinthoughtful—andoftenlively—discussions
aboutnationalandworldevents.Guidedbytheiradvisor,studentslearntosharetheirthoughts,listen
toothers’opinions,analyzesources,andrespectdifferingpointsofview.
Partoftheadvisorycurriculumfocusesonlearningaboutandparticipatinginlocalcommunity
involvementprojects,bothoncampusandatlocalsocial-serviceagencies.Projectsareageappropriate
andselectedtodemonstratetostudentswhattheycangiveandgainastheybecomeawareofarange
ofcommunityneedsinhumanservicesandenvironmentalstewardship.
Today,Wildwood’sadvisoryprogramisinternationallyrecognizedandisusedindiversesettings
aroundthecountryandabroad,rangingfromclassroomsinpublicschoolsintheLosAngelesUnified
SchoolDistricttotheAmericanSchoolinLondon.Hundredsofeducatorsacrossthecountryuseour
strategiesasaresultofattendingWildwoodOutreachCenter’sadvisoryworkshopsorbyapplying
conceptsfromThe Advisory Toolkit,aWildwoodpublicationthatoffersdetailedinformationoncreating
andmaintaininganadvisoryprogram.
064 appendixadvisory
community involvement
AtWildwood,everystudentisexpectedtocontributetothecommongoodofourschool,local,and
globalcommunities.Age-appropriateprojectsandconnectionsbegininthePodsandcontinuethrough
theelementarygrades.Allprojectsarecloselyintegratedwithclassroomlearningtointentionally
reinforcethepowerfulconnectionoftheindividualtoservice.
Throughouttheirmiddleandhighschoolyears,studentsparticipateinavarietyofprojectsranging
fromthelocaltotheinternational,whererealsocialandenvironmentalimpactismeasureable.As
environmentalstewards,studentsspendtimeplantingtrees,clearingcongestedareasintheBallona
Wetlands,andsupportinganearbymarinemammalrescuecenter.
Wildwoodhasdevelopedcontinuingrelationshipswithlocalorganizationsthatserveasthefoundation
forthemiddleandupperschoolCommunityInvolvementprogram.Seventhand8thgradersspend
oneafternooneachweekinthecommunityworkingwitheldersreading,performing,andproviding
conversationalpartnerships.Upperschoolstudentsworkatlocalchildcarecentersandasteaching
internsatWildwood’selementaryschool.Theprojectsintentionallyemphasizemulti-generational
connections.
Finally,seniorsdeviseandimplementacommunityinvolvementprojectasoneofthreeprojects
requiredforgraduation.
international community involvement
Eachyear,upperschoolstudentshavetheopportunitytoextendtheirawarenessofopportunitiesto
makeglobalchangeonaninternationalscale.Duringspringbreak,studentscanchoosetojoinfaculty-
ledservicetravel.Inrecentyears,WildwoodgroupshavevisitedNepal,Guatemala,Uruguay,Argentina,
andBulgariatoworkwithhumanitarianorganizationsandteachinlocalschools.
065 appendixcommunityinvolvement/internationalcommunityinvolvement
interscholastic athletics
WILDWOOD’S ATHLETIC MISSION STATEMENT
Wildwood’sathleticprogramembodiesthemissionoftheK–12schoolindevelopingindividualswho
arereflective,ethicallygrounded,andconfident.ThefieldsandcourtsareextensionsoftheWildwood
classroomwherestudent-athleteslearnthevaluesofcommitment,competition,andteamwork.
WildwoodWolvesaretaughttocompeteatthehighestlevelsandplaytowin.Student-athleteshone
theirskillsandlearnthevaluesofsportsmanshipinacompetitiveenvironment.
MIDDLE SCHOOL
Middleschoolathleticsofferstwolevelsofinvolvement:competitiveteamscompetinginthePacific
BasinLeaguewithotherWestsideschoolsandfoundationalgroupsforstudentswhowanttoparticipate
andimprovetheirskillsbutarenotyetreadyforcompetitiveplay. UPPER SCHOOL
Upperschoolathleticsincludesjuniorvarsityandvarsitylevelsofplay.BothlevelscompeteintheCIF-
sanctionedCoastalLeaguewithothersimilarlysizedschools.
Teamsign-ups,assessments,andathleteplacementsoccurbeforeeachseason. Wildwood’smiddleandupperschoolmayfieldboys,girls,and/orcoedteamsinthefollowingsports:
Fallcrosscountry
flagfootball
swimteam
volleyball
Winter
basketball
soccer
Spring
baseball
golf
tennis
trackandfield
Year-round
equestrian
sailing
066 appendixinterscholasticathletics
067 appendixcollegecounseling/graduationrequirements
college counseling
Thecollegeapplicationprocessisexciting,hopeful,andofcourse,stressful.Duringtheupperschool
years,Wildwood’scollegecounselorsareavailabletostudentsandtheirfamiliestoguideandassist
themthroughthemazeofcollegeselectionandadmissions.Wildwoodhasoneofthelowest
student-to-counselorratiosamongLosAngeles-areaindependentschools.
Collegecounselingbeginsin9thgrade,whencounselorsfirststarttoworkwithstudentsandtheir
families.In11thand12thgrade,SeniorInstitutestudentsmeetwiththecounselorsandadvisorsregularly
toreviewcourseworkandtoplanforfutureacademicandleadershipopportunities.Inaddition,seniors
attendWildwood’sCollegeBootCamp,afour-dayseminarinwhichtheybeginthecollegeapplication
processinearnest,withparticularfocusonthecollegeessayandpreparingfora
collegeinterview.
Wildwoodstudentsandtheirparentshaveaccesstotheweb-basedinteractivecollegesearchsystem
NavianceFamilyConnection,whichcanbeusedtoaccessastudent’sacademicprofile,researchcolleges
anduniversities,andmanagetheapplicationprocess.
WeproactivelyintroduceWildwood’sphilosophytocollegesanduniversitiesinallpartsofthecountry.
Duringtheschoolyear,morethan100collegesvisitourcampusandmeetwithstudents.Inaddition,
seniorshavetheopportunitytogoonaschool-organizedcollegetriptotheEastCoastduringthespring
oftheirjunioryear.
graduation requirements
Upperschoolstudentsarerequiredtotakearigorouscorecurriculumthatincludesthefollowing:
• English*,4years
• Socialstudies*,4years
• Mathematics,4years
• Spanish,4years
• Science,4years
• Arts,science,orhumanitieselectives,4years
• Physicaleducation,2years
Aseriesofportfoliopiecesisrequiredineachsubjectarea.
Attheendof12thgrade,studentsmustpresentagraduationexhibition,anoraldefenseoftheiracademic
andpersonalevolutionthatispresentedtoteachers,administrators,family,andfriends.Asanevaluation
andasalutetostudentachievement,exhibitionsreinforcethedisciplineandself-reflectionthatmake
forasuccessfulcollegecareer.Inaddition,studentsmustpresentthreeindependentseniorprojects:an
academicpassionproject,acommunityinvolvementproject,andapersonalchallengeproject.
*Wildwood’s upper school humanities, history, and literature courses meet the English and social studies graduation requirements.
• NationalAssociationof
IndependentSchools(NAIS)
• AssociationforMiddleLevel
Education(AMLE)
• CoalitionofEssentialSchools
(CES)
• ProgressiveEducation
Network(PEN)
• NationalCenterfor
IndependentSchoolRenewal
(NCISR)
• TheIndependentSchool
AllianceforMinorityAffairs
• NationalAssociationof
CollegeAdmissionCounseling
(NACAC)
• NationalAssociationof
PrincipalsofSchoolsforGirls
(NAPSG)
• EducationRecordsBureau
(ERB)
• CollegeBoard
• WesternAssociationfor
CollegeAdmissionCounseling
(WACAC)
accreditations and affiliations
WildwoodSchoolisamemberofandisaccreditedbytheCaliforniaAssociationofIndependentSchools
(CAIS)andtheWesternAssociationofSchoolsandColleges(WASC).Additionally,theUniversityof
CaliforniahasapprovedallofWildwood’supperschoolcourses.
Wildwoodisalsoamemberofthefollowingorganizations:
non-discrimination policy
WildwoodSchooldoesnotdiscriminateonthebasisofage,color,creed,disability,gender,marital
status,nationalorethnicorigin,race,religion,orsexualorientation.Thispolicyappliestoallareas
oftheschool,includingadmission,educationalpolicies,financialaid,andotherschooladministered
programs.
068 accreditations and affiliations