An in-depth look at the Wildwood program and curriculum.

discover

An in-depth look at the Wildwood program and curriculum.

kindergarten - 12th grade

table of contents

02 introductionelementary school curriculum guide03 elementaryschool (kindergarten–5thgrade)05 languagearts10 socialstudies13 science16 mathematics19 spanish21 visualandperformingarts25 physicaleducation26 health26 technologyandlibraryresources27 communityinvolvementmiddle school curriculum guide29 middleschool(6th–8thgrade)31 humanities33 mathematics35 science37 spanish38 visualandperformingarts40 physicaleducation41 technologyandlibraryresources41 communityinvolvementupper school curriculum guide43 upperschool(9th–12thgrade)45 honorsandadvancedstudies46 humanities49 mathematics51 science53 spanish55 electives58 physicaleducation59 internships59 technologyandlibraryresources60 communityinvolvementappendix61 technology63 multiculturalprogram64 advisory65 communityinvolvement65 internationalcommunityinvolvement66 interscholasticathletics67 collegecounseling67 graduationrequirementsaccreditation and affiliations 68 accreditationandaffiliations

wildwood mission

WildwoodSchoolprovidesstudentswith

arigorouslyintellectualandinnovative

academicprogram,preparingthemto

becomeindividualswhoarereflective,

ethicallygrounded,andconfidentintheir

abilitytolearnandleadamidthecompeting

prioritiesofacomplex,evolving,and

multiculturalworld.

school structure

WildwoodislocatedontwocampusesinWestLosAngeles.TheWashingtonPlacecampushousesthe

elementaryschool,andthemiddleandupperschoolcampusis2.5milesnorthonOlympicBoulevard.

Intheprimarygradesandagaininthemiddleandupperschooldivisions,Wildwood’sprogramis

organizedintomulti-ageclassestopromotestudents’academic,social,andemotionalgrowth.

Elementary School Middle School Upper School

Kindergarten – 5th Grade Division One 6th Grade

Division Two7th – 8th Grade

Division Three 9th – 10th Grade

Senior Institute 11th – 12th Grade

WASHINGTON PLACE CAMPUS OLYMPIC BOULEVARD CAMPUS

discover wildwood

WildwoodSchoolisauniquecenterofteachingandlearning.Ourcurriculumandtalentedstaffoffer

everyopportunityforstudentstodiscoverandgrowintellectually,personally,andemotionally.Our

programandeachcourseisdesignednottobedeliveredtostudentsbuttoactivelyengagethemin

learning,stretching,andfindingahomeintheworldofideas.

Manyclassesareinterdisciplinarybecausewebelievethatsupportingchildrenastheymake

connectionsisvitaltoanuancedunderstandingofthewayourworldworks.Classesaretaughtin

multi-agegroupsbecauseweknow—andresearchshows—thatteacher-directedlearningissupported

bypeer-to-peerlearningandcoaching.

WeinviteyoutoreadonanddiscoverwhatWildwoodstudentsandfamiliesknowandexpect:

intellectualrigorandinfinitedoorwaystoknowledgeandcreativityforeverymind.

02 introduction

elementary school

Theelementarycurriculumfocusesonguidingyoungstudentsastheygainconfidenceandagilityin

reading,writing,mathematics,socialstudies,science,andSpanish.Studentsdevelopthefoundational

skillsforcriticalthinkingandlistening,comprehension,research,andcreativeexploration.

Thecorecurriculumintegrateslearningaboutvisualandperformingarts,technologyandlibraryuse,

music,physicaleducationandhealth,andmulticulturalism.Allteachingandlearningintentionally

supportsstudentsastheydevelopskillsininquiry,informationliteracy,andself-expression.

Experientiallearningoutsidetheclassroomincludesfieldtripsandcommunityinvolvement.

AtWildwood,anemphasisonLifeSkillsiswovenintoallelementarystudents’daysandreinforcedwith

theHabitsofMindandHeart,whichlayasolidfoundationforauthenticlifelonglearning.Ouradvisory

programisintroducedin5thgrade,inpreparationforthetransitiontomiddleschool.

03 elementary schoolintroduction

04 elementary schoolprogram

elementary school program

Wildwood’selementaryschoolcurriculumbuildsskillssequentially,asmasteryandconfidenceare

achievedindividually.Thescopeoftheteachingandlearningcontentisillustratedhereforeasyreference.

K–1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeLanguage Arts Foundationsof

literacy;storyworkshop;orallanguagedevelopment;phonics,spelling,capitalization,printconcepts

Readingcomprehensionandfluency;writingpersonalnarrative;poetry,spelling,sentencestructure,punctuation

Developingreadingcomprehensionandwritingskills;biography,poetry,tables,expository,research;vocabulary,grammar

Expandingreadingcomprehensionandwritingskills;historicalfiction,memoir,expository,research,vocabulary,grammar

Literaryanalysis;fictionalmemoir,persuasivewriting,poetry,drama;writingfordiverseaudiences;vocabulary,wordorigins,grammar

Social Studies YearA:“HomesandHabitats”YearB:“TheWorldofWork”

“OurCoastalCommunity”(Trade,geography,transportation,andsustainability)

“TheCity:LosAngelesThenandNow”(Cultures,neighborhoods,geography,landmarks,andpoliticalinfluences)

“TheState:CaliforniaHistory”(People,places,multiculturalperspectives,andstatehood)

“TheNation:UnitedStates”(Foundationsofdemocracy,slavery,andwestwardexpansion)

Science Thesenses,lifecyclesofplantsandanimals,hypothesis,prediction,scientificobservation,environmentalscience

Scientificmethod,experiments,notation

Food,nutrition,digestionandcompleteorganisms

Earthandthesolarsystem,geology,introtoastronomy

Newton’slawsofphysics,atomsandmolecules,simplemachines

Mathematics Mathfundamentals(numbervalues,addition,subtraction,introtowordproblems,problem-solving)

Base-tennotation,fluencywithadditionandsubtraction,geometryandmeasurement,logic

Multiplication,division,fractions,graphing,geometry,computationskills

Numbersandoperations,patterns,functionsandchange,geometry,dataanalysis,probability

Statistics,operations,algebraicthinking,advancedstudiesavailable

Spanish Languagelearningthroughgames,songs,movement,andliterature

Buildingvocabulary,conversationalphrases,pronunciation,andwordrecognition

Beginningreadingandwriting,language,andculture

Listening,speaking,reading,andwritingskills,integratingSpanishandsocialstudies

Communicationandconversation,readingandwriting,andpenpalsinSpain

Visual Arts Exploringtheartstudio,imagination,expression,andtechnique

Portraitsandplace,painting,colormixing,skintones,oceanasinspiration

Publicart,murals,texturesandweaving,setdesign

Sculpture,claymationvideos,papier-mache

Humanfigure,mask-making,principlesofdesign

Performing Arts

YearA:Singing,signlanguage,rhythminstruments,performanceYearB:Percussioninstruments,squaredance,performance

Music,movement,andacting,greatcomposers,swingdance,voiceprojection,performance

Introductiontomusictheory,mime,stomp:instrumentsanddance,stageperformance

Musictheory(scalenotation,andreadingmusic)handbellsensemble,Pilobolus,stageproduction

Vaudeville,silentfilms,softshoe,musictheory,xylopipes,originalstageacts,chorus

Physical Education

Sportsmanship,physicalfitness,skillacquisition,self-image;aerobicandanaerobicendurance,agility,balance,objectmanipulation,spatialawareness,creativemovement

Continuedfocusonsportsmanship,physicalfitness,skillacquisition,self-image;refiningfundamentalskillsthroughgamesandsports,specializedskills,rules,strategies,collaborativeteamplay,health

05 elementary schoollanguagearts

PODS (K-1) Reading

Fromtheveryfirstdayof

kindergarten,instructionis

orientedaroundabeliefthat

everychildisareaderwho

canquestion,synthesize,and

interpretstories.Somechildren

enterWildwoodreadingpicture

books,andothersarereading

shortchapterbooks.Students

learntochoosebooksthat

are“justright”forthem.

Podstudentsreadeveryday

fromtheleveledclassroom

library.TeachersguidePod

studentstodevelopdecoding

andcomprehensionskills

astheybecomeimmersed

inWildwood’sprint-rich

environment.Withanemphasis

ondevelopingthehabitsof

goodreadersandtoexperience

thejoyofreading,teachers

workone-on-onewithstudents

andinsmallgroups.Every

ReadingWorkshopbeginswith

amini-lessonaboutareading

strategy,followedbystudents

practicingthatstrategy

independently.Students

workwithreadingpartners

readingoutloudtoeachother,

askingeachotherquestions,

andmakingpredictionsof

whatwillhappennextina

story.Podclassesoftenstart

thedayreadingwithfamily

membersandfriendsduring

DropEverythingandRead

(DEAR)time.Ourgoalisto

buildconfidentandpassionate

readers.Favoriteauthors

includeMemFox,Robert

Munch,andDonaldCrews.

Word Work

OurWordWorkprogram

fostersanunderstandingof

howprintworksintheEnglish

language.Childrenbeginwith

anappreciationofhowthe

lettersofthealphabetare

constructedtoformwordsand

howwordsareconstructedto

becomesentences.Students

workwithindividualletter

sounds,shortandlongvowels,

blends,andsightwords.

Multiplestrategiesareusedto

promotespellingsuchasword

games,wordsorts,phonics-

basedbooks,andwordfamilies.

Writing

TheStoryWorkshopapproach

emergesfromresearch

thatliteracyandplayare

intrinsicallylinked.Story

Workshopgiveseachstudent

theopportunitytocreate

storiesusingavarietyof

differentmaterials,including

clay,beads,oilpastels,paints,

blocks,puppets,anddramatic

play.Podstudentsareasked

theessentialquestions,“Where do stories come from?”and

“What materials will inspire you to tell your story?” Students

areencouragedtoplaywith

materialsandinvestigate

elementsofastory,including

characters,setting,andplot.

Storiesmaytakedifferent

forms,includingfiction,

personalnarrative,andpoetry.

Followingstorycreation,

studentscapturetheirstories

inwriting.

language arts

Wildwood’sK–5languageartsprogramisbasedonthereadingandwritingworkshopmodeldeveloped

byTeachersCollegeatColumbiaUniversityinNewYork.Thisfocusedapproachensuresthateach

studentdevelopstheskillsneededtoexcelasareader,writer,speaker,andlistener.

Ourclassroomlibrariesarefilledwitharangeofchildren’sfavorites,includingmanyCaldecottand

Newberyaward-winningbooks.Throughread-alouds,guidedreading,andbookgroups,children

developlisteningandcomprehensionskillsandlearntoexpresstheirideas.“Thinkingwhilereading”

strategiesaretaughttobuildskillsinpredicting,visualizing,summarizing,andmakinginferences.

Grammar,spelling,andvocabularyareintegratedasstudentsmastermechanicswhilewritingfora

varietyofaudiencesandinawiderangeofgenres.Thewritingprocessincludespre-writing,revising,

andpublishing.Eachstudentisencouragedtodevelopskillsthatleadtoalifelongloveofreadingwhile

guidedindevelopingavoiceasawriter.

AsPodstudentsdevelop

conventionsinwriting,they

participateinthemoreformal

schoolwideWriter’sWorkshop.

Eachworkshopbeginswith

amini-lessoninwhichthe

teacherintroducesawriting

techniquesuchasaddingdetail

orsuspense.Childrenspend

theirwritingtimeattempting

toapplystrategiesandskills

learnedfromthedailymini-

lessons.Eachstudenthasa

writingfolderwherework

inprogressiskeptsothat

childrenmayaddtoandrevise

theirwork.Attheendofeach

unit,childrensharefinished

piecesduringanAuthor’s

WritingCelebration.

ESSENTIAL SKILLS: •Developreading

comprehensionand

decodingskills

•Developaloveofreading

toincludeavarietyof

genresandauthors

•Writeuppercaseand

lowercaseletterscorrectly

•Developphoneticspelling

skillsandspellgrade-level

wordsconventionally

•Writecompletesentences,

shortpersonalnarratives,

andcreativestories

g FEATURE PROJECT: Author as Mentor. An in-depth exploration of “The World of Work” introduces students to author Monica Wellington whose books Firefighter Frank, Pizza at Sally’s, and others explore characters and his or her job in realistic fiction. Students create original characters, draw and write their own stories, and then web chat with Wellington, who lives in New York, as she describes her writing and illustration process.

SECOND GRADE

Reading

Inthebeginningoftheyear,

2ndgradersfocusonbuilding

goodreadinghabits.Reading

skillsaretaughtinarange

offorums,includingwhole

classmini-lessons,small,skill-

basedreadinggroups,and

individuallythroughstudent-

teacherconferences.Second

graderslearnthevalueof

talkingaboutbooksinways

thatsupportandensure

comprehension.Students

beginusingreadinglogsin

2ndgrade.Thisintroduction

tohomeworkencourageseach

childtoberesponsibleforhis

orherdailyreading.Newbooks

areselectedonMondaysand

returnedonFridaysalongwith

readinglogs.Favoriteauthors

in2ndgradeincludeEve

Bunting,CynthiaRylant,and

EzraJackKeats.

Writing

In2ndgrade,students

learntowritewithgrowing

independence.Theyare

encouragedtocreateagreater

volumeofwritingandtorevise,

rethink,andrewritewith

greaterfluency.Inselected

readingandwritingexercises,

studentsexplorequalitiesof

goodwriting,includingvarious

craftsandwriter’stools,as

wellasmorefundamentalones,

includingstructure,focus,and

detail.Unitsofstudyinclude

narrativewriting,writingwith

authorsasmentors,writing

andrevisingrealisticfiction,

expertprojects,writingtolearn

andteachaboutatopicof

personalexpertise,andpoetry.

Technologyisintegratedinto

writingusingtheiPodtouch

asaninvaluabletoolfora

storytellingproject.

ESSENTIAL SKILLS:• Makepredictions,inferences,

andretellwhathasbeenread

• Spellgrade-levelwords

conventionally

• Usebeginningandending

punctuationandcapitalization

• Writeclearandcomplete

sentences

• Sequencewritingwitha

beginning,amiddle,and

anend


THIRD GRADE Reading

Readingcomprehensionskills

aredeepenedin3rdgrade

asliteracyisincreasingly

criticalinmasteringconcepts

andcontentinscience,social

studies,andmath.Historical

figurescometolifeas

studentsread,analyze,and

synthesizebiographiesof

influentialAngelinosfeatured

insocialstudies.Students

writefromthepointofview

ofBiddyMason,WaltDisney,

orPanchoGonzalez.Inbook

groups,studentsmaketext-

to-text,text-to-self,andtext-

to-worldconnections.Third

gradefavoriteauthorsinclude

AndrewClements,RoaldDahl,

andPatriciaPolacco.

Writing

Withafocusonpersonal

narrative,myth,poetry,

realisticfiction,and

informationalwriting,students

learntowriteacomplete

paragraphwithamainidea,

supportingsentences,and

aconclusion.Studentsgain

adeeperunderstanding

ofthewritingprocessby

creatingaroughdraft,an

editedandreviseddraft,and

afinaldraft.Usingarangeof

writingtechniquessuchas

similes,metaphors,thought

shots,personification,and

snapshots,studentsdiscover

theirownwriter’svoiceand

enhancetheirwritingstyle.

Collaborativeprojectsinclude

co-writinganoriginalcreation

mythinconjunctionwith

socialstudieslearningabout

NativeAmericansandwriting

andeditingamulticultural

cookbookculminatingin

showcasingstudents’creations

atafamilybreakfast.

ESSENTIAL SKILLS:• Createclear,coherent,and

focusedparagraphs

• Identifyandusenouns,verbs,

andpronounsappropriately

• Self-editandproofreadfor

capitalization,organization,

punctuation,andspelling

• Identifyanddescribeplot,

setting,andcharacters

• Summarizeapieceofwriting

FOURTH GRADE Reading

Studentscontinuetodevelop

activereadingskills.Reading

forinformationisemphasized

asstudentsbuildtheskillsto

researchsubjectsindepth.

Studentsfocusonnotetaking,

highlighting,summarizing,

andusingtablesofcontents,

bibliographies,andglossaries.

Studentsreadexpositoryand

referencetextsaswellas

favoritesbyKateDiCamillo,

YoshikoUchida,PatriciaMunoz

Ryan,andWilliamShakespeare.

Theproseandpoetryof

Californiawritersisexploredin

thegenresofmemoir,historical

fiction,andpoetry.Bookgroups

areincreasinglystudentledas

studentsdeepentheirability

toformulateandexpressideas

clearly.

Writing

Studentsworktogetherto

createVoicesoftheWest,a

booksynthesizinginformation

learnedinsocialstudies,writing

fromarangeofperspectives

representingthepeoplewho

inhabitCalifornia.Inthis

study,focusedonelementsof

historicalfiction,characters

emerge.Studentsconstruct

proseilluminatingthelivesof

convincingcabinboysasthey

appearinSpanishships’logs

toconflictingdepictionsof

lifeatCaliforniamissionsas

heardinpoemsfortwovoices.

ThereflectionsofChinese-

Americanswhocourageously

workedtobuildCalifornia’s

railroadsarejuxtaposedwith

talesofstrengthandbravery

illuminatingthelivesofAfrican-

AmericancowboysintheOld

West.Thisyearlongproject

integratesskillbuilding,content

knowledge,andcreativity.Each

studentalsowritesaformal

researchpaperonaCalifornia

animal.Usingprintandweb-

basedresources,studentswrite

introductory,supporting,and

concludingparagraphsanda

bibliographytobepresentedin

Keynote,includingillustrations,

maps,anda3-Dmodel.

ESSENTIAL SKILLS:• Increasecompetencyinself-

editingandproofreadingfor

capitalization,organization,

punctuation,andspelling

• Usecorrectsubject/verb

agreementandconsistency

oftense

• Createafinaldraftreflecting


pre-writing,revising,and

editingstrategies

• Identifyanddistinguishthe

characteristicsofliterary

genresanddevices(e.g.,

metaphor,personification,

simile,flashback)

• Drawinferences,conclusions,

orgeneralizationsand

supportthemwithtextual

evidence

FIFTH GRADEAsstudentsexplorethemes

of“identity”throughoutthe

courseoftheyear,theyread

andwriteandpresentina

rangeofgenres,including

prose,poetry,anddrama

withthegoalofbecoming

increasinglyconfident,

thoughtfulreadersand

expressive,versatilewriters.

Reading

Thegradualshifttowardmore

advancedcomprehensionand

analyticalthinkingcontinues.In

bookgroupsandindependently,

studentsreadfromawide

rangeofgenresandpractice

comprehensionskillsthrough

avarietyofstrategies,such

asidentifyingtheme,making

connections,drawing

conclusions,analyzingtext,and

recognizingcommonliterary

elements(plot,characters,

setting,conflict,andresolution).

Thereading-writingconnection

ismadeasstudentsannotate

andwritereadingresponses.

Writingskillsaredeveloped

withguidedanalysisand

modelingofdistinguished

authors’styles.Favorite

authorsincludeChristopher

PaulCurtis,SharonCreech,

MadeleineL’Engle,and

ElizabethGeorgeSpeare.

Asliteratureisincreasingly

integratedwithsocialstudies

themes,emphasisisplacedon

thefollowing:

• Historicalfiction:looking

atchangesinidentityover

timewithaparticularlookat

genderrolesinColonial

Americanhistory

• Authorstudies:Howdoes

anauthorcreateacharacter’s

identity?

• Multiculturalstudies:

stereotypes,multiple

perspectives,and

“unlearning”withalenson

waysoneisable,lessable,or

differentlyabled

Throughouttheyear,

studentsareexpectedto

readeverydayandare

requiredtopracticereading

aloudtoincreasefluencyand

improveoralpresentation

skills.Fifthgradestudentsmay

serveontheannualWildwood

MedalCommittee.Inthis

much-lovedtradition,students

decidethroughconsensus

whichofthefivenominated

booksshouldbeawardedthe

WildwoodMedalbasedon

literarymeritandeffective

portrayaloftheLifeSkills.

TheoptionalWildwoodMedal

programprovidespassionate

readerstheopportunityto

challengethemselvesina

funcollaborative,and

meaningfulway.

Writing

Fifthgraderswriteforvarious

audiencesandpurposesacross

thecurriculum.Studentswrite

daily,oftenrespondingtoa

prompt,asentence“stem,”a

photo,acurrentevent,ora

poemoftheday.Larger

assignmentsrequirestudents

tofollowthefullwriting

processofpre-writing,revising,

andproducingafinaldraft.

Studentworkissharedand

celebratedinmanyways:haiku

atthePoetryMuseum,

monologuesaccompanying

theirhandmademasksatthe

visualartsexhibition,orletters

totheircongressperson

regardingtheneedsofdisabled

people.

Word Work

Literacylessonsencompass

wordpatternsandorigins,

phonics,spelling,punctuation,

proofreading,grammar,

andvocabulary.

Essential Skills:

• Fictionalizedmemoir—

elaborateandexpandon

personalexperiencesusing

therealisticfictiongenre

• Expositorywriting,with

afocusoninformationand

opinion-basedparagraphs

• Useofpoeticdevicessuchas

imagery,assonance,

repetition,rhyme,and

metaphor

• Discernmainideas,concepts,

andevidenceintext

• Understandandrecognize

themesandcommon

literarydevices(e.g.,imagery,

symbolism,foreshadowing)


g FEATURE PROJECT: Poetry Museum. The 5th grade poetry unit focuses students on reading, listening to, and writing poetry of all kinds. At least 10 different styles of poetry, ranging from acrostic to haiku are explored, and students experiment with creating their own verses. Families and friends are invited to the Poetry Museum, showcasing student poems presented in colorful and creative desktop galleries.


PODS (K-1) Studentsareexposedtotwo

majorunitsofstudy:“Homes

andHabitats”and“TheWorld

ofWork.”

“HomesandHabitats”learning

respondstotheessential

question,“What is home?”

Studentsexplorekeyconcepts,

includingdifferentkindsof

families,needsvs.wants,

differentkindsofhomesand

habitats,resources,andmost

important,theirownhome

andfamily.

In“TheWorldofWork,”

childrensearchforanswersto

theessentialquestion,“What is work?” Theybegintheyear

byaskingthemselveswhat

kindofworktheydoandby

discoveringthedifferentjobs

atourschool.Through

neighborhoodwalks,students

seepeopledoingvariouskinds

ofwork,bothpaidandunpaid,

andgainanunderstanding

oftheinterconnectednessof

variousprofessionsandthe

rewardsandchallengesof

meaningfulwork.

Bothunitsofstudyare

organizedaroundhands-

onprojects,fieldtrips,and

inquiry.Throughwriting,art,

dramaticplay,interviews,

blockbuilding,anddiscussion,

everychildisencouraged

tofollowtheirinterestsand

naturalcuriositywhilegaining

anunderstandingofthe

conceptsofinterdependence,

communication,diversity,

impactontheenvironment,and

theimportanceofrelationships.

ESSENTIAL SKILLS:• Understandconceptsof

wantsandneeds

• Identifyanddiscuss

communityjobs

• Appreciatemulticultural

society/stylesoffamily

structures

• Understandconceptof

responsibilitiesofindividual

togroup

• Createtwo-andthree-

dimensionalmapsofhome,

school,andneighborhood

• Understandconceptofthen

andnow

SECOND GRADEThe2ndgradesocialstudies

curriculumisguidedbythe

essentialquestion,“How are our lives impacted by living in a coastal community?” Students

exploretherelationships

betweenplants,animals,and

thepeoplelivingandworking

nearthecoast.Launchedona

yearlongjourneytodiscover

whatthecoastoffersusin

termsofwork,food/resources,

andrecreation,students

considerhowgeography

affectsoureverydaylives.

FieldtripstotheLosAngeles

Harbor,thefarmersmarket,the

aquarium,BallonaWetlands,

SantaMonicaPier,andThe

MarineMammalRescue

Centerareintegratedinto

discussionsandlearningabout

transportation,climate,trade,

andagricultureasstudents

developanunderstandingof

social studies

BuildingChildrenembarkonajourneyofdiscoveryofourworldinkindergarten,exploringtheir

communitiesandconsideringtheirplacewithinit.Ourmulticulturalcommunitiesandcountrycome

intofocusaschildrenconsidertheirhomesandfamilies,schoolandneighborhoods.Studentslearn

toquestionandfindanswersbyresearching,building,reading,interviewing,writing,performing,and

expandingtheirknowledgethroughfieldtripsandexcursions.

Thecurriculumspiralsoutwardaschildrendevelopcognitively.The2ndgradethemeof“OurCoastal

Community”focusesontherewardsandresponsibilitiesoflivingnearthecoast.ThecityofLos

Angeles—pastandpresent—isatthecenterof3rdgradestudies.In4thgrade,studentsconsiderthe

diverseandgreatstateofCalifornia,while5thgradelearningisfocusedonournation’sfoundingand

growth.Throughoutthesocialstudiesprogram,everychild’scuriosityandimaginationisencouraged

astheirawarenessgrowsaroundwhatitmeanstobeaninformedandengagedcitizen.

010 elementary schoolsocialstudies

thecomplexityoftheircoastal

communityaswellasstrategies

toensureitsvitality.Children

participateingroupprojects,

discussions,blockbuilding,

reading,writing,gardening,

andartexperiences.Service

learningprojectsreflect

curricularthemes.

ESSENTIAL SKILLS:• Understandneedfor

communitynorms

• Appreciatedifferencesand

similarities

• Understandinfluenceof

climateandlocation

• Understandandusetime-

sequenceterms,change

overtime

• Understandconceptof

goodstomarket

THIRD GRADEThefocusofstudyisour

diverseandgrowingcity,

beginningwithitsearlyhistory

andcontinuingwithitsgrowth

tomoderntimes.Withan

overarchingthemeofcultures

throughouttheLosAngeles

area,studentsexploreand

researchthevariousgroupsof

peoplewhohaveshapedour

city.Guidedbytheessential

question,“What is culture?”

3rdgraderslearnabout

ethnicity,religion,family

values,thearts,politics,and

language.Theconceptsof

cultureandcommunityare

coveredthroughthe

explorationofancientLos

Angeles,theTongvaandtheir

contactwithEuropeans,theEl

Pueblosettlement,andhow

otherculturalgroups

contributetoLosAngelesas

thecitychangesovertime.

Throughfieldtripsto

significantlocationsand

landmarksinLosAngeles,

includingtheJapanese

AmericanNationalMuseum,

WattsTowers,OlveraStreet,La

BreaTarPits,andtheCentral

BranchoftheLosAngeles

PublicLibrary,3rdgradersgain

anunderstandingoftherich

anddiversecultural

contributionsfromAngelinos

pastandpresent.Thirdgraders

enjoylearninginhands-onways

(harvestingtulefromMadrona

Marshtobuildalife-sizeNative

Americandwelling)tousing

appropriatetechnologicaltools

(inspiration,podcasts,and

Keynoteintheirindividual

researchprojects).TheLos

Angelesbasinprovidesa

backdropfor3rdgradersto

enlargetheirrepertoireof

geographicandmapmaking

skills.

ESSENTIAL SKILLS:• Correctlyapplytermsrelated

totimeandchronology

• Readandcreatemapsusing

akey,compassrose,and

elevationsymbols

• Describethecultural

interactionamongpeoplein

LosAngeles

• Demonstratean

understandingofahistorical

figure’spointofview

g FEATURE PROJECT: Cultures of Los Angeles. Third graders study the great diversity of our city, discovering the hundreds of nationalities represented and languages spoken here. Students select a culture to research, gaining awareness that immigrants bring much more than language from their country of origin to their new home. Study begins with home-country traditions and how that culture looks here. Students make maps and Keynote presentations to share with families and peers.

FOURTH GRADELaunchedbytheessential

question,“What happens when one culture encounters another?”4thgradersconsider

thebeautyanddiversityof

California’speople,history,

land,andanimals.Ouryearlong

VoicesoftheWestproject

invitesstudentinquiryand

evaluationoftheimpactthat

NativeAmericans,Spanish

explorers,missionaries,

rancheros,goldrush49ers,

pioneers,andAsian-and

African-Americanshadonthe

OldWest,ononeanother,and

onthenaturalenvironment.

Studentswritefromthe

perspectiveofeachofthese

groups,andtheydiscuss

intent,impact,andcommunity

building.California’sregional

contrastsandcommonalities

comeintofocusthroughfield

tripsandindividualreportson


aCaliforniaanimal.Exploring

questionsofstatehoodand

citizenship,studentsaccess

primaryandsecondarysources.

ESSENTIAL SKILLS:• Identifysimilaritiesand

differencesbetweenthepast

andpresent

• Understandhowthenatural

resourcesofageographical

locationinfluenceculture

• Readandcreatemapsusing

akey,scale,compassrose,

andgridlines

• Demonstratean

understandingofanother

cultureorhistoricalfigure’s

pointofview

• Describethesocial,political,

cultural,andeconomiclife

andinteractionamongpeople

inCalifornia

FIFTH GRADE

Forming Our Nation

Guidedbytheessential

questions,“What contributed to America’s quest for independence?” and “How did American values develop?”studentsbeginto

understandtheperspective

andexperiencesofthemany

peoplewhomadeearly

America.TheyexploreNative

Americans,explorers,colonists,

immigrants,slaves,free

African-Americans,pioneers,

andgovernmentleaders.

Studentsdevelopagrowing

awarenessofthewaysthey

learnaboutthepastandthe

methodsandtoolsofthe

historian.Fifthgradersstudy

howeventsandideasshaped

theUnitedStates.Considering

historythroughtheeyesofthe

peopletheystudy,students

areaskedtoreflectonhow

genderandabilitymayhave

affectedlivesandthecourse

ofevents.Studentsdeepen

theirunderstandingofthe

interrelatednessofgeography,

economics,culture,ethics,and

politicalsystems.Students

gainanappreciationforthe

democraticsystem,thevalue

ofournation’sdiversity,and

asenseofempowermentto

workforchangewithinthe

frameworkofthelaw.Research

projectsinvolvemultiple

technologies,includingGoogle

Docs,iPhoto,ComicLife,iPads,

andKeynote.

ESSENTIAL SKILLS:• Identifyandinterpret

multiplecausesandeffects

ofhistoricalevents

• Placekeyhistoricevents

andpeopleinchronological

sequenceinageographic

context

• Differentiatebetween

primaryandsecondary

resources

• Poserelevantquestions

anddrawconclusionsabout

informationencounteredin

documents,photographs,

maps,andartifacts

g FEATURE PROJECT: Three Branches: Government Simulation. This simulation features 5th graders serving in roles representing each branch of government:

executive, legislative, and judicial. Students study balance of power concepts before Congress convenes. Recently, one piece of legislation proposed that the school Commons be made smaller to build a bigger garden to help feed the hungry. The House and the Senate passed the legislation, and Wildwood’s president signed the bill into law.


PODS (K-1)Studentsbegintheirtimein

thesciencelabexploringthe

fivesensestomakecareful

scientificobservations.Pod

studentslearntomake

hypothesisandunderstand

theconceptofgravityasthey

investigatethescienceoftoys.

Duringaunitonplantand

animallifecycles,Podstudents

plantseedsandobservetheir

growthovertime.Dissecting

limabeans,childrensee

firsthandthatseedscontain

newbabyplants.Theyalso

studythefourstagesofa

ladybug’slifecycle,learning

thatladybugsarebeneficial

insectswhentheyrelease

themintotheWildwood

communitygarden.

ESSENTIAL SKILLS:• Learnanduselaboratoryand

equipmentsafely

• Childrenidentifythemselves

asscientistsbreaking

stereotypes

• Makeaccurateobservations

usingthefivesenses

• Conductexperimentsto

gatherdatainpictures,words,

andnumbers

• Determinepropertiesof

objects:magnetism,

buoyancy,andflexibility

• Understandtheroleof

beneficialinsects

SECOND GRADEUsingthescientificmethod,

students“thinklikeascientist.”

Studentsbeginbychallenging

claimsbyvariouspaper-towel

brands,andtheyinventoriginal

experimentstestingproperties

suchasstrengthand

absorbency.Furtheringtheir

explorationofpropertiesof

matter,2ndgraderscompare

fruitsandvegetablesto

determinedifferencesand

similaritiesinshape,size,

weight,andcolor.Second

gradersalsoexperimentwith

liquids,gases,andsolidsto

expandtheirknowledgeof

matter.

ESSENTIAL SKILLS:• Understandandusethe

scientificmethod

• Understandcomponentsof

anecosystem

• Determinehowdifferent

organismssurviveinvarious

environments

• Learnhowplantsconvert

energyintheprocessof

photosynthesis

• Understandthatmatteris

composedofliquids,solids,

andgases

THIRD GRADEFood,nutrition,anddigestion

arethefocusasstudentsgain

anunderstandingofmore

complexsystems.Students

learnaboutthestructureof

organismsanddiscoverhow

thehumandigestivesystem

takesthenutrientsoutoffood,

deliversittoothersystems

science

Ourinquiry-basedprogramencourageschildrentosatisfytheircuriositiesthroughexperiences.

Presentedwithopen-endedquestions,studentsgatherevidence,conductexperimentsinthelaband

inthefield,proposesolutions,andcollaboratewithoneanothertodefendtheirthinking.Experiential

lessonsdeepencontentknowledgeinrelevantways.Studentsgainawarenessofthenaturalworld

whileenhancingskillsneededinaworldofrapidlyexpandingscientificknowledge.Studentsconnect

concepts,developcritical-thinkingskills,andgainconfidenceincommunicatingtheirideasclearly.

Podstudentsareintroducedtothescientificmethodbyconsideringthefivesenses,theconceptof

gravity,andplantandanimallifecycles.Secondgradersusetheirquestioning,observing,measuring,

andconcludingskillswhileexploringthepropertiesofmatter.In3rdgrade,studentsstudythemore

complexsystemsoffood,nutrition,anddigestion,usingWildwood’scommunitygardenasalab.Our

4thgradersapplyscientificmethodsinstudyingthesolarsystem,astronomy,platetectonics,and

earthquakes.Fifthgradersconsiderthebuildingblocksoftheuniversethroughthestudyofatoms,

machines,robots,andNewtonianphysics.

013 elementary schoolscience

inthebody,anddisposesof

waste.Studentslearnwhich

nutrientsareessentialforthe

bodyandhowgoodeating

habitscontributetogood

health.Inconjunction

withthe3rdgradesocial

studiescurriculum,3rdgraders

studythewatercycle.Guided

bytheessentialquestion,

“How do natural cycles balance and regulate the Earth and its atmosphere?” studentsuse

theirknowledgeofthe

watercycleandLosAngeles’

waterconsumptiontosearch

forwaystobetterconservethis

naturalresource.

ESSENTIAL SKILLS:• Understandthatthefood

chainconsistsofproducers,

consumers,anddecomposers

• Understandthatplantsare

theprimarysourceofenergy

enteringthefoodchain

• Knowsequentialstepsof

digestionandtheroleofeach

organandcomponent

• KnowthatmostofEarth’s

waterispresentassaltwater

inoceanscoveringmostof

theplanet

• Learnwhytheamountof

freshwaterinrivers,lakes,

undergroundsources,and

glaciersislimited

g FEATURE PROJECT: Healthy Green Growers. Third grade scientists document the Wildwood community garden’s viability. Students divide the science lab’s bed into thirds and test the soil using a range of broccoli

seedlings and organic fertilizers. Students cultivate and care for the plants. Over two months, students record growth, measuring plant height, leaf growth, and overall appearance of health. Observations are recorded in Google Forms.

FOURTH GRADEAfocusonearthsciencesis

guidedbyessentialquestions,

including “What makes Earth different from all the other planets?” and“How do scientists use their knowledge of our planet to understand other planets?”Fourthgraders

gainafoundationforgeology,

includingthestudyofEarth’s

structure,plateboundariesand

platetectonics,earthquakes,

minerals,weatheringand

erosion,andtherockcycle.

Studentsareintroducedto

astronomywithaconcentration

onoursolarsystem,covering

suchtopicsasthebasic

organizationofouruniverse

andwhereourgalaxyandsolar

systemfitintothatstructure,

theplanetarymoonsystem,

thecompositionoftheplanets,

asteroids,meteorites,and

comets.

ESSENTIAL SKILLS:• Determinecauseandeffect

• Understandmatterassmall

particlescalledatomsthat

combinetoformmolecules

• Identifyigneous,sedimentary,

andmetamorphicrocks

• Compareandcontrast

characteristicsofeachplanet

• Understandbasicplate

tectonics,earthquakes,and

volcanoes

g FEATURE PROJECT: Solar System Travel Agency. Guided by the premise that Earthlings are bored with typical vacation spots and can now travel to other planets within our solar system, each 4th grader selects a planet as an exciting new travel destination. Students create brochures, maps, and tag lines selling their planet to tourists by using information gathered in books and on a trip to the Griffith Observatory and by using the Solar Walk application.

FIFTH GRADEStudentsbegintheirfocus

onthephysicalsciences

answeringtheessential

question,“What is the building block of everything in our universe?” Studentslearn

howtobuildmodelsofatoms

andmolecules,understand

chemicalandphysical

propertiestodeterminean

unknownsubstance,draw

diagramsofslidesamples,

andusemicroscopestosolve

aforensicmystery.The5th

gradeintensivescienceunit

centersonNewton’sthreelaws

ofmotions,simplemachines,

carbuilding,andprogramming

NXTMindstormsrobots.


ESSENTIAL SKILLS:• Demonstrateunderstanding

Newton’slawsofphysics

• Identifythepurposeand

functionsofsimplemachines

• Designandbuildsimpleseries

andparallelcircuits

• Plan,conduct,andrecorda

simpleinvestigation

• Predicttheoutcomeofan

investigationandmonitor

resultsforaccuracy


PODS (K-1)Childrendiscoverthevalueof

knowingmanywaystosolve

agivenproblem.Teachers

guidestudentsthroughaseries

ofstrategiessuchasdirect

modelingtohelpthemsolve

wordproblemsandtoexpress

mathematicalthinking.

Otherstrategiesinclude

doubling,makingtens,and

decomposingnumberstomake

themmoremanageableto

workwith.Eachstudentkeeps

amathjournaltocreatea

recordoftheirmathematical

thinkinginpictures,numerals,

andwords.Orallysharingtheir

problem-solvingstrategies

providesanopportunityto

practiceclearmathematical

communication.

ESSENTIAL SKILLS:• Countasetofobjectsup

to20

• Combinetwosmallquantities

• Sortasetofobjects

accordingtotheirattributes

• Copy,construct,andextend

patterns

• Demonstratefluencywithtwo

addedcombinationsof10

g FEATURE PROJECT: Pod Café. Students create their own restaurants in this project focused on money math. In small groups, students decide on an original name and type of restaurant. With food made from clay and other materials, students buy and sell meals at friends’ restaurants with a small budget. Students demonstrate their ability to read prices, count out and pay for each item, add different amounts, and make change.

SECOND GRADEStudentsextendtheir

understandingofbase-10

notation,buildfluencywith

additionandsubtractionwithin

100and1,000,broadentheir

knowledgeofgeometryand

measurement,andprogressto

morecomplexproblem-solving

strategies.Studentsbeginto

seetheconnectionbetween

additionandmultiplication,

andtheyenjoychallenging

themselveswithlogicproblems

andpuzzles.Studentscreate

agreenmarket,takeout

loans,makesales,andhonea

rangeofskillsincomputation,

deepeningtheirunderstanding

ofmathconcepts.Students

begintousevariousweb-based

gamesandsoftwareprograms

toenhanceagilitywith

mathfacts.

ESSENTIAL SKILLS:• Solvewordproblems

involvingdollarbills,quarters,

dimes,nickels,andpennies

• Identify,create,andanalyze

differenttypesofgraphs

usingsymbolsandnumbers

• Describeandanalyzeshapes

byexaminingtheirsides

mathematics

WithWildwood’smathematicsprogramgivesstudentsadeepunderstandingofmathconcepts,

emphasizingskillsandstrategiestosolveproblemsinareal-worldcontext.Thecurriculummakesmath

meaningfulbyconnectinglessonsandprojectstoeverydaylifeandbybuilding“mathesteem,”whichis

crucialforeverystudent.

OurelementaryprogramusesCognitivelyGuidedInstruction(CGI),aresearch-basedapproachlinked

tothenationallyrecognizedCommonCoreStateStandards.CGIappreciateschildren’sintuitive

mathematicalthinking,emphasizesproblemsolvingoverrepetition,andbuildsmathematical

understandingthroughquestioning.

InconjunctionwithCGI,WildwoodusestheInvestigationsinNumber,Data,andSpacecurriculumto

helpstudentsunderstandfundamentalideasofnumbersandoperations,geometry,andearlyalgebra.

Throughdirectinstruction,independentexploration,manipulatives,andmathgames,studentsdevelop

fluencyinbasiccomputation,mathematicalconcepts,andmathematicalreasoning.

016 elementary schoolmathematics

andangles

• Knowadditioncombinations

to10+10

• Developstrategiestosolve

additionandsubtraction

problemswithtotalsupto100

THIRD GRADEStudentsfocusonfivecore

units:multiplication,division,

fractions,graphing,and

geometry.Embeddedineach

coreunitistheopportunityfor

studentstofurtherdevelop

numbersenseandcomputation

skillsacquiredintheprimary

grades.Connectingstudent

interestwithimaginative

projectskeepsmathfunand

engaging.Projectsinclude

visuallyandnumerically

illustratingrepeatedaddition

andmulti-digitmultiplicationto

create“CrazyBugBooks,”work

withice-creamscoopfractions,

anduseGoAnimatetocreate

multiplicationcartoons.

Thecurriculumintegratesmath

withothersubjectstomakeit

clearthatmathiseverywhere.

Integratinglanguageskills,3rd

graderscreate“TheEnchanted

Enchilada,”atastytaqueria,

studentscreatemenus,take

orders,andmakechangein

Spanish.Studentscontinue

theirdevelopmentofproblem-

solvingstrategiesbyusing

expandednotation.

ESSENTIAL SKILLS:• Addandsubtractthree-digit

numbers

• Createandanalyzebar

graphs,lineplots,andtables

• Identifyattributesoftriangles

andquadrilaterals

• Knowmultiplication

combinationsupto50

fluently

• Writeandsolvemultiplication

anddivisionproblemsin

context

• Orderfractionsandfind

equivalentfractions

FOURTH GRADE

Focusingonfivemainunitsof

study,thisyearprogresses

throughnumbersand

operations,patterns,functions

andchange,geometry,and

dataanalysisandprobability.

Fourthgraderscontinueto

developmultiplestrategiesto

solveproblems,oftensharing

themwitheachotherviathe

documentcameraorSMART

Board.Theylearnthe

multiplicationcombinationsto

12x12inordertosolve

problemsfluentlyand

efficiently.Students

extendtheirknowledgeofthe

base-10numbersystemand

workwithnumbersupto

10,000.AFibonacciProject

guidesstudentsthrough

discoveriesofpatternsin

natureanddemonstrateshow

tomanipulateratiosto

determinethegoldenmean.

Usingtables,graphs,and

coordinategridstorecord

values,theyalsostudythe

orderandequivalenciesof

fractionsanddecimals.Building

ongeometryknowledge,

studentsmeasureangles,

classify3-Dshapes,and

investigategeometricsolids

andvolume.

ESSENTIAL SKILLS:• Identifywholenumbersto

thebillions

• Multiplyawholenumberof

uptofourdigitsbyaone-digit

wholenumberandmultiply

twotwo-digitnumbersusing

multiplestrategies

• Findwhole-numberquotients

andremainderswithupto

four-digitdividendsandone-

digitdivisorsusingmultiple

strategies

• Determinetheunknown

numberthatmakesan

equationtrue

• Usethefouroperationsto

solvereal-lifeapplications

g FEATURE PROJECT: Crazy Bug Books. Students create and design authentic “Crazy Bugs” that visually and numerically illustrate the concept of multiplication. Students count using repeated addition, write a word sentence telling the multiplication story, and write the multiplication sentence. There are three Blue Surfer Bugs with five legs. For example: there are three groups of five legs. 5+5+5= 15 legs. 3x5= 15 legs.

FIFTH GRADEThisyear,studentsapplyskills

andseethemathinaction.

Choosingfrominterest-based

activities,studentscan


workwithsportsstatistics,

explorethegeometryof

dance,makecommercialsfor

newbusinesses,andcreate

andusemockstockmarket

portfolios.Theseactivities

demystifythepurposeof

learningmathwhilesparking

curiosityandconfidencein

youngmathematicians.Areas

ofstudyincludenumbers,

operationsandalgebraic

thinking,fractions,proportions,

percentages,measurement

anddata,andgeometry.

Classesmeetinwholeclass

andsmallinstructiongroups.

Eachstudentischallenged

appropriatelywithnoceiling

astowhatcanbelearned.An

optionalweeklyalgebragroup

meetingisopentostudents

whoarereadyformore

sophisticatedchallenges.

ESSENTIAL SKILLS:• Usevariablestorepresent

numbersandwrite

expressionswhensolving

areal-worldormathematical

problem

• Order,add,subtract,multiply,

anddividedecimalsuptothe

hundredthplace

• Solvemulti-digitproblems

involvingpositiveand

negativenumberswithall

fouroperations

• Calculatepercentage

increasesanddecreases

• Findtheareaofrectangles,

triangles,quadrilaterals,and

circumferenceofacircle


PODS (K-1) Drawingoncommunity,the

worldaroundus,andglobal

travel,studentsbecome

familiarwithSpanishgreetings,

numbers,colors,partsofthe

body,articlesofclothing,

familymembers,andfarm

animalsthroughsongs,story,

andmovement.Emphasisis

placedonbuildingvocabulary

aschildrengainathorough

understandingoffollowing

directionsandcommandsin

Spanish.

ESSENTIAL SKILLS:• Useappropriategreetings

andintroductions

• Identifyandsaycolors

• Countobjectsupto20

• Identifyandsaypartsofthe

bodyandarticlesofclothing

• Useoftheverbestar (tobe)

SECOND GRADEStudentsusephrasesto

communicatetheirneedsin

Spanishandbegintomatch

Spanishvocabularywords

topictures.Topicscovered

includethemonthsofthe

year,seasons,birthdays,

andconversationalphrases.

StudentsexploretheSpanish

alphabetandbeginto

recognizewrittenwords.By

listeningandinteracting,

studentscomprehendbasic

vocabulary,syntax,and

idiomaticexpressionsessential

foreverydaycommunication.

Favoritestoriesare

readinSpanishandEnglish.

ESSENTIAL SKILLS:• Useoftheverbstener, querer, hacer (tohave,to

want,tomake)

• Makerequests(i.e.,Iam

hungry,MayIpleasehave…)

• Sayandreadthealphabet

andbasicwords

• Orderoftheseasons

• Identifyclassroomobjects

THIRD GRADEStudentsbeginreadingand

writingSpanishin3rdgrade.

Theyalsolearntoaskand

answerquestionsandfocuson

correctpronunciation.Students

learnbysingingsongsand

playinggamesinclass.They

areintroducedtothecultures

ofmanySpanish-speaking

countriesandcreatenational

flagstoshareatAllSchool

Meeting.

ESSENTIAL SKILLS:• Posequestionsusingwho,

what,when,where,andhow

• Telltime,position,andplace

• Useactionverbs

• Writeautobiographically

FOURTH GRADEStudentscontinuetodevelop

theabilitytounderstand

spokenandwrittenSpanish

andtobuildconfidencein

writingandspeakingatabasic

level.Vocabularyexpands

toincludetermsusedto

describegeographicfeatures,

theweather,verbsinpresent

tense,andexpressionswiththe

verb tener (tohave).Students’

knowledgeofvocabulary

isassessedregularlyby

evaluatingresponsestodirect

questionsaboutstoriesand

songs,writingandusingthe

vocabularycreatively,and

activelyparticipatingingames.

spanish

Spanishinstructionbeginsinkindergarten.StudentsdeveloptheabilitytoconverseinSpanish

throughgames,songs,movement,andliterature.UsingtheTotalPhysicalResponse(TPR)method,

studentsareabletofollowdirections,askandanswerquestions,andtalkabouttheirlivesinSpanish.

Childrencomprehendbasicvocabulary,syntax,andidiomaticexpressions,andtheyacquireexcellent

pronunciationandthefoundationforlearningaforeignlanguage.

In3rdgrade,readingandwritinginSpanishtakesonalargerrole.Spanishprojectsareoftenlinked

withclassroomstudiesandaretieredinordertomeettheneedsofstudentswithvaryingskilllevels.

Throughprojects,studentsgainanunderstandingofculturalelementsofSpanish-speakingpeopleand

countries,exploringfood,clothing,andrecreation.

019 elementary schoolspanish

ESSENTIAL SKILLS:• Introductionofverbsof

emotion(happy,angry,

tired,etc.)

• Adjectivegenderagreement

• Useandunderstand

geographictermsand

directions

• Usecompareandcontrast

language

• Askandanswerquestions

withpeersonagiventopic

FIFTH GRADEStudentscontinuetoexpand

theirvocabularybyincluding

newtermstodescribefood,

numbersupto1,000,anda

growinglistofverbsinthe

presenttense.Usingsongsand

storiesasprimarysourcesto

contextualizemeaning,

students’abilitytounderstand

spokenandwrittenSpanish

withconfidenceincreases.

Studentsarepromptedto

answerdirectquestionsabout

thestoriesverballyandin

writingwithparticular

emphasisonusingthe

vocabularycreatively.Students

researchaSpanish-speaking

countryandmakeanoral

presentationtotheclass.

Nowcomfortablewiththe

expressionsneededtoorder

food,studentsenjoyafield

triptoanearbyOaxacan

restaurant.

ESSENTIAL SKILLS:• Usearticlesappropriately

• Conjugateverbs

• Conversewithpeerson

selectedtopics

• Presentinformationorally

andwrittenaboutschool,

sports,andactivities

• Writeandread

correspondencewithpen

palsinSpain

g FEATURE PROJECT: Pen Pals in Spain. Each student develops a fun and friendly relationship with a student in El Claret, Valencia. Using their growing Spanish vocabulary, students create unique and personalized postcards in Spanish, including grammatically accurate information about family, hobbies, pets, sports, and life in the United States. They receive a response in English. The cross-cultural exchanges may continue by email with parental permission.

020 elementary schoolspanish

VISUAL ARTS PODS (K-1)Fundamentals of Visual Arts

Studentsdiscoverelements

ofartandprinciplesof

designthroughcolor,texture,

line,shape,form,and

patterninfundamentalsof

drawing,painting,sculpture,

printmaking,mixedmedia,and

newgenres.Artopportunities

areintegratedthroughout

thecurriculum.Students

areencouragedtohavefree

expressionwhileexperimenting

withlearnedtechniquesand

skillsineveryproject.

SECOND GRADE Portraits and Place

Linkinghumanitiesand

science,studentsconnect

theirartworkwiththestudy

of“OurCoastalCommunity”

aswellasthemulticultural

theme“Appearance.”Students

drawandpaintportraits

andself-portraitsasthey

considerskintones,smiles,

andpersonalstyle.Unitsof

studyincludedrawingwitha

focusonportraiture,painting

withafocusoncolormixing,

printmakingandsculpture,

usingfoundandnatural

materialsonourbeachesto

createtexturedworks.

THIRD GRADE Public Art

Studentscollaboratetocreate

muralsforpublicspacesin

thecity.Fromdesignconcept

toexecution,theselargeand

site-specificworksofartevolve

asstudentscommunicatewith

oneanotherandincorporate

multipleperspectives.

Independently,eachstudent

alsocreatesceramicandkiln

workandproducesaseries

ofweavingsusingarangeof

localmaterialsandtechniques

whilegaininganappreciation

forcontrastandunityinthe

visualarts.Interdisciplinary

collaborationswithperforming

artsincludescenicand

setdesignfordramatic

productions.

g FEATURE PROJECT: Painting Community Murals. Third grade students work collaboratively to design and paint a mural, incorporating the ideas of public art and site-specific art. Mural projects often are interdisciplinary, including students’ studies of community, local history, and multicultural languages. Students have created sets for plays and an abstracted mural of Los Angeles landscapes for Ink on Paper, a local printing business.

FOURTH GRADE Sculpture

Studentscreatestoryboards,

writecompletescripts,develop

andsculptcharacters,andbuild

setstofilmandedittheirown

stop-motionvideos.Workingin

visual and performing arts

Wildwood’selementaryvisualartsprogrampromotesconfidencewithmaterials,techniques,skills,and

agenuineenjoymentofthecreativeprocess.Eachchildischallengedtocloselyobserve,experiment,

makedecisions,andfindpersonalmeaninginhisorherwork.Everystudenthasopportunitiesto

draw,paint,sculpt,andexperimentwithprintmaking,ceramics,andtechnology.Artprojectsareoften

linkedtolearninginotherdisciplines.Studentsareimmersedintwo-weekrotationstocreateseveral

projectsfocusedonaspecifictheme.All3rd,4th,and5thgradestudentsalsoparticipateinafive-week

intensiveunitculminatinginanexhibitionoftheirwork.

Throughdrama,music,dance,andmovement,studentslearndifferentformsofexpressionand

cultivatetheuniquebeautyoftheirownimaginations.Ourprogramrecognizeseachcreativevoice

andnurturesandexpandseachchild’sabilitytoworkproductivelyinagroupofpeers.Musicand

performancesreflectarangeofcultures,celebratingthesimilaritiesanddifferencesamongus.All

studentsenjoyclassesinourlight-filledstudio.

021 elementary schoolvisualandperformingarts

smallgroups,studentsalso

deepentheirunderstanding

oftheelementsofartand

principlesofdesign.Each

studentalsocreatesaceramic

project,includingarealistic

animalsculptureconnectedto

hisorherstudiesofCalifornia

indigenousspecies,including

starfish,whales,andpumas.

FIFTH GRADE Human Figure

Withanemphasisonidentity,

self,andthehumanfigure,

studentscreateavarietyof

masksusingceramics,plaster,

andpaper.Studentspractice

proportioninrepresentational

figuredrawing,andthey

incorporateideasofwhat

wedon’tseewhenlookingat

someone.Studentsrefertothe

elementsofartandprinciples

ofdesignthroughouttheyear.

PERFORMING ARTS

PODS (K-1)Essential Question: “How can we use our bodies and voices to explore different characters?”

Studentsexperimentwiththe

manycolorsinourworldand

celebratethemthroughpoetry,

singing,rhythminstruments,

sign-languagesongs,games,

andstories.Imaginationtakes

studentsplaces,andtheyset

sailintotheworldofpirates

singingseashanties,designing

pirateflags,andbuilding

pirateships.Childrenexplore

improvisationandrole-playing

bycreatingpiratecharacters

andsolvingcluesonatreasure

hunt.

Essential Question:“How can stories inspire us?”Students

readmanystoriesthatopen

aworldofideasforcreating

inventions,constructing

imaginaryworlds,andexploring

howdifferentcharacterswalk

andtalk.Arainforestunitis

filledwithsingingwhileplaying

nature-inspiredmusical

instrumentsandlearningabout

theanimalsthatliveinthe

jungle.Thestudentsbringa

classicchildren’sstorytolifein

theirperformanceofThe Great Kapok Tree.

ALTERNATE YEAREssential Question: “How do we learn by using our own imaginations?” Students

arelaunchedintoouter-

spaceexploration,learning

manysongs,playingspace

games,talkingintoaspace

microphone,andtraveling

throughouttheroom“without

gravity”asimaginationssoar

onaspaceadventure.Students

laterdiveintotheworldof

dragonswheretheylearnto

singPuff the Magic Dragon

insignlanguage,readmany

dragonstories,andmeetthe

DragonQueen.

Essential Question: “How can performing arts help our problem solving and cooperation?” Children

learntosquaredance,play

percussioninstruments,and

rehearseandperformThe Hoedown.Thisoriginalplay

takesplaceonafarmand

teachesthevalueofhelping

ourfriends.

SECOND GRADEEssential Question:“How are music, movement, and acting connected?” Second

gradersexploretheoceanas

inspiration.Theysingsongs,

explorethemotionsofdifferent

seacreatures,dancewithsails,

buildanunderwaterworldout

ofblocksandfabrics,andlearn

tohuladance.Studentsare

introducedtomusictheory,

listeningtofamousclassical

composerssuchasLudwigvan

Beethoven,WolfgangAmadeus

Mozart,JohannSebastian

Bach,andClaraSchumann.

Takingturns,studentsreadand

actoutthestoryLoud Emily inclass,gainingconfidencein

usingabigprojectedvoice.

Essential Question: “How many different ways are there to perform?” Inthespring,

studentsturntheWildwood

studiointoacircus.Students

playkazoos,juggle,sing,learn

acrobatics,andclownaround.

Theyalsostudyandappreciate

themoralofthestoriesin

Aesop’s FablesandturnAesop’s

shortstoriesintoa2ndgrade

play.Studentsexplorethe

musicofDukeEllingtonandhis

impactonAmericaandmusic.

Withtwistsandturns,students

learntoswingdance.


g FEATURE PROJECT: Kings of Swing. Students swing into the stylings of Duke Ellington as they explore his music through his biography, a movement story, and of course dancing. Basic swing-dancing steps are learned, and each student creates his or her very own swing-dancing routine as part of this study of the era of the famous “Kings of Swing.”

THIRD GRADE Essential Question:“How do we learn about different cultures and how they view community by exploring folk tales, cultural songs, and dances?”Folktales

fromaroundtheworldand

awiderangeofculturesare

illuminatedinastory,onstage

andthroughvideo.Students

gaininsightsintoglobal

culturesandhowvarious

culturesviewcommunity.

Eachstudentspendssixweeks

investigatingoneculture,

collaboratingwithclassmates

toperformatraditionalfolk

tale.Eachstudentisexpected

tomemorizelines,remember

stageblocking,andlearna

traditionaldancefromcultures,

includingAfrican,Chinese,

NativeAmerican,andothers.

Mime

Studentsareintroducedtothis

silentartformbywatching

aprofessionalmimetroupe

performance.Next,through

silentgamesandusingthe

mimelawsofhandling,students

beginhandlingobjects,creating

characters,andtellingstories,

culminatinginafinalproject

titled“ADayintheLifeof…”

thatencouragesactingan

imaginedcharacter.Third

gradersalsoenjoylearning

Stomp—musicanddancewith

originalinstruments.

FOURTH GRADEShakespeare

Essential Question: “How do we learn about Shakespeare, his language, and times by performing a Shakespearean play?”Theworldandwords

ofWilliamShakespeareare

atthecoreofthisyear’s

intensivestudy.Thisfocuseson

A Midsummer Night’s Dream.

Fourthgradersinvestigateand

makemeaningofthetext,play

severalroles,memorizelines,

sing,learnstageblocking,and

learnaboutvocalprojection

onstage.Manystudents

createandperformoriginal

musicalcompositions,always

thehighlightofanevening

performanceforfamilyand

friends.

Hand Bells and Anthems

Aspartoftheirmusictheory

study,4thgraderslearnthe

chromaticscaleandnote

lengths,andtheyreceivea

basicintroductiontoreading

music.Afterlisteningtoand

watchingaperformance

bytheacclaimedSonos

HandbellEnsemble,students

learntoplaythehandbells

andperformasanensemble

atAllSchoolMeeting.Fourth

gradersarealsointroduced

tothedanceformcreatedby

thetroupePilobolus,which

expandsthedefinitionofdance

andsparkscreativityinthe

Wildwooddancerepertoire.

Next,thestudentstakea

lookatavarietyofdifferent

nationalanthems,fromSouth

AfricatoCanada,anddiscuss

themeaningsbehindeach.The

students’workculminateswith

writingtheirownanthems.

FIFTH GRADEEssential Question: “How are we inspired to create original work?” Studentsgain

sophisticationindeveloping

interestingcharactersand

humoroussketcheswithin

theworldofsilentfilmsand

Vaudeville.

Vaudeville

Anintensivestudyof

Vaudevillebeginsbyexploring

theperiodandhistoryofthis

Americanartformbefore

studentsjumpintoavariety-

showproduction.Students

workwithinthestructure

ofatraditionalVaudeville/

Broadwayshow,writingand

participatinginanumber

ofacts,includingmagic,

acrobatics,pantomime,joke-

telling,singing,andsoft-shoe

dancingwithprops.Students

takeonavarietyofrolessuch

ascreativedirector,costume

designer,choreographer,

photographer,lightdesigner,

program-maker,andmany


more.Theresultoftheir

hardworkisatruesharingof

artistryandideas.

Silent Films

Studentsbeginlookingat

varietyofshortsilentfilmsand

studyingthehistoryofthis

artformandactorsfromthe

era.Insmallgroups,students

storyboardanoriginalsilent

filmandthenchooserolesin

frontofandbehindthecamera.

UsingiMovie,studentseditthe

shortfilmsandsharethefinal

project.Instructioninmusic

theoryandinstrumentation

continuesasstudentslearn

toplaythexylopipe.Fifth

gradersalsolearnelements

ofensemblesinginginweekly

rehearsalwithWildwood’s

elementarychorus.


KINDERGARTEN, 1ST, AND 2ND GRADESPhysicaleducationclasses

beginwithwarm-upactivities.

Jogging,jumpingrope,

parachutegames,tumbling,

anddanceactivitiesbuild

aerobicandanaerobic

endurance.Gamesdesigned

todevelopphysicalskills

thatincludeagility,balance,

objectmanipulation,spatial

awareness,directionality,

andcreativemovementare

enjoyedinlargeandsmall

groups.Foundationalsports

skillsofjumping;catchingand

throwing;kicking,trappingand

dribbling;andvolleyingand

strikingarelearnedinafun,

noncompetitiveatmosphere.

Allpartnerandgroupplayis

supervisedtohelpchildren

developpositivepersonal

skills,self-esteem,andeasein

cooperativesocialsituations.

THIRD, 4TH, AND 5TH GRADESAschildrendevelop,games

andsportshelpinrefining

fundamentalskillsandlearning

thespecializedskills,rules,

andstrategiesneededto

playsoccer,volleyball,flag

football,basketball,field

hockey,softball,andother

sports.Sportsmanshipand

collaborativeteamplayare

emphasized.Cooperative

gameshelpstudentsbuild

relationships,enhance

communicationskills,and

provideopportunitiestowork

togetherandsolvechallenges.

AllP.E.activitiesfocusonthe

fivecomponentsofhealth-

relatedfitness:aerobic

capacity,muscularstrength,

muscularendurance,flexibility,

andbodycomposition.Children

learntosetandmaintain

physicalfitnessgoalsand

developapositiveattitude

aboutleadinganactiveand

healthylifestyle.

physical education

Wildwood’sphysicaleducationprogrampromotestheuseofLifeSkillstohelpchildrendevelop

physicalandsocialskillsandalifelongloveforhealthyphysicalactivity.Theprogram’sfouressential

componentsarereinforcedthroughplayandpractice:

• Sportsmanship—Eachstudentlearnspositivesocialbehaviorthroughmovementandinteraction

withothers.

• Physical fitness—Studentslearntodevelopandmaintainthebestpossiblelevelofperformance,

understanding,andappreciationforphysicalfitness.

• Skill acquisition—Eachstudentlearnsspecificskills,suchasthrowing,catching,striking,andkicking.

• Self-image—Studentsdevelopapositiveself-imagethatincludesawarenessandunderstandingof

one’sbody,theuseofthebodyasameansofexpression,andthebodyasaninstrumentfor

self-realization.

025 elementary schoolphysicaleducation

health

Wildwood’shealthcurriculumlaysthefoundationforeachchild’sgoalofphysicalwell-being.Ourhealth

curriculumhelpsstudentsbecomegooddecision-makerswithhealthygoalswhenfacedwithlifestyle

choices.Thehealthprogramconsistsofthefollowingcomponents:

• Physical health—thehealthofthedevelopingbody

• Mental and emotional health—thehealthofthemind,includingfeelingsandthoughts

• Social health—relationshipswithotherpeople,includingfamilyandfriends

Throughdiscussionsandactivities,studentsdevelopLifeSkillsandtoolstoleadhealthylives.These

skillsincludedecisionmaking,goalsetting,howtoobtainhelp,stressmanagement,refusalskills,and

conflictresolution.Bydevelopingtheseskills,studentsenhancetheirself-esteemandtheirabilityto

beeffectivecommunicators,criticalthinkers,respectfulcitizens,andresponsibleandhealth-conscious

individuals.

Topics include:

• LifeSkills

• Conflictresolution

• Nutrition

• Substanceabuseprevention(presentedinanage-appropriatemanner)

• Safety

• Fitness

technology and library resources

AtWildwood,thetoolsofteachingandlearningevolveconstantly,alongwithtechnology.Intoday’s

Internetandapp-saturatedenvironment,evenourkindergartenand1stgradestudentsarrivewithsome

degreeoftechsavvy.Ourteachers,librarians,andtechnologyspecialistsembracestudents’curiosity

andcapabilitiesbycoachingstudentsinusingtechnologytofindwhattheyneed,whetherit’sagood

readorinformationoninsectsforascienceproject.Studentsareguidedwiththeunderstandingthat

theyaregainingcriticallifelongskillsininformationgatheringandsharing.

Learningviamultimediaauthoringsoftwareinviteswriting,painting,drawing,andinformationretrieval

online.Asskillsgrow,studentsin2ndgradelearnhowtointegratetextandimages,workiniMovie,and

respondtoclasswordviaaSMARTBoard.By3rdgrade,students’individualskillsarereinforcedasthey

learntointegratetheirownvoicesinshortfilmsandaudioandstrengthentheirkeyboardingskills.

Everystudentreceivesinstructiononhowtoconstructfruitfulqueriesininformationgathering.In4th

grade,studentsengagedinresearchparticipateinconversationsaboutwebsitecredibility,andtheyare

encouragedtousetechnologycreativelytoexpresswhattheyarelearninginavarietyofways.By5th

grade,studentshaveahighlevelofdexterityusingsoftwareandapps.ProjectsintegrateusingtheiPad

asamobiledocumentcamera,AppleTV,andsecuredsocialnetworkstoanswerteacherquestionsand

collaboratewithpeers.

026 elementary schoolhealth/technologyandlibraryresources

community involvement Wildwood’selementaryCommunityInvolvementprogramengagesstudentsinclassandschoolwide

projectsandpartnershipsthataimtobemutuallybeneficial,thatarerelatedtoclassroomlearning,

andthatrespondtoarealneed.Ourcommunityinvolvementendeavorsaredesignedtocreate

relationshipswithpeople,organizations,andtheenvironmentovertheschoolyear,andoftenmany

years.

AsPodthemesvary,studentservicelearningprojectsfollowcoursework.For“TheWorldofWork,”

studentsorganizeandrunarestaurantinthemorningsforfamilies.ProceedsbenefitTheMarine

MammalRescueCenterandaschoolinSouthAfrica.

Secondgradersstudy“OurCoastalCommunity”withafocusonsustainability,andtheyorganize

andrunamarketsellingterrariumsandhandmadeorganicitems.ProceedssupporttheWildwood

communitygardenandhelprefurbishthepondatanearbycontinuationschoolinCulverCity.Second

gradersalsoengageinaninterdisciplinary“HoneyBees”project,makingtheirownhoneybutterand

donatingtheproceedstoHeiferInternationalforthepurchaseofabeehiveforavillageinadeveloping

country.

ThirdgradersworkatBallonaWetlandsorMadronaMarshremovingnonnativeplants.Harvestingtule

thatneedstobethinnedprovidesaneededservice,anditalsoprovidesstudentswiththerawmaterials

tobuildamodelNativeAmericandwellingemployinganauthenticmethodusedbytheTongvapeople

whoinhabitedtheLosAngelesarea.

FourthgradersmakeregularvisitstoSamoshelwheretheypreparelunchesanddistributethemto

peopleattheshelter.

FifthgradestudentshavemeaningfulrelationshipswiththeirpeersatMcBrideSpecialEducation

Center.Wildwoodstudentsworkandplaywiththeirfriendswithspecialmentalandphysicalneeds.

TheCommunityInvolvementKids,astudentleadershiporganization,frequentlyundertakesschoolwide

projects,ofteninresponsetoadisastersuchasthetsunamiinJapanortheearthquakeinHaiti.

027 elementary schoolcommunityinvolvement

middle school

Wildwood’smiddleschoolprogramofferseverystudentintellectualandcreativeopportunitiesinan

activelearningenvironment,whereadolescentdevelopmentisunderstoodandfullysupported.

Middleschoolacademicsareincreasinglyrigorousasstudentsarechallengedinaninterdisciplinary

humanitiesclass—illuminatingsocialstudiesandlanguagearts—andmathematics,science,and

Spanish.Buildingonthecritical-thinkingskillsdevelopedinelementaryschool,Wildwoodmiddle

schoolstudentscultivateanabilitytoexamineandunderstandcomplexconcepts,investigateandbuild

evidence,andpresentfindings.Technologyandlibraryproficienciesmaturewithinstructionusinga

rangeofsoftwareandemergingtechtools.Classesinthevisualandperformingartsgiveeverystudent

opportunitiestolearnandhonetechniqueandexperimentwidelyintheartsandmusic.P.E.courses

helpeverystudentsharpenskillsandunderstandthebenefitsofphysicaleducationandhealth.

Middleschoolenrichmentopportunitiesincludeenvironmentalandintergenerationalcommunity

involvement,whileWildwood’smulticulturalprogrammingexplorespositiveidentitydevelopment

foreverystudentthrougharangeofclassroomexperiences,events,andclubs.Academicsupportis

provideddailyinadvisorywhereteacher/mentorsandasmallgroupofstudentsofferadultandpeer-

to-peerrelationships.TheHabitsofMindandHeartarefluidlyrepresentedthroughthecurriculum,

providingasetofvaluesandskillsthatwillservestudentsthroughouttheirstudiesandinlife.

029 middle schoolintroduction

030 middle schoolprogram

6th Grade 7th Grade 8th GradeHumanitiesStudents study history and language arts as humanities throughout their middle school experience. Understanding historical sources as literature and reading literature as primary documents allows a full picture of an era to emerge.

Ancient

Civilization:

Howliterature,

history,and

cultureshape

students’voices

Year1:GlobalStudies—

Geography,culture,leaders,and

developmentofbeliefs

Year2:AmericanStudies—How

wars,geography,andeconomic

factorsshapedearlyAmerica

MathematicsCoursework builds sequentially upon previously acquired skills. Our program responds to skill-readiness rather than grade level and the ability for students to understand abstract concepts.

Pre-Algebra

Foundations

Pre-Algebra

Algebra

Pre-Algebra

Algebra

Geometry

Algebra

Geometry

ScienceOur inquiry-based program requires students to formulate hypotheses and employ the scientific method to answer questions using critical-thinking skills. Learning is “minds-on” and interactive, replicating real-word application of the sciences.

General

Science:

Foundationsof

lifeandphysical

sciences

LifeScience:

Plantand

animallife

cycles

EarthScience

andthe

Environment:

Investigations

oftheEarth’s

systemsand

sustainable

living

SpanishLos Angeles provides the setting for students to apply our participatory approach to teaching a foreign language. In the classroom and the community, students engage in active use of Spanish.

Spanish1A Spanish1B Spanish1C

Arts Students rotate through arts courses each trimester, allowing them to grow creatively while studying technique and experimenting in each discipline. Entering 9th grade, students have studied a full year of each of the arts and are well prepared to choose an arts focus in upper school.

VisualArts:Elementsofdesignandprinciplesof

art

PerformingArts:Formsofimprovisation,dramatic

plays,monologue,andensemblework

Music:Interplayofrhythm,melody,andharmony

usingensembleinstruments

Physical Education Students are guided to develop healthy attitudes and practices for mind and body with an emphasis on lifelong wellness, sportsmanship, and skill-building.

PhysicalEducation:Developmentofstudent

interestsandskillsthroughindividualandteam

activities

middle school program

Wildwood’smiddleschoolcurriculumisdesignedtobuildskillsandinviteinquiryacrossthedisciplines.

Thescopeandsequenceofthecoursesismappedhereforeasyreference,andtoillustratehowthe

teachingandlearningofmaterialsisconceptuallyrelated.

031 middle schoolhumanities

HUMANITIES: ANCIENT CIVILIZATION (6TH GRADE)Essential Question: “Who am I and what is my voice?” Studentslookathowwriters,

artists,dancers,andmusicians

exploretheirworldsandtheir

multiculturalselves.Students

observehowdiversecultures,

histories,andexposures

contributetotheperspectives

andvoicesofthesecreative

people.Studentsreadarticles

andnovelsaboutyoungpeople

theirages,alikeanddifferent,

whohavestruggles,challenges,

andachievementstoshare.The

unitsofstudyhelpstudents

explorewhotheyareand

howliterature,history,and

cultureshapetheirvoices.

Theyalsoexploreancient

civilizationsandthemanylives

representedthere.Students

usethedifferentformsof

writing(narrative,persuasive,

informative,andexpository)to

learnabouttheirownvoices.

ESSENTIAL SKILLS:• Organization

• Reading,writing,and

discussionabout

literature

• Researchmethodology,

includingcitingsources

accuratelyinreporting

• Criticalthinkingaboutthe

influenceofdiversityof

cultureonperspective

andvoice

g FEATURE PROJECT: I Am My Own History. This interdisciplinary project combines research and writing to illuminate how history defines each of our lives through recording everyday events, significant memories, and interviews with family members. Each student writes a deep personal history while building connections with classmates and across generations. Projects are shared with grandparents in a student-hosted evening event.

HUMANITIES: GLOBAL STUDIES (7TH-8TH GRADES) Essential Question: “Where is the intersection of politics, economics, religion, and culture?” Aglobalperspective

islaunched,focusingfirston

IndiaandChina,byexploring

geography,culture,leaders,

anddevelopmentofbeliefs.

Studentsreadavarietyof

texts,includingscriptures

andfolktales.TwoEastern

religions,Hinduismand

Buddhism,areexploredin

literaturecircles.Expanding

thescopethroughWestern

religions,studentsmoveon

toreadandwriteaboutthe

sharedvaluesanddistinctive

differencesbetweenJudaism,

Christianity,andIslam.

Ina culminatingproject,

studentscreateeitherastory

oraninteractivegameteaching

factsaboutthethreereligions,

presentedinanevening

exhibition.

humanities

Wildwoodstudentsstudysocialstudiesandlanguageartsashumanitiesthroughouttheirmiddleschool

experience.Thisinterdisciplinarycourseisteam-taught.In6thgrade,DivisionOnestudentsexplore

ancientcivilizations.Seventhand8thgradersinDivisionTworotatethroughanAmericanhistoryyear,

whichalternateswithaworldstudiesyear.

Allclassesincludeliteraturecomplementinghistoricthemesthatencouragedeepengagementthrough

theuseofessentialquestionsconnectingideasacrosslanguageartsandsocialstudies.Students

discusshistoricandmodernevents,makingconnectionstoliterarytextsorcurrenttopics.Students

workindividuallyandinsmallcooperativegroups,learningtocloselycollaborate,exchangeideas,and

peeredittheirclassmates’writing.

ESSENTIAL SKILLS:• Descriptive,analytic,and

persuasivewriting

• Readanddiscusscomparative

religion,especiallyasrelated

toliterature

• Researchmethodology,

includingcitingsources

accuratelyinreporting

• Oralpresentation

HUMANITIES: AMERICAN STUDIES (7TH-8TH GRADES)Essential Question:“Who are ‘We’ in ‘We the People’ in the Constitution?” The

historicalfocusbeginswiththe

RevolutionaryWarandtraces

therisetoindependence.

Studentsreadandanalyze

selectedshortstoriesfrom

arangeofperspectives,

whichinspireprojectsand

shortstoriesilluminatingthe

complexconflictsthatled

totheAmericanRevolution,

followedbytopicsontheCivil

War.Studentsconsiderhow

geographyandeconomic

factorsshapedearlyAmerica,

andtheyexploretheessential

questionbyasking“What does it mean to be a citizen?” StudyingtheConstitution

andtheBillofRights,

studentsdiscusswhatthose

documentsexplicitlyoutline

andimplyabouttherightsand

responsibilitiesofAmericans.

Civilrightsandwrongsare

investigatedwithareadingof

HarperLee’sTo Kill a Mockingbird.

ESSENTIAL SKILLS:• Readandmakemaps

• Understandingliterary

devices

• Descriptive,analytic,and

persuasivewriting

• Debate

• Research:websitesand

databases

g FEATURE PROJECT: Quest. Applying creativity and critical-thinking skills, students create a video game with levels representing each world religion they have studied, exploring core beliefs, sacred texts, influential leaders, history, and geography.

032 middle schoolhumanities

Themiddleschoolmath

curriculumprovidesthe

foundationforthefollowing

skills.Individualclassessupport

thedevelopmentofadditional

skillsasspecified.

ESSENTIAL SKILLS:• Convertfractionsto

decimalsandpercents

• Computationwithpositive

andnegativenumbers

• Understandproportions

andratios

• Understandavariablein

anequation

• Write,solve,andgraph

equations;createalgebraic

wordproblems

PRE-ALGEBRA FOUNDATIONS (6TH GRADE) Theemphasisisonbuilding

numbersenseandtheabilityto

orderandcomparefractions,

decimals,andpercents.With

aninitialfocusonmanipulating

thefourarithmeticoperations

withwholenumbersand

decimals,studentsmoveonto

masterconvertingfractionsto

decimalsandpercents.Using

fractions,studentsdevelopan

understandingofratios,scale

factor,scaling,andproportions

throughtheimplementationof

algebraicthinking.

ESSENTIAL SKILLS:• Masterbasicarithmetic

operationswithwhole

numbersanddecimals

• Convertfractionsto

decimalsandpercents

• Understandproportions

andratios

PRE-ALGEBRA (6TH-7TH GRADES) Thisintroductiontoalgebraic

thinkingguidesstudentsin

adding,subtracting,multiplying,

anddividingrationalnumbers.

Studentsbuildontheir

understandingofratios,

scalefactor,andscaling,

andtheysolveproportions

withalgebraicthinking.

Studentssimplifyandevaluate

expressionsthatinclude

fractions,decimals,unknown

variables,andexponents.

Solvingone-andtwo-step

equations,studentsworkwith

wholenumbers,fractions,and

negativeintegers.Students

exploremultiplewaystofind

theslopeofaline.

ESSENTIAL SKILLS:• Understandavariablein

anequation

• Writeandsolvegraphing

equations

• Graphlinearequations

• Graphtheslopeofaline,

includingunderstandingthe

equationy+mx+b

g FEATURE PROJECT: To Scale or Not to Scale. Using a common household item like a cereal box or a can of soup, students decide on a scale for

mathematics

Buildingontheskillsandcontentmasteredduringtheelementaryyears,eachstudentprogresses

throughthemiddleschoolmathematicscurriculumatanindividualpace.Studentsmovethrough

foundationalmaterialthatprovidesreadinessforalgebraicthinkingtopre-algebra,algebra,and

geometry.MathclassesemphasizeskillsrangingfromdecimalsandfractionstothePythagorean

theoreminalgebraandtwo-columnproofsingeometry.Experientialactivities,usingavisualand

kinestheticapproach,helpstudentslearntheskillsessentialforalgebraicreasoning.Hands-on

equationsandproject-basedlearningprovidereal-worldconnectionstoabstractconcepts,allowing

studentstolearnanswerstotheperennialquestion,“When will I ever use this again?”

Directinstructionispairedwithcooperativegroupworkineachclassthatfosterscollaboration,

creativeproblemsolvingandanappreciationofmultiplemeanstosolveproblems.Studentsgain

confidenceastheymasterconceptsthrougharangeofassessments,includingpeerandteacher

feedback,demonstrationsofknowledge,andprojects.Studentprojectsincludecomponentsof

engineeringapplications,art,andsocialjustice.

033 middle schoolmathematics

enlarging and reducing. After completing all measurements, they sketch the original and a scale version of the item and write an equation using a variable that coincides with the item. Students make a model of the enlargement or reduction and conclude by writing a paragraph that makes a real-world connection.

ALGEBRA (6TH-8TH GRADES) Thiscoursebuildson

foundationsstudentshaveto

evaluateexpressions,combine

liketerms,useorderof

operations,andsolvemultiple-

stepequationstointerpret

patternsintablesandgraphs.

Workingwithslope-intercept

formsoflines,students

graphlinesfromanequation.

Studentsdemonstratedexterity

inwritingequations.Students

exploremultiplealgebraic

methodstosolvesystems

ofequations.Workingwith

polynomialsandquadratics,

studentsgainconfidencein

multiplyingbinomialsand

factoringquadraticequations.

Finally,studentslearntowrite

anequationfromthegraphof

aparabola.

ESSENTIAL SKILLS:• Solvemultiple-stepequations

accurately

• Writeequationsfromagraph

ortableandreverseprocess

• Createalgebraicword

problems

• Demonstrateunderstanding

ofthequadraticformula

GEOMETRY (7TH-8TH GRADES) Thiscourseisdesignedto

developlogicalandvisual-

thinkingskills.Students

investigategeometricconcepts

incooperativegroups,

exploringtheproperties

ofgeometricfiguresusing

Geometer’sSketchpad,mirrors,

tracingpaper,andcut-out

shapes.Firstsemesterincludes

symmetry,creatingmandalas,

linedesigns,andtessellations.

Studentsapplyalgebraicskills

inordertographlines,which

culminatesinanart-related

project.Studentsareprepared

forthestudyoftriangles

andfinallyparallelograms.

ESSENTIAL SKILLS:• Identifyandcreate

reflections,rotations,

andtranslations

• Understandangle

relationships

• Explainanduseproperties

ofparallellines

• Provetriangles

• Recognizeandusetheorems

g FEATURE PROJECT: Build a Bridge. Applying knowledge gained in the study of triangles in geometry class, students build bridges using spaghetti and glue. Working together, students construct bridges designed to bear the most weight based on length and strength of

the structure. Students hang riggings from the bridge, determining how many times its own weight the bridge can hold, and gather data. To create blueprints, Geometer’s Sketchpad software is used.

034 middle schoolmathematics

Middleschoolscience





skillsasspecified.

ESSENTIAL SKILLS:• Understandsandusesthe

scientificmethodtopresent

findingsandresearch

• Datacollectionandgraphing

• Microscopeuse

• Dissection(plantandanimal)

GENERAL SCIENCE (6TH GRADE)Scientificawarenessand

explorationbeginswithcritical

thinkingabouttheworld.

Labsinthemajortopicsoflife

andphysicalscienceprovide

opportunitiestoexplorelab

safety,datacollection,and

translatingdataintographs.

Studentsbecomefamiliar

withthePeriodicTableof

Elementsandtheoriesofhow

mattercametogethertoform

Earth.Individualresearch

projectsaboutEarthand

itsatmosphereencourage

in-depthstudent-designed

projectspresentedasawritten

reportanddiscussionduringan

eveningexhibitionforfamilies.

ESSENTIAL SKILLS:• Research

• Datacollectionandgraphing

g FEATURE PROJECT: Earth and Sky. After studying climate change, tsunamis, plate tectonics, and other natural phenomena, students choose a type of weather or natural earth disaster to research and then write a paper incorporating their findings. Each student creates a model to illustrate his or her research for an audience using a PowerPoint oral presentation, which incorporates the model.

LIFE SCIENCE (7TH GRADE) Startingwithcellsswabbed

fromtheirowncheeks,

studentsarelaunchedintoa

worldofscientificdiscovery.

Studentscomparecellsfrom

theirownbodiestocellsfrom

plants.Thelivesofcellsare

exploredthroughmitosis,

genetics,andthestudyofDNA.

Collaboratingasscientistsand

designers,studentsworkin

teamstodesignandbuilda

cellcityandexplainhowthe

cityfunctionsasacollectionof

cellsthroughphotosynthesis,

respiration,oractivetransport.

Studentsalsostudyanimal

cells,includingbacteriaand

viruses,andthenmoveonto

morecomplexlifeformsof

invertebrates,vertebrates,fish,

amphibians,reptiles,and

mammals.Thisstudyincludes

dissectionlabs.

ESSENTIAL SKILLS:• Understandandusescientific

languageappropriately

• Analysisofevidencetomake

thoughtfulandlogical

predictions

• Labsafety

science

Middleschoolscienceisinquiry-basedandincorporatesinvestigations,explorations,modelcreations,

andhands-onactivitiesasthebasisforallcourseworkandlabs.InfluencedbyCarlSagan’sbeliefthat

“scienceisawayofthinkingmuchmorethanitisabodyofknowledge,”themiddleschoolscience

curriculumvaluescriticalthinkingandanalysisasmuchasthecontenttobemastered.

InDivisionOneandDivisionTwo,studentsfocusfirstongeneralscienceprincipals,lifescience,and

environmentalscience.Courseworkemphasizeslabsafetyandwritingformallabreports,allwithan

emphasisonwhatitmeanstothinklikeascientist,askincisivequestions,generatehypotheses,and

observeandanalyzedatawhilethinkingcriticallyabouttheworldinwhichwelive.

035 middle schoolscience

EARTH SCIENCE AND THE ENVIRONMENT(8TH GRADE) Studentsareintroducedto

conceptsandpracticeof

sustainableliving.Workbegins

attheocean’sfloorwithacore

drillinquiryinvestigationto

learnaboutsea-floorspreading

andglobalwarmingandexplore

thetheoryofPangaeathrough

GoogleEarth.Analyzingdata

toinvestigatepatternsof

rainfallinLosAngeles,students

learnmethodsforpredicting

hurricanesontheEastCoast.

Finally,workingtogetherin

smallgroups,studentscreatea

biomeandstudyandreporton

theeffectsofnaturaldisasters

onthefloraandfauna.

ESSENTIAL SKILLS:• Dataanalysis

• Understandnaturalsystems,

biomimicry,andsustainability

• Investigationofsustainable

practiceinurbanplanning

g FEATURE PROJECT: Strawberry DNA Extraction Lab. In this inquiry-based project, students discover what DNA looks like by extracting DNA from strawberries. They discover and learn about DNA structures, making connections to the scientific concepts of genetic traits, characteristic properties, and heredity.

036 middle schoolscience

SPANISH 1A (6TH GRADE)Thiscourseintroducesverb

tenses,buildingonbasictopics

andcommonvocabulary

usedineverydaySpanish,

includingweather,clothes,

age,emotionalstates,question

words,andprepositions.Course

contentisintroducedthrough

stories,songs,visuals,or

picturesequences.Students

learnthetargetvocabulary

andstructuresthroughvarious

activities,includingacting,

illustration,creativewriting,

andansweringdirectquestions.

Thegoalisforstudentsto

comprehendandproducethe

vocabularyinnewsituations,

bothinspokenand

writtenform.

ESSENTIAL SKILLS:• Comprehensionandwritingof

targetvocabularyinSpanish

• Demonstrateabilitytouse

correctgrammatical

structures

SPANISH 1B AND 1C (7TH-8TH GRADES)Withtheobjectiveofclearly

communicatingideasin

conversation,studentsbuildon

foundationalskills.Emphasis

isplacedonbroadening

vocabulary,learningto

conjugateregularandirregular

verbsinthepresenttense,

andbecomingfamiliarwith

thepreteritandtheimperfect.

Conversationalfluencyevolves

asstudentsaskandanswer

questionsinSpanish,converse,

andengageinstorytelling

usingthecorrectverbtense.

Asabilityandconfidencein

understandingspokenand

writtenSpanishdevelops,

studentsexploreliterature

throughnovels,poetry,and

describingandcomparing

charactersemployingadvanced

verbusage.

ESSENTIAL SKILLS: • Demonstrateabilitytouse

correctgrammatical

structures

• Fluencywithverb

conjugations,includingthe

presentandpreterittenses

• Conversationaland

idiomaticease

• Vocabularybuildingfor

speaking,reading,andwriting

g FEATURE PROJECT: Mi Superhéroe. Students create their own superheroes, describe him/her, including physical attributes, clothes and costume, and magic powers. Using their Spanish vocabulary, students bring their characters to life through vivid description of appearance and deeds.

spanish

Withanemphasisoncommunication,eachcourseisdesignedtocreateopportunitiesforstudentsto

speak,listen,read,andwriteineveryclass.Whilelearningvocabularyrelevanttodailylife,students

workonarangeofrigorousprojectsusingvisualstoreinforcethespokenlanguage.Unitsofstudy

includeincreasinglysophisticatedvocabularyandgrammaticalstructures,encouragingstudentsto

expandtheircommunicationskills.Bytheendofmiddleschool,studentswriteoriginalpoetryandshort

storiesinSpanish,demonstratingmasteryofbasicskillsandanabilitytoexpressthemselvesfluently

andcreativelyinSpanish.

037 middle schoolspanish

VISUAL ARTS (6TH GRADE)Studentsareintroducedto

artvocabulary,elementsof

art(line,color,texture,value,

andshape),andtheprinciples

ofart(composition,balance,

andcontrast).Workingwith

pencils,coloredpencils,and

acrylicpaints,studentscreate

still-lifedrawings,avaluescale,

texturerubbings,colorwheels,

andamonochromaticacrylic

painting.Projectsencourage

studentstodrawinspiration

andideasfromthecommunity

atlarge.Studentsillustrate

theirobservationsoftheocean

andpollution,creatinga

colored-pencildrawing.

ESSENTIAL SKILLS:• Properuseoftools,

techniques,andmaterials


ofelementsofdesignand

principlesofart


ofartvocabulary

PERFORMING ARTS (6TH GRADE) AprimarygoaloftheDivision

Oneperformingartsclassis

tointroducestudentstoa

rangeofclassicaldramatic

andexperimentalstagecraft.

Studentsreadandwritescripts,

participateinreadingsand

stageddramaticexpression,

anddevelopcharacterstudies.

Originalstudentskitsand

monologuesarewrittenas

thefoundationforpairedand

ensemblework.Studentsgain

skills,cultivatetheirtalents,

andtakerisksbeyondtheir

comfortzonetounderstandthe

demandsofdramaticdiscipline.

Anurturing,safeensemble

environmentallowsstudentsto

experienceartisticgrowth.

ESSENTIAL SKILLS:• Demonstrateunderstanding

ofvariousdramaticcreative

expressions

• Demonstrateanopennessto

newartisticsubjectmatter

andawillingnesstoexplore

• Activelyseekandexamine connectionsbetweenself,

society,andhistoricevents

g FEATURE PROJECT: Chumash Ritual Performance. The culminating project is a multifaceted ancient Chumash ritual performance, which incorporates all the skills and content developed throughout the trimester, including a staged group performance, involving choreography and a re-enactment of ritual activities using authentic props.

MUSIC (6TH GRADE) Eachstudentplaysand

experimentswithinstruments

rangingfromguitar,drums,

piano,bass,andvocalsto

trumpet,flute,clarinet,and

saxophone.Together,students

createmusicusingensemble

instruments,eachperson

fulfillingadistinctroleof

rhythm,melody,orharmony.

Thechromaticscaleandmajor

andminorchordsonthepiano

andguitarareintroduced.

Studentswriteshortrhythmic

compositionsinspiredbytribal

life,workinginsmallgroupsto

visual and performing arts

DivisionOneandDivisionTwostudentsrotatethroughartscourseseachtrimester.Thissamplingof

artsexpressionsincludesvisualarts,music,andperformingarts,allowingstudentstogrowcreatively

whilestudyingtechniqueandexperimentingineacharea.Aninterdisciplinaryapproachistaken

assubjectmatterfromothercourseworkiswovenintoarangeofartsexperiencesthatdeepens

knowledgeanddevelopscreativeskillsandtalents.

Attheconclusionofthethree-yeartrimesterrotation,studentsenterthe9thgradehavingstudied

eachoftheartsforafullyear.Theyarewell-preparedtochooseanartsfocusmatchinganareaof

personalinterestinupperschool.

038 middle schoolvisualandperformingarts

createoriginalcompositions

andperformthemfortheclass,

aspartofguideddiscussions

ontheroleofmusicinsociety,

ancientandmodern.

ESSENTIAL SKILLS: • Abilitytoplaythechromatic

scaleontheguitarorpiano


ofrhythm

• Writeoriginalrhythmic

composition

• Performinsoloandensemble

situations


oftheroleofmusicinsociety VISUAL ARTS (7TH-8TH GRADES)Thistrimestercoursefocuses

onexpandingknowledgeof

theelementsofdesignand

principlesofart.Studentswork

onthreemajorassignments:

amovieproject,alarge-

scaledrawing,andanacrylic

painting.Drawingtechnique

focusesonsketchingfrom

still-lifecompositions.The

large-scalepaintingchallenges

studentstoobserve,graph,

anddrawfromlife.Students

learnthebasicsofdigital

moviemakingbyeditingin-

camerascenesfollowedby

usingiMoviesoftware.

ESSENTIAL SKILLS:• Properuseoftools,

techniques,andmaterials


ofelementsofdesignand

principlesofart


ofartvocabulary

• Usedigitalmoviemaking

andeditingtools

PERFORMING ARTS (7TH-8TH GRADES)Thiscourseincludesstudy

andexperimentationwithin

arangeofcreativedramatic

forms,includingimprovisation,

traditionaldramaticplays,

monologue,andensemble

work.Studentsareencouraged

torecognizeexistingskillsand

talentsinoneanotherand

takerisksonstage.Coachingin

stagecraftencouragesstudents

topushpasttheircomfortable,

personalboundaries.Theclass

culminatesintheconception,

development,andpresentation

ofafinalpersonalperformance

artpiecefromaprompt.

Studentswriteascriptto

demonstrateunderstanding

ofdramaticstructurefortheir

onstageperformance.Original

presentationsmaytakethe

formofmonologues,poetry,

movementanddance,orfilm.

g FEATURE PROJECT: Performance Art. Each student is given a prompt and then conceptualizes, develops, and presents a personal performance art piece. Students write a script as evidence of preparation for their onstage, structured performance. Choosing from a wide range of original presentation genres, students may present monologues, poetry, movement and dance, or film.

ESSENTIAL SKILLS: • Demonstrateopennessto

newartisticsubjectmatter

andawillingnesstoexplore

• Activelyseekandexamine

connectionsbetweenself,

society,andhistoricevents

MUSIC (7TH-8TH GRADES)Studentsbecomeacquainted

withtheinstrumentsand

vocalizationsusedinblues

music,aquintessential

Americanartform.Historyand

conventionsofthegenreand

thebasicsofnotationare

introduced.Withthesenew

skills,thestudentswrite,

notate,andperformtheirown

original12-barblues

compositionwithlyrics,

collaboratinginsmallgroups

toprepareandpractice.

Studentsresearchbluesartists

alongwithcultural,historical,

andsocialissuesrelevantto

bluesmusic,andtheypresent

theirfindingsandmusicto

theclass.

ESSENTIAL SKILLS: • Understandandusethe

pentatonicorbluesscale

• Composeanoriginalmelody

• Applymusictheoryconcepts

inperformance

039 middle schoolvisualandperformingarts

DIVISION ONE PHYSICAL EDUCATION (6TH GRADE)SixthgradeP.E.focuses

onstudentsunderstanding

teambuilding.Framedbythe

essentialquestion,“How does a team work best together?”

studentsgainawarenessof

productivecollaborationand

positiveteamplay.

Physicalcoordinationis

enhancedasstudentsrotate

throughaseriesofgames,

includingspeedball,basketball,

volleyball,andflagfootball.

Studentsarecoachedonbasic

techniquesformostgames,

includingpivoting,defensive

blocking,andquickchange

directionofmovement.

DIVISION TWO PHYSICAL EDUCATION(7TH-8TH GRADES)ThegoalofDivisionTwoP.E.

coursesistosupportstudents

astheydevelopandbuildon

activeandhealthyhabitsand

discoverthephysicalactivities

bestsuitedtotheirtalents,

interests,andlifestyle.Classes

arestructuredtoencourage

studentsofalllevelsofinterest

andskilltoparticipate.

Inthefirstsemester,students

participateinrotatingunits,

includingbadminton,flag

football,andsoccer.The

secondunitincorporates

traditionalsportsofbasketball

andvolleyball,withsome

ultimateFrisbee.Middleschool

P.E.preparesplayersformiddle

schoolteams.Thefinalunitof

theyearintroducesstudents

tocircuittraining.Danceand

yogaareofferedaswellness

activitiesthatcanbepursued

asupperschoolstudents.

physical education

Wildwood’smiddleschoolphysicaleducationprogramisdesignedtoprovideasafeandnurturing

placeforadolescentstodevelophealthyattitudesandpracticesforbothmindandbody.Students

setandmeetpersonalfitnessgoalsbyparticipatinginindividualandteamactivities.Emphasisison

understandingtheimportanceofsportsmanshipandwellnessasalifelonghabitduringthistimeof

personalandphysicaldevelopment.

ForstudentswhowanttosharpenspecificskillstoparticipateinWildwood’sinterscholasticathletic

programorbuildtheirconfidenceincasualplay,themiddleschoolP.E.curriculumsupportsevery

student’sgoals.

040 middle schoolphysicaleducation


Beginninginthe2012-13schoolyear,studentsandteacherswillbeintroducedtoanewweb-based

learningmanagementsystem,whichwillallowWildwoodtoembraceblendedlearningmodels

throughoutthegrades.

Inmiddleschool,presentationskillsareenhancedasstudentslearntouseandgainfluencyinsoftware

thathelpsthemorganizeandshowcaseacademicprojects.Allmiddleschoolstudentsareintroduced

tothefundamentalsofcloudcomputingwiththeuseofGoogleDrive,allowingtheuseofcollaborative

appssuchasGooglePresentations,GoogleDocs,andGoogleSketchUp.TeachersuseiPadappsin

theircoursework,rangingfromlifesciencelabsinfrogdissectionsandexaminingcellstructureto

humanitiesstudyofthehistoryoftheAztecs.

community involvement Inmiddleschool,CommunityInvolvementispartoftheadvisoryprogram.InDivisionOne,6thgraders

focustheircommunityinvolvementontheenvironment.StudentsadoptabeachthroughHealtheBay.

Theyworktogethertoidentifythreatstothebeachandhabitatandcleanthearea.Foundobjectsare

broughtbacktoschoolandusedtocreateartworksandsculpturesinvisualartsclasses.

StudentsinDivisionTwofocusonintergenerationalcommunityinvolvement,makingconnectionswith

residentsofelder-carefacilitiesnearcampus.Studentsread,playgames,perform,andengageeldersin

conversationabouttheirpersonalhistoriesandtheirownconnectionstotheneighborhood.

041 middle schooltechnologyandlibraryresources/communityinvolvement

upper school

Wildwood’supperschoolcurriculumprovidesanintellectuallychallengingexperienceforstudentsas

theyrefinetheskillsnecessaryforasuccessfultransitiontocollege.Through10thgrade,eachstudent

takeshumanities—aninterdisciplinaryblendofliteratureandhistory—mathematics,science,and

Spanish.Graduationrequirementsincludefouryearsofallcoresubjects.

Honorscoursesandadvancedstudiesareofferedforstudentswhowishtopursueadditional

courseworkareasofspecialinterestandabilities.Upperschoolartsandacademicelectivesinvite

studentstoexploretheircreativityandnurturetalentsoncampusandinthecommunity.

Advisorymeetsdailythroughouttheupperschool,whilestudentsalsoenjoyopportunitiestobuildand

strengthenrelationshipswithpeersoncompetitivesportsteams,intheperformingarts,socialaction

clubs,andscienceclubsandcompetitions.

Upperschoolenrichmentprogramsincludeoff-siteinternships,localandinternationalcommunity

involvement,andseniorprojects,whichteststudentinitiativewhileengagingstudentsinavarietyof

experiencesbeyondtheclassroom.

Seniorsarerequiredtosuccessfullyplan,create,andcompletethreeindependentseniorprojects,each

anopportunitytoilluminatepersonalandacademicgrowth.TheprojectsreferencetheHabitsofMind

andHeartunderlyingeachstudent’sWildwoodeducation,astheylaythefoundationforcollegeandthe

realworld.

043 upper schoolintroduction

044 upper schoolprogram

[H] Honors course offered

9th Grade 10th Grade 11th Grade 12th Grade

Humanities History Year1:WesternCivilization[H]—Fromthe

RenaissancethroughWWI,ananalysisofthecausesandeffectsoftheworldYear2:TheAmericanExperience[H]—Immigrationthroughouthistoryanditsimpactonwhatitmeanstobean“American”

ModernU.S.History[H]:AmericanhistoryfromWWIItopresentandtheimpactonsocial,political,andeconomicaspects

HumanRights:TheoryandPractice[H]

EnglishGenreandStyle:Surveyofmoderntextstoexplorecontemporarysocialtopics

BritishLiterature[H]ContemporaryWorldLiterature[H]

Mathematics Geometry[H]AlgebraII[H]

AlgebraII[H]Pre-Calculus[H]

Pre-Calculus[H]Statistics[H]Calculus

Statistics[H]Calculus

Science ConceptualPhysics[H]

Biology[H] Chemistry[H] AdvancedPhysics[H]AdvancedBiology[H]

Spanish Spanish1ASpanish2[H]

Spanish1BSpanish3[H]

Spanish4[H] Spanish5SpanishCulture

Visual Arts VisualArts:Connectingarthistorytohumanities;focusingontools,techniques,andmedia

PaintingCeramicsandSculptureDigitalPhotography

Performing Arts

PerformingArts:Improvisation,theaterexercises,scenesandmonologue,movementandstaging

Theater:AppreciationandPerformance

Music MusicTheoryandPractice:Intrototheory,eartraining,compositionandperformanceSinger/Songwriter:Composing,arranging,andperformingoriginalworks

MusicProductionLab:UsingsoftwareandthecomputerasmusicaltoolsJazzEnsemble:InstrumentalmusicfocusingonoriginalJazzcompositions,arrangements,andperformance

Electives PoliticsandGovernment(9-12) CreativeWritingAdvancedTopicsinScienceYearbook

Physical Education

SportsFitnessTrainingandMeditationYoga

upper school program

Wildwood’supperschoolcurriculumengagesmaturingintellectswithcorecoursesandelectives.While

individualstudentschedulescanvary,thescopeandsequenceofrequiredcoursesismappedherefor

easyreference,andtoillustratethefoundationalcurriculum.Honorscoursesandadvancedstudiesare

offeredforstudentswhodesiretodeepentheirknowledgeandfurthertheiracademicrecord.

HONORS Studentswhochoosehonors-

levelworkreceivehonors

designationontheirtranscripts

aftersuccessfulcompletionof

allrequirements.Honorswork

requiresthatstudentscomplete

individualassignmentsbeyond

thoserequiredforstandard

college-preparatorywork.

Thefollowingclassesofferan

honorslevel:

Humanities:

TheAmericanExperience

WesternCivilization

History:

ModernU.S.History

HumanRights:Theoryand

Practice

Literature:

GenreandStyle

BritishLiterature

ContemporaryWorldLiterature

Mathematics:

Geometry

AlgebraII

Pre-Calculus

Statistics

Science:

Biology

Chemistry

ConceptualPhysics

Spanish:

Spanish2

Spanish3

Spanish4

ADVANCED STUDIESStudentswhowishtopush

themselvesbeyondhonors

workinregularclassescan

takeadvancedcoursesinthe

followingsubjects:

AdvancedBiology(anatomy,

physiology,microbiology)

AdvancedTopicsinScience

Calculus

honors and advanced studies

Wildwoodoffershonorsandadvancedstudiestoupperschoolstudents.Thehonorsprogram

challengesstudentswithpassioninasubjecttogodeeperwiththeirworkandtheirthinking.Honors

workisaddedontocorecoursesratherthanofferedasseparatehonorsclasses.Honorsisnot

simplyaboutdoingmoreworkbutaboutdoingmoresophisticated,challengingwork.Studentswork

independently—withteacherguidance—onmorecomplexassignments.

045 upper schoolhonorsandadvancedstudies

Theupperschoolhumanities





skillsasspecified.

ESSENTIAL SKILLS:• Closereadingstrategiesof

literature

• Analysisofhistoricprimary

andsecondarysources

• Research,includinganalysis

ofcredibleevidence

• Analyticandcreativewriting

HUMANITIES: THE AMERICAN EXPERIENCE(9TH-10TH GRADES; ALTERNATE YEARS)Throughananalysisofthe

essentialquestion, “What does it mean to be an ‘American’?”

studentslaunchintoayearlong

inquirythroughAmerican

historyandliterature,which

includesreadingnovels,poetry,

plays,essays,andprimaryand

secondaryhistoricaltexts.

Studentsconsiderthehistoric

andcontemporaryfactorsthat

bringimmigrantsandothers

toourshoresandhowthis

pluralityofculturescontinues

toevolveintheU.S.Student

projects,essays,andclassroom

discussionsilluminatethese

corequestionsaboutAmerican

lives.ReadingsincludeHoward

Zinn’sA People’s History of the United States,classicAmerican

novelsThe Great Gatsbyby

F.ScottFitzgeraldandJohn

Steinbeck’sThe Grapes of Wrath,andthecontemporary

playFencesbyAugustWilson.

HUMANITIES: WESTERN CIVILIZATION(9TH-10TH GRADES; ALTERNATE YEARS)Framedbytheessential

question,“How have ideas about what it means to be human changed over time?”

studentsbeginwiththe

Renaissanceastheyreadand

analyzeWilliamShakespeare’s

Romeo and Julietandmove

throughnovels,poetry,plays,

essays,memoirs,andprimary

andsecondarysources

touchingonintellectualand

politicalhistoryaroundworld

revolutions,imperialism,and

WorldWarI.Studentsexamine

historiccauseandeffect,

createprojectsforeachmajor

historicperiodstudied,write

essaysonliterarytextslikeA Small Place byJamaicaKincaid,

andactivelyengageindynamic

classroomdiscussions.

GENRE AND STYLE (11TH GRADE)Beginningwithsummer

readingofKurtVonnegut’s Slaughterhouse-Five,students

areplungedintoamodern

textandbegintograpple

withauthorialvoice.Students

thencompareandanalyze

the“unreliablenarrator”and

questionsofgenderandrace

inthenovelsKenKesey’sOne

humanities

Thisinterdisciplinaryblendofliteratureandhistoryisteam-taughtbytwoteachersinmulti-age9thand

10thgradeclassrooms.Inalternatingyears,theprogramfocusesonWesterncivilizationandAmerican

studies.Coursesaredesignedtobringhistorictimeandplacetolifethroughliteratureandthearts.

Astrongsocial-justicecomponentisilluminatedasstudentsbegintowrestlewithissuesbeyondtheir

dailylifeandleanintothecomplexadultworld.Studentsoftenworkinsmallcooperativegroupsto

exchangeideas,peeredit,anddebateanddiscusscriticalideas.

InSeniorInstitute,classesseparateintodiscreteliteratureandhistorycoursesastherigorsof

college-preparatoryworkbuilds.Courseworkincludesanintroductiontogenreandstyleandmodern

U.S.history.Seniorscanselectfromtwoliteratureclasses,offeringdiversereadingexperiences.The

seniorhistoryclassfocusesonquestionsofhumanrights.Studentsineveryhumanitiescoursewritea

researchpapertodemonstratefluencywiththeideasunderdiscussion,aswellasmasteryofcohesive

criticalthought,language,grammar,andtone.

046 upper schoolhumanities

Flew Over the Cuckoo’s NestandToniMorrison’sBeloved. Classroomconversation,

personaljournalwriting,in-

depthliteraryanalysis,and

filmstudycomplementall

texts,includingtheculminating

readingofShakespeare’s

Hamlet.

ESSENTIAL SKILLS:• Readandanalyzeliterature,

includingclosereading

strategies

• Developmentofpersonal

voiceinwriting

• Appreciationofcharacter,

authorialintent,andtextual

ambiguity

MODERN U.S. HISTORY

(11TH GRADE)ExploringAmericanhistory

fromWorldWarIItothe

present,studentsare

introducedtotheoriginsof

theColdWar,McCarthyism,

andtheU.S.’sinvolvementin

foreignconflicts.Byexamining

social,political,economic,

andinternationalinfluences,

studentdiscussionsand

projectsfocusonforces

thatbringaboutchange,

perspective,andpolemics

aroundAmerica’splaceinthe

world.Studentscreateoral

historyfilmprojectsandgain

insightsintoAmericanforeign

policythroughresearching

aspecificcountry,post-

9/11.Throughoutthecourse,

studentsarecoachedin

researchpractice,expository

writing,andusingcitationsfor

writingthatwillbenecessary

forcollegecoursework.

ESSENTIAL SKILLS:• Articulationofhistorical

perspectives

• Connectionofhistoricevents

tocontemporaryissues

g FEATURE PROJECT: Oral History Documentary Showcase. Students are historians and documentary filmmakers as they make in-depth explorations of topics in social history. Documenting firsthand accounts and synthesizing research, students present their findings in short oral history films, which illuminate historical patterns of change and continuity in post-World War II American society. BRITISH LITERATURE (12TH GRADE)Throughadvancedreadingsby

traditionalandcontemporary

authors,includingWilliam

Shakespeare,OscarWilde,

VirginiaWoolf,GeorgeOrwell,

andJamesJoyceandthe

poetryofW.H.Auden,Dylan

Thomas,T.S.Eliot,andWilliam

ButlerYeats,studentsexplore

Britishhistory,culture,

language,andcurrentevents.

Themesofreligiousconflict,

multiculturalism,colonialism,

socialandpoliticalrebellion,

historicalmemory,andnational

identityareexplored.Students

createprojectsinspiredbythe

styleandsubjectmatterofthe

authorsandwhatmakesthese

writersquintessentiallyBritish

andwhattheyrepresentfor

theircountry.

CONTEMPORARY WORLD LITERATURE(12TH GRADE) Thepeopleandculturesof

SouthAmericaandCentral

America,Africa,India,China,

andJapanareilluminatedin

readingsoftexts,including

worksbyGabrielGarcia

Marquez,JeanRhys,and

HarukiMurakami.Course

readingsopendiscussions

probingissuesofsocialjustice,

tolerance,andculture.The

studyofeachregionincludes

literaryanalysisofanovel,

essay,memoir,orshortstory

andinterpretationsinfilm.

Studentsrefinereading,

writing,andspeakingskills

whiledevelopingahistorical

andculturalappreciationof

eachregion.

Inthefinalunit,students

chooseashortstory,writea

literaryanalysisoftheEnglish

translation,andmakea

presentationtotheirpeersin

class.

ESSENTIAL SKILLS:• Readandanalyzeliterature,

includingclosereading

strategies

• Appreciationofcharacter,

authorialintent,andtextual

ambiguity


HUMAN RIGHTS: THEORY AND PRACTICE(12TH GRADE) Throughguidedreading

oftextsbeginningwith

classic,historic,andmodern

philosophers,including

ImmanuelKant,Jean-Jacques

Rousseau,andJohnLocke,

studentsareintroducedto

theoriginsofideasabout

humanrights.Thecourse

thenmovesontoquestionsof

contemporaryhumanrights

issuesasmappedagainst

classicaltheory.Students

confrontparadoxesaround

existinghumanrightsviolations

andcontemporaryinstitutional

responses.Theroleof

citizens,governments,and

nongovernmentalorganizations

areexploredthroughreadings,

globalnewsdevelopments,and

individualprojectsfocusing

onasingleissue.Students

engageinfieldworkconsisting

ofinterviewsandon-site

informationgatheringaround

LosAngelestosupportclass

projectsfocusingonlocal

humanrightsissues.

ESSENTIAL SKILLS:• Researchskills,includinguse,

understanding,andanalysis

ofcredibleevidence

• Connectingphilosophical

ideasandhistoriceventsto

contemporaryissues

g FEATURE PROJECT: Action Research Project. Exploring our complex city and its most pressing issues, students research a local human rights violation such as homelessness, disparity in education, access to health care, and worker’s rights. Students create an action plan to address an aspect of the violation. An audience of peers and parents gather to hear students discuss the origins, implications, and local action around the issues in an evening exhibition.


Theupperschoolmathematics





skillsasspecified.

ESSENTIAL SKILLS:• Useofsoftwarelike

Geometer’sSketchpadand

MicrosoftGraphtoillustrate

andsubstantiate

mathematicalsolutions

• Abilitytosolveproblems

throughmultiplemethods

GEOMETRY (8TH-9TH GRADES)Studentsinvestigategeometric

conceptsincooperativegroups.

Theyexplorethepropertiesof

geometricfiguresusing

Geometer’sSketchpad

software,mirrors,tracing

paper,andcut-outshapes.

Studentsfirstexplore

symmetrythrough

transformations,reflections,

rotations,andtranslations.

Studentsreviewalgebraicskills

inordertographlines,

culminatinginanart-related

project,creatingmandalas,line

designs,andtessellations.

Studentsalsostudytriangle

sumtheorem,triangle

inequalities,thePythagorean

theorem,congruenceand

similarity,andclassicproofs.

Studentsarealsointroducedto

quadrilaterals,thegeometric

mean,circles,area,andvolume.

This course is taken when students are ready; either at the end of middle school or in 9th grade.

ESSENTIAL SKILLS:• Identifiesandcreates

reflections,rotations,and

translations

• Identifiesanglesformedby

twolinesandatransversal

• Understandsangle

relationshipsand

trianglesumtheorem

• Explainsandusesproperties

ofparallellines

• Identifieslinesofsymmetry

ALGEBRA II (9TH-10TH GRADES)Beginningwithequations,

inequalities,expressions,

functions,andtheirgraphs,

studentssolvesystemsof

linearequations.Students

translatewordproblemsinto

algebraicexpressions,learnto

simplifynumericalexpressions,

andevaluatealgebraic

expressions.Studentsalso

workinsystemswithmultiple

variables.Aquadraticequation

unitintroducesproperties

ofparabolasandfactoring

quadraticexpressions.Students

usesoftwareprograms,

includingMicrosoftGraphand

Equationaswellasagraphing

calculatorinproblemsolving.

mathematics

Theupperschoolmathprogrammovessequentially,fromgeometrytoadvancedalgebraandthen

calculus.Studentsprogressthroughtheprogrambasedonthemasteryofskillsandindividual

strengths.Throughdirectinstructionandcooperativegroupwork,studentsareguidedincreative

problemsolvingandfindingmultiplemeanstosolveproblems.Technologyisintegratedthroughout,

includingGeometer’sSketchpad,MicrosoftGraph,andprogrammablecalculators.Studentsgain

confidencebymasteringconceptsthroughmultipleformsofassessment,includingpeerandteacher

feedback,demonstrationsofknowledge,andprojects.

Mathclassesemphasizeinvestigationsofconceptsthatrangefromtwo-columnproofsingeometryto

trigonometricrelationshipsoftrianglesandsingle-variablecalculusproblems.Studentslearnthrough

experientialactivities.Workinginsmallgroups,studentscreatebusinessprofitmodelswithstatistical

theoriesandconstructthefaceofaworkingclock.Project-basedlearningprovidesreal-world

connectionstotheabstractconceptsofpre-calculus.Twoseniormathoptionsareofferedincalculus

orstatistics.Foradvancedstudents,asecondyearofcalculusisoffered.

049 upper schoolmathematics

ESSENTIAL SKILLS:• Solveandgraphequations,

inequalities,andcompound

inequalities

• Writeabsolutevaluefunctions

andgraphs

• Solvesystemsoflinear

equationsgraphicallyand

algebraically

• Demonstratehowto

factorandgraphquadratic

expressions

• Understandparabolasand

conicsections

g FEATURE PROJECT: Real-Life Programming. Using graphing calculators, students apply given constraints represented by linear inequalities to recognize points in overlapping regions as solutions. Students program model solutions in business applications, including profit and loss margins, production, and salary rates, as well as scientific applications in sound frequencies or gravitational forces. PRE-CALCULUS (11TH-12TH GRADES)Buildingonunderstandingof

quadraticequations,functions,

andanalyticgeometry,

studentsworkwithirrational

numbersandinvestigate

rootsofrealnumbersand

expressionsinvolvingradicals

tofindsolutions.Problem

solutionsetsaregraphedusing

softwaretoaddresstheoretical

andappliedproblemsinartand

architecture.Trigonometric

relationshipsoftriangles

areexploredandmastered

throughclassroompracticeand

projects.

ESSENTIAL SKILLS:• Mathematicalunderstanding

ofirrationalandcomplex

numbers

• Abilitytouseanalytic

geometryasaproblem-

solvingtool

STATISTICS (12TH GRADE)Fundamentalprinciplesand

applicationsofstatisticsare

exploredasstudentslearn

howtomeasuredataand/

orusedatatopredictfuture

outcomes.Studentslearn

decisionstrategies,survey

techniques,marginoferror

levels,andnormalandstandard

deviations.Theydefineanduse

probability,permutations,and

combinations.Projectsusereal-

worldstatisticalproblemsin

science,government,business,

andeconomics.Thiscourseis

oneoftwoavailabletoseniors.

ESSENTIAL SKILLS:• Understandmarginoferror,

normalandstandard

deviations,probabilities,

permutations,and

combinations

• Applystatisticalanalysisto

real-worldsituations

CALCULUS (11TH-12TH GRADES)Anintroductiontothe

principlesandapplications

ofdifferentialandintegral

calculusincludeshowfunctions

changewithtimeinbusiness

applicationproblemsorangular

changeinaproject,asstudents

investigatewhathappensin

anoilspillsimulation.Students

increaseagilityinapplyingskills

calculatingderivativestoa

functionandgraph.Emphasisis

onsolvingreal-worldproblems

inengineering.Thiscourse

isoneoftwomathcourses

availabletoseniors.

ESSENTIAL SKILLS:• Performtheneeded

calculationsaccuratelyfor

findinglimitsoffunctions

derivativesanddefiniteand

indefiniteintegrals

• Useavarietyofmethodsto

integratefunctions

• Recognizeandsolve

differentialequations

• Applyingintegrationtosolve

problems

050 upper schoolmathematics

Theupperschoolscience





skillsasspecified.

ESSENTIAL SKILLS:• Creationofhypothesis,

observation,prediction,and

concludingreflections

• Research,datacollection,

graphing,andwritten

reportingofformallabresults

• Scientificliteracy

• Useofscientificwritingto

analyzeexperimental

processes

CONCEPTUAL PHYSICS (9TH GRADE)Ourhands-onapproach

emphasizes“minds-on”

courseworkdesignedtoinspire

curiosityandinterestinphysics

throughactiveengagement.

Usingequationsasguidesto

thinking,studentsexplorethe

mechanicalphysicsprinciples

ofinertia,equilibrium,speed,

velocity,acceleration,and

Newton’slaws.Latertopics

includelight,sound,andheat.

ESSENTIAL SKILLS:• Useofalgebraicprinciples

tosolvephysicsproblems

• Usedataanalysistoconnect

labresultstoreal-world

applicationofphysics

principles

BIOLOGY

(10TH GRADE)Addressingtheessential

question,“What is life?”

studentsidentifythe

commoncharacteristicsof

life,comparingfunctionsof

humanstootherorganisms.

Fundamentalunderstanding

ofanatomyandphysiology

informinvestigationsand

laboratoryactivities,including

dialysisofmembranes,DNA

analysis,dissections,neuron

receptors,andotherhuman

systems.Additionaltopics

includeheredityandevolution.

Creationofconceptmaps

aidstudentunderstandingof

discretevocabularyforeach

unit.

ESSENTIAL SKILLS:• Dissectionprotocols

• Describethesignificanceof

experimentalresultsand

calculations

CHEMISTRY (11TH GRADE) Topicsincludestudyof

matter,energy,andchange

attheatomicandmolecular

level.Discussionsexplore

atomicstructure,compounds

andalloys,bonds,acidsand

bases,andelectrochemistry.

Studentsmasterconceptsof

atomicsymbols,conventions

forformulawriting,and

mathcompetencyrelated

toconversions.This

chemistrycourseincludes

lab-safefireandexplosions,

designedtoinvestigate

exothermicreactionsinthe

combustionofethylalcohol,

“SurvivorFireSkills”with

science

Ateachlevel,studentsareguidedthroughinvestigations,explorations,modelcreation,andhands-on

activities.Wildwood’sinquiry-basedcurriculumbuildsskillandknowledgeoverasequenceofrigorous

courses.Scienceispresentedasawayofapproachingproblemsandabodyofknowledgeasstudents

growintheirscientificliteracywitheachcourse.

Beginningwithconceptualphysics,studentsgainanappreciationoftheschool’s“physicsfirst”

approachasthefoundationofscientificinquiry,creatingconnectionsbetweenthephysical,known

worldandscientificthinking.Thisfoundationallowsstudentstounderstandadvancedcoursework

focusedonbiologyandchemistry.Biologyclassesandlabspresentsystemsthinkingasstudents

exploreclassificationsoflife.Studentsinvestigatechemistrythroughdiscussionsandlabexperiments.

Achoiceoftwoseniorscienceclassesofferequallychallengingbutdiverseclassexperiencesineither

advancedtopicsinphysicsoradvancedtopicsinbiology.

051 upper schoolscience

potassiumpermanganateand

glycerin,andadarknesslab

demonstratinggaslaws.

ESSENTIAL SKILLS:• Understandatomicstructure

andelementsandtheir

organizationontheperiodic

table

• Understandchemical

reactionsandpropertiesof

acidsandbases

ADVANCED PHYSICS (12TH GRADE)Buildingonthefoundational

knowledgeofconceptual

physics,studentsexperiment

with,readabout,anddiscuss

thermodynamics,gas

laws,optics,andplanetary

mechanics.Studentswork

togetheronseveralprojects,

includingthedesign,

construction,andlaunchof

ahot-airballoon.Thiscourse

isoneoftwosciencecourses

availabletoseniors.

ESSENTIAL SKILLS:• Gainscientificliteracyto

includerefraction,diffraction,

andopticalabsorption

• Applymathematicconcepts

tophysicsprinciples,including

graphs,diagrams,numeric

data,andcalculations

g FEATURE PROJECT: Zeer Pot. Demonstrating an understanding of fundamental thermodynamics principles, students design, test, and build a refrigerator that does not use electricity.

Students find solutions for insulating and pumping heat passively out of a system. Throughout the design and build process, students measure all relevant variables in construction, including dimension and composition. Work is documented as a record of understanding on how to manage the flow of heat energy in everyday devices.

ADVANCED BIOLOGY (12TH GRADE)Studentsapproachadvanced

topicsinbiologythroughthe

contextofcontemporarypublic

policyandhealthissues.The

scienceofgeneticcloningis

examinedthroughinquiryinto

generegulationandexpression

byputtingfluorescentprotein

inE.colibacteria.Other

labsexplorebrainchemistry

throughdissectionofasheep

brainandquestionsofthe

humanimmunesystem,

especiallyrelatedtotheHIV

epidemic.

ESSENTIAL SKILLS:• Gainscientificliteracyto

includethespecific

vocabularyofbiological

science

• Understandgenetic

information,includinggene

cloning

052 upper schoolscience

TheupperschoolSpanish





skillsasspecified.

ESSENTIAL SKILLS:• Abilitytospeakcorrectly,

usingcorrectgrammatical

structuresandverb

conjugations

• ReadandwriteinSpanish

usingthetargetvocabulary

SPANISH 1A (9TH-10TH GRADES)Studentsnewtothelanguage

takethisintroductory

course,focusingoncommon

vocabularyusedineveryday

conversationalSpanish.Stories,

songs,visuals,andreading

activitiespromptconversation

andconceptuallearning

foundationaltospeakingand

writinginSpanish.Emphasisis

onquestionwordsandinfinitive

andpresenttense.

ESSENTIAL SKILLS:• Buildvocabularyand

writingskills

• Basiccomprehension,

grammar,andverb

conjugation

SPANISH 1B (9TH-10TH GRADES)Inthisadvancedintroductory

course,studentsfurther

developanunderstandingof

spokenandwrittenSpanish.

Theinstructorprovides

feedbackonwritingand

speakingconfidentlywith

correctpronunciation.Students

broadentheirvocabularyand

reviewtheuseofthepresent

andpresentprogressivetense

inregularandirregularverbs.

ESSENTIAL SKILLS:• Expandvocabulary

comprehension

• Expandgrammatical

understandingofverbtenses

SPANISH 2 (9TH-10TH GRADES)Studentswhohavehad

previousSpanishinstruction

enrollinSpanish2.Vocabulary

andlanguageskillsare

reinforcedwithanemphasis

oncommunicationinreal-

lifesituations.Theyusethe

present,preterit,andimperfect

pasttensestoaccurately

describestatesofbeingand

othersituations.Reading

andwritingskillsbecome

increasinglycomplexto

enhancelanguageproduction

andcomprehensionskills.

ESSENTIAL SKILLS:• Increaseabilitytoreadand

writetargetvocabularyin

complextexts

• Demonstrateacommandof

verbconjugationtospeak,

read,andwriteinpresentand

pasttenses

g FEATURE PROJECT: Passion in Translation. Each student chooses a topic of deep personal interest and creates a work in Spanish

spanish

Wildwood’sapproachtoupper-levelSpanishcontinuestoemphasizecommunication,creating

opportunitiesforstudentstospeak,listen,read,andwriteateverylevel.Learningvocabularythat

isrelevanttodailylife,studentprojectsarecreative,incorporatingvisualsthatreinforcetheoral

language.Eachunitincludesnewskillsthatbuildonfoundationssothatstudentsincorporateagrowing

vocabularyandmoresophisticatedgrammaticalstructures.

MoststudentstakeSpanish1in8thgrade.In9ththrough12thgrade,studentscompleteeithera

sequenceofSpanish2through5orasequenceofSpanish2through4plusSpanish:ACultural

Overview.Twoseniorclassesareoffered,providingchoiceforstudentswhowanttocontinuein

SpanishthrougharigorousliteraturecourseorexaminingHispanicculturethroughindigenousarts

andideas.

053 upper schoolspanish

to reflect his or her passion. Projects can include writing original lyrics and music, creating short films, cooking demonstrations, sportscasting, fashion design, or anything else students can imagine. SPANISH 3 (9TH-10TH GRADES)Indeepeningtheirappreciation

forliteraryandculturalideas

thatresonateacrosscultures,

studentsbegintoreadHispanic

literature,includingthe

mysteryNo Hay Justiciafor

reinforcementofunderstanding

ofconjugationofverbsand

dexteritywithvocabularyin

writtenandspokenlanguage.

Conversationalfocusison

learninghowtoaskfor

assistanceordirections.

Studentscreateandpresenta

touristguideoftheirfavorite

citytoincludedescriptions

andmaps.

ESSENTIAL SKILLS:• Writethetargetvocabulary

correctlyinacreative

retellingofstories

• PresentfluentlyinSpanish

toclass

SPANISH 4 (11TH-12TH GRADES)Dailyconversationin

Spanishaboutgeography,

fashion,currentevents

andpersonalhealthtopics

reinforcestudents’abilityto

communicatewitheaseon

topicsofglobalinterest.

Studentsreadandanalyze

Spanishtextsintimedwritings

todemonstratecomprehension

andfluencyandadvanced

writingskills.Grammarstudy

focusesontheuseofpresent

indicative,presentprogressive,

preterit,imperfect,andfuture

andconditionaltensesintheir

conjugations.

ESSENTIAL SKILLS:• Conversationalagility

• Expandvocabularytoinclude

properconjugationofverbsin

alltenses

SPANISH 5 (11TH-12TH GRADES)Studentsreinforcevocabulary

andlanguageskillsrequired

tocommunicateinreal-life

situationsandtodeepentheir

understandingofHispanic

culture.Focusonverbsextends

toindicativeversussubjunctive

tensesand“if”clauses.

ReadinginSpanishincludesan

adaptationoftheclassictext

Sangre y ArenabyVincente

BlascoIbanez,aswellaspoetry

byPabloNerudaandavariety

ofshortstories.Studentslearn

newvocabularypertainingto

thearts.Studentsselectan

artistfromanymediumfor

aculminatingprojectabout

place,influences,andthe

artist’svisionpresentedin

Spanish.Thiscourseisoneof

twoadvancedSpanishcourses

availabletoseniors.

ESSENTIAL SKILLS:• Independentreadingof

Spanishliterature

• Readingcomprehension

• FluencyinwritinginSpanish

SPANISH CULTURE (11TH-12TH GRADES)Astudyofgeographyandthe

artsinthediverseSpanish-

speakingworldisthecore

ofthiscourseaboutthe

influencesandpeopleidentified

asHispanic.Studentsexplore

culture,socialconnectedness,

andconflictattheintersections

ofmodernLatinAmerica.

Studentsmayusestudioart,

film,orwritingtodemonstrate

anunderstandingoftherole

oftheartistinSpanishculture.

Culminatingprojectsfocus

onsocial-justiceissuesinthe

Hispanicworld.Thiscourseis

oneoftwoavailabletoseniors.

ESSENTIAL SKILLS:• Awarenessofrangeof

culturesintheSpanish-

speakingworld

• Research

• Oralpresentation

g FEATURE PROJECT: Una Cita Con un Artist. Each student selects a visual artist, film director, actor, architect, or musician, reads deeply about the artist, writes a biography, and presents details of the life, works, and influences of the artist in an oral presentation without using notes. The project provides an opportunity for students to learn specialized vocabulary in an area of personal interest.

054 upper schoolspanish

MUSIC THEORY AND PRACTICE (9TH-10TH GRADES)Complementingtopicsin

humanities,studentsplay

andlistentoclassicAmerican

jazz.Introductiontotheory,

eartraining,composition,and

performancedeepensmusical

understandingandpractice.

Studentsstudymajorscaleand

itsmodes,recognizeandsing

intervals,understandandplay

chordprogressions,andread

andwriterhythmnotation.

Inpreparationforconcerts,

studentslearnrehearsal

technique,givingattention

togroupdynamics,phrasing,

andplayingandlistening

simultaneously.Theyear

culminateswithaperformance

oforiginalindividual

compositions.

SINGER/SONGWRITER (9TH-10TH GRADES)Composingandarrangingare

emphasizedinthispracticum.

Students’skillsevolveinmusic

theory,songinterpretation,

andmusicappreciation

inpreparationforseveral

performancesthroughout

theyear,includingacabaret

concert,thewinterconcert,

andculminatingwithanoriginal

songsconcert.Students

learnrepertoire,compose,

rehearse,andproducesolo

andsmallensemblepieces

incontemporarystyles.Ear-

trainingpractice,including

intervalandchord-type

recognition,dictation,and

transcription,guidethe

learning.Studentsapply

theorytopracticeinmusical

situations.Theylistenactively

whileplayingtousedynamics,

playinrhythm,andsupport

eachotherwhiledeveloping

stylisticandtechnicalskills.

MUSIC PRODUCTION LAB (11TH-12TH GRADES) Musicproductiontechniques

areintroducedasstudents

becomecomfortablewith

avarietyofsoftwareand

thecomputerasamusical

tool.Workingwithstate-of-

the-artelectronics,students

create,record,andproduce

originalmusicwhileactively

learningaboutsequencingand

productionaswellasediting

andbasicmixingtechniques.

Intheirfinalproject,students

collaboratetocreate,record,

edit,produce,andmixoriginal

songs.

JAZZ ENSEMBLE (11TH-12TH GRADES) Thisyearlongcourse

illuminatesthelanguageand

repertoireofjazz.Students

create,write,arrange,and

performanoriginalcomposition

inspiredbylistening.With

individualguidance,each

studentisencouragedto

increaseexpressiveabilities

withachoseninstrument,

becomemorefamiliarwith

thetheoreticalandpractical

fundamentalsofmusic,and

performasasoloistinan

ensemble.Priorknowledge

ofmusicandabilitytoplay

aninstrumentandaudition

required.

VISUAL ARTS (9TH-10TH GRADES)Thisinterdisciplinaryelective

connectstopicsinarthistory

tohumanitiescoursework.

Usingavarietyofartistic

tools,techniques,andmedia,

studentsexperienceand

discusstheidiosyncratic

electives

Wildwoodoffersanelectivesprogramthatsatisfiesbothacademicandcreativeinterests.Ourapproach

toallsubjectsvaluesdepthoverbreadth,providingtheopportunityforstudentstodelvefullyintoa

disciplinethroughyearlongstudy.

Studentschooseoneyearlongelectivecourseeachschoolyearfromanumberofoptions.Itisrequired

thatstudentscompleteatleastoneartselectivefromachoiceofperformingarts,visualarts,ormusic

classestomeetgraduationrequirements.

055 upper schoolelectives

processesartisticcreationfrom

brainstormingtofinishedwork,

culminatingwithreflection

abouttheirownartwork

throughclasscritiquesand

self-assessments.Studio

opportunitiesinpainting,

drawing,ceramics,digital

photography,andvideo

arecomplementedwithfield

tripstoLosAngeles-area

galleriesandmuseumsand

talksbyvisitingartists.

PAINTING (11TH-12TH GRADES) Instructionemphasizes

developmentoftechnical,

conceptual,andcritical

decision-makingskills

inpainting.Workingin

watercolors,acrylics,and

oilpaints,studentsgainan

understandingofhowtouse

varioustypesofpaper,canvas,

brushes,andotherpainting

tools.Studentsstudylayering,

lighting,perspective,figure

andportraitpainting,color

theory,buildingframes,and

stretchingcanvas.Eachstudent

learnsarchivingtechniquesand

developsapersonalportfolio.

Writingontopicsinarthistory,

self-assessments,andartist

statementsareintegratedinto

thecoursework.Classcritiques,

arthistorydiscussions,field

trips,andvisitingartistsexpose

studentstotheinfluencesof

placeandcultureonartists.

CERAMICS AND SCULPTURE(11TH-12TH GRADES) Studentsexplorethe

fundamentalconceptsof

sculpture,emphasizing

designforfunctionthrough

techniquesofhandbuilding

andwheelthrowing.Invisits

tomuseumsandartists’

studios,studentslearnabout

Americansculpturalarthistory

andcreatingfromthe1940s

tothepresent.Students

workindependentlyduring

studiotimeandcollaborate

inclasscritiques,arthistory

discussions,andfield-trip

reflections.

DIGITAL PHOTOGRAPHY (11TH-12TH GRADES) Techniquesforshootingand

manipulatingimageswith

softwareareemphasizedas

studentsexploretheelements

ofart,principlesofdesign,

andcomposition.Thestudents

areintroducedtogenresof

landscapes,architecture,still

life,portrait,documentary,and

journalism.

PERFORMING ARTS (9TH-10TH GRADES)Trainingincludes

improvisations,theater

activitiesandexercises,cold

reading,scenesand

monologues,vocalproduction,

movement,andstagecombat.

Studentsreadandperform

selectedscenesfromWilliam

Shakespeare,HenrikIbsen,

ArthurMiller,andAugust

Wilson,TennesseeWilliams,and

BethHenley.Studentscan

exploredirecting,producing,

and/ordesign.Theclass

culminateswithafinal

performance.

THEATER: APPRECIATION AND PERFORMANCE (11TH-12TH GRADES) Thiscourseisforalllevels

ofactorsanddirectorsand

culminatesintheproduction

ofafull-lengthplayperformed

inthespring.Trainingincludes

actingtechniques,theater

exercises,improvisation,

voice/speech/dialectwork,

movement,scenestudy,

andauditionskills.Students

performavarietyofscenesand

monologues

toexploreanddeepentheir

performanceskills.

CREATIVE WRITING (11TH-12TH GRADES) Throughpromptsanddirected

writing,studentsdevelop

theirvoicesthroughvibrant

languageandstorytelling.

Projectsincludeshortstories,

poetry,graphicnovels,and

creativenonfictionwritings,

includingtravelessaysand

memoirs.Eachstudent’s

finalproject—ashortstory,

aportfolioofpoems,orthe

chapterofagraphicnovel—is

polishedthroughaseriesof

revisionsanddrafts.


POLITICS AND GOVERNMENT (9TH-12TH GRADES) Studentsexaminemodern

politicsandframeworksin

theUnitedStatestoconsider

thepoliticalcultureofthis

country.Studentsexplore

anddiscussthenatureof

governmentestablishedbythe

U.S.Constitutionwithparticular

attentiontothebranchesof

thefederalgovernment,the

separationofpowers,andthe

conceptoffederalism.Core

workfocusesonthejudicial

branchasstudentsparticipate

inamocktrial.Currentpublic-

policyissuesareexamined

aseachstudentchoosesan

issueanddesignsacitizen-

actioncampaign.Theproject

culminateswithamocktrial

andspeechtotheclass.

ADVANCED TOPICS IN SCIENCE (9TH-12TH GRADES) Offeredtosupportindividual

researchanddesignprojects,

thiscourseguidesstudentsin

collectingandanalyzingdata

andintroducesmethodology.

Studentsarecoachedin

applyingrelevantmathematics

toproducearesearchproject

documentingtheirscientific

findings.Studentsmaydesign

researchinanyscientific

discipline.Projectshave

includedtestingcellphone

radiation,convertingsound

intolight,andtheimpactofthe

environmentonheartdisease.

Eligiblestudentsmayworkin

labsatUCLA,CalTech,and

otherlocalinstitutions.

YEARBOOK (9TH-12TH GRADES) Studentsproduce,design,and

marketWildwood’sannual

hardcoverschoolyearbook.

Withfacultyguidance,

studentsgainskillsingraphic

design,digitalphotography,

copywriting,editing,and

advertising.Theemphasisis

oncollaborationandworking

cooperativelytomeetfour

majordeadlines.


DIVISION THREE PHYSICAL EDUCATIONNinthand10thgradestudents

maychooseoneofthethree

classesofferedannually.

SPORTSThismulti-sportchoiceis

appropriateforbeginnersand

moreskilledplayersinterested

inteamsports,including

flagfootball,basketball,and

soccer.Theclassfocuseson

techniqueandonspecificskills

andstrategiesusedinathletics.

Studentsaredividedinto

teamstoplayoneanotherin

formalgamesastheycontinue

developingskillsthrough

friendlycompetition.Classes

takeplaceatStonerPark,

Wildwood’shomefieldforP.E.

andCIFsoccerplay.

FITNESS TRAINING AND MEDITATIONStudentsexplorevarious

modalitiesofmeditation

combinedwithintervaltraining

toincreasetheirmindfulness,

corestrength,andoverall

fitness.Classestakeplaceat

StonerParkandSantaMonica

Beach.

YOGABeginnerandexperienced

practitionersareguided

inyogaflowsandasanas.

Throughtheexplorationof

thesemovements,students

developanunderstanding

oftheirphysicalandmental

capacities.Inadditionto

poses,studentsstudyseveral

pranayama(breathing)

techniques.Studentsdevelop

anunderstandingofyoga

andrealizethebenefitsof

activepractice.Regularclass

discussions,assignments,

andexplorationsdeepenand

strengthenthepracticeand

understandingofyogatobuild

awarenessofthemanytypes

ofyoga,healthyliving,wellness

self-evaluations,andtheroleof

nutrition.

physical education

Theupperschoolphysicaleducationprogramseekstopromotestudents’developmentofhealthy

habitsforabalancedlifestyleintegratingthemind,theheart,andthebodybydevelopinglifelong

habitsofhealthandwellness.UpperschoolstudentsarerequiredtotaketwoyearsofP.E.tomeet

graduationrequirements.

Eachstudentchoosesfromoneofthreetracks:yoga,withanemphasisonflexibilityandbreathcontrol;

afitnesstrack,emphasizingwellnessandcorestrengthbuilding;andatraditionalsportstracksuch

assoccer,basketball,orbaseball.Studentsineachtracksetpersonalwellnessgoalsandarecoached

toachievetheirintendedoutcomes.TheHabitsofMindandHeartarehighlightedthroughoutthe

curriculum,withafocusonrespectforselfandothersduringclasses.TheHabitofCollaborationisthe

foundationofteamwork,andstudentsarecontinuallyencouragedintheHabitoftheServicetothe

CommonGoodtoputforththeefforttoimprove.

058 upper schoolphysicaleducation

internships

InternshipsarepartofthecorecurriculumforWildwoodjuniorsandseniors,andstudentsareassessed

ontheirparticipation.Fromcommunicationsandpublicrelationstosportsmanagementandresearch

labs,Wildwood’sinternshipprogramoffersopportunitiesforstudentstoexplorearangeofprofessions.

Eachstudentresearchesandselectsasitealignedwithpersonalandcareerinterestsandchoosesfrom

arangeofsettings.Studentsspendtwoafternoonseachweekataworksiteobservinghowcolleagues

collaborateinorganizationswithmission-specificgoals.Studentssupporttheworkoftheorganization

whilelearningcommunicationskills,problemsolving,andmeetingchallengesinareal-worldsetting.

Work-sitesupervisorsprovideregularfeedbackonstudents’work. ExamplesofrecentinternshipsitesincludetheSantaMonicaMuseumofArt,BadRobot,ThePeninsula

Hotel,Brooks+ScarpaArchitects,UCLA’sDepartmentofChemicalandBiomolecularEngineering,

ESPNDeportesRadio,MaymeA.ClaytonLibrary&Museum,Cedars-SinaiMedicalCenter,andthe

SkirballCulturalCenter.


Upperschoolstudentsbuildcloud-computingskillsanduseadvancedsearchenginesandemerging

researchtools.All9thgradestudentstakeaninformationliteracycoursetaughtbyWildwood’shead

librarian.

Upperschoolstudentsexpandtheiruseofweb2.0applicationsthroughtheuseofVoiceThread

andweb-basedacademicportfolios.AdvancedtechniquesiniMovie,GarageBand,AdobeCS,and

otheremergingmediadesignsoftwareisemphasizedasstudentscreateandpresentprojectwork.

Somecourses,likegeometry,featuresoftwareasthemaintextbookfortheclass,andstudentsuse

Geometer’sSketchpadtoexplorekeyacademicconcepts.Artandmusicclassesintroducestudents

tospecializedprogramstoproducedigitalworksandtostoreworkinvirtualportfoliosandstudent

websites.Studentsandteachersuseanewweb-basedlearningmanagementsystem,whichallows

Wildwoodtoembraceblendedlearningmodelsthroughoutthegrades.

059 upper schoolinternships/technologyandlibraryresources

community involvement

Communityinvolvementtakesmanyformsinupperschoolwherestudentsgainperspectiveand

experienceincommunityserviceforlocalandglobalcommunitiesandinlearningenvironmentsbeyond

theclassroom.

NinthgraderscreateandmaintainaverticalgardenatWildwoodandagardenattheWestside

Children’sCenter.Tenthgradersparticipateasteacher’sassistantsatWildwood’selementarycampus,

workingwiththeschool’syoungerstudentsinavariety

ofcapacities.

Eleventhgradestudentsassistatthemiddleanduppercampus.Studentswritearticlesforschool

publications,helpintheclassroom,andserveasassistantsforteachersoradministrativedepartments.

Duringalternatesemesters,11thgradersvolunteeratanoutsideorganizationoftheirchoice.Theyalso

participateinWildwood’suniqueinternshipprogram.

SeniorInstitutestudentsconceptualize,plan,andexecuteacommunityinvolvementprogramasone

oftheirseniorprojectsrequiredforgraduation.Eachprojectreflectsthestudent’sindividualpassions

andistheculminationoftheidealsofcitizenshipandconnectiontocommunityWildwoodfostersin

allitsstudents.Wildwood’sInternationalCommunityInvolvement(ICI)programoffersupperschool

studentstheopportunitytobecomeinvolvedandformrelationshipswithpeopleandculturesoutside

theU.S.throughservice-basedlearningandculturalexchange.Seniorsalsoparticipateintheschool’s

internshipprogram,acontinuationofworkbeguninthepreviousyearorwithaneworganization.

060 upper schoolcommunityinvolvement

appendix

61 technology

63 multiculturalprogram

64 advisory

65 communityinvolvement

65 internationalcommunityinvolvement

66 interscholasticathletics

67 collegecounseling

67 graduationrequirements

061 appendixtechnology

technology

Inallcoursework,Wildwoodstudentsgainskillsinusingacademicsoftwareandarangeofemerging

digitaltoolstoenhancelearning,research,andpresentationsofclasswork.

ELEMENTARY SCHOOL

Pods (Kindergarten and 1st Grade)Structuredlearningwith

age-appropriatesoftware

andwebsites

Beginningwordprocessing;usingmultimediawritingandreading

toolssuchasMediaBlenderandStarfall;introducingdrawingand

paintingsoftware,includingKidPix

2nd GradeLaunchingtechliteracy

Integratingcontentwithphotos,audio,andvideo;usingKeynote;

navigatingonlinedatabasestosourceabook,thenfindingit

inthelibrary;enhancedlearningusingtheSMARTBoardand

incorporatingmediaintoprojects

Understandingintentionsofwebsites,theroleofadvertising,

Googlerankings,digitalcitizenship,andbullyingbehavior;staying

focusedandovercomingonlinedistractions

4th GradeUnderstandingwebsiteintentions

andideas;onlinecitizenship

Keyboardinglessons;advancedwordprocessing;usingthe

iPadformulti-stepwordproblems;creatingGoAnimatevideos

andBrainPopgamesandlessons;identifyingcrediblesitesand

creatingefficientsearchqueries

3rd Grade Findinginformation;asking

goodquestions

Applyingcriticalthinkingandresearchskills;introducingGoogle

DocsandAppleTVwithiPadstocreatemobiledocumentcameras;

usingEdmodo’ssecure,teacher-moderatedsocialnetworkfor

lessons,bookdiscussions,andcontentsharing

5th GradeStrategiesforefficientand

independentuseoftheweb

Division One (6th Grade)Proficientwithtechnologyand

expandeduseoftechnology

tools

Division Two (7th – 8th Grades)Advancingdigitalliteracyand

citizenship;deepeningchoices

UsingadvancedpresentationsoftwareandvariousiPadapps

inclassroomwork;usingiPadsfor1:1learning/activitiesduring

sciencecourses,i.e.,plantdissectionlabs;beginningdigital

portfoliobuildingusingWildwoodHaikuLMS(Learning

ManagementSystem)

Introducingdigitaltextbooks:HistoryAlive;learningthe

fundamentalsofcloudcomputingusingGoogleDrive,Google

Docs,andGooglePresentations;usingiPadappsinclassroom

work,includinganimaldissectionlabsandvirtualbuildingtools

suchasMinecraftand3-DGameLab

MIDDLE SCHOOL

Gainingdexteritywithweb2.0toolsandemergingsoftware,

includingVoiceThread,tocreatecollaborativepresentations;

applyingGeometer’sSketchpadtokeyacademicconceptsin

mathematics;usingmediadesigntoolsanddevelopingadvanced

techniquesiniMovie;continuingtobuilddigitalportfolios

ofassignments,classroomwork,artprojects,andmusic

compositions

Fine-tuningdigitalportfoliosinpreparationforseniorexhibitions

andcollege/universityapplications,whichincludesadvancedfile

organization,conversions,collaboration,andcreativeapplications

incomposingmusicwithReasonvirtualmusicstudiosoftwareand

professional-levelapplicationsusedinthearts,performance,and

film,includingFinalCutPro,AppleDVDStudioPro,GarageBand,

andCompressor

Division Three (9th – 10th Grades)Developingunderstandingofand

usingthosetechnologiesthatare

bestsuitedtospecificprojects

Senior Institute (11th – 12th Grades)Applyingknowledgeoftechnology

topassionprojects,for

professional-leveluse,andfuture

inglobaleconomy

UPPER SCHOOL

technology cont’d

062 appendixtechnology

multicultural program

Wildwoodiscommittedtothecontinuingprocessofdevelopingandsustaininganinclusiveand

equitablecommunitywhereallmembersfeelvaluedandrecognized.Multiculturalismisintegraltothe

Wildwoodcommunityinavarietyofways.Athematicscopeandsequenceisintentionallyintegrated

intotheadvisoryprogramandacademiccurriculum,andstudentsupportprogramsareinplaceatevery

gradelevel.Attheelementaryschool,CrossCulturalConnections,astudentclub,offersopportunities

toexplorediversitythemes.Atthemiddleandupperschools,arangeofmulticulturalofferingsinclude

studentaffinitygroups,aStraightandGayAlliance(SAGA),astudentofcolorpeermentorgroup,

regulardiscussionsofmulticulturalcurrentevents,andanannualmulticulturalsymposium.Wildwood’s

ParentMulticulturalCollaborative(PMC)hostscommunityeventsforparents,

includingMulticulturalCommunityDialogue,MulticulturalFamilyStoryNight,anannualpicnicfor

familiesofchildrenofcolor,andmore.

Wildwood’sfull-timedirectorofmulticulturalaffairsleadsandcloselycollaborateswithWildwood’s

MulticulturalLeadershipTeammadeupoffacultymembersandadministratorsfromtheelementary,

middle,andupperschools.Theteamparticipatesinextensivetrainingtoguidethemulticultural

programthroughouttheschool.Theteamalsofocusesonpersonal,interpersonal,culturalsupport

andcontinuingreflectiononinstitutionalpractice.ThegoalofWildwood’sstudentmulticultural

programmingistohelpeachstudentdevelopanunderstandingofhisorherownmulticulturalidentity

whilefosteringabetterunderstandingandabilitytorelatetotheexperiencesandperspectivesof

others.Webelievethatsuchawareness,alongwithskilldevelopmentandpracticeincross-cultural

communicationandcriticalthinking,willenhanceourstudents’abilitytocollaborateeffectivelywithin

ourcommunityandintheglobalcontextastheyengagetheworldbeyondourcommunity.

GRADE:

THEME:

Division One (6th Grade)

Ethnicity,school

dimensions

Division Two (7th – 8th Grades)

Religion,age/

generations,

appearance

Division Three (9th – 10th Grades)

Socioeconomic

status/income,

intercultural

literacy,sexual

orientation,

gender

Senior Institue (11th – 12th Grades)

Race,educationand

schools

063 appendixmulticulturalprogram

MULTICULTURAL PROGRAM SCOPE AND SEQUENCE

GRADE:

THEME:

Pods (Kindergarten and 1st Grade)

Familystructure,

employment

2nd Grade

Geographic

location,

appearance

3rd Grade

Language

4th Grade

Affiliationsand

hobbies,race

5th Grade

Ability/disability,

gender

advisory

WildwoodSchoolbelievesadvisoryisessentialforstudentsuccess.Ouradvisoryprogrambeginsin

5thgradeandcontinuesthroughsenioryear.Likeallclasses,advisoryoffersastructuredcurriculum

thatintegratesacademicsupport,peerbindingandteambuilding,multiculturalprograms,community

involvement,andactivitiesdesignedtoenhancehigher-levelthinkingandcommunicationskills

Advisoryclassesareledbyteacherswhoserveasstudents’mentors,advocates,andprimarylinks

betweenhomeandschool.Thesmallgroupsettingencouragesthedevelopmentofsupportive

relationshipswithpeersandadultswhostudentsgrowtoknowwellandcantrust.Advisorybecomesa

safespacewherekidstryoutnewideasandexploretheirownidentities.Intheprocess,theycultivatea

senseofself—academically,emotionally,andsocially.

Withafocusonrelationshipsandexchangeofideas,oneoftheprimaryobjectivesofadvisoryisto

providestudentswithacomfortableplacetoengageinthoughtful—andoftenlively—discussions

aboutnationalandworldevents.Guidedbytheiradvisor,studentslearntosharetheirthoughts,listen

toothers’opinions,analyzesources,andrespectdifferingpointsofview.

Partoftheadvisorycurriculumfocusesonlearningaboutandparticipatinginlocalcommunity

involvementprojects,bothoncampusandatlocalsocial-serviceagencies.Projectsareageappropriate

andselectedtodemonstratetostudentswhattheycangiveandgainastheybecomeawareofarange

ofcommunityneedsinhumanservicesandenvironmentalstewardship.

Today,Wildwood’sadvisoryprogramisinternationallyrecognizedandisusedindiversesettings

aroundthecountryandabroad,rangingfromclassroomsinpublicschoolsintheLosAngelesUnified

SchoolDistricttotheAmericanSchoolinLondon.Hundredsofeducatorsacrossthecountryuseour

strategiesasaresultofattendingWildwoodOutreachCenter’sadvisoryworkshopsorbyapplying

conceptsfromThe Advisory Toolkit,aWildwoodpublicationthatoffersdetailedinformationoncreating

andmaintaininganadvisoryprogram.

064 appendixadvisory

community involvement

AtWildwood,everystudentisexpectedtocontributetothecommongoodofourschool,local,and

globalcommunities.Age-appropriateprojectsandconnectionsbegininthePodsandcontinuethrough

theelementarygrades.Allprojectsarecloselyintegratedwithclassroomlearningtointentionally

reinforcethepowerfulconnectionoftheindividualtoservice.

Throughouttheirmiddleandhighschoolyears,studentsparticipateinavarietyofprojectsranging

fromthelocaltotheinternational,whererealsocialandenvironmentalimpactismeasureable.As

environmentalstewards,studentsspendtimeplantingtrees,clearingcongestedareasintheBallona

Wetlands,andsupportinganearbymarinemammalrescuecenter.

Wildwoodhasdevelopedcontinuingrelationshipswithlocalorganizationsthatserveasthefoundation

forthemiddleandupperschoolCommunityInvolvementprogram.Seventhand8thgradersspend

oneafternooneachweekinthecommunityworkingwitheldersreading,performing,andproviding

conversationalpartnerships.Upperschoolstudentsworkatlocalchildcarecentersandasteaching

internsatWildwood’selementaryschool.Theprojectsintentionallyemphasizemulti-generational

connections.

Finally,seniorsdeviseandimplementacommunityinvolvementprojectasoneofthreeprojects

requiredforgraduation.

international community involvement

Eachyear,upperschoolstudentshavetheopportunitytoextendtheirawarenessofopportunitiesto

makeglobalchangeonaninternationalscale.Duringspringbreak,studentscanchoosetojoinfaculty-

ledservicetravel.Inrecentyears,WildwoodgroupshavevisitedNepal,Guatemala,Uruguay,Argentina,

andBulgariatoworkwithhumanitarianorganizationsandteachinlocalschools.

065 appendixcommunityinvolvement/internationalcommunityinvolvement

interscholastic athletics

WILDWOOD’S ATHLETIC MISSION STATEMENT

Wildwood’sathleticprogramembodiesthemissionoftheK–12schoolindevelopingindividualswho

arereflective,ethicallygrounded,andconfident.ThefieldsandcourtsareextensionsoftheWildwood

classroomwherestudent-athleteslearnthevaluesofcommitment,competition,andteamwork.

WildwoodWolvesaretaughttocompeteatthehighestlevelsandplaytowin.Student-athleteshone

theirskillsandlearnthevaluesofsportsmanshipinacompetitiveenvironment.

MIDDLE SCHOOL

Middleschoolathleticsofferstwolevelsofinvolvement:competitiveteamscompetinginthePacific

BasinLeaguewithotherWestsideschoolsandfoundationalgroupsforstudentswhowanttoparticipate

andimprovetheirskillsbutarenotyetreadyforcompetitiveplay. UPPER SCHOOL

Upperschoolathleticsincludesjuniorvarsityandvarsitylevelsofplay.BothlevelscompeteintheCIF-

sanctionedCoastalLeaguewithothersimilarlysizedschools.

Teamsign-ups,assessments,andathleteplacementsoccurbeforeeachseason. Wildwood’smiddleandupperschoolmayfieldboys,girls,and/orcoedteamsinthefollowingsports:

Fallcrosscountry

flagfootball

swimteam

volleyball

Winter

basketball

soccer

Spring

baseball

golf

tennis

trackandfield

Year-round

equestrian

sailing

066 appendixinterscholasticathletics

067 appendixcollegecounseling/graduationrequirements

college counseling

Thecollegeapplicationprocessisexciting,hopeful,andofcourse,stressful.Duringtheupperschool

years,Wildwood’scollegecounselorsareavailabletostudentsandtheirfamiliestoguideandassist

themthroughthemazeofcollegeselectionandadmissions.Wildwoodhasoneofthelowest

student-to-counselorratiosamongLosAngeles-areaindependentschools.

Collegecounselingbeginsin9thgrade,whencounselorsfirststarttoworkwithstudentsandtheir

families.In11thand12thgrade,SeniorInstitutestudentsmeetwiththecounselorsandadvisorsregularly

toreviewcourseworkandtoplanforfutureacademicandleadershipopportunities.Inaddition,seniors

attendWildwood’sCollegeBootCamp,afour-dayseminarinwhichtheybeginthecollegeapplication

processinearnest,withparticularfocusonthecollegeessayandpreparingfora

collegeinterview.

Wildwoodstudentsandtheirparentshaveaccesstotheweb-basedinteractivecollegesearchsystem

NavianceFamilyConnection,whichcanbeusedtoaccessastudent’sacademicprofile,researchcolleges

anduniversities,andmanagetheapplicationprocess.

WeproactivelyintroduceWildwood’sphilosophytocollegesanduniversitiesinallpartsofthecountry.

Duringtheschoolyear,morethan100collegesvisitourcampusandmeetwithstudents.Inaddition,

seniorshavetheopportunitytogoonaschool-organizedcollegetriptotheEastCoastduringthespring

oftheirjunioryear.

graduation requirements

Upperschoolstudentsarerequiredtotakearigorouscorecurriculumthatincludesthefollowing:

• English*,4years

• Socialstudies*,4years

• Mathematics,4years

• Spanish,4years

• Science,4years

• Arts,science,orhumanitieselectives,4years

• Physicaleducation,2years

Aseriesofportfoliopiecesisrequiredineachsubjectarea.

Attheendof12thgrade,studentsmustpresentagraduationexhibition,anoraldefenseoftheiracademic

andpersonalevolutionthatispresentedtoteachers,administrators,family,andfriends.Asanevaluation

andasalutetostudentachievement,exhibitionsreinforcethedisciplineandself-reflectionthatmake

forasuccessfulcollegecareer.Inaddition,studentsmustpresentthreeindependentseniorprojects:an

academicpassionproject,acommunityinvolvementproject,andapersonalchallengeproject.

*Wildwood’s upper school humanities, history, and literature courses meet the English and social studies graduation requirements.

• NationalAssociationof

IndependentSchools(NAIS)

• AssociationforMiddleLevel

Education(AMLE)

• CoalitionofEssentialSchools

(CES)

• ProgressiveEducation

Network(PEN)

• NationalCenterfor

IndependentSchoolRenewal

(NCISR)

• TheIndependentSchool

AllianceforMinorityAffairs


CollegeAdmissionCounseling

(NACAC)


PrincipalsofSchoolsforGirls

(NAPSG)

• EducationRecordsBureau

(ERB)

• CollegeBoard

• WesternAssociationfor

CollegeAdmissionCounseling

(WACAC)

accreditations and affiliations

WildwoodSchoolisamemberofandisaccreditedbytheCaliforniaAssociationofIndependentSchools

(CAIS)andtheWesternAssociationofSchoolsandColleges(WASC).Additionally,theUniversityof

CaliforniahasapprovedallofWildwood’supperschoolcourses.

Wildwoodisalsoamemberofthefollowingorganizations:

non-discrimination policy

WildwoodSchooldoesnotdiscriminateonthebasisofage,color,creed,disability,gender,marital

status,nationalorethnicorigin,race,religion,orsexualorientation.Thispolicyappliestoallareas

oftheschool,includingadmission,educationalpolicies,financialaid,andotherschooladministered

programs.

068 accreditations and affiliations

An in-depth look at the Wildwood program and curriculum.

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Transcript of An in-depth look at the Wildwood program and curriculum.