MEDFIELD HIGH SCHOOL

PROGRAM OF STUDIES

2016­2017

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TABLE OF CONTENTS

GENERAL INFORMATION

A/B SCHEDULE…………………………………………………………………………………… 7 COURSE CHANGES…………………………………………………………………………….. 6 COURSE LEVELS/COURSE PLACEMENT………………………………………………….. 6 CREDITS…………………………………………………………………………………………... 5 FRESHMAN COURSES…………………………………………………………………………. 8 JUNIOR COURSES……………………………………………………………………………… 10 NIGHT SCHOOL COURSES AND CREDITS……………………………………………... 6 PROMOTION AND GRADUATION REQUIREMENTS…………………………………….. 4 SENIOR COURSES……………………………………………………………………………... 11 SOPHOMORE COURSES……………………………………………………………………… 9 SUMMER SCHOOL, SUMMER TUTORING…………………………………………….. 5

COURSE OFFERINGS

BUSINESS AND TECHNOLOGY EDUCATION…………………………………………. 12 ENGLISH……………………………………………………………………………………….. 14 MATHEMATICS……………………………………………………………………………….. 19 ONLINE………………………………………………………………………………………… 35 PERFORMING ARTS­MUSIC………………………………………………………………. 24 SCIENCE……………………………………………………………………………………….. 26 SOCIAL STUDIES…………………………………………………………………………….. 30 SPECIAL PROGRAMS………………………………………………………………………. 35 SENIOR PROJECT……………………………………………………………………………. 35 VISUAL ARTS………………………………………………………………………………….. 36 WELLNESS AND FAMILY AND CONSUMER SCIENCE………………………………. 40 WORLD LANGUAGES AND CULTURES…………………………………………………. 44

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MEDFIELD HIGH SCHOOL MISSION STATEMENT

Medfield High School

in partnership with family and community,

promotes both integrity and excellence

in scholarship and citizenship for all learners.

Dear Students: This 2016­2017 Program of Studies document is designed to assist you in selecting courses for the upcoming school year. In this document, you will find a wide­range of course offerings in all subject areas. Please take time to read through these offerings and make selections that best meet your needs. As you make these selections, please make sure to communicate with your current teachers, your guidance counselor and your parents. You should focus on gathering as much information as possible so that you can make the most informed decisions. In addition to the courses you select, please look on our website for the many extra­curricular activities that are offered at Medfield High School. These include clubs, the performing arts and interscholastic activities. I wish you much success in the coming school year. Sincerely, Robert Parga Principal

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GENERAL INFORMATION CURRICULUM GUIDELINES

PROMOTION AND GRADUATION

It is expected that every student take seven major subjects. Students are expected to earn 35 credits yearly, keeping in mind that graduation requirements (listed below) must be fulfilled. Once a course is passed, it may be taken again only in order to raise the grade in that course. No additional credit will be given. Consult the tables below to determine the number of credits needed for graduation and promotion. Any student with a question regarding the number of credits he or she has earned should check with his or her guidance counselor. Any student not achieving the required number of credits will be retained in the appropriate grade.

PROMOTION REQUIREMENTS FOR ALL CLASSES Promotion to: Grade 10 Grade 11 Grade 12 Graduation Requirements

27 55 84 115

REQUIREMENTS FOR A DIPLOMA 1. Students must pass a minimum number of full year courses or their equivalency according to the chart listed below: Required Courses

English 20 credits Social Studies 15 credits (5 credits must be US History) Science 15 credits Mathematics* 15 credits

Wellness** 10 credits World Languages 10 credits (of the same language at the high school level) Visual & Applied Arts *** 5 credits

*Please note: The Massachusetts State Colleges and Universities will require four years of Mathematics.

** Students must take the required semester Wellness course each year starting with the Class of 2020.

*** Included in this category are any courses in the Visual Arts, Performing Arts or Business and Technology sections, as well as Ballroom Dance, Culinary Arts, Child Development, International Cuisine and Culture, Journalism, Yearbook Design and Publishing, Creative Writing and Speech.

Total credit requirements are: 115 credits 2. Students must achieve a competency determination on the English/Language Arts, Mathematics and Science MCAS tests.

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CREDITS

Credits are granted upon the successful completion of course requirements. Following are some special provisions:

1. Credits may not be granted for partial completion of any course. 2. When students transfer to MHS, the Assistant Principal and the guidance counselor will evaluate their transcripts,

and credits will be granted according to Medfield High School’s standards. 3. Students with more than six (6) unexcused absences per term will not receive credit in those courses.

SUMMER SCHOOL

Any student may attend an approved summer school program for make­up, remedial, or enrichment purposes. Approval Process: A written request by the parent or guardian for the student to attend summer school must be submitted to and approved by the high school Assistant Principal before the close of school in June. This request must have the prior approval of the content specialist of the subject in question, the guidance counselor, and in some cases, the subject teacher, if credit is to be granted at Medfield High School. Summer School Credits: Medfield High School will grant credit for courses taken at summer school as follows:

1. Only one new course (five credits) with 120 hours of instruction from an accredited summer school program may be taken.

2. A course that was failed during the school year may be made up to gain credit, as long as the student had remained in the course for the entire school year.

3. A grade of C­ or better must be earned in the summer school course. 4. No more than two subjects may be taken for make­up credit during any one summer session. 5. A maximum of three major courses taken for credit in summer school can be applied toward graduation. 6. No more than one sequential course* in a given subject matter area may be taken to meet qualifications of a

prerequisite or to receive credit for a previously failed course. 7. Upon successful completion of a summer course, the student can receive credit for the course as well as the grade

earned. Quality points for the course will NOT be included in the student’s GPA. *Sequential Courses: Students making up a sequential subject, either failed or in which less than the prerequisite grade was earned, must meet the following conditions:

1. Earn a grade of C­ or better in summer school to be granted credit. 2. Take a qualifying examination upon return to school in the fall and obtain a grade of C­ or the prerequisite grade if

the student is to continue in the sequence. This exam will be administered and corrected by the content specialist of the subject in question.

Summer Tutoring for Make­up Credit A student who may be unable to attend summer school may meet requirements through tutoring according to the following provisions:

1. Prior approval of the content specialist of the subject in question and the Assistant Principal or Principal must be obtained.

2. Work must be done with a tutor approved by the school. 3. A minimum of twenty clock hours of tutoring will be necessary. 4. Tutoring must observe the course outlines provided by the department concerned. 5. Within the first week of school at a time specified by the school, the student must take an examination and a

minimum grade of C­ (or the prerequisite grade needed) earned. The exam will be administered and corrected by the content specialist of the subject in question.

a. A grade will be assigned. b. Credit will be granted. c. The sequence can be continued. d. Quality point credit will not be included in the student’s GPA. Students and parents should understand that

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meeting the minimum requirements for graduation may not fulfill entrance requirements for post­secondary schools. Therefore, parents and students must check the admissions requirements for each specific school to which the student may apply and the required test results needed to complete the application.

NIGHT SCHOOL COURSES AND CREDIT

1. Night school courses may be taken only by seniors in jeopardy of not graduating in June, and only with the approval of the Assistant Principal, counselor, content specialist and parents.

2. A minimum of 30 clock hours must be spent in classroom time to receive credit for such a course. 3. Quality points for the course will not be included in the student’s GPA. However, a grade and credit will be given

upon successful completion of the course.

COURSE LEVELS/COURSE PLACEMENT

Our goal is for all students to be placed at a level where the work and the pace will challenge but not overwhelm them. Teachers make recommendations for appropriate course placement for students in January and February*. Teacher recommendations for your son/daughter’s courses will appear on his/her online course registration form. Should you want to ask questions or discuss a course recommendation, please contact the teacher who made the recommendation. If the discussion with the teacher does not answer your question and/or you continue to disagree with the placement recommendation, parents can choose to begin the appeal process. In this process, a parent and student wishing to appeal a placement recommendation must meet with the appropriate content specialist for additional information. Please plan carefully. The required meetings and signed appeal form must be submitted to the guidance department prior to April 15, and parents/students must understand that this course appeal will only occur if the requested class has not reached its recommended student capacity. *Please see individual department sections for more specific placement information **Unless otherwise noted all of our courses are college level courses.

COURSE CHANGES

Students are expected to select courses carefully. The master schedule of courses in the high school is determined by student’s course requests. Once the student has made his/her initial course selections, he/she should not consider requesting changes unless absolutely necessary. Semester Long Course Changes:

No elective changes will be made within the first 5 school days of each semester, unless there is an error on the student’s schedule. An error would consist of a course on your schedule that was not selected as a first choice or alternate course during course selection, or if you are missing a class.

After the first 5 school days, students will have 5 additional school days to potentially make elective changes if there is space and availability to do so.

After 10 school days, if an elective course change occurs, a W will appear as a final grade. Full Year Course Changes:

No changes will be made within the first 5 school days, unless there is an error on the student’s schedule. Course Change Forms (available in the Guidance Office) must be completed and submitted to the Assistant

Principal by mid­point in Term 1, day 23. No record of the original course will appear on the transcript. After day 23, a final grade of W (withdraw) will appear on a student’s transcript next to any dropped year long

course. After day 23, the grade in the withdrawn course will be the grade reflected for the term. There must, however, be room in the new course for the student. If there is no room in the new course, the student

must stay in the original course until the end of the first semester (Terms 1 + 2). At the end of the first semester, every effort will be made to investigate alternative courses.

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Important information about dropping a course:

If a student drops a course at any time during the school year, s/he cannot take a make­up summer course for credit. Instead, the student must take an original credit summer school course (120 hours). The opportunity to take a make­up course is reserved only for students who complete the course during the school year.

Changing courses is carefully monitored and only occurs when a student experiences serious difficulty in a course in spite of a consistent and concerted effort on the part of the student to succeed. Attendance at extra help, attendance at math lab or writing center (if applicable), consistency in completing homework assignments, and peer tutoring represent evidence of consistent and concerted effort on the part of the student to succeed in the class.

A/B Schedule

Several courses at Medfield High School are offered on alternating school years. It is important that students interested in taking these courses plan accordingly. A Year 2016­2017 2018­2019

B Year 2017­2018 2019­2020

AP Environmental Science AP European History Future Studies Practical Law Creative Writing Shakespeare H Printmaking & Design Clay Art Studio Graphic Design 2 Video Production 2 App Development Intro to Web Design

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FRESHMEN Course Selection Process

Class of 2020 A freshman course load at Medfield High School often includes the following courses:

English 9 Algebra 1 or Geometry Biology World History World Language Wellness 9 (one semester) Electives

Freshmen students may choose one full year elective and a semester elective, or three semester long electives. Full Year Electives:

Band Concert Choir Orchestra Or, an additional World Language

Semester Electives:

21st Century Citizenship 3­Dimensional Design Activities for Life 9/10 App Development Ballroom Dance Behavioral Studies Child Development Computer Science Creative Writing Culinary Arts Drawing & Painting Engineering I Graphic Design I Graphic Design II (*prerequisite) Introduction to Art Introduction to Business International Cuisine and Culture Introduction to Guitar Outdoor Pursuits Photography I (*prerequisite) Printmaking & Design Stress Management Technology Help Desk Video Production

For more information about each class, please see the detailed course descriptions.

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SOPHOMORE Course Selection Process

Class of 2019 A sophomore course load at Medfield High School often includes the following courses:

World Literature Algebra II Physics US History I World Language Wellness 10 (two semesters) Electives

Sophomore students may choose one full year elective or two semester long electives. Full Year Electives:

Accounting 1 Art 1 (*prerequisite) Band Concert Choir Orchestra Or, an additional World Language

Semester Electives:

21st Century Citizenship 3­Dimensional Design Activities for Life 9/10 App Development Athletic Training Ballroom Dance Behavioral Studies Child Development Computer Science Creative Writing Culinary Arts Drawing & Painting Engineering I Entrepreneurship Graphic Design I Graphic Design II (*prerequisite)

Introduction to Art Introduction to Business International Cuisine and Culture Introduction to Guitar Outdoor Pursuits Personal Safety Photography I (*prerequisite) Photography II (*prerequisite) Printmaking & Design Speech Stress Management Technology Help Desk Video Production

For more information about each class, please see the detailed course descriptions.

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JUNIOR Course Selection Process

Class of 2018 A junior course load at Medfield High School often includes the following courses:

American Literature Math Chemistry US History II World Language

Juniors have at least two periods in their schedules for electives.

Business & Technology Full year courses:

Accounting I Accounting II

Semester courses: App Development Entrepreneurship Introduction to Business Technology Help Desk

English Semester courses:

Advanced Writing Seminar Creative Writing Expository Writing Film Theory Journalism Speech Yearbook & Design

Performing Arts ­ Music Full year courses:

Band Concert Choir Orchestra

Semester courses: Introduction to Guitar

Math Full year courses:

AP Statistics Statistics H

Science Full year courses:

AP Biology II AP Environmental Science AP Lab AP Physics II Environmental Studies Human Anatomy &

Physiology Semester courses:

Forensic Science Marine Science

Social Studies Full year courses:

AP Economics AP Psychology AP US Government &

Politics General Psychology

Semester courses: 21st Century Citizenship Future Studies Modern World Conflicts Sociology

World Languages

French Latin Mandarin Spanish

Visual Arts Full year courses:

Art I Art II AP Art History

Semester courses: 3­Dimensional Design Drawing & Painting Graphic Design I Graphic Design II

(*prerequisite) Introduction to Art Photography I (*prerequisite) Photography II (*prerequisite) Printmaking & Design Video Production

Wellness

Activities for Life 11/12 Athletic Training Ballroom Dance Child Development Culinary Arts International Cuisine and

Culture Outdoor Pursuits Personal Safety Stress Management Survival Skills

Online/Special Programs

Online Courses Independent Study

For more information about each class, please see the detailed course descriptions.

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SENIOR Course Selection Process

Class of 2017 A senior course load at Medfield High School must include English Literature. For many students, it will also include a full year of Math, Science, World Language, and Social Studies. Business & Technology Full year courses:

Accounting I Accounting II

Semester courses: App Development Entrepreneurship Introduction to Business Technology Help Desk

English Full year courses:

AP Literature and Composition

British Literature Semester courses:

Advanced Writing Seminar H

Creative Writing Expository Writing Film Theory Journalism Speech Yearbook & Design

Performing Arts ­ Music Full year courses:

Band Concert Choir Orchestra

Semester courses: Introduction to Guitar

Math Full year courses:

AP Statistics Statistics H

Science Full year courses:

AP Biology II AP Chemistry AP Environmental Science AP Lab AP Physics II Environmental Studies Human Anatomy &

Physiology Semester courses:

Forensic Science Marine Science

Social Studies Full year courses:

AP Economics AP Psychology AP US Government &

Politics General Psychology

Semester courses: 21st Century Citizenship Future Studies Modern World Conflicts Sociology

Online/Special Programs

Online Courses Independent Study

Visual Arts Full year courses:

Art I Art II AP Art History AP Studio Art

Semester courses: 3­Dimensional Design Drawing & Painting Graphic Design I Graphic Design II

(*prerequisite) Introduction to Art Photography I

(*prerequisite) Photography II

(*prerequisite) Printmaking & Design Video Production

Wellness

Activities for Life 11/12 Athletic Training Ballroom Dance Child Development Culinary Arts International Cuisine and

Culture Outdoor Pursuits Personal Safety Stress Management Survival Skills

World Languages

French Latin Mandarin Spanish

For more information about each class, please see the detailed course descriptions.

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SECTION I

BUSINESS AND TECHNOLOGY EDUCATION

BUSINESS EDUCATION PHILOSOPHY Business Education deals with relationships, methods, attitudes and knowledge necessary for the individual student to understand the world of business and adjust successfully to it. The program hopes to provide the student with marketable skills that will help them to succeed in business and in life. BUSINESS EDUCATION OBJECTIVES 1. Students will learn about several business areas that provide lifelong consumer needs. 2. Students will learn basic business principles in preparation for study at the collegiate level. TECHNOLOGY EDUCATION PHILOSOPHY As information managers of the 21st century, our students will need to be able to think critically, solve problems, make informed decisions, and form value judgments. Basic life skills include the ability to work cooperatively, to communicate effectively, and to use technology competently. Students will collaborate to produce projects and assignments utilizing interactive multimedia resources and curriculum related courseware. As members of an international global community, students will communicate with their peers via telecommunications, video, and computer technology. The study of computer programming, as a science and an art, demands clear and logical thinking. Expansion of computers into business and personal use demands computer proficiency. TECHNOLOGY EDUCATION OBJECTIVES 1. Students will become proficient in the use of integrated software applications. 2. Through the study of computer programming, students will develop an understanding of the powers of deductive

reasoning, logic, problem solving and an appreciation for the subsequent generation of applications. 3. Students will use multimedia technology to design and create projects. 4. Students will utilize computer courseware that implements and enhances the curriculum. 5. Students, as information managers of the 21st century, will utilize the converging technologies of computer,

telecommunications, and video and other interactive multimedia. 6. Students will experience the fun, the opportunity for enrichment, and the potential for creative expression which

technology provides. 7. Students will learn the legal and ethical parameters of using technology. 8. Students will acquire skill in performance and knowledge of theoretical principals of specific technologies through

participation in significant learning experiences. 9. Students will use problem­solving abilities relative to material, processes and products used in a technological society. COURSE PLACEMENT **All courses are taught at the College level with the exception of Accounting II H. ACCOUNTING I Course #704 Grades 10 ­ 12 Full Year ­ 5 credits Accounting I offers an opportunity to learn methods of recording business transactions. Students become familiar with the accounting cycle and learn how to keep simple, effective records for a small business using a double entry system. This course is recommended for those students planning to enter a business career, operate their own business, or attend college majoring in business or accounting.

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ACCOUNTING II (Honors) Course #706 Full Year ­ 5 credits Honors Accounting II will prepare students for the rigor of college accounting. Continuing the concepts and skills introduced in Accounting I, an emphasis will be placed on accounting for corporations, highlighting financial statements and analysis of these financial statements. This course is highly recommended for students planning to enter a college business program. Prerequisite: Successful completion of Account I and permission of Instructor.

COMPUTER APPLICATION DEVELOPMENT Course #460 Grades 9 ­ 12 Semester ­ 2.50 credits Students will explore the process of designing and creating original mobile applications that can be accessed from and utilized on an IOS or Android device. Students will learn the basics of computer programming to add interactivity to their applications.

COMPUTER SCIENCE Course #702 Grades 9 ­ 10 Semester ­ 2.50 credits Exploring Computer Science courses present students with the conceptual underpinnings of computer science through an exploration of human/computer interaction, web design, computer programming, and data modeling. While these courses include programming, the focus is on computational practices associated with doing computer science, rather than just a narrow focus on coding, syntax, or tools. Exploring Computer Science courses teach students the computational practices of algorithm design, problem solving, and programming within a context that is relevant to their lives.

ENTREPRENEURSHIP Course #722 Grades 10 ­ 12 Semester ­ 2.5 credits This course will take the student through a step­by­step process of creating a small business from scratch. Its focus will be on selecting a business, preparing a business plan, and managing the operation. Biographies of famous entrepreneurs are used to analyze the keys to their success. INTRODUCTION TO BUSINESS Course #700 Grades 9 ­ 12 Semester ­ 2.5 credits This course serves as an introduction to the Business Education program. Students will be introduced to the stock market, personal banking, consumer economics, and careers in business. INTRODUCTION TO WEB DESIGN (2017­2018 Course #450 Grades 9 ­ 12 Semester ­ 2.5 credits This course provides students with step by step activities that will teach the skills needed to plan and create a web site. The first part of the semester will focus on html basics to create a web project. A variety of hands­on activities will be combined with Macromedia Dreamweaver in the second part of the semester, to help students with web design projects. Emphasis will be on the fundamentals of web basics, computer basics and web graphics.

TECHNOLOGY HELP DESK Course #459 Grades 9 ­ 12 Semester ­ 2.5 Credits As Medfield High continues its commitment to a 1:1 learning environment, providing technology support for students and faculty will be critical to its success. Students taking this class will learn about technology, hardware (macs, pcs, ipads, etc) software (MS Office, Apps, etc), operating systems (Windows, Android, iOS) and a whole lot more. Students will use this knowledge to help run a technology help desk that will provide assistance and training to students and staff. If you are comfortable with technology and are interested in helping others, this course is for you.

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SECTION II

ENGLISH

ENGLISH PHILOSOPHY

The aim of the English Department is to improve students’ awareness of the importance of language and literature in their lives and to stress competence in the skills of reading, writing, speaking and listening. The English program emphasizes development of critical thinking skills, effective communication of ideas, both oral and written, and comprehension of literary works. Literary and media works, selected for excellence in content and style, are intended to promote aesthetic appreciation, critical evaluation skills, and humanistic attitudes.

ENGLISH OBJECTIVES 1. Students will read, comprehend, interpret, evaluate and respond to written material. 2. Students will read and respond to various genres of significant literature. 3. Students will write as a means of developing fluency and as a tool for learning. 4. Students will write standard English in a grammatically acceptable, coherent, and well­organized manner. 5. Students will speak effectively in formal and informal situations to communicate ideas and information. 6. Students will listen critically and analytically. 7. Students will develop critical thinking skills through the study of language and literature.

English Placement Process To make sure students are appropriately challenged but not overwhelmed, it is important that the placement process consider each student thoughtfully. Our department goal is to find the right level of challenge and the right depth/pacing for each student. We look for the level where each student can increase writing, thinking, and reading skills best. While all courses follow the same curricula and target the same exit skills, the pacing, delivery methods, level of independence, type of homework, and assessments vary between levels. All students in Grades 9, 10, and 11 take a 20­minute in­class standardized reading comprehension test. This data will be used to help teachers with the placement process for each student. Most students are appropriately challenged by their current English level and will remain in the same level as the previous year. However, some students whose consistent excellence and superior academic motivation indicate they are ready for the next “level up” in English may be recommended to the next level by their English teacher. Others, who are misplaced and struggling in their current placement, may be recommended to “move down” to a level more appropriate for their overall success. All students will learn about their recommended placement in English for the following year from their current English teacher. For the majority of students, the placement process for English will be complete at this point. Some students, after hearing about their English placement, may decide they want to appeal and “move up” a level beyond the recommendation. To appeal a teacher’s placement recommendation, student(s) and parent(s)/guardian(s) must complete all the steps outlined below, including the after­school placement essay. Only students wishing to appeal the teacher’s recommended level of English placement will complete the steps below. None of the steps can be skipped, and each must be completed in order.

o Step 1: Complete a 45­minute after­school English placement essay. Students must attend one of the three scheduled after­school opportunities to complete this requirement.

For 2016, these after­school appeal placement essays will be held on February 10, 11 and 24 and 25 after school in room 220.

o Step 2: After their son/daughter completes the placement essay as directed in step 1, the

parent(s)/guardian(s) of students will email the English content specialist to schedule a meeting. The student, parent(s)/guardian(s), and the content specialist will attend this meeting, and the content specialist will review academic expectations for the next “level up” for the student. In addition, the results of the standardized reading comprehension test and the placement essay will be reviewed.

o Step 3: The student, parent(s)/guardian(s), and content specialist will all sign the appeal form by

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the April 15, 2016 deadline, and this change will be made to the student’s schedule for the next school year.

AP English Classes ­see course description Honors English classes focus on analytical writing, upper level style techniques, and syntactical sophistication. Honors pacing/delivery is demanding and challenging. It often precludes grammar/structural review techniques. Students are expected to have exceptional written and oral organizational skills. Novels are often read independently and assigned for a short reading period. Homework is typically in essay format. Independent work is stressed. Although teachers are careful to remind student about homework and due dates, Honors students must take responsibility for these deadlines. Punctuality and readiness are non­negotiable expectations at the Honors level. Long­term assignments are a hallmark of Honors classes. They are often done completely independent of classroom discussion and frame an important part of Honors homework; other short­term writing, responding, and reading assignments are given daily. C1 level courses follow the identical curriculum, but analytical writing delivery is, by design, at a more moderate and incremental pace. Analytical writing is an important part of the curriculum, and faculty work closely with classes to help students understand the blueprint of sound analytical writing, crafting lessons to incrementalize each portion of the writing process. Often, but not always faculty offer peer editing and rough draft opportunities to ready students for the final and graded submission. Grammar delivery is similar, with review, practice, and application delivered at an appropriate and incremental pace. Our novels are often showcased within our classroom discussion; time is set aside to help students understand the relationship of plot to theme. Guide questions and/or in­class discussion are part of our novel unit design. Homework is given on a daily basis; this includes reading assignments as well as written work. C2 level courses share the same curriculum and emphasize identical exit skills; however delivery in a C2 class is tailored to student need. Writing instruction includes emphasis on pre­writing, organizational strategies, rough drafting, and editing. Time is devoted to mastery at each of these important stages in the writing process. Delivery is, by design, incremental. Handouts, organizational aids including graphic organizers, and study questions help ensure students gain understanding and mastery in reading, writing, and communication. Novels are part of in­class discussions where students gain mastery in understanding the relationship between plot and such complex concepts as symbol and theme. Grammar, an important part of writing mastery, is a key component in C2 English. Instruction includes ways to integrate good grammar skills into student writing. Homework is given on a daily basis. This includes reading assignments as well as written work.

REQUIRED COURSES ENGLISH 9 Grade 9 Full year ­ 5 credits This course is designed to provide students an integrated study of literature, composition, grammar and usage, and vocabulary. Development and improvement of students’ skills in literal and inferential reading composition, written and oral communication, and abstract and critical thinking are major goals of Grade 9 English.

English 9 (College II) Course #102 English 9 (College I) Course #101 English 9 (Honors) Course #100

Honors students must complete a teacher­selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in­class writing component.

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WORLD LITERATURE Grade 10 Full year ­ 5 credits In this course students will read literary works of major writers from around the world from 1800 to the present and explore characteristics of the various literary periods. This course will integrate grammar, usage, mechanics, vocabulary development, and oral communication. Additionally, students will analyze, criticize, and respond to their reading through a broad range of writing experiences.

World Literature (College II) Course #143 World Literature (College I) Course #142 World Literature (Honors) Course #141

Honors students must complete a teacher­selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in­class writing component.

AMERICAN LITERATURE Grade 11 Full year ­ 5 credits This course is designed for juniors to strengthen their appreciation and interpretation of literature, writing ability, understanding of grammar, oral expression, vocabulary development and research skills. This course provides students with a comprehensive study of outstanding works of American literature in a variety of genres. Students also review and apply the basic principles of expository writing, grammar, and usage to their own compositions. Furthermore, the techniques and skills of clear, logical, and effective analytical writing and thinking are stressed.

American Literature (College II) Course #135 American Literature (College I) Course #134 American Literature (Honors) Course #133

Summer Work: Honors students must complete a teacher­selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in­class writing component. Students enrolled in Honors American Literature are strongly encouraged to enroll in (H) Advanced Writing Seminar. ADVANCED PLACEMENT LANGUAGE AND COMPOSITION Course #154 Grade 11 Full Year ­ 5 credits This Advanced Placement Language and Composition course focuses on critical reading, writing, thinking and discussion skills using primarily non­fiction with an appropriate percentage of fiction whose aim is social or cultural change. Students choosing this AP Language and Composition course should be interested in understanding more about the process and creation of well­reasoned, evidenced­centered rhetorical (argument) or persuasive essays, a key skill for college writing. Readings of recognized worth include political and social essays, nonfiction, and some fiction. Writing is an integral part of this course, and assignments are, in large part, essay­based. As part of fulfilling course expectations in AP Language and Composition, students will take the Advanced Placement Language and Composition examination in May. Prerequisite:

Approval of current English teacher and Content Specialist B+ or better in Honors World Literature or teacher recommendation Strong reading, writing and communication skills

Summer Work: AP English Language and Composition students must read two teacher­selected works of literature and non­fiction and complete one paper due the first full day of classes and prepare for one assessment on the second reading assignment.

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ENGLISH LITERATURE Grade 12 Full year ­ 5 credits This course is designed as a chronological survey of English literature from Beowulf to the present. Students will become familiar with major British writers and genres. Regular reading and frequent analytical writing assignments are required.

English Literature (College II) Course #150 English Literature (College I) Course #151 English Literature (Honors) Course #152

Summer Work: Honors students must complete two teacher­selected outside reading novels and paper assignment. The paper is due the first full day of September classes.

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Course #153 Grade 12 Full Year ­ 5 credits This Advanced Placement course in English Literature and Composition engages students in careful reading and critical analysis of literature originally written in English from the sixteenth century to the present. Through close reading of selected texts, students should deepen their understanding of structure, style, theme, figurative language, symbolism, and tone. Writing is an integral part of the course, and assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. As part of fulfilling course expectations in AP Literature and Composition, students will take the AP Exam in May. Prerequisite:

Approval of current English teacher and Content Specialist B+ or better in Honors American Literature Strong reading, writing and communication skills.

Summer Work: AP English Literature and Composition students must read two works of literature and complete one paper due the first full day of classes and prepare for one assessment on the second piece of literature.

ENGLISH ELECTIVES ADVANCED WRITING SEMINAR (Honors) Course #126 Grades 11­12 Semester ­ 2.5 credits This seminar is designed to expose students to the craft and techniques of collegiate level writing. Class participants survey several diverse units of composition including but not limited to expository, analytical and creative writing. In addition to completing the course curriculum, Advanced Writing Seminar students are trained to serve as peer tutors and expected to assist in the Writing Center with language arts tutoring. This class is offered both fall and spring semesters. Students may take Advanced Writing Seminar for repeat credit as an independent study. Prerequisite: English teacher recommendation, approval of the instructor. CREATIVE WRITING (2016­2017) Course #118 Grades 9­12 Semester ­ 2.5 credits Creative writing is a workshop aimed at developing the student’s ability to write poetry and short fiction. Daily writing is required. The student must be willing to revise and share his or her work with classmates in order to evaluate writing techniques and develop the ability to judge effective writing. Emphasis will be placed on the student as editor of his or her own work and that of his or her peers. The course is recommended for any student with a strong commitment to writing.

EXPOSITORY AND ANALYTICAL WRITING Course #116 Grades 11­12 Semester ­ 2.5 credits

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This course is designed to help students prepare for the type and depth of writing expected in college. Assignments are structured to teach writing as a process. Close attention is paid to gaining analytical skills, sentence and paragraph structure, word choice, organization, and coherence. There is strong emphasis on rewriting for the purpose of developing clarity and coherence in students’ writing. Students write a variety of essays including, when applicable, the college application essay.

FILM THEORY Course #122 Grades 11 ­ 12 Semester ­ 2.5 credits This semester elective will explore the origins of film, its cultural impact, important film movements, and analytical theory. Class time will be dedicated to viewing and analyzing films, as well as helping students understand the medium’s importance and impact. The philosophy is to expose students to many different types of films, from the silent era of the nickelodeons to present day. A look at the annual Golden Globes and Academy Awards allows insight into how film history has shaped current­day Hollywood. Much of this course is based on journaling and discussions, both formal and informal. Grading will include tests and quizzes, activities and various methods of writing. JOURNALISM Course #119 Grades 11­12 Semester ­ 2.5 credits Students in this course will learn the primary facets of journalism. Class members will master the principles of reporting and editing by surveying several specific units of study, including news, feature, editorial, and sports writing. Students will also become proficient with web publishing tools. Participants in journalism create the MHS school newspaper, the Kingsbury Chronicle. Meeting deadlines, producing a high volume of written work, and developing sound editing and revision strategies are primary goals for the course.

Prerequisite for Journalism: Submission of a writing sample and a recommendation from primary English teacher is required. SHAKESPEARE (Honors) (2017 ­ 2018) Course #149 Grades 10 ­ 12 Semester ­ 2.5 credits No writer has reflected the Elizabethan Age with greater accuracy than William Shakespeare; yet, he created characters, developed incidents, and explored themes that are “not of an age, but for all time.” This course provides an in­depth study of several Shakespearean tragedies, comedies, and histories. Students will demonstrate their understanding of the universality, structure, and content of the plays in written analyses, oral discussions, and performance activities. SPEECH Course #120 Grades 10­12 Semester ­ 2.5 credits This course helps student’s gain self­confidence in their ability to organize and communicate ideas to others. It aims specifically at helping students feel at ease while talking casually to small groups and/or formally to large audiences. During the course students are given opportunities to deliver speeches with various objectives such as to inform, to persuade, to entertain, and to debate. YEARBOOK DESIGN AND PUBLISHING Course #148 Grades 11­12 Semester ­ 2.5 credits Students in this course will produce the yearbook during first semester and its supplement during second semester. The course combines design technology, production training, and writing practice. Students will learn to work within an organizational structure that includes student editors. They will become proficient in reporting, photography, web­based publishing, and advertising. Students will be required to solicit funding for the yearbook as part of the advertising unit. The course will be conducted as a workshop with peer editing and cooperative learning being the norm. Giving and receiving instructions, meeting deadlines, and striving for a common goal will be emphasized. Prerequisite: Completed Yearbook Information Sheet required.

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SECTION IV

MATHEMATICS MATHEMATICS PHILOSOPHY To understand mathematics is to have at one’s disposal a source of intellectual delight as well as a tool of great practical usefulness. Mathematical power is achieved through exploration, reasoning, problem solving, communication, and connections. Students in our mathematics classes work toward achieving the Medfield High School learner outcomes as they connect ideas within mathematics and between mathematics and other intellectual activity. MHS mathematics courses challenge students of all ability levels and encourage them to excel academically. MATHEMATICS OBJECTIVES The student will: 1. Explore mathematical ideas in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of

understanding. 2. Explain and justify solutions to problems. 3. Recognize the relationships among different topics in mathematics and apply mathematical thinking to solve problems in

other disciplines. 4. Recognize and apply deductive and inductive reasoning. 5. Use multiple approaches to investigate and understand mathematical content. CALCULATOR POLICY The MHS mathematics department consistently integrates graphing calculators into our curriculum.

STUDENTS IN ALGEBRA II and subsequent courses are required to have a graphing calculator every day in class. They also need graphing calculator access in order to do homework, class work, and some assessments. The department’s instruction supports the TI­83 (plus/silver edition) and TI­84 (plus/silver edition) calculators. We look to ensure that students are able to become comfortable with certain functions of the calculator as we know that many students will use the graphing calculator beyond high school.

STUDENTS IN ALGEBRA I and GEOMETRY are required to have at least a scientific calculator for every day use as there are times when students will work with exponents, square roots, and trig functions. As needed and where useful, teachers will integrate graphing calculator technology using classroom sets. However, students who wish to purchase their own graphing calculators are encouraged to do so (see above paragraph for graphing calculator type). This will give them an advantage at familiarizing themselves with this tool, which will be required in Algebra II and subsequent courses.

If there is a financial need, please contact the math content specialist, and the school will provide loaner calculators for students to sign out for the year. COURSE PLACEMENT Course placement is determined by a student’s performance and learning needs. Courses are offered at college levels, designated College I and College II, and honors/Advanced Placement levels. The curriculum in the different levels will be similar, but the pace, depth of coverage, and independent study may differ. Instructional strategies will be geared to students’ learning styles, and support personnel will be available where appropriate. Advanced Placement courses constitute a well­established national program that brings college level study to highly motivated and academically able high school students. Colleges grant either advanced standing and/or credit to students who have successfully completed an AP course, based on their performance on the AP examination.

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ALGEBRA I Grade 9 Full year ­ 5 credits Algebra I is a course in the study of the axiomatic structure of the real number system. Some of the topics that will be covered include integers, absolute value, linear equations, inequalities, graphing, systems, factoring, quadratics, polynomials, and exponents.

Algebra I (College II) Course #406 GEOMETRY Grades 9 ­ 10 Full year ­ 5 credits This course has been developed to increase an understanding of the nature of deductive and inductive reasoning. Development of critical thinking and an understanding of the relationship between algebra and geometry are the primary goals of this course. Some of the topics that will be covered include plane geometry, proofs, coordinate geometry, parallel and perpendicular lines, congruence and similarity of polygons, quadrilaterals, area, volume, transformations, right triangle trigonometry, and circles.

Geometry (College II) Course #405 Prerequisite: Successful completion of Algebra I (Grade 9) Geometry (College I) Course #404 Prerequisite: A grade of C­ or better in Algebra I (Grade 8), or a grade of A or better in Algebra I (Grade 9) Geometry (Honors) Course #403 Prerequisite: Teacher Recommendation and a grade of A or better in Algebra I (Grade 8), or a grade of B­ or better in Accelerated Algebra I (Grade 8).

ALGEBRA II Grades 10­11 Full year ­ 5 credits Algebra II is a continuation of the study and techniques of algebra as a system of real and complex numbers. Emphasis is placed on the comprehension of the function concept and its importance in mathematics. Students will be required to develop skills in the application of the algebraic concepts. Some of the topics that will be covered include linear functions, exponential functions, logarithmic functions*, quadratic functions, radical functions*, polynomial functions*, absolute value equations, inequalities, systems, sequences*, probability, data. (Asterisked items not covered at the C2 level in Algebra II, but are covered in the next course in the sequence.)

Algebra II (College II) Course #409 Prerequisite: Successful completion of Geometry (College II) and Algebra I or a grade between a D­ & D+ in Geometry (College I) Algebra II (College I) Course #408 Prerequisite: A grade of C­ or better in Geometry (College I) or a grade of A or better in Geometry (College II) and an A­ in Algebra I (Grade 9). Algebra II (Honors) Course #407 Prerequisite: A grade of A­ or better in Algebra I and an A in Geometry (College I), or a grade of B­ or better in Geometry (Honors).

ADVANCED ALGEBRA AND TRIGONOMETRY Grades 11­12 Full year ­ 5 credits In this course the concept of functions is the unifying theme connecting the study of trigonometric, polynomial, rational, exponential, and logarithmic functions. Functions will be examined from algebraic, graphical, and numerical viewpoints to bring together in a cohesive way the mathematics studied in algebra and geometry. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions and to develop mathematical models. Some of the topics that will be covered include solving equations algebraically and graphically, characteristics of specific algebraic and trigonometric functions, graphs and inverses, radian and degree measure, the unit circle, right triangle trigonometry, trigonometric identities, and trigonometric formulas. Successful completion of this course will prepare the student for Precalculus.

Advanced Algebra and Trigonometry (College I) Course #422

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Prerequisite: A grade of C­ or better in Algebra II (College I)

FUNCTIONS AND TRIGONOMETRY Course #423 Grades 11­12 Full year ­ 5 credits This course will pick up where the Algebra II College II course leaves off. Topics covered will include polynomial, radical, exponential, logarithmic and rational functions. An introductory unit on trigonometric functions, including right triangle trigonometry, will be a significant part of the course. Functions will be examined from algebraic, graphical, and numerical viewpoints to bring together in a cohesive way the mathematics studied in algebra and geometry. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions and to develop mathematical models. Successful completion of this course will prepare the student for a traditional college Pre­calculus course or Topics in Math. Prerequisite: Successful completion of Algebra II (College II) or a grade between D­ & D+ in Algebra II (College I). MATH ANALYSIS (Honors) Course #417 Grade 11 Full year ­ 5 credits This course is designed to build a strong foundation in precalculus. The essential concepts and skills of algebra and the unifying theme of functions will connect the study of trigonometric, polynomial, rational, exponential, and logarithmic functions. Students will use algebraic, graphical, and numerical techniques, as well as graphing technology in their study. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions, and to develop mathematical models. Some of the topics that will be covered include graphs and inverses, algebraic and trigonometric functions, identities, analytical trigonometry, sequences and series, probability, complex numbers, analytic geometry including conics, parametric equations, polar coordinates, and limits. Successful completion of this course will prepare the student for Calculus. Prerequisite: A grade of A or better in Algebra II (College I) and approval of the math content specialist, (summer work required), or a grade of B­ or better in Algebra II (Honors). PRECALCULUS Grade 12 Full year ­ 5 credits 5 credits Precalculus builds on the concepts and skills studied and applied in Advance Algebra and Trigonometry. Some of the topics that will be covered include algebraic functions, probability and statistics, sequences and series, matrices and determinants, analytic geometry including conics. Applications of these topics will be emphasized throughout the course. Successful completion of this course will provide a strong background for college level work in calculus and other mathematics courses related to science and engineering programs.

Precalculus (College I) Course #424 Prerequisite: A grade of C­ or better in Advanced Algebra and Trigonometry (College I) or approval of the content

specialist. Precalculus (College II) Course #427 Prerequisite: A grade of B­ or better in Functions and Trigonometry (College II) and recommendation of current teacher

or a grade of D­ to D+ in Advance Algebra and Trigonometry (College I). TOPICS IN MATH (College II) Course #426 Grades 11 & 12 Full year ­ 5 credits Topics in Math builds on the concepts and skills studied and applied in previous math courses. This course is designed to study mathematics through real­world applications. Some of the topics that will be covered include: Finance (personal and community based), Apportionment Theory, Voting Theory. Prerequisite: Successful Completion of Algebra II (College II) or approval of the math content specialist.

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APPLIED MATH (College II) Course #429 Grades 11 & 12 Full Year ­ 5 credits This is a full year 5 credit math course. Students will study mathematics through real­world application. Some of the topics that will be covered include: Finance (personal and community based), Counting Theory, Probability and Descriptive Statistics. Prerequisite: Successful Completion of Algebra II (College II) or approval of the math content specialist. CALCULUS Grade 12 Full year ­ 5 credits This course will be offered to students who have completed Algebra I and II, Geometry and Math Analysis (Honors). This will be a fundamental course providing techniques of the differential and integral calculus. Graphical interpretation of such concepts as a slope, extreme value, differential and the definite integral will be emphasized. Additional topics in calculus, which are necessary for those taking the AP Exam, will be taught in these classes. As part of fulfilling course expectations in AP Calculus AB and BC, students will take the AP Exam in May. All students who enroll in Advanced Placement Calculus BC will be required to take Advanced Placement Preparation.

Calculus (Honors) Course #413 Prerequisite: A minimum grade of B­ in Math Analysis (Honors). Advanced Placement Calculus AB Course #414 Prerequisite: A minimum grade of A­ in Math Analysis (Honors) Advanced Placement Calculus BC Course #415

Prerequisite: A minimum grade of A­ in Math Analysis (Honors) STATISTICS Grades 11 and 12 Full year ­ 5 credits (Preference given to Grade 12; If there is room in the course for Grade 11 students, a lottery will be conducted among students who have signed up) Students will be exposed to four broad conceptual themes in a nationally standardized curriculum: 1) Exploring Data; 2) Sampling and Experimentation; 3) Anticipating Patterns Through Probability; 4) Statistical Inference. This course is equivalent to a first year college level course and should be of interest to students pursuing areas of study that require statistical analysis such as engineering, psychology, sociology, health science, business, science, and mathematics. Students will use graphing calculators and computer statistics software throughout the course. Students taking Statistics must concurrently take either Precalculus or Calculus or receive approval from the Math Content Specialist. As part of fulfilling course expectations in AP Statistics, students will take the AP Exam in May. Students are required to complete a summer assignment as a component of this course.

Statistics (Advanced Placement) Course #416 Prerequisite: A grade of C­ or better in Math Analysis (Honors), or B or better in Advanced Algebra and Trigonometry AND taking Precalculus (College I) concurrently. Statistics (Honors) Course #418 Prerequisite: Successful completion of Math Analysis (Honors), or B­ or better in Advanced Algebra and Trigonometry AND taking Precalculus (College I) concurrently.

ADVANCED PLACEMENT LAB Course #540 Full year ­ 5 credits This course will be selected by anyone taking Advanced Placement Calculus BC. Students taking this course will learn additional topics within the curriculum necessary to prepare them for the AP Calculus BC exam. Test taking strategies and preparation will be covered in this course as well as completion of labs utilizing skills learned in Calculus BC. Students will be shared among their AP calculus and science teachers during this block of time to accommodate students taking AP science courses as well. This course is not calculated into the GPA, and is graded pass/fail.

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SOPHOMORE MATH SUPPORT Course #430 Grade 10 Semester ­ 2.5 credits This class offers academic enrichment to sophomores in math. Students will be given independent assignments as well as support in their courses. Individual conferences are held frequently to discuss the students’ academic progress and/or concerns. Special emphasis is placed on MCAS preparation and test­taking techniques. Eligible students will be selected based on their academic needs. This course is not calculated into the GPA and is graded pass/fail.

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SECTION V PERFORMING ARTS ­ MUSIC

MUSIC PHILOSOPHY Music Philosophy stresses the development of aesthetic awareness through a series of interrelated course offerings that promote an understanding and enjoyment of musical literature and technique. By creating, performing, listening to and writing music, the students work towards mastery of another language, the language of music. MUSIC OBJECTIVES

1. Students will become aware of fundamental music concepts through a study of notation and instrumentation. 2. Students will develop critical judgement when theorizing and when assessing individual performance goals. 3. Students will interact as members of a corps during rehearsals and performances and learn essentials of group dynamics and cooperative behavior. GENERAL GUIDELINE: For all music department ensembles, a student must be enrolled in that ensemble in September in order to be a member. BAND Course #813 Grades 9­12 Full year ­ 5 credits A performing ensemble that studies and performs music from various periods and styles, in the wind band tradition. During the fall, this group takes the role of the Football Pep Band. This organization will attend all home football games and perform at various town functions throughout the school year. Beginning in October, this group will assume the role of the Concert Band. The Concert Band will study various repertoires such as marches, concert overtures, and popular selections. Students participate in both class rehearsal and concert performance. Attendance at all rehearsals and performances is required.

CONCERT CHOIR Course #851 Grades 9­12 Full year ­ 5 credits This organization is a four­part mixed vocal ensemble that studies a wide range of repertoires consisting of contemporary, folk, and classical selections. Students participate in both class rehearsals and concert performances. Attendance at all rehearsals and performances is required. Enrollment should not exceed 100. However, in the event of a request beyond the 100, that student requesting to be enrolled would be required to audition with the choral director. Vocal skills, as well as skill level in singing and reading will be assessed. Those enrolled in this course are eligible to audition for, and participate in other vocal ensembles.

INTRO TO GUITAR Course #818 Grades 9­12 One semester ­ 2.5 credits Have you ever wished you could play guitar? In guitar class, students will learn playing technique, how to read music from traditional notation and TAB, and play accompaniments as well as melodies. This is a beginning course, focusing on skills such as “open position” chords and note reading. Acoustic guitars will be available through the music department, and students may also use their own acoustic or electric instruments.

ORCHESTRA STRINGS Course #817 Grades 9­12 Full year ­ 5 credits A performing ensemble that will increase each player’s knowledge of fundamentals and playing techniques through the study of traditional and popular orchestral literature. Students participate in both class rehearsal and concert performance. Attendance at all rehearsals and performances is required. A Chamber Orchestra may be a satellite of this group.

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Membership in a Chamber Orchestra will be by audition only with an audition piece being selected by the director. Members of the Chamber Orchestra will be required to participate in Orchestra. Wind and percussion players may be selected by audition from members in good standing of the Band. The director will arrange meeting times of the Full Orchestra.

Students must audition for the following after­school ensembles in September: These courses are not calculated into the GPA and are graded pass/fail. CHAMBER STRING (Honors) Course #816 Grades 9­12 Full Year ­ 2 credits This is a performing ensemble focused on advanced string orchestra literature. This group supplies another outlet for the high school instrumentalist to perform. A member of the chamber Strings must be a member in good standing of the Orchestra as specified in the Program of Studies. The members are chosen by audition with the piece being selected and judged by the director. All members must audition. Students participate in both class rehearsals and concert performances. Attendance at all rehearsals and performances is required. JAZZ BAND (Honors) Course #814 Grades 9­12 Full year ­ 2 credits This is a performing ensemble responsible for the promotion and performance of different styles of music in the American musical idiom of jazz. This group supplies another outlet for the high school instrumentalist to perform. A member of the Jazz Ensemble must be a member in good standing of the Band as specified in the Program of Studies. The members are chosen by audition with the piece being selected and judged by the director. All members must audition. Students participate in both class rehearsals and concert performances. Attendance at all rehearsals and performances is required.

LAB JAZZ ENSEMBLE Course #812 Grades 9­12 Full year ­ 1 credit This ensemble description is the same as Jazz Band (Honors) (above). This ensemble is geared toward building basic skills in the jazz style and has flexible instrumentation. JAZZ CHOIR (Honors) Course #815 Grades 9­12 Full year ­ 2 credits This group will focus on the rehearsal and performance of various styles of vocal jazz. This group supplies another outlet for the high school vocalist to perform. A member of the Jazz Choir must be a member, in good standing, of the Concert Choir as specified in the Program of Studies. Students participate in both class rehearsal and concert performance. Attendance at all rehearsals and performances is required. The members are chosen by audition with the piece being selected and judged by the director. All members must audition.

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SECTION VI SCIENCE

SCIENCE PHILOSOPHY Today’s society is constantly and rapidly changing. One of the primary reasons is the influence of expanding knowledge of science and technology. The role of science education in today’s society is twofold. First, our educational program must provide the reservoir of scientists and technicians that our society requires and, second, it must produce a scientifically literate public, able to make rational decisions on issues of a scientific nature. Each student will, through the courses offered, be able to meet the requirements of his own educational objectives and, at the same time, prepare for meaningful participation in our society. SCIENCE OBJECTIVES 1. Students will understand how to collect, evaluate and present scientific data properly. 2. Students will develop analytical and critical thinking skills. 3. Students will learn to apply knowledge and skills to novel situations. 4. Students will demonstrate their understanding of scientific principles and methods through laboratory experiments. 5. Students will gain background knowledge useful for a career in science and for making meaningful decisions in our

society. COURSE PLACEMENT All science courses are taught at a college preparatory level. The main differences among the College II, College I, Honors or Advanced Placement courses are: the depth of knowledge, the amount of laboratory work, the use of additional supplementary materials, the pacing, and the level of mathematical challenge. All students are expected to handle the basic reading and homework assignments, so that class time may be spent on more sophisticated topics. NOTE: Students who have received credit for College I science courses may not elect, for credit, the respective College II courses. Most of the following science courses have prerequisites. When a student wishes to elect one of these courses without having met the course requirements, permission must be obtained from his/her teacher and the Content Specialist. Please note that an appeal of the placement recommendation must take place by April 15th. BIOLOGY I Grade 9 Full year ­ 5 credits Biology I is an introductory course based on the unity and diversity of living things. This study is accomplished through several themes: biochemistry, cell structure and function, genetics, evolution, ecology, and vertebrate anatomy and physiology. A significant focus of current biological research is at the molecular level and so a solid foundation via the Biology I course is necessary for both future studies and an informed citizenry. The use of scientific methods and tools in the laboratory play a large part in the introduction and reinforcement of biological concepts. Students may be required to select and complete independent projects.

Biology I (College II) Course #526 Biology I (College I) Course #504 Biology I (Honors) Course #502

Placement in Grade 9 Science is based upon the following criteria: Grade achieved in middle school science courses Recommendation of 8th grade science teacher Grade achieved in placement test

PHYSICS I Grade 10 Full year ­ 5 credits Physics I is an introductory course in physics which includes the study of classical Newtonian physics of motion, gravitational effects on the earth and celestial objects, electricity, light and other electromagnetic radiation. An understanding of the nature of measurements and mathematics is necessary in physics. Experiments and problem solving lead students to an

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awareness of how physical laws operate in every day phenomena. A study of physics and its applications is important to all students whatever their educational goals, and is a basic requirement for the pursuit of engineering and other careers in the field of science.

Physics I (College II) Course #545 Prerequisite: Successful completion of Biology I course and teacher approval. Physics I (College I) Course #544 Prerequisite: A minimum of “C­“ in Biology I College I course and teacher approval or a minimum of “A­“ or better in Biology I College II level course and teacher approval. Physics I (Honors) Course #514 Prerequisite: A minimum of “B­“in Honors Biology (Algebra II H should be taken concurrently) and teacher approval or a minimum of “A“or better in previous College I level course and teacher approval.

CHEMISTRY I Grade 11 Full year ­ 5 credits The Chemistry I course presents an introduction to the theory of matter through a coordinated program of laboratory work, text assignments, class discussion, problems and projects. The course develops an understanding of the scientific approach to learning through experimental investigations and application of theories to specific situations. The topics studied include atomic theory, periodic trends, kinetic molecular theory, nuclear chemistry, phases of matter, the mole concept, enthalpy and energy, reaction rates, chemical equilibrium, and acids and bases. Atomic and molecular structure and inter/intra molecular bonding are presented in the light of current knowledge. The chemistry I course helps students make informed decisions in the context of the significant role that chemistry plays in their lives.

Chemistry I (College II) Course #527 Prerequisite: Successful completion of Biology I and Physics I science courses and teacher approval. Chemistry I (College I) Course #508 Prerequisite: A minimum of “C­“in Biology I and Physics I College I science courses and teacher approval or a minimum of “A­“or better in Biology I and Physics I College II level course and teacher approval. Chemistry I (Honors) Course #509 Prerequisite: A minimum of “B­“ in previous Honors level science course (Math Analysis Honors should be taken concurrently) and teacher approval or a minimum of “A“ or better in previous College I level course and teacher approval.

SCIENCE ELECTIVES

ENGINEERING I Course #548 Grades 9 ­ 10 Semester ­ 2.5 credits This is an interactive course designed to introduce students to the engineering design process and to give them an insight into the role of the engineer in the modern world. Students will typically work in groups on immersive and engaging projects like building hydraulic arms, designing and building trussed bridge structures and investigating power sources of the future (solar, wind and water). Students will also be introduced to the LEGO MindStorms robotics platform and LabView programing software and have the chance to build and program basic robots. Students will be expected to use the vocabulary, analytical techniques and communication skills appropriate to engineering in the 21st century. Strong collaboration, team work, and math skills are required. Prerequisite: Successful completion of grade 8 tech course and grade 8 physical science. If taken in grade 9, Biology must be taken concurrently. If taken in grade 10, Physics must be taken concurrently ENVIRONMENTAL STUDIES Course #538 Grades 11­12 Full year ­ 5 credits The Environmental Studies course presents the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world. Students will identify and analyze environmental problems both natural and man­made, evaluate the relative risk associated with these problems and investigate alternative solutions. An emphasis is placed on project based learning though some typical formal assessments may be included. Concepts and skills from

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previous science courses will be utilized. Prerequisite: Successful completion of Biology I, Physics I, and Chemistry I and teacher approval. If taken in grade 11, Chemistry must be taken concurrently. FORENSIC SCIENCE Course #522 Grades 11­12 Semester ­ 2.5 credits The forensic science course is offered to students who wish to apply their knowledge of science to crime situations. Forensic scientists search for and examine physical evidence that might be used to establish or exclude a suspect or victim of a crime. Topics investigated may include: forensic odontology, entomology, fingerprinting, anthropology, serology, pathology, chemistry and toxicology, and trace evidence. Prerequisite: Successful completion of Biology I, Physics I, and Chemistry I. If taken in grade 11, Chemistry must be taken concurrently. HUMAN ANATOMY & PHYSIOLOGY Course #529 Grade 11­12 Full year ­ 5 credits The human anatomy and physiology course examines the structure and function of body organs and systems, utilizing a variety of activities and laboratory experiences. Beginning with a review of cytology and survey of histology, the course continues through a detailed examination of the skeletal, muscular, circulatory, respiratory, digestive, endocrine, nervous, excretory and reproductive systems. The origin and treatment of many diseases and disorders are examined and discussed. Prerequisite: Successful completion of Biology I and Physics I, and Chemistry I and teacher approval. If taken in grade 11, Chemistry must be taken concurrently.

MARINE SCIENCE Course #520 Grades 11­12 Semester ­ 2.5 credits An elective course for juniors and seniors, marine science offers students an opportunity to examine geological and physical aspects of the oceans with an emphasis on marine organisms. Students will investigate the ocean ecosystem using hands­on activities including dissection and come to realize the importance of protecting that environment. Prerequisite: Successful completion of Biology I and Physics I, and Chemistry I. If taken in grade 11, Chemistry must be taken concurrently.

ADVANCED PLACEMENT ELECTIVES: AP BIOLOGY Course #531 Grade 11­12 Full year ­ 5 credits This course will extend the knowledge of biology learned in the first year course by completing the AP Biology curriculum. Emphasis will be on providing students with the conceptual framework, factual knowledge, and analytical skills to deal critically with the rapidly changing science of biology. Major themes are evolution, energy transfer and molecular synthesis, information processing, the relationship between structure and function, and interactions among biological systems. As part of fulfilling course expectations in AP Biology, students will take the AP exam in May. Prerequisite: A minimum of “B­“in Biology I Honors, Physics I Honors and Chemistry I Honors and teacher approval or a minimum of “A” in college I Biology, college I Physics and College I Chemistry and content specialist approval. If taken in grade 11, Chemistry must be taken concurrently. AP Lab must be taken concurrently.

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AP CHEMISTRY Course #511 Grade 12 Full year ­ 5 credits This course will extend the knowledge of chemistry learned in the first year by completing the AP Chemistry curriculum. Emphasis will be on the use of mathematics in problem solving, developing a better understanding of descriptive chemistry, and laboratory work. Students will also be given an introduction to both quantitative and qualitative analysis while studying the themes of chemical kinetics, equilibrium, thermochemistry, atomic structure and function, and electrochemistry. As part of fulfilling course expectations in AP Chemistry, students will take the AP exam in May. Prerequisite: A minimum of “B­“in Chemistry I Honors and Physics I Honors and teacher approval or a minimum of “A” in College I Biology, College I Physics and College I Chemistry and content specialist approval. AP Lab must be taken concurrently.

AP ENVIRONMENTAL SCIENCE Course #515 Grades 11­12 Full year ­ 5 credits The AP Environmental Science course will deepen a student’s understanding of the interrelationships of the natural world and biological systems and processes, through the inclusion of lab and field experiences as well as extensive readings. Through the study of the following units: earth systems and resources, population and demography, land and water use, energy resources and consumption, global change and its impact on biodiversity, and pollution, students will design experiments, gather and analyze data, interpret results and investigate alternative solutions to complex environmental challenges. Concepts and skills from previous science courses will be utilized. As part of fulfilling course expectations in AP Environmental Science, students will take the AP exam in May. Prerequisite: A minimum of B+ in College 1 course of Biology, Physics, and Chemistry or a minimum of C+ in the honors level of those courses and current teacher approval. If taken in grade 11, Chemistry must be taken concurrently.

AP PHYSICS Course #516 Grade 11­12 Full year ­ 5 credits In the AP Physics 2 course, the student explores more rigorously those fundamental laws of nature and key foundational principles that are included in the first year honors Physics course, deepening his/her conceptual understanding of physics by completing the AP Physics 2 curriculum. These include fluid mechanics, electricity and magnetism, thermodynamics, atomic and nuclear physics, and optics. Through extensive laboratory work the student will apply his/her knowledge and increase his/her understanding of physics concepts. As part of fulfilling course expectations in AP Physics, students will take the AP exam in May. Prerequisite: A minimum of “B­“ in Biology I honors, Physics I honors and Chemistry I honors and teacher approval or a minimum of “A” in college I Biology, and College I Chemistry (honors physics is required) and content specialist approval. If taken in grade 11, Chemistry must be taken concurrently. Strong math skills are required. ADVANCED PLACEMENT LAB Course #540 Full year ­ 5 credits This course will be selected by any student taking advanced placement Biology or Chemistry. Students will use the time to complete the inquiry based laboratory and curriculum requirements of the newly designed AP Biology and AP Chemistry courses. This course is not calculated into the GPA.

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SECTION VII

SOCIAL STUDIES SOCIAL STUDIES PHILOSOPHY

The aim of the Social Studies Department is to give students an understanding of their place in society based on an historical, cultural and contemporary perspective. Social Studies hopes to develop in students the skills that will help them become an active citizenry and effective leaders.

SOCIAL STUDIES OBJECTIVES

1. Students will be exposed to a variety of courses that help them learn how to learn. 2. Students will learn to conduct inquiry. 3. Students will learn to make choices and decisions. 4. Students will become more aware of themselves and others. 5. Students will be exposed to the value of living with change and becoming agents of change. In accordance with the History and Social Studies Curriculum Frameworks, students will achieve knowledge of the academic content and skills in the areas of history, geography, economics, civics and government.

COURSE PLACEMENT

Social Studies Placement at the high school is a complex process. Collaborative in nature, recent Social Studies grades, exam grades, MCAS scores (when appropriate), placement and assigned essays designed to measure analytical writing and critical thinking skills, and teacher recommendation are all evaluated in order to find the appropriate level for your child. Our goal is to challenge your son or daughter at a level that fits his or her unique needs the best. All courses follow the same curricula but the pacing, delivery methods, level of independence, type of homework and assessments vary between levels. Honors classes are designed for students who have already demonstrated superior analytical writing and critical thinking skills. Core 9th, 10th and 11th grade history classes are offered at the Honors, C1 and C2 level. Additionally, AP United States History is offered to the most highly qualified juniors. Moving beyond a recommended placement level can be problematic. Experience has shown that while a few students rise to the challenge, many others struggle with the degree of analytical writing and critical thinking required. Grades can be considerably lower. If, after meeting with your child’s teacher to talk about your placement concerns, you continue to have questions, please contact Kathleen Emerson, Social Studies Content Specialist @ 508­359­4367 X 1011 or kemerson@email.medfield.net. Please note that any appeal of the placement recommendation must take place by April 15th. WORLD HISTORY II Grade 9 Full Year ­ 5 credits This course includes a look at the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. Students study the origins and consequences of the Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including World War I, the Great Depression, World War II, the Cold War, and the Russian and Chinese revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Individual and group projects, primary and secondary readings, videos, discussions, debates and research will be the major methods of instruction.

World History II (Honors) Course #634 World History II (C1) (College) Course #635 World History II (C2) (College) Course #636

UNITED STATES HISTORY I Grade 10 Full Year ­ 5 credits This course includes a look at the Revolutionary and Constitutional eras. Students learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including

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the writing and key ideas of the U.S. Constitution. They also study the basic framework of American democracy and the basic concepts of American government such as popular sovereignty, federalism, separation of powers, and individual rights. Students study America’s westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. Individual and group projects, primary and secondary readings, videos, discussions, debates and research will be the major methods of instruction.

US History I (Honors) Course #637 US History I (C1) (College) Course #638 US History I (C2) (College) Course #639

UNITED STATES HISTORY II Grade 11 Full Year ­ 5 credits This course covers American history from 1877­present. Students will analyze the causes and consequences of the Industrial Revolution and America’s growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America’s entry into World War II as well as the consequences of World War II on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern­day America. The course has been designed around the Massachusetts Social Studies Frameworks. Social, geographical, economic and political themes and trends will be examined. Individual and group projects, primary and secondary readings, video, discussions, lectures, debates and research will be the major methods of instruction.

US History II (Honors) Course #632 US History II (C1) (College) Course #631 US History II (C2) (College) Course #633

ADVANCED PLACEMENT UNITED STATES HISTORY Course #622 Grade 11 Full Year ­ 5 credits The goal of the A.P. U.S. History course is to give students a solid grounding in U.S. History and in major interpretive questions that derive from the study of selected themes. In addition to the textbook, supplementary readings in the form of documents, essays, or books on special themes will be used. Students are required to read additional assigned books during the summer and throughout the school year. The course will train students to analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events. As part of fulfilling course expectations in AP United States History, students will take the AP exam in May that consists of a 55­minute multiple­choice section and a 140­minute free­response section. Prerequisites:

Approval of the Social Studies teacher and approval of the Content Specialist. An “A­” in United States History I or a “B+” in United States History I Honors class. Advanced Placement level writing sample according to rubric. Strong reading, writing and communication skills. Due to the rigorous and demanding nature of the course, only after course selection has been completed for those

who have met the pre­requisites, will appeals be considered. 21st CENTURY CITIZENSHIP Course #645 Grades 9 ­ 12 Semester ­ 2.5 credits Learn about the structure and function of local, state and national governments and their impact on you. Discover your political self by exploring public policy issues of the day (land use, health, environment, immigration, homeland security, national defense, and international relations for example). Consider the role of government, if any, in resolving local and national issues. Engage in the political process by registering to vote, conducting polls, reaching out to your elected representatives and considering the impact you have on the community. Evaluate the political process through analysis of current elections, looking at the links that the people have with the process through interest groups, campaign contributions, party membership and civic engagement.

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BEHAVIORAL STUDIES Course #623 Grades 9 & 10 Semester ­ 2.5 credits The student in this course is introduced to the discipline of Psychology. Issues, such as heredity versus environment as basic to behavior, are emphasized. Learning activities include readings in periodicals and paperback collections, videotapes, simple experiments, and up­to­date newspaper and magazine articles. These current articles are used as the source of written analytic reviews. Specific subjects considered include the insanity plea, alcoholism, biological clocks, perception, intelligence, motivation and mental health among others.

ADVANCED PLACEMENT EUROPEAN HISTORY (2017­2018) Course #600 Grade 12 Full Year ­ 5 credits AP European History is a course designed to study European history since 1450. It is intended to introduce students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, students would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present­day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. The goals of AP European History are to develop an understanding of some of the principal themes in modern European history, an ability to analyze historical evidence and historical interpretation, and an ability to express historical understanding in writing. In addition to the textbook, supplementary readings in the form of documents, essays, or books on themes of European History will be used. Students will be required to read additional assigned books during the summer and throughout the school year. The course will train students to analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events. As part of fulfilling course expectations in AP European History, students will take the AP exam in May. Prerequisites:

Approval of the student's U.S. History teacher and approval of the Content Specialist A minimum grade of a “B” in AP US History, a “B+” in honors level US History II, or an “A­“ in C1 US History II. Advanced Placement level writing sample according to rubric Strong reading, writing, and communication skills Motivation and commitment to the course and its rigorous requirements

FUTURE STUDIES Course #625 Grades 11­12 Semester ­ 2.5 credits This is a wide ranging “hybrid,” blended learning social studies course that considers the future impact of existing social issues. Traditional face­to­face classroom methods will be combined with computer­mediated activities. Students will meet with the instructor for part of the week and complete work on their own outside of the school day. It will not follow the traditional MHS schedule. Change, individual values, social responsibility, control and issues of world importance are areas to be considered. Broad categories such as the environment, biomedical ethics, education, economics and technological development are used to study future trends. Subjects such as the “greenhouse effect,” “genetic engineering,” “nuclear weapons,” “moral education,” and “new technology” are covered in depth during the school year. There is no general text for this course. Students will read from a variety of assigned sources along with materials that they will gather from newspapers, periodicals, and other multimedia sources. Reading will be accompanied by written assignments. Class and homework will aim to broaden the student’s view of social issues, to help in the decision making process with a view to long term consequence of our present actions on the future.

MODERN WORLD CONFLICTS Course #628 Grades 11­12 Semester ­ 2.5 credits This course will take the topic “Conflict,” and apply it to a study of primarily “non­western” and/or “third world” nations. Students will first survey the history, geography and culture of the area and then examine in detail a particular social, political or economic conflicts that exists. Central America, the Middle East, Africa, Russia and China are the areas that will be

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investigated. Students will also examine individual countries through independent studies. Other areas to be included will be determined by current world events. Through the text, the newspaper, new periodicals, films and guest speakers, students have the opportunity to become informed on the issues and problems that confront people in the developing countries of the world. Current events, relationships of countries with the United States, the role of the United Nations and the possibilities for future generations are topics to be researched and discussed.

ADVANCED PLACEMENT PSYCHOLOGY Course #608 Grade 11 & 12 Full Year ­ 5 credits (Preference given to Grade 12; If there is room in the course for Grade 11 students, a lottery will be conducted among students who have signed up) The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of humans and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major sub fields within psychology. Summer reading and research is an expectation of this course. Students will be asked to complete challenging cumulative assessments. They will be required to not only know each concept, but also be able to apply each principle in proper context. Students will learn all major theorists and understand each one’s contribution to psychology. Students that enroll in AP Psychology are required to take the AP test in the spring. Students who take Advanced Placement Psychology will be prohibited from taking General Psychology. Prerequisites:

Approval of the 10th or 11th grade Social Studies teacher and/or approval of the Content Specialist. A minimum grade of “B” in the previous year’s history (Honors) class, or a minimum of a “B+“ in the previous year’s

history (College) class. Strong reading, writing and communication skills

GENERAL PSYCHOLOGY Course #607 Grades 11­12 Full Year ­ 5 credits General Psychology is a full­year course that deals with the psychologist's attempts to understand human and animal behavior. Topics include the psychological and physiological processes; biological foundations of behavior; biological base for integrated behavior; methods of psychology, tests and measurements, experimental design; intelligence; segments of the psychological process including motives, emotions, sensation and perception, processes of learning; personality and adjustment; and neurosis, psychosis, and psychotherapy. This course will utilize lectures, outside reading, discussions, and class activities/projects to increase the students' understanding of psychology as a science. To achieve this understanding, students will need to apply "critical thinking" in their exploration and comprehension of "psychology's multiple personalities." History, theoretical perspectives, basic concepts and research findings will be presented, analyzed and critiqued to help you develop a fundamental introduction to the field of psychology. PRACTICAL LAW (2017­2018) Course #720 Grades 11­12 Semester ­ 2.5 credits This course will give students a practical understanding of our legal system. The objective of the course is to inform students of their legal rights as individuals and their responsibilities in observing the law. Videos, case studies, and mock trials are some of the activities included. Emphasis will be on juvenile justice, criminal and civil law.

SOCIOLOGY Course #642 Grades 11­12 Semester ­ 2.5 credits This introductory course will focus on society. Sociology is the study of groups and the actions of individuals within groups; how groups are formed and changed. Students will look for patterns of interactions among persons in social situations. This course relies heavily on discussion about topics including the nature of culture, family and education, conformity and deviance, group behavior, minorities, stereotyping and discrimination, and gender roles among others. Students enrolled in this class will be expected to participate in classroom discussions, administer surveys, conduct interviews, run experiments and analyze the resulting data. Class members will read a variety of primary and secondary sources and will be responsible

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for completing class and homework designed to deepen their comprehension of social issues and the methods used by sociologists to gain understanding.

ADVANCED PLACEMENT U.S. GOVERNMENT AND POLITICS Course #609 Grade 11 & 12 Full Year ­ 5 credits (Preference given to Grade 12; If there is room in the course for Grade 11 students, a lottery will be conducted among students who have signed up) The Advanced Placement American Government and Politics program is designed to teach the principles of American constitutional government, interpretation of original documents, American political culture, political parties and interest groups, national institutions and the process of making policy. They will also learn about civil rights and civil liberties and the role of mass media, especially television and the internet. Summer reading and research is an expectation of this course. Students that enroll in AP US Government and Politics are required to take the AP test in the spring. Prerequisites:

Approval of the 10th or 11th grade Social Studies teacher and/or approval of the Content Specialist. A minimum grade of a “B” in the previous year’s history (Honors/AP) class, or a minimum of a “B+” in the previous

year’s history (College) class. Strong reading, writing and communication skills

ADVANCED PLACEMENT ECONOMICS Course #611 (Microeconomics and Macroeconomics) Grade 11 & 12 Full Year ­ 5 credits (Preference given to Grade 12; if there is room in the class for Grade 11 students, a lottery will be conducted among students who have signed up.) The Advanced Placement Economics program is designed as a full year course divided into two distinct parts: microeconomics (scarcity, price determination, the theory of the firm, externalities) in the first semester and macroeconomics (public finance, fiscal and monetary policy, inflation, unemployment, economic growth, international trade) in the second semester. It incorporates interpretive skills, analytical thought, and complex concepts in the study of economics. Economic literacy in microeconomics and macroeconomics is the foundation for this course, as students understand and evaluate the market economy. Within a market economy, students will examine various roles between consumers, producers, and governments. The national and global economy become the context for macroeconomics, as students apply individual and aggregate tools to measure economic welfare and evaluate the decisions made by economic leaders and institutions. Students who enroll in AP Economics are required to take the AP tests (both micro and macro) in the spring. Prerequisites:

Approval of the 10th or 11th grade Social Studies teacher and/or approval of the content Specialist. A minimum of “B” in the previous year’s history (Honors) class, or a minimum of a “B+” in the previous year’s history

(College) class. Strong reading, writing and communication skills.

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SECTION VIII

SPECIAL PROGRAMS In an effort to meet students’ needs and to provide opportunities that will be of value, the programs described below are offered. GLOBAL CITIZENSHIP PROGRAM The MHS Global Citizenship Program (GCP) is designed to foster students’ global awareness. Over the past several years, the Medfield schools have pursued initiatives aimed at offering our students a broader, more multi­cultural and international experience. Through this program students will gain interdisciplinary experience and knowledge of the world, and concurrently develop the communication and self­awareness skills to be flexible, respectful, and creative as participants in, and contributors to, a globalized society. This is a voluntary, self­directed option open to all Medfield High School students. By completing a global travel experience, foreign language learning, global service, a focus project, and a reflective essay and resume, students can earn a Certificate of Global Competence. Students may start this project as early as ninth grade and as late as junior year. Students will not earn academic credit toward graduation and all work will be completed independently with the help of the GCP Coordinator. To learn more about the project requirements, please visit the high school website under the Academics tab and contact Amanda Grillo (GCP Coordinator) (agrillo@email.medfield.net) with any questions. INDEPENDENT STUDY Grades 11 and 12 Students who have demonstrated an ability to work independently and have a strong interest in a particular topic that is not available through course work offered at Medfield High School may apply to take an independent study in May. This course is not calculated into the GPA, and is graded pass/fail. ONLINE COURSES Grades 11 and 12 Students must have demonstrated the ability to be responsible and work independently to access these offerings. Online course selection will be held in May. Students may review course catalogs at www.vhs.org and www.tec­coop.org. SENIOR PROJECT 4th Quarter Senior Year The Senior Project is a personalized learning experience designed to engage 12th grade students in an in­depth study of a specialized area. Through early release from classes, this project allows seniors an opportunity to focus on independent inquiry and personal growth. Projects can range from sampling a potential career, developing a community service project, to exploring a deep personal interest. They offer students a chance to challenge themselves and provide a transition between high school and college. Students are supervised and guided through this experience by adults, both in school and out. Students are graded on their daily journal, a 5 to 8 page paper, an exhibition, and an oral presentation that incorporates a technology component. Seniors in good academic and behavioral standing are eligible to apply. A committee consisting of inside mentors and the Senior Project Coordinator review the applications and select the projects to be completed. Grades earned will be H, Pass, or Fail. Senior Project grades are not calculated into the GPA, and are graded pass/fail. WORK RELEASE PROGRAM Grade 12 This program provides students with on­the­job skills that are not available at the high school in the form of courses. Only students who are considered to be receiving “alternative education” through working will be accepted into this program. This course is not calculated into the GPA, and is graded pass/fail.

SECTION X

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VISUAL ARTS

VISUAL ART PHILOSOPHY The intent of the Visual Arts Department is to develop observational awareness, conceptual thinking, technical skill, and aesthetic sensibility. The Visual Arts curriculum, accessible to all students, promotes creative problem solving through artistic process and personal expression. Evaluative assessments of artwork demonstrate formal compositional elements to encourage in­depth understanding and appreciation. VISUAL ART OBJECTIVES

1. Students will observe, interpret, and record visual perceptions. 2. Students will solve problems by engaging memory and imagination in their work. 3. Students will develop technical mastery in a variety of media. 4. Students will evaluate and critique art in an appropriate visual arts vocabulary. 5. Students will gain an understanding and appreciation of the role of artists throughout history.

COURSE PLACEMENT All courses in the Visual Arts are College level with the exception of AP Art History, AP Studio Art and Studio Art Honors. All Visual Arts courses are sequentially structured to build on previous skill sets.

3­DIMENSIONAL DESIGN Course #843 Grades 9­12 Semester ­ 2.5 credits 3D Design is a semester course within the Visual Arts Department that uses a variety of 3­Dimensional methods and materials to gain understanding of the concepts found in the Visual Arts. Students will explore the techniques and works of various sculptural artists. Furthermore, this course will address the Elements & Principles of Design, which aid in communicating our ideas most effectively. 3­Dimensional Design is one of the foundation courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as well as other art electives. CLAY ART STUDIO (2017­2018) Course #844 Grades 10­12 Semester ­ 2.5 credits Clay Art Studio will be an advanced art course that will utilize the knowledge and skills learned in 3­Dimensional Design: the production of functional and non­functional pottery, as well as, sculptural clay objects. Through this course students are able to focus on technical, historical, aesthetic, cultural and contemporary concerns of clay artists and sculptors. The purpose of this course is for students to develop an appreciation of the traditions connected with ceramic and world cultures, while recognizing the making of art is a personal and individual challenge. This course includes working on the potter’s wheel (skills & processes), study of glazing techniques, study of clay as a sculptural medium, hand­building, the study of form and balance. Prerequisite: Completion of 3­Dimensional Design with a B­ or better. DRAWING AND PAINTING Course #842 Grades 9­12 Semester ­ 2.5 credits The Drawing and Painting curriculum offers students broad exposure to a variety of two dimensional techniques in dry and wet media. Students will sharpen their observational skills through a series of compositional studies to render the illusion of form on a flat surface. Students will examine basic fundamentals of compositional design and consider the contribution of the art elements and principles to a piece of work. Drawing & Painting is one of the foundation courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as well as other art electives. INTRODUCTION TO ART Course #820

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Grades 9­12 Semester ­ 2.5 credits This foundation course provides an introduction to a variety of Visual Arts concepts. Students will explore these concepts through varied techniques and media. Introduction to Art is one of the foundation courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as well as other art electives.

GRAPHIC DESIGN I Course #823 Grades 9­12 Semester ­ 2.5 credits Graphic Design I is an introductory course, designed to acquaint students with digital media programs used in graphic communications. Students will learn fundamental design principles using traditional techniques as well as gaining a strong digital foundation in Adobe’s Creative Suite of software (Photoshop, Illustrator, and InDesign). Students will understand how to use typography, illustration and layout to practice real­life skills that are necessary to create work which explores graphic design as a visual communication medium. GRAPHIC DESIGN II Course #824 Grades 9­12 Semester ­ 2.5 credits Building on the skills and techniques learned in Graphic Design I, this course introduces students to more advanced project­based work. Through more involved assignments, students will learn advanced technique as well as how to critically examine and challenge their conceptual choices. From visualization to final output, the use of the Adobe Creative Suite as an industry­standard tool will be emphasized and students will learn to use the elements of graphic design as a means of visual expression and communication. Prerequisite: Completion of Graphic Design I.

PRINTMAKING AND DESIGN (2016­2017) Course #841 Grade 9­12 Semester ­ 2.5 credits Printmaking and Design is a course about visual communication, using printmaking as the medium. Students will develop technical proficiency in plate making and printing as well as the basics of two­dimensional design to communicate their ideas effectively. Printmaking and Design is one of the foundation courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as well as other art electives. PHOTOGRAPHY I Course #839 Grades 9­12 Semester ­ 2.5 credits This course is an introduction to a variety of photographic processes that include film and digital image­making techniques. Students will gain an understanding of the aesthetic and historic issues that are specific to photography. As students create, analyze, and discuss photographs, they will gain a more thoughtful and personal approach to image­making. Some 35mm film and digital cameras will be available for loan at the full responsibility of the student. Prerequisite: Completion of any one foundation art course: Drawing & Painting, Introduction to Art, Printmaking & Design, Graphic Design, or 3­Dimensional Design. PHOTOGRAPHY II Course #845 Grades 10­12 Semester ­ 2.5 credits In this course, students will explore and expand upon the creative and technical concepts learned in Photography I, using digital cameras and software. Students will have the opportunity to learn the fundamentals of digital photography and photo editing, as well as explore the conceptual and aesthetic issues of the photographic medium. Students are encouraged to obtain the use of a digital camera for this course. A limited number of digital compact and digital SLR cameras will be available for loan at the full responsibility of the student. Prerequisite: Completion of Photography I with a B­ or better and approval of the instructor. VIDEO PRODUCTION Course #835

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Grades 9­12 Semester ­ 2.5 credits This course will be an introduction to video project planning, recording and editing. Students will learn to use video as a tool for communication and self­expression. Student will learn the visual vocabulary of cinematography to create works in the genres of narrative, abstract essay, and documentary. Projects will emphasize group work, creative problem solving, and production planning. Instruction will include the technical aspects of lighting, as well as use and care of equipment. ART I Course #821 Grades 10­12 Full Year ­ 5 credits The curriculum for Art I is grounded in learning to draw from observation. Students will further develop two dimensional media skills in relation to compositional design, rendering techniques, and overall aesthetics. Through the exploration of various materials and subject matter students will evolve a personal style of interpretation. Students will be responsible for keeping a sketchbook and producing a full body of work that reflects a breadth of techniques. Prerequisite: Completion of any one foundation Art course; Drawing & Painting, Introduction to Art, Printmaking & Design, or 3­Dimensional Design.

ART II Course #822 Grades 11­12 Full Year ­ 5 credits The curriculum for Art II uses observational drawing as a point of departure. Art II will challenge students to translate personal and imaginative concepts in a variety of media. Students will be encouraged to consider experimentation and interpretation, while developing a mastery of skills and techniques. Students will be responsible for keeping a sketchbook and producing a foundation portfolio. Prerequisite: Completion of Art I with a B­ or better. HONORS STUDIO ART Course #840 Grade 12 Full Year ­ 5 credits The curriculum for Honors Studio Art will offer an intense experience of students’ personal engagement to the concepts, techniques & quality of artwork. Students will be challenged to perceive, reflect and react to subject matter in an informed manner. The exploration of artistic methods and experimentation with a variety of media will be stressed. Students will be responsible for keeping a sketchbook and preparing a portfolio. Prerequisite: Completion of Art II with a grade of B­ or better, and approval of the instructor.

ADVANCED PLACEMENT ART HISTORY Course #836 Grades 11­12 Full Year ­ 5 credits The Advanced Placement Art History course focuses on developing students’ art history knowledge through the examination & analysis of major forms of artistic expression. Artwork from ancient times to the present period will be examined to consider the social, political and religious contexts in which they were created. By comprehending the significance of great art and architecture in a historical context, students will gain insight on how these works influenced the past & determine the present. This course is equivalent to an introductory college survey and subject to College Board evaluation in early May. Prerequisites: Approval of the Art Content Specialist. Strong reading, writing & communication skills.

ADVANCED PLACEMENT STUDIO ART Course #838 Grade 12 Full Year ­ 5 credits The Advanced Placement Studio Art Program is designed for highly motivated students interested and committed to the study of visual art. Students will be challenged to develop goals and invest in the achievement of their objectives. They will be encouraged to explore multiple solutions in the interpretation of subject matter through a variety of media. Students are required to create a body of work, in the form of three portfolio sections, which show a fundamental competence and a range of understanding in visual concerns and methods. AP Portfolios are submitted to the College Board in early May for evaluation.

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Prerequisite: Completion of Art II with a grade of B+ or better, and approval of the instructor INDEPENDENT STUDY IN VISUAL ARTS Course #831 Grade 12 Semester ­ 2.5 credits This course is intended for students who wish to pursue a rigorous and focused course of self­motivated studio arts study. Students must apply for independent study by requesting an application from their Art Teacher and submitting the detailed proposal to the Fine Arts Content Specialist. In addition, they must also submit a portfolio which demonstrates a mature aesthetic sensibility. All submitted materials will be reviewed by the Visual Arts Department for acceptance. A weekly journal must be kept of activities and tasks completed. Enrollment is limited and open only to those who have completed Art II. Upon completion of an Independent Study, students will be responsible for an exhibition of a body of their work. Independent studies are not included in the calculation of the GPA.

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SECTION XI

WELLNESS AND FAMILY AND CONSUMER SCIENCE

WELLNESS PHILOSOPHY The Wellness curriculum provides students with the opportunity for optimum development of their physical, mental and social well being. Learning experiences will promote resiliency, positive attitudes and behaviors that enhance the quality of life and maximize personal potential. Health activities will provide students with the knowledge to think critically, communicate effectively, make good decisions and act responsibly. Through physical activities ­ both recreational and competitive ­ we will strive to increase levels of physical fitness and physical performance. Medfield High School’s philosophy promotes physical activity as part of a healthy and well­balanced life style. WELLNESS OBJECTIVES 1. Students will learn current concepts of health promotion, disease prevention, and risk assessment in relationship to lifelong

growth and development. 2. Students will develop individual competence and versatility in movement skills, movement concepts, and the relationship

of physical activity to lifelong health. 3. Students will analyze the impact of social, cultural, economic, and environmental factors on health. 4. Students will identify, use, and evaluate health information and resources. 5. Students will assess health beliefs, attitudes, and behaviors in order to set achievable goals, monitor progress, and

evaluate outcomes. 6. Students will develop and demonstrate the ability to assess risk, consider potential consequences, and make

health­enhancing decisions. 7. Students will learn to manage resources and practice behaviors that protect and enhance their physical, intellectual,

emotional, and social health. 8. Students will receive health information that is presented clearly and accurately. 9. Students will learn about healthy relationships for safe and supportive social environments.

Wellness 9 Course #016 Grade 9 Semester ­ 2.5 credits The class of 2020 will be the first class to take their four required semesters of Wellness over four years. This is in order to comply with MA State Law requiring physical education in every grade, and to provide critical health information and skill development designed specifically for students in all four grades. Wellness 9 will provide students the opportunity to explore wellness concepts in both the traditional classroom and through physical activity. The curriculum focus will include the understanding and development of physical and mental health. One semester of Wellness 9 with a passing grade is required for graduation. Wellness 10 Grade 10 Full year Semester one ­ 2.5 credits Course #018 Semester two ­ 2.5 credits Course #019 Wellness is a required course for all grade 10 students that will provide students with a combination of Health and Physical Education activities. Wellness concepts will be explored in the classroom through active learning, research and personal assessment. Physical activities will foster the relationship of physical and personal well being through various sport, fitness and recreational activities. Two years of Wellness with a passing grade are required for graduation.

WELLNESS ELECTIVES To support the continued understanding and development of one’s wellness, electives are available for all students through a variety of courses. The goal of the electives is to provide students with the knowledge and skills needed for healthy, responsible and effective management of their lives. Courses are offered for students to pursue physical activity and the opportunity to discuss and explore critical life issues. The Wellness curriculum strives to assist students with life management skills at a time when they are assuming greater responsibility for themselves and within their families and communities. ATHLETIC TRAINING Course #905

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Grades 10­12 Semester ­ 2.5 credits Students in athletic training will study anatomy and muscular physiology. They will learn about orthopedic injuries and general medicine, and will complete the American Heart Association Basic Life Support CPR course. Students will gain insight into a variety of healthcare professions such as nursing, medicine, athletic training, physical therapy, speech pathology, exercise science, physician’s assistant, and others. The course will provide both an academic foundation and a clinical hands­on training. Successful completion of the course will provide students an advantage when applying for college admission to an allied health program. In addition to scheduled class time, students will be expected to spend one afternoon in the athletic training room and one afternoon or evening on the sidelines of a game. CHILD DEVELOPMENT Course #916 Grades 9­12 Semester ­ 2.5 credits This one semester course explores the physical, social, emotional, psychological and intellectual needs of children from conception through age six. Instruction includes topics such as conception, pregnancy, birth, infant care, parenting skills, daycare needs and preschool development. The course includes videos, guest speakers, a weekend parenting simulation with a Real Care Baby, and visits with preschool children throughout the preschools in Medfield. At the preschools, activities in the classroom and on the playground will be observed to increase an understanding of motor development and play skills. Positive techniques for interacting with children will be developed at the high school and implemented during the classes meeting at the preschools.Child Development is recommended for those students who are interested in children and/or are considering a career in early childhood education, teaching, child psychology, or health and medical professions.

CULINARY ARTS Course #907 Grades 9 ­ 12 Semester ­ 2.5 credits This one semester course provides an introduction to food preparation. Class activities are designed to explore various healthy snacks, breakfast, lunch and dinner foods. Basic nutrition and healthy eating habits will be discussed along with food choices, meal planning techniques, consumer education, convenience foods and related current events.

INTERNATIONAL CUISINE AND CULTURE Course #908 Grades 9 ­ 12 Semester ­ 2.5 credits In our increasingly diverse society it is more important than ever for students to gain an appreciation of global cultures. This one semester course offers students an opportunity to develop an understanding of ethnicities different than their own. Students will gain knowledge through their foods lab experiences preparing specialty dishes from countries throughout the world. SURVIVAL SKILLS Course #915 Grades 11­12 Semester ­ 2.5 credits This one semester course explores daily survival skills for college and real­life issues you’ll encounter during and after high school. Topics include stress overload, relationships, consumerism, healthy food choices, decision making skills, money management and teenage risk behaviors. Class activities include group projects, cooking labs, guest speakers, an individual career research paper and a health education paper project. Challenge yourself to develop the skills needed to survive as a young adult.

All of the following courses are graded on a Pass/Fail basis and are therefore not calculated into the GPA. ACTIVITIES FOR LIFE 9/10 Course #039 Grades 9 ­ 10 Semester ­ 2.5 credits This course will help you increase your energy level, reduce fatigue and improve your fitness level while having fun. Daily stress can have a negative impact on your emotional and physical health. Reduce that stress by joining us for team games

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and tournaments in both competitive and recreational activities. This course is not calculated into the GPA, and is graded pass/fail. ACTIVITIES FOR LIFE 11/12 Course #040 Grades 11 ­ 12 Semester ­ 2.5 credits This course will help you increase your energy level, reduce fatigue and improve your fitness level while having fun. Daily stress can have a negative impact on your emotional and physical health. Reduce that stress by joining us for team games and tournaments in both competitive and recreational activities. This course is not calculated into the GPA, and is graded pass/fail. BALLROOM DANCE Course #034 Grades 9 ­ 12 Semester ­ 2.5 credits Learn the Waltz, Foxtrot, Tango, Viennese Waltz, Cha­Cha, Salsa, Rumba, East Coast Swing, West Coast Swing, and Hustle. History of dance will be studied, along with the cultural influences that have paralleled our world’s history. No experience or partners needed! Enjoy learning this new skill while dancing with all of your classmates. You will learn to lead and to follow any partner, learn correct form, frame, and posture, understand the style, character, and themes of each dance and take away the ability to dance for a lifetime. Students will perform in The Golden Shoes Dance Celebration and the Dancing With the Warriors Showcase. Dancing is a challenging, joyful experience and research has shown that ballroom dancing also improves cognitive functioning. So have some fun, get some exercise, and improve your brain each day! This course is not calculated into the GPA, and is graded pass/fail. OUTDOOR PURSUITS Course #032 Grades 9 ­ 12 Semester ­ 2.5 credits In this elective you will develop group leadership skills, teamwork, and critical thinking through a wide variety of fun outdoor activities. Students will participate in group problem solving exercises, hockey, ice skating, snow activities, camping methods, First Aid training, geocaching, and other fun outdoor leisure activities. This course is not calculated into the GPA, and is graded pass/fail. PERSONAL SAFETY Course #033 Grades 10 ­ 12 Semester ­ 2.5 credits Confidence – Power – Safety. This class will help give you the skills to take control of your life. We teach you to stay calm, to focus, and to appropriately respond in the moment of fear and intimidation. We will address boundary setting, assertiveness skills, relationships, breakup violence, human trafficking, and dating safety. You will learn how to reduce your risks of becoming a target of violent crimes, and you will learn different techniques and behaviors which will empower you in the event of an actual assault. Your verbal and physical skills will be practiced through simulated attacks against a padded aggressor. Students will present personal projects and the class will decide on a group project focusing on a safety related topic. You have the right to live all aspects of your life in safety and confidence. Come be empowered! This course is not calculated into the GPA, and is graded pass/fail.

STRESS MANAGEMENT Course #045 Grades 9­12 Semester ­ 2.5 credits Got stress? Do you want to learn how to manage your stress and live a healthier, more balanced life? In this course, students will participate in a variety of stress reduction activities such as yoga, Tai Chi, mindfulness training, deep breathing, progressive muscle relaxation, positive imagery and meditation. Time management techniques, brain­compatible learning style assessments, and the study of the physiological changes that occur in the body during times of stress and relaxation will also be explored. Students will develop proficiency in the methods of stress management best suited for them. Mindfulness and meditation are now practiced in many of the most successful companies such as Apple, Google, Nike, and Yahoo! Learn what the leaders of these companies know: that in order for creative, active minds to function effectively in today’s demanding, fast­paced world, you must also learn how to relax, to reduce anxiety, and to live peacefully in the

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present moment. Journals, participation in all activities and discussions, development of your personal stress management plan, and a final project are used for assessment. This course is not calculated into the GPA, and is graded pass/fail.

SECTION XII WORLD LANGUAGES AND CULTURES

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WORLD LANGUAGES AND CULTURES DEPARTMENT PHILOSOPHY The study of one or more World Languages is an essential part of the background of the individual who wishes to function effectively in the global community. Proficiency in a modern language and cultural understanding are essential skills for the world traveler and businessperson of the 21st Century. OBJECTIVES OF THE DEPARTMENT OF WORLD LANGUAGES AND CULTURES 1. Students of French, Spanish, or Mandarin will understand alternate ways of viewing and interpreting the world. 2. Students who successfully complete French, Spanish or Mandarin through Level five will acquire Advanced­low level

proficiency. 3. Students of French, Spanish or Mandarin will gain an appreciation of the importance of the speakers of these languages

in the modern world. 4. Students of Latin will gain insight into the impact that Latin has on English vocabulary and an appreciation of Rome’s

impact on the Ancient World and subsequent Western civilization. COURSE PLACEMENT 1. Placement into the next level of a language is by teacher recommendation based on course grades and student

achievement. The term “level” refers to the Medfield High School Curriculum as mapped by the World Language Department. This map is reviewed yearly and adjustments are made as needed. All world languages (with the exception of French V and Spanish V) are heterogeneously grouped.

2. Students, who possess significant proficiency in a modern language such as those who have a native­speaker’s background or significant time spent in a Spanish, French, or Mandarin­speaking country, may request placement in a higher­level course. Placement will be based on the results of an assessment of the applicant’s ability to speak, understand, read and write the language.

3. Initial placement into Level I Spanish, French, Mandarin or Latin does not require a teacher recommendation, but does require the signature of the World Languages Content Specialist or the current language teacher.

Medfield's World Languages program aims to develop communicative competence in the following skills: listening, speaking, reading, and writing. The main objective of these courses is to enable students to achieve the proficiency levels targeted in the 5 C's(Communication, Cultures, Connections, Comparisons and Communities) of the National Standards for Foreign Languages and The Massachusetts Foreign Languages Curriculum Framework, as well as to meet the criteria put forth in our own school­wide academic goals. The study of grammar and literature is an important part of the program, but is secondary to language skills development at all levels. An appreciation of the many different cultural contexts in which each language is spoken will be developed as an integral part of each level of language instruction. Coursework in Modern Languages will be conducted as much as possible in the target language in order to facilitate the development of communicative proficiency. Colleges and universities are giving increasing importance to the language proficiency offered by prospective applicants. Demonstrated ability to use and understand the modern languages, rather than number of years spent in class, is increasingly the norm used to determine placement in, or exemption from college­level courses. It should also be noted that development of even an intermediate level of communicative competence in French, Spanish or Mandarin is a process involving several years of intensive study and/or residence in a country where these languages are spoken. *indicates ACTFL can­do statements. FRENCH I: ACTFL­NOVICE LOW­NOVICE HIGH Course #300 Grades 9­12 Full year ­ 5 credits This course is an introduction to French, to its pronunciation and intonation, to its basic grammar, and to an elementary vocabulary. The aim is to develop the listening and speaking skills and to acquire a basic level of fluency. The course includes the reading of simple texts and discussions about the Frenchspeaking world. Students “learn by doing” in accordance with the department’s proficiencybased approach to teaching and learning and the progress indicators set forth by the American Council on the Teaching of Foreign Languages. Instruction focuses on communication in authentic situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should be able to

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*communicate basic information about themselves, their everyday life and people they know by using phrases and simple sentences and by asking and answering simple questions. They learn to understand simple questions and statements on familiar topics as well as the main topic of conversations they overhear. They are also able to read and understand notices, schedules, signs and simple texts in the target language.

FRENCH II: ACTFL­NOVICE HIGH­INTERMEDIATE MID Course #301 Grades 9­12 Full year ­ 5 credits This course is taught primarily in French and focuses on further developing the four basic language skills (listening, speaking, writing and reading) through various thematic units. Centering around the individual, these units cover such topics as daily routines, health and fitness and household responsibilities, with an emphasis on communicating in practical, everyday situations. In addition to exploring more indepth and advanced grammar topics, the content encourages students to think globally and make connections with French speaking cultures around the world. In accordance with the department’s proficiency based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should be able to *start, maintain and end a simple conversation on a variety of familiar topics, express needs, wants and preferences on topics of interest, write about their daily life, and understand messages and simple statements on everyday topics. Prerequisite: grade of C­ or better in 8th grade French or French 1

FRENCH III: ACTFL­INTERMEDIATE LOW­INTERMEDIATE HIGH Course #302 Grades 10­12 Full year ­ 5 credits This course builds on the grammar and vocabulary learned in French II, and introduces the imperfect tense. In accordance with the department’s proficiency based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should be able to *participate in conversations related to their daily life, and communicate effectively on a variety of present, past and future events. Increasing proficiency in spoken language will be developed within a cultural context with emphasis on the expansion of vocabulary. Increasing proficiency in writing skills will be developed via an exchange of letters with a school in France. Short stories will be introduced which incorporate the newly acquired vocabulary. Students will be expected to speak French daily as their main form of verbal communication, periodically present to the class and participate in brief daily class discussions. Prerequisite: grade of C­ or better in French II

FRENCH IV: ACTFL­INTERMEDIATE HIGH­ADVANCED MID Course #303 Grades 11­12 Full year ­ 5 credits This course, conducted almost entirely in French, is designed to synthesize all the skills learned in the first three levels of French. In accordance with the department’s proficiency­based approach of teaching and learning, students learn by doing. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should be able to participate in conversations on a wide variety of topics that go beyond everyday life, and communicate effectively on a wide variety of present, past and future events. While grammar will be introduced, the course will be driven by a thematic approach based on Units 2,5,6,7 and 8 in the Discovering French­Rouge text. Increasing proficiency in both spoken and written use of the language will be developed within a cultural context with emphasis on the expansion of vocabulary. Grammar will be reviewed as it applies to situations encountered while traveling. Reading skills are reinforced through selected short stories and poems. Film as well as authentic newscasts/radio clips will be introduced to strengthen listening comprehension. Students will be expected to speak French daily as their main form of verbal communication, to write regularly, to periodically present to the class and to participate in daily class discussion. Prerequisite: Successful completion of French III (a grade of C­ or better) and approval of French III teacher.

FRENCH V H/AP FRENCH LANGUAGE AND CULTURE: ACTFL: ADVANCED LOW ADVANCED HIGH Grades 12

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Full year ­ 5 credits This course is intended for those students who wish to perfect their proficiency in all four skills: listening, speaking, reading and writing. Students should expect 45 minutes of daily preparation for class. In accordance with the department’s proficiency­based approach of teaching and learning, students learn by doing. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should be able to *exchange detailed information on topics within and beyond their fields of interests and support their opinions and hypotheses. Students should be prepared to practice all four of these skills in an integrated fashion. They will practice comprehension of formal and informal spoken and written French, acquire vocabulary and grammar structures for reading, writing and speaking French with accuracy and fluency. Students will be asked to read literature from francophone countries (France, Canada, Senegal, Cote d’lvoire) as well as graphs and charts. They will also compose persuasive pieces and interpersonal correspondences in French. Students will also be expected to present to the class and converse in French. Students will practice these skills through a variety of activities that specifically prepare them for the types of questions found on the AP French Language and Culture test. This course will be conducted entirely in French and authentic francophone culture will be woven into the curriculum. AP French is considered by many universities to be the equivalent of a third year French language course at their institutions. As part of fulfilling course expectations in AP French, students will take the AP exam in May. Due to the challenging nature of this course, students will be expected to complete reading, speaking, listening, and writing in French during the summer and some vacations. French V H (Honors) Course #304

Prerequisite: Successful completion of French IV (a grade of C+ or better) and approval of French IV teacher. AP French V (Advanced Placement) Course #305

Prerequisite: Successful completion of French IV (a grade of A­ or better) and approval of French IV teacher. INTRO TO SPANISH: ACTFL­NOVICE LOW­MID Course #320 Grades 9­12 Full year ­ 5 credits This course assumes no previous experience with Spanish language learning. Course content includes the introduction and mastery of basic categories of everyday vocabulary and the most frequently used verbs in present and preterit tenses. The goals of this course are to develop beginning communicative proficiency and cultural awareness. Successful students understand how to pronounce Spanish words and how to use cognates and context clues to develop basic communication skills. Students “learn by doing” in accordance with the department’s proficiency­based approach to teaching and learning and the progress indicators set forth by the American Council on the Teaching of Foreign Languages. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *present information about themselves as well as communicate and exchange information on familiar topics using memorized words, phrases and simple sentences. They also develop an awareness of the similarities and differences among the Spanish­speaking cultures of the United States and the Spanish­speaking world. Students are provided with a variety of materials about high­interest topics and situations found in daily living, with attention given to presenting material using instructional techniques appropriate for a variety of learning styles. Daily preparation, attention to detail, accuracy in spoken and written Spanish, and the application of good study skills are emphasized. Prerequisite: Permission/recommendation of current teacher and the department Content Specialist

GLOBAL SPANISH: ACTFL­NOVICE MID­ HIGH Course #321 Grades 10­12 Full year ­ 5 credits This Spanish course is designed to follow Intro to Spanish or Spanish 1 classes taken at the high school. The emphasis of this course is the study of various facets of Spanish culture. Students will also learn basic conversational Spanish pertinent to everyday use – how to exchange money, giving and receiving map directions, making purchases, etc. There is less focus on learning grammatical structures of Spanish and more focus on acquiring useful Spanish phrases that would aid a person when traveling in a Spanish­speaking country or working with Spanish­speaking people. Students “learn by doing” in accordance with the department’s proficiency­based approach to teaching and learning and the progress indicators set forth by the American Council on the Teaching of Foreign Languages. The Medfield WL department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. . Therefore, by the end of this

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level, students should be able to *communicate basic information about themselves, their everyday life and people they know by using phrases and simple sentences and by asking and answering simple questions. They learn to understand simple questions and statements on familiar topics as well as the main topic of conversations they overhear. They are also able to read and understand notices, schedules, signs and simple texts in the target language.

*This course fulfills the second year of world language study for the high school graduation requirement.

Prerequisites: Intro to Spanish/Spanish 1 and permission/recommendation of the department Content Specialist

SPANISH I: ACTFL­NOVICE LOW­NOVICE HIGH Course #306 Grades 9­12 Full year ­ 5 credits This course is an introduction to Spanish, to its pronunciation and intonation, to its basic grammar and idioms, and to an elementary vocabulary. The aim is to develop the listening and speaking skills and to acquire a basic level of fluency. The course includes the reading of simple texts and discussions about the Spanish­speaking world. Students “learn by doing” in accordance with the department’s proficiency­based approach to teaching and learning and the progress indicators set forth by the American Council on the Teaching of Foreign Languages. Instruction focuses on communication in real­life and simulated situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *communicate basic information about themselves, their everyday life and people they know by using phrases and simple sentences and by asking and answering simple questions. They learn to understand simple questions and statements on familiar topics as well as the main topic of conversations they overhear. They are also able to read and understand notices, schedules, signs and simple texts in the target language.

SPANISH II: ACTFL­NOVICE HIGH­INTERMEDIATE MID Course #307 Grades 9­12 Full year ­ 5 credits This course, taught primarily in Spanish, focuses on further developing the four basic language skills (listening, speaking, writing and reading) through various thematic units. Centering around the individual, these units cover such topics as daily routines, health & fitness and household responsibilities, with an emphasis on communicating in practical, everyday situations. In addition to exploring more in­depth and advanced grammar topics, the content encourages students to think globally and make connections with Spanish­speaking cultures around the world. In accordance with the department’s proficiency­based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *start, maintain and end a simple conversation on a variety of familiar topics, express needs, wants and preferences on topics of interest, write about their daily life, and understand messages and simple statements on everyday topics. Prerequisite: grade of C­ or better in 8th grade Spanish or Spanish 1

SPANISH III: ACTFL­INTERMEDIATE LOW­INTERMEDIATE HIGH Course #308 Grades 9­12 Full year ­ 5 credits This intermediate level course is taught primarily in Spanish with a concentration in developing vocabulary and speaking proficiency. The course centers on the themes of family and communities, covering such topics as relationships, what constitutes a good community and issues within our country. As the year progresses, students will transition from thinking locally to globally and begin to reflect on the topics of immigration and other issues in Spanish­speaking communities. In addition to exploring more in­depth and advanced grammar topics based on specific situations, the content encourages students to make connections with Spanish­speaking cultures around the world. In accordance with the department’s proficiency­based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *fully participate in conversations about various familiar topics, communicate effectively in everyday situations, and can present information, both verbally and written, on present, past and future events. Students are expected to speak Spanish daily as their main form of verbal communication, to write regularly, to periodically present to the class and to participate in daily class discussion. Prerequisite: grade of C­ or better in Spanish II

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SPANISH IV: ACTFL­ INTERMEDIATE HIGH­ADVANCED MID Course #309 Grade 11­12 Full year ­ 5 credits This course, conducted almost entirely in Spanish, is designed to synthesize all the skills learned in the first three levels of Spanish. In accordance with the department’s proficiency­based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *participate in conversations on a wide variety of topics that go beyond everyday life, and communicate effectively on a wide variety of present, past and future events. While a grammar reference text will be provided, the course will not rely on any specific textbook. Increasing proficiency in both spoken and written use of the language will be developed within a cultural context with emphasis on the expansion of vocabulary. Grammar will be reviewed as it applies to situations encountered. Literature is introduced via selected short stories and poems that will be used as a tool to increase comprehension of written Spanish. Students will be expected to speak Spanish daily as their main form of verbal communication, to write regularly, to periodically present to the class and to participate in daily class discussion. Prerequisite: grade of C­ in Spanish III SPANISH V HONORS: ACTFL­ADVANCED LOW/ ADVANCED MID Course #310 Grade 12 Full year ­ 5 credits This course, conducted entirely in Spanish, offers students the chance to study universal themes and make cultural comparisons through Spanish­language film. Increasing proficiency in both spoken and written use of the language will be developed within a cultural context with emphasis on the expansion of vocabulary. Grammar will be reviewed as it applies to situations encountered. In accordance with the department’s proficiency­based approach of teaching and learning, students learn by doing. The Medfield World Language department uses the ACTFL can ­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to exchange detailed information in an organized way on both familiar topics as well as social, academic and professional topics, deliver short presentations on social and cultural topics for a specific audience, write well­organized texts for a variety of academic purposes, understand directions and instructions on everyday tasks as well as the main idea and many details of descriptions or interviews, and follow the general idea and some details of a variety of stories and autobiographical accounts when written in a wide variety of past, present and future time frames. Prerequisite: grade of C+ in Spanish IV and approval of the teacher SPANISH V AP: SPANISH LANGUAGE AND CULTURE: ACTFL­ADVANCED MID/ ADVANCED HIGH Grade 12 Course #311 Full Year ­ 5 credits This course is intended for those students who wish to perfect their proficiency in all four skills: listening, speaking, reading and writing, while preparing for the A.P. Spanish Language exam. A.P. Spanish is considered by many universities to be the equivalent of a third year Spanish language course at their institutions. Therefore, students should expect an average of 45 minutes of daily preparation for class. In accordance with the department’s proficiency­based approach of teaching and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students should be able to *exchange detailed information on topics within and beyond their fields of interests and support their opinions and hypotheses. Students should be prepared to practice all four of these skills in an integrated fashion. They will practice comprehension of formal and informal spoken and written Spanish, acquire vocabulary and grammar structures for reading, writing and speaking Spanish with accuracy and fluency. Students will be asked to read Spanish and Latin American literature as well as graphs and charts. They will also compose persuasive pieces and interpersonal correspondences in Spanish. Students will also be expected to present to the class and converse in Spanish. AP Spanish students will practice these skills through a variety of activities that specifically prepare them for the types of questions found on the A.P. Spanish Language and Culture test. This course will be conducted entirely in Spanish and authentic culture will be woven into the curriculum. As part of fulfilling course expectations in AP Spanish, students will take the AP exam in May. Due to the challenging nature of this course, students will be expected to complete reading, speaking, listening, and writing in Spanish during the summer before the course.

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Prerequisite: a grade of A­ or better in Spanish IV and approval of the teacher MANDARIN I: ACTFL­NOVICE LOW­NOVICE MID Course #315 Grades 9­12 Full Year ­ 5 credits This course is an introduction of the high school Mandarin. Students will learn the basic knowledge of Chinese characters, Pinyin and grammar mainly through the textbook series Ni Hao, but also with supplementary materials. Students are encouraged to to develop their language skills in speaking, listening, reading and writing in context. All the language skills will be practiced in the real­life situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to understand some familiar characters, and communicate on very familiar topics by using words, phrases or simple sentences. This course will provide students a chance to become familiar with a variety of Chinese culture, including food, travelling, and the history. MANDARIN II: ACTFL­NOVICE MID­NOVICE HIGH Course #325 Grades 9­12 Full Year ­ 5 credits In this course, students will continue to develop their Repertoire of Chinese characters, Pinyin and grammar mainly through the textbook series Ni Hao, but also with supplementary materials. Students are encouraged to continue to develop their language skills in speaking, listening, reading and writing. All the language skills will be practiced in the real­life situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to recognize the familiar characters and participate in short conversations by asking and answering simple questions. They can present basic information about themselves written and verbally. This course will continue to introduce students the Chinese culture through videos, music and current events. Prerequisite: C­ or better in Mandarin I or 8th grade Mandarin.

MANDARIN III: ACTFL­NOVICE HIGH Course #326 Grades 10­12 Full Year ­ 5 credits This course builds on the high school Mandarin II. Students will continue to develop their Repertoire of Chinese characters and Pinyin mainly through the textbook series Ni Hao, but also with supplementary materials. Students are encouraged to continue to develop their language skills in speaking, listening, reading and writing. All the language skills will be practiced in the real­life situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to understand the main idea of what they have read or heard. Besides, they can also communicate, exchange information, and present basic ideas written and verbally on familiar topics by using phrases and simple sentences. This course will provide students the chance to learn about Chinese culture through different activities. Prerequisite: C­ or better in Mandarin II MANDARIN IV: ACTFL­INTERMEDIATE LOW Course #327 Grades 11­12 Full Year ­ 5 credits This course builds on the high school Mandarin IV. Students will continue to develop their Repertoire of Chinese characters and Pinyin mainly through the textbook series Ni Hao, but also with supplementary materials. Students are encouraged to continue to develop their language skills in speaking, listening, reading and writing. All the language skills will be practiced in the real­life situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to participate in conversations on a number of familiar topics using simple sentences, and be able to handle short social interactions in everyday situations by asking, answering simple questions. Also, they can write briefly about most familiar topics, present information using a series of simple sentences. This course will also provide students the chance to learn about Chinese culture through different activities. Prerequisite: C­ or better in Mandarin III

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MANDARIN V: ACTFL­INTERMEDIATE MID Course #328 Grade 12 Full Year ­ 5 credits This course builds on the high school Mandarin IV. Students will continue to develop their Repertoire of Chinese characters and Pinyin mainly through the textbook series Ni Hao, but also with supplementary materials. Students are encouraged to continue to develop their language skills in speaking, listening, reading and writing. All the language skills will be practiced in the real­life situations. The Medfield World Language department uses the ACTFL can­do statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to fully participate in conversations about various familiar topics, communicate effectively in everyday situations, and can present information, both verbally and written, on present, past and future events. Students are expected to speak Chinese daily as their main form of verbal communication, to write regularly, to periodically present to the class and to participate in daily class discussion. In this course, students will also have the opportunity to experience traditional and modern Chinese culture by watching movies, attending cultural activities and interacting with Chinese students. Prerequisite: C­ or better in Mandarin IV

CLASSICAL LANGUAGE

The study of Latin offers a firm foundation in both language and culture. Latin students gain an in­depth understanding of grammar and vocabulary that provides a strong base for their study of English and other languages. Although the primary focus is on the Latin language itself, the courses are truly interdisciplinary as they combine the study of the language and literature with history, politics, art, and religion. LATIN I Course #312 Grades 9­12 Full year ­ 5 credits This course provides a base for the study of the fundamentals of Latin grammar and syntax. Students will acquire a large base of Latin vocabulary and will learn to read and understand Latin sentences. Through the study of the many English words derived from Latin, students will increase their own vocabulary in English, as the majority of English words can trace their roots to Latin. They will also acquire a familiarity with and appreciation for the daily life and culture of the Romans. The study of Greek and Roman mythology is a major component of the course. Latin I students are required to take the National Latin Exam in March. Students currently enrolled in another language are also welcome to take Latin as a complement to their existing course. Students should maintain grade of B or better in their other language course.

LATIN II Course #313 Grades 10­12 Full year ­ 5 credits This course continues the study of the fundamentals of Latin grammar and vocabulary. Students will read at an increasingly sophisticated level and will begin to translate adapted selections from the Classical authors. They will continue to enhance their own vocabulary with knowledge of Latin suffixes, prefixes and roots, and they will further their study of Roman culture and literature. Throughout the year, they will meet Odysseus, Aeneas and other Greek and Roman heroes. Students continue to acquire Latin vocabulary, with an emphasis on English derivatives, to further complement their vocabulary. Latin II students are required to take the National Latin Exam in March. Prerequisite: C­ or better in Latin I and approval of Latin I teacher.

LATIN III Course #316 Grades 11­12 Full year ­ 5 credits While students in Latin III continue to review and study Latin grammar and construction, they will read and analyze increasingly complex passages at an accelerated pace. Students will read selections in both prose and poetry from the Classical authors and, depending on the interests of the class, will read passages from Ovid, Pliny, Vergil, Caesar, and Catullus. When reading Latin texts, students will learn to recognize literary figures of speech, identify the metrical components, and expand their Latin and English vocabulary. This class is often taught in conjunction with Latin IV. Latin III students are required to take the National Latin Exam in March. Prerequisite: C­ or better in Latin II and approval of Latin II teacher.

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LATIN IV H Course #318 Grade 12 Full year ­ 5 credits After a thorough review of Latin grammar which will allow Latin IV students to refine their understanding of Latin structure and syntax, students will read selections in both prose and poetry from Roman authors at an accelerated pace. Although Latin IV is often taught in conjunction with Latin III, the content of the course alternates so the selections will not be the same as those of the previous year. Latin IV students will be responsible for additional assignments and readings that will enhance their reading abilities and expand their knowledge of Latin literature. Latin IV students are required to take the National Latin Exam in March. Prerequisite: B­ or better in Latin III and approval of Latin III teacher.

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