KENT DENVER SCHOOL Curriculum Guide · Curriculum Guide • 2018–19 COURSE LIST • SUMMER 2018 ....

INTEGRITY

We strive to be honest with others and ourselves. We work from a foundation of strong ethical principles, which we use, explore, and develop.

RESPECT

We seek to appreciate and consider the feelings, wishes, rights, traditions, and attributes of others. We work to respect ourselves, our fellow community members, the educational vision of the School, our connection to the larger

world, and the human diversity among and around us.

PERSONAL GROWTH

Through mindfulness, creativity, and curiosity, we strive to participate, to grow, to find our voice, and to help each other thrive.

COMMUNITY

We are actively committed to the learning fellowship of the School. With a sense of shared responsibility, empathy, and compassion, we seek to understand, engage, and help our diverse local, regional, national, and

global communities.

WISDOM

We seek the development of experience, knowledge, and good judgment.

Our Core Values

All members of the Kent Denver community—students, staff, parents, faculty and administrators—are encouraged to embrace the following core values together as essential elements of the Kent Denver School identity. These values function as touchstones for the community and as key objects in their own right of inquiry and contemplation.

1Back to Table of Contents

KENT DENVER SCHOOL Curriculum Guide

• 2018–19 COURSE LIST

• SUMMER 2018 FOR-CREDIT CLASSES

• THE INSTITUTES AT KENT DENVER

KENT DENVER TEACHERS To Table of Contents

ARTS Sarah Mitchell, B.A., M.A. (chair) Justin Adams, B.A., M.M. Corky Dean, B.F.A., M.A. Pete Ellis, A.B., A.B., M.S. Jon Fortmiller, B.A. Margaret NeJame, B.F.A. Lee Lee Newcomb, B.A. Tommy Nolan, B.A., B.A. Kali Paguirigan, B.M., M.F.A Taylor Pringle, B.A., M.F.A Ted Reece, B.A.

ATHLETICSScott Yates, B.S., M.Ed. (director)Laura Bordeaux, B.A. Richard Judd, B.A., M.S.M. Stephanie Kyser, B.A. Connor Mulvihill, B.A. Celena Otero, B.A. Jack Pearman, B.A. Sady Tobin, B.S.

COLLEGE COUNSELINGKatie Thomas, B.A., B.A., M.A. (director)Matt Doyle, B.A. Jessica Raab, B.A., B.A., M.A.

COMPUTER STUDIESMichael Ehrenfried, B.S.E., M.A. (chair) Alex Clement, B.A. Phillian Haynes, B.S.

ENGLISHLoni DesJardin, B.Ed., M.Ed. (chair)Danny Barocas, B.A., M.A. Logan Brown, B.A., M.A. Eric Chandler, B.A., B.A., Ph.D.Henry Clark, B.A.Katherine Crowley, B.A., M.A. Andrew Dranginis, B.A., M.A.T. Christina Fakharzadeh, B.A., M.A. Whitney Gaines, B.A., M.F.A.Annie Hansen, B.A., M.A., M.F.A. Aniele Hawkins, B.S., M.S.Sydney Lang, B.S. Nick Lefferts, B.A., M.A. Anne Moyer, B.A., M.A. Sashah Ramirez, B.S., M.A. Casey Selover, B.A., M.A.Todd Schayes, B.S., M.A.Eddie Young, B.A., M.A.

HISTORY & SOCIAL SCIENCEGinna Halverson, B.A., M.A. (chair)Wes Ballantyne, B.A., M.A. Lee Barrow, B.A., M.A. Mike Bausch, B.A., M.A. Henry Clark, B.A. James Covi, B.A., B.A., M.A.Katherine Crowley, B.A., M.A. Miya Dickman, B.A. Christina Fakharzadeh, B.A., M.A.Ian Hopkins, B.A., M.A. Bradley Jackson, B.A., B.A., M.Ed. Phil Klein, B.A., M.B.A.Chris Michaud, B.A., M.A. Jason Mundy, B.A., M.A.L.S.Lucas Richardson, B.A., M.A. Todd Schayes, B.S., M.A.Jerry Walker, B.A., M.S.Jon Zeljo, A.B., M.A.

MATHEMATICSCheryl Askay, B.S., M.S. (chair)Leah Anderson, B.S. Bruce Collamore, B.S., B.S. Melissa Devlin, B.A. Pete Ellis, A.B., A.B., M.S.Kelsey Franklin, B.A., B.A. Kim Gatti, B.A., M.A.Carl Horwitz, B.S.Whitney McMurtry, B.A., M.S. Wendy Miscall, B.Sc., M.Sc. Danielle Reycer, B.A., M.A. Arty Smith, B.A., M.S.T.Julie Van Wright, B.S.Marty Wittmer, B.A., M.A.

SCIENCEJeff Caulfield, B.S., Ph.D. (chair)Mark Bosick, B.A., M.Ed. Emily Danitz, B.S., M.Ed. Deanna Detmer, B.S., M.Ed. Chrissy Frederick, B.S. Evan Gaffney, B.S. Kristy Garfoot, B.H.S. Ryan Gray, B.A., B.S.,M.A., M.S.Rand Harrington, B.S., B.S., M.S., Ph.D. Wendy Miscall, B.Sc., M.Sc.Steve Newman, B.S., M.S. Mary Fran Park, B.S, M.S.John Saunders, A.B., M.S. Raquel Sherman, B.S. Ed.Marty Wittmer, B.A., M.A.

STUDENT LIFEPriscilla Scobie, B.A., (director)Jackie Dauw, B.A., M.A., LPCCarolyn Dutton, B.S., M.A.Patrick Lang, B.A., M.A.T., M.A.

WORLD LANGUAGESEric Dawson, B.A., B.A., M.A. (chair)Sam Baumgarten, B.A. Matt Bentley, B.A., M.A., Ph.D. Allison Cain, B.A., M.Ed., M.A. Andrea Caulfield, B.A., M.A. Annick Chen, B.A., M.A. Luis Gimenez, B.A., M.A. Mark Modak, B.A., M.A.Piedad Rodriguez, B.A., M.A., M.A. Holly Smiekel, B.Ed.Maud Sullivan, L.d’A., M.A. Virginia Tuma, B.A., M.A., Ph.D.Binbin Wei, B.A., B.A., M.A.

FELLOWSJohn Kennealy, B.A. Bill McDonald, B.S., (Speech)Rachel Nalecz, B.A.

Kent Denver TeachersHEAD OF SCHOOL

Rand Harrington, B.S., B.S., M.S., Ph.D.

HEAD OF UPPER SCHOOL HEAD OF MIDDLE SCHOOL Eric Chandler, B.A., B.A., Ph.D. Carrie Green, B.A., M.A.

THE INSTITUTES AT KENT DENVER

Hunt Family Institute for Entrepreneurial EducationPhil Klein, B.A., M.B.A. (interim director)

Rollins Institute for Technology and DesignMichael Ehrenfried, B.S.E., M.A. (director)

KENT DENVER VALUES To Table of Contents

Our Core Values

All members of the Kent Denver community—students, staff, parents, faculty and administrators—are encouraged to embrace the following core values together as essential elements of the Kent Denver School identity. These values function as touchstones for the community and

as key objects in their own right of inquiry and contemplation.

IntegrityWe strive to be honest with others and ourselves. We work from a foundation

of strong ethical principles, which we use, explore and develop.

RespectWe seek to appreciate and consider the feelings, wishes, rights, traditions

and attributes of others. We work to respect ourselves, our fellow community members, the educational vision of the School, our connection to the larger

world, and the human diversity among and around us.

Personal GrowthThrough mindfulness, creativity and curiosity, we strive to participate,

to grow, to find our voice, and to help each other thrive.

CommunityWe are actively committed to the learning fellowship of the School. With a sense

of shared responsibility, empathy and compassion, we seek to understand, engage and help our diverse local, regional, national and global communities.

WisdomWe seek the development of experience, knowledge and good judgment.

TABLE OF CONTENTS

Table of Contents

Kent Denver Teachers..................................................................................................................................2

Our Core Values................................................................................................................................................3

Table of Contents.............................................................................................................................................4

From the Head of School...........................................................................................................................6

New or Enhanced This Year.....................................................................................................................7

Course Listing Features..............................................................................................................................7

Middle School Program............................................................................................................................10

Upper School Program..............................................................................................................................11

Graduation Requirements........................................................................................................................11

Academic Requirements, Credit, Grades and Summer Reading..............................12

How to Select and Schedule Your Kent Denver Courses................................................13

Sample Middle School 3-Year Plan..................................................................................................14

Sample Upper School 4-Year Plan....................................................................................................15

Advisory Program, Student Services and Other Resources..........................................16

Academics and Electives.........................................................................................................................17

Computer Studies..........................................................................................................................................18

English....................................................................................................................................................................22

History and Social Science.....................................................................................................................28

TABLE OF CONTENTS

Table of Contents

Mathematics......................................................................................................................................................34

Science..................................................................................................................................................................40

Visual and Performing Arts.....................................................................................................................46

World Languages..........................................................................................................................................56

Athletics................................................................................................................................................................64

The Institutes at Kent Denver School.............................................................................................67

Additional Offerings and Requirements........................................................................................73

Advisories and Wellness...........................................................................................................................74

Career Intern Experience..........................................................................................................................75

College Counseling......................................................................................................................................76

Community Service.......................................................................................................................................77

Digital Learning and Online Courses...............................................................................................78

Electives (Middle School).........................................................................................................................79

Field Trips and Interim (Middle School).........................................................................................80

For-Credit Summer Courses...................................................................................................................81

Information and Innovation.....................................................................................................................83

Peer Tutoring and Leadership..............................................................................................................84

Yearbook Publication..................................................................................................................................85

6 Back to Table of Contents

Excellence in Scholarship and Character

Dear students and parents,

Welcome to Kent Denver’s 2018–19 Curriculum Guide. Inside you’ll find descriptions of the dozens of full-year courses, one-semester classes and electives we will offer this school year.

Middle School students and parents will find an overview of our sixth-, seventh- and eighth-grade program on page 10 and a sample three-year plan on page 14.

Graduation requirements for Upper School students are on page 11. Students, I suggest you review the requirements then download the sample four-year plan on page 15 and discuss your interests with your advisor and dean.

I have one final recommendation as well. With so many classes, athletic programs and extracurriculars to choose from, it’s tempting to want to pursue every option now. Remember, there will never be a shortage of intriguing options at Kent Denver School. Make sure you incorporate down time into your schedule. Advisors, deans and the Student Wellness team are always available to support you as you plan your ideal school year.

On behalf of our entire faculty and staff: We look forward to having you join us for another exceptional year at Kent Denver School!

Best regards,

Dr. Rand HarringtonHead of School

New or Enhanced This Year

Course Listing Features

AP COMPUTER SCIENCE A* (T825; 1 credit, Grades 9-12)

This course uses the Java programming language as a tool for understanding the main principles of object-orient-ed software design and programming. Students learn how to write logically-structured, well-documented computer programs in preparation for the Advanced Placement exam. Topics include methodology, data structures, searching and sorting algorithms, file handling, testing and debugging techniques and social and ethical issues. Students will also complete the required AP Computer Science A laboratory work and accompanying exercises and questions provided by The College Board. Prerequisite: Permission of instructor. Co-requisite: Algebra II

Course Title

Course Description

Course Number, Credit Value & Restrictions

Prerequisite Listings

7Back to Table of Contents

• Updated At-a-Glance course listings — Kent Denver is introducing more than a dozen new courses for the 2018–19 school year! To see what’s been added, look for the blue “New” icon on the At-a-Glance course listings on pages 8–9.

• 2018–19 Class Deans — Every Kent Denver student has a faculty advisor who provides guidance, support and encouragement in all aspects of school life. See page 16 for the list of Class Deans for the 2018-19 school year.

• The Institutes at Kent Denver — In the Kent Denver Institute approach, teachers, academic programs, extracurricular offerings, approved student-directed study, dynamic learning spaces and access to experts in Colorado and beyond support students’ quest to learn more about what inspires them. See pages 67–72 for details.

• For-credit summer courses — A full list of for-credit courses offered during the summer of 2018 is avail-able on pages 81–82.

• Easier-to-read course maps — New, streamlined course maps make it easier than ever to view all de-partment requirements and options in one place. Look for course maps on the second page of each academic department’s section.

AT A GLANCE Back to Table of Contents

Computer Studies• Advanced Topics: Data Structures• Social Media and Online

Communities

English• Rhyme and Its Reasons• Satire: Offensive or Funny?• Sleuthing 101: Detectives from

Dupin to Dexter

History and Social Science • Business Economics and Ethics• Business of the Entertainment Industry• Humans and the Environment Honors:

Colorado History & Ecology• Power in America Honors: What’s

Dividing America Today?

Science• Anatomy & Physiology• Astronomy and Astrophysics • Biomechanics• Biotechnology and Ethics• Engineering: Design & Build• Forensic Science• Humans and the Environment Honors:

Colorado History & Ecology• Infectious Disease & Epidemiology

Visual and Performing Arts• Business of the Entertainment Industry• Ceramics, Levels II–IV• Digital Art—Photoshop, Levels I–IV• Drawing, Levels I–IV• Metals, Levels II–IV• Photography, Levels II–IV• Sculpture, Levels II–IV

Our 6-12 Program

Sixth Grade• Language Arts 6:

Reflection • Social Studies 6:

Ancient Identities and Comparative World Religions

• Mathematics 6 • Physical Education • Science 6:

Explore, Design, Discover • Visual and Performing Arts • World Languages:

Latin

Seventh Grade • English 7:

Identity • History 7:

Foundations in U.S. History and Government

• Math: Mathematics 7A or 7B

• Science 7: Earth and Environmental Science

• Visual and Performing Arts • World Languages:

Chinese 7 | French 7 Spanish 7 | Preparatory 7

Eighth Grade • English 8:

Choices • History 8:

Foundations in Global History • Math:

Algebra 8A or 8B • Science 8:

Human Biology • Visual and Performing Arts • World Languages

Chinese 8 | French 8 Spanish 8 | Preparatory 8

Middle School Upper School

Yearlong Courses Fall Courses

Spring Courses

Ninth Grade• English 9:

Discovering Voice • History and Social Science

Global History of the Modern World

• Mathematics (See Courses)

• Science Molecular and Evolutionary Biology

• Visual and Performing Arts Class (See Courses)

• World Languages (See Courses)

Tenth Grade • English 10:

Exploring Voice• History and Social Science

• Revolution and Conflict or • Global Politics in the 21st Century or • Advanced Debate (with departmental approval)


• Science Chemistry or Chemistry Honors (with departmental approval)

• Visual and Performing Arts Class (See Courses)


New!

* Kent Denver Policy Regarding AP Classes

Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring.

There is an additional fee for the exam.

For information on athletics requirements, see page 11.

New!

New!

New!

New!

New!

New!

New!

New!

New!

New!

New!

New!

Eleventh Grade • English 11:

Diverse Voices of America• U.S. History or History Course

(See Courses)• Mathematics

(See Courses) • Science

Physics or Physics Honors (with departmental approval) Chemistry or Chemistry Honors (with departmental approval)

• Visual and Performing Arts Class (Unless Requirement is Fulfilled; See Courses)


Twelfth Grade • Two English Seminars or

AP English Literature (See Courses)

• History Course (If Desired; See Courses)


• Science Course (If Desired; See Courses)

• Visual and Performing Arts Class (Unless Requirement is Fulfilled; See Courses)

• World Languages (Unless Requirement is Fulfilled; See Courses)

New!

History and Social Science • Business Economics and Ethics• Humans and the Environment Honors:

Colorado and the West• Music, Culture and Society• Wisdom of Ancient Traditions,

Honors

Mathematics• AP Calculus BC (juniors only)

Science• Anatomy & Physiology• Astronomy and Astrophysics • Biomechanics• Biotechnology and Ethics• Engineering: Design & Build

Computer Studies• Computer Architecture • AP Computer Science A• AP Computer Science Principles

English• English 9: Discovering Voice• English 10: Exploring Voice• English 11: Diverse Voices of America• AP English Literature

History and Social Science • Debate Honors• Global History of the Modern World• Global Politics in the 21st Century• Revolution and Conflict in the

Modern World• U.S. History• AP Art History• AP European History• AP Economics• AP U.S. History

Mathematics• Algebra II (and Honors)• Algebra II S• Calculus• Functions, Statistics and

Trigonometry (FST)• Geometry (and Honors)• Geometry with Functions• Multivariable Calculus• Pre-Calculus (and Honors)• Online Course Options• AP Calculus AB• AP Calculus BC• AP Computer Science A• AP Statistics

Science• Computer Architecture• Chemistry (and Honors)

Computer Studies• Advanced Topics: Servers and Data • Wearable Technology

English• African American Literature• Experiments in Writing• Our Worst Instincts Run Amok:

Dystopian Fiction • The Short Story vs. The Novel

New!

New!

Science, cont.• Forensic Science• Humans and the Environment Honors:

Colorado and the West• Infectious Disease & Epidemiology• AP Physics C: Electricity & Magnetism

Visual and Performing Arts• Ceramics, Levels II-IV• Digital Art: Graphic Design, Levels I–IV• Metals, Levels II–IV• Painting, Levels I–IV• Photography, Levels II–IV• Sculpture, Levels II–IV

New!

New!

Science, cont. • Molecular and Evolutionary Biology• Physics (and Honors)• AP Biology• AP Chemistry • AP Physics C: Mechanics• AP Psychology

Visual and Performing Arts• Acting I–II• Ceramics, Level I• Concert Choir• Filmmaking, Levels I–IV• Guerrilla Repertory Theater• Guitar, Levels I–IV• Jazz Combo (0.25 credit)• Jazz Ensemble• Latin Ensemble Honors• Metals, Level I• Photography, Level I• R&B Ensemble Honors• Sculpture Level I• Soul Ensemble• Technical Theater Workshop, Levels I–IV• AP Music Theory

World Languages• Chinese I–V• Chinese III–IV, Honors• Chinese Advanced Topics• French I–IV• French III, Honors• Advanced French Conversation

and Culture• Independent Study• Spanish I–V• Spanish III, Honors• Spanish Advanced Topics• AP Chinese Language and Culture• AP French Language and Culture• AP Spanish Language and Culture• AP Spanish Literature and Culture

Middle School ProgramThe Middle School strives to attend to the unique developmental needs and talents of each student. Through

personalized attention and a broad curriculum specifically designed for each age level, the faculty seeks to foster ethical, responsible, creative and empathetic behavior. Middle-Schoolers are expected to complete eighth grade capable of meeting new challenges and equipped with a strong academic foundation, enhanced self-esteem and a commitment to the larger community. The Middle School curriculum encompasses traditional and experiential offer-ings, the fine arts, community service, trips, a broad electives program and a participatory sports program.

SIXTH-GRADE PROGRAM

The goal of the sixth-grade program is to develop excellence in scholarship and character. Responsibility to self and community, respect for others’ ideas and property, and trustworthiness and compassion to act on behalf of others are promoted in all of our activities. The program employs an interdisciplinary approach to the study of the development of humankind and culture. This academically rigorous, yet developmentally appropriate program uses a variety of educational materials and methods to teach skills, content and concepts.

Students study language arts, social studies, math and science with four core teachers. These teachers also serve as advisors. Students are regrouped in their other coursework as well, thus helping in the transition from elementary to Middle School.

SEVENTH- AND EIGHTH-GRADE PROGRAMS

Seventh- and eighth-grade students move to a departmentalized structure with distinct classes in English, history, math, science, world languages and fine arts. Additionally, all students choose from a varied list of elective offerings and Club offerings. Advisors play a critical role in guiding students through these transitional middle school years. A distinct advisory curriculum includes sessions on topics ranging from digital literacy to friendships to gratitude. Developing independence, organizational skills and self-advocacy are stressed throughout these years.

MIDDLE SCHOOL PROGRAM Back to Table of Contents

Upper School ProgramTHE ACADEMIC PROGRAM

Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the grade-level Dean of Students and the Head of Upper School.

COURSE CHOICE AND COLLEGE COUNSELING

Our Upper School courses fulfill course requirements for admission to the most demanding U.S. colleges. Students should exercise care in selecting their courses so they both satisfy high school graduation and college admission requirements. Most college candidates will pursue a high school course of study that has the academic pillars of English, world languages, history, math and science while also exploring the wide array of elective courses. When in doubt, students should confer with the College Counseling team before making final decisions.

Graduation Requirements

UPPER SCHOOL PROGRAM AND REQUIREMENTS Back to Table of Contents

English Four years of Upper School study.

History and Social Science

Three years of Upper School study, during which time Global History and Geography, U.S. History and either one yearlong History and Social Sciences elective or two semes-ter-long History & Social Sciences electives.

Mathematics Four years of Upper School study.

Science Three years of Upper School study, including one year each of Biology, Chemistry and Physics.

Visual and Performing Arts

Two years of Upper School study.

World Languages

Three consecutive years of Upper School study in a single language (Chinese, French or Spanish).

Additional Courses

In addition to the graduation requirements for the various departments, students must complete two years of additional coursework in any subject or combination of subjects of their choice.

Athletics/Health and Wellness

• Grade 9: two seasons of a sport or one season of a sport and one season of health and wellness.

• Grade 10: two seasons of a sport or one season of a sport and one season of health and wellness.

• Grade 11: one season of a sport or two seasons of health and wellness.

• Grade 12: one season of a sport or two seasons of health and wellness.

Career Intern Experience (CIE)

Required in senior year.

Community Service

All students are required to independently complete service hours outside of school. These individual volunteer projects completed with pre-approved organizations must total a minimum of 80 hours. Of these hours, at least 40 must be completed with a single organization.

ATTENDANCE AND ASSIGNMENTS

Students are expected to attend classes each day. Students who are absent and unexcused are not allowed to make up missed assignments or tests. Students with excused absences must complete assignments within a reasonable number of days as determined by their teachers.

Major assignments are due on assigned dates unless an extension is granted by the teacher. For every school day an assignment is late, it will be penalized at least one third of a letter grade (e.g, from an A to an A-). After five school days, the teacher will report the tardy assignment to the student’s advisor and dean and give no grade higher than “C.”

CREDIT

Credit will be earned in any class by obtaining a passing grade (D- or better). Students earn one credit for successful completion of most yearlong courses and one-half credit for semester courses. Students may not drop a course after the first four weeks of the year (or the first four weeks of the semester for semester-long courses).

HOMEWORK

Students are expected to prepare for classes and gen-erally spend 30 minutes per subject per class meeting. Advanced Placement students and students in Honors courses may spend up to 45 minutes per class meeting.

INDEPENDENT STUDY

Upper School students may propose to do an inde-pendent study on a topic of his or her choice and receive Pass/Fail credit upon the independent study program’s completion.

Independent study proposal forms are available in the Upper School Registrar’s Office.

Proposals must include specific information about the time the independent study requires, the material to be studied, the work to be completed and the methods for evaluating that work.

Students may not do an independent study to satisfy graduation requirements or course load expectations.

Students may choose to do an independent study only as an extra course, beyond academic requirements and the standard five courses per semester expectation.

Completed proposals must include all required sig-natures and must be submitted to the Upper School division head by the following deadlines:

• Fall deadline: First Friday in May or during the first week of school.

• Spring deadline: Prior to the first Friday in January.

SUMMER READING

Kent Denver urges students and faculty to read widely during the summer. Studies indicate a direct correlation between academic success and leisure reading. For that reason, if no other, college-bound students should read extensively.

Summer should be a time to rediscover reading for pleasure. Choice of texts forms the foundation of the shift from “what do I have to read” to “what do I want to read.” Research on the efficacy of summer reading overwhelmingly supports that students get more from summer reading when they choose their own texts, pick books at reading levels appropriate to where they really are and choose topics and genres about which they truly care.

Our summer reading program embraces rediscov-ering the joy of reading through choice. Please refer to the Middle School Summer Reading Guide and Upper School Summer Reading Guide on our website for spe-cific grade recommendations.

KENT DENVER’S GRADING SYSTEM

Detailed information about our grading system is available to current students, parents and guardians in the Kent Denver Family Handbook. Prospective families should contact the Admission Office for details.

Academic Requirements, Credit, Grades and Summer Reading

Back to Table of Contents ACADEMIC REQUIREMENTS AND MORE

How to Select and Schedule Your Kent Denver Courses

Students are to choose appropriate courses of study in consultation with their faculty, advisors, class dean and parents.

MIDDLE SCHOOL

Students in Middle School will be enrolled in a broad offering of courses across multiple disciplines. While many of the courses are required of all students, there are some elements of choice for middle-schoolers in areas such as Health and Wellness in Grades 7–8 and electives in all Middle School grades.

Sixth- and Seventh-Grade Students

New students will arrange their academic program through the Admission office. Returning Middle-School students make course choices with the assistance of their advisors. When choices are available, students are asked to rank order preferences. We cannot guarantee first choices.

EIGHTH-GRADE AND UPPER SCHOOL

Students consult with their teachers, advisor and class dean on course selection. Eighth-, ninth- and 10th-graders should write out a full program plan for graduation to be sure they have enough credits when June of their senior year arrives. A master schedule will be created after students submit their course requests. Student preferences receive highest priority, but the School cannot fulfill every student’s request due to the limitation in periods and the wide variety of course offerings. The master schedule for each academic year is constructed to meet the needs of as many students as possible.

Students in Grades 9–12

Except in special circumstances, we expect students in Grades 7–8 to enroll in an offering from each of the fields. For students in Grades 9–12, offerings are available in English, history, mathematics, science, world languages, com-puter studies, visual and performing arts and athletics/health and wellness. In Grades 9–12, students begin to spe-cialize and their programs become more varied.

Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the class dean and the Head of Upper School.

SELECTING AND SCHEDULING COURSES Back to Table of Contents

Back to Table of Contents MIDDLE SCHOOL PLAN

Grade 9 Grade 10 Grade 11 Grade 12

English(4 years required)

English 9 English 10 English 11 Seminars or AP


(3 years required; 4 years advised)


Revolution & Conflict or Global Politics

U.S. History or AP U.S. History

Additional courses optional (AP Economics, AP European History, Business Ethics, etc.)

Math(4 years required)

Required. Course options customized for student.




Science(3 years required; 4 years advised)

Biology Chemistry (H-R) Physics (H-R) or Chemistry (H-R) for Class of 2020

Additional courses optional.

World Languages

(3 years required)

Three years of Upper School study required.



Many students complete a fourth year of Upper School study.


(2 years required)

Student chooses when to complete this requirement.




ATHLETICS AND FITNESS

Fall Winter Spring

Grade 9 Yearlong Wellness seminar plus 2 seasons of interscholastic sports or Fitness (1 season must be a sport).

Yearlong Wellness seminar plus 2 seasons of interscholastic sports or Fitness (1 season must be a sport).


Grade 10 2 seasons of interscholastic sports or Fitness (1 season must be a sport). Student chooses when to complete this requirement.

2 seasons of interscholastic sports or Fitness (1 season must be a sport). Student chooses when to complete this requirement.


Grade 11 1 sport or 2 Fitness. Student chooses when to complete this requirement.

1 sport or 2 Fitness. Student chooses when to complete this requirement.





Sample Middle School 3-Year Plan

Grade 6 Grade 7 Grade 8


Language Arts English 7 English 8

History and Social Studies(3 years required)

Ancient Civilizations and Comparative World Religions

History 7: Foundations in U.S. History and Government

History: Foundations in Global History


Sixth-grade Mathematics Math 7A or Math 7B

Algebra 8A or Algebra 8B

Science(3 years required)

Science 6: Explore, Design, Discover

Science 7: Earth and Environmental Science

Science 8: Human Biology

World Languages(3 years required)

Latin Chinese 7, French 7, Spanish 7 or Preparatory 7

Chinese 8, French 8, Spanish 8 or Preparatory 8


(3 years required)

One trimester each of music, visual arts and theater required. Additional electives options available.




Fall Winter Spring

Grade 6 Non-competitive Physical Education course.

Non-competitive Physical Education course.


Grade 7 Sport activity or interscholastic sport required each season.

Sport activity or interscholastic sport required each season.





See pages 73–85 for Community Service, Field Trips and Interim requirements.

Sample Upper School 4-Year Plan

See pages 73–85 for Community Service and Career Internship Experience requirements.

UPPER SCHOOL PLAN Back to Table of Contents

Grade 9 Grade 10 Grade 11 Grade 12


English 9 English 10 English 11 Seminars or AP


(3 years required; 4 years advised)


Revolution & Conflict or Global Politics

U.S. History or AP U.S. History

Additional courses optional (AP Economics, AP European History, Business Ethics, etc.)






Science(3 years required; 4 years advised)

Biology Chemistry (H-R) Physics (H-R) or Chemistry (H-R) for Class of 2020

Additional courses optional.

World Languages

(3 years required)




Many students complete a fourth year of Upper School study.


(2 years required)






Fall Winter Spring













Sample Middle School 3-Year Plan

Grade 6 Grade 7 Grade 8


Language Arts English 7 English 8

History and Social Studies(3 years required)

Ancient Civilizations and Comparative World Religions

History 7: Foundations in U.S. History and Government

History: Foundations in Global History


Sixth-grade Mathematics Math 7A or Math 7B

Algebra 8A or Algebra 8B

Science(3 years required)

Science 6: Explore, Design, Discover

Science 7: Earth and Environmental Science

Science 8: Human Biology

World Languages(3 years required)

Latin Chinese 7, French 7, Spanish 7 or Preparatory 7

Chinese 8, French 8, Spanish 8 or Preparatory 8


(3 years required)





Fall Winter Spring










See pages 73–85 for Community Service, Field Trips and Interim requirements.

Sample Upper School 4-Year Plan

See pages 73–85 for Community Service and Career Internship Experience requirements.

Advisory Program, Student Services and Other Resources

The cornerstone of Kent Denver’s advisory program is the lasting relationships developed between students, facul-ty and peers. Every Kent Denver student has a faculty advisor who provides guidance, support and encouragement in all aspects of school life.

CLASS DEANS

Class of 2025: Marty Wittmer

Class of 2024: Mark Bosick

Class of 2023: Mark Bosick

Class of 2022: Interim: Priscilla Scobie, Director of Student Life

Class of 2021: Krista Pearman

Class of 2020: Bradley Jackson

Class of 2019: Wesley Ballantyne

ADVISORY PROGRAM

Advisors meet regularly with their advisees, both as a group and individually. An age-appropriate advisory curricu-lum provides forums for deep discussions and encourages social-emotional growth. Advisors also collaborate closely with teachers, class deans and parents to monitor student well-being and academic progress.

Middle School

Sixth-grade students are assigned to an advisor group of 17 students. The advisor is the student’s homeroom teacher. Students in Grades 7-8 are assigned to an advisor group composed of approximately nine seventh-graders and nine eighth-graders. Students usually have the same advisor for two years. Advisors meet with advisees in as-sembly, study hall or specific advisor time. The advisor is the person who monitors each student’s progress at school and is the first line of communication with the student’s parents or guardians in academic and social matters.

Upper School

Upper School students are assigned to grade-specific advisory groups which remain together for four years, allowing advisors to focus on the evolving opportunities and challenges of each grade level. Class retreats at the beginning of the year help encourage community in advisory groups, and regular meetings help deepen these rela-tionships during the school year. Advisors also meet frequently with individual students to discuss academic progress and address challenges that may arise.

Back to Table of Contents ADVISORY PROGRAM AND STUDENT SERVICES

ACADEMICS AND ELECTIVES Back to Table of Contents

Academics and Electives

COMPUTER STUDIES Back to Table of Contents

Computer Studies

As a student in the computer studies department at Kent Denver you will explore logic, computational think-ing and programming in order to understand the con-tours of the digital world.

You will use abstraction to subdivide and master complex systems, developing new mental structures to model your community and experience. As an ethical creator, you will research real world problems, devel-oping empathy while deepening your skills in problem solving and pattern recognition.

Your practice will be strengthened by authentic case studies and contexts that foster collaboration and own-ership. You will grow by failing fast: attempting, testing and refining your code in order to increase confidence and competence through rapid feedback and frequent iteration.

Throughout your computer studies experience you will apply concepts to other disciplines and projects and develop a foundation that will prepare you to succeed in a computer studies field in the future.

PHILOSOPHY


FULL-YEAR ELECTIVES

AP COMPUTER SCIENCE A* (T825; 1 credit, Grades 9–12)

This course uses the Java programming language as a tool for understanding the main principles of object-ori-ented software design and programming. Students learn how to write logically-structured, well-documented computer programs in preparation for the Advanced Placement exam. Topics include methodology, data structures, searching and sorting algorithms, file han-dling, testing and debugging techniques and social and ethical issues. Students will also complete the required AP Computer Science A laboratory work and accompa-nying exercises and questions provided by The College Board.

Prerequisite: Permission of instructor. Co-requisite: Alge-bra II

AP COMPUTER SCIENCE PRINCIPLES* (T845; 1 credit, Grades 9–12)

This course prepares students for the AP Computer Science Principles exam through the study of computa-tional thinking as applied to several digital media tools. Students consider big ideas in computational thinking, including concepts of abstraction, algorithms, informa-tion storage and processing, and the software develop-ment cycle using MIT’s app inventor, Unity for 3D game design and AR game design, and more.

Additionally, students will tackle understanding the basics of programming including control structures such as branching, iteration and methods and data structures

such as primitives, Strings and arrays. The programming topics will be taught in C# and Python languages.

COMPUTER ARCHITECTURE

(T400: 1 credit, Grades 10–12)

This course explores how computers work starting from physical first principles. Beginning with conduction, students will explore how computers work as they build one from silicon up. Students will learn how to construct digital circuits and then simulate those circuits on their computers as the designs become more complex. The course will also explore how modern programming lan-guages are translated to electrical signals in a machine. The course culminates in simulating a simple computer and writing a program for it.

FALL ELECTIVES

ADVANCED TOPICS: DATA STRUCTURES

(T711; 0.5 credit, Grades 10–12)

This course is designed to be a foundation for all advanced work in computer science through famil-iarizing students with a broad range of ways to store information in computer science. Students will explore commonalities in data structures among languages, discuss algorithm and program design based on prob-lem requirements, and come to understand how to use data-structure selection to optimize program runtime and storage.

Prerequisite: AP Computer Science A or AP Computer Science Principles.

SOCIAL MEDIA AND ONLINE COMMUNITIES


Social media has been used to fuel social movements as well as to undermine civil discourse. Online commu-nities have built the most comprehensive encyclopedia to date, Wikipedia, and provided anonymity to predators and bullies.

The course will begin by examining the history of some of the technological breakthroughs that allowed social media to thrive such as the launch of Facebook in 2004, the introduction of the news feed in 2006 and the production of the iPhone in 2007.

Next, through activities and discussions we will con-sider the current impact social media and online com-munities have on society and its presence in all aspects of our lives: professional and personal. Students will an-alyze the positive and negative consequences of staying

Course Map—Computer Studies

Upper School

Full-Year Electives (1 credit)• Computer Architecture• AP Computer Science A• AP Computer Science Principles

Fall 2018 Electives (0.5 credit)• Advanced Topics: Data Structures• Social Media and Online Communities

Spring 2019 Electives (0.5 credit)• Advanced Topics: Servers and Data• Wearable Technology

New!


in touch over distance, rising technology addiction and complex issues of personal privacy.

Finally, students will research a specific social media or online community to understand its history, present impact and future consequences as they also work to develop a personal philosophy around their participation in social media and online communities.

SPRING ELECTIVES

ADVANCED TOPICS: SERVERS AND DATA


This course engages with the rapidly changing world of servers and data through the lens of games, distrib-uted computing and APIs. Students will cover topics including threading, asynchronous requests and HTTP as they learn how computers communicate over the Internet. They will then apply these skills to implement their own servers, build games and use APIs to access and provide computer-readable data.

Prerequisite: Advanced Topics: Data Structures

WEARABLE TECHNOLOGY


This project-based course will cover the basics of electrical engineering, computer science and costume design in the context of the fast expanding field of wear-able technology. Students will learn the basics of circuit design, breadboard testing, soldering and sewing with conductive thread as they integrate a wearable micro computer with sensors, lights, switches and a power source to create a wearable innovation. Basics of hard-ware, software and programming will be introduced as students augment their technology with useful control structures and technical behaviors.

Students will use the programming language C to gather and interpret sensor data and design the behav-iors of their wearable. Throughout the course, students will complete small, side projects to drive home the principles they will need as they work on their overarch-ing final project.

Final projects will be demonstrated in an end of the course “fashion show of the future” where they will be able to show off the usefulness, originality and design qualities of their piece. Additional technologies that stu-dents will get to experience include laser cutting and 3D printing, as well as basics of machine sewing.

New!

* KENT DENVER POLICY REGARDING

AP CLASSES

Per Kent Denver School policy, students are required to take the corresponding

AP exam in the spring. There is an additional fee for the exam.

ENGLISH Back to Table of Contents

English

In the English department, we value critical and appre-ciative reading, lucid and beautiful writing, logical and imaginative thinking.

Through personalized attention and a broad curricu-lum specifically designed for each age level, the faculty seeks to foster ethical, responsible, creative and em-pathetic behavior. Moreover, by engaging in works of literature, students can begin to ponder human nature, the world around them, and their place in it.

We hope to develop reverence for—and understand-ing of—literature as a direct path to these skills and habits.

The study of literature also engages us in questions related to craft and composition. To communicate their insights, ideas and questions, students need a clear sense of sentence, paragraph and essay structure; they will also need to be aware of the many choices available to them as writers and speakers.

To that end, the department teaches a range of writ-ing, reading and speaking skills at all levels designed to foster precision and elegance in composition and in thought.

PHILOSOPHY


Course Map—English

6th Grade• Language Arts 6: Reflection

7th Grade• English 7: Identity

8th Grade• English 8: Choices

9th Grade• English 9: Discovering Voice (1 credit)

10th Grade• English 10: Exploring Voice (1 credit)

11th Grade• English 11: Diverse Voices of America (1 credit)

12th GradeFull-Year Seminars (1 credit)• AP English Literature

Fall 2018 Seminars (0.5 credit)• Rhyme and Its Reasons• Satire: Offensive or Funny?• Sleuthing 101: Detectives from Dupin to Dexter

Spring 2019 Seminars (0.5 credit)• African American Literature• Experiments in Writing• Our Worst Instincts Run Amok: Dystopian Fiction• The Short Story vs. The Novel

MIDDLE SCHOOL COURSES

LANGUAGE ARTS 6: REFLECTION

Literature in English 6 often complements the culture under study within the History 6 curriculum. The themes of the texts relate back to the sixth-grade theme: “Who Am I?”

The students focus on building and understanding appreciation for cultural differences through the explora-tion of their own thoughts and feelings, while learning to analyze literature.

Great emphasis is placed on writing in the sixth grade. In addition to the Language Arts 6 class, students take a complementary writing class, in which they develop an

understanding of the importance of writing as a tool for thinking. They experiment with various genres, such as poetry, fiction, essays and editorials, working through all stages of the writing process.

Students also examine rules of grammar and me-chanics in their writing, and they work extensively on sentence, paragraph and essay structure. Extensive time is given to oratory, library and research skills, as well as word-processing and editing techniques.

ENGLISH 7: IDENTITY

Through whole group and small group active engage-ment structures, this course seeks to develop students’ critical reading and thinking skills through the study of such titles as The Scorpio Races, Outsiders, The Secret Life of Bees, To Kill a Mockingbird and Lord of the Flies.

These titles, as well as additional texts, serve to ex-plore issues of adolescence, identity and personal belief systems. Students will write often and in varied forms, including expository, creative and poetic writing.

Additional course goals include developing effective study skills, improving spoken communication, under-standing grammar and expanding vocabulary.

ENGLISH 8: CHOICES

This course seeks to develop students’ critical think-ing, reading, writing and public speaking skills. Students begin the course with a media literacy unit in which they acquire and use structured analytical techniques. These skills are then applied to The Book Thief in which stu-dents analyze literary elements, question author’s intent and track character development and choice. In honor of the theme of choice, students begin the second semes-ter in an author study unit as they select an author from a wide-ranging list and get to know that author’s work deeply. They will read numerous bodies of work from this author and become an expert on both style and the-matic patterns. Shakespeare’s Romeo and Juliet is also introduced in English 8 to give students an appreciation of the play’s literary and dramatic significance. Grammar and writing skills are taught throughout the year, and students experiment with both expository and creative writing forms.

Our small, seminar-style classes encourage students to improve their ability to express themselves articulately in a supportive and positive atmosphere.


UPPER SCHOOL COURSES

ENGLISH 9: DISCOVERING VOICE(E100; 1 credit)

English 9 emphasizes both literature and language while discovering the nature of justice, shifting perspec-tives, blindspots, truth and identity. Works range from short-story and poetry selections to Macbeth, Oedipus Rex, The Catcher in the Rye, and When the Emperor was Divine. Students study literary selections as contributions to our cultural heritage and as a process of discovering voice. Students continue to develop their powers of ex-pression through speaking, reading and writing.

The goals of the course include mastery of core grammar, basic writing skills and an increase of students’ vocabulary.

ENGLISH 10: EXPLORING VOICE(E110; 1 credit)

English 10 builds on the foundational skills established in ninth grade and emphasizes the development of crit-ical-thinking skills. Reading in the fall reflects on identity questions raised in English 9 while exploring inclusion and exclusion of individuals from community in the texts of The Bible (primarily Genesis), Frankenstein and The Merchant of Venice.

While students will practice several types of writing, there is a focus on crafting cogent analytical arguments. Reading in the spring semester focuses on the iconic American texts Adventures of Huckleberry Finn and The Great Gatsby. Further readings may include Toni Morri-son’s Sula, Nella Larsen’s Passing, and August Wilson’s Fences, along with poetry selections. Analytical writing, vocabulary and grammar are integral to the course throughout the year.

ENGLISH 11: DIVERSE VOICES OF AMERICA(E130; 1 credit)

English for the eleventh grade is an innovative course that explores the nature of community, service, action, empathy and voice in the context of American litera-ture and local history. Coming off of the class retreat of mini-community service projects, students will explore the idea of service, investigate populations in need and imagine experiences of the world other than their own. With a focus on the many diverse visions of America, we will do interdisciplinary work with U.S. history and litera-ture. During first semester, students will be performing community service work: identifying, empathizing, inves-tigating and understanding opportunities to help others in need.

Second semester will focus on student agency, put-ting first semester’s learning into action.

AP ENGLISH LITERATURE* (E815; 1 credit; full-year)

Advanced Placement English is for seniors who have a special appetite for the study of language and literature. The course asks for time, energy, effort and zest beyond the usual. Students who enroll in AP English signal that they are eager for vigorous practice in reading, thinking, talking and writing, and for finding pleasure and purpose in doing those things. Expectations are high. Hopes are high. Texts in recent years have included Inferno, Hamlet, Leaves of Grass, Heart of Darkness, Under the Net, The Sound and the Fury, Tess of the d’Urbervilles, Wuthering Heights, Portrait of the Artist as a Young Man, To The Light-house, The Sun Also Rises, The Theban Plays, and a great deal of poetry, especially works by the English Romantic and Metaphysical poets.

Prerequisite: Students must be approved by the English department.


FALL SEMINARS

RHYME AND ITS REASONS (E535; 0.5 credit)

This course will focus on 20th century poetry, most-ly using American poets as our source of study. At the heart of the course will be our effort to understand how modern poetry works: how this poetry remains “poetic” without relying predictably on conventional devices such as meter and rhyme. We will devote equal time to using the examples we study as inspiration for our own poetry. By the end of the semester, students will have a portfolio of poems that they have polished through the workshop process.

SATIRE: OFFENSIVE OR FUNNY? (E619; 0.5 credit)

This course will introduce students to the practice of writing satire and humorous essays. Readings will include works by Jonathan Swift, Mark Twain, Dorothy Parker, Aimee Bender, David Foster Wallace, Ralph Ellis, David Sedaris and others. Students will develop skills in analyzing, writing and workshopping in the genre.

SLEUTHING 101: DETECTIVES FROM DUPIN TO DEXTER (E621; 0.5 credit)

The detective story is the recipe that has occupied the imagination of audiences, writers and filmmakers for decades: sleuths like Sherlock Holmes and Temper-ance Brennan (of “Bones”) are household names, and crime fiction consistently ranks among the best-sell-ing genres. But why is crime fiction consistently one of the most popular genres? What can we learn from our collective obsession with detectives? To explore these questions, this course will follow the progress of the crime fiction genre and its detectives, from the earliest days of 19th-century sleuthing to the forensics stories, procedurals and true crime dramas that dominate pop culture today. Turning a literary lens on the genre, we will identify the conventions and cultural forces that have animated and changed it over the last 200 years to better appreciate the depth, insights and attraction of crime fiction. Texts may include short stories and novels by Poe, Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Philip K. Dick, Robert Galbraith (aka J. K. Rowl-ing) and others.

SPRING SEMINARS

AFRICAN AMERICAN LITERATURE

(E616; 0.5 credit)

The purpose of this course is to provide students with an appreciation and some interpretations of African- American literature, along with an understanding of the times in which it was written as well as the applicability of its themes to American culture and society. The goals of this course are to help students become more sophisticated readers of literature and culture and to help them become better writers and speakers.

Assignments range from reading and vocabulary quizzes to creative writing and literary analysis to research-based speeches and projects. Texts: A Lesson Before Dying by Ernest J. Gaines, Their Eyes Were Watch-ing God by Zora Neale Hurston and The Color Purple by Alice Walker.

EXPERIMENTS IN WRITING

(E548; 0.5 credit)

In this course, we will come to form a supportive community of writers. Using contemporary models we will craft a range of personal narratives before moving on to the genres of poetry and fiction. Workshop meet-ings and techniques will help us polish our pieces into accomplished work.

SEMINARS FOR GRADE 12:Seniors will select two semester-long classes

during their 12th-grade year. All seniors must enroll in an English class each semester. If space allows, students may add an extra elective class to their schedules. Students in every English course will be expected to write different types of essays along with a minimum of two analytical papers per semester, complete nightly reading and/or writing assignments and participate in classroom discussions.

Most classes will read from a variety of genres—poetry, novels, short stories and plays. Seminars afford students the opportunity to study a period, author or theme in depth. Students move well beyond just theme- and characterization-study to develop an aesthetic appreciation of language—the artistry of writing—while exploring the creative possibilities of analytical thought.

Seminar students will also continue their study of vocabulary and grammar.

New!

New!

New!


OUR WORST INSTINCTS RUN AMOK: DYSTOPIAN FICTION

(E620; 0.5 credit)

From The Hunger Games and Divergent series to The Handmaid’s Tale and, some would argue, Game of Thrones, over the past two decades our fascination with these portrayals of fallen worlds and powerful, oppres-sive regimes has been stronger than ever. But under-neath the popularity of these stories lies a more sinister question: What is it that keeps our world from becoming like these dystopian societies? In each dystopian vision, the author presents a projection of our worst instincts and motivations, simultaneously critiquing the forces that shape our lives. What can we learn from these texts and the ways that they reflect the concerns of their era? In this course, we will examine major works of dysto-pian fiction, considering both their literary merits and the social and political commentary therein. Texts may include We by Zamyatin; 1984 by Orwell; Oryx & Crake by Atwood; The Road by McCarthy; and Gulliver’s Travels by Swift.

THE SHORT STORY VS. THE NOVEL (E622; 0.5 credit)

This class will examine the differences between short stories and novels. We will read inter-connected short story collections such as James Joyce’s Dubliners, Jenni-fer Egan’s A Visit from the Goon Squad, and Alice Munro’s The Beggar Maid. Although this class involves quite a bit of reading and some analytical writing, we will primarily be focused on using the technique of workshopping to examine the work of class participants. Students will create a final project that envisions an inter-connected short story collection of their own, and they will complete drafts of at least two stories. We will all help the members of the class create writing that is self- contained, lyrical and that most precisely conveys the writer’s vision.

New!


AP CLASSES



HISTORY AND SOCIAL SCIENCE Back to Table of Contents


The History Department at Kent Denver School pro-motes critical thinking and global citizenship through engaged, student-centered learning.

Using documents from multiple historical perspec-tives and a variety of hands-on activities, students learn to research, evaluate sources, collaborate, argue and understand a complex and interconnected world.

Our students leave Kent Denver as empathetic and creative thinkers, writers and speakers who can engage in civil discourse when confronting past, present and future world issues.

Students are introduced to a comparative approach to contemporary world cultures in Grade 6 then continue their studies in Grades 7–8 with courses that develop an understanding of American government and history and the larger context of global history.

A primary focus of these Middle School classes is to guide students as they hone the skills and analytical framework necessary for further work in history.

Students go on to refine these skills in Global History of the Modern World in Grade 9 and complete their course of study with a challenging analytic review of American history in Grade 11 and an additional two semesters of history/social science coursework.

Students in Grades 10 and 12 continue to explore their interests and refine their skills through a combination of the several history and social science electives that are designed and taught to match faculty passions with student interests.

PHILOSOPHY


6th Grade• Social Studies 6: Ancient Identities & Comparative

World Religions

7th Grade• History 7: Foundations in U.S. History and Government

8th Grade• History 8: Foundations in Global History

9th Grade• Global History of the Modern World (1 credit)

10th Grade• Global Politics in the 21st Century (1 credit)• Revolution and Conflict in the Modern World (1 credit)• Debate Honors (1 credit)*

Kent Denver’s Upper School History Sequence

Kent Denver students are required to take three years of history, though most colleges like to see four years of history on a transcript. Students must take Global History in ninth grade and U.S. or AP U.S. History in 11th or 12th grade—we highly recommend they take it in 11th. Therefore, students may choose to take their third year of history in either 10th or 12th grade, though most students do choose to take history all four years.

*PREREQUISITE FOR DEBATE HONORS: Students must compete at a minimum of three tournaments and attend weekly practices the prior year. The Director of Speech and Debate must give authorization for entry into the course.

Course Map—History and Social Science

11th GradeFull-Year (1 credit)• United States History • AP Economics• Debate Honors* • AP European History• AP Art History • AP United States History

Fall 2018 (0.5 credit)• Business Economics and Ethics• Business of the Entertainment Industry• Humans & the Environment: Colorado History & Ecology Honors• Power in America Honors: What’s Dividing America Today?

Spring 2019 (0.5 credit)• Business Economics and Ethics• Humans & the Environment: Colorado History & the West Honors• Music, Culture and Society• Wisdom of Ancient Traditions, Honors

12th GradeFull-Year (1 credit)• Debate Honors* • AP Economics• AP Art History • AP European History

REQUIRED: If no history in 11th Grade, then:• United States History • AP United States History

Fall 2018 (0.5 credit)• Business Economics and Ethics• Business of the Entertainment Industry• Humans & the Environment: Colorado History & Ecology Honors• Power in America Honors: What’s Dividing America Today?

Spring 2019 (0.5 credit)• Business Economics and Ethics• Humans & the Environment: Colorado History & the West Honors• Music, Culture and Society


SOCIAL STUDIES 6: ANCIENT CIVILIZATIONS AND COMPARATIVE WORLD RELIGIONS

The focus of sixth-grade history is to help students un-derstand the historical and cultural roots of their person-al identities and anchor their understanding of different identity markers in the origins of different beliefs, values and institutions found in ancient civilizations.

Students are introduced to the major world civiliza-tions and key social studies terms, ideas and concepts. For example, students learn about the beliefs and tradi-tions of the major world religions and visit various local houses of worship.

HISTORY 7: FOUNDATIONS IN U.S. HISTORY AND GOVERNMENT

The primary goal of this course is to help students develop a fundamental understanding of the origins, development and growth of the United States. Students study the country’s beginnings from the Colonial period through the Civil War and into the 20th century with a focus on the Constitution, civics and civil rights.

Resources include traditional textbooks, secondary and primary source handouts, multimedia and current events. Critical thinking, analytical reading, oral and written expression, solid study habits and basic research techniques are assessed using tests, presentations, debates and writing assignments throughout the year. A research paper assigned in the second semester offers the students an opportunity to pursue their own course of study while integrating these skills in a formal paper.


HISTORY 8: FOUNDATIONS IN GLOBAL HISTORY

At the heart of this class is the question, “How did the world get to be the way it is today?” By engaging in a global, world systems, “Big History” approach, students gain an understanding of the larger patterns of human history: interaction and exchange, increasing complexity and interconnectivity.

Within a chronological framework, students investi-gate these patterns and explore how they formed the “web of interaction” between civilizations and brought about the political, economic, social and cultural evolu-tion of societies around the world. Beginning with human prehistory and ending with our own modern era, stu-dents study the factors that transformed human soci-eties, intensified humanity’s impact on the environment and laid the foundations for the modern world. Through-out the year, students develop their reading, writing, research and analytical skills. Collaboration and discus-sion are emphasized as students learn to make historical arguments and support them with evidence.


GRADE 9: GLOBAL HISTORY OF THE MODERN WORLD

(H190; 1 credit—Required)

The Global History course introduces all ninth-grad-ers to the study of historical processes, interconnecting nations, regions and civilizations across space and time. Students engage with several key frameworks: human potential, movement, innovation, humans and the envi-ronment, power and conflict.

These frameworks will shape the students’ study of foundational events, issues and perspectives during the early-modern to modern periods of world history while also connecting to current events. This course empha-sizes critical thinking, analytical writing and effective public speaking.

Student-centered lessons and activities are designed to foster collaboration, stimulate creativity and encour-age intellectual risk-taking. Skill development culmi-nates in an extensive research project that compels students to direct their own learning and demonstrate responsible historical inquiry. Most importantly, the classroom dynamic nurtures the development of stu-dents’ nuanced and flexible understanding of the world in which we live.

U.S. HISTORY

(H130; 1 credit; Grade 11 or 12)

This course offers students a challenging analytical examination of the role of political, social and economic factors in United States history from the Colonial period to the present. Instruction emphasizes in-depth research using primary and secondary sources, a variety of oral and written assignments, and opportunities for more open discussion. Students are encouraged to develop their ability to interpret sources and to form an individual understanding, while tests and analytical essays en-sure the development of a fundamental appreciation of issues in American history.

A major research project, assigned in the second semester, offers students a formal opportunity to pursue their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research and produce a written historical argument.

AP U.S. HISTORY

(H835; 1 credit; Grade 11 or 12)

This course is offered to students who have keen inter-est and strong ability in the reading and writing of history. The course moves at a fast pace in an environment that fosters collaboration, engagement and student-led inquiry. Students analyze and interpret social, economic, political and cultural events in American history. Teach-ers emphasize students’ ability to understand multiple interpretations of primary and secondary documents throughout the year.

A major research project assigned in the second semester offers students a formal opportunity to pursue their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research, interpret historiography and produce a written historical argument. Upon completion of this course, students are well-prepared for college-level history seminars.

Prerequisite: A recommendation from the current history teacher and an A- or above in current history class are required for admission.

STUDENTS IN GRADE 11 OR 12:

Either U.S. History or AP U.S. History are required during your junior or senior year.

Descriptions of both courses follow.


YEARLONG ELECTIVESGLOBAL POLITICS IN THE 21ST CENTURY

(H270; 1 credit, Grade 10)

This course offers students the opportunity to analyze and create foreign policy to address issues currently under deliberation by states and major international organizations, providing them with insight into the real-world practice of international relations. Students study the history, structure and function of the interna-tional system, including sovereign states, disputed terri-tories, the United Nations, international law and banking systems, and humanitarian aid and human rights organi-zations.

Students learn how to apply international relations theories to foreign policy by evaluating the actions of states in contemporary case studies.

Students take on roles as diplomats, research current global issues and work with others to draft resolutions offering collaborative solutions.

This course also provides support to students inter-ested in participating in local, national and international Model United Nations conferences as well as serves stu-dents seeking to broaden their understanding of global politics.

REVOLUTION AND CONFLICT IN THE MODERN WORLD

(H110; 1 credit, Grade 10)

This history elective for sophomores examines the causes of modern conflicts and how, when and why the U.S. and the world intervenes. The course is struc-tured around a series of intensive case studies in the non-Western world. In particular, students will examine human rights issues, including genocide.

Areas of study include the following: Vietnam, Rwanda and the Middle East. Students read a variety of primary

and secondary sources and examine literature, autobi-ographies and films that pertain to each unit.

The course also focuses on developing and strength-ening critical reading and thinking skills and on the improvement of analytical writing.

DEBATE HONORS

(H210; 1 credit, Grades 10–12)

Students in the Advanced Debate course practice public speaking, research, writing and analytic thinking skills. Students engage in advanced research that covers global politics, economics, government and current events. Students practice listening to, and critiquing, the speeches of other students. Students are required to attend a minimum of six debate tournaments throughout the school year. Students may take the class multiple years, either in a row or non-consecutively. This course is worth one credit; only a student’s first year in Advanced Debate counts toward the three History classes required for graduation.

Prerequisite: Students must compete in a minimum of three speech tournaments and attend weekly speech practices the prior year. Additionally, permission from the Director of Speech and Debate is required.

AP ART HISTORY*

(H815; 1 credit; Grades 11–12)

If you’ve ever wondered why a building looks the way it does, what motivates artists to create, or how those in power use various images and objects to control others, this class is for you.

The newly-revised AP Art History curriculum surveys the history of world art from cave paintings to the pres-ent. Daily discussions will focus on developing students’ awareness of how religion, politics, technology and social development all combine to produce changes in works of art, architecture and decorative objects.

Learn why similar ways of image-making emerge simultaneously on opposite sides of the world.

See how various forms of belief create very different looking places of worship. Learn how kings and dicta-tors borrow traditions and ideas from past cultures as a means to remain in power. Biweekly chapter exams are designed to prepare students for the AP Exam in May. This course cannot be used to satisfy the Fine and Per-forming Arts graduation requirement.

Prerequisite: A recommendation from the current history teacher is required for admission to the course.

History and Social Science Electives Requirement

One (1) elective credit is required to graduate. Descriptions of all elective courses follow.

History and Social Science electives are listed first by season (yearlong; fall; spring), then by

the grade(s) during which students may enroll.

They are not listed alphabetically.


AP ECONOMICS*


The goals of AP Economics at Kent Denver are to en-able students to master the fundamentals of economics and prepare students to take the AP Microeconomics and AP Macroeconomics exams in May. This class covers the following broad economic concepts: the production possibilities frontier, comparative advantage, supply and demand, measurements of economic performance, national income and price determination, the financial sector, inflation, unemployment, stabilization policies, business cycles, economic growth and productivity, and international trade and finance. We combine exposure to classical economic concepts via a core economic text, as well as discussions of current domestic and interna-tional economic events and developments via sources such as The Wall Street Journal, The Economist and The New York Times. The course also features micro-market simulations—including the exciting Breakfast Wars—to allow students the opportunity to merge economic the-ory with business skills.

Prerequisite: Recommendations from the current his-tory and math teachers are required for admission to the course.

AP EUROPEAN HISTORY*


This survey course examines the political, economic, social, religious and intellectual aspects of European civilization from the Renaissance to the present. Models of government, industrialization, revolution and the evo-lution of the modern world will be considered through extensive secondary and primary source readings, seminar discussions and workshops. Critical essay writing and the analysis of documents will be stressed in preparation for the advanced placement exam in May.

Prerequisite: A recommendation from the current history teacher is required for admission to the course.

SEMESTER ELECTIVES

BUSINESS ECONOMICS AND ETHICS (H241-fall/H242-spring) Both semesters: 0.5 credit, Grades 11–12

Business Economics and Ethics covers the essential fi-nancial, economic, ethical and business factors that help students thrive both in college and in their careers. The philosophical and theoretical foundations of economics are blended with the fast-paced realities of business in a lively and engaging way that includes simulations, game

theory, behavioral economics, videos, case studies and guest speakers.

Personal finance topics include savvy short- and long-term decision-making, basic financial self-defense, FICO credit scores and lifestyle considerations of “being on your own.” The language and guiding principles of business, ethics and leadership are covered in a very practical manner that is essential for personal success but rarely appears in textbooks. Students explore and analyze their strengths and personal growth opportuni-ties as they reflect on demands of different careers.

BUSINESS OF THE ENTERTAINMENT INDUSTRY

(H351; 0.5 credit, Grades 11–12; fall semester)

The entertainment industry is a multi-billion dollar business that showcases the work, services, talent and creativity of a cross-section of the international workforce. To better understand the inner workings of business, we discuss the industries of music, movies, television, radio, internet, video games, theater, art and merchandising as a template to further our awareness and knowledge of entrepreneurship.

Real-world analysis of current issues will be a focus of the course as well, including both landmark and recent copyright infringement lawsuits, marketing campaigns and trademark litigation. The course culminates with the creation of a business plan and presentation to the class and possible investors.

Guest speakers will include industry professionals, such as Grammy Award-winning musicians, advertising executives, TV news anchors, artist management for internationally-known acts and CEOs of local/national media conglomerates, among others.

HUMANS AND THE ENVIRONMENT HONORS COURSES (Fall semester: Colorado History and Ecology Honors; H327; 0.5 credit, Grades 11–12)

(Spring semester: Colorado History and the West Honors; H328; 0.5 credit, Grades 11–12)

| Note: Students may take one semester or both. |

Whether you consider yourself a “native” or a recent transplant, living in Colorado brings with it a sense of pride. But, what does it mean to be a “Coloradan?” Using a place-based model for education, the Colorado Histo-ry: Humans and the Environment courses seek to have students understand the interdependent relationships that exist throughout this state and beyond in order to better understand what it means to be from Colorado.

Split into two semesters, students will first examine a more traditional understanding of Colorado ecology

New!


and history and then, in the second semester, explore the history of the West and Colorado more thematically through: water, resource extraction and settler-Native American conflict, agriculture and recreation/tourism. Additionally, the end of the second semester will require students to take on an in-depth research project within one of the aforementioned themes, possibly working for someone within that field (i.e. water rights lawyer, Vail Resorts).

Through the incorporation of history, science, eco-nomics, geography and environmental studies, students will better understand their own identity as Coloradans and westerners as they study and evaluate different per-spectives of our shared past, present and future.

POWER IN AMERICA HONORS: WHAT’S DIVIDING AMERICA TODAY?

(H372; 0.5 credit, Grades 11–12; fall semester)

American society is filled with both freedoms and barriers to opportunity that at times seem to conflict. Is it possible that America’s greatest strengths also present some of its greatest weaknesses in the 21st century? This course will look at the social and historical roots of these oppositions, using current events as a lens to measure their impact on our everyday lives today. We’ll consider an America that is increasingly rocked by changing technology that both frees us and inundates us with sketchy and unverified information; an Ameri-ca that is seemingly opening its arms in one place and closing them in another to LGBT rights; an America that is expanding its economy while promoting dramatic economic divisions between “Wall Street” and “Main Street”; an America that is graduating more women than men from universities, but that is also still struggling with unequal pay and charges of sexual misconduct; an America that is trying to maintain its identity as a beacon of freedom and equality but stumbling politically due to partisan gridlock; and an America that is suffering from deepening racial tensions even as younger generations feel less overtly prejudiced. The intersection of opportu-nity, prejudice, identity, and power in America is the main focus if this one semester course.

MUSIC, CULTURE AND SOCIETY

(H382; 0.5 credit; Grades 11–12; spring semester)

This course focuses on the history of the United States in the 20th century and how culture, art and music affected politics, economics, crime and military conflicts of the time and vice versa. Discussions include the Cuban Missile Crisis, the Vietnam Conflict, World War II, the LGBT movement, Prohibition, the Great Depres-sion, the Civil Rights Movement, the Great Migration, the Harlem Renaissance, the counterculture movement of the 1960s and other topics as chosen by the class. Class discussions explore the connective tissue between these historic events and the cultural environment that surrounded them. Guest speakers include locally, na-tionally- and internationally-known artists, authors, chefs and musicians to help provide us with a remarkable in-side look at the history and the radical changes brought about by the social interplay between our history and culture.

WISDOM OF ANCIENT TRADITIONS HONORS

(H712; 0.5 credit, Grades 11–12; spring semester)

Have you ever met a Buddhist monk with the ability to control his reincarnation, or Jewish rabbis and Islamic imams who’ve developed deep friendships? This class will look at the wisdom that has given such people the will to do these things, and it will give us the opportunity to meet and talk with some of them in person about the ancient and modern wisdom they possess. This class is great for devout believers and skeptics alike. Students will read about these traditions, talk with deep thinkers and visit sacred places. Each person takes their own journey toward understanding and experiencing various facets of ancient, global wisdom regardless of personal faith. The course focuses on Buddhism, Daoism, Hindu-ism, Judaism, Christianity and Islam.

Students will have the opportunity for a rigorous re-search project that will allow them to delve deeply and independently into issues impacting Ancient Traditions.

This course will be offered in 2018–19 and in alternating years thereafter.

New!

New!


AP CLASSES



MATHEMATICS Back to Table of Contents

Mathematics

A Kent Denver mathematics education inspires curiosi-ty, persistence and confidence in our students to col-laborate and think creatively when solving both conven-tional and novel problems. By engaging in mathematical conversations, students develop the quantitative tools and critical thinking skills necessary to thrive in today’s world.

The goal of teachers in the mathematics department is to help students embrace challenges, learn to work collaboratively and become creative in developing prob-lem solving strategies. We work to help all students find success while being appropriately challenged.

By graduation, all students should be competent problem-solvers—able to use technology as a tool for investigation and exploration—and understand mathe-matical concepts analytically, numerically and graphi-cally. Multiple types of technology, including hand-held

calculators as well as computer-based programs and applications, are utilized regularly in the classroom to facilitate these experiences.

Our flexible course sequencing allows students the ability to select an appropriate series of courses that meet their mathematical needs at each stage of devel-opment. Students may switch between course sequenc-es such as non-honors and honors with appropriate preparation and after meeting departmental require-ments.

The teachers in our math department believe that every student can learn math, and we dedicate our time and energy to helping students achieve this goal. It is the privilege of the math teachers at Kent Denver School to share their passion and love of the subject with their students.

PHILOSOPHY



MATH 6: FOUNDATIONS AND EXPLORATIONS

The sixth-grade math program focuses on skills, terms and concepts surrounding the understanding and application of decimals, fractions, ratios, proportions and percents. Units on algebra, geometry, statistics, financial literacy, basic trigonometry, data analysis and graphing are examined.

Solving first-degree algebraic equations, Cartesian graphing of linear equations and an examination of number theory including binary systems are key areas of study.

Throughout the course, students develop the skills of articulating and demonstrating their thinking both orally and through clear and concise written form.

MATH 7A: STRUCTURES AND RELATIONSHIPS

In Math 7A, the primary focus is to develop a deeper conceptual understanding of the practical tools neces-sary for success in algebra and geometry. Major topics of study include introductory algebraic concepts (evaluat-ing variable expressions, solving linear equations, graph-ing equations), proportional relationships, measurement and conversion skills and general fluency in geometry topics (area, perimeter, volume, angle relationships, properties of geometric figures). In addition to devel-oping computational skills, this class emphasizes prob-lem-solving techniques and abstract reasoning skills.

MATH 7B: STRUCTURES AND RELATIONSHIPS

This course covers essentially the same topics as Math 7A, but in greater depth and with more abstraction and extensions. As much of the class time is dedicated to problem-based learning, this course promotes creative and independent thinking skills.

This class is designed for students who are both capable of an accelerated program in pre-algebra skills and who demonstrate sophisticated abstract reasoning ability. Extension topics include logarithms, advanced exponents with radicals and negative indices, non-base 10 number systems, systems of equations, and permuta-tions/combinations with probability.

Department permission is required for admission to the course.

Geometrywith

Functions

Geometry

Algebra II

Calculus

Geometry

Algebra II

Pre-Calculus

AP Calculus AB

Algebra II Honors

Precalculus Honors

AP Calculus BC

Multivariable Calculus

Geometry Honors

Algebra II Honors

Pre-Calculus

AP Statistics

Geometry

Algebra II S

FST

Pre-Calculus

Course Map—MathKent Denver’s Math SequenceKent Denver’s Math department offers a wide variety of courses for students of all skill levels. In the Middle School, all students’ courses are based on their grade/level and movement between the two levels is quite common. Students are required to take math courses each year of high school. Students who attend Kent Denver’s Middle School are most frequently placed in either Algebra I, Geometry or Geometry Honors during their ninth grade year at the discretion of their teacher.

There is no set course trajectory throughout a student’s mathematical career; students’ mathematical paths vary greatly based on teachers’ recommendation. Upon graduation, all students will have had instruction in Geometry, Algebra and Trigonometry. Most will continue on to the study of Calculus or Statistics.

9th Grade

10th Grade

11th Grade

12th Grade

6th Grade• Math 6

7th Grade• Math 7A • Math 7B

8th Grade• Algebra 8A • Algebra 8B

Upper School

ALGEBRA COURSES• Algebra II • Algebra II Honors • Algebra II S

ADVANCED ALGEBRA and TRIGONOMETRY COURSES• Functions, Statistics and Trigonometry (FST)• Pre-Calculus • Pre-Calculus Honors

GEOMETRY COURSES• Geometry • Geometry Honors• Geometry with Functions

CALCULUS COURSES• Calculus • AP Calculus AB• Multivariable Calculus • AP Calculus BC

STATISTICS COURSES COMPUTER COURSE• AP Statistics • AP Computer Science A


ALGEBRA 8A

This course provides students with their first formal course in algebra, covering topics typically associated with a theoretical Algebra I class. Topics covered include writing and solving linear equations, graphing, opera-tions with polynomials (including factoring, solving and completing the square), powers and exponents, abso-lute value, inequalities, quadratic functions, exponen-tial functions, rational functions and an introduction to radical expressions.

ALGEBRA 8B

This course covers the same topics as Algebra 8A but does so with a greater level of abstraction and a greater complexity of problems. The course also includes topics associated with Algebra II in the Upper School including asymptotes, completing the square to rationalize de-nominators, and an introduction to imaginary numbers. The concepts of Algebra 8B require students to make connections and process material with a high degree of independence and self-initiative. Conducted at a more rapid pace than a standard Algebra I course, Algebra 8B is designed for students with a true passion for mathe-matics and the desire to engage in higher-level thinking.

Departmental permission is required for admission to the course.


GEOMETRY WITH FUNCTIONS

(M100; 1 credit)

This course is designed to expose students to the structure of geometry while enhancing and strength-ening algebraic skills in a geometric context. Areas of study include points, lines and planes, linear and qua-dratic functions, factoring, simplifying exponent expres-sions, properties of geometric figures and right triangle trigonometry. Critical thinking and problem solving are central elements of the course. Algebra I topics are rein-troduced and used with every geometric topic studied in order for students to gain a firmer algebraic foundation prior to heading into Algebra II.

Prerequisite: Algebra I

GEOMETRY

(M120; 1 credit)

Topics in this course include properties of polygons, congruence and similarity, geometric reasoning, angles, right triangle trigonometry, surface area and volumes of solids, and properties of circles. Algebra I skills are applied to solve geometric problems. Formal proofs are introduced during the first semester and are utilized throughout the year; however, they are not a main focus of the course.

Prerequisite: Algebra I. Placement test required.

GEOMETRY HONORS

(M720; 1 credit)

This course covers the same topics as Geometry, but in greater depth and with more abstraction. Critical think-ing and solving novel problems is central to the course, and students approach problems with high levels of complexity and creativity. Topics in this class are taught through an integrated, spiraling curriculum. Justification and proof are highly emphasized.


ALGEBRA II S

(M630; 1 credit)

This course essentially covers the same topics as Algebra II, but allows students more time for review, reflection and practice. The course is designed for stu-dents who have taken Algebra I and Geometry but need a stronger algebraic foundation before moving on to FST or Precalculus.

Prerequisite: Algebra I and Geometry


ALGEBRA II

(M130; 1 credit)

This course reinforces and builds upon the skills and problem-solving techniques learned in Algebra I. It emphasizes the relationship between functions and their graphs. The course explores many types of functions including linear, quadratic, exponential and logarithmic, polynomial and rational. Additional topics include sequences, series and probability.

ALGEBRA II HONORS

(M730; 1 credit)

This course will cover the same topics as Algebra II, but does so with a greater level of abstraction and a greater complexity of problems. Conducted at a more rapid pace than Algebra II, this course is designed for students with the desire to engage in higher-level thinking who demonstrate persistence and confidence in their mathematical abilities.


FUNCTIONS, STATISTICS & TRIGONOMETRY

(M640; 1 credit)

Functions, Statistics and Trigonometry (FST) is intend-ed for students who have completed Algebra II or an equivalent course. It is intended to prepare students for Precalculus, AP Statistics or a college-level-mathe-matics course. FST revisits and expands upon Algebra II topics with a focus on functions. Additionally, students study trigonometric functions and graphs, data collec-tion, analysis and descriptive statistics with an emphasis on real-world applications.

Prerequisite: Algebra II

PRE-CALCULUS

(M140; 1 credit)

The first semester of this course will revisit and extend Algebra II concepts. Topics include solving advanced equations and inequalities; polynomial, rational, expo-nential and logarithmic functions; and modeling with graphing techniques. The second semester will focus on trigonometry. Topics will include trigonometric functions, equations, applications, identities and graphs.

PRE-CALCULUS HONORS

(M740; 1 credit)

This course begins by covering an assortment of topics required for further study, such as series and sequences, polar graphing and equations and parametric equations. A larger amount of time is spent on the study of trigo-nometric topics including functions, equations, applica-tions, identities and graphs. During the second half of the spring semester, the focus will shift as students delve into calculus topics including limits, differentiation and applications of differentiation.

Prerequisite: Algebra II. Departmental permission is required for admission to the course.

CALCULUS

(M150; 1 credit)

Calculus has long been heralded as one of the most useful branches of mathematics. While the utilization of calculus can often focus on physics and engineering ap-plications, in recent years these same skills have helped address issues spanning from biology and medicine to economics and finance. This course is an introduction to concepts and applica-

tions in both integral and differential calculus. Students will utilize and continue to hone their precalculus skills as they master and apply derivatives, integrals and the fundamental theorem of calculus. The focus will be on a conceptual understanding of the dynamic relationship between varying quantities while continuing to exercise and refine their precalculus skills as they master and ap-ply derivatives, integrals and the fundamental theorem of calculus.

Prerequisite: Pre-Calculus

AP CALCULUS AB*

(M855; 1 credit)

This course is a college-level introduction to the theo-ry and applications of Calculus, designed to prepare stu-dents for taking the AP Calculus AB examination in May. Calculus is a branch of mathematics that deals with rates of change in continuous and varying quantities.

The class will include exercises in the graphical, nu-merical, analytical and verbal representation of func-tions.

The first portion of the class will be spent on deriv-atives; the second will be spent on integrals. Students will communicate mathematical solutions both orally and with the written word; use technology to help solve problems, interpret results and verify conclusions; and determine the reasonableness of solutions.

Departmental permission required for admission.


AP CALCULUS BC*

(M861; fall semester, 0.5 credit)

This is the first half of the AP Calculus BC curriculum designed by the College Board AP Program. It embraces a multi-representational approach to calculus and tech-nology is used for exploration, interpolation and support in solving of problems. While symbolic manipulation and technical skill are highly valued, regularly practiced, and consistently evaluated, students are also expected to effectively communicate their findings orally and in well-written sentences.

Ultimately, we endeavor to provide a course of study

that helps students understand and appreciate the beauty of calculus while developing the analytical and mechanical skills necessary to successfully negotiate its rigors. Students enrolled in this semester course are required to also enroll in the spring course, M872.

Prerequisite: Pre-Calculus Honors. Departmental per-mission is required for admission to the course.

AP CALCULUS BC*

(M872; spring semester, 0.5 credit)

This is the second half of the AP Calculus BC curric-ulum designed by the College Board AP Program. The content in this semester covers topics not introduced in the AB Calculus AP curriculum such as Improper Inte-grals, Series and Taylor Polynomials, Parametric and Polar Functions and Vectors.

The semester culminates in a review of all the topics in preparation for the AP examination in May.

Prerequisite: AP Calculus BC (fall semester) or AP Calcu-lus AB. Departmental permission is required for admission to the course

MULTIVARIABLE CALCULUS

(M910; 1 credit)

This course is designed for students who have suc-cessfully completed a year of AP Calculus BC. Students in this course will explore the concepts of derivatives and integrals with functions of several variables as they extend the ideas from their previous studies of calculus to higher-dimensional space. Along the way, students will learn of partial derivatives, saddle points, cross-products, curls, surface integrals and much more. Additional advanced mathematical topics will be cov-ered at the discretion of the instructor.

Prerequisite: AP Calculus BC. Departmental permission is required for admission to the course.

AP STATISTICS*

(M810; 1 credit)

This non-calculus-based course will follow the AP Statistics syllabus designed by the College Board AP Program. It includes exploring and measuring data, observing patterns, using probability and simulation, and producing and confirming models.

Prerequisite: Algebra II, Algebra II Honors or Algebra II S.

AP COMPUTER SCIENCE A* (T825; 1 credit, Grades 9–12)

This course uses the Java programming language as a tool for understanding the main principles of object-ori-ented software design and programming. Students learn how to write logically-structured, well-documented computer programs in preparation for the Advanced Placement exam. Topics include methodology, data structures, searching and sorting algorithms, file han-dling, testing and debugging techniques and social and ethical issues. Students will also complete the required AP Computer Science A laboratory work and accompa-nying exercises and questions provided by The College Board.

Prerequisite: Permission of instructor. Co-requisite: Alge-bra II

ONLINE COURSE OPTIONS

In addition to the in-class course offerings, options for further mathematical exploration exist through Kent Denver’s membership in Global Online Academy. Stu-dents interested in this option should consult with their class dean and the Chair of the Mathematics depart-ment.

New!


AP CLASSES



SCIENCE Back to Table of Contents

Science

The science department, at its core, is a team of pro-fessional scientists and engineers. They weave together a diverse set of experiences and scientific disciplines; however, they have embraced education as their shared disciplinary subject.

Knowing the most profound educational experienc-es occur when students are most engaged, teachers design coursework to keep the student at the center of discovery.

Students are exposed to foundational knowledge and asked to extend their thinking through authentic and collaborative laboratory experiments and projects.

The faculty strives to connect the students to issues that exist beyond the walls of our school. On any given day, students may be found dissecting a sheep eye, building a windmill or predicting the products of a chemical reaction. They may be learning how to model a trajectory with applied math or studying the ecology of our campus.

Students might be found discussing a new idea in small groups or drafting the procedures for their own experiment. In all cases, we aspire to create student ownership in their education and to cultivate imaginative and critical thinkers.

PHILOSOPHY



SCIENCE 6: EXPLORE, DESIGN, DISCOVER

This program will serve as an introduction to inqui-ry across the scientific disciplines. It is project-based and blends learning experiences that expose students to central ideas in archeology, chemistry, physics and biology.

Activities range from controlled laboratory experi-ments to field observations and correlational studies.

Students use the Scientific and Design Thinking Meth-od to explore a variety of concepts, skills and terms. Ex-amples of lab titles are Mystery Cemetery Analysis, Heat Keeper Design and Sound and Light Waves. Many of the experiments, discussions and concepts complement our social studies curriculum.

SCIENCE 7: EARTH AND ENVIRONMENTAL SCIENCE

This seventh-grade science course presents funda-mental scientific principles and practices in the context of earth science topics. Specific emphasis is placed on the development of a rich understanding of the scientific method along with extensive practice in its execution.

Problem-solving strategies and data-analysis tech-niques are developed in the context of laboratory and field experiments, which are concurrently designed to encourage interest in the natural world and provide a foundation that will help students make ethically respon-sible decisions about themselves and the world in which they live.

Specific areas of inquiry include astronomy, geology, meteorology, hydrology and environmental stewardship. Computer technology, extensive outdoor research on the Kent Denver campus, monitoring our own seismic array, and the seventh-grade spring trip to Rocky Moun-tain National Park are integral aspects of this lab science course.

SCIENCE 8: HUMAN BIOLOGY

This eighth-grade science course continues students’ exposure to scientific inquiry and experimental design in the context of the human organism and its interaction with the larger world.

The course is designed around the unifying concepts of biology: evolution; ecology; homeostasis; matter, energy and organization; and reproduction and develop-ment.

Each of these large ideas is explored through inqui-ry-based instruction with an emphasis on the relevance

Course Map—Science

ELECTIVES

Students in 11th grade also have the option to take science electives, in addition to their required 11th-grade science course. See 12th grade for a full listing of science electives.

6th Grade• Science 6: Explore, Design, Discover

7th Grade• Science 7: Earth and Environmental Science

8th Grade• Science 8: Human Biology

9th Grade• Molecular and Evolutionary Biology (1 credit)

10th Grade• Chemistry (1 credit)• Chemistry Honors (1 credit)

11th Grade• Physics (1 credit) • Chemistry (1 credit)• Physics Honors (1 credit) • Chemistry Honors (1 credit)

12th Grade Full-Year Electives (1 credit)• Computer Architecture • AP Physics C: Mechanics• AP Biology • AP Psychology• AP Chemistry

Fall 2018 and Spring 2019 Semester Electives (0.5 credit)• Anatomy & Physiology • Forensic Science• Astronomy and Astrophysics • Honors Humans & the • Biomechanics Environment Courses • Biotechnology and Ethics • Infectious Disease &• Engineering: Design & Build Epidemiology• AP Physics C: Electricity & Magnetism (Spring only)


of these concepts to human beings. Students are asked to research topics, conduct experiments, synthesize information from multiple sources and demonstrate their knowledge in a variety of project and perfor-mance-based assessments.

This course challenges students to think critically, become scientifically literate citizens and to develop confidence in their scientific abilities.


MOLECULAR AND EVOLUTIONARY BIOLOGY (S 210; 1 credit, Grade 9)

From the smallest carbon-based molecules to the largest organisms, our world is full of unity and diver-sity. This course seeks to understand the fundamental principles of biological systems from the microscopic to the macroscopic. From the molecular details of photo-synthesis, cellular respiration and genetics to the large-scale processes of evolution and ecology, this course exposes students to foundational material at all levels of biological organization through active and engaging dis-cussion, collaborative learning and laboratory activities. Through relevant, hands-on experimental investigation, this course reinforces foundational elements of biology and provides students with a first-hand appreciation for these processes in action. Pragmatic skills in numeracy, data analysis, and design of scientific experimentation and writing are also emphasized throughout this course.

CHEMISTRY (Course S120; 1 credit, Grade 10) (Course S125; 1 credit, Grade 11)

The air you breathe, the clothes you wear, the medi-cines you take—all involve chemicals and chemistry. In all, Chemistry studies the composition of matter and the changes that matter undergoes.

In this context, it is clear to see why chemistry is cen-tral to modern science and to almost all human endeav-ors. Principal topics of this laboratory course include atomic structure, chemical bonding, chemical quantifi-cation, chemical reactions, thermochemistry, chemical periodicity, as well as acid and base interactions.

In the extensive laboratory work of the course, close attention is given to both quantitative and qualitative data collection and analyses. Social issues such as environmental chemistry are interwoven throughout the course such that students will gain an appreciation for the chemical nature of their world.

CHEMISTRY HONORS (S720; 1 credit, Grade 10) (S725; 1 credit, Grade 11)

The honors designation for this laboratory course is offered to high performing and committed students who wish to engage in a more detailed and challenging pur-suit of chemical course concepts.

Students in Chemistry Honors are expected to demonstrate greater academic independence and fluency in the language of mathematics. Students must have high, internally-motivated goals for the study of chemistry in order to take on the greater responsibility in the design and execution of laboratory experiments.

In addition to those concepts addressed in Chemistry (see above), the honors course includes the topics of equilibrium, acid/base chemistry, and kinetics.

PHYSICS

(S110; 1 credit, Grade 11)

This laboratory course explores mechanics including the nature of motion, forces, gravity, momentum, work, energy; wave phenomena including sound and electro-magnetic waves; optics using mirrors and lenses; and electricity, including static charges and simple circuits. Students have the opportunity to refresh and develop their mathematical skills by applying methods they have learned in algebra classes to the solution of interesting, real-world physical problems. The course also incorpo-rates several engineering challenge projects that are analyzed and assessed using the concepts mastered in

Department Note Regarding Chemistry and Chemistry Honors Courses

Kent Denver will offer two Chemistry and two Chemistry Honors courses in 2018-19.

• Courses S120 and S720 are designed for sophomores who have satisfied a prerequisite biology course but have not had a significant exposure to physics.

• Courses S125 and S725 are designed for juniors who have satisfied prerequisite biology and physics courses.


class. The class extends mathematical concepts with the introduction of vectors and basic trigonometry. Students use graphing calculators, Excel software, and Vernier computer-based probeware and software for laborato-ries, problem solving and demonstrations.

PHYSICS HONORS


In addition to those concepts addressed in Physics (see above), this laboratory course explores additional concepts involving two-dimensional vector addition and utilizes increased algebraic complexity. Students in Physics Honors are expected to demonstrate greater ac-ademic independence, be more fluent in the language of mathematics and have high, internally-motivated goals for the study of physics.

Co-requisite: Algebra II or higher and departmental approval.

ELECTIVES

ANATOMY & PHYSIOLOGY (S617; 0.5 credit, fall semester, Grades 11–12) (S618; 0.5 credit, spring semester, Grades 11–12)

The human body is an amazing machine that works in perfect harmony—most of the time. This class explores the organization of the human body and how its diverse systems function to sustain life. Select organ systems are studied to understand their structure, location in the body and function. Furthermore, the course ex-plores how disease-states and environmental factors affect their function. These topics are explored through engaging class discussions, case studies, labs, virtual reality and other hands on activities. Students should anticipate dissection opportunities as well as a visit to a cadaver lab!

AP BIOLOGY*

(S855; 1 credit, Grades 11–12)

AP Biology is an introductory, college-level biology course designed to review and extend concepts typical-ly addressed in a first-year college biology course. Stu-dents cultivate their understanding of biology through study, research, experimental design and active inves-tigations as they explore the following topics: evolution, the cellular processes of energy use and communica-tion, genetics, information transfer, ecology and organis-mic interactions.

Prerequisite: one full year of Biology.

AP CHEMISTRY*


AP Chemistry moves from the wealth of chemical concepts and processes presented during the first year of Chemistry to an advanced understanding of this sci-entific discipline. Specifically, this course investigates the multifarious aspects of stoichiometry, atomic periodicity, introductory quantum mechanics, thermodynamics, chemical kinetics and equilibria, acid/base relation-ships and electrochemistry. A strong emphasis is placed on developing the informational and laboratory skills necessary for success on the mandatory, year-end AP Chemistry exam. Advanced Placement level work ne-cessitates a fusion between highly-motivated students and dedicated teachers. As such, the course facilitates a collaborative spirit and self-supporting learning environ-ment.

Prerequisite: Chemistry or Chemistry Honors and departmental approval.

AP PHYSICS C: ELECTRICITY AND MAGNETISM*

(S845; 0.5 credit, spring semester, Grade 12)

Electricity and Magnetism is divided into eight units covered between mid-January and the administration of the AP Exam. Concepts and problem-solving techniques are introduced through a combination of lectures, demonstrations, lab experiments, question–answer ses-sions, assignments from Mastering Physics and tutorials. Calculus is used throughout and where appropriate.

Prerequisite: Previous or concurrent enrollment in Calcu-lus and AP Physics C: Mechanics.

AP PHYSICS C: MECHANICS*


The second-year physics course significantly extends concepts and principles developed in Physics or Physics Honors. The course is intended for juniors and seniors who wish to pursue physics, engineering or other physi-cal science programs in college.

As such, students can expect to be fully prepared to take and succeed on the mandatory Advanced Place-ment “C” Mechanics exam. Students will also find the course an ideal companion to Pre-Calculus or Calculus because it affords them an opportunity to apply dif-ferentiation and integration to the solution of physical problems at a level of complexity that could not be approached by algebraic techniques alone.

Half the labs use lab equipment and Vernier probes and software, while the other half use physics computer


simulation software to conduct experiments.

Prerequisite: Physics or Physics Honors. Co-requisite: Pre-Calculus or higher and departmental approval.

AP PSYCHOLOGY*


Why do we do what we do? How do nature and nurture play a role in our thoughts and behaviors? AP Psychology attempts to address questions like these by introducing students to the systematic and scientific study of behavior and mental processes. Students delve into the psychological facts, principles and phenomena associated with each of the major subfields within psy-chology. Topics explored include: biopsychology, sensa-tion and perception, learning, cognition, motivation and emotion, personality, and developmental, abnormal and social psychology. While taking this course, students learn to examine their world in a new light and begin to understand themselves and others better.

ASTRONOMY AND ASTROPHYSICS

(S631; 0.5 credit, fall semester, Grades 11–12) (S632; 0.5 credit, spring semester, Grades 11–12)

You are a being composed of debris from the explo-sion of a long-dead star, inhabiting a 4.5 billion year old rock, hurtling around a perpetual nuclear explosion at 19 miles per second, riding the shockwave of the Big Bang into the vastness of deep space. Want to know more? This course will explore the physics of massive objects in space, the life cycle of stars and the very origins of our universe. Black holes, dark matter, supernovae, interstel-lar travel and special relativity. We’ll cover them all and more as we seek to understand our place in a complex universe.

BIOMECHANICS

(S633; 0.5 credit, fall semester, Grades 11–12)(S634; 0.5 credit, spring semester, Grades 11–12)

The human body is a marvel of evolutionary engineer-ing. In this activity-driven elective, students will analyze the mechanics of their own bodies while engaging in a variety of physical activities. Students will analyze data related to human movement, and we will investigate how stress on muscles and joints leads to common injuries. Additionally, we will investigate how extreme athletes are able to accomplish impressive feats through a biological lens. Other topics include the biochemistry of performance-enhancing drugs, biomimicry in industry, concussions, and the biomechanics of animals that run, jump, swim and fly.

BIOTECHNOLOGY AND ETHICS (S623; 0.5 credit, fall semester, Grades 11–12) (S624; 0.5 credit, spring semester, Grades 11–12)

Should people be allowed to use gene therapy to en-hance basic human traits such as height, intelligence or athletic ability? How much change to a person’s DNA is too much? The purpose of this class is to introduce you to the newest scientific and medical techniques. We will discuss everything from CRISPR and its uses and GMOs to stem cell research and cloning. Not only will you learn the techniques used in the lab, but also the ethical issues that arise with each new technological advance. Learn to justify your position with scientific fact, passion, and an understanding of all sides of any ethical issue.

COMPUTER ARCHITECTURE

(T400; 1 credit, Grades 10–12)

This course explores how computers work starting from physical first principles. Starting from conduction, students will explore how computers work as they build one from the silicon up. Students will learn how to con-struct digital circuits and then simulate those circuits on their computers as the designs become more complex. The course will also explore how modern program-ming languages are translated to electrical signals in a machine. The course culminates in simulating a simple computer and writing a program for it.

ENGINEERING: DESIGN & BUILD (S611; 0.5 credit, fall semester, Grades 11–12)(S612; 0.5 credit, spring semester, Grades 11–12)

In a world where commonplace items such as tooth-brushes, golf balls and vegetable peelers are highly engineered, the design process is a sought after mode of thinking. This class provides a valuable opportunity for students to create from their own design. Students will hone their ability to use hand tools, power tools and electronics which includes equipment such as electric saws, soldering irons and sensors. Past students have created trebuchets, radios, motor boats and compo-nents for Arduino computer hardware. At times, students put their designs up against their peers in head-to-head competitions, while other units allow students to pursue individualized, self-directed projects. In all cases, this course aims to put students at the center of their engi-neering education through creative, practical and logical design.

New!


FORENSIC SCIENCE(S619; 0.5 credit, fall semester, Grades 11–12) (S622; 0.5 credit, spring semester, Grades 11–12)

While the popular TV show CSI glamorizes forensic science, it is exceptionally serious work. Drawing on mul-tiple scientific disciplines (genetics, trichology, dactylo-scopy, hematology, chemistry, microscopy and physics, to name a few), this laboratory-intensive discipline seeks to draw connections, justify conclusions and yield conclusive answers to questions where the outcome can literally mean life or death. In this course, students explore and utilize the techniques available to identify individuals, analyze assorted biological samples and generate the data necessary to solve a host of myster-ies, not all of which are crime-based. Ideal candidates for the course are inquisitive, organized, engaged and meticulously attentive to detail. Similar to a real forensics lab, there is no room for sloppy procedures, assumptions and half-hearted dedication to figuring out just who dunnit. Are you in?

HUMANS AND THE ENVIRONMENT HONORS COURSES (Fall semester: Colorado History and Ecology Honors; H327; 0.5 credit, Grades 11–12)

(Spring semester: Colorado History and the West Honors; H328; 0.5 credit, Grades 11–12)

| Note: Students may take one semester or both. |

Whether you consider yourself a “native” or a recent transplant, living in Colorado brings with it a sense of pride. But, what does it mean to be a “Coloradan?” Using a place-based model for education, the Colorado Histo-ry: Humans and the Environment courses seek to have students understand the interdependent relationships that exist throughout this state and beyond in order to better understand what it means to be from Colorado.

Split into two semesters, students will first examine a more traditional understanding of Colorado ecology and history and then, in the second semester, explore the history of the West and Colorado more thematically through: water, resource extraction and settler-Native American conflict, agriculture and recreation/tourism. Additionally, the end of the second semester will require students to take on an in-depth research project within one of the aforementioned themes, possibly working for someone within that field (i.e. water rights lawyer, Vail Resorts).

Through the incorporation of history, science, eco-nomics, geography and environmental studies, students will better understand their own identity as Coloradans and westerners as they study and evaluate different per-spectives of our shared past, present and future.

INFECTIOUS DISEASE AND EPIDEMIOLOGY(S615; 0.5 credit, fall semester, Grades 11–12) (S626; 0.5 credit, spring semester, Grades 11–12)

Infectious diseases remain a leading cause of mor-bidity and mortality worldwide; with HIV, tuberculosis, and malaria estimated to cause 10% of all deaths each year. New pathogens continue to emerge in animal and human populations, as demonstrated by the emergence of SARS in 2003, swine flu in 2009 and the Zika virus in 2016.

In this course, students will learn basic epidemio-logical skills such as tracing the source of an outbreak and monitoring disease statistics within a population. In addition, students will learn to identify the basic charac-teristics and properties of bacteria, viruses and parasites including their structures, metabolism, replication and the diseases they cause in humans.


AP CLASSES



New!

VISUAL AND PERFORMING ARTS Back to Table of Contents


The arts at Kent Denver are an active and import-ant part of our community. Through the disciplines of visual art, theater and music, students develop creative thinking skills and the ability to express themselves. Classrooms are student-centered and encourage active learning, creative problem solving, risk taking and critical self-evaluation. Art classes also foster flexibility and decision making while helping to develop the whole student.

Classes are designed to teach both technical and conceptual skills while encouraging growth at appropri-ate levels. It is our hope that students will expand their capacity to perceive, understand and appreciate life through the arts.

The Middle School arts curriculum fulfills several

important needs of an adolescent learner. Every student in Middle School is enrolled in music, theater and visual art. Exposure to the variety of expressive modes, tools and materials in the visual and performing arts enables students to make more informed decisions about which classes they choose in Upper School. Students also gain a solid technical and conceptual foundation for more advanced work in the Upper School.

Upper School students are offered a wide range of choices in the arts. Some may choose to specialize in a preferred arts discipline while others may continue sampling a variety of classes in drama, music or the visual arts. Students are required to have two years of art for graduation, yet many choose to pursue studies in the arts beyond the required credits throughout their Upper School career.

PHILOSOPHY



The Middle School arts program nurtures artistic growth at all levels. Through an array of arts offerings, teachers and students work together to help each student find their individual voice in a safe and caring en-vironment. Students explore various arts genres through these foundational classes. Exposure to world cultures and the broadening of student perspectives both within and beyond the local community are integral elements of the Middle School arts experience.

The Middle School arts curriculum encompasses all aspects of both the visual and performing arts. To that end, a student in middle school (6-8) will experience a trimester each of music, visual arts and drama every ac-ademic year. The end result is that by the time a student has completed the eighth grade, they will have had one year in each of the arts disciplines offered at Kent Den-ver.

MUSIC 6

Sixth-grade students begin their Kent Denver music experience through drumming ensemble work. Students learn how to communicate better with fellow students by practicing active listening and gaining respect for the need of others to have their own musical and personal space. Through playing, singing, and conversation, the students become comfortable with musical notation, learn to listen to music of different genres from a variety of cultures, and be able to dialogue about its attributes, make connections between shared cultural themes and patterns of music, and most importantly to see oneself as a musician or lifetime lover of music..

MUSIC 7

Seventh-grade music students build on their skills from sixth grade. With a focus on American music, students will begin to understand the influence of both European and African music and nineteenth, twentieth, and 21 century music of the United States. The students continue singing and playing the drums, xylophones and a variety of other percussive instruments. Additionally, students can choose to play the piano, ukulele, guitar, recorder or any other melodic instrument they have experience playing.

MUSIC 8

In the eighth grade, students focus on learning to play guitar. To start, students learn basic playing techniques and the fundamentals of the instrument. They are afford-ed plenty of in-class time to work independently or with

Course Map—ArtsKent Denver’s Art SequenceThe Middle School art curriculum fulfills several important needs of an adolescent learner. Every student in the Middle School is enrolled in music, theater and visual art. Exposure to the variety of expressive modes, tools and materials in the visual and performing arts enables students to make more informed decisions about which classes they choose in Upper School.

Students are required to have two years of Upper School art for graduation, but many choose to pursue studies in the arts beyond the required credits throughout their high school career. Upper School students are offered a wide range of choices in the arts. Some may choose to specialize in a preferred arts discipline while others may continue sampling a variety of classes in drama, music or the visual arts.

Kent Denver also offers a number of extracurricular activities in the arts in both the Middle and the Upper School.

6th Grade• Music 6 • Visual Arts 6 • Theater 6



Upper School

MUSICFull-Year Electives (1 credit)• Concert Choir • Guitar, Levels I–IV • Jazz Ensemble• Jazz Combo (0.25 credit) • Soul Ensemble • AP Music Theory• Latin Ensemble Honors • R&B Ensemble Honors

Fall 2018 Elective (0.5 credit)• Business of the Entertainment Industry

THEATERFull-Year Electives (1 credit)• Acting I–II • Guerrilla Repertory Theater• Technical Theater Workshop, Levels I–IV

VISUAL ARTSFull-Year Electives (1 credit)• Ceramics, Level I • Filmmaking, Levels I–IV • Metals, Level I • Photography, Level I • Sculpture, Level I

Fall 2018 and Spring 2019 Semester Electives (0.5 credit)• Ceramics, Levels II–IV • Digital Art—Photoshop, Levels I–IV (Fall semester)

• Digital Art—Graphic Design, Levels I–IV (Spring semester)

• Drawing, Levels I-IV (Fall semester) • Painting, Levels I-IV (Spring semester) • Metals, Levels II–IV • Photography, Levels II–IV• Sculpture, Levels II–IV


partners, honing their beginning skills. Once basic tech-niques are mastered, students will expand their guitar playing through the exploration of chord strumming, and chart reading.

MIDDLE SCHOOL BAND

The ensemble is open to student musicians interest-ed in learning an instrument in the context of a perfor-mance group. The focus of the ensemble is to develop the skills necessary to rehearse and perform popular styles including funk, R&B and pop. In addition, the en-semble explores basic music theory, ear training, history, and ensemble techniques in order to involve both the creative and academic aspects of the medium. The MS R&B Band performs four on-campus concerts during the year. Students may repeat this course each year. Private lessons are not required, but are strongly recommend-ed. Admission with permission of instructor.

MIDDLE SCHOOL CHOIR

Middle School choir offers students in grades six through eight the opportunity to collaborate with other students in a choral setting. Basic vocal techniques in-cluding breath control, vocal placement and articulation are addressed through the study of a variety of musical genres. The ensemble is open to all students in the Mid-dle School. Rehearsals are spent preparing for perfor-mances both on and off campus. This group also has a travel component that takes students to places such as New York City and Orlando, Florida.

THEATER 6

In sixth grade, the fundamentals of theater are intro-duced while students build ensemble, practice commu-nication skills and gain confidence on stage. Students learn theater terminology, elements of performance, and components of design. The trimester culminates in a performance of world myths which students adapt for the stage and present in different theatrical styles. All students participate either by taking the stage as actors or by operating the light and soundboards for the perfor-mance.

THEATER 7

In seventh grade, students build upon the knowledge from sixth grade with an emphasis on vocal performance and playwriting. The relationship between design ele-ments and performance is explored. Students continue to hone their acting skills through dialects, structured improvisation and small group performances. Classes examine how bias and stereotypes influence theatrical roles. Discussions about unconscious bias and the im-

portance of researching backstory teach students how to develop three-dimensional characters and identify with someone different from themselves. Seventh-grade projects include shadow puppetry design and perfor-mance, dialect scenes and original radio plays.

THEATER 8

The Middle School drama program examines how theater brings a community together to share in the hu-man experience. Eighth-grade students explore roles as performers, directors, playwrights, designers and audi-ence members. Projects throughout the trimester allow students to develop and demonstrate skills in each area. Focus is placed on text analysis, pursuing an objective, formulating constructive criticism, incorporating feed-back and self-expression. Units include subtext, script analysis, public speaking and audition techniques.

MIDDLE SCHOOL FALL PLAY

The fall play cast and crew members work together to construct a polished production. Actors experience the creativity, effort and dedication it takes to mount a production, from the audition process to the final curtain call. Students analyze the script, stage the story and bring the world of the play to life for the community. Students take on roles as stage managers, lighting and sound technicians and stage crew, making import-ant contributions to the success of the show. The fall play performs in El Pomar Theater and often travels to perform at elementary schools. Participation in the fall play is offered in lieu of a sport during the fall season for seventh- and eighth-grade students.

MIDDLE SCHOOL MUSICAL

The Middle School musical is offered to seventh- and eighth-grade students. Students in sixth grade are given the opportunity to participate in the musical ensemble. An emphasis is placed on creating community and working across age groups. A different musical produc-tion is chosen each year to present students with the experience of playing a variety of musicals and produc-tion styles. An in-depth process from audition to final performances focuses on building ensemble, fostering personal voice, character development, building confi-dence, understanding solo and ensemble singing, basic choreography and textual analysis. The musical process supports the development of a final performance presented with costumes, lights, props and sets.

VISUAL ART 6

In sixth grade, students are presented with a basic introduction to the elements and principles of art.


Emphasis, however, is placed on using and becoming comfortable with a variety of materials and approaches to artistic creation. Students also explore how art func-tions in different cultures by creating projects that com-plement units of study in other disciplines of the sixth-grade curriculum.

VISUAL ART 7

In seventh grade, technique and process are stressed throughout the trimester. Through the continued study of the elements and principles of design, students will develop the necessary skills for successful art produc-tion. While students build upon creative skills, particular emphasis is placed on the formulation of ideas. Students will learn how to evaluate, critique and collaborate with others while gaining confidence as an artist.

VISUAL ART 8

In eighth grade, students are pushed to think more conceptually. Students will develop ideas and concepts through more intensive creative exploration and expres-sion. A broader study of the elements and principles of design is integral in preparing middle school students for visual art in high school. The goal is for students to have a solid understanding of what makes a work of art suc-cessful while continuing to improve their artistic skills.


PERFORMING ARTS: MUSIC

AP MUSIC THEORY*

(P855; 1 credit, Grades 10–12)

The ultimate goal of AP Music Theory is to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score or on a recording. This course covers a full-year, introductory, college-level course emphasizing aural and visual understanding of musical structure and compositional procedures in regards to four part chorale writing, composition/arrang-ing, melodic and harmonic dictation and sight-singing. This class will not count toward the two-credit require-ment in Visual and Performing Arts.

Prerequisite: Enrollment in a Kent Denver music ensem-ble for two years or permission of the instructor. Must be able to sing or play an instrument.

BUSINESS OF THE ENTERTAINMENT INDUSTRY

(H351; 0.5 credit, Grades 10–12, fall)

The entertainment industry is a multi-billion dollar business that showcases the work, services, talent and creativity of a cross-section of the international work-force. To better understand the inner-workings of busi-ness, we discuss music, movies, television, radio, fash-ion, gaming, theater, art and merchandising industries as a template to further our awareness and knowledge of entrepreneurship.

Real-world analysis of current issues will be a focus of the course as well—including both landmark and recent copyright infringement lawsuits, marketing campaigns and trademark litigation. The course culminates with the creation of a business plan and presentation to the class and investors. Guest speakers will include industry pro-fessionals such as Grammy Award-winning musicians, advertising executives, TV news anchors and CEOs of local/national media conglomerates, among others..

CONCERT CHOIR


This yearlong course is designed for students who would like to participate in a vocal ensemble. The rep-ertoire is chosen from a wide variety of styles of choral music, including classical, traditional, Broadway, jazz and pop music. The chorus performs at least two required evening concerts per year. Assemblies and off-campus performances will be at the discretion of the instructor. No audition is required.

GUITAR, LEVEL I


Guitar I is a fully integrated ensemble performance class. Contemporary Commercial Music encompasses pop, blues, country, folk, and rock styles. Ensembles are established based on the varied playing abilities of the class. As well, a student may elect to sing vocals for the ensemble periodically throughout the year. Stu-dents learn basic chording, strumming technique and finger-style guitar. Proper playing technique is stressed to ensure the continued success on the guitar. Students will also learn to read standardized guitar sheet music. Performances are held several times during the school year and are a required part of the class. Students new to Kent Denver should contact Mr. Reece for proper level placement. Students wishing to repeat Guitar I to further develop basic skills are encouraged to do so.


GUITAR, LEVEL II

P440; 1 credit, Grades 9–12

Guitar students continue developing their skills learned in the previous level. Concepts explored include a more in-depth look at chord structures, strumming techniques, finger picking and soloing. Contemporary Commercial Music encompasses pop, blues, country, folk and rock styles. Ensembles and vocalists are es-tablished based on the varied playing abilities of the class. Performances are held several times during the school year and are a required part of the class. Permis-sion from Mr. Reece is required to enter this class as the completion of lower levels does not guarantee entrance into Level II-III. Students new to Kent Denver should con-tact Mr. Reece for proper level placement.

GUITAR, LEVEL III–IV (Level III: P470; 1 credit, Grades 10–12) (Level IV: P490; 1 credit, Grades 10–12)

Guitar III and IV strive for professionalism in performing a variety of styles in commercial music. Contemporary Commercial Music encompasses pop, blues, country, folk and rock styles. The Nashville Number System is utilized to increase the group’s productivity and teach theoretical music concepts. Students rely on prepared-ness of each other to succeed and present polished performances at Kent Denver. Traditional commercial instruments may include, banjo, mandolin, for example, as well as, electric guitar, acoustic guitar, bass, vocals and keyboards. While students learn the importance of teamwork, they develop analytical/listening skills, historical understanding of contemporary music roots, and a deep appreciation for artistic pursuit. Students must complete guitar I & II and have permission from the instructor to continue in Guitar III and IV. A student may also audition to waive Guitar I and II.

JAZZ COMBO

(P914; 0.25 credit, Grades 9–12)

The Jazz Combo class is comprised of the top jazz musicians at Kent Denver to study various significant periods, styles and/or artists in jazz history. While the combo exposes students to a wide variety of artists and styles, combo members are encouraged to develop their own arranging and composing skills and to use the ensemble as a vehicle for their own creative efforts. The Jazz Combo performs numerous on and off-cam-pus concerts during the year. Students may repeat this course each year. Admission with permission of instruc-tor.

JAZZ ENSEMBLE

(P310; 1 credit, Grades 9-12)

The Blackmer Big Band is one of the principal instru-mental ensembles at Kent Denver. The focus is the study of the performance practices and history of the music of the Big Band era from Louis Armstrong to Count Basie, and from Duke Ellington to Charles Mingus. The ensem-ble discusses theory, arranging, history and ensemble techniques in order to involve both the creative and the academic aspects of the medium. The ensemble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensemble performs four on-campus and numerous off-campus concerts during the year. Students may repeat this course each year.

Audition is required. Admission with permission of in-structor.

LATIN ENSEMBLE HONORS


The Azucartones is a Latin/salsa/reggae group that utilizes vocalists, as well as horn and rhythm section players. The focus of this ensemble is to study the histo-ry and performance practices of popular music styles of the Caribbean, Latin America and South America. These styles include salsa, reggae, mambo, cha cha, and rock/Latin fusion. The ensemble discusses theory, arranging, history and ensemble techniques in order to involve both the creative and the academic aspects of the me-dium. The ensemble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensemble performs four on-campus and numer-ous off-campus concerts during the year. Students may repeat this course each year.

Audition and permission of instructor required.

PRIVATE LESSONS

(Grades 9–12, no credit)

Students may elect to sign up for weekly private lessons. Instruments offered will depend on enrollment. Sign up will occur at the beginning of the school year with lessons commencing the first week of October. Lessons can be scheduled at a variety of times, includ-ing before school, during a free period/study hall or after school. Scheduling preference is given to students currently enrolled in an ensemble.

A lesson fee will apply.

New!


R&B ENSEMBLE HONORS


The Quincy Ave. Rhythm Band is a pop/rock/R&B group that utilizes vocalists, as well as horn and rhythm section players. The focus of this ensemble is the study of the history and performance practices of popular music styles including soul, funk, R&B and blues. The ensemble discusses theory, arranging, history, and en-semble techniques in order to ‘involve both the creative and the academic aspects of the medium. The ensem-ble also serves as a laboratory for new arrangements and compositions by students and faculty. The ensem-ble performs four on-campus and numerous off-cam-pus concerts during the year. Students may repeat this course each year.


SOUL ENSEMBLE


The Soul Band is a blues/soul group that utilizes vocalists, horn players and rhythm section players. The focus of this ensemble is the study of the history and performance practices of popular music styles, focusing on the music of Motown, STAX and Muscle Shoals. The ensemble also serves as a laboratory for new arrange-ments and compositions by students and faculty. The ensemble discusses theory, arranging, history and en-semble techniques in order to involve both the creative and the academic aspects of the medium. The ensem-ble performs four on-campus and several off-campus concerts during the year.


PERFORMING ARTS: THEATER

ACTING I


This course introduces basic techniques in acting through movement, physical and vocal exercises, impro-visation, script analysis, scene work, monologues and short plays. Emphasis is placed on ensemble work, com-munication through effective speaking and meaningful gesture, concentration on stage and listening skills. A sampling of the methods and techniques of the masters (including Stella Adler, Antonin Artaud, Michael Chekhov, Uta Hagen, Bobby Lewis, David Mamet, Sandy Meisner, Mary Overlie, Richard Schechner, Viola Spolin, Constan-tine Stanislavski, Lee Strasberg and Loyd Williamson) is practiced and explored.

ACTING II (P160; 1 credit, Grades 9–12)

This course builds on the skills and techniques pre-sented in Acting I. Acting II develops basic acting tech-niques through movement, physical theater, and improv-ing vocal strength in areas of projection, articulation, and diction. Improvisational activities are explored to foster performance confidence and skills, build ensemble, improve listening, advance the understanding of the connection between action and reaction, and to discov-er personal strengths and challenges. Script analysis, character development, and the impact of relationships are examined through modern and classic scenes. A shortened Shakespeare play is presented as a final performance study. Concentration on finding personal voice, developing confidence, and gaining an appre-ciation for theater performance is a focus. A sampling of various theater techniques and masters are studied including Stella Adler, Antonin Artaud, Michael Chekhov, Uta Hagen, Sandy Meisner, Viola Spolin, Constantine Stanislavski, and Lee Strasberg.

Prerequisite: Acting I

GUERRILLA REPERTORY THEATER


This course is designed for the advanced acting stu-dent. Guerrilla Rep students work in ensemble to col-laboratively devise and stage original theatrical pieces for performance. Following the creation of a long-form improvisational structure, subsequent shows are devel-oped through improvisation, literary adaptation and student playwriting. Ensemble members are responsible for all creative and technical elements of production, and non-traditional narrative forms and staging are en-couraged and explored.

Prerequisite: Acting I and permission of the instructor.

TECHNICAL THEATER WORKSHOP, LEVELS I–IV (Level I: P505) (Level II: P506) (Level III: P507) (Level IV: P508)

All levels: 1 credit, Grades 9–12

Technical Theater Workshop is a hands-on explora-tion of the fundamentals of stagecraft and theatrical design. This course will cover the entire theatrical cre-ative process, and students will learn how a production jumps off of the page of the script and onto the stage. Topics covered will include set design and construction, lighting design, sound design, scene painting, draft-ing, play analysis, and careers in technical theater. This

New!

New!


course takes full advantage of all the theatrical spaces in the Student Center for the Arts, including the Anschutz Family Theater, the Vault Theater, the El Pomar Theater, and the Scene Shop. In these spaces, students will gain practical experience with many aspects of theatrical technology, including the use of power tools and com-puterized lighting control systems. All Technical Theater Workshop students will be expected to complete some after school stage crew experiences. Students who choose to take Level II, III, or IV may be offered design and leadership responsibilities

VISUAL ARTS

CERAMICS, LEVEL I

(V130; 1 credit, Grades 9–12)

This course explores the medium of clay through wheel-throwing and hand-building techniques. The course focuses on developing students’ understanding of the principles of composition in three dimensions as well as building conceptual skills. Students begin by working on simple clay slabs then move to more com-plex constructions. Throwing on the wheel is introduced as an assignment early in the year and students may build upon those skills when solving subsequent as-signments. Throughout the year, students learn about surface treatments, steps of firing clay and glaze appli-cation. Students typically work with high-fire stoneware clay but will also be introduced to the traditional Japa-nese raku firing process.

CERAMICS, LEVELS II–IV (Level II: V731-fall/V732-spring) (Level III: V733-fall/V734-spring) (Level IV: V735-fall/V736-spring)

All levels: 0.5 credit, Grades 10–12

This course allows students who have a basic un-derstanding of clay processes to explore their work in a more personal and challenging environment. Students are exposed to a variety of techniques, artists and firing methods. As students’ skills progress to the next level, they may begin working with glaze formulations, kiln preparation and procedures, and mold-making tech-niques. Students investigate form through the elements and principles of art while researching works of contem-porary and historical artists. Students are encouraged to develop a personal voice using the medium.

Prerequisite: Successful completion of Ceramics, Level I and departmental permission.

DIGITAL ART—PHOTOSHOP, LEVEL I

(V161; 0.5 credit, Grades 9–12; fall semester)

This course focuses on exploring the tools and tech-niques of the powerful digital imaging program, Adobe Photoshop. Students learn how to repair, manipulate and optimize their own photos and images downloaded from the Internet. They use layering and blending modes to create seamless, believable collages assembled from a variety of sources. Students learn to be media savvy, draw inspiration from the artwork of professionals, and gain technical skills that will be valuable to them for many years to come, regardless of their chosen area of study or career.

DIGITAL ART—PHOTOSHOP, LEVELS II–IV (Level II: V163) (Level III: V165) (Level IV: V167)

All levels: 0.5 credit, Grades 10–12; fall semester

Advanced Photoshop students move beyond discov-ering the tools and techniques of the program. They make a deeper exploration into the artistic and practical applications. Assignments require more complex and in-novative thinking, encouraging students to develop their own perspective and style. Students gradually build a portfolio that demonstrates creative problem solving, visual communication skills, and attention to detail.

Prerequisite: Successful completion of Digital Art- Photoshop, Level I and departmental permission.

DIGITAL ART—GRAPHIC DESIGN, LEVEL I

(V162; 0.5 credit, Grades 9–12; spring semester)

This class focuses primarily on the use of the comput-er program Adobe Illustrator and the particular advan-tages it offers to graphic designers. Students explore how to effectively communicate ideas to specific target audiences through the use of text and images. Possible assignments include designing advertisements, logos, posters, packaging, T-shirts, board games and publica-tions. The ability to create powerful, convincing, profes-sional-looking presentations is an essential skill for every student and professional.

DIGITAL ART—GRAPHIC DESIGN, LEVELS II–IV (Level II: V164) (Level III: V166) (Level IV: V168)

All levels: 0.5 credit, Grades 10–12; spring semester

Advanced students have the opportunity to explore an even wider variety of applications for the graphic design-


er’s skill set. They broaden their portfolio of projects that demonstrate their marketable skills in visual commu-nication. As students further hone their technical skills, they also learn to develop both personal style and the versatility to adapt to the needs of a client.

Prerequisite: Successful completion of Digital Art- Graphic Design, Level I and departmental permission.

DRAWING, LEVEL I

(V111; 0.5 credit, Grades 9–12; fall semester)

This course focuses on the use of line, value and tex-ture using drawing media such as pencil, ink, pastels and charcoal. Skills covered include contour line drawing, value studies and shading, linear perspective, life draw-ing, and composition. Beyond technical skills, students also learn how to develop content and narrative.

DRAWING, LEVELS II–IV (Level II: V113) (Level III: V115) (Level IV: V117)

All levels: 0.5 credit, Grades 10–12; fall semester

Advanced drawing students have the freedom to explore nearly any scale or medium they desire, includ-ing collage, sculpture and the incorporation of found objects. Assignments at this level challenge students to strengthen their innovative problem solving skills. Stu-dents develop the hands and mind of an artist, becom-ing more sophisticated in their ability to communicate specific moods and points of view to their audience.

Prerequisite: Successful completion of Drawing, Level I and departmental permission.

FILMMAKING, LEVEL I


Filmmaking students learn to write, direct, act in, shoot and edit their own movies. Video content is every-where today, and creating compelling, clear, concise and convincing visual narratives combined with moving music is essential for every school, business or charity organization. Students learn how to organize long term complex team projects. They use the program Final Cut Pro to edit their video and music. Students study both Hollywood features and independent films to gain an understanding of how filmmaking techniques affect the viewer’s reading of a story.

FILMMAKING, LEVELS II–IV (Level II: V770) (Level III: V780) (Level IV: V790)

All levels: 1 credit, Grades 10–12

Advanced students explore increasingly challenging assignments that will require greater mastery of pacing, directing and plot construction. They also experiment with more outlandish shooting and editing techniques to enliven their films.

Prerequisite: Successful completion of Filmmaking, Level I and departmental permission.

METALS, LEVEL I


This course strengthens students’ imagination and design capabilities by allowing them to explore the medium of metal using a variety of techniques. Empha-sis is placed on understanding the foundational skills and technical aspects of the medium, as well as the use of composition and content. The course focuses on developing students’ understanding of the principles of composition in three dimensions as well as building con-ceptual skills. Students explore methods of construction with sheet metal, found objects, stone setting, lost wax casting, while using copper, nickel, brass, and silver. Students may construct wearable objects, functional objects, and small-scale sculpture.

(Lab fee $40)

METALS, LEVELS II–IV (Level II: V721-fall/V722-spring) (Level III: V723-fall/V724-spring) (Level IV: V725-fall/V726-spring)


This course allows students who have a basic knowl-edge of metalworking to explore more complex con-structions. Students refine basic techniques through the use of sophisticated fabrication methods. Emphasis is placed on building one’s technical abilities as well as developing conceptual ideas through research and de-sign work. Students learn advanced techniques such as fold-forming, gemstone setting, raising, forging, casting, fabrication of links and hinge mechanisms, hollow form and assemblage constructions. Students are encour-aged to develop a personal voice using the medium.

(Lab fee $40) Prerequisite: Successful completion of Metals, Level I and departmental permission.


PAINTING, LEVEL I

(V112; 0.5 credit, Grades 9–12; spring semester)

This course focuses on conceptual and technical skill development using a variety of media including acrylic paint and mixed media. Specific areas covered include color theory and mixing, paint application, composition and the development of content and narrative. Through the production of original works of art students gain knowledge about art history, aesthetics and criticism.

PAINTING, LEVELS II–IV (Level II: V114) (Level III: V116) (Level IV: V118)

All levels: 0.5 credit, Grades 10–12; spring semes-ter

The primary goal for an advanced painting student is to discover how to let form follow function, finding the optimal presentation to address the specific goals of each assignment. How can they use value, color, texture, and space to communicate a particular idea, or answer/ask a distinct question to the viewer? Advanced painters will continue to consolidate an individual artistic voice, while diversifying their portfolio.

Prerequisite: Successful completion of Painting, Level I and departmental permission.

PHOTOGRAPHY, LEVEL I


This course provides an introduction to the technical and conceptual aspects of black-and-white, film-based photography. Emphasis is placed upon learning basic shooting, processing and darkroom skills. Students develop their conceptual skills using the camera as a means to achieve creative and expressive works of art. Emphasis is placed on the discussion and application of the elements of art, composition, point of view, narrative, and critical thinking. An introduction to intermediate pro-cesses is included. Students must provide their own 35 mm (film) SLR camera, film and photographic paper.

(Approximate cost is $150 per semester.)

PHOTOGRAPHY, LEVELS II–IV (Level II: V751-fall/V752-spring) (Level III: V761-fall/V762-spring) (Level IV: V771-fall/V772-spring)


Advanced coursework in photography refines stu-dents’ technical skills and develops individual strengths

and areas of interest. Students are introduced to digital imaging in Photo II. Students in their third and fourth year gradually develop more individual-based projects and preferred mode of representation. Advanced Photo classes use both traditional and nontraditional media including a variety of presentation methods and large-scale works. Students complete both visual and written work. Students provide their own SLR camera. A digital SLR camera is recommended, but not required.

(Approximate cost is $100 per semester.) Prerequisite: Successful completion of Photography Level I.

SCULPTURE, LEVEL I


This class introduces and develops students’ prob-lem-solving skills using three-dimensional works as a means for creative expression. Although the focus is pri-marily on contemporary forms of art, students are intro-duced to historic and cultural backgrounds of sculpture at the beginning of each project. Students learn how the three-dimensional form alters the physical environment through the display of individual works and sculptural installations. Students learn the safe operation of hand and power tools while working with wood, metal, found objects and wax. Large-scale group installations and/or works of public art culminate each school year.

SCULPTURE, LEVELS II–IV (Level II: V781-fall/V782-spring) (Level III: V783-fall/V784-spring) (Level IV: V785-fall/V786-spring)


Advanced levels of sculpture further develop stu-dents’ problem-solving skills using three-dimensional works as a means of creative expression. Students will be introduced to a wider variety of construction materi-als, processes and conceptual problems. Our focus will be to continue exploration of how sculpture alters the physical environment through the display of individual works and large scale installations. As students progress in their technical and conceptual development, they will pursue more individualized projects. Throughout the class, students will learn the safe operation of hand and power tools.

* KENT DENVER POLICY REGARDING AP CLASSES

Per Kent Denver School policy, students are required to take the corresponding AP exam in

the spring. There is an additional fee for the exam.

WORLD LANGUAGES Back to Table of Contents

World Languages

World Languages as a discipline goes beyond the mere teaching of language and culture. We provide a vital foundation to key skills for life, with listening, critical thinking, effective public speaking, writing and collabo-rative work forming part of that foundation.

Simply, proficiency in a language other than one’s native tongue is an essential skill in a constantly changing world. Such proficiency—the ability to see the world and the self through a more global prism—is also a founda-tional component of a liberal arts education.

While never forgetting the need to help our students do well in college, we also keep our collective eye on an even more important goal—specifically, to allow our students to communicate effectively with people from other cultures.

We develop the skills of aural comprehension, read-ing, speaking and writing in all levels. The study of culture plays a major role as well. Through the study of literature, which begins at the intermediate level, we encourage our students to not only improve their vocab-ulary and analytic skills, but also to see the world from different cultural perspectives.

Moreover, while we actively integrate technology into the classroom, we never lose sight of the fact that human interaction exists at the core of what we do. Per-haps above all, we value curiosity about the world.

Kent Denver offers three languages, from begin-ner-level through the AP level: Chinese, French and Spanish. Additionally, all Grade 6 students take Latin as an introduction to the study of language, etymology and mythology.

PHILOSOPHY



LATIN

All sixth-grade students take introductory Latin. The curriculum is intended to provide all students with a foundation of grammar and word origins to benefit future studies in both the Romance languages and English. This course will offer students experience in the follow-ing: many of the stories of Greek mythology, Roman cul-ture and history, syntax of a sentence (subject, predicate nominative, direct object, etc.); derivative study (word origin); Latin phrases that are often used in English (e.g. per diem and et cetera); elementary Latin vocabulary; and language study skills (organization, memorization, attention to detail and quiz preparation).

CHINESE 7

In this introductory course, students are introduced to the fundamentals of Chinese with an integrated ap-proach of listening, speaking, reading and writing. This course will help students build a solid foundation in the Chinese language by focusing on the Chinese phonet-ic system, stroke order, commonly used radicals and formation of characters. Through stories, games, songs, activities, role-plays and projects, students will learn high-frequency vocabulary and grammar that would al-low them to conduct basic conversations in Chinese. The students will also learn about Chinese culture through festivals, calligraphy, arts and crafts, and projects. This course also employs various technological tools to en-hance students’ interest and learning.

FRENCH 7

In this introductory course, students begin to com-municate in French. They acquire vocabulary relevant to their own lives as well as basic grammar and pro-nunciation. Listening comprehension and oral skills are emphasized. Through games, songs, dialogs, skits and other activities, they gain proficiency in a fun and natural way. Through a range of short, authentic readings in a variety of media (newspapers, websites and poems, for example), students become acquainted with French, Canadian, African and other Francophone cultures while developing their reading and writing skills.

SPANISH 7

This course seeks to lay a solid foundation in the Spanish language by focusing on the basic elements of learning a Romance language (gender agreements, verb endings, etc.). Through songs, dialogs, games, skits and activities, students begin to communicate in

French I

French II

French III

French IV

Course Map—World Languages

Kent Denver’s World Languages SequenceKent Denver’s Upper school students are required to take three years of the same world language, changing course levels as their language skills advance, though not necessarily sequentially. Students who take world languages courses in Kent Denver’s Middle School typically enter the Upper School in the second their of that language (i.e. Chinese II, French II, Spanish II). During the Spring Semester of each school year, world languages teachers will speak with their students to determine their placement for the following year. Though students will often proceed directly to the next level, it happens that students will “jump” a level if it fits their skill level. Please see below for examples of Upper School course trajectories:

9th Grade

10th Grade

11th Grade

12th Grade

Spanish II

Spanish III Honors

Spanish IV

AP Spanish Language

Chinese II

Chinese III

Chinese IV

AP Chinese

6th Grade• Latin

7th Grade• Chinese 7 • French 7 • Spanish 7 • Preparatory 7: Written Expression

8th Grade• Chinese 8 • French 8 • Spanish 8• Preparatory 8: Written Expression

Upper School CHINESE COURSES (1 credit)• Chinese I • Chinese IV Honors• Chinese II • Chinese V• Chinese III • Chinese Advanced Topics• Chinese III Honors • AP Chinese Language and Culture• Chinese IV

FRENCH COURSES (1 credit)• French I • French IV• French II • Advanced French Conversation• French III and Culture• French III Honors • AP French Language and Culture

SPANISH COURSES (1 credit)• Spanish I • Spanish V• Spanish II • Spanish Advanced Topics• Spanish III • AP Spanish Language and Culture• Spanish III Honors • AP Spanish Literature and Culture • Spanish IV


Spanish. Basic vocabulary, grammar, pronunciation, listening comprehension and writing in the present tense are emphasized. The course uses both formal verbal and written testing and creative projects as a means of assessing language acquisition. The understanding of cultural differences and similarities among native Span-ish speakers are embedded in the curriculum.

CHINESE 8

Chinese 8 builds on the oral and written communi-cation skills acquired during seventh grade. Students continue to improve their vocabulary, grammatical structures, pronunciation, listening comprehension and writing skills through the use of stories, games, songs, activities and role-plays. Students also explore a deep-er understanding of Chinese culture through festival celebrations, calligraphy, arts and crafts, projects, and presentations. This course also employs various online technological tools to enhance students’ interest and learning.

Prerequisite: Chinese 7.

FRENCH 8

French 8 builds on the oral and written communication skills acquired during seventh grade. Students continue to improve their vocabulary, grammar, pronunciation, listening comprehension and writing skills through the use of songs, stories, skits, short novels and journal writ-ing. Both historical and present-day culture of French- speaking countries are embedded in the curriculum. Students are encouraged to express themselves cre-atively through a variety of projects and presentations as well as regular communication with pen pals in France.

Prerequisite: French 7.

SPANISH 8

Spanish 8 builds on the oral and written communi-cation skills acquired during seventh grade. Students continue to improve their grammar, pronunciation, listen-ing comprehension and writing skills through the use of songs, stories, skits, short novels and journal writing.

Classes are conducted primarily in Spanish, and a strong emphasis is placed on students speaking Spanish as much as possible. The curriculum also includes some geography and culture of Spanish-speaking coun-tries. Students are encouraged to express themselves creatively, both orally and in writing, through a variety of projects and presentations. Students successfully completing Spanish 8 will be well prepared to proceed to Spanish II in the Upper School.

Prerequisite: Spanish 7.

PREPARATORY 7 AND PREPARATORY 8: WRITTEN EXPRESSION

Preparatory 7 and Preparatory 8 are designed to provide support in executive functions including plan-ning, organization, task initiation, self-advocacy and time management. Students also practice active reading and annotation strategies along with the microskills of aca-demic conversations.

In addition, the courses provide opportunities to strengthen language skills with an emphasis on written expression. These courses are only open through teach-er recommendation.


CHINESE

CHINESE I

(L510; 1 credit)

Chinese I introduces students to the fundamentals of the Chinese language. Students will learn pinyin, tones, stroke order, commonly used radicals and formation of characters. Students will also learn basic vocabulary and simple sentence structures to carry out basic conversa-tions related to greetings, family, time, hobbies, school and a range of other topics. Students will have the opportunity to learn about Chinese culture and com-pare it to their own. Students will improve their language proficiency through meaningful activities—particularly through the use of authentic materials. This course also employs various online technological tools to enhance students’ interest and learning.

CHINESE II

(L520; 1 credit)

Chinese II continues the development of students’ abilities and confidence in the integrated skills of listen-ing, speaking, reading and writing. Students will learn more grammatical structures and vocabulary that will enable them to express themselves through more com-plex dialogs regarding school and social life, shopping, transportation and directions, and many other topics. Building on their knowledge from the past, students will explore a deeper understanding of Chinese culture through festival celebrations, art, and research projects. In this course, we will also utilize technology to enhance and share our learning and appreciation of the Chinese language and culture.

Prerequisite: One year of Chinese.


CHINESE III

(L530; 1 credit)

Building on the foundation of their previous two years of study in Chinese, Chinese III allows students to con-solidate and further master their use of the language and understanding of the culture. This course expands on their grammar and vocabulary while introducing stu-dents to a variety of new topics, such as health, housing and travel. Reading, writing, listening and speaking skills are reinforced through task-based assignments and ac-tivities, allowing students to function in various real-life situations.

Prerequisite: Two years of Chinese.

CHINESE III HONORS

(L750; 1 credit, Grades 9–12)

With similar content to Chinese III, this course will be conducted at a faster pace. In addition, more challeng-ing assignments will reinforce reading, writing, listening and speaking skills. At this level, students will be able to engage in meaningful communication using a wide range of vocabulary and language patterns. This course expands on their grammar and vocabulary, and it intro-duces students to a variety of new topics, such as health, housing and travel. Classes are taught in Chinese with the exception of occasional grammar explanations.

Prerequisite: Two years of Chinese and departmental permission.

CHINESE IV


Chinese IV continues to consolidate grammar and pro-nunciation as well as expand vocabulary. Students will have the opportunity to review grammar and vocabulary learned in the previous Chinese courses, write creative stories, engage in role-plays, perform oral presentations and produce projects that reflect their understanding on various topics related to daily life. Classes are taught in Chinese with the exception of occasional grammar explanations.

Prerequisite: Three years of Chinese.

CHINESE IV HONORS


Building on the foundation of Chinese III Honors, Chinese IV Honors will be conducted at a faster pace, and expands grammatical concepts to allow students to express more advanced thoughts in oral and written forms. We will revisit some topics discussed in previous

Chinese courses, but this time, adding more depth. The course will also emphasize on preparation for AP or col-lege-level courses.

Prerequisite: Three years of Chinese and departmental permission.

CHINESE V


Designed for students coming from Chinese IV (or IV Honors for those not going on to AP Chinese Language and Culture), this course will allow students to continue to explore more nuanced aspects of Chinese language and culture, but with greater curricular flexibility than AP. All four major skills will be practiced every day, and stu-dents will be able to explore Chinese through a range of projects, readings and discussions about current events.

AP CHINESE LANGUAGE AND CULTURE*


In this course, students will continue to increase their range of Chinese vocabulary to solidify grammar and pronunciation and strive for higher spoken/written flu-ency. In addition to enhancing language skills, emphasis will also be placed on expanding knowledge of Chinese cultural products, practices and perspectives while increasing the ability to make comparisons to their own culture and society. Time will be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with Chinese over the summer.

Prerequisite: Four years of Chinese and departmental permission.

CHINESE ADVANCED TOPICS


This course allows students to fine-tune and polish their Chinese language skills through exploring Chinese culture more in-depth. It will also give students an op-portunity to explore ancient Chinese. Students can pick a topic they are interested in, and do more research on it at the end of the course.

Prerequisite: Students need to have successfully com-pleted Chinese V or AP Chinese and obtained departmen-tal permission.


FRENCH

FRENCH I

(L210; 1 credit)

This beginning course emphasizes conversation, listening comprehension, writing and reading. Grammar lessons follow a carefully integrated progression.

Students reinforce speaking and active listening through collaboration, role-playing and person-to-per-son interaction. The course combines simple newspaper articles, songs, short novels, use of the internet, realia, videos and a variety of culture projects for a varied ap-proach.

Both the history and culture of Francophone countries are embedded in the curriculum. This course is taught almost entirely in French with the exception of grammar explanations.

FRENCH II

(L220; 1 credit)

This course continues the development of the four essential skills in world language learning: reading, writ-ing, listening and speaking. Students interact with the language and cultures of the Francophone world au-thentically, through simulations, collaborative activities, tasks and projects mirroring the real world. There is an emphasis on major grammar tenses beyond the present tense. By the end of French II, students have studied the major grammatical structures of the language, increased their comprehension and speaking ability, and read French prose of general interest. Classes are taught in French with the occasional exception of grammatical explanations.

Prerequisite: French 7 and 8 or French I.

FRENCH III


This course reviews and expands the grammar learned in the previous years through written and oral practice in the classroom. Reading, writing and speaking are reinforced through tasks based on thematic units.

Students learn to communicate meaningfully through various activities mixing reality, make-believe, critical thought and social concern. The course also introduces the students to French literature. Readings, songs, films, video clips and television continue to broaden the stu-dents’ awareness of the Francophone world. This course is taught entirely in French.

Prerequisite: Two years of French.

FRENCH III HONORS


Conducted at a faster pace, French III Honors expands grammatical concepts, vocabulary and idioms in order to allow students to express more advanced thoughts. The course also introduces the students to French literature. In addition, listening comprehension, speaking, read-ing and writing are reinforced with considerable rigor. Role-playing, and simulating are encouraged through projects that mirror the real world. Readings and films in-crease students’ awareness of the diverse cultures of the Francophone world. Writing activities include descrip-tive narratives and formal essays. This course is taught entirely in French.

Prerequisite: Two years of French and departmental permission.

FRENCH IV


The work of French IV is to continue developing stu-dents’ accuracy in French. This is done through the study of important details of French grammar and through ample practice. Students read a wide variety of texts to increase analytical abilities, improve vocabulary, and provide a springboard for classroom discussion that is conducted entirely in French. A strong emphasis is also placed on listening comprehension. Films, songs, video clips about current events and thematic units increase students’ awareness of the diverse cultures of the Fran-cophone world. Classes are taught entirely in French.

Prerequisite: Three years of French and departmental permission.

AP FRENCH LANGUAGE AND CULTURE*


In this course, students further develop and refine reading, writing, listening and speaking skills. Use of authentic podcasts, television, music, periodical litera-ture and film further expands the students’ understand-ing of the Francophone world. Stress will be placed on the building of a broad, working French vocabulary. Topics are frequently related to the six core themes of the French Language AP exam, and time will also be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with French over the summer. Classes are taught entirely in French.

Prerequisite: A minimum of three years of French and departmental permission.


ADVANCED FRENCH CONVERSATION AND CULTURE


This course focuses primarily on French culture and on understanding the reasons behind certain attitudes and behaviors. It emphasizes the study of cultural per-spectives and cross-cultural perceptions. Students regu-larly watch and discuss French news and video clips and read newspaper and magazine articles. They also watch and discuss a variety of films related to each major topic. The curriculum also includes a unit on business French, in which students learn to apply for a job, write their re-sume, and interview for a position. The final component of the course involves student choice. Since students at this level already have acquired an in-depth knowledge of important grammatical concepts, no formal gram-matical study is required. References to grammatical concepts are made in the course of normal conversation. Classes are taught entirely in French.

Prerequisite: Students need to have successfully com-pleted French IV or AP French Language and have depart-mental permission.

SPANISH

SPANISH I

(L110; 1 credit)

This beginning course emphasizes conversation, listening comprehension, writing and reading. Grammar lessons follow a carefully integrated progression. Stu-dents use a range of technology and person-to-person interaction to reinforce speaking. The main focus of the year is the present tense with attention to details. There is an introduction to the preterit tense at the end of the year. Acquisition of vocabulary is a very important part of the first year language course. The course uses both for-mal testing as well as projects as a means of assessing language acquisition. Highlights include creative writing assignments, performing dramatic skits and presenta-tions, reading authentic materials and using Spanish in real-life situations.

SPANISH II

(L120; 1 credit)

This course continues the development of the four essential skills in World Language learning: reading, writing, listening and speaking. There is an emphasis on grammar tenses beyond the present tense, includ-ing past tenses (imperfect and preterit) and commands (informal and formal). Meaningful activities are designed to engage students with the target language and with

Hispanic cultures. By the end of Spanish II, students have studied the major grammatical structures of the lan-guage and increased their comprehension and speaking ability. Classes are taught in Spanish with the occasional exception of grammatical explanation.

Prerequisite: Spanish I or Spanish 7 and 8.

SPANISH III


This course reviews and expands the grammar and vocabulary learned in previous years. Reading, writing, listening and speaking skills are reinforced through various task-based assignments and activities. Students learn to communicate meaningfully through various ac-tivities mixing reality, make believe, critical thought and social concerns. Readings, films and television strength-en the students’ awareness of the Spanish-speaking world’s culture. Classes are taught in Spanish with the occasional exception of grammatical explanations. The major new grammatical concept introduced at this level is the subjunctive, which allows students to react, ex-press doubt, and question.

Prerequisite: Two years of Spanish.

SPANISH III HONORS


Conducted at a faster pace, Spanish III Honors intro-duces students to literature, culture, folklore and current events, while simultaneously reviewing and expanding both vocabulary and grammar. Listening, reading, writing and speaking skills are honed nearly every class period, and classes are conducted in Spanish—giving students ample opportunity to converse, express opinions and analyze materials. The major new grammatical concept introduced at this level is the subjunctive, which allows students to react, doubt and question.

Prerequisite: Two years of Spanish and departmental permission.

SPANISH IV


This course includes a review and in-depth study of all verb tenses through contextualized activities. An emphasis during the second semester is placed on lis-tening and writing in preparation for AP or college-level courses. All activities are realized in Spanish. This course includes a focus on theater, short stories, history, current events and a range of cultural topics.

Prerequisite: Three years of Spanish and departmental permission.


SPANISH V


This course is designed for students who have suc-cessfully completed either Spanish IV or AP Spanish Language and Culture. While students will review gram-mar, the focus of the course will be on advanced com-position and conversation. To that end, students will be exposed to a range of literature, current events, cultural topics, art and history from the Spanish-speaking world.

AP SPANISH LANGUAGE AND CULTURE*


In this course, students further develop and refine reading, writing, listening and speaking skills. Texts focus on the literature, art, and culture of Hispanic countries. Use of authentic podcasts, television, music, periodical literature and film further expands the students’ under-standing of the Spanish-speaking world. These topics are frequently related to the six core themes of the Spanish Language AP exam. Time will be dedicated to practicing the formal aspect of the exam. Because a cer-tain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with Spanish over the summer through reading, conver-sation, film and/or music.

Prerequisite: A minimum of three years of Spanish and departmental permission.

AP SPANISH LITERATURE AND CULTURE*


This course helps students develop a deeper under-standing and appreciation of Spanish and Latin Amer-ican prose and poetry. Literary analysis strengthens written control of the language and understanding of the literature, especially as it relates to art, cultural move-ments and major themes (Societies in Contact, Gender Construct, Time and Space, Interpersonal Relationships, Duality of Identity and Literary Creation). The class oper-ates as a seminar and is conducted entirely in Spanish. All students prepare for the Advanced Placement ex-amination in Spanish Literature. Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring.

Prerequisite: Four years of Spanish and departmental permission.

SPANISH ADVANCED TOPICS


This course allows students who have completed the entire Spanish curriculum (through AP Literature) to con-tinue fine-tuning and polishing their skills through news, literature, creative presentations and advanced-level composition.

Prerequisite: Spanish IV or AP Spanish Language and Culture.


AP CLASSES



Athletics

MIDDLE SCHOOL OPTIONS

SIXTH-GRADE PHYSICAL EDUCATION

The sixth-grade physical education program is de-signed to be noncompetitive. The program is co-educa-tional and develops basic skills and teamwork in a wide variety of sports activities.

SEVENTH- AND EIGHTH-GRADE SPORTS

Seventh- and eighth-grade students participate in a sport activity or interscholastic sport each season. We believe every student should participate in a sports experience that is both meaningful and successful, and we feel all students should be able to compete at their own level.

Programs are supplemented at times with various sports-related electives offered in the Athletic period.

UPPER SCHOOL OPTIONS

INTERSCHOLASTIC ATHLETICSFreshman and “C” Teams: All members should

have a chance to play in each game. Players earn the privilege to play increasing amounts of time.

Junior Varsity (JV) Teams: JV team members earn the privilege to play. Skill development is especially important since the main objective of the Junior Varsi-ty program is to prepare for future Varsity play. Team membership does not guarantee more than limited game time.

Varsity Teams: Team selection is based on fitness, ability, attitude, effort, knowledge of fundamentals and commitment. Students earn the privilege to play. The best players play as much as necessary to compete at the highest level.

Back to Table of Contents ATHLETICS

ATHLETICS Back to Table of Contents

Participant Restrictions: Due to restrictions on facili-ties and available competition, the following sports have limits on the number of participants:

• Golf (Girls and Boys): 12

• Basketball (Girls and Boys): 15 for Grade 9; 25 for Grades 10–12

Extra Fees: Kent Denver and our students share the cost of ice hockey and swimming rental fees for practice and game facilities. Students participating in swimming will purchase their team swim suits.

Athletics and Fitness

Fall Winter Spring






















Fall Winter Spring

Boys • Cross-Country• Football• Golf*• Soccer• Tennis (US and MS)

• Basketball• Ice Hockey*

• Baseball• Lacrosse• Track and Field

Girls • Cross-Country• Field Hockey• Volleyball• Tennis (MS only)

• Basketball• Swimming and Diving*

• Golf*• Lacrosse• Soccer• Tennis (US only)• Track and Field

Athletics Programs

Back to Table of Contents ATHLETICS

FITNESS COURSESSTRENGTH AND CONDITIONING* (A413-fall; A423-winter; A433-spring)

All seasons: 1 fitness credit, Grades 9–12

During this course, students will participate in an hour-long workout twice a week that is designed to improve fitness and athletic ability, by establishing a strong foundational understanding of the many different components of fitness: strength, aerobic and anaerobic endurance, flexibility, coordination, speed, agility and power. Workouts will incorporate varying formats: High Intensity Interval Training (HIIT), Tabata, strength training, circuit training, plyometrics, etc. Students should com-plete this course with a definitive understanding of how to execute functional movements properly and safely; and feel comfortable using Kent Denver’s weight room for personal use. Space is limited to 10 students.

*Middle School, Grades 7–8: winter only

YOGA (A183-fall; A283-winter; A383-spring)

All seasons: 1 fitness credit, Grades 9–12

The practice of yoga has been around for thousands of years but has recently grown in popularity due to the realization of its immense benefits. Through this physical asana (posture) practice, students will learn to improve their breath, strength, flexibility and endurance. This class teaches students full awareness through the connection of body and breath. Students will learn pa-tience, discipline and both mental and physical engage-ment. Yoga is a great way to de-stress from your day while getting more comfortable in your own body. This is a non-competitive, yet challenging physical activity available to all experience levels, and is a great way to cross-train for other sports seasons. Yoga meets every Monday and Wednesday from 3:30–5 p.m. and is offered every sports trimester.


OTHER ATHLETIC OFFERINGS

CLIMBING* (A245; 1 fitness credit; winter)

The climbing team will be offered as a Health and Wellness credit during the winter season. Space is lim-ited to 10 students. Students will develop strength and movement through a variety of climbing exercises and cross-training programs.

No experience necessary. Students will learn how to safely belay and will do a combination of bouldering, top-roping and lead climbing.


MOUNTAIN BIKING

(A343; 1 sports credit, Grades 9–12; spring)

Meeting weekdays after school, 3:30–5:30 p.m., this course introduces new mountain bike riders to basic skills and sharpens the skills of experienced riders. Time is devoted to conditioning on and off the bike, bike skills and safety, and bike maintenance. Students must pro-vide their own bikes in good working order, appropriate clothing, a helmet and a simple breakdown kit.

OUTDOOR EDUCATION

(Middle School only; winter)

Outdoor Ed. is a Middle School winter sports offering that takes advantage of our expansive campus and a Colorado climate that invites an active, adventurous outdoor lifestyle. Canoeing, kayaking, mountain biking, and individual challenge and team-building games fill the early warmer weeks of the course. Skating and broomball on an upper reservoir rink, and sledding, snowshoeing, and an annual camp cooking competition fill the colder weeks after winter break. There are no after school responsibilities associated with this winter sport offering.

INDEPENDENT SPORT PROPOSALS

The Independent Sports curriculum is designed to complement a student’s interest and pursuit of a sport that Kent Denver School does not offer during the school year. The sport must be one that a student has partic-ipated in for more than three years and in which he or she has reached a highly competitive level. Requests are evaluated on an individual basis by the Athletic Director.* To be considered, a proposal must meet the following minimum standards:

• Instruction by a qualified instructor/coach ap-proved by the Athletic Director

• Instruction hours comparable to a Kent Denver team

• Competition and/or performance schedule

* Athletics discourages students from requesting inde-pendent sports at the cost of Kent Denver’s well-rounded athletic experience.

THE INSTITUTES AT KENT DENVER Back to Table of Contents

The Institutes at Kent Denver School

Imagine, Explore, Create and Refine

In the Kent Denver Institute approach, teachers, ac-ademic programs, extracurricular offerings, approved student-directed study, dynamic learning spaces and access to experts in Colorado and beyond support stu-dents’ quest to learn more about what inspires them.

The Institute approach emphasizes choice. Students choose whether or not to participate and what to pursue.

Age- and grade-appropriate options ensure both Mid-dle and Upper School students can follow their interests throughout their seven-year Kent Denver journey.

Institutes complement the Middle School curriculum with options such as research opportunities, electives and service learning. Students choose topics to explore and problems to solve while gaining an appreciation for the potential impact their actions have on the world.

Middle School students who participate in an Institute may receive acknowledgment at Continuation.

The options available in the Upper School reflect stu-dents’ maturity, self-awareness, ability to self-advocate and aptitude for weaving disparate threads of knowl-edge into a cohesive, dynamic whole. Students have supportive venues in which to pursue their interests and, in some cases, forge paths for future career endeavors.

Upper School students work with their advisor, dean, the Institute Director and the Upper School Director to create a personalized learning plan that defines expec-tations and required outcomes for their Institute study. Students who complete agreed-upon coursework, com-munity service, a senior capstone project and portfolio may earn an Institute certificate at graduation beginning in the 2018–19 school year.

Back to Table of Contents THE INSTITUTES AT KENT DENVER

PHILOSOPHY

Hunt Family Institute for Entrepreneurial Education

Middle and Upper School students will experience the core elements of entrepreneurial thinking: inspiration, creativity, direct action, courage and fortitude.

The Hunt Institute combines entrepreneurially- oriented classes, clubs and other programming with the Kent Denver Entrepreneurial Opportunity Network (EON), which launched in 2016.

EON is a resource for students who are interested in pursuing the study of entrepreneurship and/or are looking for support and recognition of their own entre-preneurial projects.

EON supports a combination of classes, extracurric-ular clubs, independent projects, faculty professional development and contacts outside Kent Denver to foster and grow the spirit of entrepreneurship across our school community. EON is also supported by the EON Advisory Board, a network of Kent Denver teachers, alumni and successful for profit and non-profit entrepre-neurs who advise our program informally and provide relevant industry support and guidance to Kent Denver student entrepreneurs.

Related courses, clubs and other programs for the 2018–19 academic year are listed to the right.


The Hunt Family Institute teaches students how to bring to life ideas that add value to the world. Both Middle and Upper School students will experience the essence of entrepreneurship: taking direct

action to create a product or service and advancing it. Our program will inspire, guide and support students through the process of identifying problems, implementing solutions and learning from failure and success.

Related Courses, Clubs and Other Programs for the 2018–19 Academic Year

Courses • AP Economics • Advanced Topics in Economics (GOA) • Business Economics and Ethics • Design & Build • Entrepreneurial Leadership (GOA) • Entrepreneurship in a Global Context (GOA)

Clubs • Sports Business • Entrepreneurship • Finance and Investment • Outstanding Women in Business • Bogue Café

Other Programs/Projects/Electives • Independent Studies in Entrepreneurship • CIE—Entrepreneurship Internships • Entrepreneurship Senior Projects • KDS Kids for Change (Middle School) • Project CRISP (Middle School)

Rollins Institute for Technology and Design

MIDDLE SCHOOLThe Rollins Institute offers Middle School coursework,

programming and independent projects inspired by student curiosity around the topics of technology and design.

Students may pursue a range of experiences that can result in a designation at Continuation—or they may de-cide to take a single elective.

To begin work towards a Continuation designation, students will work with the Institute Director to complete a Middle School personalized learning plan that contains the following:

• At least three curricular projects embedded in current offerings that focus on a topic of technolo-gy and design as approved by the Institute Direc-tor.

• A minimum of 40 hours of technology and design programming as determined and approved by the Institute Director. For example, students can accrue programming time through after-school technology and design courses, Interim, electives, etc.

• Completion of a Project Intensive. With the assis-tance of the Institute Director, students find and work with a teacher to complete an independent or group project that explores a technology and design topic. Students complete this intensive through participation in the one semester Project Intensive elective or the one semester Project Intensive after-school experience.

• A capstone service project and portfolio that stu-dents complete in the spring of the eighth grade. This project may take place during the Middle School elective block or after-school. Students work with the Institute Director to find a service ex-perience that connects to an area of focus in tech-nology and design. Additionally, students develop a portfolio that reflects the work they have com-pleted throughout their Middle School experience which is presented at the end of the semester.

Note: Completion of a MS Designation satisfies The Rollins Institute Upper School Orientation Seminar requirements and allows for advanced standing in other categories of Upper School work.

The Rollins Institute is Kent Denver’s hub for students who are interested in exploring technology and design, whether they are dabbling in the field, have a one-time project that requires

technology and design to complete, or have a passion for technology and design that leads them to dive deep. Flexible learning spaces and program possibilities offer access to teachers and instructors,

resources and machines that enable students to pursue their intrinsic interests.


MODIFICATIONS FOR THE CLASS OF 2023

Because students in the Class of 2023 will only have one Middle School year to fulfill these requirements, the project intensive will be optional and will count toward technology and design programming if completed.

UPPER SCHOOLIn the Upper School, The Rollins Institute offers ex-

periences inspired by student interest and grounded in preparing participants to be successful in technology and design fields.

Students will have the opportunity to use technology and design to understand the design process, collabo-rate with others, solve complex problems and make an impact in the world around them. Along the way, they will have authentic opportunities to capture, reflect and present on the work they produce.

UPPER SCHOOL TECHNOLOGY AND DESIGN GRADUATION CERTIFICATE

To qualify for a Technology and Design graduation certificate, students must develop and complete a per-sonalized learning plan that is approved by the Institute Director, Upper School Division Head and Class Dean.

Personalized learning plans are just that: personalized. Therefore, requirements for a graduation certificate will vary student by student. In general, students who have the personalized learning plans approved will do work in the following six areas:

1. Orientation to the Rollins Institute and Self-Directed Study

In an online orientation to the self-directed study process, students will meet with the Institute Director, complete an initial personalized learning plan, develop a network of advocates and create a framework for their portfolio.

Students with a Middle School Technology and Design designation are exempt from student intensive orienta-tion.

2. Technology and Design Focused Coursework

Generally, students should plan to take four years of Upper School technology and design coursework.

Students may petition to alter Kent Denver graduation requirements as part of their personalized learning plan.

Curricular Project

Final Paper in History 7—The Development of Technologies that Advanced Modern America

Curricular Project

CRISP project

Sample Pathway

Curricular Project

STEAM completion

After School Technology & Design

MS Construction, Problem Solving with AR

Elective

Virtual Worlds


Robotics Club


Design Thinking for a Better World

Curricular Project

Final Paper in English 8—Human Centered Design: Collecting Stories of Progress


Robotics Club

T&D Service Capstone

Project: LEED Certification and the New Middle School Building

T&D Project Intensive

Project: TBD

8th Grade

7th Grade

6th Grade


Examples of qualifying coursework include:

• Advanced Topics CS: Data Structures (semester)

• Advanced Topics CS: Servers and Data (semester)

• AP Computer Science A (full year)

• AP Computer Science Principles (full year)

• Design & Build (semester)

• Social Media and Online Communities (semester)

• Technical Theater Workshop (full year)

• Computer Architecture (full year)

3. Technology and Design Focused Activities

Students should plan to participate in activities related to technology and design. Some of Kent Denver-spon-sored activities include:

• Robotics Team

• Technology Team

• Independent Studies

• Hack-a-thons

• Trips to professional Technology & Design spaces

• Pop-up courses

Students may also propose non-Kent Denver activities that can fulfill some of these requirements.

4. Ethics, Service and Leadership Experiences

Students pursuing a graduation certificate should plan to participate in three seminars focused in the following areas: ethics, services and leadership. Seminars involve a technology and design project geared toward the seminar’s focus.

Students will have a Kent Denver guide who supports them through the completion of a project in this area. Students will also participate in an online community with a seminar facilitator who will engage students in discussion around the seminar’s focus.

Additionally, student-chosen readings and discus-sions around the topic (project development, ethics, leadership or service) develop a culture of professional growth in these areas. In the service seminar, students are encouraged to also use this opportunity to earn Kent Denver service hours.

5. Networking, Mentoring and Exploration Experiences

As students progress through the institute, we want them to successfully develop strategies, resources and networks that will allow them to participate in lifelong learning in technology and design. To that end, a portion of a personalized learning plan includes being mentored by professionals in the field, engaging professional litera-ture and establishing a network of advocates who will help the student grow their craft.

6. Senior Capstone Seminar, Portfolio and Presentation of Learning

In the spring of their senior year, students complete a senior capstone intensive in which they complete a cap-stone project, portfolio and final presentation of learn-ing. As in other seminars, students will work with a Kent Denver guide of their choosing to support them through the capstone project.

As with other seminars, students will participate in an online community with a seminar facilitator who will focus on supporting students in the completion of their personalized learning plan, portfolio and final presen-tation of learning. This capstone also fulfills the Kent Denver CIE requirement for seniors.


Additional Offerings & Requirements

ADDITIONAL OFFERINGS & REQUIREMENTS Back to Table of Contents

Advisories and Wellness*

ACADEMIC SUPPORT

Kent Denver’s full-time, on-site Learning Specialist of-fers academic support and resources to ensure students of all learning styles find academic success. Support provided by the learning specialists includes:

• Homework, test-taking and organizational strate-gies

• Peer-tutoring

• Referrals for testing to identify potential learning challenges

• Student support plans with appropriate accom-modations based on documented learning chal-lenges

COUNSELING

Kent Denver’s school counselors help meet the psy-chological needs of students in grades 6–12. Our coun-selors provide developmentally appropriate support and consultation for students, parents and faculty including:

• Short-term counseling

• Crisis intervention and assessment

• Referrals for mental health providers and services

• Coordination with outside mental health providers

• Manage student mental health support plans with accommodations as needed

Kent Denver is committed to educating the whole child—mind, body and heart. Our Health and Wellness programs provide support and help students build the social and emotional skills they need to lead happy, balanced and pro-ductive lives. At each grade level, Advisors engage students with age-appropriate activities to encourage social and emotional growth.

Additionally, ninth-graders participate in a year-long Wellness Seminar* addressing unique academic, social and emotional needs of students as they transition to the Upper School.

We recognize that sometimes students need additional support to thrive. When students and families require specialized assistance to meet their academic, emotional or psychological needs, Kent Denver has a team of caring professionals ready to help:

* All ninth-graders must complete the yearlong Wellness Seminar.

Back to Table of Contents ADVISORIES AND WELLNESS

Career Intern Experience*

The Career Intern Experience (CIE) enables seniors to experience a real-world employment opportunity within the greater Denver community. This opportunity allows seniors to explore career possibilities while broadening their understanding of the professional world.

Kent Denver seniors typically spend the final three weeks of the year working in the Career Intern Expe-rience program as their final graduation requirement. Students arrange their own internships to work, without pay, alongside professionals for six hours each day, five days each week.

Students have faculty advisors who generally monitor the experience by visiting them on the job and reading their required journal entries and final paper. These fac-ulty advisors also determine if the seniors have success-fully completed the program.

STUDENT PROJECT OPTION

Students may complete a pre-approved project in lieu of participating in an internship. To secure approval, stu-dents must submit a written proposal to the CIE director prior to spring break, complete the project goals satis-factorily and deliver a presentation on their experiences and project results.

* Successful completion of either an internship or a Student Project is

a graduation requirement.

CAREER INTERN EXPERIENCE Back to Table of Contents

College Counseling

At Kent Denver, college preparation is embedded in every aspect of a student’s experience.

We challenge our students and help them grow intel-lectually, and we provide them with an array of activi-ties, from the arts to athletics, and from clubs to service organizations. These opportunities encourage students to explore their interests and talents. In order to be ready for the college selection process, Kent Denver students should seek challenges, work hard at their studies, pur-sue their interests, and enjoy their high school experi-ence.

Kent Denver juniors are assigned a dedicated college counselor during the first week of fall semester.

Our College Counseling program empowers students to find the appropriate next step for their continued edu-cation and lifelong learning through a process of reflec-tion, research and exploration of options.

We work together with students, parents and faculty to guide students in the process of finding a school that will further develop their academic and personal growth. Both the college search and the application process can be challenging. Parents and college counselors play an important role in the college selection process; however, it is the student who plays the primary role.

Kent Denver’s website contains a broad overview of our College Counseling program.

Additional, detailed information—including access to past issues of our weekly College Counseling e-news-letters and the most recent edition of the Kent Denver College Counseling Handbook—is available on the Col-lege Counseling page on the Parent Portal.

Back to Table of Contents COLLEGE COUNSELING

Community Service*

MIDDLE SCHOOLSixth-grade students continue a decades-long

tradition of partnering with Capitol Hill Community Services to provide meals to homeless individuals and families. Each Wednesday, one sixth grade advisory group serves lunch at Trinity United Methodist Church in downtown Denver. In addition to providing lunch, stu-dents interact with the men, women, and children served by the organization, and clean the kitchen following the activity. Students also conduct a fund raiser every year in the spring to assist Capitol Hill Community Services with its mission to provide at least one nutritious meal per day to neighbors in need.

Seventh- and eighth-grade students also work with their advisory groups to participate in four service proj-ects throughout the year. Advisory groups work with the same organization each of their four trips to better understand the mission of the non-profit and spend four hours each visit in service.

* Community service is a requirement for all sixth-grade students

UPPER SCHOOL As members of a community that values responsi-

ble citizenship, Kent Denver students independently participate in a wide variety of service opportunities in Colorado and around the globe. A minimum of 80 hours must be successfully completed during a student’s high school career as part of the graduation requirement. Of these hours, 40 must be logged in with a single organi-zation. Documentation of hours needs to be completed by the students through an online community service form. Required hours are prorated to 20 hours/year for Upper School students who enter Kent Denver after ninth grade.

Students can begin accumulating hours toward this requirement at the beginning of their freshman year. All service hours and documentation must be completed by spring break of senior year.

* Graduation requirement

COMMUNITY SERVICE Back to Table of Contents

Digital Learning and Online Courses

PARTNER ONLINE COURSEWORKThe Information and Innovation Team identifies, evaluates and endorses partner online coursework that contains

exceptional individualized content, fosters strong connections with the global community of learners and provides maximum benefit to Kent Denver participants. This online coursework is approved for either placement, transcript acknowledgment and/or credit and conferred upon the student by the appropriate division head.

Overviews of each of our partnerships are below. Students may propose coursework outside of this for placement or prerequisite consideration.

GLOBAL ONLINE ACADEMYGeared toward the top independent schools in the

country, Global Online Academy serves approximate-ly 50 schools worldwide. All courses are capped at no more than 18 students. Kent Denver provides a site director who works with students enrolled in the pro-gram. Courses and final grades for semester and full-year coursework are represented on the Kent Denver transcript. Students may enroll in any course not offered at Kent Denver School. Click here or paste the following URL in your browser for current course catalog: http://www.globalonlineacademy.org/the-goa-experience-courses/.

ONE SCHOOLHOUSEOur partnership with One Schoolhouse allows us to

expand the number of AP courses that Kent Denver School can offer to our students while still providing a small teacher-to-student ratio.

All One Schoolhouse online courses are capped at 25 students. Kent Denver School also provides a site coor-dinator as a resource.

Students may apply through the Information and In-novation Team to take any AP course One Schoolhouse offers that is not offered at Kent Denver School. Courses and final grades for semester and full-year coursework are represented on the Kent Denver transcript.

Click here or paste the following URL in your browser for a current course catalog: https://www.oneschool-house.org/for-students.html.

THE ETHICAL LEADERSHIP INSTITUTEKent Denver juniors and seniors may enroll in The Eth-

ical Leadership Institute’s new, online, Design for Action: Design Thinking and Adaptive Leadership. Offered in fall semester, this course will appeal to those interested in being leaders and/or changemakers in their community.

The course is designed to help students develop a working understanding of adaptive leadership in an eth-ical framework, use design thinking to identify and solve a challenge in the community as adaptive leaders, and collaborate with peers, advisors and Students Shoulder to Shoulder teachers to create real world solutions.

Click here to enroll.

Back to Table of Contents DIGITAL LEARNING; ONLINE COURSES

Electives (Middle School)*

The Middle School Electives program provides stu-dents the opportunity to explore areas of interest not otherwise available.

These multi-age offerings are, by design, creative and content-rich, encouraging investigative and experiential learning. In contrast to extracurricular offerings, these courses are fundamentally academic in nature.

This program is designed to uphold and further devel-op Kent Denver’s core values.

Various offerings will be available to students who either take two semester-long courses or a yearlong course.

Specific offerings vary year-to-year. Various offerings will be available to students who either take two semes-ter-long courses or a yearlong course.

Specific offerings vary year-to-year. All Middle School students make elective choices in March or April for the following year. Note that students rank order their choic-es and not all students receive their first choice.

* Required of all Middle School students

MIDDLE SCHOOL ELECTIVES Back to Table of Contents

Field Trips and Interim (Middle School)*

SIXTH-GRADE FIELD TRIPSSixth-grade students participate in a variety of field

trips throughout the year. These trips provide learning experiences outside the classroom that support the cur-riculum inside of the classroom. Visits to the Denver Zoo, Denver Museum of Nature and Science and Downtown Aquarium are a few of our past field trips.

In the fall, sixth-graders go on a three-day camping trip to the Buena Vista area to build class unity. In the spring, they take a four-day trip to the YMCA’s Camp Shadybrook in Sedalia. Students celebrate the year’s achievements and further develop class unity through hiking and group-building activities.

SEVENTH- AND EIGHTH-GRADE FIELD TRIPSEach fall the seventh- and eighth-grades travel to the

Fairplay area for a two-night camping experience. The goals of this trip are largely interpersonal: the incorpora-tion of new students into Middle School and the chance for advisor groups to work together. In the spring, sev-enth-graders participate in an ecological study in Rocky Mountain National Park in early May.

Topics examined include glaciation, stream erosion and an examination of the history of the Park. This trip is the focus of the final quarter of work in seventh-grade science. At the conclusion of final exams, eighth-graders travel to the Moab, Utah area for hiking, white water raft-ing and mountain biking. This trip serves as the culmina-tion of the Middle School experience.

INTERIMIn addition, in February all Middle-Schoolers sign

up for a two-day mini-course entitled “Interim.” Middle School faculty offers a variety of non-traditional learning experiences to be examined in-depth during the two days. Past offerings have included cross-country ski instruction, an advanced painting experience, a back-country ski trip to a 10th Mountain Division hut and a behind-the-scenes look at various Denver-area attrac-tions. While students designate preferences among the various options, top choices cannot be guaranteed.

* Required of all Middle School students

Back to Table of Contents FIELD TRIPS AND INTERIM

Kent Denver now offers summer courses for credit as part of our Summer at KDS program.

These courses—offered by Kent Denver teachers, or through our partner programs, Global Online Academy (GOA) and One Schoolhouse—are intended for students who want to advance their coursework in the coming year.

Courses are offered over different periods of time each summer, and several will involve online coursework in addition to classroom sessions.

To enroll, click here or visit the Summer at KDS online registration page at https://kentdenver.configio.com/

When you open the registration page, enter the course name in the search tab in the search box. (See image at right for a close-up view of the registration page.)

Note: Summer at Kent Denver courses are not included in Kent Denver’s annual tuition.

For-Credit Summer Courses

FOR-CREDIT SUMMER COURSES Back to Table of Contents

Enter a Course Name in the Search Box to Begin the Registration Process

ENTER COURSE NAME HERE

COURSES OFFERED BY KENT DENVER SCHOOL

ALGEBRA SKILLS WORKSHOP (Aug. 6–10; 9 a.m.–Noon; Grades 8–10; Pass/Fail)

Even after a year of Algebra I, many students benefit from more practice and focus on particular aspects of the course. This fun and active intensive will get stu-dents’ mathematical minds buzzing and ready for school. Students will revisit concepts including properties of exponents, linear functions and factoring polynomials, to name just a few. Students will practice solving equations utilizing various skills and approaches and should leave this class feeling more confident to handle the algebra in either their upcoming Geometry or Algebra II course in the fall.

ANALYTICAL WRITING FOR HIGH SCHOOL (June 18–22; 1–4 p.m.; Grades 9–12; Pass/Fail)

This class prepares students for the rigors of academic writing in high school and beyond. Students will examine strategies for prewriting, drafting and revision, and will write drafts based on prompts of their choosing. This is a no-pressure situation for students to develop their critical and analytical thinking skills. Students will scour sample essays for examples of effective writing, learn to avoid common pitfalls in papers, and evaluate their own abilities.

HIGH SCHOOL CREATIVE WRITING WORKSHOP (June 11–15; 1–4 p.m.; Grades 9–12; Pass/Fail)

In this creative writing workshop, students will explore different genres and styles of writing. From modern po-etry to personal narratives to flash fiction...this class has it all! Students will look at various authors of each genre and style to further understand techniques used and will then craft their own pieces. Students are expected to share their writing for feedback after each prompt and to provide feedback on the work of their peers. Time each day will be dedicated to further revision or exploration. By the conclusion of the week, students will have creat-ed a small portfolio of their work

EXPLORATIONS IN GEOMETRY* (July 9–Aug. 3; 4-week Online Course; Grades 8–10)

Students will explore major topics in Geometry includ-ing properties of polygons, congruence and similarity, geometric reasoning, angles, transformations, right tri-angle trigonometry, surface area and volumes of solids,

and properties of circles. Critical thinking and problem solving is central to the course, and students approach problems with high levels of complexity and creativity. Multiple solution methods are encouraged. The class emphasizes both written and verbal communication of mathematical ideas. Individual work, online group interactions, and explorations will be incorporated into the course. Throughout this process, students will utilize and build upon their algebraic skill set, including solving linear and quadratic equations. Though the course is primarily online, the first and last days of the course will require in person attendance on campus.

Prerequisite: Algebra I

*This course is for acceleration only. No Kent Denver school credit will be awarded. To place into Algebra II or Algebra II Honors at Kent Denver, students must achieve a 90% or above in the course along with the recommenda-tion of the teacher.

MEDICAL TERMINOLOGY...WHY IS IT CALLED THAT?* (July 9–27; 3-week Online Course; Grades 10–12, 0.25 credit)

Have you ever wondered how health care became so wordy? Students will work to find out how medical termi-nology is developed through word building. Medical ter-minology is the study of the principles of medical word building that helps the student understand the extensive medical vocabulary used in healthcare occupations. Stu-dents will receive a thorough grounding in basic medical terminology through a study of root words, prefixes and suffixes. The study will concentrate on correct pronun-ciation, spelling and use of medical terms. Anatomy, physiology and pathology of disease will be discussed, yet no previous knowledge of these topics is necessary. Students will be required to devote eight hours of online time to this course per week.

*This course requires eight hours per week online. There is a $15 materials fee.

COURSES OFFERED BY GLOBAL ONLINE ACADEMY OR ONE SCHOOLHOUSE

To see a full list of Global Online Academy courses, visit Global Online Academy’s digital course catalog.

To see a full list of One Schoolhouse courses, visit One Schoolhouse’s digital course catalog.

Back to Table of Contents FOR-CREDIT SUMMER COURSES

Information and Innovation

Having access to a computer has become essential to students at every grade level in education.

In the classroom, Kent Denver teachers leverage com-puter-based activities to enhance the overall learning experience. Outside of class, students are able to access the internet via our secure, filtered and monitored WiFi network to continue relevant educational pursuits. Additionally, Kent Denver uses an intuitive online learn-ing management system called Canvas that allows teachers to post course descriptions, homework assign-ments and other relevant information online and em-powers students to ask questions after school, upload homework quickly, easily—and always on time.

DUNCAN CENTER

The Duncan Center is more than a library. It is the in-formation and innovation hub of the school, and it is also an interactive and collaborative learning commons.

This space includes virtual reality equipment; a design floor with laser cutting, 3D printing and Maker supplies; technology projects that integrate with and support curriculum; information and digital literacy instruction; 30 databases for academic research; access to 100 Colo-rado libraries and 110,000 e-books; a robust fiction and graphic novel collection for independent reading; and more than 30 print and online magazines and newspa-pers.

INFORMATION AND INNOVATION Back to Table of Contents

Peer Tutoring and Leadership

PEER TUTORING

Peer Tutoring hopes to improve the Kent Denver community by building connections between students of different grade levels and by providing a substitute to expensive tutoring services.

Peer Tutoring consists of a committed group of tutors who will be paired with an underclassman using dean suggestions and course preferences. The peer tutor-ing program will be fundamental in helping improve the Kent community and student’s individual academic experience.

STUDENT LEADERSHIP

Kent Denver provides many opportunities for students in grades 6–12 to expand their leadership potential out-side of the classroom. As a member of our student lead-ership councils, students develop public speaking and responsible decision-making skills while working with adults to promote and enhance our school’s core values.

Students in leadership roles act as liaisons between their peers, teachers and administrators. Additionally, every year students elect a representative to sit on the board of trustees.

Student leadership councils receive guidance and sup-port from our Kent Denver School deans.

Back to Table of Contents PEER MENTORING; STUDENT LEADERSHIP

Yearbook Publication

0.25 credit: Grades 9–12

This course involves the in-depth study of the pro-cesses and procedures involved with the media of pub-lications. All students are exposed to photojournalism, copy writing, layout design and blue-line proofing.

Students also have an opportunity to gain practical journalistic experience. From conducting interviews to writing, editing and proofing copy, selecting photos that engage viewers and tell a story without words, manag-ing staff, juggling multiple and sometimes conflicting priorities and operating within tight deadlines, yearbook management provides a valuable addition to a young person’s developing resume.

Students use InDesign software in generating spreads and signatures, and they learn and apply the financial aspects of publications.

The final product of this course is the annual Kent Denver yearbook. Applications to join the staff are avail-able in the spring.

YEARBOOK PUBLICATION Back to Table of Contents

KENT DENVER SCHOOL Curriculum Guide · Curriculum Guide • 2018–19 COURSE LIST • SUMMER 2018 ....

Documents

Transcript of KENT DENVER SCHOOL Curriculum Guide · Curriculum Guide • 2018–19 COURSE LIST • SUMMER 2018 ....