Trevor Day School

Upper School

Tell me and I will forget . . . . Show me and I may remember . . . . Involve me and I will understand . . . .”

Chinese proverb, ascribed.

Rev June 2011

Program and course offerings listed in this Program Overview are accurate as of publication date, but

are subject to change. This guide is not meant as a course catalog, but as a general guide to the Upper

School program.

© June 2011 Trevor Day School. All rights reserved.

Contents

Diversity of ideas, experiences, cultures, and ways of learning

Trust in the members of our community

Teamwork and strong relationships

Personal growth

Passion for learning

Responsiveness to the individual as well as the group

Creative and hands-on activities that engage students

Thoughtful innovation

Critical and creative thinking

Face challenges with self-confidence and a willingness to risk failure

Approach new ideas and experiences openly

Think flexibly in problem-solving

Adopt innovative technologies and methodologies readily

Assess and synthesize information critically

Communicate with respect for content, form and audience

Work independently as well as collaboratively

Act responsibly as global citizens who value lifelong learning

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About Trevor

We live in an increasingly complex, diverse, globalized, and multimedia-saturated world driven by innovative

ideas, knowledge, and technologies. Literacy has new meaning in this rapidly changing environment.

Reading, writing, comprehension of basic mathematical concepts and mastery of core academic subjects

are essential but no longer sufficient in this global age. Information and communications technologies have

transformed the world, making digital and media literacy imperative for navigating the challenges of the

21st century. A new vision of teaching and learning - one in which knowledge and skills are applied to real

world issues - is needed for students to take advantage of the opportunities of the future.

The Partnership for 21st Century Skills, whose members include many of the major technology companies,

is a leading advocacy organization focused on infusing 21st century skills into education. They believe the

fundamental tools that today‘s students need to develop consist of:

o Critical thinking and problem-solving

o Creativity and innovation

o Flexibility and adaptability

o Social and cross-cultural skills

o Communication and collaboration

o Initiative and self-direction

o Information, media, and communications literacy

o Productivity and accountability

o Leadership and responsibility

o Economic and business literacy

o Global awareness

o Civic literacy

Trevor‘s stated mission, values, and vision target a very similar set of proficiencies and accomplishments.

We graduate students who are self-directed, lifelong learners and responsible global citizens. Our faculty

provides authentic learning experiences and engaging, interactive, student-centered instruction that is

differentiated for individual needs.

A diverse learning community is a complex one, and complexity creates challenge. Creating and sustaining

diversity is an essential ingredient in our mission of academic excellence.

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Trevor‘s mission statement establishes the principles by which our community of learners - students and

faculty, families and friends, administration and staff - is guided in its everyday interactions with each other

and with those in the wider community. The concept of mutual respect anchors the mission statement and

informs everything we do at Trevor.

Through our willingness to ask questions, to listen, and to respond to all members of the community, we

challenge ourselves to confront issues of bias with openness and honesty. We work to ensure that

everyone who joins our community feels a sense of belonging.

Establishing a community that is increasingly diverse is an ongoing process at Trevor. The process includes

persistent examination and articulation of the meanings of diversity and its importance to our community.

We systematically seek multiple ways of supporting a global, multicultural perspective and a diverse

community.

Trevor Day School is a member of the Green Schools Alliance, a NYC group dedicated to reducing our

carbon footprint and to educating for sustainability—of planet and of school. Through a number of programs

and initiatives, the students learn the important principles of responsible use of resources; to reuse,

recycle, and reduce. The effort for sustainability is linked to our belief in service learning; students learn the

origins and history of the need for sustainablity and then practice its use or application. The value of

environmental conservation is instilled through the combination of understanding and action.

We believe that educating for sustainability is a myriad of small measures taken and lessons learned and

practiced. This is a very long term effort, requiring dedication over a life time. Unlike the preparation for an

exam or even the making of a work of art, learning to sustain our planet is a long, slow process, one that

requires a lifetime to understand and accomplish. Students learn that small steps taken repeatedly are the

measure of success; there is no instant gratification, no fast-food approach, no nine-second sound bite to

solve the problem of sustaining our planet earth.

Program Overview – Grades 6 through 12

The wide range of offerings and opportunities in these pages reflects Trevor's commitment to identifying

and celebrating the unique and diverse talents and possibilities within each student. The result is that

along with a focus on the traditional three R‘s, the program is designed to help students identify their

strengths in many areas and find and pursue their passions. The curriculum and schedule also provide

ample time for all students to become deeply involved in the arts, physical education and athletics.

Experiential Learning in the Upper School, Grades 6 through 12

In an experiential middle school or high school classroom, the teacher is not standing at the front of a row

of desks talking at students; each member of the class takes responsibility for the learning of the group,

and the teacher functions as a facilitator to keep the conversations structured and focused. Often meeting

with students at a round table, the teacher can function as expert when necessary, but can also be a silent

keeper of process, encouraging collaboration and ensuring that students attend to their group dynamics.

In a science or math class, students solve problems or complete experiments in order to find the universal

principles, not practice them after the teacher has demonstrated the paradigm. Students who discover the

theorems and scientific principles for themselves are far more likely to remember them and to use them

than students who are given the template and asked to practice problems that replicate the given equation

or principle. An experiential math classroom might find all the students at the board working problems, or

might find them working with an interactive computer program (such as ALEKS) that allows individual

progress.

In the close relationship with an adult, a student is asked to reflect, to analyze, and to synthesize. Students

are asked to comment on their own learning; did I do my best? What could I do better? Have I pushed

myself as hard as I can? As I want? The student who understands his or her best learning mode can be

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more active; do I learn best by reading? By writing? By listening? What combination of research and

retrieval works best for me? In an active classroom, every student will understand his or her best learning

style and will join with others to share passions, to investigate questions and issues, and to collaborate in

the excitement that is experiential learning.

Advisors

Advisors in Grades 6 through 12 at Trevor are involved in all aspects of a student‘s life at school. They

serve as the central collection point for all information about each student. The advisor oversees the

student's academic and social well being serving as mentor, advocate, and each student‘s go-to person

while in school. Each Upper School advisor oversees about seven advisees.

Family Conferences/Progress Reports

At Trevor each family is invited to conference with a homeroom teacher (Nursery - Grade 5) or an advisor at

(Grades 6 - 12) at least twice a year. The school also sends two or three detailed written reports home,

depending on the student's grade level. Typically, one family conference is held in November and one in

April. Our conferences always include the student. We believe that collaborative conferences, inclusive of

all three parties who participate in a student's education, are the only way to ensure that all three points of

view are shared. With the student present, the group can work constructively and collaboratively, agreeing

upon and setting attainable goals for the student. Collaborative conferencing creates a foundation for

excellent communication, success, and achievement. The model is patterned after the counseling

techniques of the Ackerman Institute for the Family.

Discretionary Time

Trevor schedules discretionary time into each student's schedule. This time is there for students to learn

time management skills and provide the opportunity to approach teachers. As they mature, students will

learn to manage their time and their own schedules to meet their responsibilities. We believe that learning

to manage time is a key skill in the course of becoming a life-long learner. The Common Room/Center

experience is a training ground for this process. Teachers monitor students‘ use of their time, and

successful students are there to model good study habits for those who are learning to manage their

responsibilities. Students in the Upper School (Grades 6 – 12) may also make use of other facilities in the

school during discretionary periods and spend time in the library, art, dance and music studios, and the

gym. During discretionary time students are encouraged to work independently to pursue the topics about

which they are passionate or to complete assignments requiring in-school resources.

Building Relationships – The Common Room and The Center

Two important goals of Trevor's mission are to stimulate collaboration and to promote mutual respect. We

have deliberately designed common spaces where students learn to work with each other and with faculty

members. We have three common rooms, starting with our Grade 4 and 5 Common Room, followed by the

Middle School Common Room and finally the High School Student/Faculty Center. In the Middle School

Common Room and High School Center, teachers have individual desks arranged around the perimeter of

the room, while round study tables occupy the middle. Faculty members are in the same room as

students—available to give extra help, to continue a conversation started in class, to discuss a personal

matter, or even to celebrate a Mets or Yankees win! The best learning takes place within the safety of close

student-teacher relationships; the common room supports these connections that promote learning well

beyond the classroom.

Counseling

A full-time counselor is available to meet with students and consult with parents. The counselor also meets

regularly with faculty and administrators to discuss students of concern. In addition, the counselor

oversees the Life Issues curriculum in the Middle School and the Ethical Foundations program in the High

School.

Technology

So as to participate fully in the Trevor program, students from Grades 5 through 12 are required to

purchase a laptop computer which provides them with access to digital tools, the Trevor network, and the

Internet, facilitating peer-to-peer and student-to-teacher communication. Moodle, a robust curriculum

delivery and management tool, channels interactive assignments and assessments, links to teacher

selected Internet content, and tracks student productivity. The connectivity helps students to accomplish

complex assignments, keep in contact with their teachers, consistently meet deadlines, and maintain a

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record of their work which is always accessible by logging on to Moodle™ via any Internet connection.

Teachers in all divisions and subject areas engage in the use of innovative technology, integrating digital

resources with the curriculum to expand the educational experience of Trevor students.

The Middle School Program

The program in Grades 6, 7 and 8 is dedicated to the middle school concept of developmentally

appropriate academic, social, and emotional expectations and goals. The emphasis is on the students‘

emerging understanding and increasing skills of collaboration, responsibility, and critical thinking. Middle

school students also learn to integrate more discretionary time into their schedules requiring increased

emphasis on independence, time management, heavier coursework loads, and more responsibility both

academically and as school citizens. Mutual respect and trust among all members of the community

creates a safe environment where students are encouraged to try new things and take intellectual risks.

Middle School Advisor Program

The Middle School advisor program is specifically designed to support the student‘s intellectual and social

growth in the crucial time between the ages of 10 and 14, when students‘ attitudes about learning and

self-esteem are most challenged. Advisors review academic performance and monitor each of their

students‘ academic progress and social well-being. In the common room setting teachers can observe first-

hand the interactions and work habits of their charges. Advisors are positioned to see the whole academic

and social life of the student while they are in school. Each subject area teacher is an advisor to a group of

approximately eight advisees in Grades 6 through 8. The advisor acts as the student‘s advocate and

academic counselor, as well as the family‘s liaison—the person responsible for communication between

family and school.

The Common Room

The Middle School Common Room provides a unique environment for students to explore and practice their

developing skills. When students are not in class, they spend their discretionary time in the Common Room.

Teachers are available to offer guidance and support as students explore collaborative opportunities, work

on time management skills and independence, and demonstrate responsibility for their own learning and

for others in the community. Younger students, learn from older middle school students who model

appropriate behavior and leadership. Emphasis is placed on being a respectful, caring, and constructive

member of the learning community.

The academic program of the Middle School is departmentalized. Although students in Grades 6 through 8

follow a traditional curriculum of English, mathematics, social studies, science and foreign language, there

is a broad repertoire of class formats which provides students with the opportunity to work collaboratively

or independently on a project or assignment. The schedule is designed to introduce curious and engaged

students to academic subjects taught by specialists, and promote the further development of their

independence and self-discipline. Visual arts, performing arts, and physical education are also required to

complete the course of study, qualifying students for entry into the High School‘s college preparatory

program.

Class preparation is assigned daily in most subject areas. Some assignments have short-term objectives,

and are due the next day, while others are long-term, requiring planning and practice in time management.

Assignments are given in class and are also posted on each class‘s Moodle™ web page. The quality of

assignment preparation is explained and assessed through rubrics and performance standards rather than

through numerical or letter grades. Performance assessment serves as a crucial element of the learning

process. Word processing, spreadsheet, and PowerPoint applications as well as class web pages, and

discipline-specific programs are just a few of the ways that digital technology supports students‘ academic

and intellectual development.

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English

Literature provides an opportunity to explore disparate cultures and lifestyles in a variety of social and

historical settings. Students are exposed to a wide variety of literary works: myths, poetry, drama, fiction,

and non-fiction. Critical thinking and creativity are stressed through a variety of projects that use writing as

a thinking tool as well as a means of self-expression. Revision is a crucial part of the writing curriculum; it

allows students to improve the content, clarity, and style of their writing with the support of a peer

audience, written feedback from the teacher, and one-on-one student-teacher writing conferences. At each

grade level, the writing process and a structured sequence of lessons hones vocabulary, writing mechanics,

and organizational skills.

Grade 6

Sixth grade students explore literature by reading a variety of short stories, plays, poems, and novels. Class

texts have included The Misfits by James Howe, The Watsons Go to Birmingham - 1963 by Christopher Paul

Curtis, The Outsiders by S. E. Hinton, The Giver by Lois Lowry, Out of the Dust by Karen Hesse, and Jack by

A.M. Homes. Activities in literal and inferential comprehension accompany the reading of each text. In class

discussion and writing, students experiment with new topics, techniques, and skills. As discussants,

students formulate and express their ideas in class. As writers, students develop their ideas in increasing

detail and length as they gain an in-depth understanding of the writing process. Additionally, students

develop vocabulary skills through a formal study of Greek and Latin roots and refine their grammar and

punctuation skills in mini-lessons.

Grade 7

In seventh grade, students encounter more demanding texts that make use of sophisticated stylistic and

thematic devices such as allegory and irony. Some of the readings include To Kill A Mockingbird by Harper

Lee, The House on Mango Street by Sandra Cisneros, Monster by Walter Dean Myers, Animal Farm by

George Orwell, Lord of the Flies by William Golding, and A Midsummer Night's Dream by William

Shakespeare. Students are required to demonstrate greater length, complexity, and abstraction in both

narrative and non-narrative writing. Structured lessons and the revision process address writing

mechanics, grammar, and spelling. The study of vocabulary is also a focus.

Grade 8

Eighth grade students concentrate on formal literary analysis of classic adult literature. The readings

include works such as Of Mice and Men by John Steinbeck, The Catcher in the Rye by J.D. Salinger, Twelfth

Night by William Shakespeare, Haroun and the Sea of Stories by Salman Rushdie, We Have Always Lived in

the Castle by Shirley Jackson, and The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie.

Discussions and writing activities demand new levels of abstract thinking and inferential reasoning, and

students work on substantiating their generalizations and conclusions with textual evidence. Essay

assignments are longer and more varied. Students review organizational skills with emphasis on paragraph

structure and transition sentences in both timed and untimed essay writing. Weekly or bi-weekly vocabulary

lessons are given, and students continue their review of writing mechanics.

History and Geography

The middle school history curriculum includes the study of both geography and ancient civilizations. Sixth

grade acts as the bridge between the general themes from Grades 3 through 5, and the content-specific

sequence of world history that begins in Grade 7. The study of geography in the sixth grade provides

students with a set of tools and work habits to begin a study of their world.

World history provides the context of study for seventh and eighth graders. Students continue to develop

their ability to analyze cause and effect as fundamental to understanding major historical events. The

essential questions that are introduced through reading and research include: "How does cooperation

support human survival?" and "Why is language critical to civilizations?" In their ongoing study of society‘s

cultures, students investigate social structures, how culture spreads from one group to another, how and

why societies create rules, and why government is necessary.

Through independent inquiry, cooperative activities, and class discussions, students develop the tools

needed for further historical study. Through this process, students also learn how to use and evaluate

primary and secondary sources, and resources on the Internet.

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Grade 6

Sixth grade students, in their study of geography, focus on world political geography and practice research

and writing skills while delving into topics of their choice in each continent. The Five Themes of Geography

– location, place, human-environment interactions, movement, and regions – are used to help guide study

throughout the year. This dedication to the study of geography aims to give students a concrete and

durable body of geographical content that supports their study of world history.

Grades 7 & 8

The seventh grade world history curriculum includes units on: What is History?, Becoming Human,

Mesopotamia, Egypt, and China. The eighth grade world history curriculum includes units on: Greece, India,

Rome (including Christianity and Judaism), the Byzantine Empire, and the Early Middle Ages (Celts and

Germanic tribes). Because of the richness of the ancient past, students explore the role of art in human

expression and survival, and they engage in a search for patterns that lead to wars. To facilitate their

understanding of cause and effect, students use fundamental cultural characteristics as the bases of their

comparative analyses: government and laws, language and communication (including impact of use and

development of writing), social customs and culture (religion, art, gender roles, education, social structure),

economics (money and trade), and the influences of geography. The courses continue to build on the

learning skills of previous years through ongoing instruction and practice in the following skills:

o Note taking – from lecture, discussion, and reading

o Research skills – library, primary/secondary sources, Internet, interviews

o Developing and formatting a research paper – bibliography and end notes

o Project planning and presentations including public speaking

o Organizational skills and time management

o Analytical skills – comparing/contrasting, drawing conclusions, constructing an

argument/presenting an opinion

o Written expression – creating a thesis, using supporting detail, quality of writing

o Geography

Mathematics

The middle school mathematics program is a three-year sequence in which students study pre-algebra

material in depth followed by the formal study of algebra. Students think independently and creatively in

order to solve problems using a variety of methods and tools including traditional algorithms, methods

discovered on their own, and Geometer‘s Sketchpad software. Students at all middle school grade levels

are invited to participate in the Mathletes program in preparation for the Manhattan MathCounts

competition in February.

Grade 6

Students solidify their rational number skills and transition to algebraic thinking by completing units of

study that include: integer operations, solving algebraic equations, ratios, proportions, and percents, angle

measurement and relationships, measurement of area, volume, and surface area for geometric forms,

representation of data in graphic form, measures of central tendency, transformations in the coordinate

plane, and scientific notation. All sixth grade students work independently on a self-paced tutorial program

(ALEKS) that provides a review of the material for those who benefit from the repetition and an opportunity

to learn more advanced mathematics for others.

Grade 7

Students prepare for algebra by completing units of study that include: solving multi-step algebraic

equations, functions and their graphs in the coordinate plane; measurement of area, volume, and surface

area for complex geometric forms, problem solving with percents, exponent rules and calculating with

scientific notation, and the Pythagorean Theorem. All seventh grade students work independently on a self-

paced tutorial program (ALEKS) that provides review of material for those who benefit from the repetition

and an opportunity to learn more advanced mathematics for others.

Grade 8/Algebra 1

In the eighth grade Algebra 1 curriculum, students begin formal study of algebra by completing units of

study that include: balancing various types of equations, exponents and polynomials, factoring; quadratics,

systems of equations, and linear equations. There is an emphasis on solving word problems that

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incorporate concepts of consecutive numbers, geometry, percents, coin and value, investments, age,

motion, and mixtures. Students work independently on the program Cognitive Tutor from Carnegie

Learning for additional practice and reinforcement. ALEKS, a self-paced, online tutorial program is used to

supplement the curriculum.

Science

The Middle School science program helps students make sense of how the natural and designed worlds

work. Students are challenged to think critically and independently, to recognize and weigh alternative

explanations of events, and to deal sensibly with problems involving evidence, numbers, patterns, logical

arguments, and uncertainties. Students acquire scientific literacy through guided discovery, problem

solving, cooperative learning, and appreciation of real world relevance. Student explorations are active,

innovative, and technologically forward.

All Middle School science includes a mixture of biology, physics, and chemistry. The curriculum seeks to

engage students in direct experience and experimentation. Captivating and developmentally appropriate

academic challenges maximize the interest and participation of all students.

Grade 6

Sixth grade science focuses on biology, chemistry, and physics through explorations of earth, space, and

physical phenomena. Students explore many intriguing aspects of the earth and the universe through the

units: Built Environment, Properties of Matter, Chemical Reactions, and Astronomy. Student activities are

varied and include the construction of scale models of several different bridge types and our solar system;

exploring density by experimenting with how to make a dense material float in water; designing an

experiment to answer a student generated question about chemical reactions; and graphing daylight length

and temperatures around the world. Field trips include a trip to the Brooklyn Bridge to investigate support

structures, a visit to the American Museum Natural History, and a trip to the Black Rock Forest.

Grade 7

Seventh grade science units include: Color and Light, Microscope Explorations, Cells, Genetics, and

Evolving Life. Highlights of the activity-based curriculum are diffraction analysis of the visible light spectrum,

microscopic studies of both the living and nonliving, three-dimensional model construction of plant and

animal cells, and phenotypic sorting of genetic model organisms. Students gain insight into our technology-

driven world, particularly with regards to biotechnology and health. Research projects and field trips

encourage students to develop their individual interests in science.

Grade 8

Eighth grade students explore four units: Plants, Nutrition and Digestion, Mechanics, and Ecology. In the

first unit, students grow their own plants from seed to seed, dissect flowers, and study leaf and stem

structures under the microscope. During the Nutrition and Digestion unit, students test foods for nutrients,

discuss challenges in nutrition research and food production, and dissect a frog. After these two life science

units, students go on to study Newton's laws of motion during the Mechanics unit through labs, classroom

activities, and visit the New York Hall of Science. They finish the year with a study of Ecology including field

work at Black Rock Forest and the Science Barge. Classroom activities during this unit include collecting

data to analyze the effects of acid rain on ecosystems, exploring geochemical cycles and predator-prey

relationships, and learning about environmental issues in the past and present.

The Arts

The arts program at Trevor plays a central role in the community. Comprised of four distinct areas – visual

arts, dance, music, and theater arts – the arts program offers Trevor students a challenging and creative

curriculum. Both the Lower and Upper schools offer a program of study in all four areas, with instruction

increasing in depth and complexity as the students reach the Middle and High school divisions. Students

are taught to approach the artistic process with focus and discipline. As a result, students have the

opportunity to excel in their chosen fields, guided by an experienced faculty of artist-teachers.

Students in Grade 6 participate in an Arts Rotation that acquaints them with the many options offered in

Grades 7 through 12. Students in Grades 7 and 8 choose one or two courses from the visual arts,

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performing arts, and/or music curricula. Seventh and eighth grade courses run the duration of the

academic year.

Sixth Grade Arts Rotation

The sixth grade rotation focuses on self-discovery through the arts. Play, exploration, collaboration, and

communication form the basis of the curriculum. The seven areas of study are: dance, drama, world of

theater, ceramics, painting and drawing, photography, and video movie making.

Students meet in small groups in each studio to explore principles that form a thread through all of the arts

and, at key points during the year, the entire grade comes together for a shared experience and an

opportunity for reflection. This structure gives students a cohesive curriculum as they become acquainted

with the individual disciplines. The thematic approach to all classes is ―shifting perspectives through

contrast and variation.‖

Dance

The mission of the Dance Department is to foster a lifelong sense of wonder about dance. The faculty

collaborates with students in creating and sustaining a safe, inclusive community where diversity is

honored. In developing an open environment, students are encouraged to engage actively in the creative

process while developing the necessary skills for each discipline. Risk taking and play are central to our

study. We strive to educate each student for artistic excellence in dance.

The Middle School dance program incorporates an exposure to dance technique, improvisation, and

composition. Students are encouraged to develop their own movement potential through individual and

collaborative projects in which they are presented with a series of compositional concepts and problems.

Students have the opportunity to perform the work they create for their peers. Middle School students in

Grades 7 and 8 may participate in Choreolab, an annual student dance concert. Rehearsals for Choreolab

are primarily after school.

Dance 7 This class introduces students to the building blocks of choreography through the concepts of

space and time. The emphasis of the class is on collaboration, and dance students are encouraged to

create their own movement and to learn movement from each other. The class begins with a simple warm-

up and group improvisation followed by collaborative choreographic projects.

Dance 8 In this class students continue to develop their ideas through the further exploration of space,

time, and energy. There is a greater focus on individual expression, musicality, and the creative process. In

addition to small group work, the students collaborate as a class on compositional projects. This

experience enables students to engage in a more in-depth choreographic process—one that may lead to

performance. Students also begin to develop the basic skills of modern dance technique. They are

introduced to technical vocabulary and concepts as they learn structured warm-up sequences and

movement phrases.

Music

The music curriculum in the early childhood and elementary years begins with the basic premise that

experiencing music precedes intellectual understanding. Students actively participate in many varied

musical experiences, including speech, movement, singing, ear training games, and playing the rhythm and

pitched instruments. Music reading skills are developed and reinforced through participation in chorus,

recorder, and brass and wind ensembles in the later grades. As students progress into the Middle School

they begin to specialize in elective choral and instrumental music ensembles performing in two major

concerts per year.

Concert Bands In sixth grade, students have the opportunity to learn a wind or brass instrument: flute,

clarinet, saxophone, trumpet, trombone, or baritone horn. Seventh and eighth grade bands build on the

individual and ensemble musicianship skills developed in sixth grade. Band students in all three grades

play popular, concert, and folk music as well as other repertoires appropriate for their level of skill.

Attention is given to developing musicianship through the study of fundamentals such as proper sound

production, articulation, intonation, and technique. Scales and technical exercises are important parts of

the curriculum; further skills are developed through the playing of different styles and forms of music. The

band concerts in December and May, integral parts of the curriculum, demonstrate the emphasis on the

learning process and the cumulative nature of the band program at Trevor.

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Recorder Ensemble/Advanced Recorder Ensemble The recorder ensembles are open to sixth through

eighth graders. Interested students will be placed in one of the ensembles according to their skill level.

Recorder Ensemble meets during quiet reading period and before school, and it does not conflict with band

or with chorus. An extra class, it provides continuity of study for students who were members of the

Elementary School‘s Recorder Consort as well as others with an interest in playing the recorder. Repertoire

ranges from Renaissance music to jazz.

Choruses The Sixth, Seventh, and Eighth Grade Choruses are open to anyone who loves to sing and is

interested in improving his/her singing. Basic vocal techniques, singing in harmony, music reading, and

artistic expression through singing are emphasized. The choruses sing repertoire ranging from classical to

jazz and pop. They perform two or three times a year in evening concerts and occasionally at special

events, such as singing the National Anthem at CitiField in the spring.

Theater Arts

The mission of the Theater Arts Department is to foster a lifelong sense of wonder about the theater arts.

The arts faculty collaborates with students in creating and sustaining a safe, inclusive community where

diversity is honored. In developing an open environment, students are encouraged to engage actively in the

creative process while developing the necessary skills for each discipline. Risk taking and play are central

to our study. We strive to educate each student for artistic excellence in theater arts.

Drama

Drama explores the student‘s relationship to an audience through theater games and basic improvisation.

Theater games created by Viola Spolin and Keith Johnstone are used to develop playfulness, and these

serve as an introduction to imaginative involvement in character and circumstance. Poetry and dramatic

literature are utilized in solo presentations and for choral speaking. A sense of play and a willingness to

take risks and assertively break norms are central to our study.

Lighting and Sound

Courses teach students about lighting and sound design and the technology that supports those designs.

They learn how to support stage productions as well as to use lighting and sound as a medium for making

art. Students learn to use theatrical lighting and sound equipment, including different types of lights and

their use. Operation of light and sound boards is also included in the curriculum. Students have an

opportunity to apply what they have learned in the classroom to school productions.

Theater Arts 7 This course introduces students to theatrical arts and design through self-discovery and

collaboration. We explore sound, lighting, acting, writing, and the medium for creating the ―world of the

play.‖ Students learn to use theatrical lighting and sound equipment, as well as multimedia resources for

theatrical storytelling. This introductory performing arts class culminates in the group process of creating a

ten-minute play, which the class performs with technical elements.

Theater Arts 8 This course continues to develop students‘ skills in theatrical arts and design. Acting,

writing, direction, stage management, production design, and the medium for creating ―the world of the

play‖ are all explored. Students will discover techniques to research, record, analyze, and develop

advanced storytelling ideas. In 8th grade, the focus is on concept, point-of-view, style, and character work

through individual and group process. Through practice and reflection, students evaluate their peers‘ and

their own creative work. Students continue to practice the use of theatrical lighting and sound equipment,

as well as multimedia resources for design applications. This performing arts class culminates in the

developments of a ten-minute play which the class writes, rehearses, evaluates, and performs in a staged

reading.

Visual Arts

The Visual Arts Program fosters the creativity and aesthetic awareness of all students by offering a wide

range of two- and three-dimensional media at beginning and advanced levels. Students are encouraged to

develop advanced skills and personal expression in areas of their choice. Through discussion, critiques,

and journal writing, students acquire a vocabulary that enables them to reflect on their own work in the

context of art, past and present. The school collects and organizes a portfolio selection of the students'

best works. At the end of the year, the Annual Art Show, attended by the community at large, celebrates the

students‘ artistic accomplishments.

Classes meet twice per six-day rotation and may be followed up by additional independent studio sessions.

Emphasis is placed on originality and long-term commitment to art. During independent studio time,

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students may continue work on their projects or participate in other art room activities. Electives in visual

arts include the following courses:

Ceramics (7th & 8th grade) Students are introduced to hand building and potter's wheel techniques.

Relationships between form and function and the use of hand building-sculpture techniques as methods of

self-expression are explored. More advanced students explore in depth technical aspects of the medium.

Museum and gallery visits are scheduled as they relate to student projects.

Media Arts: Photo/Video (7th grade only) This course is for beginning filmmakers and photographers who

want to learn about capturing images and creating stories. The year is broken into two parts: Photography

and Video Arts. In Photography: Students gain a basic overview of the photographic process beginning

with an understanding of Camera Obscura and pinhole photography. Through hands-on experience they

learn the basic functions of cameras; loading and developing film, and enlarging. Students experiment with

low-tech cameras and soon move on to using 35mm contemporary cameras. The curriculum enables

students to comprehend the historical tradition of photography and how it relates to contemporary image

making. Each student is required to keep a journal, which is a reflection of his or her growth as an

artist/photographer through the year. In Video: Students research how camera angles and editing can

affect an audience‘s perception of action. As a team, they write and then storyboard films, shot by shot,

respecting the classic story format of conflict and resolution. Students form a cast and crew and rotate

through the different jobs in production: Director, Camera Operator, Actors, Set Designer, Clapper, and

Grips. Students will receive homework assignments that enhance the class experience.

Painting and Drawing (7th & 8th grade) This class emphasizes self-discovery in an atmosphere that

encourages personal, expressive work. Students have the opportunity to explore a variety of materials,

media, and techniques as they are introduced to fundamental concepts such as color, light, and design.

They engage with art of the past and present through classroom activities as well as museum and gallery

visits. Each student is required to keep a sketchbook in order to share ideas and reflect on individual

artistic development.

Photography (8th grade only) Students gain a complete overview of the photographic process. Beginning

with an understanding of the Camera Obscura and pinhole photography, through hands-on experience they

learn the interrelationship between film speed, aperture, shutter speed, depth of field, and focal length.

They expose and print paper negatives and learn one of the oldest nineteenth century printing techniques.

Students then experiment with low-tech cameras and soon move on to using 35mm contemporary

cameras. The curriculum enables students to comprehend the historical tradition of photography and how it

relates to contemporary image making. Each student is required to keep a journal, which is a reflection of

his or her growth as an artist/photographer through the year.

Stained Glass (7th & 8th grade) Students begin by learning about the nature of glass and its manufacture.

They are introduced to the nuances of designing and cutting and are taught to adapt their proposed project

to the limitations that the media presents. Based on this knowledge, they learn to craft their design into a

finished work using the copper foil method. Skills include: pattern making, glass cutting, foiling, tinning, and

soldering the individual pieces of glass. Students are encouraged to make thoughtful decisions about color

harmony, proportion, and the effect of light on their project. At least one piece of original art is completed

during the year. Each project represents a challenge that is reasonable for the level of expertise of the

student. Thought, originality, skillful technique, and purpose are valued in this course. Safety is stressed

throughout, as is the conservation of materials and a willingness to assist others in maintaining the studio.

Advanced students have the opportunity to design new pieces that keep them moving ahead and searching

for greater technical and aesthetic challenges.

Video Production (8th grade only) This course is for beginning filmmakers who want to learn the magic of

the silver screen by studying some great works and producing one or more of their own silent films.

Students research how camera angles and editing can affect an audience's perception of action. As a team,

they write, storyboard, and learn how to sequence shots in order to create drama. Students form a cast and

crew and rotate through the different jobs in production: director, camera operator, actors, set designer,

clapper, and grips. They shoot with MiniDV video cameras and edit their films with the FinalCut Pro

Production Suite on PowerMac workstations.

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World Languages

The emphasis of the world language program is the development of communication skills through active

engagement with the target language and culture. A variety of teaching techniques is used to teach

grammar, vocabulary, and other language skills. Oral, reading, and writing proficiency improve with use and

students are encouraged to participate actively in discussions as their grammar and syntax improve.

Classes are taught in the target language of French or Spanish.

Cultural authenticity is at the heart of the world languages program. Our goal is to educate citizens of a

global culture using culturally authentic materials and activities, in order to put the language in its true

context and give students a perspective on the language and the people who speak it. Literature, poetry,

art, games, and cuisine are some of the cultural experiences encountered by the students. They do not

learn "about" the language and the culture; they learn in the language to experience the culture.

Upon entering the sixth grade, all Middle School students make a commitment to a three-year study of

French or Spanish. On occasion, a student may add a second world language with the permission of his/her

advisor, the Division Director and the World Languages Department Chair. Students who complete third

level courses before the eighth grade may be placed in high school language courses with permission from

their advisor, the Middle School and High School Division Directors, and the World Languages Department

Chair.

Middle School language classes are delineated by mastery level. A variety of teaching techniques is used to

maximize student success and mastery. The faculty designs class work practice, assignments, and projects.

Students use a textbook as a reference tool and as a source for vocabulary.

Middle School Level 1 (grades 6-8) These courses are for students with no prior world languages

experience or continuing students who will benefit from reviewing the foundations of the language of

choice.

Middle School Level 2 (grades 6-8) These courses are for students who have successfully mastered first

level material, or by department placement. Language is recycled and integrated with new language.

Students expand their knowledge of vocabulary and language structure, adding language irregularities and

past events. The focus expands from the self to others.

Middle School Level 3 (grades 6-8) These courses are for students who have successfully mastered

second level material, or by department placement. Language is recycled and integrated with new

language. Students expand their knowledge of vocabulary and language structure. Past events are

highlighted and further developed. Additional tenses and moods are explored as students expand their

communication to events in the future and other time-specific circumstances.

Physical Education and Lifelong Fitness

This program stresses life-long fitness, mastery of movement skills, cooperative games, the understanding

of rules and strategies that pertain to the particular sport, and the importance of teamwork and

sportsmanship. Students are encouraged to work to their potential and to develop a strong fitness base.

The program develops motor skills applicable to all physical activities and sports. Students attend physical

education during four periods of each six-day academic cycle. All students are required to change into the

Trevor physical education uniform. In addition, all students are encouraged to participate in the after school

athletics program.

Open gymnasium time is available during the week for students who have completed their daily schoolwork

and would like to come to the gymnasium and ask for additional help in any particular sport. Students are

encouraged to seek out a physical education teacher to help organize games and activities when the

gymnasium is available.

MiniTerm

During the winter, the Middle School schedules a three week MiniTerm. Students have the opportunity to

explore non-traditional topics, meet students in other grades, and get to know other teachers. Math, world

language, and humanities curricula continue through MiniTerm. The last two hours of the day become the

Festival of the Arts when students choose to participate in staging the middle school musical production or

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other art-focused courses that benefit from longer periods than the usual school day allows. Students who

choose to participate in the musical become scenery and costume designers, stage technicians for lighting

and video, actors, and singers. Recent productions have included Grease, Guys and Dolls, The Little Shop

of Horrors, and The Wizard of Oz.

Library

In the Upper School Library, Trevor students expand and strengthen their love for literature. The library

offers students access to current newspapers and magazines, over 11,000 print volumes, audio/video

equipment, e-books, and academic online databases. The Upper School library‘s goal is to give students the

tools required to succeed at the college level. The librarian collaborates with faculty to incorporate library

resources and skills into classroom curriculum while focusing on research strategies, information literacy,

and reading programs. Students are welcome in the library for independent study and during classes to

discuss books and develop research projects. The local area network provides access to the complete

library collection in the school as well as online resources and services including EBSCO, Gale, JSTOR,

Encyclopedia Britannica, among others.

Learning Specialists’ Support

The Middle School learning specialists offer a support system that provides an opportunity for students

experiencing developmental, academic, and/or organizational difficulties to learn compensatory strategies,

develop confidence, and foster independence. Students‘ programs are individually designed, using subject-

area curriculum goals and materials. Students may be referred to a learning specialist following

consultation with the family, the student‘s advisor, relevant teacher(s), and the division director. Instruction

is provided from one to three periods per six-day cycle to individuals or small groups of students. Families

are billed for the cost of learning specialists‘ services.

Life Issues

Students are assigned to grade-level classes for shared exploration of interpersonal concerns in a safe,

structured setting. Students explore and investigate issues that are relevant both in their adolescent lives

and in society at large. These include personal, community, and global concerns. Teachers introduce topics

in a developmentally appropriate manner and are guided by an established curriculum that stresses cause

and effect, responsibility to self and to others, and decision making.

Standardized Testing

The Comprehensive Test Program 4 (CTP 4) is administered to sixth, seventh, and eighth grade students in

the fall semester. The CTP 4 exam, published by Educational Records Bureau, is a series of tests designed

to assess verbal and quantitative abilities and achievement through a multiple-choice format.

The major purpose of the testing program is to afford the Middle School faculty an opportunity to compare

the effectiveness of the curricula in Grades 6, 7, and 8. The national and independent school norms allow

each grade to monitor progress over the three years of the program. Because student assessment in

middle school is largely performance-based through written and spoken demonstrations of learning,

another purpose of the testing program is to give students practice in taking multiple-choice tests in a low-

risk and relatively comfortable setting. The scores are reported only to parents.

Technology

Through coursework and direct assistance, the Technology Department supports students‘ use and

maintenance of their Trevor laptop computers. The technology curriculum is designed to ensure that

students are aware of appropriate use of their laptops and the responsibilities inherent in utilizing all

components of technology at Trevor.

In their technology course, students use their computers in a learning environment. The course starts with

basic laptop maintenance, including updates, backups, and troubleshooting simple problems. The Trevor

Day School Technology Acceptable Use Policy is reviewed and discussed. Students learn how to use the

computer to help stay organized. Topics specific to Trevor, such as using Moodle™ and SMART boards, are

taught. Trevor instructors and the technology staff work with the students on topics relevant to current

curricular needs. Students build and demonstrate their knowledge by creating video tutorials that are

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presented to their class and archived for use by others in the community. Projects tie directly to the

academic curriculum.

Athletics

Participation as a member of any team requires collaboration, commitment, and respect of shared goals. At

Trevor, it is the specific aspiration of our coaching staff to help the individual student-athletes develop a

sense of responsibility, cooperation, self-discipline, self-confidence, and sportsmanship.

We believe that every student, regardless of athletic ability, can grow and benefit through participation in

interscholastic athletics. To this end Trevor has a no-cut policy. Every student who wants to play will play.

This does not guarantee a specific amount of playing time, but it is our goal that at the sixth grade level

playing time is equitably distributed. At the seventh and eighth grade level those student-athletes with more

skill will play more, but it is the goal of the coaching staff that every member of the team is given the

opportunity to play at least one quarter of the game.

Middle School Interscholastic Sports

Fall Winter Spring

6th Girls‘ Soccer

6th Boys‘ Soccer

7th/8th Girls‘ Soccer

7th/8th Girls‘ Volleyball

7th/8th Girls‘ Cross Country

7th/8th Boys‘ Cross Country

6th Girls‘ Basketball

6th Boys‘ Basketball

7th Girls‘ Basketball

7th Boys‘ Basketball

8th Girls‘ Basketball

8th Boys‘ Basketball

Boys‘ Wrestling (7th through 12th)

6th Girls‘ Softball

6th Boys‘ Baseball

7th/8th Girls‘ Softball

7th/8th Boys‘ Baseball

6th Girls‘ Track and Field

6th Boys‘ Track and Field

7th/8th Girls‘ Track and Field

7th/8th Boys‘ Track and Field

7th/8th Co-ed Tennis (Club sport)

Out-of-the-Classroom Education

Learning beyond the classroom means that students should experience more than they are able within the

limits of the classroom. In that spirit, Trevor takes advantage of the bountiful resources of the New York City

metropolitan area. We strive to introduce students to educational outdoor and overnight experiences that

will help them learn more about themselves, their peers, their teachers, and the natural environment. The

outdoor education component allows students to expand their physical and social boundaries. The

program‘s curriculum focuses on a particular area of development for each grade. Sixth grade activities are

designed to lead to greater awareness and development of interpersonal skills; seventh grade activities

focus on group dynamics; and the eighth grade program targets leadership skill development. The activities

and lessons often have curricular ties.

Middle school students take a variety of trips. Trips are arranged by grade or by class for special events or

off-campus activities. For example, science classes may visit the Museum of Natural History, or art classes

may visit the Museum of Modern Art or Metropolitan Museum of Art.

Service Learning

Trevor aims to help students develop a sense of responsibility for their community, including not only the

school but also the larger community as well. The service-learning program is designed to help students

appreciate the value of helping others while increasing awareness and understanding of the local

community especially its structure and service institutions. The service-learning program also promotes

diversity of ideas, experiences, and cultures. The program is primarily activity-based with a focus on

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teamwork and strong relationships. The Middle School's program has both an internal focus (on

maintenance of Trevor‘s spaces) and external focus (on programs connected to its outdoor/alternative

education program). The program was designed to help students understand the importance of citizenship

and respect for the community and community spaces. Every student in the Middle School and High School

is expected to complete 20 hours of in-school or out-of-school service each year.

Other Extracurricular/After School Activities

Dance Concert

Choreolab is an annual dance concert for students in Grades 7 through 12. Students are responsible for all

aspects of the production: choreography, dancing, props, sets, lighting, and sound. Dance students in

Grades 7 through 12 are eligible to participate. Rehearsals for Choreolab take place after school.

Matheletes

Mathletes is a math club for students who are dedicated to extending their knowledge of math beyond what

they learn in the classroom. Members meet once per six-day cycle with their math coach to solve

challenging problem sets. Each January a competition is held to determine which eight students will

represent Trevor at the Manhattan MathCounts competition at Columbia University in February. More

information about the MathCounts program can be found at www.mathcounts.org.

Music Conservatory

Professional musicians offer private lessons in various wind and string instruments, piano, drums, and

voice. Additionally, many ensembles are available, including jazz, mixed winds and percussion, and piano

and strings. Students perform in a series of recitals given throughout the year. Families are billed for these

private lessons.

Summer Conservatory

The Trevor Music Conservatory offers summer music lessons. Students may take 6-10 lessons between

June and September. Summer lessons allow current Music Conservatory students to continue their musical

education year-round. New students may also begin lessons.

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The High School Program

The High School Division offers a traditional and challenging academic curriculum in an environment

designed to enhance students' individual intellectual and personal development. Students pursue a

rigorous college preparatory program with requirements in English, history, mathematics, science, world

languages, the arts, and physical education. Independent thought and imaginative problem solving are

carefully cultivated. The primary academic goal is for students to explore many intellectual paths in the

course of their education. Students are encouraged to reach for ever greater levels of excellence in their

course work, and to discover new strengths and interests as they deepen their solid knowledge base.

Both in and out of the classroom, students are encouraged and supported in their quest to explore their

interests, take intellectual risks, find their passions, and to push themselves beyond their comfort zones. As

independence grows, responsibility for self and the community is emphasized and recognized. Students are

encouraged to seek leadership opportunities in the classroom, on the field or on the stage, and in a wide

range of extracurricular pursuits.

Advisors

The strong advisor system that exists in the Middle School continues in the High School, offering guidance

and support to students in a developmentally appropriate manner. Advisors are involved in all aspects of

students' lives at school, and they help students gain greater independence and responsibility as learners

and community members. Advisors serve as the central collection point for information about each of their

student advisees. Although many adults enter each student's daily life, the advisor oversees the student's

academic and social well-being. Each high school advisor oversees about eight advisees.

High School advisors schedule a standing 40-minute personal conference once during each six-day

academic cycle with each of their advisees. During these meetings, the advisor reviews the student's

accountability reports prepared by class teachers for each of their students on a regular basis. Advisors

also check on the well-being of their advisees and review any issues that may affect the student. The

advisor acts as the student‘s advocate and academic counselor, as well as serving as the family‘s liaison --

the person responsible for communication between the family and the school.

High School Student/Faculty Center

As students transition from the Middle School to the High School, the role of the common room evolves.

While the High School Student-Faculty Center provides similar access to teachers, the responsibility shifts

to the students who take charge of their learning and seek out adults as advisors, teachers, and mentors.

With faculty members in the same room where students spend their discretionary time, students have the

opportunity to continue a conversation started in class, meet with an advisor, work on a club activity, or

debate a current event. We are committed to the belief that the best learning takes place within the safety

of close student-teacher relationships; the Center provides the ready access to teachers that fosters those

relationships and promotes learning well beyond the classroom. The Center also provides the space for the

development of student-to-student relationships that support collaboration, respect, and the development

of a caring community of learners.

College Counseling

The College Office at Trevor uses presentations, meetings, a detailed information manual, and a

comprehensive website to make sure that students and parents receive thorough preparation for

completing the college admissions process. The formal process begins in mid-winter of the junior year. At

that time, students and their parents are invited to College Night, where the college counselors present an

overview of the college process. In the spring of the junior year, the College Office helps families to create

an appropriate list of schools to consider, and advises families about testing procedures, financial aid

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forms, and college visits. The goal is for all students to apply to schools that are both challenging and

appropriate.

Starting in the third trimester of the junior year, students meet once per six-day academic rotation with

peers and college counselors in small College Clusters. Clusters are research and discussion-based,

emphasizing collaborative work. Topics vary, but always include preparing an applicant profile, visiting

colleges, writing a resume for the college application, creating a balanced list, and preparing for interviews.

In the fall of the senior year students are assigned to new clusters, and group meetings resume.

The College Office uses TCCi Family Connection from Naviance to help guide students and families through

the college process. TCCi Family Connection enables our college office to offer a comprehensive website

that families can use to help in making decisions about colleges and careers. Students are also

encouraged to access college information through a weekly bulletin of updated information, and through

Trevor‘s college web page which provides links to many useful resources.

Trevor students have choices among many excellent schools, and more importantly, they do well when they

get to college. Some graduates attend the most selective Ivy League schools while others head for large

state universities, small liberal arts colleges or schools of art, design, music, or technology. The diversity in

the schools selected by Trevor students reflects the cultural and intellectual range of the student body as

described in Trevor's Mission, Values, and Vision.

Senior Year Bridge Project

In the final term of their senior year, students begin their Bridge experience. They develop a project in

conjunction with their advisor and the Bridge Committee, and focus on an individual passion or area of

interest. Students have wide latitude in the design of their program; however, the project must incorporate

a commitment to academic excellence in its design, implementation, and completion. Bridge fosters

intellectual pursuit, personal growth, independence, collaboration, and thoughtful innovation. Over the

course of the Bridge experience, students will hone their communication skills, face challenges, and accept

risks. Bridge offers an opportunity for appreciation of activity-based learning, and it addresses our desire for

all students to be active learners and committed global citizens.

Effective Bridge projects have included internships, independent studies, student-directed seminars,

community service projects, and works of artistic and creative expression. Regardless of the form that

Bridge projects take, students are encouraged to exercise independence and commit to excellence.

Academic Requirements for Graduation

Students normally carry five academic courses each year. Candidates for graduation must have completed

the following:

o English - 4 years

o History - 3 years

o Mathematics - 3 years

o The Arts - 3 years of .5 credits/course

o World Languages - 3 years of one language in HS

o Coordinated Lab Science (Biology/Chemistry/Physics) - 3 years

o Physical Education - 4 years

o An approved Bridge Project in the senior year

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High School Course Sequence/Options

Grade/

Course

9 10 11 12

English

English 9

English 10

Electives

Electives - Honors

Electives

Electives – Honors

Math

Algebra 1

Geometry

Advanced Geometry

Algebra 2

Geometry

Algebra 2

Advanced Algebra 2

Precalculus

Algebra 2

Precalculus

Advanced Precalculus

Calculus

AP® Calculus

Precalculus

Calculus

AP Calculus

Statistics

Electives in Math

History

World History

US History (Yr 1)

AP® US History (Yr 1)

US History (Yr 2)

AP® US History (Yr 2)

Electives

Electives – Honors

Science

Coordinated Sci. (Yr 1)

(Physics, Chemistry

and Biology)

Coordinated Sci. (Yr 2)

(Physics, Chemistry

and Biology)

Coordinated Sci. (Yr 3)

(Physics, Chemistry and

Biology)

Elective: Problems in

Science

Electives Advanced Biology

Advanced Chemistry

Advanced Physics

Human Genetics

Environmental Science

Forensics

Grades 9 through 12

The Arts

Dance Dance

Advanced Dance

Music Big Band

Concert Band/Music

Theory

Jazz Ensemble

A Capella

Treble Chorus

Troubadours

Theater Arts Basic Drama

Drama II

Advanced Drama

Theater Technology and

Design

Visual Arts Ceramics

Painting and Drawing

Photography

Stained Glass

Video Production

World

Lang.

Intermediate French 1* through French 4

French 5 (various electives)

AP® French

Intermediate Spanish 1* through Spanish 4

Spanish 5 (various electives)

AP® Spanish

*Intermediate Level 1 classes offered when there is sufficient demand and at the discretion of the school.

Comp.

Science

Beginning and Intermediate Computer Programming and Advanced Programmer‘s Workshop are available

as electives.

Honors English In Grades 11 and 12, students with a distinguished record of achievement may petition

the department to enroll in Honors English. Honors students take a separate course in addition to their

chosen English elective.

Advanced Courses Advanced Placement (AP®) courses are available for qualified students in US History,

Calculus, French, Spanish, and Computer Science. In the senior year, advanced courses are available in

Biology, Chemistry, Physics and Genetics.

Independent Study Students who wish to pursue an academic topic that is not offered in the regular

curriculum may elect an independent study. In order to obtain approval for independent studies, students

must have a faculty advisor with whom they meet regularly and must present a précis including a research

plan and syllabus to the appropriate academic department and to the High School Division Director.

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English

The High School English program further emphasizes writing proficiency and the understanding and

appreciation of literature. Students learn to do close readings of progressively more demanding texts and to

situate works of literature in a historical context. Active reading is encouraged and students are expected to

take advantage of class discussions to ask questions, debate ideas, and make connections to other

disciplines. Writing assignments are linked to the study of literature in order to deepen students'

understanding of genre, narrative technique, and thematic issues. We teach the nature of language and its

correct use at all levels.

Four years of English are required for graduation. Grade 9 and 10 requirements are met by one-year

courses. Grade 11 and 12 requirements are met by trimester-long English electives. Independent study

courses may be developed by students to meet their interests and needs.

Grades 9 and 10

English 9 English 9 helps students to develop their own voices as critics and as writers, to think

independently and reflectively, and to express their ideas clearly and powerfully. Throughout the year,

students read challenging texts that explore questions about identity, culture, and the complexity of

relationships. From Shakespeare's Macbeth to Achebe's Things Fall Apart, the range of works invites

students to consider how family, culture, race, and gender roles influence character choices and the

development of narratives. The curriculum exposes students to a variety of literary styles and genres. In

addition, students develop media literacy skills by making informed connections between page and screen.

Class discussion and assignments emphasize close reading skills, informed speaking and active listening,

rigorous literary analysis, and attention to the mechanics of writing.

English 10 In tenth grade students build on ninth grade skills, discussing and writing about increasingly

sophisticated and complex literature. The goal is for students to become better readers, writers, thinkers,

and communicators. Through discussion, writing, and group activities, the course stresses independent

critical thinking, literary analysis, and original interpretation. Special emphasis is placed on making

connections between works of literature, students' experience, and the contemporary world at large.

Students gain practice in a variety of writing styles, including formal essay, reflection paper, poetry,

memoir/autobiography, and dramatic monologue. By the end of the year, students are in the position to

make informed choices about the electives they wish to take during their junior and senior years. Class

texts include F. Scott Fitzgerald‘s The Great Gatsby, Tim O‘Brien‘s, The Things They Carried, Aldous Huxley‘s

Brave New World, Shakespeare‘s Othello, Chimamanda Adichie‘s Purple Hibiscus. Tenth grade students

are also required to complete a wider reading project. Choices come from George Orwell‘s 1984, Bao

Ninh‘s The Sorrow of War, J.D. Salinger‘s Nine Stories, and Sherman Alexi‘s Flight.

Grades 11 and 12

In the eleventh and twelfth grades, students choose from a variety of trimester courses. Recent electives

include those listed below, but electives do vary from year to year. Each course is one trimester and is 1/3

of a credit.

English Honors is a year-long course, distinct from the elective courses, that will allow students to explore

deeply a specific genre of literature. The honors curriculum is a separate class, taken in addition to the

trimester electives. The focus of Honors 2010-11 was American Literature. What makes American

literature particularly American? How is it different from literature from other cultures? The course traced

the beginning of a uniquely American voice in Revolutionary America and followed its developments over

200 years of social, economic, and intellectual evolution. Honors students will be expected to lead class

discussions through their deep understanding of the material, and to submit a series of well-written and

researched essays.

Hamlet Electives (11th grade required elective)

Hamlet and Beowulf This course examines two classic heroes of English literature. The course begins with

Beowulf, the epic poem about a brave slayer of monsters and dragons. Hamlet is a different type of hero, a

brooding student who wears black and talks about his feelings. Discussion of these works and short

readings, music, and film will focus on the idea of heroism. What makes a hero? What qualities does he or

she possess? What type of actions does he or she perform? What is the role of heroes in literature and life?

Hamlet, Crippled by Fear Analysis of Hamlet often focuses upon the protagonist‘s state of mind. But the

ghostly presence of his murdered father and the fact that Hamlet converses with this spirit raise questions

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in and of themselves. As we seek to understand both Hamlet as a man and Hamlet as a narrative, how can

we not think about fear and its potent influence? In this elective, our consideration of the role of fear in

Hamlet will lead to a more far-reaching exploration of the purpose and significance of fear in literature.

Alongside Hamlet, we will read short stories by Angela Carter, Edgar Allan Poe, and Charles Dickens. We will

also read poems from the Romantic genre, whose central concern is with the self in society.

Hamlet: Angst and Anger Anger. Angst. Violence. Suicide. Self-mutilation. Adolescents today are not so

different from their predecessors centuries ago, despite seemingly different societal expectations and

cultural forces. The study of Shakespeare‘s Hamlet will provide a glimpse into the teenage and early adult

years of the Elizabethan era through the characters of Hamlet and Ophelia. The course then moves into

modern times with readings in modern psychoanalytical texts about the nature of teenagers today (Reviving

Ophelia and Raising Cain), comparing the conflicts and reactions that today‘s youth share with Hamlet and

Ophelia. After looking at two recent films about adolescent angst, Virgin Suicides (based on the novel by

Jeffrey Eugenides) and Elephant (based on the Columbine shootings), students are asked to complete a

major project about some aspect of anger and angst in popular culture of the past twenty years. Students

will choose an independent focus for their projects but will be asked to draw from multiple cultural sources

(film, music, art, dance, blogs, video-games, etc.) to complete their work. For Honors, students will read and

discuss Jeffrey Eugenides‘ Middlesex.

Hamlet Variations A complete production of Hamlet can run four-and-a-half hours; but most productions

cut at least two hours from that running time in order to focus in on particular aspects of the play. In

addition to reading the complete play and discussing it in class, students view at least two film versions and

read reviews of many stage productions, all of them different. Students write ongoing commentaries related

to the above material, and create their own variations.

Stealing Hamlet Shakespeare‘s Hamlet has inspired thousands of artistic works: from operas and

paintings to rock songs and movies. In this course, students will add to the list by making their own works

of art inspired by the play. Students should come ready to read, write, draw, perform, film, and re-imagine

the play.

Other Grade 11 and 12 English Electives

Childhood in the Literary Imagination In this course, we explore how childhood is imagined and, indeed,

invented in nineteenth-century British literature. Readings include novels and poems both for children and

adults, as well as those that straddle these two audiences – Dickens‘s Great Expectations, Eliot‘s The Mill

on the Floss, James‘s The Turn of the Screw, and selections from Wordsworth‘s Lyrical Ballads, and Blake‘s

Songs of Innocence and of Experience.

Satirical Literature: No Joke Examples of satire can be found in Egyptian writing from as far back as the

beginning of the second millennium BC. Today journalists, playwrights, cartoonists, actors, and writers from

every genre rely on satire to provide an intellectual commentary on government, society, and life in general.

In this course we study the use of satire in many forms (e.g., prose, poetry, drama, and visual texts such as

film and political cartoons), as well as explore the historical, social, and aesthetic contexts of satire. How

did satirical literature develop throughout history? What purpose does it serve? Students learn to recognize

and employ in their own writing rhetorical devices such as irony, sarcasm, exaggeration, understatement,

hyperbole, and allusion. We discuss both Horatian as well as Juvenalian satire by such authors as Jonathan

Swift, Alexander Pope, Mark Twain, George Orwell, Ray Bradbury, and Dorothy Parker.

Ted & Sylvia: The Poetry and Prose of Ted Hughes and Sylvia Plath On June 16th, 1956, Sylvia Plath

married Ted Hughes in Bloomsbury, London. Born in Massachusetts, she was a writer who ―always saw the

world as if through a camera.‖ Hughes, born in Yorkshire, England, ―took a magical, shamanic view of

poetry.‖ They had two children. She committed suicide in 1963, whilst he went on to become England‘s

Poet Laureate. This course is a rigorous study of the poetry and prose of Plath, and the poetry of Hughes.

We consider the impact that each had on the other, and the external influences that made their work both

unique and powerful. Our reading on Hughes will come from The Collected Poems of Ted Hughes. Our

reading on Plath will come from both her novel The Bell Jar and an edition of poetry entitled Ariel published

after her death and edited by Hughes.

The Empire Writes Back: Post-Colonial Literature Throughout history, in response to an appetite for

exploration and domination, men traveled the globe and colonized lands foreign to their own. In the

twentieth century, these colonized nations began to seek and eventually win their independence. Though

colonialism in its strictest form might be over, the legacy of colonialism, along with more tacit forms of

imperialism, remains. In this course, we look briefly at some literature from the perspective of the colonizer,

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but primarily examine the situation through the lens of the colonized. Some of the questions we consider

are: What effects did colonialism have on the individuals that were conquered? Specifically, how is one's

identity affected through the loss of ownership of land, space, and even mind and body? What happens

when you are a subjugated person in the place that you call home? To delve into these questions, we read

texts by such authors as Jean Rhys, J.M. Coetzee, Arundhati Roy, Wole Soyinka, Jhumpa Lahiri, and Jamaica

Kincaid, some poetry from Derek Walcott and Sherman Alexie, and possibly view a film or two.

On Pilgrimages: Chaucer & The Canterbury Tales

―Whan that Aprill, with his shoures soote

The droghte of March hath perced to the roote

And bathed every veyne in swich licour,

Of which vertu engendred is the flour…‖

Thus begins Chaucer‘s The Canterbury Tales. Written at the end of the 14th century, Chaucer‘s magnus

opus follows 30 pilgrims on their journey from Southwark to the shrine of Saint Thomas Becket at

Canterbury Cathedral. We will explore Chaucer‘s medieval world in its culture and contradictions,

highlighting issues of gender, class, and race in conjunction with themes of justice, healing, and exclusion.

We will learn to read Chaucer‘s language and to understand the world in which he lived. All text will be read

in Middle English.

Slavery and Its Consequences Though Barack Obama‘s successful bid for the presidency of the United

States of America was widely celebrated throughout the world, it also ushered in the controversial question

of whether or not we are living in a ―post-racial‖ society. Though that debate will undoubtedly continue, a

close look at history reveals that there was a period of time in which America was ―pre-racial‖. Indeed, the

word ―slave‖ comes from the word ―Slav‖ as many of the first slaves were actually white, Slavic people from

Eastern European countries. This course looks at the development of ideas of race and privilege in America

through tracing the evolution of African-American literature, eventually moving to modern texts that

encompass other racial groups in the United States. Texts will includes works by such authors as Phyllis

Wheatley, Frederick Douglass, Edward P. Jones, Richard Wright, James Baldwin, Ralph Ellison, Toni

Morrison, some poetry from Claude McKay, Langston Hughes, and Martin Espada, and possibly a film or

two.

The American Dream: From the Declaration of Independence to “Yes, We Can”

We hold these truths to be self-evident, that all men are created equal, that they are endowed by

their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of

happiness.

-Thomas Jefferson

Does the second sentence of the Declaration of Independence ring true for all Americans? James Truslow

Adams coined the phrase ―American Dream‖ in his 1931 book Epic of America. Unfortunately, only a small

percentage of Americans enjoy the freedoms and liberties envisioned by Jefferson and Adams. This course

will delve into literature that addresses the American experience through various lenses. Through the work

of Langston Hughes, Kate Chopin, Arthur Miller, Lorraine Hansberry, Walt Whitman and Upton Sinclair,

students will examine their own interpretation of the American dream and how American experiences and

values have been defined in literature.

The Play is the Thing: The Art of Playwriting Prince Hamlet famously asserted that ―the play is the thing.‖

Harold Bloom, a respected scholar of Shakespeare and revered critic of Hamlet further claimed that

Shakespeare‘s playwriting is so intricate and compelling in this play that the audience must ask themselves

if they are spectators at a play or at the very essence of the play itself? In this elective, students read

dramas that provoke their audience into questioning and engaging with their characters and subject

matter. Whilst reading and analyzing course texts, students explore playwriting strategies deployed by

writers with the aim of conceiving, crafting, editing, and performing their own dramas. To this end, students

become familiar with playwriting techniques and terminology and engage with the process of editing

through performance. Readings principally come from Oscar Wilde‘s The Importance of Being Earnest

(1895), Arthur Miller‘s The Death of a Salesman (1949), Tennessee Williams‘ Suddenly Last Summer

(1958), and Harold Pinter‘s The Birthday Party (1958). Assessment will be via both analytical and script

writing. The expectation is that students will be willing to perform and direct their own plays and the plays of

their peers.

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History

The High School history curriculum engages students in a thoughtful, comprehensive study of the past. It

provides students with a solid historical foundation and helps them to gain a better understanding of the

world in which we live. Emphasis is placed on the various forces that have helped to shape the modern

world: economic, intellectual, social, cultural, political, and technological. Independent inquiry constitutes

an integral part of each history class, and students analyze different historical interpretations through

extensive reading, debate, and discussion.

Three years of history are required for graduation. This requirement is currently met through one year of

world history in Grade 9 that completes the sequence from seventh and eighth grades, and a two-year

sequence of United States History in Grades 10 and 11. In Grade 12 the history program offers elective

courses.

History 9: World History In our one-year survey of world history, we consider the factors that lead to

decisions that shape the patterns of development that define the world for succeeding generations. We

discuss the ways in which intercultural contact and exchange have created the world we have inherited.

Our time frame is the last fifteen hundred years. Aspects of our survey include both traditional and non-

traditional elements of world history, including the politics, economics, art, religion, literature, philosophy,

and culture of a variety of civilizations and societies. Topics include the fall of Rome, the rise of Islam, the

emergence of the Indian Ocean trade network, the Tang-Sung "Golden Age," the Crusades, the Mongol

invasions, the Renaissance, the Reformation, colonialism, imperialism, the Industrial Revolution, the rise of

capitalism, the rise of communism, decolonization, and the emergence of the contemporary world.

Students are guided toward developing the skills of historical analysis, as applied to classroom discussions,

formal essays, and creative projects. Primary sources constitute a major part of the materials used, and

learning to read them critically is one of the central skills students develop in this course. This is an activity

and discussion-based class, and regular participation is as important as regular completion of homework

and projects.

AP U.S. History 1 & 2 The AP United States History is a two-year course beginning in the tenth grade. The

course is a comprehensive survey of U.S. history that covers the recommended AP curriculum in

preparation for the AP U.S. History exam. Students are expected to acquire mastery of the significant

political, diplomatic, economic, intellectual, and social trends in U.S. history. The course emphasizes written

analysis, thesis development, and understanding the historiography of a given era in preparation for the

open response section of the AP exam.

History 10: United States History 1 The survey of United States history is covered in two years, beginning

in the sophomore year. The first year is a comprehensive study of U.S. history through the Reconstruction.

Students are expected to acquire mastery of the significant political, diplomatic, economic, intellectual,

and social trends of U.S. history. Topics include a comparison of Spanish, French, and British settlement of

the Americas; the economic, political, and social development of colonial America; the American

Revolution; the Constitution and the New Republic; the Market Revolution; nineteenth century reforms;

Jacksonian Democracy; antebellum reform; Manifest Destiny; causes of the Civil War; and Reconstruction.

Students engage in critical thinking by researching and debating major historical questions, using both

primary and secondary sources. Using historical inquiry as a tool, students focus on writing, research,

critical thinking, and reading skills.

History 11: United States History 2 The second year of the survey is a comprehensive study of U.S. history

from the end of Reconstruction through the twentieth century. Students are expected to acquire mastery of

the significant political, diplomatic, economic, intellectual, and social trends of U.S. history. Topics include

the rise of industrialization and labor movements in the late nineteenth century, American imperialism, the

Progressive era, US involvement in World War I, the Roaring Twenties, the Great Depression, World War II,

the Cold War, Vietnam, and Watergate. Students engage in critical thinking by researching and debating

major historical questions using both primary and secondary sources including those specific to the study

of the twentieth century (motion pictures, radio, television, recorded music, etc.). Using historical inquiry as

a tool, students focus on writing, research, critical thinking, and reading skills.

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History Electives

The following electives have been offered to seniors in recent years, and the course offerings vary annually.

Art History This course examines works of art in different historical and cultural contexts, with special

attention to providing a global perspective on how we perceive and judge art. In addition to learning ―how

to look‖ at art, students focus on using visual analyses as the basis for thinking and writing critically about

historical issues and events. Examples of the types of questions we consider include: How does the very

different appearance of art in Islam, China, and Europe relate to different traditions and beliefs? How do

images sustain those in power? How do changes in artistic styles over time reveal (or conceal) changes in

political, economic, and social relationships? And how is the ―strangeness‖ of much of modern art a

response to the ―strangeness‖ of life in a modern, industrialized world?

History of China In 1793 a senior emissary from the British King, George III, came to the Chinese court of

the Qing emperor Qianlong on the emperor‘s 80th birthday. The emissary was seeking trade advantages, a

privilege the British expected wherever their merchants roamed. In response, the emperor of the largest

and most powerful nation on the globe sent an imperial edict to George III saying that ―…We have never

valued ingenious articles, nor do we have the slightest need of your country‘s manufactures.‖ A little more

than a century later China was destitute and divided into spheres of Western influence with the seeds of

revolution firmly planted in the misery and poverty of her people. This course will explore both the rise of

China to peaks of wealth and power as well as her shocking and sudden downfall. We will discover the

main themes in Chinese history from the first dynasty through to the rise of Mao, a period of more than

3,000 years, as well as exploring the ways in which the Chinese conceived of the nation-state, organized

governments, saw to the well-being of a vast and growing population, wrestled with the cultural assimilation

of border populations all while pondering the philosophical questions of existence, essence, knowledge,

morality, and ethics. We read a variety of texts including a textbook on Chinese civilization as well as

numerous primary source materials including philosophical writings and poetry. China is one of the oldest

cultures extant today and as such her rulers, bureaucrats, merchants, philosophers, artists, peasants,

soldiers, and statesmen have grappled with most of the same problems confronting contemporary societies

including our own. To more clearly understand how they confronted these challenges not only helps to

illuminate the current human condition but also contributes to an understanding of China today.

History of New York City This course is the history of a city that mirrors the history of the United States. The

politics, economy, immigration, labor, and culture of New York and the nation will be examined. Students

will experience the city‘s history by visiting historic sites such as Five Points, Wall Street, and the Lower East

Side Tenement district. While this course focuses on the history of the city, the sources used will not be

limited to secondary historical accounts. The course of study includes exposure to the historical, literary,

and architectural resources of the city as well as its libraries and museums.

Economics The course will cover the fundamental concepts of economics, together with an introduction to

the history and functioning of financial institutions. There will be a reliance on case studies highlighting

current economic issues—these will be global, cross-cultural, national, and local. The aim is to dig behind

the current newspaper headlines in order to try to grasp the longer term significance of the ever-increasing

volume of available information.

Politics and Culture in a Global Age

Art History: Post-1945 Developments in World Art The art history course introduces students to selected,

significant developments in world art in the period from 1945 to the present, including various international

forms of Pop art, propaganda, abstraction, and ―resistance art.‖ Although a primary goal of this class is to

familiarize students with basic vocabulary and methods of formal analysis, there is also a focus on using

these analyses to ground interpretations and questions about a work of art. Students are guided in ways to

formulate and research appropriate historical questions about the historical conditions in which works of

art were produced and viewed.

A History of Technology in Modern Culture Technology is a defining feature of our modern world, but how do

we assess its profound impact on human experience? This course investigates the modern history of

machines—steam engines, machine guns, elevators, vacuum cleaners, rockets, and robots, to name a few—

by looking at the various philosophical, political, and cultural responses they have provoked. Among the

questions considered are how technology has challenged our definition of reality, altered our notions of

power, and changed the way we interact with the world. We will look at the science as well as the science

fiction of modern technology. Students will be introduced to a wide range of resources drawn from

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historical, philosophical, and literary texts, as well as popular culture and art. At the same time, students

will be encouraged to pursue the directions of inquiry of most interest to them.

Mathematics

The mathematics curriculum provides all students with a comprehensive mathematics education. Students

study a core of algebra, geometry, and trigonometry and develop the problem-solving and critical thinking

skills needed for mathematical competence and for the study of advanced mathematics. The typical high

school sequence is Geometry, Algebra 2, and Pre-Calculus in ninth through eleventh grades. Three years of

mathematics are required for graduation. Advanced courses are available for qualified students, including

calculus, statistics, and math electives.

Algebra 1 This course explores the fundamentals of algebraic thought and problem-solving and is

designed for students who have not yet completed a full-year of Algebra 1. Topics will include: number

systems, basic laws of algebra and algebraic expressions, linear equations, inequalities, linear functions

and graphs, systems of linear equations, factoring, exponents, radicals, and quadratic equations.

Geometry/Advanced Geometry Geometry is generally the first course in the High School mathematics

sequence. Students explore geometry topics using a textbook, constructions, and Geometer's Sketchpad

(computer software). It includes topics such as inductive reasoning; constructions; the properties of lines,

angles, polygons and circles; transformations; area; the Pythagorean Theorem and its applications; volume;

similarity; and basic trigonometry.

Algebra 2/Advanced Algebra 2 This course is for students who have completed Algebra I, and follows

Geometry in our high school mathematics sequence. It builds upon the concepts and techniques of Algebra

1 and provides a more rigorous conceptual grounding for the advanced mathematics courses. It includes

topics such as properties of real numbers; solving and writing linear equations and functions; solving and

graphing linear inequalities and systems of linear equations and inequalities; solving quadratic equations,

both graphically and algebraically; studying powers, roots and radicals; polynomial functions; conic sections

and right triangle trigonometry.

Pre-Calculus/Advanced Pre-Calculus This course, a preparation for the study of Calculus, is intended for

students who have successfully completed Algebra 2. The major topics include the study of coordinate

geometry and the analysis of polynomial, rational, exponential, logarithmic and trigonometric functions.

Real-world applications will be fully explored throughout the year and a graphing calculator will be used

extensively.

SAT I/II Math Preparation Students review material and prepare for the SAT I/SAT II Math exams. They are

expected to work independently, complete weekly assignments, and attend class in the assigned Sunblock

club period. (non-credit)

Calculus Calculus is the study of change. It builds heavily on the concepts developed in algebra, geometry,

and pre-calculus and is used to solve problems in mathematics, science, and engineering, many of which

cannot be solved using algebra alone. The course is divided into two major branches, differential calculus

and integral calculus. Applications of differential calculus include computations involving velocity and

acceleration, the instantaneous rate of change, and optimization of functions. Some applications of

integrals include finding the area under a curved function and calculating the volume of three-dimensional

solids.

AP® Calculus AB This advanced level course prepares students for the Advanced Placement exam in AB

Calculus. This is an enhanced version of Calculus and explores the concepts and techniques of calculus

with greater complexity and rigor. Students are required to take the AP Calculus AB exam in May.

Statistics This course teaches students how to use mathematical models to analyze and draw conclusions

about real-world data. The concepts and skills that are covered are useful in a wide range of future fields of

study. The course includes topics such as describing data, normal distributions, experimental design,

probability, and statistical inference. The computer is used extensively throughout; as part of the course

each student will build their own general statistics calculator in Microsoft Excel that they will be able to use

in college and beyond for a variety of statistical analysis procedures.

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Discrete Mathematics (may not run annually) Discrete Mathematics is a unique course that explores

mathematics from a practical, real-world perspective. It has become popular in recent decades because of

its applications to computer science and business management. The course focuses primarily on problem-

solving skills, and does not necessarily require a strong background in algebra. Topics explored may

include democratic voting methods, network and routing problems, fair division of resources, task

scheduling, statistics and probability, and fractal geometry.

Financial Analysis (may not run annually) This course will be an exploration into the mathematics as well

as the political, economic, and social implications of a wide variety of financial matters. Topics may include:

interest and exponential growth, taxes, loans, mortgages, retirement accounts, stock markets, insurance,

budgets and deficits, inflation, resource management, banking, and optimal decision-making. Current

events provide context for the curriculum whenever possible.

Science

The Science Department encourages and advances a lifelong passion for science. Students are engaged in

a problem-solving, inquiry-based program that provides them with the skills, knowledge, and perspective to

interact responsibly and ethically with each other and with the world beyond the classroom. The challenging

curriculum is broad yet balanced, designed with the belief that science literacy is fundamental to

participating fully as an engaged twenty-first century citizen. Cooperation, creativity, and teamwork, integral

to the process of scientific inquiry and to being a scientist, are practiced in the classroom. A coordinated

science curriculum is taught in Grades 9 through 11 with students studying biology, chemistry, and physics

during all three years. Students engage in hands-on experimentation in the lab and through virtual

technology, and their learning across the three sciences helps to solidify their understanding of each

discipline. At the same time, students gain an appreciation for the connections between the sciences and

for the practical application of the topics they study. Advanced courses and other electives are offered to

seniors. Computer science programming courses are also available as electives.

Coordinated Science 9, 10 and 11 (Biology, Chemistry and Physics) In Grades 9 through 11, students engage in a three-year coordinated course of study in biology, chemistry,

and physics. Cross-curricular concepts, laboratory skills, and the scientific method are emphasized in the

classroom routines that include group work, laboratory experiments, and field trips. In biology students

explore cell structure and energetics, endocrinology, embryology, evolution, medical physiology, genetics,

cancer, and the international AIDS crisis. In chemistry students pursue an understanding of matter,

chemical bonding, limiting reagents, thermochemistry, acids and bases, gas laws, and organic chemistry.

Physics students have the opportunity to learn about kinematics, forces, waves, optics, electrostatics,

torque, motion (projectile, circular, and periodic), vectors, and quantum theory. As the curriculum

progresses from Grades 9 through 11, topics are reconsidered at greater depth as new concepts are

introduced.

Junior Year Science Electives

In the eleventh grade students may consider the following electives in addition to their coordinated science

course:

Problems in Science 11 Would you like to analyze art forgery, resolve a medical emergency, predict the

course of a hurricane, save an endangered species? Students will are presented with realistic problem

situations in various areas of science: meteorology, genetics, chemistry, physiology, ecology, bacteriology,

and so forth. Emphasis is on the quality and depth of research as well as the organization and logic of the

approach to the solution. Both class and independent work is emphasized.

SAT II/Biology Preparation Students use an SAT II guide to review the concepts studied in Grades 9, 10,

and 11. There is an opportunity to check their understanding of the material through appropriate pre-tests.

Students are expected to work independently, complete weekly assignments, and attend class in the

assigned Sunblock club period. (non-credit)

SAT II/Chemistry Preparation Students use an SAT II guide to review the concepts studied in Grades 9, 10,

and 11. There is an opportunity to check their understanding of the material through appropriate pre-tests.

Students are expected to work independently, complete weekly assignments, and attend class in the

assigned Sunblock club period. (non-credit)

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Senior Year Science Electives

In the twelfth grade students may choose from the following electives:

Advanced Biology This course provides students the opportunity to engage in high-level scientific study

and research. It is intellectually demanding and requires extensive collaborative work. Following a month of

intensive study on the structure and function of DNA, students work in small groups to define an

experimental question in the area of DNA and genomic science. Students create detailed research

proposals including time lines and budgets; one proposal is selected after each is presented. This research

question is then the focus of the work of the class for the remainder of the year. Students pursue the

question collaboratively and creatively using state of the art techniques and equipment in molecular biology

and bioinformatics. Open to qualified students.

Advanced Chemistry This course is lab based. The goal is to heighten students' ability to think through

problems in a scientific context, develop a hypothesis, and to test it through the investigation cycle:

question, hypothesis, planning, results/observations, analysis, conclusion, evaluation, and question.

Students are required to form a hypothesis and explain/rationalize observations using scientific theory. The

course content will be derived from the branches of organic, inorganic, and physical chemistry. Students

will learn the techniques involved in quantitative and qualitative analysis (titrations and testing for anions

and cations), Faraday's laws of electrolysis, functional groups of the major organic compounds, equilibrium,

and rates of reaction. Lab skills are honed in and outside of class and through multi-trial experiments.

Approach and techniques used in the course model a working chemistry lab with the teacher available as a

guide. Open to qualified students.

Advanced Physics Topics covered include velocity, acceleration, force, vectors, momentum, energy,

thermodynamics, waves, sound, electric and magnetic fields, electric circuits, and quantum mechanics.

Additional topics such as relativity and nuclear physics may also be studied. Basic calculus and

trigonometric concepts are introduced as needed. The main emphasis of the course is on physical theory,

although links with history and philosophy are also stressed. Students who wish to take the Advanced

Placement (AP) examination in physics are supported outside class. This course is the equivalent of an

introductory college-level physics course. Open to qualified students.

Environmental Science From the publication of Thoreau's Walden in 1854 to the passage of laws

protecting the environment in the 1960s and 1970s, ideas on the environment have been continually

evolving for the past 150 years. This class begins with a look at the major world habitats and quickly moves

into the central environmental issues confronting us today: waste management and recycling, acid rain,

ozone depletion, agriculture, air/water/soil quality, and so forth. Climate change and global warming is the

central theme throughout the course. Central Park is our topic of study for laboratory work, with a focus on

urban ecology. This is intended to be a broad survey course. The course includes laboratory work, projects,

and presentations.

Forensics This class familiarizes students with the basic principles of forensic science and offers some

experience with the common practices. Lab projects include analysis of fingerprints, identifying trace

evidence, and testing Locard‘s principle of exchange. The psychology of eyewitness testimony and its

limitations are discussed with some consideration of the Innocence Project. We explore the place of

forensic science in popular culture through film, television, and detective literature. Essential topics will

include forgery, poisoning, and arson; (no experience necessary).

Human Genetics The "genetics revolution" of the last 40 years has had a profound impact on our view of

science and everyday life. This course is intended to lead students from familiar, basic genetic principles to

their advanced application in areas of human health and development. Topics include Mendelian

principles, gene structure and expression, clinical genetics, the history of eugenics, cancer, prenatal

diagnosis, and DNA fingerprinting. Discussion, relevant projects, research papers, and field trips will

support and augment student learning.

Computer Science

The following computer science electives are offered in the High School:

Beginning Computer Programming This course focuses on the study of beginning programming

techniques using the Java language. Topics covered include numeric, character, string and logical data

types; simple and complex operators; the structure and format of a Java program; issues of style and logic

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in computer programming; looping and branching; and use of classes and methods. Students are expected

to complete a programming project of their own design each trimester.

Intermediate Computer Programming Building on the programming techniques learned in Beginning

Programming, this course moves the students deeper into the world of Graphic Object Oriented

Programming with the Java language. Using modern open source tools, the class covers the concepts

needed to design, analyze, code, debug, and maintain modern Windows programs. Most programming

skills are learned by doing; class time is normally spent coding, either modifying existing demonstration

programs or creating new ones. At times during the year, the class works together on group projects of their

own devising as a means of further mastering the development process.

Advanced Computer Workshop This course is structured as a guided independent study for students with

the prerequisite skills and knowledge. Students use coding to extend and strengthen their skills, working on

either individual or team projects of their own devising. Team programming capabilities of the development

environment are used so that the entire team is able to work on a single project and seamlessly share

code. Java is the primary platform although students are allowed to use other appropriate programming

tools. Managing the logic and structure of the project are as important as the specific programming skills.

Students in this course may also prepare for the Computer Science Advanced Placement test given

annually in May.

The Arts

The arts program at Trevor is comprised of four distinct areas: dance, music, theater arts, and visual arts.

Each offers Trevor students a challenging and highly creative curriculum. Both the Lower and Upper schools

offer a program of study in all four areas, with instruction increasing in depth and complexity in the Middle

and High School arts curricula. Students are taught to approach the artistic process with focus and

discipline. As a result, they have the opportunity to excel in their chosen fields, guided by an experienced

faculty of artist-teachers.

All High School students are required to complete three courses (.5 credits each) within the arts, for

graduation. However, most Trevor students participate in many more arts-related activities.

Dance

The focus of the dance program at Trevor is on the art of choreography. All dance students take a

combination of composition and technique classes. Each class meets once per cycle. Students have the

opportunity to develop their own movement in composition class and explore the process of learning

movement phrases in technique class. A guest teacher program offers an exposure to multiple

perspectives in dance. Students are introduced to diverse styles of dance in units that can include: Hip-

Hop, African, Indian, and Balkan dance. Students write one paper in dance that is a review of a live dance

performance of their choice. All dance students are invited to participate in Choreolab, the annual dance

concert. A final solo, which incorporates various choreographic and technical concepts, is assigned at the

end of the year. Exploration, reflection, and a respect for process and collaboration are central elements in

the dance curriculum.

Dance Composition 9/10 This class focuses on the process of creating dances. Students work individually

and in groups to explore the elements of dance—space, time, and energy—through traditional compositional

forms. Improvisation is a tool that is used to generate material and build group cohesion. Students are

asked to analyze and respond to movement that is presented in class. The history of dance is addressed

through the observation of videos and in specific choreographic projects.

Modern Dance Technique 9/10 In dance technique, students are exposed to technical vocabulary of

modern dance. Students receive training in the skill of learning movement phrases. Students develop

flexibility and a sense of rhythm; there is an emphasis on alignment, musicality, and spatial awareness.

Traveling sequences are a part of the class and students are introduced to vocabulary that includes triplets,

hops, leaps, and turns. Suspension and release are concepts that are incorporated into the phrase work.

In addition to demonstrating the movement phrases in class, students are encouraged to integrate the

skills they acquire in class with those they have gained in improvisation and composition.

Composition 11 Students continue to explore their creative voice through a more in-depth exploration of

dance composition and theory. While students still work collaboratively, there is more focus on solo and

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partner work. The process for generating movement continues to expand, and students are asked to

consider the historical perspectives of postmodernism and current practices in dance composition. The

year culminates in a dance-on-camera project, and each student choreographs and directs a short dance

film.

Modern Dance Technique 11 In this course, students continue with their technical training in modern

dance. The students are exposed to movement phrases that are increasingly more complex in rhythm,

space, and form. There is a strong emphasis on intention, and students explore the conceptual context of

a phrase. Students are asked to work with the material in a more sophisticated manner, such as re-

working a phrase from the left to the right side. Although there is a focus on collaboration in class,

students are encouraged to work independently with the movement. A more in-depth connection is made

between the technical and the creative processes.

Composition 12 Students continue to explore their creative voice through a more in-depth exploration of

dance composition and theory. For seniors, there is a return to an emphasis on the group process through

specific improvisational and choreographic processes. Students are expected to collaborate on a group

dance based upon a specific choreographic process.

Modern Dance Technique 12 In the final year of dance technique, the students will build upon their

technical foundation. Movement phrases include dynamic and rhythmic contrast, and the students are

challenged to expand their technical vocabulary, and to increase their physical strength. Students are

asked to develop memorization skills. Phrases are linked together as students strive to retain movement

over a period of time. The group is encouraged to make more complex connections between technical

material, their choreographic and improvisational knowledge, and their experiences in the world around

them.

Music

The High School music curriculum expands upon the Middle School‘s and offers both open-admission

ensembles and higher-level, auditioned groups in instrumental and in choral music. Performances are an

integral part of the music program in the Middle School and High School. Formal evening concerts in the

fall and spring are supplemented by in-school assembly performances and by special, off-campus

performing opportunities, adjudication events, and singing camps throughout the year.

Instrumental Music

The instrumental music program offers a Concert Band (ninth and tenth grades), Jazz Ensemble (eleventh

and twelfth grades), Big Band (ninth through twelfth grades), Trevor Clefs (ninth through twelfth grades

advanced jazz ensemble), Music Theory, and independent study of music with computer technology for

composing, recording, and editing.

Big Band This 15-20 member ensemble consists of woodwind and brass instruments with a rhythm

section of piano, bass, guitar, and percussion. The Big Band plays songs in the jazz and popular repertoires

drawing on the vast amount of material available for jazz orchestra, from Count Basie and Duke Ellington

and the traditional swing repertoire to the more modern era of music for film, funk, and rock. The emphasis

is on developing musicianship through contrasted part playing, working together in instrumental sections,

and improvisation within a more orchestrated setting.

Concert Band Concert Band consists of different woodwind and brass instruments, keyboard, guitar,

percussion, and drums. Students play pieces and arrangements from mostly 20th century popular, concert,

folk, and other repertoires. Attention is given to developing musicianship and instrumental skill through the

continued study of fundamentals such as proper sound production, articulation, intonation, and knowledge

of the student's instrument. The study of scales and technical exercises plus the development of music

sight-reading are important parts of the curriculum.

Concert Band with Music Theory In addition to the regularly scheduled Concert Band class, students will

meet for one additional period per cycle to study music theory. As a study of the building blocks of music,

theory is an essential tool for all musicians, providing them with a common technical language and a

means of understanding the organization of music.

Jazz Ensemble Jazz Ensemble is a small combo consisting of woodwind and brass instruments with a

rhythm section of piano, bass, guitar, and drums/percussion. The ensemble plays material from the

different eras of jazz, from early swing, modern, and Latin styles, plus some material from rock and popular

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repertoires. There is more focus on improvised solos in the jazz and creative music traditions and analysis

of theory and applied techniques such as chord/scale relationships and harmonic progressions and

devices. The group performs in holiday and spring concerts and assemblies.

Choral Music

Open-admission choral offerings include the Treble Chorus (girls) and Troubadours (boys). Auditioned

groups include the A Capella Singers and boys‘ and girls‘ barbershop quartets.

A Capella Girls/A Capella Boys Through studying and performing a diverse range of unaccompanied vocal

music -- including Renaissance madrigals, contemporary "A Capella" arrangements, and polyponic music

from other cultures -- the A Capella Ensemble focuses on opening the voice, gaining and applying musical

skills, performing, and acquiring musical independence. Skills development includes chromatic sight

singing, count singing in dotted rhythms, one-on-a-part quartet singing, exploring a wide range of vocal

resonances, and group improvisation. Students analyze musical problems and apply a repertoire of

techniques to find solutions, independently and in groups. Embodying the emotional messages of songs is

also emphasized, and students are encouraged to pursue opportunities for musical arranging as well.

Treble Chorus The goal of the Treble Chorus is to build musicianship and community through singing a

culturally diverse repertoire of songs for alto and soprano voices. Vocal training includes tone production,

breathing, diction, and attention to phrasing. Reading music notation from full choral scores, solfege, and

sight singing are important aspects of the curriculum and rehearsal process. The Treble Chorus performs

two or three times a year in evening concerts and at assemblies and also sings the national anthem at a

New York Mets game in the spring. Treble Chorus members have the opportunity to audition to sing in solo

quartets. The quartets give several performances during the year and also participate in a Barbershop

conference.

Troubadours The Troubadours sing unison to multi-part songs for tenor and bass voices, including those

from the Barbershop tradition. Vocal training includes tone production, breathing, diction, and attention to

phrasing. Reading music notation from full choral scores, solfege, and sight singing are important aspects

of the curriculum and rehearsal process. The Troubadours perform two or three times a year in evening

concerts and at assemblies and also perform the National Anthem at CitiField every spring. Like the Treble

Chorus, Troubadour members have the opportunity to audition to sing in solo quartets. These quartets

participate in Barbershop conferences during the year and also give several performances.

Theater Arts

The mission of the Theater Arts is to foster a lifelong sense of wonder about drama and theater design

technology. The arts faculty collaborate with students in creating and sustaining a safe, inclusive

community where diversity is honored. In developing an open environment, students are encouraged to

engage actively in the creative process while developing the necessary skills for each discipline. Risk-taking

and play are central to our study. We strive to educate each student for artistic excellence in dance and

theater arts.

Basic Drama The first year of drama focuses on developing the basic acting instrument, cultivating

knowledge of stagecraft, and exploring the student‘s relationship to an audience. Class work includes

improvisation, theater games, status, converting the author‘s text to real speech, and continual self-

evaluation to enrich one‘s on-stage experience. The teachings of Lee Strasberg, Keith Johnstone, Michael

Chekhov, and George Morrison are combined with new techniques. This lays the groundwork for

fundamental scene study skills. A sense of play, a willingness to take risks and assertively break norms is

central to our study.

Drama II (prerequisite: Basic Drama) Drama II continues where the first year ends. The focus of this

course is on further enhancing the student's on-stage experience, developing the basic acting instrument,

and refining status skills. Class work includes improvisation and theater games; the 'not me' aspect of

acting is examined in depth. Basic scene study skills are introduced. The teaching of Lee Strasberg,

Sanford Meisner, Keith Johnstone, Michael Chekhov and George Morrison are combined with new

techniques. This lays the groundwork for fundamental scene study skills. A sense of play, a willingness to

take risks and assertively break norms is central to the course‘s curriculum.

Junior Advanced Drama (Note: One trimester of this class will meet jointly with the 11th grade Video Arts

Class) The Junior Advanced Drama class is a project-based course that allows students to apply what they

have learned about acting to performing scenes and short plays both on the stage and on film. Since

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students will be required to present their work publicly, they will be given many opportunities to explore

their relationship to the audience. Actors will also write monologues, short plays, and performance pieces.

Students will continue to develop their instrument, learn to give and receive non-judgmental feedback, and

deepen their relationship to ―the given circumstances‖ in a script or screenplay. The teachings of Lee

Strasberg, Keith Johnstone, Michael Chekhov, and George Morrison are combined with new techniques. A

sense of play, a willingness to take risks and assertively break norms is central to our study.

Senior Advanced Drama Class (prerequisite: Basic Drama) The Senior Advanced Drama Class is a course

in oracy—the use, appreciation, and enrichment of spoken language. Oracy connects speaking with literacy

and it touches upon the enigmatic and transformative power found in words. At the heart of drama is the

beauty of words used for passionate persuasion; words spoken to influence and affect others. While

society becomes more visual and less aural, the work in this course strives to embrace the pleasurable

utilization of words for clear presentation and communication.

The course culminates in work on scenes from Shakespeare. Areas of study include understanding and

speaking the lengthy thoughts common in Shakespeare, giving emphasis to the proper words in order to

deliver the lines with the greatest clarity, utilizing vowels, consonants, and the sound of words to their best

effect, and ultimately employing this language to reach others. A sense of play, a willingness to take risks

and assertively break norms is central to our study.

Theater Technology and Design 9/10 Theater Tech/Design approaches theatrical production from a

design aesthetic with an emphasis on collaborative craftsmanship to create an original experience for the

audience. Students in the class learn the elements of technical theatre through the design process, as well

as practicing the learned skills on events and productions in the school. Students observe, analyze, and

critique movies, music, the environment, and performances with a focus on concept, point-of-view, and

storytelling. Students will use the design process to implement practical projects in class. Participation in

Stage Crew, while not a requirement, is highly encouraged as a way to continue to develop the student‘s

study of theatrical tech and design.

Theater Tech/Design 11/12 This course is offered as an independent study only and is arranged directly

with the instructor.

Advanced Show Production 11/12 (Course offered as an independent study; prerequisite is participation in

MS/HS Theater Arts class and/or Stage Crew) The course curriculum is developed collaboratively between

student and teacher. Minimally the course curriculum will include lighting design for choreography,

set/props design and construction, and mentorship of the 9/10 Theater Tech/Design class, the Stage

Crew, and/or the Trevor Day Middle School musical.

Performance Opportunities at Trevor Day School

“[Doing] requires commitment and involvement in the practical world of real consequences. In a sense it is

the „bottom line‟ of the learning cycle, the place where internal experiencing, reflecting, and thinking are

tested in reality.”—David Kolb, Case Western Reserve University, Cleveland, Ohio

In the Dance and Theater Arts Department, performance opportunities are an integral part of assessing

class work and maximizing the learning experience. All classes are activity-based with students developing

both their knowledge and their technical practices by putting their work in front of others. This starts within

the class group, includes feedback and discussion, and culminates with various public performance

opportunities. Ultimately, one becomes a performing artist by engaging in the process of presenting work

that is witnessed by an audience. This is a core value of the department.

The High School Musical is a collaborative venture of multiple disciplines and their associated

departments: Music, Dance, and Theater Arts. Rehearsals begin in late August and culminate in two

performances at the end of October. This performance opportunity is open to all High School students.

Choreolab is a showcase of student choreography. Participating student choreographers go through the

process of creating dances from the germination of an idea to writing a proposal, auditioning student

dancers, conducting rehearsals, and finally performing for an audience. Choreolab begins in November

and culminates in three performances in February. Choreolab is open to students enrolled in a dance class

at Trevor.

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The High School Play is an opportunity to apply what has been learned in class to the rehearsal and

performance of a full-length play. Rehearsals begin in February and culminate in three performances in

late April. Participation in the High School play is open to students enrolled in a drama class at Trevor.

The Artist-in-Residence program, known as AIR, is designed to bring professional performing artists to the

Trevor community where they work directly with dance and theater students. Opportunities to learn new

approaches to dance and theater abound, and in late spring there is a culminating performance where

students showcase what has been learned.

Visual Arts

The Visual Arts Program aims to foster the creativity and aesthetic awareness of all students by offering a

wide range of two- and three-dimensional media at beginning and advanced levels. Students are

encouraged to develop advanced skills and personal expression in areas of their choice. Through

discussion, critiques, and journal writing, students acquire a vocabulary that enables them to reflect on

their own work in the context of art, past and present. All courses run the duration of the academic year.

Visual arts students collect and organize a portfolio selection of their best works. The Annual Art Show at

year‘s end, attended by the community at large, celebrates the students‘ artistic accomplishments.

Students with more expertise pursue artwork of greater complexity while sharing their knowledge with less

experienced peers. In class, student-to-student mentoring opportunities are highly valued. Community

service, in the form of teaching assistantships or other arts related services, is also available.

Those students interested in pursuing art in college are guided in the preparation of a quality portfolio, and

are encouraged to concentrate in more than one medium within the choices offered from the visual arts

curriculum.

Art Fundamentals Seminar 9/10 This course guides students through multiple media with a spiraling

focus on a core set of art principles including but not limited to: line, space, color, form, contrast, and

perspective. By way of creative, activity-based art experiences, students will develop observational skills

and corresponding vocabulary. Through dialogue, reflection, and critiques, students will explore the

meanings and applications of ‗aesthetics‘ and be able to contextualize art in its socio-historical frame. All

of these unifying concepts will be applied to the study of artistic processes and media literacy, as well as a

range of subject matter, symbols, and ideas. Students will be able to reflect upon and assess the

characteristics and merits of their own work and the work of others. Upon completion of this course,

students will have a general fluency in art and be able to make connections between the visual arts and

other disciplines.

Ceramics This course aims to have students explore ceramics as both craft and art while strengthening

hand building and wheel throwing abilities. Students create utilitarian objects as exercises in developing

technical skills and also apply learned skills to creating non-functional art pieces. Exploration of students'

evolving sense of aesthetics is explored and applied within a self-expressive sculpture. Development of

artistic vocabulary and design principles is fostered through journal writing, in-class critiques, and class

discussions of past and contemporary ceramic work.

Painting & Drawing This course is both an introduction and exploration of drawing and painting. Over the

course of the year, students come to an understanding of the basic formal elements and materials in both

media while developing a vocabulary to speak about them. They learn to make and see images, to

decipher familiar and unfamiliar signs and systems, to distinguish and incorporate the complexities of

physical and psychological states of being, and represent the information to engage the viewer. Students

explore how to use proportion, scale, line, mark-making, perspective, point of view, space, depth, volume,

texture, color, as they utilize different materials and concepts to communicate their ideas visually. There is

a sketchbook requirement for this course and students are encouraged to take advantage of New York

City‘s tremendous art resources, including individual and group field trips to museums and/or galleries.

Advanced students are challenged with more intensive experiences, and those students compiling a

portfolio for college admission will receive appropriate guidance and support.

Photography The course offers students a complete overview of the photographic process. After beginning

with a practical understanding of Camera Obscura and pinhole photography, students work with

inexpensive manual cameras, then 35mm Single Reflex cameras, and finally with professional 6x6 medium

format twin-lens cameras. Via hands-on experience, students learn the interrelationship between film

format, film speeds, and aperture/shutter speeds. In the photographic laboratory students learn how to

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develop paper negatives, make positives by contact printing, develop film in various formats, make

enlargements, and produce quality black and white prints. The curriculum enables students to comprehend

the historical tradition of photography and its relationship to contemporary image making. In addition to

photographic assignments, each student keeps a journal as a vital and integral part of the course.

Stained Glass In this course, students begin by learning about the nature of glass and its manufacture.

They are introduced to the nuances of designing and cutting and are taught how to adapt their proposed

project to the limitations that the medium presents. Based on this knowledge, they learn how to craft their

design into a finished work using the copper foil method. Skills include: pattern making, glass cutting,

foiling, tinning, and soldering the individual pieces of glass. Students are encouraged to make thoughtful

decisions about color harmony, proportion, and the effect of light on their project. At least one piece of

original art is completed during the year. Each project represents a challenge that is reasonable for the

level of expertise of the student. Thought, originality, skillful technique, and purpose are valued. Safety is

stressed throughout, as is the conservation of materials and a willingness to assist others in maintaining

the studio. Advanced students have the opportunity to design new pieces that keep them moving ahead

and searching for greater technical and aesthetic challenges.

Video Arts, 9/10 This course encompasses the basic elements of video production. The class meets

together twice a cycle for discussions, screenings, lesson-based activities, and production shoots.

Assignments introduce students to principles of film language that are used to tell effective stories visually.

Each student will be required to write, storyboard, direct, shoot, and edit several short movies, both

independently and in small groups. The group at large is modeled after a creative production "team" whose

members will be expected to provide constructive criticism and engage in the open exchange of ideas.

Students will receive frequent writing assignments and are required to keep a creative journal.

Video Arts, 11/12: Non-Narrative, Experimental, and Documentary Moviemaking This class will explore

the unique possibilities of motion picture formats such as music videos, experimental movies, filmed

events, documentaries, and commercials. After mastering basic camera settings, students will have the

opportunity to push the creative boundaries of visual elements including color, contrast, movement, and

composition. Assignments will be based upon skills and concepts but will be highly exploratory.

In addition to several small projects, students will complete a final motion picture of their choosing to

screen at the year-end Art Show. Each filmmaker will also have the opportunity to produce complementary

―key art‖ materials for their movies, such as posters, custom DVDs, representative still images, original

music, and trailers.

Video Arts, 11/12: Narrative Moviemaking Please note: One trimester of this class will meet jointly with

the 11th grade Acting class.

This project based course will draw on the art of acting to enhance the power of filmmaking. Building on

the most basic elements of a movie, students will become versed in the ways that the camera can reflect

the inner life of a character.

Narrative Moviemaking students will learn specific visual skills, including camera placement, camera

movement, choice of lens, and shot size, that reflect complementary skills used by actors (including

knowledge of prior circumstances, objectives, and relationships). Student filmmakers will then draw on

their work with actors to craft longer screenplays and further enhance their shot design and editing

abilities. Each student will direct a final short fiction film, using other classmates and/or outside actors as

cast, to be shown at the year-end Art Show.

World Languages

The emphasis of the language program is the development of communication skills through active

engagement with the chosen language and culture. A variety of techniques is used to teach grammar,

vocabulary, and other language skills. Oral, reading, and writing proficiency improves with use, and

students are encouraged to participate in discussions as their grammar and syntax improve. Literature,

poetry, art, games, and cuisine provide cultural experiences and connections. Three years of Spanish or

French are required for graduation with multiple offerings available at the advanced level. Appropriate

placement is determined through a faculty interview, writing samples, and students‘ prior experience.

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Students may take more than one language with approval of the World Languages Department and the

Director of the High School.

World languages classes are designed around the National Standards for Foreign Languages Learning. All

classes aim to educate students to be life-long language learners through activities that build proficiency in

the five ―C‘s‖: Communication - communicate in languages other than English; Cultures - gain knowledge

and understanding of other cultures; Connections - connect with other disciplines and acquire information

through the use of the target language; Comparisons - develop insight into the nature of language and

culture; and Communities - participate in multilingual communities at home and around the world.

French

French 1 (offered subject to enrollment) This course is designed for students who are new to French or

who have had exposure to learning a second language but are not yet ready to meet the course

expectations of French 2. This course supports and prepares all students for a successful transition into

higher levels of language study. Speaking and listening comprehension skills are emphasized. Students

develop proficiency in all areas of language by reviewing and expanding upon basic vocabulary and

grammar structures. Thematic units based on authentic literature enhance the course. Prerequisite:

previous study of a second language or, for students new to French, completion of a packet of introductory

concepts prior to the beginning of the school year. (Offered when there is sufficient demand.)

French 2 This course is for students who have successfully completed French 1 or its equivalent. Oral

skills, reading comprehension, and writing abilities continue to be developed using the same methods and

activities used in French I. Students expand their knowledge of vocabulary and language structure and

spend time focusing on verb tenses with the goal of more effective communication and more accurate

French expression. Moreover, students learn to write, converse, and acquire the cultural awareness

needed to interact in social and work situations. Cultural authenticity is enhanced with the ―téléroman,‖ Le

Secret de la Statuette.

French 3 This course is for students who have successfully completed French 2 or its equivalent. The

course enables students to communicate in French with a high degree of proficiency using more complex

structures and more expressive language. Class discussion and assignments in reading authentic French

texts, expository writing, and oral presentations further develop student proficiency in all skills and

competencies. Students acquire several more verb tenses and explore the subjunctive mood. Cultural

authenticity is enhanced with the ―téléroman,‖ Camille et Compagnie.

French 4 This course, for students who have successfully completed French 3 or its equivalent, focuses on

the continued development and honing of skills. Essays, creative pieces, poems, and short reports are all a

part of the writing portfolio. Students read stories, poems, and other literary pieces. The course introduces

advanced grammar points and recycles and reviews prior material. Speaking in French continues to be

stressed, and students are asked to discuss and present topics in depth.

French 5: Communication and Composition This course is intended for advanced language students who

have completed French 4 or the first year of a French elective and who wish to become more proficient

speakers and effective writers. Emphasis is placed on accuracy and sophistication of expression through

conversation, discussion, group activity, and role-playing. Written objectives include reports, essays, and

creative writing pieces. Level-appropriate grammar topics are introduced and integrated into the program to

enhance both writing and verbal skills. Debate, analysis, delivery of survey information, preparation of

editorials, and instruction are all components of the course. Communication goals include speaking,

writing, reading, and interpreting as well as listening. All activities further students‘ understanding and use

of current colloquial language.

French 5: Survey of French Literature from the Middle Ages to the Present Day Students explore different

genres and read from a variety of authors that established France as a leader in world literature. They will

explore the nostalgia of the Renaissance Pléiade poets Ronsard and Du Bellay and the humor of Molière‘s

17th-century plays. Through the satire of Montesquieu and the sarcasm of Voltaire students come to

understand the motivations for changes that encouraged the French Revolution. Students then consider

the deaths of Victor Hugo‘s Jean Valjean and Camus‘ Meursault as we move to the 19th and 20th

centuries. Historical context and art as well as the food, fashion, and fine arts of each period complement

the readings. Trips to New York City museums and galleries augment the classroom work of the course.

Students broaden their writing skills through textual analysis and are encouraged to further develop their

abilities as speakers through discussion, and as writers through review of grammatical concepts.

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AP® French Proficiency in French for active communication using advanced writing and formal and

informal conversation skills is the goal of this course. The activities preparing students to take the

Advanced Placement Examination encompass aural/oral skills, reading comprehension, grammar, and

composition. Extensive training in the organization and writing of compositions is an integral part of the

required course work. Students read a variety of texts such as newspaper and magazine articles, literature,

essays, and journal articles. Discussion of the readings and advanced vocabulary topics provide students

with conversational practice. The Advanced Placement course syllabus at Trevor Day will continually reflect

new expectations and requirements from the College Board.

Spanish

Spanish 1(offered subject to enrollment) This course is designed for students who are new to Spanish or

who have had exposure to learning a second language but are not yet ready to meet the course

expectations of Spanish 2. This course supports and prepares all students for a successful transition into

higher levels of language study. Students develop proficiency in all areas of language by reviewing and

expanding upon basic vocabulary and grammar structures. Expressions for everyday communication are

integrated through thematic units based upon the textbook Realidades 1. (Offered when there is sufficient

demand.)

Spanish 2 This is a course for students who have successfully completed Spanish 1 or its equivalent. Oral

skills, reading comprehension, and writing abilities continue to be developed using the same methods and

activities used in Spanish 1. Students expand their knowledge of vocabulary and language structure and

spend time focusing on verb tenses. Moreover, students learn to write, converse, and acquire the cultural

awareness needed to interact in social situations. Thematic units based the text book Realidades 2

enhance the course.

Spanish 3 This is a course for students who have successfully completed Spanish 2 or its equivalent. A

detailed review of the material in the first two levels is followed by an introduction to the formation and

uses of the subjunctive mood. Students strengthen their written and oral communication skills by building

vocabulary and idiomatic expressions. Readings include poems, essays, articles, and short stories. The

literature stimulates interest in Spanish and provides cultural information about Spanish-speaking

countries. Written work may include poetry writing, compositions on the readings, and creative works.

Spanish 4 This course furthers the study of Spanish at an advanced level. Students are expected to apply

the grammar structures and vocabulary learned in previous years in order to perfect their reading, writing,

and speaking skills, and to become more effective Spanish language communicators. Grammar is reviewed

in the context of literature, cultural material, and other communicative activities. Discussion and

conversation are integral components of the course. Through thematic, culturally based curriculum units,

students are immersed in the Spanish language and the Spanish and Latin American cultures.

Spanish 5: Spanish Cine Films from both Spain and Latin America are considered in this course. In

addition to analyzing themes, characters, and plots, each film is considered as a cultural, historical, and

political product that reflects the society in which it was produced. Students discuss aspects of

cinematography as well as the biographical information of directors and actors. They write film reviews and

critical essays, create presentations, re-create scenes for presentation to their peers, and discuss and

debate the themes in each film. Grammar and vocabulary are reviewed and studied in a context specific to

each film.

Spanish 5: Survey of Literatura Hispanoamericana from the Middle Ages to the Present Students continue

to build on their previous knowledge of the language while expanding their vocabulary, improving their

pronunciation, and applying grammatical structures. Tools for literary analysis are taught. For each piece of

literature, students study the historical period, including artistic expressions, enabling students to

understand cultural connections and gain a fuller appreciation of the literature. Our main resource book,

Momentos cumbres de las literaturas hispánicas by Rodney T. Rodríguez, invites students to connect with

the literature by developing empathy with the author and characters. Throughout the course students will

write poetry and essays, make in-class presentations, create original projects, and formulate analyses of

stories.

AP® Spanish The use of Spanish for active communication using advanced writing and formal and

informal conversation skills is the goal of this course. The activities used to prepare students to take the

Advanced Placement Examination encompass aural/oral skills, reading comprehension, grammar, and

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composition. Extensive training in the organization and writing of compositions is an integral part of the

required course work. Students read a variety of texts such as newspaper and magazine articles, literature,

essays, and journal articles. Discussion of the readings and advanced vocabulary topics provide students

with conversational practice.

Physical Education and Lifelong Fitness

Physical education facilities include a fully equipped gymnasium, a dance studio, locker rooms and the

playing fields of Central Park. The program focuses on three different aspects of movement: sport, dance,

and exercise. The physical education courses use a variety of games and activities to pursue skill mastery,

fitness, cooperation, group dynamics, problem solving, and ethics. Students are taught proper warm-up and

appropriate fitness concepts.

Requirements Three periods of physical education are required for each high school student per six-day

academic cycle. Course offerings are elective based and are chosen at the beginning of each trimester.

Facilities The Physical Education Department classes are held in the West Campus gymnasium and, when

the weather permits, at the Great Lawn located on 86th Street in Central Park.

Open Gymnasium Time During the week, students can go to the gymnasium and ask for additional help in

any particular sport. Students are encouraged to seek out a physical education teacher to help organize

games and activities as long as the gymnasium is available.

Exemption All students who participate on a junior varsity or a varsity team are exempt from physical

education for that season. Most junior varsity and all varsity teams meet for practices five times per week.

The athletic director will consider requests for an exemption from the PE requirement for sports not offered

at Trevor but pursued after school. The student must demonstrate a commitment similar to that of a junior

varsity or varsity sport.

Taking Dance for Physical Education Credit Students can choose to attend dance in place of physical

education. Students who pass will receive physical education credit. Dance classes meet two or three times

per six-day academic cycle.

PE Electives Recently offered physical education electives include those listed below. All classes meet for

one hour.

o Badminton

o Body Conditioning

o Body Pump

o Cardio Boxing

o Competitive Basketball

o Disc Golf

o Flag Football

o Floor Hockey

o Softball/Baseball

o Strength and Speed

o Strength Training

o Strength Training for Females

o Speed Ball

o Team Games

o Volleyball

o Walking and Jogging

o Ultimate Frisbee

o Yoga

College Cluster

In the third trimester of the junior year, the class is divided into small groups called College Clusters. Each

cluster meets in the college counseling area once per six-day academic rotation. Clusters are research and

discussion-based and emphasize collaborative work. Topics vary but always include the applicant profile,

visiting colleges, writing a resume for the college application, creating a balanced college application list,

and the interview process. In the fall of the senior year students are assigned to new clusters and group

meetings resume.

Ethical Foundations

This year long ninth grade course considers issues of health and well being, and how personal values

influence one‘s choices. The class is discussion based, with an emphasis on mutual respect, attentive

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listening, and self-reflection. The course includes up-to-date information on the risks of substance abuse

and unsafe sexual behaviors. Disseminating and sharing information is important, but students are also

encouraged to think deeply about how to develop healthy, respectful relationships. In addition to exploring

their own choices and challenges, students will read about and discuss historical and contemporary issues

of social justice. Students look at how personal choices influence relationships, including those with family

and friends, the school community, and the larger world.

Learning Skills

Learning skills is an academic support system that provides students with the opportunity to develop

compensatory strategies that will enhance confidence and independence, leading to success in the High

School program. Students will be referred to the Learning Specialist following consultation with the family,

the student‘s advisor, relevant teacher(s), and the division director. Instruction is provided from one to

three periods a cycle to individuals or small groups of students. Families are billed for the cost of the

Learning Skills services.

Library

In the Upper School Library, Trevor students expand and strengthen the love for literature. The library offers

students access to current periodicals, over 15,000 print volumes, audio/video equipment, and academic

online databases. The Upper School Library‘s goal is to give students the tools required to succeed at the

collegiate level. The librarian collaborates with faculty to incorporate library resources and skills into

classroom curriculum while focusing on research strategies, information literacy, and reading programs.

Students are welcome in the library for independent study and during classes to discuss books and to

develop research projects. The local area network, provides access to the complete library collection in the

school as well as online resources and services including EBSCO, Gale, JSTOR, Science in Context and

Encyclopedia Britannica among others.

Standardized Testing

The High School Division administers the CTP4 tests to Grade 9 students and the PSAT exam to Grade 10

and 11 students in the fall of each year. Support for the administration of AP® tests is provided by the

College Guidance Office. Advanced Placement (AP®) tests are administered to students in AP® courses in

May. Students interested in sitting for an AP® exam for a course not offered by Trevor should contact the

relevant department and the College Counseling Office. Trevor students register for the various SAT I, SAT II,

and ACT tests through the appropriate testing services. The college counselor will discuss testing needed

for the college admissions process with individual students as testing requirements vary from institution to

institution.

Technology

As students transition to the High School, they do more of their required coursework online. The Technology

department provides support for students in the use and maintenance of their laptop computers, and it

works with teachers and students to ensure that students are aware of the appropriate use of their

computers. This includes understanding the responsibilities involved in utilizing all components of

technology at Trevor. The technology staff works with teachers and students to ensure that students are

aware of appropriate and efficient use of the hardware and software contained in their laptops. A

technology course that covers laptop use and basic maintenance, internet safety, and acceptable use of

Trevor technology is required for Grade 9 students. In addition, ninth grade students must complete a 20

hour online literacy course that addresses issues such as validity of online sources and proper citation of

sources. Computer science programming courses are offered for High School students. (Course

descriptions are included under High School Science.) Our wireless network is accessible throughout the

school building and provides students with ready access to online assignments, e-mail, the internet,

printers, and other network resources. All students sign Trevor‘s Acceptable Use Policy in order to gain

access to the school‘s network.

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Activities and Clubs

Through a rich variety of afterschool activities and clubs, Trevor students extend their learning beyond the

classroom to explore and develop their interests and to pursue leadership roles. A wide and changing

variety of student-run and faculty-sponsored clubs meet in ―Sunblock‖ periods. These periods are

scheduled during school hours within the six-day academic cycle permitting students to participate in both

clubs and after-school activities. While many clubs are ongoing from year-to-year, students have the

opportunity to start their own clubs.

Activities Clubs (Partial List)

AIR (Artist in Residence)

Musical Theater production (fall)

Choreolab - Winter (student run)

Dramatic Play - Spring

Annual Choral Performances

Annual Instrumental Performances

Computers for Kids

Fuzzy Greens (Environmental

Club)

Girls Band

Global Concerns

MIOW (Multiple Identities One

World – diversity club)

Model Congress

Model UN

Peer Leadership

School Literary Magazine

School Newspaper

Stage Crew

Student Admissions

Committee

Student Council

Yearbook

Athletics

Exemplified by the large percentage of students participating in our interscholastic athletic program, Trevor

students like to play and compete. Beyond the sheer enjoyment that students derive from their

participation, their involvement also serves to complement and enhance their educational experience.

Participation as a member of any team requires collaboration and commitment to, and respect for shared

goals. In addition, it is the specific aspiration of Trevor‘s coaching staff to help individual student-athletes

develop a sense of responsibility, cooperation, self-discipline, self-confidence, and sportsmanship.

There is a belief that every student, regardless of athletic ability, can grow and benefit through participation

in interscholastic athletics. To this end, Trevor has a no-cut policy. Every student who wants to play, plays.

This does not guarantee a specific amount of playing time, but it is our goal that at the sixth grade level

playing time is equitably distributed. At the seventh and eighth grade level those student-athletes with more

skill play more, but it is an explicit goal of the coaching staff that every member of the team is given the

opportunity to play about one quarter of the game. At the Junior Varsity level the goal is that everyone plays

as well, but the playing time is less equitable. The student-athletes who more often contribute to the goals

of the team play more than other members. At the Varsity level the aim is to sustain the most competitive

team possible.

The following sports are played in interscholastic competition. Practices and competitions are typically

scheduled after school. Pre-season practice is typically held for fall sports before the start of the school

year and for spring sports during the spring break.

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High School Sports Teams

Fall Winter Spring

Boy‟s Girl‟s Boy‟s Girl‟s Boy‟s Girl‟s

Soccer Varsity & JV Cross Country Varsity

Soccer Varsity Volleyball Varsity & JV

Cross Country Varsity

Basketball Varsity & JV

Wrestling Varsity

Indoor Track

Varsity

Basketball Varsity & JV

Indoor Track

Varsity

Baseball Varsity Track and Field Varsity

Tennis Varsity

Softball Varsity Track and Field Varsity

Tennis Varsity

Out-of-Classroom Education

Students should experience more than what is available within the limits of a classroom. In that spirit,

Trevor takes advantage of the bountiful resources of the New York City metropolitan area. We strive to

introduce students to educational out-of-school, outdoor, and overnight experiences that will help them

learn more about the world around them as well as themselves, their peers, and their teachers. Trips to

museums, plays, Black Rock Forest, and other locations augment the classroom curricula providing

experiences leading to a greater depth of understanding in a particular discipline. Grade-level trips provide

opportunities to consider topics that transcend individual disciplines while simultaneously helping students

gain a greater sense of self-confidence and determination as individuals and as community members. All

school trips and excursions are part of the high school program, and we expect all students to participate.

Service Learning

Trevor aims to help students develop a sense of responsibility for their community, including not only the

school but also the larger world as well. The service-learning program is designed to help students

appreciate the value of helping others while increasing their awareness and understanding of the local

community, including its structure and the service institutions therein. The service learning program also

promotes diversity of ideas, experiences, and cultures. Every high school student is expected to complete

20 hours of service each year.

Other Extracurricular Activities

Music Conservatory

The Trevor AfterSchool Music Conservatory is a program that contains the fundamentals of instruction,

practice, and performance. Professional music teachers and musicians staff the program; they emphasize

classical music as the foundation for learning and performing vocal and instrumental music. Instruction in a

wide range of instruments is offered during the school year, and students have the option to continue with

their lessons and teachers during the summer. Recitals are held regularly. In addition to being offered to all

Trevor students, the AfterSchool Music Conservatory is also available to Trevor parents and siblings. Billing

and payment is handled through the school Business Office. Financial aid for up to 50% of tuition is

available for eligible students.

Summer Conservatory

The Trevor Music Conservatory offers summer music lessons. Students may take 6-10 lessons between

June and September. Summer lessons allow current Music Conservatory students to continue their musical

education year-round. They also allow new students to begin lessons through the Conservatory at a time

when there is generally more scheduling flexibility.