Watkinson provides a signed diploma and a college preparatory transcript to students who fulfill the school’s academic requirements, including at least 20 college preparatory credits (we do not give academic credit for our own sports activities), completion of at least five full credit courses in the Senior year, passing all courses taken in the final year, and meeting the course requirements listed below. Please note that most competitive colleges require additional credits for admission. Students hoping to attend a specific college or pursue a particular course of major study should consider a college’s expectations when selecting their courses. Below are the minimum requirements to graduate from Watkinson:

English

4 years required

Mathematics

3 years required

Algebra I, Geometry, Algebra II are required. Competitive colleges will look for four years of mathematics. Calculus or Pre-Calculus is strongly recommended for students who plan to study math or science in college.

Science

3 years required

Biology and one Environmental Science required in Upper School. Students intending to major in science should take four years of science and may consider enrolling in an additional science elective junior and senior year. Chemistry and Physics may not be taken concurrently.

History

3 years required (including one full year of coursework in U.S. History)

Students in grades 11 and 12 are encouraged to enroll in a history elective each semester.

Languages

Completion through level 3 of one modern language

Students are recommended to complete as many years of study as possible. Three or four years are strongly encouraged. Students must earn an average of 70 or better for the year in order to advance to the next level.

Creative Arts

1 year required in either Performing Arts or Visual Arts

Senior Seminar

The Senior Seminar is a year-long capstone course which is designed to support the existing college application process; provides the setting for a life skills curriculum; and serves as the primary locus for The Senior Project and Exhibition.

Middle School Program

Watkinson’s Middle School is a dynamic learning community that guides students toward an understanding of themselves and builds their capacity to make an impact in the context of a changing world. Guided by the commitments listed below, we have developed a middle school program suited to the challenges and possibilities middle schoolers encounter as they journey through this exciting period of tremendous growth and emerging self-awareness.

We foster an environment for students to explore and grow with the support of a caring community and faculty who know their students and their craft well.
We recognize that students vary in developmental stages, backgrounds, affinities, interests, and learning styles, and provide students with multiple access points and choices for appropriate risk and challenge.
We prioritize depth over breadth and blur disciplinary lines when appropriate to facilitate active student engagement in the deep exploration of relevant content and the development of skills and habits necessary for success in Upper School and beyond.
We provide opportunities to learn, connect, and enjoy inside the classroom, on our beautiful campus, and beyond through field trips and global outreach.
We integrate opportunities for inquiry, creativity, skill development, social interaction, reflection, community-building, exercise, and fresh air into the students’ day to meet the unique energy and needs of middle schoolers.
We earnestly partner with families as we respectfully recognize and support each student.

We empower students to better understand themselves and their efficacy in a changing world through such themes as identity, sustainability, and justice.

We know that our middle schoolers do and will make our world a better place, and we are committed to providing them with an educational program that empowers them to thrive now and in the future.

Middle School Curriculum & Course Descriptions

GRADE 6

Core Courses

MS Writing (by recommendation)

English 6

Math (by recommendation)

Science 6

Social Studies 6

Spanish (by recommendation)

Arts & Technology 6

GRADE 7

Core Courses

MS Writing (by recommendation)

English 7

Math (by recommendation)

Science 7

Social Studies 7

Spanish (by recommendation)

Arts & Technology 7

GRADE 8

Core Courses

MS Writing (by recommendation)

English 8

Math (by recommendation)

Science 8

Social Studies 8

Spanish (by recommendation)

Arts & Technology Electives (one each semester)

GRADES 6 - 8

Activity Requirement

Midday Activity every season

Electives

Middle School Chorus

Middle School Ensemble

English

Middle School Writing

Middle School Writing class is a multi-grade course focusing on authentic writing purposes: to inform, explain, and entertain. Through mentor texts, read-alouds, and style emulation, students will experience models of good writing as they build a foundation of their writing skills. Mini-lessons in grammar and usage will be incorporated into the class structure. Most written work will be completed in class.

English 6

In 6th Grade English, the literature that is read relates to the theme “Exploring Our Differences.” The texts and learning activities in this course allow students a chance to investigate important topics of community, citizenship, and character values, as they live among people with diverse backgrounds, abilities, and experiences. The novels studied intend to plant seeds of empathy, tolerance, and empowerment. Along the way, students develop the literacy skills required to comprehend complicated text and to express themselves confidently in writing in a variety of ways. Skill-building work in vocabulary and grammar helps to achieve these goals.

English 7

In 7th grade English, students examine literature through the lens of our essential question: What does it mean to come of age? Using a diverse selection of reading material—fiction, non-fiction, poetry, and memoir—we learn to appreciate the writer’s craft and the deeper meaning in literature. Students begin to incorporate textual evidence to support their analysis. There are opportunities for both creative writing and literary analysis. To support their work in reading and writing, students hold discussions, analyze authors’ choices, participate in writers’ workshops, and complete projects.

English 8

In 8th grade English, we use the broad subject areas of reading, writing, speaking, and listening to explore the following essential question: How do I know who I am? Students explore fiction, memoir, essays, and poetry as a whole class. Students practice incorporating textual evidence into their writing, while also analyzing literature for meaning and connections to other curricula, and to real life. In the first and second semester students delve into two Humanities units, one focusing on the Civil Rights Era, and the other on The Constitution as it applies to the trial in To Kill a Mockingbird. The two signature projects of 8th grade include a unit of study on Shakespeare, as well as 8th Grade Exhibitions.

Math

Essential Math

In Essential Math, we are dedicated to making each student a better thinker and communicator as well as mathematician. We make connections between the different processes and operations within mathematics while linking these to other disciplines and real experiences of students. Much of our work is on fractions, decimals, percents, and their applications in geometry, probability, and finance. Students are challenged to estimate solutions, make calculations, and communicate results logically. By constantly connecting math processes to phenomena that students can see and experience, students develop a more meaningful framework of mathematics as a discipline.

Pre-Algebra I

Students will receive substantial reinforcement of arithmetic skills to build a solid foundation and ensure success in future mathematical endeavors. They apply many of the skills they have to solve novel and challenging problems. Students develop skills with integers and variables in real-world situations, apply multiplication and factoring in solving problems of geometry and scale, and use probability and statistics to predict outcomes. By constantly connecting math processes to phenomena that students can see and experience, students develop a more meaningful framework of mathematics as a discipline.

Pre-Algebra II

Students explore uses of variables, deepen their sense of numbers through mental math, and solve multi-step equations modeling real-world events. We revisit skills involving fractions, decimals, and percents as we explore math phenomena around us. It is through these authentic problem-solving experiences that students begin to appreciate the value of mathematics and understand it as a connected discipline. Topics are presented through activities, investigations, and real-life examples.

Pre-Algebra Accelerated

Students will combine both Pre-Algebra I and Pre-Algebra II (see above) in one year of study.

Science

Science 6

Science 6 is a yearlong class that focuses first on the scientific method, the procedure for observation, measurement, and experiment in Science. Students will have the opportunity to perform a multitude of experiments to practice the scientific method and develop laboratory reports that capture their work and data. The class then shifts into discussion of human body systems such as the skeletal, muscular, and immune systems. Students focus on the importance of each system, impact on the body, and application to real world scenarios in which these systems are utilized. Health and wellness is also a focus of Science 6, with students engaging in lessons on topics such as tobacco, alcohol, healthy relationships, and body development.

Science 7

Essential Question: Why do we look at things from up close and far away? What does change over time look like? What does it mean to thrive?

Science 7 is a year long life science course. Students will begin the year with a study of the nature of science and the scientific process, asking how and why ideas and perspectives may change in scientific fields. Students will use various tools and skills to practice “zooming in” and “zooming out” to make observations and collect data. The course continues with a study of basic genetics, adaptations, and change over time in the natural world. In the spring, students will conduct research projects and examine what the fossil record can tell us about our past and future. Our year wraps up with a study of ecology and sustainability in local ecosystems. Throughout the year, a lab and/or project is conducted related to each unit, including a research trip to Project Oceanology, a marine science education center.

Science 8

Essential Question: What is the engineering and design process? How are we connected to patterns we see in the sky and in space? What is energy, work, and power?

Science 8 is a yearlong course focused on physical sciences. The first semester starts with a focus on forces and motion, with an emphasis on contact forces and forces at a distance. We then apply our understanding of forces and motion to Astronomy as students investigate our moon and broader solar system. Students research the history and future of space exploration, focusing on technological breakthroughs and tackling ethical quandaries about space travel. In the second semester, we look at the elements and atoms created within stars, and explore basic chemistry concepts in the classroom before finishing the year with an exploration of energy types and transfer. Labs and/or projects are conducted related to each unit of interest.

Social Studies

Social Studies 6: Early Humans, Geography, and Culture

What are the elements of human culture? How does where we live affect how we live?

What rights are all humans entitled to that transcend cultural and geographic differences?

Sixth-grade Social Studies focuses on world geography and how geography plays a role in shaping human culture, while also exploring human rights that transcend culture and place. Throughout the year, students will apply both geographic skills and the concept of human rights to study the origins of humankind and patterns of early human migration, learn about different regions of the world, and explore the histories and challenges of various indigenous groups. In the course of their study, students will read a variety of texts, including primary source documents and texts that serve as windows into a group’s culture; they will also strengthen their evidence-based writing skills and practice map skills.

Social Studies 7: The Rise of Civilization

What does it mean to thrive? How have civilizations thrived, or not thrived, throughout history? How can humans thrive in the future?

In this yearlong course, students will examine multiple topics and themes across many early civilizations, including the rise of complex governments, the role of religion in society, how geography shapes civilization and culture, the roots of inequality, and the creation of modern concepts and technologies. By examining events and themes of the past, students will further their understanding of modern-day societies and current events.

Social Studies 8: U.S. History

How do different people’s experiences throughout America's history impact modern America? How did the United States become the United States?

Guided by the above essential questions, this yearlong course offers a deeper understanding of this nation’s formation by examining its history through many lenses, recognizing that there is more than one perspective. Studying primary and secondary sources, students examine U.S. history from early European colonization through early Westward Expansion, the Civil Rights Movement, civics, and current events. This course emphasizes critical reading, writing, research, and presentation skills in preparation for the content and work students will encounter in Upper School Humanities courses.

Language

Language Completion at Watkinson

Middle School students are encouraged to take Spanish throughout their middle school years. Through the completion of our Spanish Placement Test as well as in-class evaluations, our language department chair assesses where students are in their Spanish language development and places them in classes that will provide them with a solid foundation. Students then progress through a series of Spanish courses designed to prepare them for Upper School coursework.

Upper School students choose to study either Spanish or American Sign Language (ASL). Students are required to complete through Upper School Level III in either Spanish or ASL to meet Watkinson’s language graduation requirement. Students who successfully progress through Middle School Spanish Elements II will fulfill their Upper School Level I requirement and, with department approval, can take Spanish II in ninth grade. If a student prefers to wait until grade 9 to take language courses, they will need to start with Level I and take a language course each year until they complete at least Level 3 in either Spanish or ASL. In the Upper School, students must earn a grade of 70% or higher in order to proceed to the next level of the language.

Spanish Foundations

Spanish Foundations will aim to prepare students to study Spanish in all senses: it will emphasize the links between pronunciation and spelling (phonics and orthography), how parts of speech interact in written and spoken language (syntax) and what some basic structures and vocabulary mean (semantics). This course will also devote time to cultivating the strategies and habits necessary to be successful in future levels of Spanish, from knowing how to commit things to memory, to understanding the structure of a verb and its subjects, for example.

Spanish Elements I

This course will continue to emphasize the habits and strategies of language-learning outlined and developed in Spanish Foundations, but it will also begin what is more traditionally considered the material of an introductory Spanish course. In addition to basic information such as counting, the days of the week, and learning to tell time in Spanish, students’ primary goal will be to describe themselves and others; to do so, they will need to learn and use subject pronouns, several common verbs, and vocabulary related to hobbies, emotions and personal traits. Students must complete this level with a 75% or above and receive departmental approval to continue to Elements II in Middle School or Spanish I in Upper School. With departmental recommendation, they may also, in exceptional circumstances, proceed to Spanish II.

Spanish Elements II

Much like Elements I, this course will continue to emphasize the habits and strategies of language-learning outlined and developed in Spanish Foundations, however, students in Elements II should be ready for a quicker pace and slightly more depth of study compared to Elements I. Elements II will also review counting, the days of the week, and learning to tell time in Spanish, but students’ primary goal will be to describe themselves and others, as well as their likes and dislikes, and to make comparisons; to do so, they will need to learn a substantially larger group of verbs (ending in -AR, -ER, and -IR, regular as well as irregular, stem-changing), as well as verbs like gustar, possessive adjectives, and vocabulary related to hobbies, emotions, personal traits, families, weather and clothing. More time will be devoted to emphasizing speaking practice as well. Students must complete this level with a 75% or above and receive departmental approval to continue to Spanish II.

Spanish II

Spanish II builds on the foundations established in Elements I and II. Classes may include both middle school and upper school students. In Spanish II, students will hone the skills they have acquired in their foundational classes, further developing their abilities to write, speak, and understand the Spanish language and the cultural contexts in which it is spoken. In doing so, they will learn how to communicate actions in the present, make plans for the future, and narrate events in the past. There will be a variety of assignments and projects throughout the year, and the course will culminate in a final assessment.

Arts & Technology

Middle School is a unique time of discovery. At Watkinson, we provide our middle school students with multiple opportunities to explore and develop passions and skills through academic, technological, and artistic lenses. Alongside their academic courses, sixth- and seventh-grade students will rotate through a series of semester-long arts and technology classes. In 8th grade, students will have the opportunity to delve deeper into areas of interest to them by selecting semester-long electives. This exploration will allow them to identify their passions so that they can further pursue them at the Upper School level.

6th Grade

Music 6

Music 6 is a classroom-style, general music course. In this class we will explore various topics such as music literacy, song form and composition all while learning ukulele! This is largely a discussion and project-based class with the goal of giving students the knowledge and skills to actively analyze and respond to all types of music.

Visual Arts 6

Visual Arts 6 focuses on identity and the world around us. Students will learn from an array of diverse artists in order to connect and reflect the many facets that we have within our identity and to then create works of art using either two dimensional materials or three dimensional materials. Students will also question, interpret, and critique the elements of art, such as color, form, line, shape, space, texture, and value to be able to understand the world around us.

7th Grade

Technology 7

In Technology 7, students examine the role technology plays in their lives and learn how to utilize technology to find, evaluate, and create information using digital tools. Beyond media literacy skills, students will also examine the importance of media balance and well-being; privacy and security; controlling one's digital footprint and online identity; preventing cyberbullying and digital drama; and using technology responsibly as a communication tool.

Visual Arts 7

Visual Arts 7 is a semester-long course where students will consider meaningful questions through visual arts. Students will look at world issues, such as sustainability, and ask, What do I see when I Zoom In? What do I see when I Zoom Out? What is the whole picture here and how can I express that through art? Students will brainstorm, create, and design artworks to translate their understanding of themselves, the world around them, and the connections between. Students will reflect on their findings through visual work and written work. Students will explore mediums such as pencil, colored pencil, pastels, watercolor, ink, and acrylic paints.

8th Grade Rotated Electives

Technology Projects 8

Technology Projects 8 is a graded, fall semester course where 8th-grade students choose, develop, engage with, and reflect upon independent projects that relate to computer technology — like software (using or creating computer programs) and/or hardware (building a computer or a device that uses a computer).

Theatre 8

This course introduces the various aspects of acting, theater terminology, and theater process. The course aims to focus the student actor by concentrating on physical movement, strong and correct verbal skills, and character creation. These skills are blended through original scenes, improv techniques, and movement work. Students in this course will work in small groups to create mini works of theater. While students will get experience in writing their own dialog, they will also experiment with creating moments of theatrical art with little to no dialogue.

Visual Arts 8

Visual Arts 8 is a semester-long course where students learn to be critical thinkers and visual problem solvers. Students will delve deeper into the creative process, including brainstorming, problem-solving, and analyzing art. Students will begin to understand how this creative process can be interdisciplinary and how art can be a tool of communication and self-expression. Each project has a connection to the techniques and methods of an array of diverse artists and is reinforced with thoughtful art criticism and appreciation, strengthening analytical thinking skills. Through this course, we will have critiques and written reflections, through which students will learn how to analyze their art and the work of others.

Performing Arts

Middle School Chorus

The goal of the Middle School Chorus is to build a deeper understanding and awareness of various types of music through singing. Through regular rehearsals, performances and open discussions students will be asked to think critically and creatively about many different types of music, ranging from Pop to Classical. Throughout the year we will focus on vocal technique, rehearsal and performance practice, and music literacy (notation, solfege, terminology). This ensemble welcomes any new or experienced singers who would like to begin, continue, or refine their musicianship and gain a deeper understanding and skill level in music. Students will be expected to sing in class, complete occasional written and performance assessments, and perform with the ensemble.

Middle School Ensemble

The goal of the Middle School Ensemble is to build a comprehensive understanding of music literacy (notation, terminology). Through rehearsals, performances, and discussion students will listen and respond critically to many different types of music ranging from Pop to Classical. This ensemble welcomes all 6–8 grade Brass, Woodwinds, Strings, and Percussion instrumentalists. Students will be expected to play during class, complete occasional written and performance assessments, and perform with the ensemble. (Prerequisite: at least one year of playing your instrument in school or instructor approval)

Middle School Activities

Watkinson requires all middle school students to participate in midday activities each season of every year, in keeping with the school’s commitment to fostering healthy living habits in our students. Activities meet during the school day. Students who sign up for a competitive team sport must also be committed to games once a week after school and occasional Saturdays. Below is a sampling of activities offered each season.

Fall Activities

Coed MS Cross Country (competitive option)

Coed MS Soccer (competitive)

Coed MS Volleyball

Coed Pickleball

Winter Activities

Boys MS Basketball (competitive)

Girls MS Basketball (competitive)

Coed Fencing

Fitness

Spring Activities

Spring Carnival

Coed Tennis (competitive)

Coed Tennis (recreational; no after-school matches)

Coed Ultimate Frisbee (competitive)

Upper School Curriculum & Course Descriptions

GRADE 9

9th grade students must take at least 5 courses. The required courses are listed below. The Creative Arts requirement may be fulfilled by taking either a full-year course or two semester courses. Please refer to course descriptions for more detailed information.

Required Full-Year Courses

World Studies: European Imperialism (English/History)

Math (by recommendation)

Environmental Science

Language (by recommendation)

Creative Arts Requirement

Choose from the following options:

Foundations in Digital Art

Photography IA and IB

Foundations in Art

Ceramics IA and IB

From the Page to the Stage, Act One and Act Two

Upper School Chorus

Upper School Ensemble

Activity Requirement

Afternoon Activity, one every season

GRADE 10

10th grade students must take at least 5 courses. The required courses are listed below. Please refer to course descriptions for more detailed information.

Required Full-Year Courses

American Studies: We the People (English/History)

Math (by recommendation)

Biology

Language (by recommendation)

Elective Courses

Elective courses are available in the areas of English, Performing Arts, Visual Arts, and Technology. Please refer to catalog sections for detailed course descriptions. Course offerings vary each year.

Activity Requirement

Afternoon Activity, one every season

GRADE 11

11th grade students must take at least 5 courses, but no more than 8. They are required to take an English elective both semesters and are encouraged to take history, math, science, and a language. They may also choose to take a creative arts course and/or other elective.

Core Courses

English electives (required both semesters)

History electives

Math (by recommendation)

Science (by recommendation)

Language (by recommendation)

Elective Courses

Elective courses are available in the areas of English, History, Performing Arts, Science, Technology, and Visual Arts. Please refer to catalog sections for detailed course descriptions. Course offerings vary each year.

Activity Requirement

Afternoon Activity, one every season

GRADE 12

12th grade students must take at least 5 courses, but no more than 8. They are required to take an English elective both semesters as well as Senior Seminar. Students are encouraged to take history, math, science, and a language. They may also choose to take a creative arts course and/or other elective.

Core Courses

English electives (required both semesters)

History electives

Math (by recommendation)

Science (by recommendation)

Language (by recommendation)

Senior Seminar (required)

Elective Courses

Activity Requirement

Afternoon Activity, one every season

English

English requirements for grades 9 and 10 are met through our Humanities courses. Please refer to that section of the catalog for details.

11th & 12th Grade English Electives

We believe that the ideas, topics, and texts covered across 11th and 12th grade English electives should represent essential themes and movements in American and global literature that are both enduring and important to understanding the world today. Building on Watkinson’s deeply-held philosophical commitment to depth over breadth, the English department has identified five essential themes in American Literature, and five essential areas of focus in non-US literature.

Over the course of their 11th and 12th grade years, all ten of these courses will be offered. Students should take at least two courses in each of the following columns (American Literature and Non-US Literature). All courses will feature fiction, drama, essay, poetry, and film.

Course offerings vary each semester.

The following courses will be offered for the Fall 2025 semester:

Black Voices in American Literature
Concepts of Home
Women, Men, & Power II
Global Studies in Literature
European Thought Revolutions I

The chart below lists all of our current English electives and identifies American Literature courses and Non-U.S. Literature courses. Courses are offered on a rotating basis.

American Literature	Non–U.S. Literature
Black Voices in American Literature	Global Studies in Literature
The Land	Asia: Near and Far
Individualism/Freedom to Choose	Women, Men, and Power I
Concepts of Home	European Thought Revolutions I
Women, Men, & Power II	European Thought Revolutions II
Assimilation and Identity

American Literature Courses

Black Voices in American Literature

This course will serve as an introduction to Black writers who have had a powerful impact on American thought and expression in the United States. Students will study the central themes, conflicts, and creative currents of Black American literature through readings that emphasize concerns of racial identity and cultural heritage, as well as the struggle for justice, equality, and freedom. Our exploration will focus on the emergence of distinctly Black literary contributions in the 20th century, often in response to other American literary movements and trends. Students will examine essential questions such as: What role has writing by Black Americans played in the ongoing development of American literature? How has that writing changed over time to reflect and respond to the political and social needs of its historical moment? How does that writing influence discussions about the written word, and also about equity and social justice? Through their engagement with the literature, students will learn about the profound influence of Black writers on American literature and society.

Possible texts: Sula - Toni Morrison; Mama Day - Gloria Naylor; Homegoing - Yaa Gyasi; The Underground Railroad - Colson Whitehead; Notes on A Native Son - James Baldwin.

The Land

This elective will explore the role the land has played in American experience. It will consider how Americans have changed what was once a vast wilderness, but also how the land has shaped our beliefs and values. With its expanse and beauty, the land of the United States has brought freedom and opportunity to many but also exploitation and oppression to many others. Through fiction, poetry, essays, drama, and film, we will explore a number of recurring themes, including the first settlers’ attitude to the wilderness, America as a mobile society, the Native American Experience, the myth of the West and the vanishing of the frontier, the Great Northward Migration, technology vs. the natural world, and the environmental movement. As they read the assigned texts, the students will be asked to reflect on their own relationship to the natural world and on what role, if any, they may play in preserving it for future generations.

Possible texts: Butcher’s Crossing - John Williams; One Flew Over the Cuckoo’s Nest - Ken Kesey; All the Pretty Horses - Cormac McCarthy; The Grapes of Wrath - John Steinbeck; True West - Sam Shepard.

Individualism/Freedom to Choose

In this elective, students will study the emergence of individualism and shifting ideals of choice and freedom in the American psyche, exploring American writers that portray a society and characters whose core features are independence and self-reliance. The freedom to make individualistic choices is foundational to Americans’ values, their sense of self and citizenship, and their struggle to identify and address American society’s flaws. Students will be asked to explore several key questions as they relate to the literature, including ones like: Why do Americans prize individualism so greatly? What does our society value today, in terms of the freedom to make individual choices, compared to the past? What have other non-Western cultures emphasized as morally/ethically correct for the individual or to those in power? What are the benefits and drawbacks of the American focus on the individual?

Possible texts: Catcher in the Rye - J.D. Salinger; The Chosen - Chaim Potok; As I Lay Dying - William Faulkner; Sula - Toni Morrison; Death of a Salesman - Arthur Miller; The Crucible - Arthur Miller.

Concepts of Home

This elective will require students to study portrayals of domestic life in America, including a range of perspectives across race, class, region, gender, family unit, and time period. The theme of domestic life combines two of American literature’s most prominent subjects: family and place. In terms of family, students will be asked to explore several key questions as they relate to the literature: how one’s family shapes one’s identity; the role family plays in one’s life and vice versa; how family history informs the present; how a family unit responds to conflict; how the stories America tells itself about family align with reality. In terms of place, students will consider: how one defines “home”; how one decides to stay in or leave a place; how one defines and finds satisfaction regarding their place in American society; urban vs. suburban vs. rural spaces; what responsibility one has to one’s neighbor; what it means to own land and property; how an author’s home informs their work.

Possible texts: White Noise - Don DeLillo; Kindred - Octavia Butler; The Past - Tessa Hadley; The Sun Also Rises - Ernest Hemingway; Fences - August Wilson.

Assimilation and Identity

This elective will ask students to study portrayals of assimilation into “American culture.”

The study of how different cultures are asked to assimilate, and how they accept or resist

this expectation, will include a range of perspectives across race, class, region, gender , and

time period. The United States (as a country and a concept) was built by immigrants and

transplants—some of whom came by choice, some of whom came by force—and in many

ways this continues to be the story of the American population. Students will be asked to

explore several key questions as they relate to the literature, including how one’s ancestry

and/or culture of origin shapes one’s identity; how one’s family’s immigration and

acculturation shapes one’s identity; how issues of assimilation, and points of view about it,

have changed over time; and what assimilation means in terms of American identity today.

Possible texts: Bone- Faye Myenne Ng; The Namesake- Jhumpa Lahiri; If Beale Street

Could Talk- James Baldwin; The Chosen- Chaim Potok; The Brief Wondrous Life of Oscar

Wao- Junot Diaz.

Women, Men, and Power II

In this elective, students will study iconic and developing portrayals of gender dynamics in American Literature, from the turn of the 20th century to today. While Women, Men, and Power I is not prerequisite to this course, we will build on ideas from that course about Western Patriarchal binaries, as represented and thereby fostered by British literature before the 20th century. Within the context of historical and enduring binary ideas about gender, 20th century writers began questioning the role, meaning, and possibilities of gender through their works in both subtle and powerful ways. Over the course of the class, students will study key 20th century American writers and consider how their works would have been interpreted at the time of their publication, versus how we might reconsider them today as American society struggles with matters of gender. Students will be asked to explore key questions as they relate to the literature, including: What is the relationship between women, men, and power? What can “classic” literature tell us about gender, agency, and identity in American Culture? What are the effects of the Western Patriarchy on people of all genders? Has anything changed in terms of how gender is viewed, enacted, and deconstructed in recent decades?

Possible texts: The Yellow Wallpaper - Charlotte Perkins Gilman; Ethan Frome - Edith Wharton; The Sun Also Rises - Ernest Hemingway; 2nd Wave Feminist theory: Gloria Steinem, Audre Lorde, Adrienne Rich, bell hooks, Chela Sandoval; Poetry: Audre Lorde, Adrienne Rich, Nikki Giovanni, Marge Piercy, Andrea Gibson, etc.

Non-U.S. Literature

Global Studies in Literature

This elective will require students to study texts that explore globalization and immigration, with specific attention to what life is like in major cities as a result of globalization. The overarching concept of this elective will be convergence: namely how global cities serve as the place where many different kinds of people live among each other. The texts for this course will find a balance between the study of expansive narratives about city life and close study of specific immigrant experience. Emerging from the broad theme of convergence are key questions regarding race, class, language, religion, tolerance, modernization, conservatism vs. liberalism, and, above all, power and identity. As the world globalizes, it is essential that students explore portrayals of human life in cosmopolitan settings, and in so doing consider the multiplicity of human experience and how it mingles, unites, and collides.

Possible texts: White Teeth - Zadie Smith; Snow - Orhan Pamuk; Jasmine - Bharati Mukherjee; The Merchant of Venice - William Shakespeare; Last Evenings on Earth - Roberto Bolano; Interpreter of Maladies - Jhumpa Lahiri.

Asia: Near and Far

In this elective, students will study literature that explores the ethos of the near and far East. These largely unexplored domains by traditional high school English curricula are rich in historical, cultural, and literary diversity and are critically relevant to current geopolitics. The religious and mystical underpinnings of Middle Eastern literature, as well as the discernibly non-Western existential tenor of texts from the Far East, may serve to inform how students understand today’s issues of religious tension, war, and international economics (to name only a few influences). Students will be asked to explore several key questions as they relate to the literature, including ones such as: Why do many Eastern voices sound so “foreign”? What makes them different from what we’re used to? How can we understand the roots of Islam, Buddhism, and other eastern philosophies through literature? What do those ways of thought have to do with the world today? What can we learn from looking to Eastern ways of thinking and being?

Possible texts: Rasselas: Prince of Abyssinia- Samuel Johnson; And the Mountains Echoed - Khaled Hosseini; Norwegian Wood - Haruki Murakami; Balzac and the Little Chinese Seamstress - Dai Sijie; The Yellow Birds - Kevin Powers; Midnight’s Children - Salman Rushdie.

Women, Men, and Power I

In this elective, students will study iconic portrayals of women in European literature. European (and American) women have been viewed largely through the lens of hysteria—that is, “madness of the womb”—throughout what many Americans today still view as the Western Canon. In turn, these ideas largely form the foundation of prevailing attitudes about gender. Over the course of the class, students will study the origins of the concept of hysteria in European literature and consider current revisions by major Feminist writers and theorists. Students will be asked to explore several key questions as they relate to the literature, including how women came to be linked with madness and what, if anything, gender and sanity have to do with each other in Western culture. In what ways have socioeconomic forces informed the roles assigned to women? What role does madness play in the power struggle between men and women? Is there a relationship between gender and how we view sanity?

Possible texts: Jane Eyre - Charlotte Bronte; Great Expectations - Charles Dickens; The Wide Sargasso Sea - Jean Rhys; The Woman in Black - Susan Hill; Rebecca - Daphne du Maurier; Dracula -Bram Stoker; Antigone - Sophocles.

European Thought Revolutions I

In this elective, students will study revolutionary texts in the European literary tradition. In an ever-changing world where ideas and thoughts travel quickly from screen to screen, it has become essential to understand where and how culturally significant ideas started, and the nature of how they have evolved. Accordingly, in this class, students will study European texts through which the writer challenged established social, cultural, literary, and political systems of thought. Students will consider questions like: How do revolutions happen in society? Is power given or taken? How do specific texts affect how the larger population thinks and lives? Throughout the course, students will compare these concepts to today’s society and explore the connections between revolutionary thought as it was, and as it is today.

Possible texts: Beowulf - the Beowulf author; Candide - Voltaire; Metamorphosis - Franz Kafka; A Room of One’s Own - Virginia Woolf; Anthem - Ayn Rand ; The Unbearable Lightness of Being - Milan Kundera; Hamlet - William Shakespeare.

European Thought Revolutions II

In this course, students will read poetry, plays, and novels that influenced the trajectory of European thought in the late 19th century and early 20th century. Students will study the texts as works of literature while also exploring the historical and cultural context from which they emerged. Throughout the semester, our analysis will center on the following three essential questions: How do the texts both challenge and reflect the social context of European society? How do the texts demonstrate new social concerns and anxieties about the human condition? And how do the texts convey new patterns of thought in European society?

Possible texts: The Stranger - Albert Camus; The Metamorphosis - Franz Kafka; The Picture of Dorian Gray - Oscar Wilde; To the Lighthouse - Virginia Woolf; Modernist poetry

Additional English Electives

Creative Writing

Creative Writing is a yearlong elective for serious students of fiction and poetry that looks at the stylistic evolution of the short story. Students will read as writers. Instead of simply identifying meaning, discussions will shift more towards how one creates meaning. In addition to a heavy reading load, students will be writing their own works of fiction to be critiqued in a workshop during class once a week. The first two semesters of the year will be a guided study of fiction, but for the third semester, students will be working on an independent project (novella, collection of short stories, etc.) of their choice. Students are responsible for creating their own deadlines and checkpoints. Some writers to be studied include: Chekhov, Hemingway, Carver, Paley, Welty, O’Connor, Hempel, Kafka, Millhauser, Kawabata, Ellison, etc. (Open to students in grades 10-12; requires permission of department chair)

Math

Most students at Watkinson take mathematics every year. While the graduation requirement is the successful completion of Algebra I, Geometry, and Algebra II, virtually every student goes beyond the requirement. The department places students in appropriate courses each year. Depending on the year, the department may offer accelerated courses and slower-paced courses. The cognitive goal of the department is to effectively prepare students to think quantitatively, organize data, and relate their thinking to all other disciplines.

Algebra I

The main focus of Algebra I is effective communication in the language of mathematics. Central to understanding Algebra is relating abstract expressions to the situation they model. Once students are confident manipulating variables and equations, they are asked to make sense of data through graphing and linear analysis. Non-linear functions, inequalities and systems of equations are introduced as well with emphasis on the connections among graphical representations, variable expressions, and numeric data. Throughout the year, students receive substantial practice with ratios, exponents, radicals, and quadratics. Topics are often presented through investigations of authentic data or high-interest examples of math in the student’s world. All students must own a TI-Nspire CX or CXii not CAS graphing calculator for class and homework. (Open to students in grades 8 & 9 by department recommendation)

Geometry

This yearlong course integrates the investigation and application of Euclidean geometry, logical reasoning, coordinate geometry, and algebra skills. Students develop understanding of each concept by investigating geometric properties and reaching conclusions based on patterns they observe. Beginning with key definitions and postulates, students build skills toward writing multi-step proofs. Through geometric constructions, students strengthen spatial relationships and related measurements. The course concludes with a study of area, volume, and an introduction to similar polygons. In addition to developing skills of logical sequencing and rational thought, our curriculum encourages students to explore geometry as the underpinning of art, beauty, and nature. (Prerequisite: Algebra I)

Algebra II

This course builds on the groundwork laid in earlier algebra and geometry courses, while introducing fundamental ideas of trigonometry and statistics. Algebra II provides the opportunity for students to hone their skills with linear and nonlinear functions, with a specific focus on quadratics and the real world situations they model. Students develop fluency with polynomial and radical expressions, as well as complex numbers. Graphing calculators are used extensively, enabling students to make frequent connections between equations, data tables, and visual trends. Overall, students are building a deeper and more robust understanding of multifaceted mathematical relationships and their applications. All students must own a TI-Nspire CX or CXii not CAS graphing calculator for class and homework. (Prerequisites: Algebra I and Geometry)

Pre-Calculus

This course builds on and extends many of the skills introduced in Geometry and Algebra II. After mastering families of familiar functions, students move to a full examination of polynomials. The properties of exponential functions and logarithms are studied and applied to real-world problems. Students also complete their study of trigonometry, including the use of double- and half-angle formulas. Finally, the conic sections are discovered. If time permits, additional topics may include sequences, series, and matrices. (Prerequisites: Algebra I, Geometry, Algebra II, and recommendation from the department)

Calculus I

The study of calculus begins with limit analysis, leading to the definition of the derivative. Explicit and implicit derivatives are mastered, followed by applications: related rates, extrema of functions over an interval, and maximum/minimum problems. Students learn to use both the first- and second-derivative tests, leading to a full discovery of the curve sketching shown on the graphing calculator. Finally, students are introduced to integral calculus, and learn to find areas and volumes. (Prerequisite: Pre-Calculus AND recommendation from the department)

Calculus II

Calculus II is an expansion of integral calculus, learning new techniques and connections to statistical methods that further their knowledge of Integration. Students will be introduced to the three-dimensional plane and learn real world applications of functions with several variables. Finally, students will learn an introduction to differential equations, sequences and series, and Taylor polynomials. (Prerequisite: Calculus I and recommendation from the department)

Financial Literacy

Using practical business problems and real-world personal financial issues, this course will explore areas of mathematics that help us understand, model, and predict financial processes and outcomes. Topics such as investments, the stock market, business start-ups, banking, credit cards, insurance, income taxes, business planning, home buying, and budgeting are the framework in which students will explore and master mathematical concepts. Skill areas include data analysis (scatter plots, averages, frequency distributions); fitting data to equations; linear, quadratic, exponential, and piecewise models; interest formulas (simple, compound, and continuous); and present and future value. (Prerequisites: Algebra I, Geometry, and Algebra II)

Statistics

Statistics is an introductory course intended for students in a wide variety of areas of study. Topics discussed include displaying and describing data, the normal curve, regression, probability, statistical inference, confidence intervals, and hypothesis tests. Students will develop their understanding of each concept by applying their knowledge to real world situations. Students will also complete a major, culminating project on a topic of their choice learning basic linear regression and coding methods in R. (Prerequisites: Algebra I and Geometry, or permission from the department)

Science

Environmental Science

Essential Question: How does our understanding of the environment help us live more sustainably?

This yearlong course examines the living and non-living parts of the environment and their interconnectivity. Topics include sustainability, environmental justice, biodiversity, the impact of humans on the environment, energy use, and green building design. A one-day field trip to the Long Island Sound takes place in May as part of Watkinson’s long-term study of populations and water quality in the Sound. Students conduct controlled scientific experiments and communicate their results through writing, presentations, and project-based learning. The goal of the course is to train students to think and act like scientists. (Required of all 9th graders)

Biology

Essential Question: What mechanisms support life and how is all life interdependent?

This full-year course will explore the fundamental concepts of life in all of its diverse forms. Inquiry and observation will be the cornerstones of learning through the major topics of study that include: the scientific method, statistics, biochemistry, cell biology and processes, genetics, and evolution. This is a lab-based class, with an emphasis on data analysis, graphing, and lab report writing. The goal of biology at Watkinson is to provide students with a broad background of the biological world around us, serving as a foundation for future studies in science. (Required of all 10th graders)

Chemistry

Essential Question: What is matter, how does it shape the world around us, and how does the atomic structure of material dictate its properties, performance, and usefulness?

This is a full year course for juniors and seniors. Traditional chemistry topics (i.e., scientific measurement, states of matter, atomic structure, periodic trends, nomenclature, stoichiometry, bonding, energy, chemical reactions, the gas laws, solutions and solubility) are covered with emphasis on evaluation of data, model building, critical thinking, multi-step quantitative problem solving, scientific writing, and development of laboratory skills. Engineering, problem solving, and design thinking components provide real world application to our materials science work throughout the year. (Prerequisites: concurrent enrollment in Algebra II or higher AND science teacher recommendation; cannot be taken concurrently with Physics)

Physics

Essential Question: Physics is the study of the world around us and the rules of

nature. How can we extend our understanding of the forces and rules of nature to manipulate in new ways and to our advantage?

Physics is a full-year course studying the combined disciplines of physics, mathematics and basic engineering in computer, electrical, materials and mechanical engineering. The goal of the course is for students to explore motion, mechanics, properties of matter, sound, light, heat, and electricity/magnetism through advanced applications of STEM and a modeling framework. (Open to 11th and 12th grade students; concurrent enrollment in Pre-Calculus or higher AND science teacher recommendation required; cannot be taken concurrently with Chemistry)

11th & 12th Grade Science Electives

Anatomy and Physiology

Essential Question: What are body systems, how do they function, and what evolutionary patterns in bodies emerge when various animals are compared? Anatomy and Physiology is a year-long class that addresses the structure and function of major body systems across vertebrate animals, with a particular focus on humans. Units include laboratory observations, research projects, discussions of issues of medical interest, overviews of the evolutionary and developmental processes underlying body systems, and opportunities to employ scientific communication. Students who complete this course will be familiar with anatomical and physiological terminology and the techniques used for laboratory procedures. (Prerequisite: Biology; can be taken concurrently with Chemistry, Physics, or another science elective)

Climate and Life

Essential Questions: How does the Earth’s climate system work? How does human activity impact our climate? What are the main lines of evidence of human impacts? Who bears the greatest costs? What decisions can we make that will reduce our impacts or even make them positive so that the world will truly belong to the living, and not the dead?

This is a year-long, interdisciplinary course emphasizing atmospheric science and climatology. We will examine how the Earth’s oceans, land, atmosphere and cryosphere interact to provide a comfortable living space for a diversity of life. The first semester will focus on the fundamental aspects of the Earth’s climate system including ocean circulation, El Nino/La Nina, monsoons, the role of greenhouse gases and the natural controls of the Earth’s climate. We will then examine the major lines of evidence for contemporary climate change in the atmosphere, oceans and cryosphere and the impacts of those changes on extreme weather, biodiversity and infrastructure. The second semester will take a broader turn toward understanding socioeconomic impacts of climate change, political considerations and project-based explorations of ways to mitigate and adapt to climate change. (Open to students in grades 11-12; this is a full-year course)

Forensic Science

Essential Question: How can science help bring justice to our society?

Forensics science is a course in which students study the application of science to the legal system. Forensics is a lab-intensive course that examines how biology, anatomy, chemistry, physics, and environmental science can be used to examine crime scenes. Students will learn standard forensic techniques and use critical thinking skills to analyze mock crime scenes as well as case studies based on real life investigations. Additionally, throughout the year, students will explore criminal justice reforms and the social justice implications of race and privilege in our society. (Prerequisite: Biology; can be taken concurrently with Chemistry, Physics, or another science elective; this is a full-year course)

Zoology

Essential Question: What characteristics can we use to classify creatures? What makes vertebrates similar or different from one another?

Zoology is the study of the diversity, behavior, and ecology of the animal kingdom. This is a hands-on class, rich with labs, dissections, and activities, wherein students will observe animals in the classroom and conduct fieldwork to study animals on campus. Students will explore how zoology is an important foundation for medical, veterinary, and wildlife careers and the ecological, economic, and medical benefits that animals provide humankind. Additionally, students delve deeply into a study comparing several different vertebrate animals. (Prerequisite: Biology; can be taken concurrently with Chemistry, Physics, or another science elective; this is a full-year course)

History

The World History and U.S. History requirements are fulfilled through our Humanities courses. Please refer to that section of the catalog for details.

11th & 12th Grade History Electives

The study of history is always centered on choice, including what to study deeper and what to leave out. But these choices cannot be made indiscriminately. Historians must have a plan, a set of criteria to help them choose what is essential, and what is not. The Watkinson History Department understands this, and it was this logic that informed the creation of our 11th and 12th grade history electives.

Watkinson’s 11th and 12th grade history electives are a unified program of study, each driven by an essential question, designed to provide students with the knowledge and skills to become informed and responsible American and global citizens. Guided by a commitment to focus on the key ideas, themes, and phenomena that have shaped, and continue to shape, our world, as well as Watkinson’s belief in “depth over breadth,” the History department has identified the below course of studies as essential to our students and our school. A special commitment has been made to ensure that these courses do not tell one story, but draw on voices and content from across our country and our world, to tell, as near as possible, our collective human story. Over the course of 11th and 12th grades, most students will take a minimum of two of the courses listed in the chart. History electives are offered on a rotating basis and vary each semester.

Fall 2025 semester History elective course offerings:

American Civics & Government
American Environmental History
The Other: Monsters in Historical Perspective
Our Connected World
Rise & Fall of Empires
Urban Studies.

The chart below lists all of our current history electives. Courses are offered on a rotating basis.

American Civics & Government	Moral Philosophy
American Environmental History	Revolution: Causes & Consequences
American Exceptionalism & the American Dream	The Rise & Fall of Empires
Globalization: Our Connected World	The Signature of Civilizations: History Through Art
Human Progress: Geography, Culture & Commerce	Triumph & Tragedy: Legacy of Conflict in the 20th Century
The Other: Monsters in Historical Perspective	Urban Studies

American Civics & Government

What are the origins of American government and how are those intentions interpreted and manifested today? This elective explores the origins and evolution of the United States government, its political systems, and the rights and responsibilities of American citizens. Topics include the philosophical origins of the U.S. government, the Constitution, the three branches of government at the federal, state, and local levels, the two-party system, the election process, and the impact of media, technology, and the economy on government and political systems. In reading Kim Wehle’s How to Read the Constitution and Why, students will gain a deeper understanding of the inner workings of the Constitution and how it influences policy, laws, and legal disputes. Throughout the course, students will have the opportunity to engage in local government by connecting with public officials on important policy issues.

American Environmental History

In this course, students will interrogate multiple interpretations of human dominion over the nonhuman in the name of answering core questions: How have particular (and often conflicting) concepts of land use and conservation shaped American history? What tensions have existed between exploitation and stewardship? What case studies, insights, and practices are most relevant to understanding the American people’s relationship to their environment today?

Assisted by the voices of Henry David Thoreau, Aldo Leopold, Robin Wall Kimmerer, Alice Walker, and Rachel Carson (among others) as well as by the work of painters, photographers, and poets which have inspired so much love for the American landscape, students will come to understand early colonial visions of agricultural development, the circumstances which brought about the establishment of national parks, the particularities of urban environmentalist movements, and the ways in which Indigenous wisdom is contributing to modern land management strategies. Assignments will include primary source analysis, reflective journaling, and a comprehensive research essay.

American Exceptionalism and the American Dream

What makes America different, if anything at all? What is the American dream, and who has been excluded from it? This course will study the trajectory of American Exceptionalism, from John Winthrop’s original description of the “city upon a hill” to the construction and erosion of the American dream and where those ideals stand today. Students will examine ideas and theories surrounding the Puritan work ethic, a legacy of independence, and the importance of the large, lawless frontier and its vast natural resources, as well as the importance of contributions from a vast array of diverse minds and voices in order to examine the underpinnings of American Exceptionalism. Importantly, the rise of America as a superpower and the conceit of the American dream only serves to highlight all the peoples who have been excluded from it. Is American Exceptionalism better defined by the persistent and pervasive nature of anti-Black racism and other exclusionary policies aimed toward other traditionally marginalized peoples? Students will examine the racialized history between Black and white Americans, as well as institutional and systemic practices aimed at division and inequity that have had far-reaching and long-lasting effects on American society and culture in order to find answers and construct meaning.

Globalization: Our Connected World

When societies come into contact with one another, what is lost, and what is gained? From the Silk Road to the Columbian Exchange to the globalized world of today, this course will examine the interconnectedness of cultures and societies through the exchange of trade, ideas, technology, and information and the migration of people. Students will examine examples of conflict and cooperation resulting from globalization, as well as the distribution of wealth and resources in different regions of the world. What countries have emerged in the new global economy, and what are the reasons for the emergence? How does their emergence impact prior alliances and partnerships? Students will explore how different forms of diversity enrich a society and how cultural and ethnic identities and a cosmopolitan culture have evolved in a connected world. Globalization leads to unique opportunities and challenges for different countries and societies. Students will identify and interpret contrasting perspectives on globalization from a variety of cultural viewpoints, while exploring globalization’s economic, political, social, and cultural dimensions. Ultimately, students will evaluate if globalization is a failed experiment or the inevitable future.

Human Progress: Geography, Culture, and Commerce

Why did different areas of the world develop at different rates, and why are some regions more developed than others? Is there a universal standard for what counts as successful development? Why did Spain conquer Mexico in 1521, instead of Mexico conquering Spain? It is easy to say that Spain had ships, swords, guns and horses, or that Eurasian epidemics like smallpox wiped out millions in the New World, but why didn’t Mexico have ships, guns, horses, or epidemic diseases? The focus of this class will be the examination of such questions about human development and historical change. We’ll study such topics as the transition from hunter-gatherer societies to agriculture, the way the geography of the continents affects why some societies develop more quickly than others, and why some nations have been able to exploit others. Seeking answers to such questions also forces us to re-evaluate what human development is, why it occurs, and where it may be headed. The class will use recent works of “Big History” including works by Jared Diamond, Yuval Noah Harari, and Tim Marshall, and will study the development of cultures in Africa, East Asia and the Americas in order to enhance the student’s knowledge base about Geography, World History, Anthropology, and Economics.

Moral Philosophy

What do we owe to ourselves and each other? In this class, we will consider questions of morality both as students of philosophy and as individual players living within a social world. Among these questions: Are there universal truths? How do we measure the goodness of actions? Does intent matter as much as consequence? More? Less? Can we justify selfishness? What about dishonesty? How do we define “suffering” and “joy”? And how do we weigh them against one another? As we approach these questions, we’ll have to do some work. Not only will we have to reflect upon our personal systems of belief—we’ll have to consider the elements of culture that shape them. We’ll have to learn about and reckon with philosophical legacy and, in so doing, we’ll get to know big names like Aristotle, Bentham, and Kant, as well as the names of many who have countered them. Holding so many voices in our heads will lead us to yet another weighty question: How do we grapple so many ideas—and so many potential versions of ourselves—and still move forward?

The Other: Monsters in Historical Perspective

The word “monster” comes to us from the Latin monere: to warn. But what is the nature of such a warning? What really defines a monster? How does the concept of monstrosity reflect and shape cultural fears, desires, and morality?

Whether a lesson’s focus is on Alexander the Great’s first-person accounts of fantastic beasts, the rise of witch purges in post-Medieval Europe, anxieties surrounding both the spread of illness and developments in medical science, the exaggerations and falsehoods used to justify imperial conquest, or the dehumanizing rhetoric used to fuel atrocities of the 20th century, students will define and redefine monstrosity, exploring shifts in power and in priorities. Readings will include excerpts and essays by Sigmund Freud, Barbara Creed, Stephen T. Asma, Jon Stratton, Hannah Arendt, Donna Haraway, and others. Major assessments will include primary source analyses, a case study on genocide, and a narrative essay tracking a monster’s evolution over time and across cultures.

Revolution: Causes and Consequences

What is the driving force behind revolutions, and what can follow in their wake? Revolution. It is a word we all know, a word which conjures up many images to our minds: of barricades and gunsmoke, of corrupt kings and emperors succumbing to the moral authority of an awoken people, of human progress. But how did a word that means to return to the starting point come to be synonymous with sudden fundamental change? What exactly is a revolution? Going further, what are the primary drivers of revolution? Why and when do revolutionary movements emerge? Why do some revolutions succeed and others fail? And finally, what kind of world do revolutions leave us? This course is designed to answer these questions. In our investigation we will examine political, social, economic, technological, and intellectual revolutions, ranging from peaceful transformations like the Scientific Revolution and the Enlightenment, to vast societal shifts like the industrial and digital revolutions, to violent upheavals like the French and Chinese revolutions.

The Rise and Fall of Empires

Why do Empires rise, and what leads them to fall? Empires have been around almost as long as human civilization itself. From the dynasties of China to the Great Khanates of the Mongols to Rome, the pages of history are littered with the rise and fall of great empires. But what exactly are empires; why do they form, and, just as often, fail? Through a series of case studies this course will examine multiple empires throughout Europe, Africa, Asia and the Americas, across thousands of years of history; exploring their foundations, the reasons behind their success, and the roots of their ultimate collapse. While each individual empire and culture is unique, our exploration will reveal historical patterns explaining the life-cycles of empires, and the roles played by greed, cultural superiority and diffusion, the quest for power, imperial overreach, geography and the environment in the rise and fall of empires.

The Signature of Civilizations: History Through Art

How can we use the arts to learn deeply about peoples and societies across time and place? Do changes in the arts reflect or drive social change? Studying the art and culture of a people teaches us how those people saw themselves and the world, as well as how they wanted to show these ideas to others. Art provides us an avenue to understand our human past and its relationship to the present. These stories and approaches to art are diverse and vary greatly across the globe and throughout human history. These differences are critical and can help us identify the most important and essential aspects of a people and what they valued at any given moment in time. From the discovery and study of the cave paintings of Lascaux to the ritualistic and religious importance of artifacts from Egyptian necropoli, we will trace the development and purpose of art across centuries. Beyond that, we will look at key convergences of historical moments and great artists, such as Ghiberti’s entry in the competition to create the bronze doors for the Baptistry in Florence, Italy, and Edouard Manet’s responses to Haussmann’s redesign of Paris. Making meaning in visual terms within a world where most information is presented to us in that medium, students will build skills in critical viewing and comparison, as well as oral presentation and discussion, while studying objects interdisciplinarily through focusing on the historical, religious, and societal contexts in which they were created.

Triumph and Tragedy: The Legacy of Conflict in the 20th Century

Did the three great global conflicts of the 20th century lead to a more peaceful world? The 20th Century witnessed three interrelated conflicts which brought about human tragedies on a scale virtually unmatched in history. The two World Wars, and the Cold War which followed in their wake, collectively killed over 100 million people, increased the power of dictators and authoritarian governments across the world, inspired the creation of weapons with the power to destroy life as we know it, and sparked further conflicts which still simmer to this day. But these three conflicts also led to waves of decolonization which gave birth to dozens of independent countries, spread democracy across the globe, inspired declarations of universal human rights, and ushered in an era of sustained economic growth and prosperity unrivaled in human history. So what exactly is the shared legacy of these conflicts? This class will explore the various answers to this question through a study of the causes, courses, and impacts of the three major conflicts that helped define the previous century, and which continue to weigh so heavily on our own.

Urban Studies

Our city of Hartford can be seen as an open textbook in American History. Not only is it one of the oldest cities in the US, in the 1870s, it was the wealthiest. And yet today, it is the fourth poorest city of over 100,000. The transformations of Hartford, especially over the past century, mirror the plight of cities across the country, with reversals of fortune, waves of immigration, social upheaval, and the effects of urban renewal and massive transportation infrastructure projects. This elective will use Hartford as a text, as we explore the forces that have shaped the city and shaped the nation. We’ll study the Insurance Industry and Hartford’s Gilded Age, Immigration, “Urban Renewal” and Highways, Hartford and the Civil Rights Movement and the plans and visions for Hartford’s future. The class will feature site visits and short trips to parks, cemeteries, historic sites, natural features, and neighborhoods. Assessments will include presentations on people and places and research-based projects on the plight of cities in general.

Humanities

World Studies: European Imperialism (9th Grade)

First in a series of two year-long courses centered on the idea of humanity’s need for stories and storytelling, World Studies will consider the broad arc and impact of European Imperialism. Beginning with the Ancient Greeks and the Golden Age of Islam, students will study some of humanities’ most ancient texts, which explicate the tension between the needs of the individual and the needs of society, and apply these concepts to the Renaissance and Enlightenment thinking that gave primacy to the individual, and because of which Capitalism and the Merchant class emerged. Following this, students will consider stories of post-Enlightenment European Imperialism in African nations, India, Asia, and South America, through various lenses and points of view, as represented in primary, secondary, and fictional accounts, focusing on systems and structures of power. Finally, in a close look at Revolution, students will study historical and fictional accounts of independence movements and their aftermath, looking closely at how systems of power are challenged, dismantled, and rebuilt. Throughout, students will consider the overarching question of how stories are told depending on who tells them (and how), and develop skills in active reading, research, and analytical, evidence based writing. (This full-year course is taught in two sections, English and history, and awards 1 credit in each academic area; fulfills World History requirement)

American Studies: We the People (10th Grade)

The second in a series of two year-long courses centered on the idea of humanity’s need for stories, American Studies will take up the question of, “Who are ‘We the People,’ and who and what defines us?” As a continuation of the 9th grade focus on the needs of individuals and the needs of society, as well as the power of storytelling, 10th grade Humanities students will take a thematic approach to making meaning of these ideas within the scope of America and its history through primary, secondary, and fictional texts. Early on, students will create a foundational understanding of the historic and ongoing debates that determine the size and scope of our federal government, and how they as individuals have access and agency within systems of power. From there, we will unpack the complexity of American identity on both individual and collective levels, and look at what happens when crisis stresses those identities, incites rebellion, and demands reform. From these ideas, we will direct our attention to marginalized voices, such as those disenfranchised by race, class, and gender. Throughout, students will consider dynamic questions surrounding all that comes with being an American, and deepen skills in actively reading all kinds of text; finding bias and taking perspective; researching and analyzing; as well as thesis-driven and evidence-based writing. (This full-year course is taught in two sections, English and history, and awards 1 credit in each academic area; fulfills U.S. History requirement)

Language

Language placement for new students is based on the recommendation of the Chair of the Language Department.

American Sign Language I

ASL I is an introduction to American Sign Language and American deaf culture. Students are introduced to commonly used signs and basic rules of grammar. The course also explores information related to the deaf culture/community. Both beginning expressive and receptive skills are developed through a variety of activities, drills, videos, and creative projects. The final assessment in June will have two parts: an exam of receptive and expressive skills, including fingerspelling, facial expression, and body language, as well as a cultural project highlighting the Deaf Community.

American Sign Language II

The ASL II curriculum focuses on developing conversational fluidity. Students will continue to build a vocabulary base while expanding on different grammatical features, including both receptive and expressive skills, and conversational skills. Students will continue learning glossing (written ASL) as well as classifiers (handshapes associated with a particular semantic). In June, there will be a final exam, which will consist of a cumulative assessment on all unit materials covered during the last semester. This will include the grammatical structures, as well as expressive and receptive skills, and vocabulary knowledge.

American Sign Language III/IV

This course is designed for students in both American Sign Language III and IV. It is offered over a two-year cycle and can be taken in either order. The material is taught in units, not consecutively. Students may have some input on choosing specialized topics of interest to cover, featuring vocabulary as well. Students deepen their understanding of deaf culture, hold discussions, and showcase narratives completely in ASL. Total language immersion is encouraged. There will be a final project in which the students will cover vocabulary terms and share a narrative in complete ASL for mastery purposes.

Spanish I

Spanish I is an introduction to the language for students with no or very little background in Spanish. In this course, students will learn the fundamentals of learning a language, basic grammatical structures, vocabulary, and culture through a variety of activities including skits, reading, writing, video, and song. The students will also study various –ar, -er, and –ir verbs in the present tense, including regular, irregular, and stem-changing verbs. This course will culminate in a final assessment at the end of the year.

Spanish II

Spanish II is a continuation of the Spanish I curriculum. Students must complete

Spanish I with an average of 70 or better in order to move on to Spanish II. In

Spanish II, students will hone the skills acquired in Spanish I, further developing

their abilities to write, speak, and understand the Spanish language and the

cultural contexts in which it is spoken. In doing so, they will learn how to

communicate actions in the present, make plans for the future, and narrate

events/tell stories in the past. There will be a variety of assignments and projects throughout the year, and the course will culminate in a final assessment.

Spanish III

Spanish III builds upon the foundation laid in Spanish II. Students must complete Spanish II with an average of 70 or better in order to move on to Spanish III. In Spanish III, students will learn how to tell detailed stories in the past, give instructions and advice, and talk about future and hypothetical events. Throughout the year, students will delve into cultural practices and traditions from the Spanish-speaking world, furthering their listening, reading, writing and speaking abilities by engaging with the stories of people who live their lives in Spanish. Spanish III ends with an oral and written final assessment of the material covered in the second term.

Spanish IV

Spanish IV builds on all knowledge and skills acquired through previous Spanish courses. Students must complete Spanish III with an average of 70 or better in order to move on to Spanish IV. Spanish IV is dedicated to refining and practicing communicative language skills. Students will continue to develop these skills with description, narration and sharing information, but will also learn how to express opinions and engage in debate/argumentation. Students will build their proficiency through use of interesting and relevant authentic materials, such as films and video clips, news broadcasts, newspaper and magazine articles, and literature. In addition, students will explore many cultural aspects and important issues pertaining to the Spanish-speaking countries of the world. Spanish IV concludes with an assessment demonstrating proficiency in reading, writing, listening, and speaking.

Advanced Spanish: Spanish Language & Culture

In Advanced Spanish classes, students will further hone their oral and written expression, as well as their reading and listening skills, with an emphasis on extemporaneous speech and aural comprehension; that is, discussion. Advanced Spanish courses will ask students to examine works of art, architecture, literature, film and music to see how people make meaning of their experiences in the many contexts of the Spanish-speaking world.

In 2025-2026, students will take deep dives into two diverse regions of the Spanish-speaking world: the Southern Cone (Chile, Argentina, Paraguay and Uruguay), and the Hispanic Caribbean (Cuba, the Dominican Republic and Puerto Rico). They will do all this while learning how to express doubt, desire, and emotion about others’ actions, as well as how to describe contingent and hypothetical situations in the past, present and future. (Prerequisite: successful completion of Spanish 4)

Performing Arts

Music

Songwriting I

This is a one semester course designed to offer students a comprehensive exploration into songwriting. Through the study of song form, chord progression, melody, and lyrics students will gain the knowledge and understanding needed to create their own music with creative intention. Through active listening, creative exercises, collaborative writing, and a lab setting to work on individual songs, students will explore songwriting in various different contexts. Students will also learn to navigate and use a Digital Audio Workspace (DAW) and recording hardware commonly found in studio recording settings. The class will culminate in a portfolio of original songs, at least one of which will be recorded and produced. While in-class performances will be encouraged for the workshopping progress, this is not a performance-based class. The class is open to all, regardless of musical background. (Prerequisite: none; open to grades 10-12; one semester/.5 credit)

Songwriting II

This is a one semester course intended to follow Songwriting I. This is a studio-style class in which students will refine their narrative songwriting, performance skills while honing in on their musical identity. In addition to writing, students will refine their production skills and fluency in a Digital Audio Workspace (DAW) of their choice, utilizing recording and mixing techniques to write, record, and produce an original concept album. Students will give and receive peer feedback regularly, and can expect regular writing, listening, and journal assignments. This class will place more of an emphasis on our in-class performances and recordings than Songwriting I, and basic instrumental skills (piano, guitar) are required. (Prerequisite: Songwriting I; open to grades 10-12; one semester/.5 credit)

Upper School Chorus

The goal of the Upper School Chorus is to build a deeper understanding and awareness of various types of music through singing. Throughout the year we will cover vocal technique, music literacy, music theory, and ear training as a means to create and share music with those around us, as well as respond critically and insightfully to the music that fills our everyday lives. This ensemble welcomes any new or experienced singers who would like to begin, continue, or refine their musicianship and gain a deeper understanding and skill level in music. Students will be expected to sing in class, complete occasional written and performance assessments, and perform with the ensemble. (Prerequisite: None)

Upper School Ensemble

The goal of the Upper School Ensemble is to build a deeper understanding and awareness of various types of music. Throughout the year we will cover performance technique, music literacy, music theory, and ear training as a means to create and share music with those around us, as well as respond critically and insightfully to the music that fills our everyday lives. This ensemble is composed of Brass, Woodwinds, Strings, and Percussion instrumentalists. Students will be expected to play in a full and/or chamber ensemble, complete occasional written and performance assessments, and perform with the ensemble. (Prerequisite: at least one year of playing your instrument in school or instructor approval)

Theatre Arts

Overview of Theatre & Film Courses:

Please note: Prerequisites for theatre courses are indicated in the course descriptions. Theatre and film classes are semester classes and may be taken in any order. These classes will be offered in regular rotation so that every student can take all courses. Film Forum I & II may be taken in any order.

* Indicates new course.

Projected Course Offerings by Semester

2025-26 Fall Semester:

From the Page to the Stage: Act One

Actors Workshop I - Devising Classical

Film Forum I: The Premiere

2025-26 Spring Semester:

From the Page to the Stage: Act Two

Actors Workshop II - 20th Century Theatre

2026-2027 Fall Semester:

From the Page to the Stage: Act One

Film Forum II: The Sequel

2026-2027 Spring Semester:

From the Page to the Stage: Act Two

21st Century Theatre Seminar

From the Page to the Stage: Act One

This semester-long course is spent exploring plays and learning about the process of making theatre. Page to the Stage is for actors and non-actors. All who want to learn more about theatre are welcome. The course will include the following: dramatic literature (plays); theatre history; structures of Drama; script and character analysis; theatre hierarchy; theatre terminology (performance and technical), and theatre’s development as an art form and as a social construct. Students should be excited by the prospect of reading, discussing and writing about plays, and about learning how theatre contributes to the larger world view. (Open to all grades; no prerequisites; one semester/.5 credit)

From the Page to the Stage: Act Two

This semester-long course is an all-encompassing exploration of the principles and craft that lead to exceptional acting. While this course is focused on the craft of acting, actors and non-actors will be able to participate actively. All who want to learn more about theatre are welcome. Students will engage in a rigorous investigation of text, character development, and detailed empathetic attention to character within the world of the play through the eyes of the playwright. Through individual and group exercises, improvisation, movement, vocal and physical work, monologues and scene study, the course will give students many skills and techniques with which they can explore the path actors take to bring a role to life on stage. This course is well suited for those who are already excited about performing on stage and those who just appreciate the theatre and enjoy collaborative work. Students should expect to exercise their bodies, minds and spirits in this endeavor. (Open to all grades; no prerequisites; one semester/.5 credit)

Film Forum I: The Premiere

Film Forum is a course designed for those who see themselves as budding filmmakers and for those who are passionate about film in general. In this rigorous film course, we will watch films chosen by the teacher and by the students in the course. Students should expect to do in-depth film analysis (via discussion and writing), screenplay and dialog writing, and all students will make their own short films. Students in this course may use their own film equipment if they have it; however, all that is required is a smartphone and a little knowledge of how to shoot and edit video on that device. (Open to all grades; no prerequisites; one semester/.5 credit)

Actors Workshop I: Devising Classical

Actors Workshop I is an advanced scene study class that focuses on developing a process for performing in two unique theatrical forms. First, we focus on acting techniques for the classical works of Shakespeare, Commedia dell'arte, and Greek Tragedy in performance. From there, we take those plays one step further and delve into modern variations on the classics. Hamlet, to Rosencrantz & Guildenstern are Dead, to Fat Ham is one example. Second, students will learn techniques in Experimental & Devised Theatre. We will begin with an immersion in the history and theory of devising, provided through readings and assignments on collaborative playmaking and contemporary experimental theatre. Students will become acquainted with the work of Anne Bogart & Siti Company, Charles Mee, Moises Kaufman & Tectonic Theatre Company, Simon McBurney and Theatre Complicité, among many others. Using methods of devising, such as Viewpoints and Drafting, students will devise their own original theatre pieces grounded in the texts of the classical plays we have read. Structurally, the class will function as a fusion of the disciplines of acting, voice, and movement into a comprehensive whole rather than considering them separate entities. This is a physically and intellectually rigorous course. (Open to students in grades 10-12; prerequisite: Page to the Stage or permission of the Arts Department Chair; one semester/.5 credit)

Movement Theatre & Dance

This course will feature movement theatre work, tap, jazz, and musical theatre dance, and will include guest artist choreographers. In this course, we will explore some of the major trends in musical theatre dance and learn iconic choreography from some of the most renowned shows in the musical theatre canon. On the experimental side, students will learn movement techniques used to create mini works of theatre where the primary vocabulary is movement. It is understood that students will not come in with the same skill set. The expectation is that students will participate to the best of their ability. All students will be expected to have appropriate footwear and clothing for this course. Please consult Miss Donovan regarding footwear and clothing. (Open to students in grades 10-12; prerequisite: Page to the Stage or permission of the Arts Department Chair; one semester/.5 credit)

Actors Workshop II: 20th Century Theatre

Actors Workshop II is an advanced scene study class that focuses on the great plays of the 20th Century in America and abroad by playwrights such as Arthur Miller, Eugene O’Neill, Sam Shepard, Tom Stoppard, Samuel Beckett, Anna Deveare Smith, Lynn Nottage, and others. Students will also learn about and experiment with the acting methods that were in the forefront of the theatre during this time: Stanislavski, Strasburg, Adler, Meisner, Chekhov, and Practical Aesthetics. The plays in this course present unique challenges for actors in terms of language, physicality, characterization, style, content, and text analysis. Student actors will have the opportunity to experiment with different methods to create characters and meet these challenges. This is a physically and intellectually rigorous course. (Open to students in grades 10-12; prerequisite: Page to the Stage or permission of the Arts Department Chair; one semester/.5 credit)

Film Forum II: The Sequel

Film Forum II is a one semester course designed for those who see themselves as budding filmmakers and for those who are passionate about film in general. Students should expect to do in-depth film analysis of several major films via discussion and in writing. In addition, students will do several screenplay writing exercises throughout the semester. Their final project will require each student to write, develop, storyboard, shoot, and edit a 5 – 10 minute film. Students in this course may use their own film equipment if they have it; however, all that is required is a smartphone and a little knowledge of how to shoot and edit video on that device. (Open to all grades; prerequisite: Film Forum I or permission of the instructor; one semester/.5 credit)

21st Century Theatre Seminar*

This course is focused on table work for theatre. It will consist of reading and discussing plays in relationship to the world of the play, the world we live in, and character development. Although an actor’s notebook will be required, this is not a writing course. This is a course centered on the art of discussing plays, playwrights, historical context, and negotiating one’s point of view as an actor with a director and other actors. Predominantly, the plays for the course will include those written after 2015, along with at least one 20th century play, and will include playwrights from many different countries, cultures, and points of view. (Open to students in grades 10-12; prerequisite: Page to the Stage or permission of the instructor; one semester/.5 credit)

Visual Arts

Foundations in Art (Full year course)

This yearlong introductory course provides students with a basic foundation in the visual arts. This course combines art production with the processes and content of visual thinking, visual problem solving, and art history. Students will develop their artistic abilities for both personal growth and communication while being exposed to the basic elements and principles of design. Students will work both two-dimensionally and three-dimensionally. Throughout the course, criticism and relevant art history information will be addressed. (Open to students in grades 9-10; 1 credit).

Drawing (Full year course)

This yearlong course teaches drawing skills with an emphasis on the elements and principles of art. The students will explore realistic and expressionistic drawing styles to depict a variety of subject matters, like still lifes and portraiture. We will experiment with graphite, charcoal, ink, scratchboard, colored pencil, and more. Meanwhile, we will explore color theory, linear perspective, and art history. (Open to students in grades 10-12; by recommendation only for students entering grade 9; 1 credit)

Painting (Full year course)

This class builds upon the Drawing course, using painting media. We will start with watercolor, progress to acrylic, and finally work with oil paint. Emphasis will be placed on technique, composition, expressiveness, and creativity. The students will also study painters throughout history. (Open to students in grades 10-12; prerequisite: Drawing or permission of instructor; 1 credit)

Advanced Studio (Full year course)

This yearlong course is intended for the highly motivated junior or senior art student who has completed Drawing and/or Painting. This multimedia curriculum guides students to develop a self-directed body of work focusing on aspects like conceptual thinking, design principles, material handling, and art history. Students who plan to develop a visual art portfolio for college applications are highly encouraged to take this course. (Open to students in grades 11 & 12; Prerequisite: Drawing and/or Painting or permission of instructor; Juniors who wish to take this course must have permission of instructor; 1 credit)

Ceramics IA (Semester course)

This semester course is designed to teach the basics of clay as a material in the Ceramic Arts. This is a hands-on class with a focus on individual attention and technique demonstrations. Students will learn the characteristics of clay as an art medium and the basic science and rules behind creating with clay. They will be introduced to wheel throwing and sculpting techniques to explore the nuances of clay. An emphasis on the elements and principles of design, as they pertain to ceramic arts, will be highlighted and will serve as a guide for student driven design work. Students will be required to produce 5 fully curated pieces from the learned techniques that demonstrate what they have learned and the craftsmanship they focused on. (This class is limited to 12 students; open to students in grades 9-12; no prerequisite; one semester/.5 credit)

Ceramics IB (Semester course)

This semester course is an introduction to Intermediate Ceramic Arts, using clay as an artform and as functional art. We will explore glaze techniques and the intentional addition of texture and color on 3-Dimensional Ceramic objects. This is a hands-on class with a focus on individual attention and technique demonstrations. An emphasis will be placed on functional and decorative pieces that will be made with unique and personal touches and creative alterations. In addition, students will focus on wheel throwing during class and outside of class, and the progress each student makes individually will be stressed. Attention to detail and craftsmanship matter most in Ceramics. Students will be required to complete 5 finished projects demonstrating their progress in craftsmanship, design, and attention to detail through an ergonomic lens. (This class is limited to 12 students; open to students in grades 9-12; no prerequisite; one semester/.5 credit)

Ceramics II (Full year course)

This full-year course is designed to challenge the basics learned from Ceramics IA and IB and encourage students to hone their skills in craftsmanship, ergonomics, balance of sculpture, and teach more complex forms and throwing techniques. Students will learn how to alter wheel thrown pieces, explore the chemistry behind Ceramic Arts, learn about alternative firing methods, and the techniques that current artists are using in the Ceramic Arts field. (This class is limited to 12 students; open to students in grades 10-12; prerequisite: Ceramics IA & IB; full year/1 credit)

Advanced Studio: Ceramics (Full year course)

This full-year course is designed for third year students to deep dive into their interests within the art of Ceramics with a focus on Portfolio Development in the Ceramic and 3-D Arts. Students will explore and research Ceramic Artists in the first semester testing out different techniques the artists use to inform their projects. In the second semester, students will investigate which techniques they used that were successful and will create a cumulative body of work revolving around what they have learned. (This class is limited to 12 students; open to students in grades 11-12; prerequisite: Ceramics IA & IB and Ceramics II or permission of the instructor; full year/1 credit)

Foundations in Digital Art (Full year course)

Foundations in Digital Art is a year-long course designed to introduce students to the world of digital art. Throughout the year, students will explore the fundamental elements and principles of art through the lens of digital media, providing a solid foundation and vocabulary for a creative artistic experience. In this course, students will explore key concepts such as line, shape, color, texture, balance, contrast, and more, all within the realm of digital creation. Through a variety of projects students will use their creativity as they apply traditional art principles to the digital canvas. Projects may range from crafting digital illustrations, to manipulating photos, to experimenting with graphic design with a focus on honing technical proficiency and providing a strong foundation in artistic concepts while cultivating a deeper appreciation for the fusion of art and technology. (No prerequisite; rising 9th graders will need a recommendation from their Middle School art teacher; open to students in grades 9-12; full year/1 credit)

Digital Art IIA: Digital Illustration (Semester course)

Digital Illustration is a course designed for students with a strong interest in digital art and illustration. Building upon foundational skills, this semester-long course explores advanced techniques in software like Adobe Photoshop and Illustrator, delves into digital painting methods, enhances character design proficiency, and introduces the creation of concept art for diverse media. Students will explore a variety of illustration styles and techniques, and emerge with greater technical expertise and an emerging artistic voice. This course is open to students who wish to explore their creativity while mastering the essential skills and techniques for success in creating digital illustrations. (Prerequisites: Foundations in Digital Art, Foundations in Art, Drawing, Painting, or permission from the instructor; one semester/.5 credit)

Digital Art IIB: Concepts in Design (Semester course)

This course is designed for students who have a foundational understanding of digital art concepts and tools and are eager to explore the realm of design in greater depth. Throughout this semester-long course, students will delve into the principles and practices of design, honing their abilities to communicate visually and strategically. Building on the basics, students will explore advanced principles of design, including composition, balance, contrast, and unity. Emphasis will be placed on applying these principles to real-world design challenges. Students will work on a variety of projects that showcase their growing proficiency in digital design with the goal of continuing to develop an artistic voice. (Prerequisites: Foundations in Digital Art, Foundations in Art, Drawing, Painting, or permission from the instructor; one semester/.5 credit)

Digital Advanced Studio (Full year course)

This full-year course is designed for students who wish to deeply explore a digital media (Digital Art or Photography) at an advanced level. Throughout the course, students will engage in an open studio format that encourages creativity, experimentation, collaboration and the development of a distinct artistic voice. Students will focus on building a comprehensive portfolio that will showcase a range of skills, techniques, and thematic elements explored throughout the course. Emphasis will be placed on open-ended prompts in order to inspire students to think critically, experiment with various mediums, and push the boundaries of traditional digital art and photography. Students will have the freedom to choose their preferred tools, whether it be digital software, cameras, or other multimedia. (Prerequisites: Two years of photography or digital art or permission from the instructor; full year/1 credit)

Photography IA: Introduction to Artistic Photography (Semester course)

This course is designed to give students insight into the field of artistic photography through hands-on practice, technical skill building, historical context, and modern day examples. In this semester-long course, students will learn key principles of photography such as composition, perspective, and visual storytelling. In addition, students will learn about file storage, how to organize a portfolio, and how to digitally edit and manipulate photos using programs in the Adobe suite. Students will be encouraged to explore their own artistic aesthetic and find their own creative voice. Students will use a combination of cell phone photography as well as digital (DSLR) cameras for this class. (No prerequisite; rising 9th graders will need a recommendation from their Middle School art teacher; open to students in grades 9-12; one semester/.5 credit)

Photography IB: Camera Techniques for Artistic Photography (Semester course)

This course is designed to expand upon the principles of Photo IA through the use of Digital SLR cameras. Each project will task students to incorporate the principles of photography while crafting intentionally composed images. Students will learn in depth about the inner workings of camera mechanics and their functions. Students will be encouraged to continue to develop their creative voice and find their own aesthetic as well as explore conceptual, abstract, and journalistic photography. Students will build upon editing techniques and their knowledge of the Adobe suite to add color corrections and create composite images. Cameras will be available for students to use. (Open to students in grades 9-12; prerequisite: Photo IA or permission of instructor; one semester/.5 credit)

Photography II (Full year course)

This course is designed to give students a deeper working knowledge of digital photography techniques. Students should have a clear understanding of camera mechanics and have some experience shooting in manual mode. Projects will focus on building a clear artistic voice and crafting images or series of images that communicate a message to an audience. Students will continue to learn how to discuss their work in an articulate, educated manner. Assignments are designed to involve the student in all aspects of photography, further develop craft and skill, and give the second year students the opportunity to create a stronger visual portfolio of their completed images. (Open to students in grades 10-12 or permission of instructor; prerequisite: Photo IB or permission of instructor; 1 credit)

Technology

Watkinson offers a rotating sequence of Technology courses. Courses are semester-based with one course in the fall and one course in the spring. Students in grades 10-12 may take one or more courses in any order. For example, a coding course is not required before taking a web development course or the robotics course. In 2025-2026, the following courses will be offered: Python Programming (Fall semester) and Web Development (Spring semester).

Introduction to Technology in Business and Society (Semester course)

The wide-spread use of technology used to be limited to Engineering and Computer Science, but it now is a part of every facet of life in the modern world. Students will explore how technology is used in business, research, the arts, and other fields that are of interest to the class. We will consider ethical questions about AI and algorithmic curation of content as well as looking at practical technical solutions to analyze data, interact with AI, and more. Topics may include spreadsheets, databases, social media, AI, and digital marketing. Students will use no-code solutions as well as scripting tools in assignments and projects. (Open to students in grades 10-12; one semester/.5 credit)

Python Programming (Semester course)

This is a one-semester course intended as an introduction to coding using Python. It is suitable for a student just starting out learning to code and a student who has done some coding but would like to learn how to code a complete program or use code to solve problems. Python is a general-purpose programming language used for many things, from simple calculations to web development and even machine learning. Python can be procedural or object-oriented, and is incredibly versatile so it is a useful first language. The skills learned in this course will be transferable to other programming languages. This course will examine how Python is used, what it is good at, and where its limitations lie. Topics covered include data types, operators, variables, conditions, conditional statements, loops, lists, dictionaries, sets, and functions. Graded work will include programming assignments, quizzes, and projects. (Open to students in grades 10-12; one semester/.5 credit)

Robotics and Electronics (Semester course)

In this course, students will learn engineering design principles as we explore electronics and robotics. We will be building and programming robots to solve different challenges, including team competitions to accomplish goals and writing code to make your robot autonomous. Code will be developed using a block-based system and/or using Python. Electronics projects may include Arduino boards, sensors, and network-connected devices. A final project on smart cities and the Internet of Things will allow students to explore configuring and coding IoT devices and sensor networks, as well as smart city concepts, urban planning, and sustainability. (Open to students in grades 10-12; one semester/.5 credit)

Web Development (Semester course)

In this elective, you’ll explore the technical, creative, and societal aspects of building websites. You’ll learn to design and develop responsive, accessible sites using HTML, CSS, and light JavaScript, while diving into user-centered design, planning, and prototyping. You’ll also discover how AI tools can support the development process. Through hands-on projects, you’ll gain experience deploying live sites and reflect on how web development can empower you and impact our world. The course wraps up with a multi-page site that showcases everything you’ve learned. (Open to students in grades 10-12; one semester/.5 credit)

Senior Seminar

The Senior Seminar is a cohort-style class that brings together a small group of seniors with one teacher for a year-long experience. Each section of Senior Seminar functions as an individual cohort, but also operates within the shared context and goals of the Senior Year experience. Therefore, there are opportunities for grade-wide experiences throughout the year, where shared experiences will bolster and enrich the sense of community among and between the members of the class and their teachers. In this way, the work of the Senior Year becomes visible to the larger school community, imbuing younger students with a growing sense of what it means to be a senior at Watkinson.

The Senior Seminar is a year-long class which:

Supports the existing college application process
Provides the setting for a life skills curriculum appropriate to the developmental needs of pre-flight adolescents
Serves as the primary locus for The Senior Project and Exhibition

Expectations

The Seminar is a credit-bearing, required class and serves as a built-in structure to prompt, support, and challenge each senior to accomplish meaningful and important work as a capstone to their high school education. The course stresses the importance of strong individual efforts, including self-advocacy, resilience, and the value of critical friendship and collaboration, as well as involvement. Senior Seminar teachers coach each individual student to develop primary areas of interest for the Senior Project, to narrow these ideas toward a topic, and to articulate a rich Essential Question. Together with their teacher and the cohort group, students make their way through the Senior Project journey. In addition, Senior Seminar serves as a supplemental support to the college application process, a place to work on application materials and for meaningful discussion and peer-to-peer feedback. Finally, the class provides a structure for important learning relevant to the unique needs and demands of pre-launch adolescents, including a focus on life-skills, transition to college and independent living, and personal health and wellness.

After-School Activities

Watkinson requires all upper school students to participate in after-school activities each season of every year in keeping with the school’s commitment to fostering healthy living habits in its students. Two of the three activities selected each year must be physical activities.

Activities meet after school three to five times per week. Students enrolled in a three-day-a-week activity may leave campus at the end of the academic day on the days their activity does not meet to make time for off-campus community service, internships, and jobs, or they may register for a supervised study hall in the ALC. Students who sign up for a competitive team sport must also be committed to games once a week after school and possibly a few Saturday games.

Students may opt to fulfill their after-school activity requirement by participation in an approved off-campus activity by submitting a completed request form at the start of each season.

Below is a sampling of activities offered each season:

Fall Activities

5 days per week:

Cross Country (coed, competitive)

Boys and Girls Rowing (Novice/Varsity, competitive)

Boys Soccer (Varsity/JV, competitive)

Girls Soccer (Varsity, competitive)

Girls Volleyball (Varsity/JV, competitive)

Team Managers

WatkInterns (Athletic Department Interns)

Theatre Production

3 days per week:

Art Studio

Fencing (recreational; no matches)

Fitness

Gardening

Spin Class

Yoga

Winter Activities

5 days per week:

Boys Basketball (Varsity/JV, competitive)

Girls Basketball (Varsity/JV, competitive)

Fencing (Varsity/JV, competitive)

Team Managers

WatkInterns (Athletic Department Interns)

Theatre Production

3 days per week:

Art Studio

Barre

Indoor Golf

Fitness

Spin Class

Tabletop Games

Winter Hiking Club

Yoga

Spring Activities

5 days per week:

Golf (Varsity, competitive)

Boys and Girls Rowing (Novice/Varsity, competitive)

Boys Tennis (Varsity, competitive)

Girls Tennis (Varsity, competitive)

Ultimate Frisbee (Varsity/JV, competitive)

Team Managers

Track (Varsity, competitive)

WatkInterns (Athletic Department Interns)

3 days per week:

Gardening

Self-Defense Class

Spin Class

Yoga

College Course Options

Watkinson has affiliations with both University of Hartford and University of Saint Joseph to provide our students with the opportunity to enroll in college courses while still attending high school. Details regarding these programs are outlined below.

University of Hartford

Watkinson School has a well-established affiliation with the University of Hartford. The College Counseling Office invites qualified junior or senior students to take a college-credit course at the University for no tuition charge. Students are responsible for registration and book fees only. Our CCO staff meets with each qualified student to determine if taking a University of Hartford course will provide an appropriate challenge to their schedule and which semester would benefit them most. University of Hartford courses give our students a taste of college while still in high school. Many colleges will accept this credit when students graduate and enroll in their chosen school. Examples of classes taken: Computer Programming Foundations, Introduction to Criminal Justice, and intro classes in Psychology, Philosophy, and Sociology. Students may not take a class at the University of Hartford if it is offered at Watkinson. Students follow the University’s academic calendar in terms of dates of attendance, add/drop period, cancellations due to inclement weather, etc. Each three-credit University course and corresponding grade will appear on the Watkinson transcript as 0.50 credits. The University course cannot count toward the annual five-credit minimum course load required at Watkinson, nor is the grade factored into the Watkinson GPA. Students may not drop a University course without permission from the Director of College Counseling and the Academic Dean for Grades 11-12. Watkinson graduates may order an official transcript through their University of Hartford student portal to be sent to their college of matriculation for credit and/or placement consideration through the University of Hartford Registrar’s Office website. Watkinson cannot provide official transcripts of University of Hartford coursework.

University of Saint Joseph Challenge Program

Students in grades 11, 12, and the Academy Program are eligible to enroll in a class at the University of Saint Joseph. This program is administered directly with the university. These classes are for college credit and you will be responsible for submitting your USJ transcript to the college you plan to attend. USJ courses will not appear on your Watkinson transcript and you will be able to request USJ transcripts upon completion of a course.

Creative Arts (CAP) Diploma Program

Upper school students who have a deep commitment to visual art, music, dance, theatre, writing, or film, and who have already achieved considerable skill in their area of concentration, may apply by audition or portfolio review to the CAP Diploma Program. The focus of CAP is to add breadth (in terms of cultural literacy, arts exposure and exploration, global arts, and interdisciplinary collaboration), to the depth of work that students are doing in their individual art forms (their major), with teachers, mentors, ensembles, productions, and personal projects. The application process begins in the second semester of their Sophomore year at Watkinson, and the two-year program requirement begins in the autumn of the student’s Junior year. Students new to Watkinson as Juniors have the option of applying in the first term of their Junior year; however, they should only do so if they have extensive experience in their art form before arriving at the school.

Upon admission to the program, all CAP diploma students will develop a program of study with the CAP Director. Each program will be tailored to meet the individual student’s interests and needs; all programs require an additional 7-10 hours of work each week, outside of school, within the student’s artistic major. CAP Diploma Program Juniors are required to attend a full year seminar. CAP Diploma Program Seniors are mentored by the CAP Program Director as they develop their final culminating work of art. Finally, to earn the CAP diploma, all CAP students, Juniors and Seniors, must also participate in all master classes, regardless of their major, attend all scheduled field trips and share their work with the school community on a regular basis.

Global Studies (GS) Diploma Program

Students with a passion for studying from a global perspective can opt for a special diploma in Global Studies.

The goal of the Global Studies Program is to develop active, engaged global citizens. Students work to understand how their actions and experiences intersect with the world-at-large and use this knowledge to effect positive change by developing the following skills…

Thinking critically and creatively, including adopting a multiperspective approach that recognizes the different dimensions and angles of an issue
Applying systems thinking to analyze the interdependence of contemporary and historical economic, social, and environmental issues
Demonstrating civic and community engagement
Going deeper through dialogue with those who have different opinions and backgrounds
Constructing multicultural competence and cultivating empathy throughout their learning

As students master these skills, they explore nine themes: the arts, the environment, globalization, global public health, human rights, non-violence and war, religion, sustainability, and technology/communication.

The program also involves extensive learning and service beyond Watkinson. Students travel off campus to events in greater Hartford, New York, Boston, and have the option to travel internationally through experiential-learning and service-learning trips to the Dominican Republic, Jordan, and Uganda.

Students apply to the program near the end of 10th grade or during the beginning of 11th grade. In senior year, students design and implement a yearlong capstone project that meshes a personal interest with one or more of the global studies themes to demonstrate mastery of the program skills. They graduate from Watkinson with a special diploma in Global Studies and expertise in themes that hold particular personal interest.

Program Expectations

1) Attend and respond in writing to at least nine (9) Global Studies events throughout the year, beyond Global Studies Seminar, that engage in the program themes.

2) Participate in service learning work in Hartford.

3) Develop a Plan of Action describing the student’s participation in the Global Studies Program. This includes committing to extra-curricular activities related to the program’s mission: to develop in students the power to be knowledgeable and effective world citizens – acting locally and globally – and to foster respect for diverse people and cultures.

4) Go public with their work by attending and/or creating events that engage the wider community and blogging about their experiences and/or learning in the program.

5) Build and curate a digital portfolio website in 11th and 12th grade showing how the student has engaged and developed insight into the program themes.

6) Reflect on their work at the end of each term, modifying the Plan of Action as needed and curate work on the portfolio website.

7) Summer reading before junior and senior years.

8) Coordinate the student’s academic schedule with the Global Studies Director and take classes that engage the themes of the program and provide a global perspective.

9) Take a minimum of one (1) non-US literature English elective and one (1) globally-focused history elective over the course of the 11th and 12th grades. English classes that fulfill this requirement include: European Thought Revolutions, Asia: Near & Far, Globalization/Immigration, Postcolonial Literature, and Women, Men, and Madness. History classes that fulfill this requirement include: Age of Genocide, Globalization: Our Connected World, Rise and Fall of Empires, Searching for the Self, Triumph & Tragedy: Conflict in the 20th Century, Human Progress: Geography, Culture & Commerce, Revolution: Causes and Consequences, and The Signature of Civilizations: History Through Art.

10) Either engage in three years’ formal study of foreign languages or American Sign Language, or demonstrate speaking or reading proficiency in a foreign language.

11) While foreign travel is not a requirement, students are strongly encouraged to participate in at least one of Watkinson’s service trips to the Dominican Republic, Jordan, Uganda, or elsewhere.

Junior Expectations

1) Juniors are expected to attend the Global Studies Seminar with the seniors on prearranged dates to work with the seniors, develop a Plan of Action, write end of the term reflections, and build and maintain a digital portfolio website.

Senior Expectations

1) Take and pass Global Studies Seminar, a yearlong 12th grade elective.

This seminar is a yearlong, interdisciplinary inquiry into the themes of Watkinson’s Global Studies diploma program. These include: the arts, the environment, globalization, global public health, human rights, non-violence and war, religion, sustainability, and technology/communication. Students also research and develop a capstone project, relating to one of the themes, that meshes a personal interest with building expertise in a particular aspect of global studies. Reading, writing, class discussion, student-led teaching, and travel off campus form major parts of this class.

2) Complete a capstone project that reflects the student’s learning in at least one of the main themes of the program. This yearlong project involves experiential learning, community engagement, research at the University of Hartford Library, a research paper, and event(s) designed by the student. The 12th-grade Global Studies Seminar devotes time to defining, researching, and completing the projects. This project is shared publicly in the spring of senior year.

The Academy

The Academy at Watkinson School is a yearlong program designed to bolster confidence, skills, and knowledge necessary for a successful transition to college. It is designed for students who are college bound, but might not yet be college ready. It is highly customizable and flexible in treating each student as an individual with specific passions, interests, and needs.

Outlined below are the requirements for completing this one-year pre-college program. Students may take a combination of courses at Watkinson, University of Hartford, and/or University of Saint Joseph. Each student’s schedule is highly individualized to meet their goals for the year. Through meetings with Watkinson’s Admissions, Registrar’s, and College Counseling Offices, the Academy student selects classes that allow them to explore areas of interest and enhance their overall academic record. Upon successful completion, the student will be awarded an Academy Certificate on the day of graduation.

The Academy Requirements

Watkinson classes

Complete a minimum of 2.5 credits at Watkinson, including:

English electives (one credit total)

One .5 credit elective course each semester
See English section of catalog for course descriptions

Academy Seminar (one credit total)

Seminar is a full-year course
See Academy Seminar description below

Elective courses (.5 credit minimum)

Students may choose elective courses from the following areas: English, history, science, math, language, arts, technology
Placement tests are required for math and language courses

Academy Seminar

The Academy Seminar is a cohort-style class that brings together a small group of Academy students as well as Watkinson seniors with one teacher for a year-long experience. The class provides the setting for a life skills curriculum appropriate to the developmental needs of young adults and serves as the primary locus for The Academy Project and Exhibition.

The Seminar is a credit-bearing, required class and serves as a built-in structure to prompt, support, and challenge each student to accomplish meaningful and important work in a unique, self-selected area of interest. The course stresses the importance of strong individual efforts, including self-advocacy, resilience, and the value of critical friendship and collaboration, as well as involvement. Seminar teachers coach each individual student to develop primary areas of interest for the Project, to narrow these ideas toward a topic, and to articulate a rich Essential Question. Together with their teacher and the cohort group, students make their way through the Project journey, which includes a two week release in February to work directly with a mentor in the student’s area of interest, as well as an Exhibition of their final product in May. In addition, Seminar serves as a supplemental support to the college application process, a place to work on application materials, and for meaningful discussion and peer-to-peer feedback. Finally, the class provides a structure for important learning relevant to the unique needs and demands of pre-launch young adults, including a focus on life-skills, transition to college and independent living, and personal health and wellness.

College Course Options

University of Hartford classes: 1-2 semester courses (optional)

Students work with Watkinson’s College Counseling Office to select courses at the University of Hartford
Registration is based on course availability as determined by the University

University of Saint Joseph: 1-2 semester courses (optional)

It is recommended that students consult with Watkinson’s College Counseling Office to determine course options that work with their overall schedule and future goals
Students register for USJ courses directly through the USJ Early College Program

Watkinson Academic Policies and Procedures

Course Selection - Middle School

Students in the Middle School take a combination of core year-long classes and semester classes in performing and visual arts as well as technology. In the event that a student would benefit from a revised curriculum, the Head of Middle School, in consultation with the student’s parents and teachers, will address the matter. Returning students meet with their primary advisor during Course Selection Week in February. The student and advisor complete a registration form, selecting from courses recommended by department heads and classroom teachers. Final course schedules for the next year are made available to students in August through our Student Documents portal.

Course Selection - Upper School

A total of 20 credits is required for a Watkinson diploma. The minimum course load is 5 credits per year for grades 9-12. Special arrangements regarding course load may be made with the Academic Dean and the student’s advisor, with parental approval. We recommend that students maintain honors level work in order to petition to enroll in 7 or more credits in any given year. Returning students meet with their primary advisor during Course Selection Week in February. The student and advisor complete a registration form, selecting from courses recommended by department heads and classroom teachers. Final course schedules for the next year are made available to students in August through our Student Documents portal. The Academic Deans and Department Chairs make final placement decisions.

Course Changes

Students may make changes to their course selections during the first three weeks of the semester. Requests for course changes must be submitted in writing (by email or Course Change form) and require the approval of parent(s), advisor, teachers involved, the Department Chair(s), the Academic Dean, and the Director of College Counseling (for seniors). We consider the reason for the request, the student’s credit status, and overall academic program to determine if the change is in the student’s best interest. The Academic Dean reserves the right to override any of these guidelines under special circumstances.

How To Drop Or Withdraw From A Course

To drop and/or add courses after the term has started, students must follow our Drop/Add Process and complete a Course Change form, available in the Registrar’s Office or in the Forms section on the Watkinson website. The dropped course will not appear on the student’s record and no credit will be given for the course.

After the drop/add deadline, a dropped course will be considered a withdrawal.

The student will not receive any credit for the course and will receive a grade of W (withdrawal). The course and grade of W will remain on the student’s transcript. Withdrawals may take place throughout the year. To withdraw from a course, the student must meet with the Academic Dean.

Credit For Partial Completion Of A Course

If a student elects to withdraw from a full-year course at the completion of the first semester, partial credit may be awarded depending on the student’s unique circumstances.

This decision will be made in consultation with the course teacher, Department Chair, Academic Dean, and the Academic Policy Committee. This same group will be consulted to determine the merits of awarding a Pass/Fail grade for a single semester of work due to extraordinary circumstances.

Partial credit is not an option for one semester courses. If a student withdraws from a semester course after the drop/add deadline, no credit will be awarded and a grade of W will be recorded on the student’s transcript.

Course Modification

Occasionally, a student may only be able to complete a course by having some of the course requirements modified to address a particular learning style. In this case, a form describing the modification will be attached to the student’s transcript. The appropriate Dean will coordinate the modification.

Independent Study Courses

Students may apply for an Independent Study if a subject of interest is not covered in a class already offered by the school. Successful independent studies require genuine independence and maturity on the part of the student and active support from a coordinating teacher. Independent Study applications may be requested from the Registrar or the Academic Dean of grades 11 and 12. Applications for the next school year must be submitted to the Academic Dean by May 15 of the current academic year. Applications will be reviewed and students will be notified if their proposal is accepted.

Academic Grades

Academic and effort grades, as well as teachers’ comments, are provided to students and parents at the midpoint (quarter) and end of each semester. Progress Reports are also provided for students whose grades have changed significantly in between established marking periods. Watkinson’s dual system, grading academics and effort, is based on the belief that attitude and motivation are significant components of learning. Cumulative averages reported on student transcripts reflect Watkinson coursework only. The lowest passing academic grade is 60. Below is a more detailed description of effort grades.

Effort Grades

Effort grades are assigned on a scale of 1 to 5, 1 being the highest. An effort grade of 3, therefore, may be considered an “average” grade. The attributes of each level of effort grade are outlined below:

1 - Outstanding

student always completes assignments on time
shows superior diligence and initiative in preparing assignments
is always focused on the job to be done
always brings textbooks and relevant materials to class
is always willing to work, not only on immediate assignments, but also on other skill-building problems presented
is always prepared for tests
promptly makes up assignments in case of absence
takes initiative in completing make-up work
takes initiative in seeking extra help
can provide the instructor with useful feedback about areas of uncertainty
participates in class with enthusiasm and positive energy
consistently behaves in a responsible and cooperative manner

2 - Good

student generally completes assignments on time
may occasionally submit a late or perfunctorily performed assignment (but no assignments are missing at the end of the semester)
promptly makes up assignments in case of absence
consistently prepares for class
consistently prepares for tests; does not fail any test based on effort
always brings textbooks and relevant materials to class
consistently participates in class in a positive way
is focused on the job to be done
always behaves acceptably in class

3 -Satisfactory

student’s effort does not stand out negatively or positively
participates consistently, but not necessarily vigorously
completes assignments regularly, with occasional lateness
is occasionally inconsistent about make-up work
comes to extra help sessions when required
does not fail tests or quizzes based on effort
may require encouragement to get going
participates, but is more of a passive than an active learner
shows satisfactory, if undistinguished, attitude and behavior

4 - Insufficient

student often submits late or incomplete assignments
shows little inclination to make up missing work
fails several tests or quizzes based on effort
does not take advantage of extra help sessions
is immature in meeting responsibilities
may be late to class more than once
has negative energy in class, may distract others
is reluctant to start or finish work

5 - Unacceptable

student often submits assignments late or not at all
makes no effort for tests and quizzes
avoids making up missed tests
does not come to extra help or tutoring sessions
exhibits disruptive classroom behavior, has negative effect on class
is likely to fail course because of chronic neglect

Comments

We believe that communication among parents, teachers, students, advisors, and administrators is vital. At the midpoint (quarter) and end of each semester, teachers provide grades and comments for all students. Progress Reports are issued, as needed, three times a year to allow teachers to provide parents with updates on specific student work and achievement. Advisors write letters to students as well, summing up each student’s performance as well as addressing extracurricular, social issues, and any other facets of the student’s life at Watkinson about which advisors may have particular insights. All reports are delivered electronically through our Student Documents portal, which uses a personal, secure login.

Incomplete Grades

Students earning incomplete grades have up to two weeks following the close of the marking period to complete the work. In the case of an extended medical leave, work completion will be determined by the Academic Dean on a case-by-case basis. In the case of an incomplete grade, students will receive an “I” (Incomplete) and no effort grade on their report card until the missing work is submitted. When the coursework is completed, the teacher will evaluate the work and revise both the academic and effort grades. The updated grades will be recorded and a revised grade report will be uploaded to the Student Documents portal for the student and parents to access.

Academic Probation

Any student who, in two classes, falls below a grade of 70, or below an Effort grade of 3 in a marking period will be placed on Academic Probation. Academic Probation is designed to provide more structure and very close monitoring to help students raise their level of achievement. The Academic Deans and Division Heads, in consultation with teaching faculty, reserve the right to place a student on probation at any time during a given marking period, should the student’s academic standing merit this. In the case of a senior dropping to probation status, all senior privileges are relinquished until the next marking period. Students on Academic Probation must fulfill the guidelines as established by the appropriate Academic Dean in order to return to good standing. The student will meet with parents, teachers, advisor, and Academic Dean to ensure full cooperation at home and to agree on a specific course of action. If there is no substantial improvement, at the end of the school year the faculty will decide whether the student should return to Watkinson. We will take extraordinary personal circumstances into account when determining a student’s academic standing.

Honor Roll

Each semester, we recognize students’ academic achievements through our Semester Honor Roll. Students meeting the below criteria will be awarded academic honors, which will be noted on their transcripts. To be eligible for honors recognition, a student must be enrolled in a minimum of five academic classes at Watkinson.

High Honors: A student whose semester average is 90 or above is awarded high honors.

Honors: A student whose semester average is 85 to 89 is awarded honors.

Regardless of the semester average, students will not be placed on any Semester Honor Roll if one or more of their courses is below an 85.

Homework

Teachers assign homework on a regular basis in all Watkinson courses; they expect it to be completed on time. Teachers do consider homework in determining course and/or effort grades. Copying another student’s homework is considered academic dishonesty. Homework assignments will be course and grade appropriate. The classroom teacher will communicate time allowances for late work as well as grading expectations. Policies may vary, particularly in the Upper School. In cases of illness, students are responsible for obtaining missed homework assignments from the teacher or student online classroom portal.

Examinations

Teachers have a choice between giving exams or projects at the conclusion of each semester. For courses without exams, the last week of each semester will be used for project presentations, tests, or regular class activities. Each department determines its own policy. We encourage the practice of culminating assessments. Final exams may count for no more than 20% of the semester grade.

Study Halls

Afternoon Study Hall

Optional After School Study Halls are available and supervised by classroom teachers each day until 4:30 (Wednesday until 3:45). Students may stay the entire time or leave when a parent/guardian contacts the study hall supervisor.

Class Day Study Hall

Study Hall is meant to be a quiet, productive place for study and work, and students are expected to use the gift of time in order to make progress on their school work. Students should check in with the Study Hall proctor at the beginning of each block and get permission to meet with other teachers at this time, if necessary.

All students in grades 6-11 must attend study hall. Seniors do not need to attend a formal study hall unless on probation.

Summer Reading

The Watkinson faculty is committed to the belief that extensive reading is essential to the process of becoming an educated person. The summer reading lists are posted on the Watkinson website. Students should expect to be assessed on their reading upon return to school in September.

Making Up Credits During The Summer

A student may make up a course failed during the year by successfully completing a summer school course at an accredited institution, which must be approved in advance by the Department Head and the Academic Dean. Make-up courses should be the equivalent of 30 hours. The failing grade received during the year will remain on the student’s permanent record; the student may be required to repeat the course during the next school year to receive credit. A student who is unable to attend summer school to make up a failed course may receive individual tutoring, which must be approved in advance by the Department Head and the Academic Dean. Credit will be awarded after successful completion of a Watkinson-approved examination. Students may be required or advised to take some summer courses for academic reinforcement. Summer study for credit requires advance approval of the Department Head.

Transfer Credits

Watkinson accepts college preparatory credits from other accredited institutions. Non-college preparatory credits, such as physical education credits, do not count toward Watkinson’s 20-credit graduation requirement. In order for a course to be considered for transfer credit, the student must have earned a minimum grade of 60 in the class. We do not count Middle School credits from other schools toward fulfillment of Watkinson graduation requirements. Credits earned in grades 6-8 as high school level college preparatory courses (such as Algebra I or Spanish I, for example) will only count towards placement in Upper School.

To have courses considered for transfer credit, an official transcript from the transfer institution must be sent to the Watkinson Registrar’s Office. Transfer credits will be evaluated and accepted at the discretion of the division head, in consultation with department heads and academic deans as needed. If the transfer credit is accepted, it may be used to fulfill graduation requirements. However, the course will not be listed on the Watkinson transcript and the grade and credit will not be included in the student’s Watkinson grade average/GPA.

How To Waive A Graduation Requirement

Watkinson may waive a graduation requirement when a specific learning challenge is involved, and when testing and classroom experience show a legitimate learning difficulty. Students and parents must specify the reason for the waiver request, and it must be approved by the Academic Policy Committee. In rare cases, a student who enters Watkinson as a junior or senior without having taken a required course may receive a waiver from the Academic Policy Committee.

How To Request A Watkinson Transcript

Students may request a copy of their academic records by completing a Watkinson Transcript Request Form, available in the Registrar’s Office and on the Watkinson website. There is no fee charged for standard transcript requests. All transcript/records requests must be made in writing. Requests may be faxed, scanned, emailed, mailed, or hand-delivered. If a student is under 18, a parent/guardian must sign to authorize the release of records. Releases are good for up to one year. At the Registrar’s discretion, additional requests may be appended to the original authorization by email.