UPPER SCHOOL :: PROGRAM OF STUDIES 2009 • 2010

TABLE OF CONTENTS

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Distribution Requirements. . . . . . . . . . . . . . . . . . . . 2

English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Foreign Language. . . . . . . . . . . . . . . . . . . . . . . . . . 4

History/Social Science. . . . . . . . . . . . . . . . . . . . . . . 6

Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Performing Arts and Visual Arts . . . . . . . . . . . . . . . 11

Computer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 6

Human Dynamics and Development. . . . . . . . . . . . 1 7

Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 Theory of Knowledge (TOK). . . . . . . . . . . . . . . . . . 1 8

Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Non-Departmental Programs. . . . . . . . . . . . . . . . . . 1 9

Front cover: Talia Tiffany ’09 spent her junior year at the Kodaikanal International School in Tamil Nadu, India. In 2008-09, three Friends students studied abroad for the year, two in France and one in Italy; and an additional seven students participated in a school service learning trip to India. In 2009-2010, one student is spending her junior year in China through the School Year Abroad (SYA) program.

INTRODUCTION

Through a carefully organized program of studies, the upper school faculty seeks to promote the cognitive, physical, social, and spiritual growth of each student and to foster responsible action that strengthens the entire school community. The upper school program is designed to continue the progress begun in the earlier school years. The faculty works to equip students with the skills, knowledge, and judgment needed to become effective, responsible, and caring adults. Ideally, each student will have learned how to learn so that the years beyond Wilmington Friends School will continue the pat-tern of growth and education in the broadest sense.

Toward these ends, the faculty has developed a pro-gram of studies that spans the traditional liberal dis-ciplines, including languages and literature, the arts, mathematics, life and physical sciences, history and the social sciences, and religion. This array of academic pursuits is complemented by programs of computer instruction, physical education, and interscholastic ath-letics. Students who attend Wilmington Friends School aspire to college and university training, and the upper school program of studies is therefore college prepara-tory.

With guidance from their advisors, students are encour-aged to take a comprehensive program of courses. In most cases, students are required to be enrolled in at least four major courses at all times; most students enroll in five. Any student who wants to take six major courses in one or more of the semesters must peti-tion and receive approval from the upper school faculty before the beginning of the year or semester. Advanced work is available either through specifically designed courses or through individually prescribed work in a regular class. Modified course work is available for those who need a less accelerated or special program of study. Independent study is available for those stu-dents who have exhausted the limits of course work in a particular discipline or when special need or interest dictates. Arrangements for independent study are made on an individual basis, require a faculty sponsor, and must be approved by the independent study committee and the upper school faculty.

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General Planning Advice

Since a good education provides a broad foundation and opportunities for exploration, we require students to include in their four-year plan courses from all depart-ments as well as participation in sports. We advise students to join committees, activities, and clubs and to take advantage of volunteer and other school and com-munity opportunities. For most students, a balanced program will leave some school time for work in study halls.

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Area Credit Required

English 4 Foreign Language 3 Through level 3 of one language, and at least two years of one language

History/Social Science 3 Including one credit in United States History and one credit in Peace, Justice, and Social Change

Mathematics 3

Science 3 Including two laboratory science courses Performing Arts ] Including 1/2 credit in performing arts; ] 2 1/2 credit in visual arts, with remaining Visual Arts ] 1 credit to be distributed as the student desires (from performing arts, visual arts)

Computer 1/2 Religion 1/2 One course must be Quakerism in grades 10, 11 or 12

Service Each student is required to complete fifty hours of service in an approved program

Sports One sport each year (minimum)

Human Dynamics & Development Ninth and tenth graders are required to take one semester of Human Dynamics and Development each year

Individual requests to modify or waive requirements will be considered by the department and the upper school faculty. Recommendations will be given to the Head of Upper School.

FOR INTERNATIONAL BACCALAUREATE (IB) DIPLOMA CANDIDATES:

Beyond the Wilmington Friends School diploma, students interested in obtaining an IB diploma have additional requirements. One additional course that all IB Diploma candidates must take is Theory of Knowledge, which also counts towards the religion credit. They also complete a Creativity, Action, and Service (CAS) requirement that equals a minimum of 150 hours of creative, athletic, and service activities, and which are all but covered by the WFS sports and community service requirements. IB diploma candidates must complete an extended essay that contains about 4,000 words, and sit for their final IB exams. Students decide in their sophomore year if they wish to pursue an IB diploma and work closely with their families and advisors as well as the IB Coordinator to determine whether or not the program is a good match.

DISTRIBUTION REQUIREMENTS

We recognize that the development of skills in language, composition, and literature is a spiraling process in which certain core skills are introduced and then con-tinually strengthened and refined through the use of progressively more rigorous texts and assignments. We also recognize that the life-long love of literature and writing we seek to encourage can take root most effec-tively when students are encouraged to feel confident in their mastery of skills through appropriately challenging work and appropriately rigorous expectations. Finally, we know that this process is a developmental one; that is, students will make progress at a rate commensurate with their own aptitudes and experiences, rather than at a particular chronological age or grade level. Our aim is to help each student set challenging yet attainable per-sonal goals for the study and analysis of literature and to achieve these goals within an atmosphere of shared excitement and intellectual curiosity.

409 English 91 credit, full year

The major emphasis of this course is on basic language skills, including critical reading and beginning literary analysis as well as experiential and imaginative writing. Grammar and usage review will be incorporated into the writing component of the course, with a focus on errors arising in student compositions. At the conclusion of the course, a student should be able to write a clearly-organized, multi-paragraph essay developing and sup-porting a thesis. Literature study explores the general themes of initiation and coming-of-age, and will also reflect the topics and themes studied in the ninth grade U.S. History course. Students will study such works as To Kill A Mockingbird, The Catcher in the Rye, Romeo and Juliet, other novels and plays, selected poetry, and shorter pieces of fiction and non-fiction. A film study, graphic novel and memoir units, and public speaking components are also special features of this course.

410 English 101 credit, full year

In this course students build on literary understandings and writing skills developed in the ninth grade program. They explore the unifying theme of “The Power of Sto-ries,” encountering various genres: the novel, poetry, drama, short story, memoir, and the expository essay. Readings span different eras and continents, and include such works as The Great Gatsby, The Color Purple, Othello, The Things They Carried, A Doll’s House, and From Sleep Unbound. Students will develop an apprecia-tion of the distinguishing features of these forms and acquire a vocabulary of literary terms. Particular atten-tion is paid to the formal aspects of literature and the ways literary pieces are constructed. Primary sources, not secondary critical sources, are emphasized through-

out the course. A public speaking unit requires students to develop oral communication skills, and additional oral presentations throughout the course will help refine these techniques. Students develop and refine their criti-cal and imaginative writing skills by writing and revising papers on a regular basis. They concentrate on develop-ing critical abilities; consequently, a premium is placed on developing a thesis and an argument with complete paragraphs, solid support, and clear transitions. Study of grammar and composition provides a backbone to the writing in this course.

English 11 and 121 credit, full year

English 11 and 12 are year-long courses that require students to strengthen the reading, critical thinking, dis-cussion, presentation, and analytical writing skills they developed in English 9 and 10. The two-year program is based on the International Baccalaureate Language A1 requirements, a challenging but accessible curricu-lum that prepares students for further literary study in college. Students are encouraged to enroll in the IB program, which includes several additional assessments and an exam at the end of the senior year in addition to the course requirements.

411 English 11/Journeys and Family Literature (no IB credit)411HL IB English Higher Level, Year 11 credit, full year

First semester texts are united by a journey motif, including Cold Mountain, Song of Solomon, and poetry by William Wordsworth and Samuel Taylor Coleridge. Students build on their speaking skills with formal oral presentations and also write several essays to develop their ability to dissect and analyze literature. Second semester includes a variety of world literature in transla-tion, including Turgenev’s Fathers and Sons, Garcia Mar-quez’s One Hundred Years of Solitude, and the South African novel Fiela’s Child. The culminating assessment for second semester is an essay comparing two of these texts. Throughout both semesters, daily preparation for class, reading quizzes, and discussion will give students the opportunity to practice their critical thinking skills in a variety of ways.

412 English 12/Genre Study and Short Stories (no IB credit)412HL IB English Higher Level, Year 21 credit, full year

English 12 will begin with a close examination of four prominent literary genres: the novel, essay, poetry, and drama, including works by Salman Rushdie, Mary Oliver, Martin Luther King Jr., and William Shakespeare. Stu-

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ENGLISH

dents focus on key aspects of each genre, examining how writers employ specific techniques and devices to create desired effects. The class will also take an active role in learning about the historical, political, social, and personal motivations that have inspired the work we read. The first semester places significant empha-sis on oral communication skills, requiring students to participate in student-lead Socratic discussions, short and long-term group projects and presentations, along with oral commentaries on key passages. Students will continue working to refine their writing skills as well, through both creative and analytical assignments.

The spring semester will be dedicated to the study of short fiction. Students will study the history of the genre, while closely examining key contributors to the form. In particular, students will extensively study the works of Anton Chekhov, Raymond Carver, Flannery O’Connor, and Eudora Welty. Students address the-matic links between works, a variety of story structures, and the effects created by each writer’s use of literary techniques. This second semester places significant emphasis on the refinement of critical reading and writ-ing skills, while offering students opportunities to create their own imaginative works of fiction.

815 Whittier Miscellany (9,10,11,12) ½ credit, full year; does not fulfill English requirement

The goal of this course is the production of the school newspaper. While any student in the upper school may become a member of the Whittier staff, enrollment is limited so that each student has the opportunity to con-tribute to the issues that are published seven or eight times per academic year. In addition to the regularly scheduled meeting times, Whittier staff members are also required to participate at least once per semester in layout sessions that take place during the evenings in the weeks leading up to publication.

Students may participate in various ways, such as writers, photographers, columnists, webmasters, or editors. All students who wish to take on the role of editor, including editor-in-chief, must submit an applica-tion to the faculty advisor. The application process and the selection of editors are in the spring for the fol-lowing academic year. Credit from this course cannot be applied towards the English credit requirements for graduation.

FOREIGN LANGUAGE

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The ultimate goal of the foreign language department is a high degree of communicative competence. All pedagogical activities point toward this end. We teach the four basic skills of listening, speaking, reading, and writing. All upper school classes are taught in the total immersion method. Using only the target language, we reinforce the study of grammar and vocabulary through open-ended scenarios, skits, and dialogues that might include such real-life situations as travel plans, applica-tions for jobs, and college interviews. We discuss and debate contemporary issues, read foreign language newspapers and magazines, view films, and study the literature and culture of many countries in which French and Spanish are spoken. We enrich the experience with field trips, slides, recordings, video clips, documentaries, and video filming.

The study of foreign languages is an increasingly impor-tant way to nurture the globally conscious student. Every year, the presence of AFS students at Friends encourages awareness of other cultures. In addi-tion, we actively educate our students about available exchange programs and home stay programs, such as the Friends School summer study trips. As a member of the School Year Abroad (SYA) program, a national con-sortium of schools committed to international education, WFS provides the opportunity for summer and full-year study abroad.

For a Wilmington Friends diploma, upper school students must complete foreign language study through level 3 of one language, which must include at least two years of foreign language study in the same language. Upper school students may take more than one foreign lan-guage. Because foreign language study is cumulative, students must achieve a grade of C- (70%) to be pro-moted to the next course level. (For students who do not achieve the minimum grade, the department offers a summer exam for those who wish to try to advance to the next level. Students who choose not to take the test must repeat the course.) New students entering the upper school with prior foreign language experience must take the department’s placement examination to determine the appropriate course assignment.

510 French 1 (9,10,11,12)1 credit, full year

This is a course in which particular attention is paid to speaking and writing skills using grammar and vocabu-lary in context. For example, students learn the basic geography of France and Paris and about the culture of several Francophone countries, as well as the names and nationalities of surrounding European countries.

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511 French 2 (9,10,11,12)1 credit, full year

In this course the main focus is on strengthening com-municative skills by expanding the repertoire of verbs, tenses, and vocabulary. There is special emphasis on improving extemporaneous communication. Students are introduced to the geography of the French-speaking world and also study Paris in depth.

512 French 3 (10,11,12)1 credit, full year

In this course students continue to strengthen oral skills and to increase their working vocabulary with an emphasis on idioms and extemporaneous speech. We continue the study of grammar and focus on writ-ing skills through various readings, songs, movies, and poems. We place special emphasis on French regions and culinary specialties.

513 French 4 (11,12, no IB credit)513SL IB French Standard Level (11,12)513HL IB French Higher Level, Year 1 (11) 1 credit, full year

In this course we strengthen and develop communica-tion skills. Emphasis is placed on spontaneous and stud-ied oral expression (such as role-playing and debate), excellence in writing, and refinement of grammar. We study the Francophone world through various topics, including diversity, colonialism and post-colonialism, the European Union, the work force in France, immigration in France, and sustainable development. Many different sources (newspaper articles, magazines, short stories, bande-déssinées, films, songs, and web sites) are used to reflect the diversity of the French language spoken and written in the Francophone world.

514 French 5 (12, no IB credit)514HL IB French Higher Level, Year 2 (12)1 credit, full year

The aim of this course is to continue working toward the goal of true fluency in all four skill areas in French. We continue to examine French literature, culture, and contemporary language and society through the study of authentic materials, which include poetry, plays, films, and Francophone news media sources. The study of grammar is pursued at the advanced level.

517 Spanish 1 (9,10,11,12)1 credit, full year

This is a course in which particular attention is paid to developing basic, everyday skills in listening, reading, writing, and speaking Spanish by using grammar and vocabulary in context. Students are introduced to the cultures and traditions of Spain and to the geography of the Spanish-speaking world.

518 Spanish 2 (9,10,11,12)1 credit, full year

This is a course that continues to develop the commu-nication skills (listening, reading, writing, and speaking) begun in Spanish I or in Spanish 7 and 8. We expand the study of basic vocabulary and grammar. We study the culture of Hispanic countries through short readings, songs, and films.

519 Spanish 3 (10,11,12)1 credit, full year

In this course particular emphasis is placed upon the development of conversational skills, the acquisition of a variety of verb tenses and moods, and the expansion of vocabulary. Students also begin to develop composi-tion skills. Through readings, films, and special presenta-tions, students begin to address directly cross-cultural issues as they relate to Latin American and Spanish cultural traditions and values, and students’ own experi-ences.

520 Spanish 4 (11,12, no IB credit)520SL IB Spanish Standard Level (11,12)520HL IB Spanish Higher Level, Year 1 (11)1 credit, full year

The highest-order grammatical skills are employed as students explore topics such as, but not limited to, His-panic immigration in the U.S., environmental problems, and young people and their concerns through works of contemporary Hispanic writers, movies, and newspaper articles. Students will make comparisons to and con-nections between their own culture and the different cultures related to Spanish language, and will examine the relationships among Spanish and Latin-American short stories, legends, poetry, art, and film making. For example, we might study the Spanish Civil War through the works of Federico Garcia Lorca, “Guernica” by Pica-sso, and the movie Butterfly.

HISTORY / SOCIAL SCIENCE

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521 Spanish 5 (12, no IB credit)521HL IB Spanish Higher Level, Year 2 (12)1 credit, full year

The aim of this course is to provide a continuing oppor-tunity towards the goal of true fluency through exten-sive conversation practice. Readings focus on the conversation process and help the students to under-stand their role in it. A study of Latin-American and Spanish culture is continued through original readings, lectures, and audio-visuals. In addition, the students are expected to read four major works by Casona, Carlos Fuentes, Garcia Lorca, and Gabriel Garcia Marquez, as well as selected short stories written by Spanish and Latin-American writers. The study of grammar is pur-sued at the advanced level.

Advanced Work in Spanish or French (9,10,11,12)credit by arrangement

Advanced work by contract, available in each of the department’s courses, provides opportunities for inter-ested and able students to pursue special topics accord-ing to their own goals. The work is highly individualized according to the needs of the student. The student must be enrolled in a regular Spanish or French class.

551 United States History (9)1 credit, full year

United States History emphasizes research and critical thinking skills that will prepare ninth grade students for the history and social science curriculum. The course is structured in separate units on immigration, race, law, economics, politics, gender, and foreign affairs. The focus deliberately changes month by month to increase understanding of this nation’s history from the end of its civil war to today though the chronology often repeats itself. Students maintain continuity by applying their individual yearlong research themes to each unit with extensive library support. Writing these multiple research essays help students to improve their ability to interpret and analyze. Oral history begins the year with an immigration story and ends the year when students interview an elder who shares a 20th century life story. Learning geography is a foundation. Distinguishing between myth and reality, cause and effect, fact and opinion are important goals. Habits of the mind include active listening and thoughtful speaking; careful read-ing and incisive writing; empathy and cooperative group skills; intellectual curiosity and creative thinking; integ-rity and honesty. This course satisfies the United States History graduation requirement.

553 Peace, Justice, and Social Change (10)1 credit, full year (designated Social Science course)

Required for graduation. The purpose of this course is to expose students to some of the Quaker testimonies in the pursuit of Peace, Justice, and Social Change. In this student-centered seminar each participant will be assigned to a developing country and will create a portfolio of research specific to that country. The focus of this research will be to use the analytical tools of the social sciences to diagnose the sustainable status of their developing country and to create prescriptive rem-edies for the challenges facing it using various interna-tional institutions and best practices. Through a variety of learning techniques, students will be introduced to the use of non- violence as a vehicle for social change.

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IB History Studies:

Students wishing to take IB History at the Higher Level must take IB History of the Americas Higher Level during their junior year and IB 20th C. World History Higher Level during their senior year. Students not doing IB Higher Level History need not follow this sequence.

555 History of the Americas (11, 12, no IB credit)555HL IB History of the Americas Higher Level (11)1 credit, full year

This one-year, one-credit course, highlights five major themes in the history of the Americas, stressing the need to view United States history within an interna-tional, comparative context. The US experience is con-tinually compared to that of other countries facing simi-lar challenges. The course focuses on social and politi-cal history and is designed to lead students to assess issues that remain central to moral and political debates going on today. Every unit is constructed around a major historical controversy with important modern-day reverberations; students are introduced to clashing theoretical and interpretive approaches; and numerous debates are held. In each unit, the moral example of a pivotal leader is subjected to critical questioning and analysis. This course satisfies the United States history graduation requirement and may be taken as part of the International Baccalaureate program at the discretion of the student and the department.

556 20th Century World History (11, 12, no IB credit)556SL IB 20th Century World History Standard Level (11, 12)556HL IB 20th Century World History Higher Level (12)1 credit, full year

This course engages students in the study of the major events that have shaped the modern world. The pri-mary focus of this course is political and social history, with special emphasis on the causes and effects of war, authoritarian regimes, and the Cold War. Students are encouraged to analyze the historical roots of cur-rent issues and to compare the common experiences of people across the globe. Students read primary and sec-ondary historical works to prepare them to participate in seminar discussions, debates, and role-playing simula-tions. Students also complete analytical research assign-ments and concept-based tests and quizzes to assess their understanding of major ideas. At the discretion of student and teacher, this course may be taken as part of the International Baccalaureate history program.

MATHEMATICS

The mathematics program in upper school continues the integrated approach begun in lower school and expanded in middle school. Algebra, geometry, trigo-nometry, probability, statistics, graph theory, and logic are all studied but not in isolation. All students continue to learn to read and write mathematics and, in addi-tion, to edit their own work. Mathematics is intended to be a dialogue, and as such students are required to explain their ideas to others, to interpret their results, and to document their thinking. Pictorial representations are as important as their written counterparts. Students are responsible for the learning of their classmates as well as their own. Collaboration is prized equally with individual accomplishment. There is a balance between theory and application. In some instances, it is theory that precedes the applications while in other cases it is an examination of data that precedes a statement of a theorem. Project-based instruction is incorporated in most courses.

Students are required to take three full years of math-ematics in upper school. Based on performance in eighth grade math and the middle school teachers’ assessment of demonstrated ability, the most common entry point is Integrated Math 2 followed by Integrated Math 3; some students, however, will begin with Integrated Math 1 followed by IM 2 and IM 3.

Advanced sections exist for both IM 2 and IM 3. Stu-dents are recommended by their teacher or by the math department chair. The pace is more demanding, addi-tional topics are covered, and the work requires greater abstract reasoning ability. Students must earn a grade of C or better to remain in an advanced section.

Upon completing Integrated Math 3, students may choose to enter the International Baccalaureate program by selecting either Math Standard Level, a one-year course, or Math Higher Level, a two-year sequence. Those students not opting for an IB experience may pursue advanced mathematics by selecting Precalculus, Statistics, or Calculus. The latter two may be taken for Advanced Placement credit.

Because a strong foundation is so important, a minimum grade of C- is required to continue in the integrated math sequence. A student who fails to do so must repeat the course or arrange with the department chair to do summer work and take an exam. In the case of advanced sections, students who fail to meet the mini-mum grade requirement may move to a regular section without any additional work.

The graphing calculator is a fundamental tool in all upper school mathematics courses. The TI-83+ or TI-84 is used in all classes.

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531 Integrated Math 1 (9)1 credit, full year

This is a one-year course that introduces the key topics covered in the upper school math curriculum. Topics from algebra, geometry, and statistics are all included during the course of the year. Students gain the ability to move readily between tabular, graphical, and alge-braic formats for displaying data. Algebra topics include linear, quadratic, and exponential functions. Geometric topics include applications of the Pythagorean Theorem and geometric transformations. Students learn to inter-pret and use key mathematical vocabulary in both sym-bolic and concrete forms and demonstrate their mastery of the topics through a variety of projects, written work, and formal assessments.

532 Integrated Math 2 (9,10)1 credit, full year

Continuing the integrated approach implemented in the first year of upper school mathematics, students inves-tigate matrix models, patterns of association between two variables, the properties of plane figures, coordinate geometry, and transformational geometry. This course integrates algebra with the geometry and emphasizes applications and problem solving. Experience with both informal and formal proof is built into the course. Lab activities using manipulatives and graphing calculators reinforce and clarify concepts.

532A Advanced Integrated Math 2 (9,10)1 credit, full year

This course continues our integrated curriculum with topics from algebra, geometry, and statistics. The cur-riculum builds upon the theme of mathematics sense making. Investigations of real-life contexts lead to discovery of important mathematics that make sense to students and, in turn, enable them to make sense out of new situations and problems. Communication, reasoning, and making connections are integral parts of each lesson of every unit. Students investigate bivariate statistics, matrices, transformations, trigonometry, and quadratic relations to bring theory into concrete terms. Students review basic properties of plane figures and use both inductive and deductive reasoning and direct and indirect methods of proof.

533 Integrated Math 3 (10,11)1 credit, full year

As the culmination of the integrated math sequence, this course builds on the algebraic skills needed for advanced study and provides a solid foundation in both Euclidean and analytical geometry. There is a strong emphasis on the concept of function, data/graph inter-pretation, and modeling data in lab settings. Linear,

rational, quadratic, absolute value, inverse, exponential, and logarithmic relations are explored. Sampling tech-niques, confidence intervals, and the Normal distribu-tion are used to analyze univariate data. Students gain experience reading mathematics and acquire additional problem-solving skills.

533A Advanced Integrated Math 3 (10,11)1 credit, full year

Students in this course are challenged to focus on the underlying concepts of each unit, to hypothesize, and to draw conclusions based on their findings. Students investigate linear, rational, quadratic, absolute value, inverse, and logarithmic and exponential functions with a strong emphasis on problem solving, communication of mathematical reasoning, and data/graph interpreta-tion. The course includes units on multiple-variable models, statistics, symbolic reasoning, geometric rea-soning, standard deviation and families of functions, as well as furthering the understanding of matrices, solu-tions of quadratic equations over the complex numbers, sequences and series, and trigonometry. The graphing calculator is used daily to model the mathematics and to encourage graphical analysis.

534 Precalculus (11,12, no IB credit) 534SL IB Mathematics Studies SL (11,12)1 credit, full year

This precalculus course is an introductory course in advanced mathematics for students who intend to take college mathematics. This course will prepare a student to sit for the IB Standard Level Mathematics Paper, as well as prepare students to take AP Calculus AB in their senior year. The emphasis is on the decision-making aspect of mathematics, and students are expected to explain the concepts behind the algorithms that they use. This is a fast-paced course with major emphasis on the study of functions (trigonometric, polynomial, rational, logarithmic, and exponential). The course also includes units on logic, complex numbers, sequences and series, statistical analysis, and an introduction to limits and the derivative. There is a three-pronged emphasis throughout the course on graphic, numeric, and algebraic solutions. An extensive research project is an important feature of this course.

535HL IB Mathematics Higher Level, Year 1 (11)1 credit, full year

This course is the first year of the two-year IB Higher Level Mathematics sequence. This course is designed for the most successful mathematics students who either have a genuine interest in mathematics and enjoy meeting its challenges and problems, or need such mathematics for related subjects such as phys-

In addition to the courses listed below, the department is interested in helping students arrange independent study courses when appropriate. Proposals for indepen-dent study must be arranged in advance of the year (for full-year studies) or semester (for one- or two-semester studies) during which the work is to take place. An independent study could involve continuation of a course listed below, or study of a science topic or area not investigated by these courses. See your teacher or department head if interested.

Students discuss course choices with advisors, teach-ers, and the department head. Final placement deci-sions, however, are made by the department. (* Upon recommendation of the Science Department faculty, some rising 9th grade students may progress directly on to Chemistry 2, allowing them to take a second core sci-ence course at an advanced level such as Chemistry 3 or Physics 2+ before their 11th and 12th grade years.)

540 Introduction to Physics and Chemistry (9)1 credit, full year

This ninth grade science course is designed to provide a solid foundation for subsequent department offerings, including International Baccalaureate science courses. Physics 1 will be taught one semester and Chemistry 1 is covered in the other semester. The chemistry content includes characteristic properties of substances, matter, atoms, elements, periodic table, conservation of matter. The physics content includes electricity, waves and sound, and concepts of force and motion. The course will offer an extensive lab-based inquiry approach while building a basic knowledge of chemistry and physics concepts.

541 Chemistry 2 (9*, 10)1 credit, full year

This course, taken primarily by sophomores, further develops the atomic model presented in the 9th grade Introduction to Chemistry and Physics course, extend-ing the model to both macroscopic and submicroscopic views, and connecting it to large scale, “real world” applications and phenomena. Key concepts include Chemical Reactions, Stoichiometry, Atomic Theory, Gases, Acids and Bases, Equilibrium, and Oxidation and Reduction chemistry. Through laboratory and classroom exercises, the course introduces problem solving of a highly quantitative nature, emphasizes analytical preci-sion in measurement and the analysis of experimental error, develops concepts to help students progress from concrete to abstract thinking, and develops an apprecia-tion for the pervasiveness of chemicals in life.

Prerequisites: This course is a prerequisite for the Inter-national Baccalaureate Standard Level chemistry course taken during the junior year, as well as a prerequisite for Biology 2.

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ics, engineering, and technology at the university level. Students study in depth a wide range of complex topics including vectors, matrices, coordinate geometry, trigo-nometry, probability, statistics, differential and integral calculus, and abstract algebra. Prerequisite: ADV Inte-grated Math 3

536AP Advanced Placement Calculus AB (12)1 credit, full year

This is a one-year course in calculus that includes a review of elementary functions and covers the topics normally found in one semester of college-level calculus. The primary emphasis is on an intuitive understanding of limits, continuity, and the concepts of differential and integral calculus with exploration of basic techniques and applications. Successful completion of the course will prepare students to take the Advanced Placement Exam in May. Prerequisite: Precalculus

537HL IB Mathematics Higher Level, Year 2 (12)1 credit, full year

This course is intended as a final preparation for the Higher Level IB Examination in mathematics. It is an intensive, higher-level calculus course that also includes linear algebra, vector geometry, and higher trigonom-etry. The course is designed for students whose level of mathematical sophistication is high, since it covers a variety of college-level mathematics topics with inde-pendent work required outside of class. Because it is an IB course, students taking this class will be expected to take the IB Higher Level Examination as their final examination. Students may obtain credit toward an International Baccalaureate diploma or certificate if they desire.

538 Statistics (11,12)538AP Advanced Placement Statistics (11,12)1 credit, full year

Statistics acquaints students with the major concepts and tools for collecting, organizing, analyzing, and drawing conclusions from data. Students will work on projects involving hands-on gathering and analysis of real world data. Ideas and computations presented in this course will have immediate connections with actual events. Computers and calculators will allow students to focus deeply on the concepts involved. Students choose either the regular or AP option at the time of registra-tion. For those students choosing the AP course, addi-tional work will be required to prepare for the Advanced Placement Exam in May.

Prerequisite: Integrated Math 3

SCIENCE

542 Biology 2 (10*, 11, 12, no IB credit)542SL IB Biology Standard Level (11,12)543HL IB Biology Higher Level (Advanced), Year 1 (11,12)543 Advanced Biology 2 (10*, 11, 12)1 credit, full year

All of these sections of first year Biology utilize a molec-ular approach to the study of life. The core concepts covered in these courses include cell structure and ener-getics, classical and molecular genetics, microevolution, basic ecology, organismal structure and physiology. The courses are investigation-oriented in keeping with the science department’s goal to engage students in the process of science, including an emphasis on the inquiry process, where students learn to design, implement, and analyze their own experimental investigations. As scientific knowledge and technology grow more diverse, it becomes increasingly important for students to have a clear understanding of these advances in order to become effective decision-makers. Students learn to access scientific information through textbooks, scien-tific journals, and computer resources. Using this infor-mation, they develop the skills to critically analyze cur-rent issues relating to science and technology. Students participating in the Higher Level International Baccalau-reate program, either as diploma candidates or as certifi-cate candidates in biology must complete both years of the two-year program in biology. (See the description of “Advanced Biology 3/IB-HL -Year 2” below.) Standard Level students, both diploma or certificate candidates, can complete the SL curriculum in one year.

544A Advanced Biology 3 (12, no IB credit)544HL IB Biology Higher Level, Year 2 (Advanced) (12)1 credit, full year

Advanced Biology 3 and IB Biology Higher Level, Year 2 is a course designed to provide students with experi-ences and exposure to concepts that extend beyond concepts involved in Biology 2. Although comprehensive in nature of the topics involved in the course curriculum (Principles of Evolution, Cellular Basis of Life, Structure and Function, Principles of Genetics, and Ecology) the focus of the course is on an integrated approach to understanding and application of these content areas, emphasizing connections and extensions that help explain the mechanisms, significance, and consequences of fundamental observations in the biological world. The topics and activities are those that are included in the second year of the Higher Level (HL) International Baccalaureate (IB) Biology course. The laboratory and classroom activities are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation, and interpretation of their own experiments. In parallel to consideration of advanced topics in the areas of ecology and environmental science, macroevolution and human

anatomy and physiology, students will participate in col-laborative student-designed research project as well as independent lab investigations that familiarize students with current methodology in laboratory and field biology.

Prerequisites: Successful completion of Biology 2. Per-mission of the science department and signature of the Department Head.

545A Advanced Chemistry 3 (10*, 11, 12, no IB credit)545SL IB Chemistry Standard Level (Advanced) (11,12)1 credit, full year

Chemistry 3 is a third year chemistry course designed to provide students with additional concepts that are not covered in Chemistry 2. These topic areas are included in the Standard Level International Baccalaureate Chem-istry which are, Atomic Theory, Periodicity, Bonding, States of Matter, Energetics, Kinetics, Equilbrium, Acids and Bases, Oxidation and Reduction, and Organic Chemistry, plus an alternate options topic. This course is designed to develop scientific reasoning skills and to provide practice in designing experiments in order to gain direct experience with the process and inquiry of science. Students interested in the International Bac-calaureate program, either as diploma candidates or as certificate candidates must complete both Chemistry 2 and Chemistry 3. A consecutive two-year program is recommended.

Prerequisites: Successful completion of Chemistry 2. Permission of the science department and signature of the Department Head. Concurrent enrollment in either Calculus or Precalculus, (or their equivalent) is strongly recommended.

546 Physics 2 (11,12, no IB credit)547A Advanced Physics (10*,11,12, no IB credit)547SL IB Physics Standard Level (11,12)1 credit, full year

Physics 2 and the related courses continue the search for order and patterns in the physical universe. Stu-dents are introduced to such topics as Newtonian mechanics; conservation of mass, energy, and momen-tum; rotational motion, electricity and magnetism; sound and light wave theory; and relativity. More fundamen-tally, the course illustrates the process by which physics is developed and applied, the observation of physical phenomena, the generalization of those observations into basic principles, the expression of those principles in abstract terms, and the use of those abstractions to analyze new situations and suggest further experiment. International Baccalaureate students, both diploma or certificate candidates, can complete the SL curriculum in one year.

Prerequisites: Successful completion of Chemistry 2. Permission of the science department and signature of

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the Department Head. Concurrent enrollment in either Calculus or Precalculus, (or their equivalent) is strongly recommended.

548 Environmental Systems & Society (11,12)548SL Environmental Systems & Society, Standard Level (11,12)1 credit, full year

In this course students are introduced to the idea of planet Earth as an interrelated system, and how dif-ferent parts influence each other and the system as a whole. Environmental issues are studied as parts of the system, which highlights the diverse options and com-plexity of solving our current environmental problems. In addition, each issue studied will be examined from an historical perspective, to note changes in scientific understanding, attitudes, and the impact of human activity. A significant proportion of the material covered will be researched by the students themselves, either through scientific inquiry, literature searches, read-ing press reports on current events, or through other interactive, web-based activities. Critically analyzing and discussing the information obtained through these various sources are fundamental to this course, so that students learn to address complicated and controversial issues by examining all sides objectively before form-ing opinions and taking action. Topics to be covered include population growth, energy use, global warming, biodiversity, and environmental toxins.

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PERFORMING ARTS AND VISUAL ARTS

Each student in the upper school must accumulate a total of two credits in the disciplines of music, theatre arts, and visual arts combined. (Students who enter after the ninth grade will be required to accumulate credits on a prorated basis, depending on the number of years they attend.)

Within the two-credit requirement, a student will accu-mulate a minimum of 1/2 credit in the performing arts and 1/2 credit in visual arts. The remaining 1 credit (to complete a total of 2 credits in the combined disciplines) may be distributed between music, theatre arts, and visual arts in any way the student chooses. Students may fulfill the requirements in a variety of ways.

PERFORMING ARTS: MUSIC

ELECTIVES

607 Music in the Media (9,10,11,12) ¼ credit, 1 semester, 4x per 8 days

This course offers students an in-depth look at music in movies, videos, and television. The cultural, sociologi-cal, political and/or environmental influences on music will be examined as well as the actual process of how it is composed and/or created. Research projects and presentations enable students to apply concepts studied throughout the semester.

608 Music and the Theatre (9,10,11,12)¼ credit, 1 semester, 4x per 8 days

From the ancient Greek amphitheatre to the current Broadway arena, music has played a significant role in theatrical productions. This course examines the various types of music written for the stage, including opera, musical theatre, and incidental music for plays (e.g. Shakespeare, 19th century melodrama). In addi-tion to an historical survey, the relationship of music to text will be analyzed in detail. Attendance at live perfor-mances both on and off campus may be required during the semester.

609 World Music (9,10,11,12)¼ credit, 1 semester, 4x per 8 days

This course covers the development of musical tradi-tions in Europe, Africa, Asia, the Americas, as well as other non-Western settings. It provides a general over-view of some of the most significant characteristics of music that have evolved over many centuries in different continents across the globe. The role that music plays in each society, as an expression of sociological values, will be examined. Students will develop active listening and analytical skills. They will also undertake individual and group research projects throughout the semester.

cianship skills and sight-reading. This choir is an ideal choice for the motivated singer with prior musical expe-rience who plans to continue singing throughout his/her WFS upper school career. Participation in performances at WFS and in the community is required.

602 Chamber Singers (10,11,12) (Advanced)½ credit, full year, 4x per 8 days

Membership in Chamber Singers is open by audition to students in 10th, 11th and 12th grades. This choir con-centrates on challenging, unaccompanied works from all eras of choral literature. Students in this small group of approximately 20 students must demonstrate a serious interest in choral singing as well as a strong commit-ment to building a top-level performing ensemble. The choir serves as an ambassador for the school and fre-quently sings off campus. Participation in performances at WFS and the community is required.

Students in 10th grade who are admitted by audition into Chamber Singers are also required to enroll in Con-cert Choir, Chorale, or Wind Ensemble. A 10th grade student may be excused from membership in Concert Choir, Chorale, or Wind Ensemble if he/she is taking six majors for an entire year. 11th and 12th grade students are required to have been enrolled in an Upper School performing ensemble in the 9th and 10th grades in order to audition for an advanced group.

603 Wind Ensemble (9,10,11,12)½ credit, full year , 4x per 8 days

Wind Ensemble is made up of wind and brass musicians in grades 9-12. Knowledge of musical notation, under-standing the notes and fingering on their instrument, etc., will be assessed by a seating placement audition. The repertoire will include technical studies specific to wind instruments, as well as chorales, sight-reading, and music composed for band and orchestra. Participa-tion in performances at WFS and in the community is required.

604 Jazz Band (9,10,11,12) (Advanced) ½ credit, full year, 4x per 8 days

This is the only instrumental group in which participation may be limited by audition at the discretion of the band director. The program is designed to allow students the opportunity to experience and perform a wide range of American musical styles stemming from the jazz idiom. Participation in performances at WFS and in the commu-nity is required.

Students in the 9th and 10th grades who are admit-ted by audition into Jazz Band are also required to be enrolled in Concert Choir, Chorale, or Wind Ensemble. A 9th or 10th grade student may be excused from mem-bership in Concert Choir, Chorale, or Wind Ensemble if

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This course is strongly recommended for students who plan to pursue Music Major IB/SL.

611 Music Major (11,12, no IB credit)611SL IB Music Standard Level (11,12)611HL IB Music Higher Level, Year 1 (11) 612HL IB Music Higher Level, Year 2 (12)1 credit, full year

This course affords an opportunity to study music in a thorough and comprehensive approach. It is intended for students who may be interested in pursuing music as a major field of study in college, as well as for those students who demonstrate a strong aptitude along with a keen interest in music as a serious avocation. It combines an intensive study of music theory with music history and literature, and enhances the literacy and musicianship skills of any performer or student of music theory and/or composition. All students are expected to be musically literate before undertaking this course of study. This course is a central component of the Music IB program. Students pursuing music within the IB curriculum must be actively involved in some perfor-mance discipline, and it is strongly recommended that they participate in a performing ensemble at WFS. It is highly recommended that students planning to enroll in Music Major take World Music in either their 9th or 10th grade year.

ENSEMBLES

Placement in Concert Choir, Chorale, Chamber Sing-ers, and Jazz Band is based on auditions held mid-May through June, as determined by the director of the ensemble. Enrollment in any performing ensemble is a year-long commitment since the ensemble’s success as well as the student’s progress depends on consistent involvement.

600 Concert Choir (9,10,11,12)½ credit, full year, 4x per 8 days

The Concert Choir is open to all students in grades 9-12 who demonstrate an interest in choral singing. An audition and interview are required for admittance and proper placement within this mixed voice ensemble. The coursework includes sight singing and basic musician-ship skills taught through the study of traditional choral literature of varying periods and styles. Participation in performances at WFS and in the community is required.

601 Chorale (9,10,11,12) (Intermediate) ½ credit, full year, 4x per 8 days

Membership in Chorale is open by audition to students in grades 9-12. Students in this choir will perform both accompanied and a cappella settings while honing musi-

he/she is taking six majors for an entire year. 11th and 12th grade students are required to have been enrolled in an Upper School performing ensemble in the 9th and 10th grades in order to audition for an advanced group.

605 Percussion (9,10,11,12)½ credit, full year, 4x per 8 days

This ensemble will offer students in grades 9-12 an opportunity to play more challenging repertoire and allow students to concentrate on the skills that are specific to percussion. Knowledge of musical notation, understanding the notes of the keyboard, and the ability to identify notes on both the treble and bass clefs will be assessed by a placement audition. The repertoire will include technical studies of snare drum rudiments, mallet studies, timpani and auxiliary percussion tech-niques, percussion ensemble music, percussion parts to accompany the choirs or other percussion needs at WFS, sight-reading, and music that the Wind Ensemble is performing. Students will be asked to rehearse with Wind Ensemble at times throughout the year. Participa-tion in performances at WFS and in the community is required.

PERFORMING ARTS: THEATRE ARTS

630 Acting (9,10,11,12) ¼ credit, 1 semester, 4x per 8 days

This course engages students in the basic elements of movement and voice technique in acting. Through individual as well as collaborative work, students will explore the elements of characterization, physicality, and movement in portraying a scene. We will study and explore acting theory, tradition, and practice. Students will work toward a final project, which will involve mem-orizing and presenting a scene to an audience. Texts and resources include: Respect for the Actor by Uta Hagen, Improvisation and the Theater by Viola Spolin, as well as visiting actors.

631 Improvisation and Movement (9,10,11,12)¼ credit, 1 semester, 4x per 8 days

This course concentrates on the development and refinement of stage skill, through movement, speech, improvisation, in-class readings, and a culminating improvisational performance. Students will study long-form and short-form improvisational techniques.

632 Performing Arts Major (11,12, no IB credit)632HL IB Performing Arts Higher Level, Year 1 (11) 632SL IB Performing Arts Standard Level (11, 12)633HL IB Performing Arts Higher Level, Year 2 (12)1 credit, full year

This course is designed to help students understand the inspiration for, the methods of, and the end result of theater: to define and elucidate the human experience. The curriculum explores a variety of theatrical tech-niques, traditions, theories, and practices, and students are encouraged to learn not only through study but also through experience, making important connections between theory and practice. Students will be encour-aged to reflect on the quality of their work and the work of others and to improve their work as a result of that reflection. This course is intended for students who may be interested in pursuing theater as a major field of study in college, as well as for those students who dem-onstrate a strong aptitude along with a keen interest in theater as a serious avocation. This course is a central component of the Theater IB program. Improvisation OR Acting is a pre-requisite for the class.

634 Upper School Musical (9,10,11,12)¼ credit, 1 semester635 Upper School Dramatic Production (9,10,11,12)¼ credit, 1 semester636 US/Performing Arts Technical Support (9,10,11,12)¼ credit, two semesters

The fall and musical or dramatic events include all aspects of stage production: acting, set building, cos-tume coordination, program design, prop coordination, lighting and sound design, pit band participation, etc. Rehearsals take place during evening and/or weekend hours, two to three times per week, as specified by the directors. The final result is a full-scale staged produc-tion in which participation is required. Cast members, stage managers, and pit band members receive ¼ credit per show. The running crew, lighting and sound team, property manager, costume assistants, and front of house staff receive ¼ credit when they participate in two shows over the course of their four years in the upper school. Credit earned in these productions does not count toward the ½ credit required in Performing Arts, although it does count towards the overall 2 cred-its required in Performing Arts/Visual Arts combined.

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Independent StudyPerforming Arts: MusicPerforming Arts: Theatre(credit by contract)

Independent study is possible for eleventh and twelfth graders. The student and sponsoring teacher develop a contract and propose it to the Independent Study Com-mittee, which makes a recommendation to the upper school faculty. There are many possibilities for inde-pendent study projects. Objectives might be study for the advanced placement exam, extensive research on a selected topic in music history, or studies in theory or composition. The final project might be a term paper or a public presentation, as agreed upon in the contract.

VISUAL ARTS

The visual arts program in the upper school nurtures and aids students in becoming discerning users of the arts as a visual language used in visual expression and com-munication. The program, in each course, concentrates on skill building as well as on the introduction of visual concepts and critical visual analysis. The students are engaged in critical choices, visual analysis, and origi-nal thought that involves both conscious and intuitive senses. These elements are introduced and nurtured through visual example and conceptual knowledge of art from many cultures. The visual arts department hopes that the art program will awaken each student’s cre-ative enthusiasm and develop a feeling of confidence in the process of self-expression and interpretation. The curriculum uses both studio work and research to attain these goals.

There is a two credit minimum requirement in the arts for graduation at Wilmington Friends School. This is ful-filled through a combination of acquired credit from the visual arts department and the performing arts depart-ment with a minimum of 1/2 credit from the visual arts course offerings and a minimum of 1/2 credit from the performing arts course offerings. The one credit remaining can be acquired from either area. The visual arts elective courses offer various media and design disciplines within each course to fulfill the various arts requirements.

VISUAL ARTS: Full Year Course Offerings

International Baccalaureate Visual ArtsArea 6

The Visual Arts program for the International Baccalau-reate student might include enrollment in Visual Arts at the Standard Level (option A), a two-year offering in grade 11 and 12. The student will be scheduled for ½ credit in grade 11, enrolled in the Art Studio course, and

1 credit all year for 12th to complete the SLA course. The IB SLA exam will be taken in the 12th grade. The other IB Area 6 offering is the IB Higher Level, a two-year course. The student is enrolled in grades 11 for 1 credit and in 12 for 1 credit. The IB HL exam will be taken in the 12th grade. IB HL and SLA visual arts students will enroll in the required Visual Arts Founda-tions course in 9th or 10th grade. This will prepare the student for the level of course work required by the IB curriculum.

570SLA IB SLA (with visual investigation component) ½ credit 11th, all year and 1 credit 12th, all yearInternational Baccalaureate (IB Area 6), 11 and 12

Enrollment in IB/SLA is required over two years (1½ credits) to meet the IB curriculum requirements for this course over 2 years, 150 hours.

Those enrolled as IB SLA students will be engaged in preparing an organized body of work for a portfolio presentation, external evaluation, and final exhibition. This two-year study establishes composition, skill tech-niques, and artistic concepts fulfilling the IB curricular requirements for the SL courses. The IB curriculum assesses SLA students’ studio work as 60% of the final assessment, with the remaining 40% for the Investi-gation. Field trips to cultural areas and events are an integral part of these offerings.

571HL IB Art Studio HL/Yr 1 (with visual investigation component)International Baccalaureate (IB Area 6), 11th, 1 credit, all yearEnrollment in HL (1) 11 and HL (2) 12 is required. 572HL IB Art Studio HL/Yr 2 (with visual investigation component)International Baccalaureate (IB) Area 6), 12th, 1 credit, all yearEnrollment in HL (1) 11 and HL (2) 12 is required.2 years, 250 hours

The HL Visual Arts is designed to serve students who wish to pursue the higher-level studies over a two-year period of time. Students who elect to take this HL course of study are encouraged to enroll in a visual arts elective in either grade 9 or 10. This Visual Arts HL course is intended for highly motivated students who are seriously interested in the study of art. This study of art reflects studio work as well as the study of art history, visual aesthetics, and criticism. This course requires a commitment by the art student to pursue a concentration, thematic compositional idea, which will be manipulated using technique and materials of the visual arts. The content of this course requires preparation of a body of studio work, which will be presented in an organized exhibit with external evalua-tion and reflected in the Investigation. The IB curricu-

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lum assesses HL students’ studio work as 60% of the IB grade, with the remaining 40% for the Investigation. HL Visual Arts work involves significant artistic commit-ment and studio work time, to exercise talents with in depth exploration of visual ideas within cultural, histori-cal, and individual investigation involving content and context. Field trips to cultural areas and events are an integral part of these offerings.

587 Visual Arts Foundations (9,10, new students)

This is the required visual arts course to fulfill the mini-mum ½ credit visual arts requirement; this is also the prerequisite for the other visual arts electives, ½ credit, all year.

This course is a full year course elective created as a foundation to the visual arts. The course combines visual research investigation and studio practice. Stu-dents study art history, culture, and visual aesthetics through investigation into global, multi-cultural perspec-tives and thematic visual ideas. Students study these concepts using historical, philosophical, and social context to present the importance, appreciation, and understanding of the visual arts in our world (past, present, and future interpretation). Students will apply these concepts creating studio work that will include many media and techniques utilizing the elements and principles of design through 2D and 3D projects.

570 Art Studio (10,11,12)½ credit, all year

Art Studio is required for enrollment in the IB SLA visual arts Area 6 course in the 11th grade for the ½ credit as the first part of the IB SLA. Visual Arts Foundations is the prerequisite for enrollment in this course.

Art Studio is a ½ credit elective. Students might enroll to accumulate their arts credit beyond the ½ credit taken through the Visual Arts Foundation course. It can serve as either a visual arts elective or as a course that will allow arts involvement that prepares an art portfolio or a visual arts experience that has greater breadth and depth than the ¼ credit electives. This is available for the WFS student who decides to not be involved in the IB diploma program and is not able to schedule a sixth major course.

Arts Studio is designed to assist the student who is preparing to submit portfolios for art and design schools, architecture programs, illustration, liberal arts school, and other art career related programs at colleges and universities. It is advised that if this is a designated need, the student should enroll in this course in their 11th and 12th grade years. Although this course will benefit a student who might be considering an art-related career, it is also a possible choice for a student who might want to exercise creative abilities in an extensive visual art course.

VISUAL ARTS: Semester Course Elective

582 Visual Communication Design: Technology in the Visual Arts(Digital Photography and Animation) (10,11,12) ¼ credit, 1 semester, 4x per 8 days

This semester elective is offered in one or more semes-ters. This course fulfills the pre-IB preparation for the HL and SL courses and offers involvement in the visual arts through technology. Visual Arts Foundations is the prerequisite for enrollment in this elective.

This course concentrates on technology and artistic design, which is evident in all areas of visual communi-cation. Students will be placed in the role of designer/ photographer/ animator and will be assigned projects with specific themes. Visual interpretation and commu-nication through images will be emphasized, as well as the qualities of good design solutions. Digital Photog-raphy will be used as the main image gathering media. Photography techniques and compositional structure will be introduced through the use of digital cameras.

This course will use the computer imaging applications Adobe PhotoShop in the digital photography content and Macromedia Flash is used for an introduction to animation techniques in the animation content. Concept areas include communication design, photojournalism, the moving image, layout, web graphics, image photo collage, photo retouching, and manipulation of scanned images.

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Students are required to accumulate a minimum of ½ credit of computer classes. The courses include instruc-tion in a range of applications and programming lan-guages. Application courses stress the importance of making students self-sufficient by applying their new skills to a variety of projects. Students may study in the programming courses multiple times by taking a course at the next level (e.g. Java 1, Java 2). Different study levels will meet simultaneously.

653 Digital Presentations (9,10,11,12) ¼ credit, 1 semester, 4x per 8 days

Students in this course will learn how to use current applications to create effective digital presentations. The course will include creating short movies, wikis, creating and burning DVDs, and advanced PowerPoint features.

654 Yearbook (9,10,11,12)½ credit, full year (does not fulfill computer credit)

Students in this course will work together throughout the year to create the Continuum yearbook. They will work with the Adobe InDesign, PhotoShop, and Acro-bat programs. They will be involved with all facets of production, including layout, folio design, caption writ-ing, photo cropping and manipulation, scanning, digital photography, sales, and requirements for submission for production. Course registration is contingent upon teacher’s approval. Students must submit a Yearbook Application Form.

655 Web Page Development (9,10,11,12)¼ credit, 1 semester, 4x per 8 days

This course is designed to teach the student how to create Web pages. Emphasis will be on learning HTML and designing professional-looking Web sites. Students will also work with an HTML editing program.

656 Introduction to Computer Programming (9, 10, 11, 12)¼ credit, 1 semester, 4x per 8 days

Students are introduced to the fundamental issues of design and programming using the object-oriented lan-guage Python. This course will cover such programming concepts as assignment statements, input and output, variables, loops, and computing with strings and num-bers. Students repeating this course at higher levels will cover additional topics such as objects, graphics, and functions. This course is open to all students regardless of their previous level of experience.

657 Java 1 (9,10,11,12)658 Java 2 (9,10,11,12)659 Java 3 (9,10,11,12)¼ credit, 1 semester, 4x per 8 days

The Java course is designed for students who want to go further with their study of programming. Begin-ning students will learn the basics of object-oriented programming, including working with variables and the string library. Students who repeat the course at higher levels will learn more advanced features such as arrays and using packages. It is highly recommended that stu-dents have taken the Introduction to Computer Program-ming course before taking this course.

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COMPUTER

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HUMAN DYNAMICS AND DEVELOPMENT

RELIGION

709/710 Human Dynamics and Development (9,10) 1 semester, 4x per 8 days

This course is required for all ninth and tenth graders. Each student is scheduled for one semester in each of the two years. The upper school wellness program is designed to create an awareness of the benefits of physical fitness, including the need for improved personal health and emotional well-being. A blended and goal-oriented combination of classroom concepts and physical activities is geared toward enhancing the decision-making process in each student.

Students are required to take two semester religion courses, one of which will be the Quakerism course in either the 10th, 11th, or 12th grade year. The other course can be chosen from among the electives listed below. The usual sequence for most students will be to take one elective course during either the ninth or tenth grade year and the Quakerism course in tenth grade. Students list their preference for the course they would like to take and the year they would prefer to take it. Sections of courses will be scheduled based on stu-dent choices and the availability of the teacher. Not all courses will be offered every year.

701 Religion and the Media (9, 10, 11, 12)1 semester, 4x per 8 days

The relationship between religion and the media is often pictured in simplistic terms: either people think of the use of the media to propagate a particular message, or else of a religious critique usually of television or the tabloid press in which a preoccupation with sex or violence and profanity is condemned. This course will suggest that much more important and wide ranging issues are raised when various aspects of the media are examined from a religious perspective. Are society’s values now communicated by the mass media and can television therefore be seen as a part of a powerful new pseudo-religion? Can the values implicit in adver-tising be reconciled with traditional core values taken from world’s great faiths? How would Islamic journal-ism picture the world? Do newspapers handle religious stories in a way that accurately reflects the interests and expectations of their readers? Should soap operas be seen as the modern equivalent of morality plays? Religion and the Media considers some of the ways in which modern mass media may be acting both to express and to erode our spirituality.

702 Ethics for a Contemporary Society (9,10,11,12) 1 semester, 4x per 8 days

An introduction to ethics, which takes the student through the process of constructing a personal phi-losophy of life, examining moral behavior, and applying ethics in real-life situations.

703 Science and the Sacred (9,10,11,12)1 semester, 4x per 8 days

This course will explore the differences, similarities, and meeting points between science and religion. The course will examine the different world views, and topics will include evolution and metaphysics and will focus on the individual’s search for compatibility between religion and science.

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704 Experiencing World Religions (9,10,11,12)1 semester, 4x per 8 days

Hinduism, Islam, Buddhism are explored using experien-tial exercises.

706 Quakerism and Thee (10,11,12)1 semester, 4x per 8 days

This required course brings the student’s personal philosophy of religion and practice into a critical relation-ship with the Quaker philosophy and practice. Original writings by Quakers and the student’s own explorations of the Quaker philosophy form the core of this course. Students will be scheduled into this course in either the sophomore, junior, or senior year, depending on student and teacher availability.

Independent Study in Religion (11,12)(by contract)

Opportunities for independent study in religion are avail-able to students beyond the ninth and tenth grades. Students should arrange a contract with the instructor in which topics for study are outlined along with credit to be earned. Following are some possible areas for study:

• The Choice is Always Yours: A Guide to the Spiritual Journey

Uses selections from such writers as Carl Jung, Paul Tillich, Thomas Merton, Rollo May, and T. S. Eliot to help the individual explore his/her own spiritual jour-ney.

• The Prophetic Voice

An exploration of biblical and modern prophets includ-ing Amos, Hosea, and Isaiah from the Old Testament; and Gandhi, King, Tutu, and Mother Teresa from the 20th century.

• Truth, Beauty, Goodness, Commitment: A Religious Examination of Philosophical Virtues

An introduction to epistemology, aesthetics, ethics, and commitment which includes readings from Plato, Aristotle, Descartes, Tolstoy, Dewey, James, Kant, Buber, Neibuhr, Sartre, and others.

THEORY OF KNOWLEDGE

711/712 IB Theory of Knowledge (11,12)1 credit over two years, 4x per 8 days

The Theory of Knowledge (TOK) course is central to the educational philosophy of the International Bac-calaureate. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role that knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasingly intercon-nected world.

Questions are the very essence of TOK, both ageless questions on which thinkers have been reflecting for centuries and new ones, often challenging to accepted belief, which are posed by contemporary life. The course is designed to develop in students an apprecia-tion of the quest for knowledge in particular its impor-tance, its complexities, and its human implications – by engaging them in a critical examination of knowledge. Having completed this course, students will be prepared to gain and apply their own knowledge with greater awareness and responsibility.

Readings in the course include a variety of sources including excerpts from works of fiction and non-fiction, and newspaper and magazine articles. The most sig-nificant source of thought and reflection, though, will be the students’ own experiences. We will focus on their past history as knowers, within and beyond the classroom, as a jumping-off point for further study and exploration. As part of this approach, students will be challenged to generate the questions that fuel their investigations into the subject, and also to thought-fully and probingly respond to others’ questions on these issues. In order to facilitate the development of a personally relevant and intellectually sound conception of the theory of knowledge, students will be required to provide examples of “ways of knowing” from the other classes they are pursuing, as primary matter for consid-eration by the group. Students will lead sessions for the class on various aspects of the concepts under consid-eration.

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ATHLETICS

A minimum of one athletic credit is required each year for all upper school students. In order to earn credit, a student must be an active participant in a school spon-sored athletic program (see list below) and meet the expectations of that program.

Fall

Field Hockey

Football

Soccer (Boys’)

Volleyball

Cross Country*

Winter

Basketball*

Wrestling

Swimming*

Track and Field*

Physical Fitness (Co-Ed)

Spring

Baseball

Lacrosse*

Soccer (Girls’)

Tennis*

Track and Field*

*Boys’ teams and girls’ teams are offered.

A junior or senior student who would like to apply to earn an athletic credit by serving as a team manager or student athletic trainer, must have the approval of the coach/athletic trainer and athletic director prior to the start of the season as well as approved written expecta-tions/responsibilities.

A student who wishes to apply for an independent athletic experience to take place of the athletic require-ment must submit a written petition three weeks prior to the start of the school year. These applications are subject to the approval of the athletic committee (ath-letic director, head of upper school, head of middle school), and may be subject to approval from the upper school faculty and/or head of school. Exemptions will be handled on an individual basis and must be reviewed and re-approved each year.

700 Service Project*

Students must do fifty hours of community service some time during their upper school years as part of their graduation requirements. This requirement lies rooted in the history and practice of Quaker humanitar-ian service. It is an opportunity for students to imple-ment personal values through service to others. This service may be performed during unscheduled periods of the school day, after school, on weekends, during school vacations, or in the summer.

Service projects must...

• be performed outside of the Wilmington Friends School community.

• be a steady involvement in one activity with one sponsor agency.

• be a minimum of fifty hours during a twelve-month period up to ten hours of which may be training and preparation.

• be performed any time during the student’s years in the upper school beginning with the summer before ninth grade and ending before the start of the Senior Exploration.

• be completed by all new students entering after ninth grade who have not previously met the requirement at another school.

• be performed for any organization (or person) whose purpose is that of service to the community and for which (whom) volunteers are used to perform an essential service. This does not include working for a political candidate or elected office holder in the routine performance of political duties, nor working for groups whose programs are inconsistent with the testimonies of the Religious Society of Friends.

• be an experience involving direct service either to the participating community agency or the clients served by that agency.

• be approved in all cases by the service program coordinator, advisor, and the service program com-mittee (during the school year) prior to student involvement.

• include a completed proposal form, a satisfactory agency evaluation of the student’s performance, a final self-evaluation and a product that is designed to pass the service experience on to others. This could be a poster, a journal, a student-designed Web site, or a formal presentation before a group such as to a lower school class, a committee of the Board of Trustees, a collection program, or an outside com-munity group.

NON-DEPARTMENTAL PROGRAMS

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Seniors are strongly encouraged to have their service project completed and documents submitted by the first day of school of their senior year. Experience has shown that the senior year is a very difficult time to complete one’s service hours. Note also that the ser-vice hours may not be counted towards Senior Explora-tion hours.

*Note that students seeking the International Baccalau-reate Diploma will be required to complete the IB service requirement between the summer prior to junior year and the start of the senior year. For more information on this requirement, please speak with the school’s IB Coordinator.

850 Senior Exploration

In May, the Senior Exploration provides students with a chance to integrate and apply skills and knowledge in an authentic, in-depth experience. Using a personal question as a guide, students are encouraged to find an experience that will require them to reflect on their own growth while at WFS and then present their “explora-tion” to a panel of faculty and experts. Students may explore any of the following: career options, service, immersion in a different culture, an old passion or a new interest. Students work with a mentor/expert, docu-ment the experience through guided journals and pho-tographic evidence, and present to family, peers, and faculty.

Mastery Program

The mastery program is a vehicle to stimulate Friends School students to develop their talents, to explore deeply-felt interests, to challenge themselves in ways they might not otherwise attempt, and to produce an achievement of which they can be justifiably proud. The aim of this program is to meet all of these goals, not one or two of them. In short, the final outcomes of students’ mastery projects should be extraordinary and recognized as such by both the participants and the school community at large.

The scope of the program is broad. Any student at Friends School may undertake a mastery project, and, in fact, may wish to undertake more than one during his or her Friends School career. Participation in the program is not limited; the school encourages any interested student to undertake a mastery project. However, the student will have to demonstrate initiative, rigor of approach, persistence, intensity, and follow-through to meet the requirements of a successful project.

Projects should be planned with specific time limitations in mind. Although some projects will necessarily take longer than others, students should generally plan to complete them within one semester. Interested stu-dents should speak with the clerk of the mastery pro-gram committee.

School Year Abroad

In 2007, Wilmington Friends School became a member of School Year Abroad (SYA), a consortium of indepen-dent schools across the country with a commitment to international education. SYA was found in 1964 “to help young Americans become full-fledged citizens of the world,” and currently enrolls students in China, France, India, Italy, and Spain. The goal of the program is to give American students—high school juniors and seniors—the benefits of living in another country, with an emphasis on cultural understanding, language flu-ency, and consistent high-level preparation for university study. Students live with host families, and study at SYA schools both in English and in the language of the host country. Member schools have additional opportu-nities for student to participate in summer programs and for faculty members to teach and learn abroad. Students interested in participating in SYA programs should con-sult first with their families and faculty advisors. (Other international learning and hosting opportunities are also available.)

Wilmington Friends School

101 School Road

Wilmington, DE 19803

Quaker, coed, preschool (age two) through 12th grade, all college preparatory

Global thinking, engagement and leadership:• School Year Abroad (SYA), consortium member (first in Delaware)• International Baccalaureate (IB), authorized school (first in Delaware)• American Field Service (AFS), participant since program was founded in 1947• Global focus throughout curriculum

National/international faculty searches, emphasis on continuing professional development

Competitive athletics, grades 7-12

Visual and performing arts, with major courses (preparing for college study) and performance opportunities; middle/upper school campus arts

Classrooms renovated, summer 2009; lower school arts wing new construction, 2005

Integrated technology program, with specialized computer instruction K-12

Current class size averages:• 14 students per preschool classroom (with 2.5 teachers)• 16 students per early years (PK, K, P1) classroom (with 2 teachers)• 22 students per classroom in first grade (with 2.5 teachers)• 20 students per classroom in grades 2-5 (with 2 teachers in grades 1-4; 1.3 teachers in 5th)• 16 students per section in grades 6-8 (10 students per advisory group)• 16 students per section in grades 9-12 (10 students per advisory group)

Need-based financial aid, calculated by the School and Student Service for Financial Aid (SSS) in Princeton, New Jersey

After-school care for PS through sixth grade

Summer camps for age three through ninth grade

MIDDLE/UPPER SCHOOL CAMPUS:(Grades 6-12)

Located in the residential neighborhood “Alapocas,” just outside the City of Wilmington: approximately 25 acres, one building of 175,000 square feet; includes five athletic fields, six tennis courts, three full-size gyms, fitness room, a 500-person capacity theatre/auditorium, Meeting Room, seven science labs, and three computer labs, with equip-ment regularly updated through lease arrangement; the Library Media Center offers additional computers, wireless Internet access, and connections to multiple databases through the University of Delaware.

LOWER SCHOOL CAMPUS: (half-day three-year-olds and pre-kindergarten through fifth grade)

Located on the wooded boundary of Alapocas: approxi-mately 30 acres (including wooded areas), two buildings totaling 68,000 square feet; includes two gyms, two sci-ence labs, three outdoor playgrounds, two additional paved outdoor play areas (for basketball and other hard-surface activities), two athletic fields (also used by middle and upper school sports teams), a Library Media Center open all day every school day, Meeting Room/auditorium, and facilities architecturally designed for music (including prac-tice rooms), art (including ceramics studio), and computer classes.

PRESCHOOL CAMPUS:The Wilmington Friends Preschool is located at First & Central Presbyterian Church in downtown Wilmington, occupying two classrooms, with additional access to an auditorium-size room for indoor play, an on-site outdoor play yard, additional classrooms for music and other activi-ties, and nearby open space, public library, and other city cultural resources.

For more information, contact:Office of Admissions and Financial Aid(302) 576-2930

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