2015-16 Curriculum Guide

CONTENTS

Page 1 Educational Philosophy

Page 3 Desired Learning Outcomes

Page 5 Accreditation and Academic Programmes

Page 6 Student Support Services

Page 7 Early Years

Page 10 Middle Years

Page 13 Upper Years

Page 19 Upper Years: Art

Page 22 Upper Years: Drama

Page 23 Upper Years: English

Page 25 Upper Years: Languages

Page 27 Upper Years: Math

Page 29 Upper Years: Music

Page 31 Upper Years: Outdoor Learning

Page 33 Upper Years: Physical Education and Health

Page 36 Upper Years: Religious Education

Page 37 Upper Years: Science

Page 40 Upper Years: Social Studies

Page 43 The Enrichment Programme

We believe that, to Elicit Greatness, education should... • Emerge from clear philosophical and spiritual underpinnings. • Take place within a compassionate and caring community. • Require the balanced development of the whole person. • Be challenging, engaging, and experiential. • Offer opportunities for young people to show initiative and develop self-discipline. • Maximize the potential for learning held by a diverse school community. • Develop a clear understanding of leadership and service. • Embrace the outdoors as a significant resource for learning and personal development. • Cultivate a meaningful relationship with the natural environment. • Encourage a healthy lifestyle to support the development of the whole person.

See the complete version of Eliciting Greatness for background and a full explanation of each principle.

Woodstock School runs a fully residential programme from Grades 5-12 which is international in its staff, students and university preparatory curriculum. The school also provides an ECP-Grade 4 programme for staff children and a small number of local families.

Woodstock brings together students from different cultural and religious backgrounds, as it continues its special commitment to educate children of families dedicated to service and humanitarian concern in developing countries, and of families working internationally.

The paradox of the simple, frugal yet progressive life at Woodstock can foster flexibility, self-esteem, self-reliance, aesthetic appreciation, and social awareness.

Our Approach to Teaching and Learning

The title of Woodstock’s philosophy of education is Eliciting Greatness, drawn from John Buchan’s insight that, “The task of leadership is not to put greatness in humanity, but to elicit it, for the greatness is already there.”

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EDUCATIONAL PHILOSOPHY“The task of leadership is not to put greatness in humanity, but to elicit it, for the greatness is already there.”

-John Buchan

Woodstock School makes reference to four priorities in continuously developing our curriculum:

Priority 1We equally value academic, enrichment, and communal facets of learning.

Priority 2We derive our approach to teaching and learning from two foundational documents: Eliciting Greatness and the Desired Learning Outcomes.

Priority 3We actively seek opportunities to integrate learning across disciplines and with real-world experiences, maximizing the learning offered by our Himalayan environment and the local community.

Priority 4We seek to provide both the body of knowledge and the certification required to enable students to proceed on to higher education in the country of their choice.

This last priority involves balancing the demands of universities in the U.S.A., India, U.K., Korea and other countries. The ensuing tension, however, proves to be creative and students gain enormously by their exposure to our innovative and challenging curriculum. Our aim is an education for versatility and flexibility: students with a Woodstock diploma thrive in multiple contexts around the world.

The Woodstock curriculum is reviewed each year by the Heads of Department team, led by the Vice Principal for Curriculum & Assessment, who welcome any suggestions or comments.

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DESIRED LEARNING OUTCOMES

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Our Learning Outcomes are based around the development of particular skills, attitudes, knowledge and values, enabling our students to become confident individuals, effective leaders, successful learners and responsible citizens.

4. Pursue physical, emotional, and spiritual wellbeing through these practices: • Celebrate achievement and remain resilient through failure. • Maintain a reflective lifestyle that includes time for thought, reading, or prayer. • Manage complexity and practice self-discipline.

5. Gain an informed understanding of Christian beliefs and practices as we learn to think independently about our own and others’ faiths.

The Woodstock curriculum includes all the experiences which are planned for our students throughout their education. This includes four key areas: • The academic curriculum and training in specific disciplines • The extra-curricular or enrichment programme • The ethos and life of the school • Opportunities for our students to achieve success through personal initiative and self-motivation.

Our Learning Outcomes throughout this curriculum are based around the development of particular skills, attitudes, knowledge and values, enabling our students to become confident individuals, effective leaders, successful learners and responsible citizens.

Confident IndividualsThese are young people with secure values and beliefs, self-respect, and an appreciation of their physical, mental, emotional and spiritual wellbeing. As a community, we

1. Act with integrity. • Persevere, with conviction and courage as sources of motivation. • Acquire wisdom to make ethical decisions.

2. Possess creativity, curiosity, focus, passion, and a sense of vocation.

3. Remain open, teachable, and humble, with an ability to follow when appropriate.

Responsible CitizensThese are young people who have developed a global perspective. As a community, we

1. Maintain a sense of personal responsibility for our neighbours’ welfare.

2. Explore and appreciate regional and global cultures, languages, religions, and histories.

3. Remain comfortable in multiple environments because of our cross- cultural competency.

4. Possess and act on a strong sense of social justice and empathy with those less and more privileged than ourselves.

5. Understand and seek to preserve their natural environment as good stewards of the earth for future generations.

Effective LeadersThese are young people who have developed healthy interpersonal relationships. As a community, we

1. Learn collaboratively, working with diverse people in an effective team.

2. Identify with the hopes, dreams, and struggles of people around us.

3. Give and receive effective feedback.

4. Remain flexible and adaptable, able to absorb others’ ideas and able to live with ambiguity.

5. Bring out the best in others by leading with our own positive example.

Successful LearnersThese are young people who can survive and thrive in the 21st Century. As a community, we

1. Create intellectual capital through lifelong exploratory learning in every area of human endeavour.

2. Think critically, actively applying our knowledge and analysing patterns to find solutions.

3. Practice and master methods of scientific inquiry and research.

4. Communicate effectively to construct and support sophisticated arguments orally, in writing, and using creative forms of expression.

5. Utilize technological resources responsibly and with ease.

ACADEMIC PROGRAMMES

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ACCREDITATION

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Beginning in July, 2016, Woodstock School will also be offering the Advanced Placement Capstone Diploma, also offered through the College Board. According to the College Board, “AP Capstone is an innovative diploma program that provides students with an opportunity to engage in rigorous scholarly practice of the core academic skills necessary for successful college completion.” This involves a Grade 11 AP Seminar course focused on research methodology and modes of analysis, along with a Grade 12 independent, extended research project designed to better prepare students for college.

Woodstock was the first school in Asia to receive accreditation in the U.S.A through the Middle States Association of Colleges and Secondary Schools (MSA). The last MSA accreditation was carried out in 2010, with a successful mid-term review received in January, 2015. The Woodstock Diploma has been recognised as equivalent to the 10+2 system in Indian Schools by the Association of Indian Universities. This means that graduates of Woodstock School seeking admission in Indian universities present only their diploma and their academic transcript of internal grades when they apply, in addition to presenting a letter from the Association of Indian Universities. For admission in Indian universities, the Woodstock Diploma is sufficient on its own, without external examination records.

Woodstock provides a university preparatory education leading to the Woodstock Diploma recognised around the world as a basis for university admission. In the core academic areas of Mathematics, English, Social Studies, Science and Languages, courses in Grades 9 and 10 lead to the University of Cambridge International General Certificate of Secondary Education (IGCSE) and in Grades 11 and 12 to the Advanced Placement (AP) programme of the College Board, U.S.A.

“The change, growth and improvement that you have reported is quite outstanding and demonstrates the positive results of careful analysis of the school community and reflection on Woodstock’s identity and purpose. Congratulations on the new direction the school has set for itself, its students and the identification of desired results that will reach out beyond the school...We are impressed with the scope of the changes you have made in finances, governance, the reconfiguration of the school’s divisions, both philosophically and in practice, and applaud the recommitment to the school’s faith, its focus on diversity, and the creation of Eliciting Greatness.”

-MSA Review

• Its ability to provide a common, consensus-driven language related to research-based best practices in the areas of curriculum, assessment, instruction and professional development. • Its potential for guiding and informing the process of school renewal and educational reform.

• Its ability to guide and inform educators’ efforts to unpack standards and to help all students develop a deep conceptual understanding of what they are studying.

The academic programme at Woodstock School is divided into three sections: the Upper Years include Grades 9-12, the Middle Years include Grades 5-8, and the Early Years include ECP-Grade 4.

Throughout the school, curriculum is mapped using the Understanding by Design (UbD) framework developed by Grant Wiggins and Jay McTighe. This framework of curriculum design, assessment and instruction enables students to gain a deep understanding of material engaged in the classroom, with a continual focus on cultivating a love of learning.

Each course is crafted around certain Essential Questions which weave through the entire year of study providing coherence and meaning to the student’s experience. A sample survey* of Understanding by Design’s more than 30,000 users spoke to these strengths of the framework:

• The commonsense nature of UbD’s principles and strategies.

• Its potential power for overcoming a tendency in public education to teach to the test and to emphasize knowledge-recall learning.

*http://www.ascd.org/publications/books/103110/chapters/Implementing-Understanding-by-Design@-A-Summary-of-Lessons-Learned.aspx. Retrieved March 23, 2015.

STUDENT SUPPORT SERVICES

lively listening, speaking, writing and reading activities.

A key distinctive of Woodstock’s ESL programme is its careful attention to the issues around identity and belonging that often accompany immersion in a new culture and language. We make every effort to ensure that students experience a sense of belonging in Woodstock without losing their sense of rootedness and pride in their home culture and mother language.

English as a Second Language (ESL) ProgrammeEvery year, capable students who have high academic aspirations but need proficiency in the English language are admitted to Woodstock. This intensive, Foundation ESL Programme enables these students to function successfully. According to the needs of the student, instruction is given on a full or partial basis. Students without much prior English may spend up to a year concentrating on English. They enter regular classes as their English proficiency increases.

Students are accepted into the ESL programme in the Middle Years, between the ages of 10 and 13. With maximum assistance, students at

this age can rapidly gain enough proficiency in English to move fully into our Upper Years curriculum, no longer requiring specialized ESL instruction by Grade 9, while still receiving any necessary support. The programme is highly individualised; the student’s age, linguistic strengths and needs, and rate of progress are used to structure his or her own course, relying on external testing to benchmark student progress. Resources from Cambridge ensure that our instruction is in line with recent research about language acquisition. Grammar is presented in

educational psychologist. Limited support services are available during Gr 9 as the student transitions into the high school environment. Focus then shifts to helping the student articulate to his or her own learning needs. These advocacy skills are developed in order to prepare the student for education beyond Woodstock. All Woodstock students are expected to meet the requirements of grade-level curriculum.

Learning Support ServicesIn the Early and Middle Years, Woodstock offers specialized learning support for those students who struggle in one or two particular areas of need. Mostly, problems of organization, time management, essay writing and developing study skills can be addressed by classroom teachers. However, when the difficulties are of a persistent nature and normal methods of support do not seem to have an impact, a student is referred to the Support for Learning

Department. Some of these difficulties or differences may be due to a specific learning difficulty or factors beyond the student’s control and therefore a monitored programme of support may be required.

In the Upper Years, a Student Support Centre exists to provide math and writing support for all students. We also provide test accommodations for those students with specialised learning needs as identified by an

self-awareness and focus, but also for teachers, to guide future instruction. Parents benefit from accurate assessment in understanding how to best support and encourage their child. Colleges, too, rely on a school’s assessment as a faithful picture of what a particular student knows, understands, and is able to do.

AssessmentWoodstock School’s approach to assessment is continuous, demanding that young people take increasing responsibility for their learning and that they practice self-discipline as they grow older. Right through each term, students are regularly assessed in a variety of ways. We believe that this frequent assessment matters as much as high-stakes exams. Internal, end of year exams count for ten percent of a student’s overall grade. Ninety percent

of a student’s grade is earned through term coursework.

Accurate assessment exists to capture a student’s learning and to communicate that learning with precision, clarity and transparency in a timely fashion. Accurate assessment remains key to the academic integrity of Woodstock School. When these qualities are present, assessment has meaning—for students first, to increase their

EARLY YEARS

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ArtArt education develops visual perception, practical skills and imagination, in addition to being profoundly connected to the idea of developing individual voice. Moving through the Early Years, students increasingly acquire skills in the areas of line, colour, value, shape and form, texture, and understanding space. Techniques employed include painting, drawing, printmaking, collage, papier-mâché, needlecraft, batik and clay work. The Art teacher in the early years works closely with classroom teachers to connect art projects with themes studied in core academic areas.

The Language Arts programme in the Early Years revolves around literacy, building reading, listening, speaking and writing skills. Using a strong base in authentic children’s literature, students increase their vocabulary and comprehension skills, identify elements and techniques of writing and grammar, and interpret literature through talk, drama, composition, and oral reading.

the Early Years. These small classes create a close teacher-student relationship and an environment for academic success. The core subjects of Language Arts, Mathematics, Religious Education, Science, and Social Studies are taught by regular classroom teachers. Specialists teach subjects such as Art, Hindi, Library & Computer Skills, General Music, and Physical Education. In core areas, appropriate skills to be developed at each grade level are carefully mapped based on a comparison of the UK national curriculum, the Australian national curriculum, and the U.S. Core Curriculum. Informal teaching of computer skills occurs in all grades through the use of tablets in the classroom.

The Early Years Programme is comprised of three combined-grade classes: Early Childhood Programme (ECP) & Kindergarten, Grades 1 & 2, and Grades 3 & 4.

The programme is designed around Woodstock’s belief that education is a means to elicit the greatness innate within each student. As such, the Early Years programme is committed to establishing a foundation that promotes Woodstock’s desired learning outcomes for students in grades ECP (Early Childhood Programme) through 4. This is accomplished through a social curriculum that is practised and reinforced at every grade level. We begin and end each day with Circle Time, during which students learn how to express themselves and listen

to their peers, developing empathy. We have an interdisciplinary, project-based curriculum that is connected to the local environment. Themes are chosen to tie subjects together, usually emerging out of Science and Social Studies. In addition, as part of the school day, students are provided with enrichment opportunities that allow for the pursuit of additional interests like sports, music, art, or cooking. Some of these are led by older students, to encourage the development of friendships across ages.

Children of staff and of those engaged in local, public service, who will be five years old by September 30th are eligible for entrance into kindergarten during July of the same year. Students are not considered for boarding in

HindiThis course is designed to develop competency in oral and written Hindi, as well as an appreciation for and understanding of Indian culture. Students explore Indian festivals, costumes, food, music, history, great leaders, monuments, religions and the lifestyle of India’s diverse population. Conversational Hindi is also taught and used in practical situations. Hindi is taught at three different levels in Grades 1-4: Beginner and Intermediate for those students for whom Hindi is a second language and Hindi First Language. We focus on engaging, experiential language learning.

Library and Computer Skills

Students become familiar with how to locate books and with the use of reference materials, as well as learning how to conduct safe research online. Besides being read to by their class teachers in their classrooms, students are also read to as a class once a week in the library and may write book reviews or give book talks. Students are encouraged to participate in reading contests and programmes organised by the teachers and Quad Library staff. Once a week, students receive formal instruction in computer skills by a specialist.

Mathmatics

The sequential mathematics programme is geared to the child’s developing ability to move from concrete to abstract ways of conceptualising mathematical ideas. The Abacus programme we follow develops the children’s skills, interest, and curiosity with numbers, measurement, money, logical thought, spatial sense and estimation. Students are taught through activities and experiences which incorporate investigation, problem solving, cooperative group work and practical application of mathematics. Throughout the early years, math instruction relies heavily on the use of manipulatives.

Music

General Music covers content and skills in the basic areas of rhythm, melody, instruments, musical content, and movement. Children learn to sing solfege, as well as to recognize and read passages of music. In addition, children learn basic circle and line dances and grow comfortable using musical instruments like the Orff instruments and the recorder. By the end of Grade 4, students also have a basic understanding of the major periods of music history.

Outdoor Learning

Outdoor Learning is an approach to learning and teaching that spans across the academic and enrichment programmes. Our Himalayan location is the perfect extension of any indoor classroom, containing authentic learning circumstances that challenge students beyond the four walls of a schoolroom. Students are encouraged to develop lasting relationships with the natural world through regular opportunities scheduled in the school calendar, which include Activity Week in the fall and a Focus Week in the spring. Tree planting forms a staple of outdoor learning in the Early Years.

Physical Education

Physical Education in the Early Years strives to prepare our students for a healthy life. In support of this goal, we aim to help students develop healthy decision making, self-reflection, and self-motivation. Each grade level includes standards of competency in motor skills, movement strategies, regular physical activity, general physical fitness/health, and responsible behaviour. In addition, the PE department works to acknowledge the hard work of students through the simple, child-friendly TIGER system (honouring Teamwork, Integrity, Gear, Effort, and Respect).

Religious Education

Religious Education in the Early Years revolves around developing ‘young philosophers’. Woodstock focuses on provoking challenging questions about the origins and meaning of life, encouraging students to explore their own beliefs, building a sense of their own identity while also learning to respect others. In keeping with the Desired Learning Outcomes, students learn to understand the essence and practice of the Christian faith while valuing and exploring the contributions of other major spiritual and philosophical traditions.

Science

Three strands of science are discovered by students in the Early Years. Life science teaches about living things, including the human body. Physical science covers energy and properties of matter, and earth science explores the earth, weather, space and the solar system. At each grade level, themes are carefully chosen that allow the child to experience a growing sense of wonder for the universe without and within.

Social Studies

Social Studies in the Early Years follows the ‘expanding communities’ approach, examining our social and physical surroundings with the scope expanding from family to the globe. Topics include social organisation, geography, cultural identity and early civilisations. In the Grade 3 and 4 class, the themes of Mountains and Rivers (their origins, nature and human interaction/impact) form the basis of the whole year’s programme of study.

Language Arts

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MIDDLE YEARS

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“If learning is embedded in real-world context, if you blur the boundaries between school and life, then children go through a journey of “aware,” where they can see the change,

“enable,” be changed, and then “empower,” lead the change. And that directly increases student wellbeing. Children become more competent, and less helpless.”

-Kiran Sethi

have been added. Some Enrichment activities give Middle Years students the useful opportunity to interact with and learn from older students as they see healthy leadership modelled for them.

The Middle Years are also critical in developing personal identity. Our Middle Years educators demonstrate a deep commitment to the social and emotional well-being of the young people in their care. Students benefit from a Middle Years Coordinator, who takes the lead in pastoral care, monitoring individual progress and supporting student development, while also planning assemblies. He is supported by a group of Advisors—faculty members responsible for groups of eight to twelve students. Apart from regular weekly meetings, Advisor Groups get together socially in order to help foster positive relationships between students and staff.

During this time, students begin to focus on being taught by specialist teachers. We also begin our full, residential programme in Grade 5. We believe that unless the programme in the Middle Years adequately addresses all facets of student growth, students cannot successfully mature into lifelong learners. Students study a rich, academic curriculum taught by a team of core teachers in the areas of English, Mathematics, Modern Languages, Science and Social Studies. These teachers work to facilitate interdisciplinary learning. Specialists in the areas of Physical Education & Health, General Music, Religious Education, Drama and Visual Arts complete the team of Middle Years teachers, working to integrate their instruction with the central themes and projects. Four times a year, Middle Years students break their schedule to experience Focus Weeks that fully integrate all subject areas with a special focus on Outdoor Learning, Drama, Service and Design, and Foundations of Academic Research and Presentation.

We introduce Middle Years students to a global programme called Design for Change, which empowers young people to use Design Thinking to bring about positive change in their

communities. Founder Kiran Sethi, a former Woodstock parent, said in her 2009 TED Talk explaining early results of the programme, “If learning is embedded in real-world context, if you blur the boundaries between school and life, then children go through a journey of “aware,” where they can see the change, “enable,” be changed, and then “empower,” lead the change. And that directly increases student wellbeing. Children become more competent, and less helpless.”

Middle Years students have access to a wide range of Enrichment options and activities as part of our PASSAGE programme. We hope this time of exploration in the Middle Years helps students discover areas of lifelong passion and development. These include the opportunity to participate in team sports like basketball and football, as well as more individual activities like long-distance running and rock climbing. There are cooking, woodwork, craft, and art clubs, as well as dance and chess clubs. In recent years, robotics and Code Academy

MIDDLE YEARS: CORE AREAS

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English

English learning in the Middle Years focuses heavily on improving speaking, listening, reading comprehension, and writing skills. At each Grade level, Woodstock relies on the literacy skills mapped in the U.S. Core Curriculum as an indicator of developmentally appropriate levels. We expose students to great literature in the form of novels, poetry, short stories and drama, including introducing Shakespeare in Grade 7. We also give students opportunities to develop their own creative and reflective writing, connecting the study of English to their growing sense of identity and their voice.

Languages

As part of Woodstock School’s commitment to engage with our local context, all students learn Hindi up through Grade 6. Beginning in Grade 7, students have the option of continuing with Hindi or beginning a third language—French or Spanish. The learning of language at Woodstock depends on the use of authentic documents to create real-world experiences of reading, speaking, listening, and writing.

Mathematics

Math instruction in the Middle Years prepares students to enter Grade 9 with the goal of completing Algebra 1 by the end of Grade 8. Emphasis is placed on clear, simple instruction and a good deal of practice with personalized support available where helpful and/or necessary.

Science

In preparation for Upper Years courses, science in the Middle Years works to develop the skills of scientific investigation, along with the practical, real-world applications of scientific reasoning and knowledge. Teachers of science in the Middle Years seek to grow their students’ love for the subject—a love that will sustain them through the hard work of more advanced science courses. Students learn to ask difficult questions related to ecology and sustainability, as well as learning solid foundations of physical, life, and earth science. Experiential learning forms our primary approach in these years. Each year, students in Grades 7 and 8 participate in a Science Fair.

Social StudiesStudents in the Middle Years eagerly look forward to the culmination of their Social Studies education in Grade 8. Students participate in a Model United Nations conference that allows them to showcase their skills in research, writing, and public speaking. The MUN conference celebrates the art of diplomacy and the responsible citizenship that works for peace and harmony between and within nations. Through the Middle Years, students increasingly learn the importance of these values as they study small-scale communities like the nomadic Gujjars in the Doon valley in Grade 5, and as they tour the world through their Grade 7 regional geography course.

Library and Computer SkillsEach student in Grades 5 & 6 has full use of a Chromebook lab, while we require each student in Grades 7 and 8 to be equipped with their own Chromebook or laptop to assist them in their schoolwork. Explicit instruction in the safe and competent use of technology is incorporated throughout the academic curriculum and students receive dedicated instruction by a technology specialist once a week. Depending on the curricular module, this may be a librarian assisting with research or a technology teacher working on specific computer skills. By the end of Grade 8, we expect all students to have completed the four curricular modules that form the Base level of Digital Literacy in the International Computer Driving License (ICDL) framework for technological skills.

Outdoor LearningOutdoor Learning is an approach to learning and teaching that spans across the academic and enrichment programmes. Our Himalayan location is the perfect extension of any indoor classroom, containing authentic learning circumstances that challenge students beyond the four walls of a schoolroom. The outdoors is used as a stimulus for learning, to enhance academic subject areas and to prompt personal and social growth. Students are encouraged to develop lasting relationships with the natural world through regular opportunities scheduled in the school calendar, which include Activity Week and a Focus Week.

Physical Education and HealthPhysical Education in the Middle Years strives to continue preparing our students for a healthy life. In support of this goal, we aim to help students develop healthy decision making, self-reflection, and self-motivation. Each grade level includes standards of competency in motor skills, movement strategies, regular physical activity, general physical fitness/health, and responsible behaviour. In addition, the PE department works to acknowledge the hard work of students through the simple, child-friendly TIGER system (honouring Teamwork, Integrity, Gear, Effort, and Respect). Working with team sports also forms an essential part of Physical Education in the Middle Years, along with offering a frank and free discussion of Health issues as children enter puberty and their teenage years. For sensitive topics, students may be separated by gender.

Religious EducationReligious Education in the Middle Years continues to develop students’ awareness of and interest in the philosophical and spiritual traditions of the world, in relation to our inclusive Christian heritage as an institution. As students progress through the Middle Years, Religious Education classes take an increasingly comparative approach to examine how different traditions wrestle with and resolve questions of meaning and identity. We encourage students to investigate their own traditions and to make active choices about what they believe and practice while understanding Christian beliefs and practices.

MIDDLE YEARS: ENRICHMENTArtStudents increasingly master the elements and principles of design in the Middle Years through a variety of techniques including painting, drawing, sculpture, print-making and working with clay. Art history, too, forms an essential component of the Middle Years programme of study. Additionally, exposure to and experience with traditional Indian arts and crafts such as block-printing allows students to develop their artistic sensibilities and voice.

DramaWhile students in the Middle Years do not take formal academic courses in Drama, they do experience an annual Focus Week devoted to preparing and performing a drama together. We also have an annual Middle Years Drama production that gives an opportunity for students to perform and to help with various support crews like the AV Crew (which also helps set up for assemblies), the Stage Crew, Costumes, and Make up. Finally, Drama teachers work with English teachers in Grades 7 and 8 to help their study of Shakespeare come alive.

General MusicAll students in the Middle Years participate in a choral ensemble with their teachers. Middle Years students develop skills in the basic areas of rhythm, melody, instruments, musical content, and movement. The variety of long-term units includes the Elements of Music, Percussion and Recorder Ensembles, Music/Drama, Careers in Music, and Music History. In addition, students gain increasing exposure to compositions from various composers and folk traditions. Throughout the Middle Years, students also have the option of taking private lessons in particular instruments—piano, guitar, strings, woodwinds, brass or classical Indian music. As students’ skills progress, they move up through levels of band or string ensembles.

UPPER YEARS

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The learning ethos in the Upper Years and the social and emotional wellbeing of students are cared for by our Upper Years Coordinator. Each student is part of an advisory group with between eight and twelve members led by a staff advisor. Each day of the week includes twenty minutes of Facetime, the time these groups spend together—either in a larger assembly, a grade-level homeroom, or on their own. The Upper Years Coordinator chooses weekly Facetime themes that allow for and encourage direct exploration of questions of values, character, personal identity, and physical wellbeing.

Woodstock School’s Upper Years Programme provides young people with a rich and full preparation, not only for university, but for life. In pursuit of an American high school diploma, students take a wide range of academic courses. This helps to narrow their focus on areas of interest and gifting as they move up through the school. We make every effort to personalise and individualise the options open to students, tailoring instruction to stretch each student appropriately while guaranteeing that all students acquire a standard set of skills in each academic discipline.

Beyond the hours of the school day, Upper Years students have the opportunity to develop both

passion and skill through our Enrichment programme. Year-round sports teams, student government opportunities and music ensembles engage students as much as learning woodworking or mastering cooking. Even entrepreneurial skills can be developed through clubs like the school’s burgeoning Pizzeria. As students gain expertise in a particular area, they also have opportunities to teach and lead younger students, creating a passion and continuity that cascades down through the school. Through our Community Engagement department, significant, long-term service projects emerge in conversation with our surrounding community and local villages, occasionally offering opportunities to earn academic credit.

Woodstock offers a fully accredited American high school diploma, which requires that students earn a certain number and combination of credits. Beginning in Grade 9, students are given increasing choice in fulfilling graduation requirements. To graduate and obtain a Woodstock diploma, students must complete a minimum of 24 credits as described below, including electives. The school offers major and minor courses. One full year of study in a major course earns 1 credit. Where indicated, partial credits are earned in some courses or projects, including all minor courses. AP Courses require a prerequisite B average or higher in prior relevant coursework.

Elective CreditsRemaining credits to equal the total of 24 must be earned by taking electives or additional courses in any subject area.

Transfer Student RequirementsAcademic requirements unique to Woodstock School apply year by year during the time at Woodstock, and do not apply retroactively to Grades 9-12 prior to beginning at Woodstock.

Course Load Students must enrol in a minimum of 5 classes per semester and should aim for 6 credits per year. We advise that students aim for no more than 7 credits per year.

English RequirementThis is satisfied by taking a major course in language or literature each year. ESL students transition through sheltered courses.

Language RequirementForeign language must be completed to a third-year (IGCSE) level in Grades 9-12. Completion of French 3, Spanish 3, Hindi 4 or 9, ESL 3, or equivalent with a passing grade satisfies this requirement.

Religious Education RequirementRE is compulsory in Grades 9 and 10. Additional RE courses are offered as electives for Grades 11 and 12.

CREDITS AND REQUIREMENTS

COMPULSORY CREDITS 1. English 2. Mathematics 3. Science 4. Social Studies 5. Foreign Language 6. Religious Education 7. Physical Education 8. Outdoor Learning 9. Fine and Performing Arts 10. Junior/Senior Projects/Seminar

CREDITS43433rd Level11121

INDEPENDENT STUDY

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AP CAPSTONE

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ACADEMIC PROJECTS

Junior Interdisciplinary ProjectThis project requires students to incorporate the manifold skills they have learned in English across the year, and incorporate these skills with another discipline about which they are passionate. Students complete an independent research project in which they choose a controversial topic, gather research, and synthesize findings into a cohesive, well-reasoned paper that takes a stance on the controversy. The second part of the project requires students to transform their findings into a five-minute oral presentation they will deliver during May’s Festival of Ideas. The hope is that students show initiative in studying a significant controversy of interest to them. They should practice research, reading, writing, and speaking skills—all essential for university work—while enriching their personal learning. A successful Junior Project earns the required ¼ credit.

Woodstock School is a member of the Round Square organization, through which we both receive and send exchange students to schools around the world. In recent years, we have sent Grade 9 students to Peru, South Africa, Jordan, Kenya, and Australia. These exchanges are for a semester. Grade 11 students also go on exchanges with non-Round Square schools in Australia, USA and Canada.

The Global Connections and International Exchanges Coordinator seeks appropriate placements for possible exchanges with partner schools. Both Round Square and GAIL, another organization of

which Woodstock is a member, host conferences for students each year at locations around the world. In recent years, students have attended conferences in South Africa and Singapore.

Each semester, we also host students from outside the Round Square network of schools, students who have a family association with Woodstock or are simply intrigued with the possibilities offered by studying in the Himalayas in such a unique learning community. We welcome students from all over the world!

independent research in order to produce and defend a scholarly academic paper. Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing will receive the AP Capstone Diploma. Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams will receive the AP Seminar and Research Certificate. AP Seminar may also be taken as a stand-alone option.”

The Junior and Senior projects for those students attempting the AP Capstone Diploma flow from and are integrated with the AP Seminar and AP Research courses.

The AP Capstone Diploma programme was developed by the College Board in consultation with top universities and the Partnership for 21st Century Learning (P21), among other organizations. The express purpose of the AP Capstone programme is to ensure that students are college-ready. Students who complete the AP Capstone programme gain a real advantage in the college application process through their proven ability to carry out high-level interdisciplinary research.

Sponsored by the CollegeBoard, “AP Capstone is an innovative diploma program that provides students with an opportunity to engage in rigorous scholarly practice of the core academic

skills necessary for successful college completion. AP Capstone is built on the foundation of two courses—AP Seminar and AP Research—and is designed to complement and enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions.

“In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analysing information from various sources in order to develop credible and valid evidence based arguments. In AP Research, students cultivate the skills and discipline necessary to conduct

Independent Study OptionsWoodstock encourages the exploration of multiple paths of learning according to individual needs and interests. We offer two types of independent study that can earn academic credits towards a Woodstock diploma. When academic credit is pursued in these ways during term-time, we consider an independent study to be one of a student’s 5-7 academic courses.

External courses, accredited or non-accredited, computer-based or live, or at an exchange school. Grades earned through these courses are not included in calculations of GPA.

Faculty-sponsored independent courses/projectsThese can cover an almost infinite range of options from community service to outdoor learning to design to writing or public speaking. A proposed syllabus outlining learning objectives, hours, and the nature of interim and final assessment must be prepared in advance, signed by the student, sponsoring faculty member, and Head of Department, and approved by the Academic Dean by the start date.

Senior Symposium ProjectThis project acts as a culmination of students’ academic careers at Woodstock and prepares them for the methods and expectations of university study. Students’ final month of work is dedicated to an interdisciplinary project of personal interest and broader social significance. The students’ task is to create a portfolio of work surrounding an essential question they craft related to a topic about which they are passionate, relating to a field they hope to pursue beyond Woodstock. Each piece of the portfolio offers “answers” to this question from a different angle. By the project’s end, students think through what they have learned and share their own personal response to the question. Components of the portfolio include a deep research question and proposal, a literary analysis essay, an annotated bibliography, and a personal reflection. Students share their learning in a format of their choice during May’s Festival of Ideas. A successful Senior Symposium Project earns the required ¼ credit.

Senior SeminarIn their final year of secondary education, this course aims to help students find answers to the question, “What is my place in the world?” Like spokes of a wheel circling around its centre, each unit of study explores a different direction into examining this central task of human existence. Senior Seminar embodies the essence of Woodstock’s holistic approach to education, preparing young people to live the good life, both philosophically and practically. Essential Questions: What is my place in the world? Why am I here? What do I need in order to make a good transition to the next phase of my life? Are my choices freely made? What does suffering mean? Successful completion of the course earns the required ½ credit.

INTERNATIONAL EXCHANGES

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EXTERNAL EXAMS

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Woodstock is an approved testing centre for the following exams:

Durham CEM Tests: A test regularly administered to students in Grades 3-8 primarily to assess students’ instructional needs and allowing us to tailor our instruction accordingly.

PSAT Preliminary Scholastic Assessment Test: Given to all Grade 10 and 11 students in October.

SAT Reasoning and Subject Tests: Accepted by all and required by some U.S. colleges as part of the admissions process

ACT: Required by many U.S. colleges as part of the admissions process.

IGCSE: University of Cambridge administered exams that must be taken by students enrolled in IGCSE subjects, most of which take place in Grade 10. We require students to complete five IGCSE exams. One of these can be replaced by AP World History, a course offered in Grade 10.

Advanced Placement (AP): AP courses have curriculum approved by the U.S. College Board. AP exams are college-level examinations used by many U.S. and other colleges for granting college credit and/or waiving courses in the U.S. APs are used increasingly in other countries as part of the admissions process. We recommend that students in Grade 11 take two or three AP courses and that students in Grade 12 take three or four AP courses.

TOEFL: Test of English as a Foreign Language; required for admission to U.S. universities for all passport holders of countries in which English is not the official language.

ABRSM: An examiner from Associated Board of the Royal School of Music annually visits Woodstock from the UK, conducting music performance exams through eight levels all the way through to the culminating Diploma.

For Europe, Australia, East and SE AsiaAdmission to universities in European and Asian countries normally requires external qualifications. IGCSE, AP, and SAT/ACT examinations provide these external qualifications. Counsellors can advise students specifically in Grades 10 and 11 to prepare them for the exams required.

For North AmericaEntry into colleges in North America can be obtained with a Woodstock high school diploma, in combination with ACT or SAT test results. The school is accredited by the Middle States Association of Colleges and Secondary Schools in the U.S. Students may gain college credit by taking AP exams, which are offered in a wide range of subjects, though colleges do not require AP exams for admittance.

For South AsiaThe Woodstock Diploma is recognised by the Association of Indian Universities as equivalent to the 10+2 stage in the Indian educational system—in other words, as equivalent to a pass in the Indian School Certificate (Year 12) examination. Specialised counselling for subject combinations is available for students intending to enter the Indian university system. Students planning to take competitive entrance examinations are recommended to prepare for these tests following graduation from Woodstock.

Woodstock School employs two full-time counsellors to advise students on course selections and career directions. Students are guided carefully through the process of choosing and applying to colleges, with assistance provided at every step—from college essay writing to financial aid. In addition, a part-time Indian college counsellor consults with and advises students.

COLLEGE COUNSELLING

ART

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Focusing on the student as creator, the Art programme emphasises art production, art appreciation and visual awareness, exposing the student to a wide variety of media. The elements and principles of design underpin every project and activity in the art studios. Students learn to make art through studying, analysing, and researching a wide variety of artists, time periods, art styles, and cultures. The art curriculum strives to develop a well-rounded artist with a unique voice. Course SequenceIn the Upper Years Art programme, students are required to take Foundations of Art. In Grades 10-12, art becomes an elective. Students have a choice of three introductory classes: 2D Design, 3D Design, and Drawing. After completion of one of the introductory elective classes, students may take Studio Art 1 in Grades 11-12. In their final year, students may take Advanced Studio Art or AP Studio Art. Art students who enter Woodstock after Grade 9 may present a portfolio of their work to assess the appropriate course for their level of skill, preparation, and interest.

Foundations of ArtThis required minor course, which may be taken in Grade 9 or 10, builds on basic knowledge and is a prerequisite to all other art courses. Building on the broad basic experience of earlier classes, it offers a more in-depth approach to the elements and principles of art and design through focused and creative projects. Students explore media and techniques such as painting and drawing, linoleum cuts, colour theory, observational drawing, photography, as well as art history and visual culture. Students are expected to keep a sketchbook, participate in class discussions, and reflect, both verbally and in writing, on their own and others’ work. Essential Questions: What is identity and how can it be explored through art? How can we help each other to make and understand art? How can we understand what an artist is trying to communicate? How does art teach us about our community and environment? Why is technique important to art-making? Minor course. 2D DesignThe 2D Design course is an Art Department elective open to Grade 10-12 students. It is one of three general art electives that explore identity, collaboration, visual culture, cultural context, and the process of art-making. This course specifically focuses on 2D Design media, including collage, photography, printmaking, digital design, and drawing. Students are expected to keep a sketchbook, participate in class discussions, reflect, both verbally and in writing, about their work and the work of others, and keep a digital portfolio of their work. Prerequisite: Foundations of Art. Essential Questions: How does my art making reflect my identity? How can I collaborate with others to create and understand art? How do design, medium, and context influence the viewer’s understanding of the artist’s message? How does artwork reflect, as well as impact, society and the environment? Why are practice and process important to an artist’s work? Minor course. 3D DesignThe 3D Design course is an Art Department elective open to Grade 10-12 students. It is one of three general art electives that explore identity, collaboration, visual culture, cultural context, and the process of art-making. This course specifically focuses on media such as paper, clay, wire, cardboard, plaster, found objects, and papier-mâché to create sculptures in a variety of sizes. Students are expected to keep a sketchbook, participate in class discussions, reflect, both verbally and in writing, about their work and the work of others, and keep a digital portfolio of their work. Prerequisite: Foundations of Art. Essential Questions: How does my art making reflect my identity? How can I collaborate with others to create and understand art? How do design, medium, and context influence the viewer’s understanding of the artist’s message? How does artwork reflect, as well as impact, society and the environment? Why are practice and process important to an artist’s work? Minor course.

DrawingThe Drawing and Painting course is an Art Department elective open to Grade 10-12 students. It is one of three general art electives that explore identity, collaboration, visual culture, cultural context, and the process of art-making. This course specifically focuses on observational drawing, such as still-life, figure drawing, and value studies, and builds on drawing skill with an added study of colour and painting techniques. Some of the media students explore include pencil, charcoal, pastels, ink, watercolour and acrylic paint. Students are expected to keep a sketchbook, participate in class discussions, reflect, both verbally and in writing, about their work and the work of others, and keep a digital portfolio of their work. Prerequisite: Foundations of Art. Essential Questions: How does my art making reflect my identity? How can I collaborate with others to create and understand art? How do design, medium, and context influence the viewer’s understanding of the artist’s message? How does artwork reflect, as well as impact, society and the environment? Why are practice and process important to an artist’s work? Minor course. Studio Art 1This course is designed for students who have experience in 2D Design, 3D Design, and/or Drawing and would like to work at an advanced level. It is a prerequisite for students who plan to take Advanced/AP Studio Art due to their interest in pursuing a career in art, applying to art schools, or simply advancing their skills as an artist. In this course, students are assigned projects according to designated themes, but have increased freedom to choose medium and style in order to begin establishing their own unique voice as an artist. Students focus on exploring the work of contemporary artists and are introduced to new techniques, artists, and styles. They are expected to keep an on-going sketchbook, participate in class discussions, and write artist statements about their work. Additionally, they should be prepared to spend hours working outside of class. Prerequisites: Foundations of Art and one elective (2D, 3D or Drawing & Painting) Essential Questions: How can I use my unique voice to communicate who I am and what I believe through my art? What does it mean to be an individual in an artist community? How do contemporary artists communicate and promote their work and message? How can the message behind my artwork reflect, as well as impact, society and the environment? How do process and practice contribute to my unique voice? Major course.

Advanced Studio Art/AP Studio ArtThis is a rigorous college-level course, designed for students who would like to create a portfolio in 2D Design, 3D Design, or Drawing. Some students choose to follow the AP track and prepare the required, intense and highly structured portfolio for external examination in May. Students who wish to pursue a career in art, are applying to art schools, or would like to advance their skills as an artist benefit from this course, which is both fast-paced and self-directed: students are given freedom to work with the media, styles, and themes of their choice but must also be motivated to work hard. They continue to be introduced to new techniques, artists, and styles. They are expected to keep an on-going sketchbook, participate in class discussions, and write artist statements about their work. Additionally, they should be prepared to spend at least four hours per week outside of class. Prerequisites: Foundations of Art, at least one of the electives (2D, 3D or Drawing & Painting), Studio One Art, and a portfolio review. Essential Questions: What is my unique voice as an artist and how do I express it clearly? How can I use my community for inspiration, reflections, and constructive criticism in my art making? How can technology be utilized to promote an artist’s work? How does the message behind my artwork reflect, as well as impact, society and the environment? What is the artist’s process for making a cohesive body of work? Major course.

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DRAMA

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IGCSE Drama (Grade 10 or 11)

Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. They discover the performance possibilities of a text and other stimuli and devise dramatic material of their own, all while developing and demonstrating their performance and design skills throughout many different theatrical genres. Essential Questions: How does drama reflect both expression and understanding of identity? How can I collaborate with others to create and understand drama? How do choices in production design, vision, and performance influence the viewer’s understanding of a play’s message? How does theatre reflect, as well as impact, society and the environment? Why are practice and process important to an actor’s work? Major course.

The Drama department provides vital opportunities for creative expression and performance, with a particular emphasis on how theatre relates to the real world. Students’ personal experiences as well as global issues inform our curricular choices. Attention is given to acting, directing, and design in order to guide students into well-rounded performance. In addition to studying classical and contemporary works from a variety of cultures, we also help students tell their own stories by creating and presenting individual and group pieces. The classroom is treated as a laboratory, where students are encouraged to takes risks and experiment in unfamiliar areas—from moving their bodies in new ways to leading the class in a workshop. Although skill in theatre-making is valued, our primary aim is that students discover more about their own values and abilities.

Foundations of Drama (Grade 9 or 10)

This required minor course, which may be taken in Grade 9 or 10, builds on the basic knowledge gained through interdisciplinary study in the Middle Years programme and is a prerequisite to all other drama courses. Students study how to communicate using their body, mind and voice to perform monologues and scenes. By learning how to speak loudly, clearly and expressively and to control their body language, students grow in confidence and learn presentation skills that will help them find success in other subjects. Students are expected to keep a reflection journal and participate in class discussions and performances. Essential Questions: How does drama reflect both expression and understanding of identity? How can I collaborate with others to create and understand drama? How do choices in production design, vision, and performance influence the viewer’s understanding of a play’s message? How does theatre reflect, as well as impact, society and the environment? Why are practice and process important to an actor’s work? Minor course.

Advanced Drama (Grade 11 and/or 12)

A variety of acting methods are studied in this course to aid students’ growth as actors and their understandings of character development. Students undertake an in-depth look at audition techniques to prepare them for real world experiences and help them grow in confidence. Extensive scene study and monologue work is used to explore performance abilities. Essential Questions: What makes a good actor and is there method in the madness? What makes good theatrical technicians and where do they fit in the process? How does communicating through film differ from theatre? What makes a good audition and how can it be attained? Minor course.

ENGLISH

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The English department believes that a solid grounding in four interrelated skills—reading, writing, listening, and speaking—is essential to lifelong, effective communication and understanding. Thus, the English curriculum offers students opportunities for critical engagement with literature varied in place and time of publication, in language style, in genre, and in point of view. Students learn how to express their own perspectives effectively in a range of writing and speaking tasks, building a deeper mastery with each year. At the same time, the curriculum encourages students to see the study of literature as an opportunity for deep introspection and for wrestling with ethical and philosophical issues. Students graduate with the communication skills necessary for thriving in the larger world and with a love of words that drives them to continue reading literature throughout their lives.

Course SequenceAll students in Grade 9 study English 9, with one sheltered section for those students continuing work with language acquisition. In Grade 10, all students study the IGCSE World Literature course. In Grade 11, students have the choice to either enter the AP or non-AP Language and Composition. Subsequently, in Grade 12, they choose between the AP or non-AP Literature and Composition. These four years of English study are required. In addition, students in Grades 11 or 12 may choose to take any or all of the three: Indian Literature, Creative Writing, and Media Studies.

IGCSE English 9In this course, students develop their reading, writing, and critical thinking skills as they examine a range of genres. Beginning preparation for the Grade 10 IGCSE exam, students sharpen their abilities in literary analysis and in expository/creative writing. By the course’s end, students exhibit a basic understanding of the discipline of literary studies and grasp how mode and purpose alter the written form. The course also asks students to investigate the role of literature in their lives. Essential Questions: How do texts (written, visual, oral) shape us as individuals? Why is classifying texts by genre important or necessary? How do we learn about ourselves and others through texts? Why is it important to wrestle with and interpret the texts around us? How do we communicate effectively in various written, visual, and oral forms? Major course.

IGCSE World Literature- English 10According to Cambridge, “Cambridge IGCSE World Literature encourages learners to explore literature from different countries and cultures. Through study of great novelists, poets and dramatists from around the world, learners acquire lifelong skills in interpreting and evaluating texts. They learn how to develop and communicate an informed personal response to literature.” Students focus on issues raised by such literature, including understanding and appreciating diversity of beliefs, cultures, and experiences. Students rethink assumptions and stereotypes to reach a deeper understanding of humanity and their places within the global mosaic of identities. Essential Questions: How do we understand individuals different from us? How do we place ourselves in the broader world, both historically and within current cultures and values held by people in the contemporary world? Who is “the other” and how does the existence of this category define us as individuals? What is the nature of privilege, and how can it inform our understanding of and interactions with the world? What does it mean to be human? Major course.

English Language 11This course explores the interplay between critical reading and reflective writing which enables a student to achieve a dynamic and holistic sense of literacy. Students engage in an ongoing conversation that investigates meaning, author intent, contextual relevance, and argumentative effectiveness across a wide range of media and genres. While most work responds to a selection of fictional and non-fictional narrative texts, we also look to film, memoirs, speeches, and a range of expository and argumentative essays to further inform our inquiry. By unpacking the mechanics behind the style in each, students are challenged to identify and qualify what makes a “successful” piece of writing and are guided through the process of developing their own writing styles as a reflection of these insights. Essential Questions: How do genre, purpose, and audience impact how an author creates a text? What makes an argument effective? How do we make meaning from a text? How does identity—national, group, and individual—form, and what does this demonstrate about the human condition? Major course.

English Literature 12Students in this course read and respond to a wide range of challenging literature. Through reading, students learn to consider historical context, authorial intent, and various literary techniques as they work to understand and interpret each text. In response to each work of literature, students engage in tasks such as personal reflections, small group discussions, literary analyses, creative projects, and other activities designed to encourage a deep level of engagement with the text. Students learn close reading techniques and develop a keen eye for literary forms, as they learn to enjoy and critique works of literature. Students hone their writing skills with opportunities for multiple drafts of most written work. Texts chosen for this course reflect the broad theme of worldview, and students consider both how literature reflects and how it shapes the way the author and the reader see the world and themselves. Essential Questions: What significance does literature have in history and in contemporary life? Why are reading and understanding literature important? How do we determine the meaning of a literary work? How do we determine the merit of a literary work? How can literature shape a person’s worldview (literature as a window)? How does a person’s worldview impact his or her understanding of literature (literature as a mirror)? Major course.

AP English Literature and Composition 12This course demands that students spend time in closely reading and critically responding to a wide range of imaginative literature. Students examine broad issues of structure, style, and theme. With a higher degree of sophistication than in earlier courses, students learn to analyse literary techniques such as symbolism and tone. By examining works from around the world and from different time periods, all of recognised literary merit, students learn the great rewards that come from thoughtful reading and discussion. Students also learn more about how they can use language and evidence to powerfully communicate their ideas in speaking and writing. Essential Questions: What significance does literature have in history and in contemporary life? Why are reading and understanding literature important for me? How do I determine the meaning of a literary work? How do I determine the merit of a literary work? How can literature shape a person’s worldview (literature as a window) How does a person’s worldview impact his or her understanding of literature (literature as a mirror)? Major course.

ELECTIVESIndian LiteratureIn this course, students survey a panorama of Indian literature—from mythological origin stories to contemporary literary mega-festivals. Students read selections from Sanskrit drama, medieval devotional verse, nationalist literature, regional fiction, progressive Urdu writing, Dalit protest literature, globalized ‘Indian’ fiction, and contemporary vernacular movements. The survey is not strictly chronological, but traces themes and sensibilities across periods and genres. Particular attention is paid to the persistent divide between

Indian writing in English and vernacular output. Students develop an awareness of the inevitability of translation in South Asian writing—what Ganesh Devy has called India’s “translating consciousness”—and the growing role of English in sustaining and altering the many literatures of the subcontinent. Essential Questions: What themes and sensibilities have persisted across millennia of Indian writing? What conflicts within society and the individual does Indian literature bring to light? Why and how should we translate across language, culture, and time? What responsibilities do we have as English-speaking ‘global citizens’? Why do we write? What are the motivations behind literature and how have they changed—or persisted—through South Asian history? Minor course.

Creative WritingThis course introduces students to the act of writing original poetry and prose (primarily fiction and creative nonfiction). Students develop a better understanding of their own writing processes and establish writing practices that work for them. The class operate mainly as a workshop, a supportive space in which students can share and receive feedback on their own creative work; this means they learn how to graciously give and receive constructive criticism, as well as hone their own craft. At the same time, students read and analyse exemplary published poetry and prose, thinking about it from a writer’s perspective and trying to determine what makes it tick. Essential Questions: How can we use language to construct our own worlds or stories in a variety of genres? What is the writing process, and how can it work for me? Why do we write creatively? What does reading or writing creative work bring to our lives? How can we engage with texts, both as readers and writers? Minor course.

Media StudiesThis course builds a fundamental understanding of the world through the lens of media. A successful student demonstrates an understanding of what media are, their purpose, how to analyze them, and the techniques employed in their creation. The course highlights commonalities and differences between forms of media, their analysis, and their effects on humanity in the twentieth and twenty-first centuries. Students demonstrate competency through formal and informal expression, and are assessed regularly in various formats. Students read, listen to, watch, look at, and understand radio, print, music, art, television, film, and other media from the twentieth and twenty-first centuries in English and English translation. Essential questions: What are media? How do we understand and interpret media? How do we understand the effects of media in the twenty-first century? Minor course.AP English Language and Composition (Grade 11)

In this course, students develop skills in close reading by exploring a variety of genres, including nonfiction texts, film, memoirs, speeches, essays, novels, short stories, and poems. Students deepen their understanding of how an author creates a unified text with disparate rhetorical strategies and appeals. Their close reading also helps students become better writers, writers who can create a coherent argument from strong evidence and effective rhetorical strategies. Essential Questions: What is the power and purpose of literature? What makes an argument effective? How do we make meaning from a text while balancing author intent and historical context with the ideas and attitudes we bring to it? How does identity—national, group, and individual—form, and what does this demonstrate about the human condition? Major course.

LANGUAGES

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Language study at Woodstock relies on the use of authentic documents, multimedia, and real-world experiences. We believe that this approach encourages students to see language as inextricably tied to culture and to particular perspectives on life and the world. Learning languages allows students to engage with diversity on profound levels as they learn to reckon with entirely differing perspectives. Language classrooms are lively and often include demonstrations and simulations designed to help students experience the cultures they study. Studying Hindi, in particular, offers students many cultural experiences in the local community, along with the occasional fieldtrip further afield to Amritsar or Delhi. Our Himalayan environment serves as a laboratory where students explore their potential and enhance their experience of language learning.

Course SequenceThroughout the Upper Years, foreign language offerings include Hindi, French and Spanish up through five consecutive levels of study. When students have completed the third level of a language (which corresponds to readiness for the IGCSE exam in a language), their graduation requirement is complete. We encourage students to continue their learning beyond this competency to true fluency, as well as to expand their interest and skill to study a third or fourth language.

Hindi 1This course is designed for beginners. The style of the language taught in the class is Modern Standard Hindi (as written in the Devanagari writing system), the form of the language taught in schools in India and the medium of publication and broadcasting in Hindi world-wide. Students learn to develop their skills with regard to reading, writing, listening to, and speaking Hindi. Considerable attention is paid to the fundamentals of Hindi grammar. Students completing the full year of study acquire basic skills in each of these areas. Essential Questions: What is a second language? How do we acquire a second or foreign language? How does learning a language help to understand the culture? Major course.

Hindi 2Through this course students build a good understanding and application of the Hindi language, listening, speaking, reading, and writing. The course also helps students to understand the culture and customs of the Indian subcontinent. The course helps students appreciate the local environment. At the end of the course students are able to communicate effectively in complete sentences. Prerequisite: Hindi 1. Essential Questions: How can we communicate ideas clearly and concisely in a variety of oral and written forms? How do we learn to understand and unite to create a respectful attitude towards each other by understanding the language and cultures of other countries? Major course.

Hindi 3This third year of Hindi continues intense instruction in grammatical structure. Besides the emphasis on language skills, the course deepens a student’s understanding of the culture and customs of the Indian subcontinent. Increased active vocabulary, application of grammar, dealing with more complex structure of sentences, summarizing and explaining objects, and writing for a variety of styles form an integral part of this curriculum. Essential Questions: What is the difference between spoken language and the language of literature? How is knowledge of Hindi beneficial in daily life? Why do we need to learn more than one word for similar meanings and expressions as we progress through language learning? What are some of the different dialects and history of the Hindi language and Indian culture? Major course.

IGCSE Hindi 4/Hindi 9This course includes rapid reading of contemporary Hindi prose, poetry, authentic documents, and drama. Students are introduced to Sanskrit and Urdu elements in Hindi, along with the dialects of Hindi. The course also reviews the fundamentals of Hindi structure, increasing a student’s ability to understand as well as produce more sophisticated Hindi. The course also expands students’ understanding of the culture and customs of Hindi-speaking people. Essential Questions: What is the difference between spoken Hindi and the language of literature? Why do we have to learn multiple modes of expressing the same ideas? What is the history of Hindi, and how does it help us to understand the culture and languages in India? How does history influence the language of literature, including novels, poetry, and drama? Major course.

Hindi 5Having mastered the essentials, students in this course focus heavily on Hindi literature. Students begin to develop their own unique voice in Hindi by emphasizing oral reading comprehension and self-expression in speaking and writing. The course also continues to deepen students’ understanding of the culture and customs of Hindi-speaking people. Essential Questions: How does Sanskrit help in studying the advanced level of Hindi? Why do we study literature? What was the Journey of Hindi’s development as a language? Major course.

French 1French 1 focuses on basic knowledge of language tools to communicate on different themes and to express different speech acts. The course includes authentic documents and enables the students to discover and get acquainted with the French and francophone culture and civilization. Students are able to talk about themselves and what they are doing at present. Essential Questions: How does one communicate using the provided language structures? How does one appreciate and understand different cultures and traditions? Why is it important to learn another language? Major course.

French 2French 2 expands a student’s basic knowledge of language tools in order to help students communicate more precisely. The course includes authentic documents and enables students to gain a better understanding of francophone culture and civilization. Not only can students talk a lot about themselves and what they are doing at present, but they learn to express what they will do in the near future and what they have done in the past. Essential Questions: How does one communicate using the provided language structures? How does one learn to navigate a different culture and traditions? Why is it important to learn another language (French)? Major course.

IGCSE French 3 French 3 focuses on preparation for the French IGCSE examination. Moving beyond fundamentals, the course uses authentic documents to help students learn to communicate in practical life situations in different tenses and express desires, needs, opinions, and feelings. Knowledge and understanding of the scope of the francophone world continues to expand. Essential Questions: How does one communicate abstract ideas using the provided language structures? How does one appreciate and understand diverse culture and traditions within a particular linguistic family? Why is it important to learn another language (French)? Major course.

French 4French 4 is focused on the advanced knowledge of language tools the students have acquired through their years studying French. Students are able to draw more compelling arguments, inferences, and conclusions from the material and resources studied. The course uses authentic documents to enhance students’ understanding of the subtleties of francophone culture. Essential Questions: What is the difference between spoken language and the language of literature? What is the importance of being able to use and implement another language? Why do we need to learn more than one word for similar meanings and expressions? What are some of the different dialects and history of the French language and culture? Major course.

AP French 5AP French 5 is focused on appreciating French literature, using the advanced knowledge of language tools the students have acquired. Having achieved fluency, students are able to read works of literary merit in French, drawing compelling arguments, inferences, and conclusions from

the material and resources being studied. The course relies entirely on substantive, authentic documents, enabling students to master their understanding of francophone culture and civilization. Essential Questions: What is the difference between spoken language and the language of literature? What can be learned from reading French literature in the original language? Why do we need to learn multiple modes of expression within a language? How have some of the different dialects of French shaped and been shaped by history? Major course.

Spanish 1Spanish 1 provides basic skills for students to communicate and to understand Spanish perspectives. The course focuses on basic knowledge of language structures to equip students to communicate on relevant themes and topics and to express themselves with appropriate detail orally and in writing. Students learn to talk about themselves and others. Essential Questions: How does one communicate using the provided language structures? How does one appreciate and understand a different culture and traditions? Why is it important to learn another language? Major course.

Spanish 2Students in Spanish 2 learn to understand and interpret written and spoken language on a variety of simple topics related to themselves and their surroundings. They respond to routine requests in the classroom and in public places and follow directions. They are able to read, comprehend, and respond to short narrative texts on topics, words, and phrases in a variety of situations; as well as learning to identify ideas and topics from texts in simple past, present, and future tense. Essential Questions: What strategies and resources will help me learn another language? How can I sound more like a native speaker? How can I express complex ideas using simple terms? How can I explore and enjoy other cultures and traditions? Major course.

IGCSE Spanish 3 Spanish 3 IGCSE provides the necessary tools to communicate in Spanish and to learn more about Spanish language and culture. Spanish 3 focuses on basic knowledge of language tools, equipping students to communicate on various themes and to express different aspects of speech. The course uses authentic documents to enable students to experience Spanish language and culture. Students learn to communicate in practical life situations using different tenses and expressing desires, needs, opinions, and feelings. Essential Questions: How does one communicate using the provided language structures? How does one appreciate and understand a different culture and traditions? Why is it important to learn another language? Major course.

MATHEMATICS

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The math programme not only equips students for everyday life, and prepares students for higher level math, but also enables students to grasp mathematics as one of the languages through which we comprehend our universe. Because math appears so frequently in all aspects of our lives, math classes feature experiential learning projects that take learning outside the conventional classroom walls. The sequence starts with Algebra and ends with AP classes in calculus and statistics. We believe students ought to have the opportunity to move according to their ability, to maximize their own learning and practice the skills of mathematicians.

Course SequenceMost students enter Grade 9 having completed Algebra I, though we do offer it for those students whose learning of math takes more time. Following completion of Algebra I, students may take Geometry and Algebra II either simultaneously or sequentially, depending on their comfort levels and their future plans. The IGCSE examination in math is taken upon completing Algebra II, after which students have the option to move towards calculus or in the direction of statistics. Some students opt to do both. Students intending to pursue engineering, medicine, finance, or architecture are strongly encouraged to take Pre-Calculus and then AP Calculus AB/BC.

Algebra IAlgebra I is organized around families of functions, with special emphasis on linear and quadratic functions. As students learn about each family of functions, they learn to represent them in multiple ways—as verbal descriptions, equations, tables, and graphs. They also learn to model real-world situations using functions to solve problems. In addition to its algebra content, the course includes lessons on probability and data analysis as well as numerous examples and exercises involving geometry. The course provides a solid foundation for subsequent mathematics courses, as well as preparation for standardized tests. Essential Questions: What is a function, how and why is it used? What different behaviours can be modelled using functions? How can I formulate an equation or inequality from a given situation and then solve for what I want to know? Major course.

GeometryGeometry introduces problem solving through geometric reasoning. Students explore the properties of geometric figures such as triangles, quadrilaterals, and other polygons. Students make constructions using pencil and paper, geometric sketchpad software, and mathematical language to express ideas and justify reasoning. Important geometric ideas such as symmetry, similarity, and trigonometry are also examined. Lastly, students explore the basis of formal mathematical proofs and solid geometry. The course progresses from visual, intuitive ways of solving problems to formal explorations of geometric ideas, properties, and proofs. Prerequisite: Algebra I. Essential questions: How is logical reasoning used to develop and prove conjectures which can be applied to real-world situations? How can coordinate geometry be used to write equations of lines? How are right triangles used to measure indirectly? How are surface areas and volumes of solids related and applied? Major course.

Algebra II (including preparation for the IGCSE)Algebra II is organized around families of functions: linear, quadratic, exponential, logarithmic, radical, and rational. Students learn about these functions and the related rules, techniques, and procedures necessary to manipulate and solve problems. In conjunction with this technical knowledge, students develop an intuitive understanding of functions. Skills in critical thinking, and creative problem solving develop as students apply concepts to real-world situations. Students also explore secondary fields of mathematics such as Combinatorics and Probability. Prerequisite: Algebra I. Essential Questions: How can I start to make sense of the world around me using math? What is the purpose of the modelling process? How can I mathematically approach unfamiliar problems or scenarios? How are different models related? Major course.

Pre-CalculusHumans study mathematics to get better at finding pattern, structure, and meaning in ideas and the world around us. Specifically in Pre-Calculus, students look at using functions to represent mathematical ideas and model real-world scenarios with an emphasis on trigonometric functions. Calculus, physics, and engineering are firmly based in the language of functions. We also look at other ways to represent mathematical ideas including vectors, matrices, parametric and polar equations, sequences and series, recursion, and fractals. Graphing technology is used throughout the course. Prerequisite: Algebra II. Essential questions: How can I use functions to give structure and meaning to ideas and the world around me? What other useful ways can I structure my thinking about mathematical ideas and real-world problems? How can I use graphical methods to better understand mathematical ideas and solve problems? Major course.

AP Calculus ABCalculus is one of the most important and influential achievements of human intellect. It is the mathematics of non-uniform change, and utilizes the ideas of limit and infinity to make approximations exact. This course is about recognizing and understanding this achievement. Students explore the two branches of calculus, differential and integral, learning about their fundamental connection and the meaning, techniques of evaluation, and applications for each. Prerequisite: Pre-calculus. Essential Questions: What is calculus and why is it so important? How can I use calculus to get more information out of functions, and better describe the world around me? Major course.

AP Calculus BCAP Calculus BC uses labs, group explorations, and calculators to study real world problem. Students model and solve mathematical problems that involve the study of Differential and Integral Calculus. Calculus BC is an accelerated extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. Both courses are challenging and demanding. Topics to be studied include definite integrals, integration and differentiation of logarithmic and exponential functions, growth and decay with differential equations and volumes of revolution. Broad concepts and widely applicable methods are emphasized. The course becomes cohesive through the unifying themes of derivatives, integrals, limits, approximations and applications, and modelling. Essential Questions: What different ways can derivatives be interpreted both mathematically and in real life? How can limits be used to solve everyday problems? How can integrals be used to find the areas of known objects? How can polynomial approximations solve real world problems? Major course.

AP StatisticsThe modern problem with data is knowing what to do with it. In Statistics, students learn ways to generate meaning from large and small data sets. Students learn to organize data to find patterns and a new vocabulary to describe these patterns. Both the power and limitations of calculations that can be performed on data must be grasped by students. Students discuss the elements of effective surveys, experiments, and simulations. All that students learn is combined experimental results are evaluated. Projects, experiments, and simulations complement the daily tasks of learning. The AP course covers approximately 20% more material than the standard Statistics course and the two are taught in a combined class. Prerequisite: Algebra II. Essential questions: How can I make reasoned decisions and accurate interpretations based on data? What predictable patterns emerge from random events? What does it mean to design an experiment, survey, or simulation? Major course.

MUSIC

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Musical intelligence is integral to being human and Woodstock has a long and rich heritage of music education—both at the theoretical and experiential levels. Music education encourages students to realize their own individual potential, to learn about co-creation through ensemble work, and to develop a keen aesthetic appreciation. Students have opportunities to enjoy music, opportunities to perform, and opportunities to create music, besides being exposed to music from around the world. The school is known for its regular, weekly recitals and biannual concert series. Because of the unusually advanced degree of achievement possible through our music programme, Woodstock students regularly gain admission to some of the best music schools in the world for further study. In addition, Woodstock ensembles regularly travel both within India and around the world to share their work with a wider audience.

Course SequenceOn the theoretical level, students may take ABRSM Music Theory, in preparation for the Grade 5 level ABRSM exam, or AP Music Theory (in Grade 11 or 12), in preparation for the AP exam. We also have four streams of ensembles, each of which progresses through levels of achievement. Students audition to enter any ensemble. Choral ensembles in the Upper Years include Advanced Chorale and Chamber Choir. For brass, percussion and woodwind players, band options include Intermediate, Advanced, and Jazz Band. String players may participate in Beginning Strings or Intermediate or Advanced Orchestra. Advanced Orchestra also includes woodwinds, brass, and percussion. Finally, we have a classical Indian music ensemble. Students may also choose to take private lessons with a specialist in voice, woodwinds, brass, strings, percussion, piano, guitar, or Indian classical instruments.

Advanced ChoirThe Advanced Choir introduces students to the choral art form, including the basics of music theory and notation, as well as healthy vocal tone production and standard performance etiquette through the performance of varied, age-appropriate choral repertoire. Minor course.

Chamber ChoirThe Chamber Choir is an audition-only extension of the Advanced Choir so students participate in both concurrently. While the Advanced Choir focuses on building fundamentals of musicality and choral singing, the Chamber Choir builds on that foundation by singing more frequently with more challenging literature. Instruction focuses on learning music quickly, memorization, performance technique and etiquette, and small-ensemble dynamics. Not for academic credit.

Intermediate Band Students work to improve fundamental skills through performing pieces of Grades 2 and 3 band repertoire. Along with various theory and dictation exercises to gain fundamental musician skills and knowledge, there is increased emphasis on repertoire and performance practices. Students are evaluated on the basis of fundamental facility on the instrument, broad understanding of musical notation, as well as expression, effort, and conduct. Minor course.

Advanced Band Students work to hone skills needed for advanced ensemble performance through the use of Grades 3, 4 and 5 band repertoire. Along with various theory and dictation exercises to gain fundamental musician skills and knowledge, there is increased emphasis on repertoire and performance practices. Students are evaluated on the basis of fundamental facility on the instrument, broad understanding of musical notation, as well as expression, effort, and conduct. Minor course.

Music Theory CoursesABRSM Music TheoryThis course provides an overview of musical elements and convention. Skills and concepts learned will be geared toward the successful completion of the Associated Board of the Royal School of Music Grade 5 Music Theory exam. Essential Questions: What are the building blocks of music? How are pitch and rhythm used and notated? What do they sound like? Minor course.

AP Music TheoryThis course explores the musical practices and harmonic structures of the 18th and 19th centuries. All musical elements discussed and skills learned are geared toward the successful completion of the AP Music Theory exam. Essential Questions: What are the building blocks of music? How are they used and notated? What do they sound like? How should voice leading be handled in various contexts? How is texture used in composition? What is counterpoint and how is it used? How are chords strung together to create harmonic progression? How are inversions used? What is form and how is it used? Major course.

Music EnsemblesEssential Questions for all ensembles: Why play music? How can ensemble playing build teamwork? How can ensemble and private practice help foster self-discipline? How does learning an instrument yield problem solving skills? How can music express emotions, feelings, and understandings?

Jazz Band Primarily a repertoire course, students perform and explore American jazz literature of the 20th century. Emphasis lies on development of improvisation and flexibility within the performance setting. Assessment is based on final performances as well as general willingness and participation during rehearsal. Minor course.

Beginning StringsThe Beginning Strings is a group instructional course to provide foundations in strings playing (violin, viola, cello & double bass). The emphasis is on acquiring correct posture for the various string instruments, left hand finger placement, bow hold, and action. There is periodical demonstration of the skills learned by the students. Minor course.

Intermediate OrchestraThe Intermediate Orchestra course builds on the skills covered in earlier ensembles by expanding string technique to include new key signatures, playing in different positions by shifting, and further bowing skills. There is continued development in style and genre, and expanded repertoire for application of technique and ensemble playing. Minor course.

Advanced OrchestraThe advanced orchestra includes a string section, as well as woodwind, brass, and percussion members. In this ensemble, students study and perform standard orchestral literature of various forms and styles. Students delve deeper into understanding repertoire such as symphonies and concertos and develop individual musicianship. Students acquire an intelligent appreciation for classical music. Minor course.

Indian Classical MusicIndian Classical music includes strings and woodwinds as melody instruments and percussion as rhythm instruments. In this course, students study and perform music in Hindustani classical style. Students raise their skills by understanding the main forms of Indian classical music, Ragas and Taals. Advanced students can achieve an intelligent appreciation for Indian Music. Minor course.

Private LessonsFor an additional charge, individual and small group instruction is offered for learning a range of instruments, including voice, piano, classical guitar, strings, woodwinds, brass, and percussion. Students who have passed through beginning and junior level large group instruction are eligible for individual lessons with a focus on developing skills for solo performances and techniques. These students have performance opportunities at informal and formal recitals. They have the option of preparing for the external grade level performance examinations conducted once every year by the Associated Board of the Royal School of Music (ABRSM). Students are prepared for the prescribed scales, arpeggios, repertoire of various styles, sight-reading, and aural skills.

Individual and small group instruction is also offered for Indian musical instruments including tabla, sitar, santoor, Indian classical guitar, and Hindustani vocal. Students learning Indian music have performance opportunities at informal and formal recitals, besides participating in the major Indian music concert held in the spring semester every year.

Private lessons may be taken for academic credit as a minor course, or simply for enrichment.

OUTDOOR LEARNING

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The learning which comes from this approach is not just about acquiring new knowledge and skills, but a deeper level of personal development and understanding. It creates opportunities for students to experience a genuine independence and self-sufficiency, a heightened connection with the environment in which they live, opportunities for responding positively

to stress, and enriching personal-centered leadership and self-awareness.

Outdoor Learning is an approach to learning and teaching that spans the academic and enrichment programmes. Our Himalayan location is the perfect extension of any indoor classroom, containing authentic learning circumstances that challenge students beyond the four walls of a schoolroom. The outdoors is used as a stimulus for learning, to enhance academic subject areas, and to prompt personal and social growth. Students leave Woodstock with a profound understanding of and appreciation for our natural environment.

How does a student progress in outdoor learning during their time at Woodstock?

A Woodstock education outdoors comes in many forms, from academic outdoor learning on campus to extended outdoor expeditions in the high Garhwal Himalaya. Students are encouraged to develop lasting relationships with the natural world. They may start with tree planting in the Early Years, or perhaps get involved in the climbing or outdoor enrichment activities in the Middle Years, followed by increasingly challenging experiences in the Upper Years, leading ultimately to the option of carrying out ten day research projects at high altitude as part of the Junior Interdisciplinary Project.

Activity WeekThe primary purpose of Activity Week is to provide a unique learning experience not possible in the daily classroom or school environment, which is achieved through a week long project. The projects are grade specific, with more choice being offered to students in their junior and senior years. If students miss or fail Activity Week for any reason, alternative assignments need to be completed in order to earn required graduation credit. Each successful Activity Week experience earns the required ¼ credit.

Wilderness Education SemesterThis academic, credit-bearing course aims to embrace the local Himalayan environment through a traditional form of Outdoor Education. Split into four modules, the course introduces students to Wilderness First Aid, moving water Kayaking, Rock Climbing, and Wilderness Backpacking. The art of journeying in wilderness safely and managing the risks runs common through all four modules. Through technical outdoor skill acquisition, students are challenged by these outdoor environments. Practical evaluation and the creation of a personal reflective log make up the assessment. Minor course.

Expeditionary and Outdoor Education approaches and pedagogy are used to create powerful learning environments. These environments are usually challenging ones that consist of a sense of being away from regular routine and normal social structures. Students are normally isolated and often in remote outdoor wilderness areas. We emphasize journeying with self-sufficient living arrangements. Groups are designed to offer a diverse range of peer and staff support. Most importantly, these projects are facilitated and intended so that students are empowered to make choices. Expertise is used in the risk management and safety of each project.

Outdoor Learning WeekendOnce a year, the school sets aside a three-day weekend exclusively for Outdoor Learning, in which we actively find opportunities to take academic learning outside. Up through Grade 9, activities are organized at the grade level, flowing out of themes from their academic study. In Grades 10-12, staff organize a set of between twelve and fifteen options. Among many possibilities, these may include environmental science trips to nearby Rajaji National Park, wilderness first aid training, historical re-enactments/simulations, art and creative writing, or opportunities for silent reflection and meditation. Enrichment, not for academic credit.

PHYSICAL EDUCATION AND HEALTH

Physical Education in the Upper Years prepares students for an active and healthy lifestyle. We teach informed decision making, self-reflection, and self-motivation through physical activity and experience in both individual and team sports. Student progress toward a healthy lifestyle is assessed through the simple TIGER rubric (Teamwork, Integrity, Gear, Effort and Respect), in which attitudes form the most important aspect of learning.

Course SequenceStudents in Grades 9 and 10 are required to take Physical Education. In Grade 10, students have the option to participate in a year-round team sport instead of taking the Physical Education course. By Grades 11 and 12, students are encouraged to take Physical Education as an elective, self-designed in accordance with their own personal goals, in cooperation with the Head of PE.

Physical Education 9 - All-Around FitnessIn Grade 9 physical education, students learn about their own bodies and what their limits are when it comes to fitness. With a variety of fitness activities and different motivational techniques, students are exposed to helpful, personal health-tracking tools through technology, recording methods, and body analysis. Students also learn the importance of playing a wide variety of sports to put different muscles to work and have a healthy body, as well as how this can prevent illness or injury. Essential Questions: Which physical activities am I passionate about? How does recognizing strengths and weaknesses of the human body bring an overall health benefit? Does recording/journaling activity affect motivation positively or negatively? Minor course.

Physical Education 10 Option 1In Grade 10 physical education, students focus on a more independent skill level. Students still participate in team sports and group activities, however half of the year focuses on internal motivation and how to improve specific sports skills or different aspects of fitness. Additionally, students are taught basic human anatomy, data recording, goal setting, and pre-testing. Essential Questions: What are the long term effects of strength training and how is it beneficial to health? Is exercising the only major factor when trying to maintain/lose weight? What are the best ways to keep motivated throughout life? Minor course.Option 2Year Round SportIf students participate in one of the year round inter school sports listed below, they have the option to opt out of taking physical education classes; however, they still must regularly check in with physical education staff, who ensure that learning and skill development continue throughout the year. Minor course.

Football, Basketball, Table Tennis, Cross Country, Squash, anf CricketA minimum of one practice in the off-season and three practices in-season make a sport “year round”. Students must make the team in the beginning of the fall semester to be eligible for this PE option. Essential Questions: What are the long term effects of strength training and how is it beneficial to health? Is exercising the only major factor when trying to maintain/lose weight? What are the best ways to keep motivated throughout life?

Grade 11/12 Elective: A Lifetime of Fitness and FunIn Grade 11/12 physical education, students take their knowledge of fitness and enter a greater and more in-depth journey of muscles, fitness planning, body analysis, different recording methods, nutrition, weight loss, impacts of injury, and how to live a life injury-free. Students also explore the Top 20 fitness methods of the current year to find a long-term method that suits their needs. Finally, students learn what HIIT and metabolic training are and why are they so important in weight loss and control. Essential Questions: Strength training vs. cardiovascular exercise: which one keeps the weight off? What do healthy eating habits look like? What is muscle plateau, how do I get it, and how does it affect the body and mental edge? Major course.

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Within the context of our inclusive Christian heritage, the Religious Education department at Woodstock School seeks to expose students to multiple spiritual and philosophical traditions in an effort to encourage critical thinking skills, reflection on morality, open discussion of individual and corporate spiritual experiences, as well as the opportunity to practice a life of faith.

Course SequenceAll students in Grade 9 are required to take a Guide to World Religions. All students in Grade 10 are required to take a Rough Guide to Christianity. In Grades 11 and 12, students have the option of continuing their study by choosing from three different courses, Traditions of Indian Origin, and Philosophy. Students who join Woodstock in Grade 11 or 12 are not required, but are encouraged to take RE.

RELIGIOUS EDUCATION

Guide to World Religions 9This survey course explores the practices and beliefs of Hinduism, Buddhism, Judaism, Islam, Sikhism, and Shinto. We begin by defining key terms, with an overview of the questions religions seek to answer. Students develop a common language for further study of religion. Each religion is studied on its own terms, although comparisons and connections between religions are encouraged. Students gain a better understanding of religious history, art, politics, geography, and current events. Students have ample opportunity to reflect on their own beliefs and practices through responding to both primary and secondary texts. Activities challenge them and develop academic abilities but also engage creativity and curiosity. Essential Questions: How do humans search for connections to the divine? How have people in the past and present sought to understand the world around them? What practices, rituals, worship, and interactions do people perform around the world? In what ways do the culture, geography, and history of a place inform and shape a tradition? What is the nature of ultimate reality or God? Minor course.

Rough Guide to Christianity 10This course focuses on Christian origins. We take a thoughtful approach to the study of the life and teaching of Jesus, as contained in the Gospels. Students also consider the birth and development of the early church, as recorded in the Acts of the Apostles. Students develop an enquiring and critical approach to the study of biblical texts and explore the religious, ethical, and historical questions raised. Essential Questions: What is the Bible and how was it written and compiled? Who is God in Christian belief? How do the covenants and prophets of the God of Israel connect to Christianity? In what ways and with what consequences did Jesus of Nazareth contribute to the rise of Christianity? How can the development of Christianity inform an understanding of current belief? How does faith and practice affect the decision making of Christians today? Minor course.

Grade 11/12 Elective: Traditions of Indian OriginThis course explores the practices and beliefs of Indian traditions including Hinduism, Buddhism, Sikhism, and Jainism. We begin with defining key terms and an overview of the questions religions seek to answer, to develop a common language. Students gain a better understanding of Indian religious history, art, politics, geography, and current events. Students also have the opportunity to reflect on their own beliefs and practices. This course relies on primary religious texts. Activities challenge and develop academic abilities as well as engaging creativity and curiosity. Essential Questions: How do humans search for connections to the divine? How have people in the past and present sought to understand the world around them in the Indian subcontinent? What practices, rituals, worship, and interactions do people perform for different religions in India? What is the nature of ultimate reality or God? Minor course.

Grade 11/12 Elective: Introduction to PhilosophyThis course is an introduction to some of the most fundamental questions humans ask. Starting with a history of Greek philosophy up to Aristotle, the course opens to the three major branches of epistemology (the theory of knowledge), metaphysics (questions of the nature of reality), and ethics (questions of morality and virtue). Students examine these questions looking at points of view from around the world. Some foundational readings of historical philosophical traditions are examined, as well as applications to modern day issues. Essential Questions: How do we come to know things? What is reality? How do we define right and wrong? Minor course.

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SCIENCE

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Science education at Woodstock School depends equally on theory and practice. We see young people as scientists in training who require a wealth of opportunities to investigate and explore at both the macrocosmic and microcosmic levels. Our science instruction is founded on inquiry-based learning, in which students learn how to ask and answer their own questions using evidence-based reasoning and work towards their own construction of laboratory experiences. In addition, teachers take this learning outdoors wherever possible, instilling an appreciation for the environment, its beauty, and its limited resources, fostering a sense of care and responsibility to future generations.

Course SequenceGrade 9 students begin their study of the three IGCSE sciences in IGCSE Coordinated Science 9. In Grade 10, students select one, two, or three IGCSE sciences to continue studying in preparation for the external examination. Beginning in Grade 11, our AP courses in Biology, Chemistry, and Physics run for two years, while AP Environmental Science is a one year course. In addition to these externally examined courses, we offer two Grade 11 and 12 elective courses designed to give students a more hands-on experience with the investigative side of science through Applied Life Sciences and Applied Earth Science. These courses offer more self-directed opportunities for learning science. In order to qualify for AP sciences, students must earn at least the prerequisite B in the corresponding IGCSE science course. Students entering Woodstock after Grade 10 and desiring to study AP sciences need to pass a placement test.

IGCSE Coordinated Science 9This course includes foundational modules of IGCSE Biology, Chemistry, and Physics, enabling students to make an educated decision on which science(s) to study in Grade 10 and beyond. In Physics, topics studied include measurements and units, forces, moments, equilibrium, centre of mass, vectors, energy and resources, and work and power. During the Chemistry modules, students explore concepts of atoms, elements, compounds, periodic table, and bonding. We explore how things work on the atomic level and how students can scale that information up to a level useful in everyday life. The Biology modules start with the basics of cells and living organisms, how organisms are classified, and the impact of different organisms on their environment. Essential Questions: What are the basic building blocks of matter and life? How do organisms interact with each other and the environment? What is the scientific method and how do we use it in everyday life? How do we meet our needs with the resources we have? How do we build and refine models that describe and explain the natural and designed world? How have science and technology impacted the quality of life? Major course.

IGCSE BiologyIGCSE biology explores the broad, fundamental principles governing living things like the cell, classification, and various living systems. Students learn about plants and animals and how they function in their environment, the biosphere. Inquiry-based laboratory investigations and scientific laboratory reports are designed to support concepts discussed in class and to teach concepts by inquiry. Essential Questions: How is structure related to function? How are matter and energy transferred/ transformed in living systems? How are organisms interdependent? How does natural selection encourage inter and intraspecific diversity? How do we build and refine models that describe and explain the natural and designed world? How have science and technology impacted the quality of life? Major course.

AP Biology 11 & 12AP Biology provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology, with a primary emphasis on developing a deep understanding. Students comprehend science as a process as well as an accumulation of facts; gain personal experience in scientific inquiry; recognise unifying themes that integrate the major topics of biology; and apply biological knowledge and critical thinking to environmental and social concerns. Investigative science practices achieve conceptual understanding and facilitate scientific inquiry and reasoning. Prerequisite: At least a B in IGCSE Biology or its equivalent. Essential Questions: How does evolution drive life? What scientific evidence supports models of the origin of life? How do living systems store, retrieve, and transmit genetic information? How do biological systems utilize free energy? How does interdependence impact life? How do we deal with questions and answers that will determine the future of the human race? Major course.

IGCSE Chemistry In this course, students develop an understanding of the unifying patterns and themes in chemistry, as well as experimental and investigative skills through laboratory experience. Students use the scientific method; learn to form hypotheses and design experiments to test them. By doing the work of a chemist, students also understand and appreciate the role of chemistry in everyday life. Prerequisite: Grade 9 Co-ordinated Science. Essential Questions: What are the basic principles of chemistry and how do they relate to everyday life? How have scientific theories and methods developed and how do they continue to develop? How do we meet our needs with the resources that we have? How can chemistry be both beneficial and detrimental to humanity and the environment? How is the language of chemistry universal? Are there limitations to the study and practice of chemistry? Major course.

AP Chemistry 11 & 12AP Chemistry is equivalent to the general chemistry course usually taken during the first year of college. Stoichiometry, the structure of matter, chemical reactions, the kinetic theory of gases, atomic structure and periodicity of the elements, chemical equilibria, chemical kinetics, and the basic concepts of thermo-dynamics all form units of study. A special emphasis is placed on seven science practices which capture important aspects of the work of scientists, with learning objectives that combine content with inquiry and reasoning skills. A minimum of a quarter of student contact time is spent doing laboratory activities. Students communicate and collaborate in lab groups; however, students write individual laboratory reports. Prerequisite: At least a B in IGCSE Chemistry or its equivalent. Essential questions: What are the building blocks of matter, how are they arranged and how do they react? How can we explain the physical and chemical properties of materials? How are atoms and/or electrons rearranged during changes of matter? How can the laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter? How can chemical equilibrium be expressed and predicted? Major course.

IGSCE Physics Physics is essentially an experimental science, concerned with the study of matter and energy and their interactions. This course provides not only a base for further study in science or technology, but also helps students understand the world around them. Practice through lab experiences forms an important component of the course. Prerequisite: Grade 9 Co-ordinated Science. Essential Questions: How is inquiry used to solve problems or gather data to better understand a situation? How do we evaluate data and conclusions to determine validity? How do prior knowledge, bias, and opinion affect inquiry? How does physics improve our understanding of physical systems? How do the principles of physics affect our daily life? How do matter and energy interact? Major course.

AP Physics 1AP Physics 1 is an algebra based, introductory college level course, in which the students explore the principles of Newtonian mechanics; work, energy, and power; mechanical waves and sound; and introductory, simple circuits. The course is based on six Big Ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world. At least a quarter of student contact time is spent exploring laboratory experiences. Prerequisite: At least a B in IGCSE Physics and Algebra 2, or their equivalents. Essential Questions: What are the relationships between Force, Mass, Gravity, and the motion of objects? How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? How have Newton’s laws simplified our understanding of motion? Major course.

AP Physics 2AP Physics 2 is an algebra-based, introductory college level course during which the students explore principles of fluids, thermodynamics, electricity, magnetism, and optics. Laboratory experiences and problem solving play an essential role developing understanding. The course is based on seven Big Ideas encompassing core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world. AP Physics 2 includes an introduction to quantum mechanics. Prerequisite: at least a B in AP Physics 1. Students should have taken or be concurrently taking Pre-Calculus or an equivalent course. Essential questions: In what ways do humans utilize electromagnetic waves? How are Electricity and Magnetism related? What types of everyday motion can be classified as simple harmonic motion and why? How do fluids behave? How is the study of sound related to practical applications? How does light behave? How is electricity understood? How does magnetism behave? Major course.

SCIENCE

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AP Physics C (Mechanics)This calculus-based course utilizes guided inquiry and student-centered learning to foster the development of critical thinking and advanced, problem-solving skills. Students explore each of the following content areas: Kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Laboratory experiences are central to developing ideas and understanding the practice of science. Prerequisite: At least a B in AP Physics 1 and Pre-calculus or its equivalent. Essential Questions: Does calculus govern the world around me? How have Newton’s laws simplified my understanding of motion? In what ways do people misuse the power given to them through physics? How can I make sense of everyday occurrences using physical principles? What variables can be manipulated to affect the movement of objects? Major course.

AP Environmental ScienceThis course provides students with the scientific principles and methodologies required to understand the interdependence of the natural world. Students learn to identify and analyze environmental problems both natural and human-made, to evaluate risk factors of these problems, and to examine alternative solutions for resolving or preventing them. Emphasis is placed on science as a process, energy conversions underlying all ecological processes, the Earth as an interconnected system, and how humans alter the environment. Students explore environmental problems, their social context, and how to develop sustainable practices. Prerequisite: IGCSE Chemistry and IGCSE Biology. Essential Questions: How can science be used to understand environmental issues? What is the relationship between humans and the environment? How can we best achieve sustainability? What are the economic, environmental, and social consequences of an issue? Major course.

Applied Life ScienceApplied Life Science focuses on experiential learning, encouraging students to investigate. The goal of the class is to nurture a love of science through the study of the world around and within students. Topics for Applied Life Science include biodiversity, ecological interactions between organisms, genetics, and the evolutionary pushes that inspire adaptations. Essential Questions: How do species interactions determine the behaviour and physical manifestation of species? In what way are humans impacting biodiversity, and how am I responsible for protecting biodiversity? How does evolution by natural selection drive the diversity of organisms and ecosystems and intra-species relationships? How has my genetic make-up evolved and to what degree does it determine me? Major course.

SOCIAL STUDIES

Social Studies is essentially an exploration of human identity, answering the question of how humans understand themselves and interact with each other on multiple levels and over time. Students gain the skills of historians, geographers, economists, political scientists, and even psychologists as they move through increasingly specialised courses in the Upper Years. We believe these skills are essential for competent, reflective, and responsible global citizenship. Social Studies classrooms at Woodstock are filled with lively debate and discussion, fed by a singular emphasis on the use of primary sources and appropriate multimedia. Students learn how to investigate and build sophisticated, evidence-based arguments in support of complex theses. Course SequenceIn Grade 9, all students are required to take World History. In Grade 10, students may continue their study of AP World History. Alternatively, they may opt for IGCSE Geography, a year-long course. In Grades 11 and 12, students have a wide range of year-long electives: Advanced Indian History, AP European History, and AP United States History; AP Micro and Macroeconomics; AP Psychology; AP Human Geography; AP Comparative Politics & Government, and AP Seminar. To enrol in any Grade 11/12 AP Social Studies course, students must have earned at least a B in their Grade 10 course. Students entering Woodstock after Grade 10 need to show at least a B in a prior Social Studies course.

World History 9This course explores major world histories from 500 BCE to 1500 ACE, along with introducing students to the practices of a historian. Students look at the rise and fall of major empires such as Rome, the Mongols, Chinese dynasties, and empires in the Americas. The growth of Christianity and an introduction to the development of other religions are also addressed. Students engage essential themes of power, the development of empire, and the expansion of trade. Comparative studies and analysis of change and continuities over time are emphasized heavily. Students learn to identify patterns in social, political, and economic realms during this time period, paying attention to causes and consequences. Essential Questions: What do we mean when we use the word “civilization”? Who establishes social codes? What constitutes an Empire? How do Empires spread? How was the ancient world connected? How did monuments and symbols act as representations of cultures? Major course.

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AP World History 10After a quick review of the previous year’s study, this course investigates 19th and 20th century world. Given our particular context, we emphasise India’s place through these two hundred years. Regular and varied assessments ensure that along with developing a concrete knowledge of this time period, students also apply the lessons of history to their everyday lives, preparing for a lifetime of global citizenship. Through reading and analysing primary sources, students take on the work of a historian in weighing and sifting varied perspectives. Essential Questions: How does nationalism and globalization contribute to the formation of people’s identities? How can I learn from understanding other cultures and traditions? How can understanding the past help me understand the world today? How do governments function and what is the role of a citizen? Major course.

Applied Earth ScienceApplied Earth Science develops understanding of the major parts of the earth, enhances students’ ability to frame questions concerning the earth’s natural environment and introduces students to methodological and statistical tools that help answer these questions. This course supports an ongoing attempt to understand, not only the agents of planetary change, but also the resultant features, such as mountains, plains, lakes, ocean basins, river systems, glaciers, and weather patterns. Astronomy, geology, oceanography, and meteorology interrelate to form earth science. Prerequisite: Any IGCSE Science course or its equivalent. Essential Questions: How can recognizing and understanding feedback and patterns help me figure out what’s going on in the Earth System? Why does the Earth look the way it does? How do I fit in with all of Earth’s parts? How has the Earth changed over time? How does energy interact with the different Earth spheres? Where did the universe come from? Major course.

SOCIAL STUDIES

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IGCSE Geography 10This year-long course explores the physical processes and features of the Earth and the spatial organisation of human activity. Significant time is devoted to the examination and analysis of the relationship between humans and their environment, including concepts of population dynamics, migration, urbanization, agricultural systems, and industry. Essential Questions: How can we more fully understand the nature of the relationship between humans and the environment? How can we understand and account for the differences in levels of economic development? How should humans best regard and manage the Earth’s resources? Major course.

Advanced Indian HistoryThis course traces Indian History from its beginnings in the Indus River Valley through the Mughal Empire and the British Raj and into the twenty first century, ending with an analysis of India’s position in the world today. Students learn to navigate sensitive questions around defining a nation. Formal expression of well-supported opinions, informed analysis of primary sources, and regular testing all demonstrate a student’s firm grasp of the many layers and branches of historical study. This course uses history as a tool to understand the present and to engage in meaningful discussion, helping students to participate as responsible citizens in a democracy. Essential Questions: What is India? Why is India important? How do we label or group ourselves or those around us? Major course.

AP European HistoryThis course traces European History from the Renaissance and Reformation through the twentieth century. The successful student demonstrates a firm grasp of major themes and players in political, intellectual, social, religious, cultural, and economic history. We highlight issues raised by the development of nationalism, individualism, and objectivism; as well as the influence these concepts have had upon Europe, the world, and ourselves. Students’ understanding is demonstrated through debate, through formal expression of well-supported opinions, informed analysis of primary sources, and tests. Students read and analyse both primary and secondary texts extensively. Essential Questions: What does it mean to be human (capabilities and limitations)? In what ways and with what consequences do humans forge individual and group identities? How have ideas about the structure of the universe and our place in it evolved over the last 500 years? Major course.

AP US historyThis course traces United States History from the first encounter between Native Americans and Europeans through the twentieth century. Formal expression of well-supported opinions, informed analysis of primary sources, and regular objective assessments all demonstrate a student’s firm grasp of major themes and players. An important layer of introducing students to major trends in historiography is included in this course. This course aims to use history as a tool to understand the present and to engage in meaningful discussion, helping students participate as responsible citizens in a democracy. Essential Questions: How does a nation form? In what ways does American history show the capabilities and limitations of what it means to be human? Major course.

AP MicroeconomicsThis course helps students grasp basic economic principles in a way that enables them to understand the nature and functioning of product and resource markets. Additionally, students investigate how governments check markets to promote greater efficiency and equity. Using these principles, students can understand consumers and producers within the larger economic system. This course uses economics as a tool to not only help students understand and identify economic problems of the global economy, and the United States in particular, but also to enable them to generate solutions through open discussions in an honest and respectful manner. Essential Questions: Why does the study of economics focus on the availability of resources? Why do we make choices? How do political systems impact economic decisions? Major course.

AP MacroeconomicsThis course helps students recognize and identify economic problems, as well as know how an economy functions. Students learn to understand and evaluate the policies used to manage and develop economies. This course requires students to use these understandings to solve problems. Students also learn to apply this knowledge to everyday life, making the learning process more practical and meaningful. Essential Questions: How do government policies ensure the efficient use of limited resources and contain the negative effects of business cycles to enhance economic growth? What roles do banks and other financial institutions play in bringing economic growth and stability to an economy? Does self-sufficiency lead to inefficiency? What is the exchange rate and why do governments try and check its volatility? How does it affect economic stability? Major course.

AP PsychologyAP Psychology serves as an introduction to the systematic and scientific study of the behavior and mental processes of human beings and other animals. The course provides a detailed and demanding overview of the field of psychology and requires a high degree of commitment and effective use of independent learning skills. The course begins with an introduction to the history of psychology and contemporary psychological perspectives. Each of the major divisions of psychology are addressed, providing students with a basis of knowledge that promotes understanding of self and others. Essential Questions: To what extent do genetics and the environment shape humans? What is the mind and how can I understand its operations and its significance? How can understanding of psychological principles help improve my life? Major course.

AP Human GeographyAP Human Geography scientifically studies the location and distribution of human activities. Students use spatial concepts and landscape analysis to examine human social organization and explore the interactive relationship between humans and the environment. In the first semester, students explore the complexity of the modern world by concentrating on population dynamics and cultural features including major languages, religions, and ethnicities. The second half of the course concentrates on significant economic activities including agriculture, manufacturing, and services. Significant time in the course is devoted to applying geographical concepts to current events, providing students with effective tools for understanding an increasingly connected and sometimes complicated world. Essential questions include: How does globalization conflict with local diversity and identity? Where are human activities located and why do they develop there? How does social or economic change in one area of the world often produce changes in other areas? Major course.

AP Comparative Politics & GovernmentAP Comparative Politics and Government introduces students to the discipline of political science. After an introduction to how politics works, the course turns to the study and comparison of the governments of six countries and the European Union. Students learn to understand and evaluate political systems using evidence. Essential Questions: How do we compare political systems? Is there any fair way to do so? What regularities can we identify in how governments operate? How do we evaluate the policies governments adopt to deal with common problems? Is the era of the nation-state at risk? Is the world actually becoming borderless? Is the world becoming more or less democratic? Is democracy important to having a successful society? What problems do developing countries face and what are the best ways of dealing with those problems? Major course.

AP Seminar: Global Perspectives and ResearchThis interdisciplinary course correlates with AP Language and Composition, and focuses on articulating and investigating research questions in pursuit of balanced, evidence-based arguments. Students learn the importance of understanding differing perspectives. This seminar course culminates in a written exam, a 1,750-2,000 word essay, and a 12-15 minute presentation. Essential Questions: How do we formulate effective research questions? How do we critically deconstruct our own and others’ perspectives? How do we effectively research and evaluate to allow for reconstruction of arguments? Under what circumstances and how should our own perspectives shift in response to evidence and thought? What is the best way to present a well-researched argument with relevant support? Major course.

ENRICHMENT PROGRAMME

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“The most important fact about the subject of education is that there is no such thing. Education is not a subject, and it does not deal in subjects. It is instead the transfer of a way of life.”

-G.K. Chesterton

We choose to call our enrichment framework the PASSAGE Programme. The word passage carries multiple layers of meaning. Examining only three uses of the word reveals how profound and appropriate a choice it is: There is the old use of the word, with reference to ships and seas, of taking passage on a journey. When travellers ‘took passage,’ they bought a ticket; they committed to embarking on what was often a long and arduous journey. We demand similar commitment from students. Secondly, we often speak of passage in terms of a hallway or a tunnel. This kind of passage may require that we enter a dark space in order to re-emerge into light. We demand that students trust that each enrichment experience—even the ones that require some darkness—will move them further along a road leading towards light, or more accurately, enlightenment. Finally, native traditions and cultures around the world include rites of passage that mark the moment of transition from childhood into adulthood. The girl becomes a woman. The boy becomes a man. These rites universally involve a challenge—the challenge of solitude, or determination, or bravery. We demand that students face challenging experiences through which they grow increasingly confident that they are passing or have passed into adulthood.

Our PASSAGE programme enables students to discover who they are; we enable young people to form a clear and rooted sense of identity. The word PASSAGE serves as an acronym, but an acronym that articulates both a philosophy or approach to enrichment and the vital facets of enrichment that we actively encourage at Woodstock School. In fact, the letters P and E, referring to our approach, bookend the five areas of the enrichment programme, thus visibly embedding all that we do within this careful desire to, as Chesterton puts it, “transfer a way of life.”

We want our students to see that a world of hope gleams and beckons them forward. The world’s great universities certainly and consistently beckon students forward, when they demonstrate significant personal development through these areas of enrichment! When young people have completed this PASSAGE at Woodstock School and go out into the world, we believe that their whole being will continue to shine in use.

assion & PerseveranceWe do not encourage ‘dabbling’. Rather, we believe that students ought to persevere in a few, well-chosen activities that allow them to cultivate both mastery and passion in the following areas:

rts & SciencesWe have long and storied traditions in the visual arts, music, drama, and dance.

ervice &

piritualityIncluding service both within the school and to our surrounding community; with spirituality pursued voluntarily through everything from weekend retreats to small groups in the residences.

dventure & AthleticsRich outdoor education opportunities that draw on our Himalayan environment, as well as sports like football, basketball, swimming, cricket, and squash.

lobal Understanding & LeadershipAn active internship programme, significant opportunities in student government and leadership, as well as a series of language and culture clubs.

xpeditions of DiscoveryWe encourage students to be curious, to set out and explore these five areas of enrichment, believing that they will discover both a valuable world within themselves and the riches of the world around us. We believe, too, that these discoveries will provoke a lifelong sense of wonder.

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ARTS AND SCIENCES

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Code Academy, Jr. & Woodstock Code Academy, Sr. – Grades 5-12By learning to program, students can have a say in how software shapes their world. Programming teaches important reasoning, logic, and communication skills. Students may join one of the tracks listed below. Tracks are series of courses grouped to help students master a topic or language. Track choices: Web Fundamentals, iQuery, JavaScript, Projects, Python, Ruby, PHP, or APIs. There is a selection process for this group.

Robotics, Jr. & Robotics, Sr. Grades 5-12The Robotics Club design, engineer, fabricate, and program full functioning robots. Students learn and develop a variety of different skills including teamwork, problem solving, communication, persistence, determination, and professionalism. Students may choose to concentrate their work on the engineering or programming side of robotic devices.

MUSICTiger PercussionIn this ensemble of Orff instruments, students learn to play a variety of percussive instruments to make music as a group.

*Certain music ensembles meet during PASSAGE slots on a weekly basis, depending on scheduling needs of students and teachers. These change on an annual basis.

TECHNOLOGYAudiovisual (AV) Crew, Jr. & AV Crew, Sr. - Grades 5-12 The students in AV Crew serve the school by delivering, setting up and maintaining audio-visual equipment, by running events in the school’s performance venues, and by photographing or filming campus events. AV crew is for students who want to become qualified to run the light and sound systems in the Parker Hall auditorium and theater.

Advanced Apps Selected advanced students learn to use advanced computer applications and programs. There is a selection process for this group.

Astronomy The great canopy of stars stretching overhead suggests that our world is part of a vast cosmos. But how large is it? Where do we fit in? And how did it all begin? Students explore the strangeness and wonder of the universe through a nontechnical description of where Astronomy stands today, learning how to view and understand the stars through a telescope.

Tech Team This group of computer savvy students learn how to solve computer, projector and other technical problems. This team helps problem-solve and troubleshoot issues in the different labs and classrooms on campus.

Minecraft Students get exposure to Java programming through this interactive game. They learn from pre-made templates, and learn how to identify objects and Java packages. They learn how to program their own tools.

Multimedia Programme This team of students is trained in real-world videography and photography situations using professional standards and equipment. This activity is perfect for anyone interested in pursuing a media based career. Students learn how to use equipment and software to get the production job done.

PUBLICATIONSThe Tiger Newspaper, Jr. & The Tiger Newspaper, Sr. - Grades 5-12The school newspaper is a student-run print edition where individuals work on journalism skills and stay current on school and national news. Students learn the basics of journalism and independently produce a newspaper every quarter to hone their skills of writing articles, taking photographs, and laying out the newspaper. There is a selection process for this group.

Yearbook Students learn how to develop a theme across a whole yearbook, how to utilize Adobe software (including Photoshop and InDesign), and how to organize members of a team to reach a long-term goal. This is all in order to create Woodstock’s annual yearbook. There is a selection process for this group.

DRAMACostume Crew Students learn sewing and design skills by helping to design and create the costumes for the school’s drama production. Being a member of Costume Crew also involves a commitment to help out backstage during the performances of the fall drama.

UY Drama ProductionsSelected students learn about teamwork and commitment by rehearsing, creating, and presenting a dramatic performance. Auditions are at the start of school and extra rehearsals may be added the last 2 weeks of rehearsal. Stage managers, crew members, and actors are needed. There is a selection process for this group.

MY Drama ProductionsSelected students learn about teamwork and commitment by rehearsing, creating, and presenting a dramatic performance. Auditions are at the start of school and extra rehearsals may be added the last 2 weeks of rehearsal. Stage managers, crew members, and actors are needed. There is a selection process for this group.

EVENT MANAGEMENTStage Crew for ConcertsThis club is essential for all concerts and music events. Dedicated and hardworking individuals create seamless evenings of culture and entertainment. Must be able to lift heavy items.

Ushering Team Many events and concerts require trained and professional ushers. Those interested in hospitality professions benefit from learning the skills and gaining the experience inherent in this activity. Ushers work during drama productions, music department concerts and other events, as needed.

LIFE SKILLS & INTERESTS ChessLearn the strategies and intricacies of India’s most famous game creation: Chess.

CookingLevel 1 It’s never too early to learn how to stay safe in a kitchen and how to cook a few basic items.Level 2 Students learn about BAKING. This activity has students making and enjoying all kinds of baked goods on their own.Level 3 Students learn the basics of cooking and their way around the kitchen! From appetizers to desserts.

Level 4For more advanced cooks, this activity explores more difficult dishes and is driven by student interest and exploration.

Pizzeria Students learn how to make NY style pizza and work as a team in the fast-paced and challenging environment of a Pizzeria. This club makes and sells pizza to the school community. Orders are made by the slice or the pie and the pizza team learns to budget and keep the books for the business as well.

Sewing & Crafts 1 Students learn the basics of sewing by hand and by machine while working on a variety of projects.

Sewing & Crafts 2Students hone their burgeoning sewing skills with patchwork crafts and sewing projects.

Woodshop Students gain an understanding of the fundamentals of carpentry. Not only do they learn different skills, but they also learn how to plan a project from beginning to end by using basic problem solving techniques along with mathematics.

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SERVICE AND COMMUNITY ENGAGEMENT

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CARE – Claremont Female WS students go to Claremont girls’ orphanage to spend time with the high school aged girls there.

CARE – Community Gardening Students learn about caring for plants and the basic principles of gardening in our greenhouse and other spaces.

CARE – DOST (Development and Outreach Student Team) Development and Outreach Student Team. This group of students is an integral part of coordinating the school’s burgeoning outreach and development programme in the local villages of Dunda and Nikurchi.

CARE – Employees’ Children TutoringThe aim is to tutor the employees’ children with English and any other subjects in which they struggle. In addition, students reach out to the teachers of these children to support and encourage them, and to see if they would like to attend the tutoring sessions.

CARE: MGVS MGVS School at Kaplani—this is a project to help ALL graduating students of the school pass their final external examination and to work towards identifying possible career paths.

CARE – Mussoorie Girls’ School The girls of this school require help with English, drama, art, and many other subjects. Woodstock students develop activities and lesson plans to support the Mussoorie students’ learning.

CARE – Not just a piece of clothFemale Woodstock students join this woman-affirming and empowering venture to help local women learn about feminine hygiene. A major focus is placed on environmentally friendly and sustainable methods of practicing feminine hygiene.

CARE – Sippancoat (Computer Tutoring at Library Bazaar) Students work to provide a multipurpose community centre for high school students from Sippancoat. Work includes English and computer tutoring, lessons on hygiene, career counselling, board games, and a library within the community centre.

CARE – SamvednaThis activity meets weekly to plan monthly outings to a nearby village where students build relationships with children with disabilities, spending time playing with them and working on basic literacy and numeracy skills.

CARE – St. John’s SchoolThis club builds relationships with students at nearby St. John’s, getting to know who they are and what educational needs they have. Students spend time planning lessons and teaching at the school once a week.

CARE – FIRS Woodstock students build relationships with the children at FIRS orphanage. The focus is on music and technological studies. One group of students creates a music band and another group is taught how to use computers.

CARE – Flaghill Conservation Students work to build a ‘connection to place’ (i.e. the local environment) through hands on and place specific conservation techniques by being active in their own environment. Students also work to understand the issues that lie in conservation in our surrounding area.

CARE – A Clean Mullingar This club reinforces the school’s desired outcome to “understand and seek to preserve our natural environment as good stewards of the earth for future generations” by seeking to change the community’s perspective towards garbage disposing. Students pick up trash and learn to collaborate as a whole Mussoorie community in hopes of a greener environment.

SPIRITUALITY AND CULTURAL EXPERIENCES

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Chapel Band Students prepare and perform music for chapel services. All instrumentalists and singers are welcome. (Some audition may be required).

Friendship Club & Friendship Club Student LeadersA few older students are needed to help with Friendship Club which is a Christian activity for the younger grades.

TrIBE – Grades 9-12This group is a safe space for any topic that needs to be explored. A ‘no holds barred’ discussion of ANY burning spiritual, moral or personal question. TrIBE stands for Traditions of Ideas and Belief Explored.

Adventure Time This club offers a refreshing getaway, a chance to change surroundings, get new perspective, and breathe fresh air: CAMPING. This club takes many Saturday hikes and a few overnight trips each semester.

International Award for Young People (IAYP) Check-in This weekly check-in helps students meet their Bronze, Silver or Gold goals. The IAYP takes place in 143 countries and is recognized by universities and colleges worldwide—it is described as the ‘AP’ or ‘IGCSE’ of enrichment. Students need to sign up and participate in the same activity every single week.

Interschool Sports• Boys’ Cricket - Grades 5-12• Boys’ Squash - Grades 9-12• Boys’ & Girls’ Football - Grades 5-12• Boys’ & Girls’ Badminton - Grades 5-12• Boys’ & Girls’ Table Tennis - Grades 5-12• Boys’ & Girls’ Basketball - Grades 5-12• Boys’ & Girls’ Cross Country - Grades 5-12

GLOBAL UNDERSTANDING, LEADERSHIP AND UNIVERSITY PREPARATION

Rock Climbing 1 This activity is for true beginners who want to learn the basics of climbing.Rock Climbing 2 This activity is for more advanced beginners who want to learn the basics of climbing and to work towards their Belay award.Rock Climbing 3 Students work towards their Belay award and learn the basics of climbing. Rock Climbing 4 (Advanced) Through use of the indoor climbing facility, students grow in their skills, abilities, and knowledge of the sport of climbing. For advanced climbers ONLY, with approval. Running Club This club aims to spark interest and passion in students for the great sport of running. Students learn the healthy and correct way to train for a race or run for general health. They work on proper running form and technique, learn appropriate training programs for their age group, learn to avoid over-training and gain an understanding of the importance of strength training.

India Club This is the place where the boundaries of India are explored. Khathak, bhangra, dosa, and aloo parantha all create a welcome collection of cultural experiences. History and cultures are explored through the place where we live.

Zone 56Students are invited to learn about the Bible together. Students can sign up OR choose to attend week to week.

ADVENTURE AND ATHLETICS

Student Council (STUCO)Students may be elected by peers or selected by adults to positions of leadership in community service, the school’s Honor Council, Dorm Councils, Social Activities, Class Governorships, Sustainability Committee, or the coveted position of Student Body President.

National Honor Society (NHS) – Grades 9-12Students demonstrating high levels of scholarship, leadership, character, and service are selected by adults at the end of each academic year and subsequently inducted into Woodstock’s chapter of the NHS. Duties include tutoring and running the biannual Big Brother, Big Sister Days.

Model United Nations – Grades 8-12A small group of students interested in diplomacy and public speaking represents the school at external conferences in India and abroad. Students meet weekly to prepare for the conferences through research and public speaking practice.

Internships – Grades 10-12Students get a head start on their career development through formal internships throughout Woodstock: Music Department, ICT, Community Relations Office (Social Media Interns, Journalists), College Counseling, Library, Drama, Art, and Primary Education. Students sign up to show interest, proceed through interviews, then may be selected for individual internships.

College Application Workshop Students spend time developing and refining college applications and essays with the help of the college counselors.

SAT Prep – Critical Reading Reading daily at grade level is one of the best things to do to improve at Critical Reading. Participants de-stress by reading fiction or nonfiction of their choice (not school assignments!) at grade level. New vocabulary words are introduced weekly with rewards for vocabulary mastery.

SAT Math PreparationStudents learn to understand some of the main techniques for maximizing their own score on the math section of the SAT. In particular they learn how they should approach the 4 main “areas” of the test: Content, Time Management, Test structure and Techniques.

Woodstock School

Mussoorie, Uttarakhand248179 India+91 (135) 2639000admissions@woodstock.ac.inwww.woodstockschool.in

Woodstock 2015-16

Editor: Amy Seefeldt, Academic Dean Published By: The Community Relations Office