Poly Preps MS US Curriculum Guide

Poly Prep Country Day School
Middle & Upper School Curriculum Guide
2 012 - 2 013
Polys mission is to prepare and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination andabove allcharacter.
Contents
Overview: Programmatic Excellence in Teaching and Learning Across Disciplines Computer Science: Our Vision Middle School Courses Upper School Courses Student Achievement
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Visual Arts: Our Vision Middle School Courses Upper School Courses Student Achievement World Languages: Our Vision Middle School Courses Upper School Courses Student Achievement
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English: 8 Our Vision 9 Middle School Courses 11 Upper School Courses 16 Student Achievement 17 18 20 25 26 27 29 33 37 38 39 44 45 46 48 54 History: Our Vision Middle School Courses Upper School Courses Student Achievement Math: Our Vision Middle School Courses Upper School Courses Student Achievement Performing Arts: Our Vision Middle School Courses Upper School Courses Student Achievement Science: Our Vision Middle School Courses Upper School Courses Student Achievement
Polys iconic Tall White Tower
C U r r IC U L U M G UIDE
Academics
Performing Arts
Visual Arts
Poly Fosters Academic Excellence

Through a progressive liberal arts curriculum and an enriching co-curricular program featuring the arts and athletics, Poly students experience excellence intellectually, physically, and morallyacross many disciplines. Poly educates the whole student: mind, body andabove allcharacter in a rigorous, yet supportive academic setting. Poly demonstrates its commitment to academic excellence in many ways, from celebrating individual academic achievement and creating a culture where excellence is cool to offering opportunities for accelerated and advanced learning. Programmatic Excellence For instance, because we believe that success in Advanced Placement courses is the single best predictor of college success: 1 Poly has maintained a 30-year commitment to the College Boards Advanced Placement Program with 300+ tests administered to more than 100 test-takers each year; and 2 We also offer 18 Advanced Placement courses (more than 30 classes) each year. Student Excellence Moreover, our students demonstrate excellence in many ways. For example: 1 Consistently strong results on College Board, National Merit Scholarship (NMSQT-PSAT), National Achievement Scholars, and Advanced Placement Scholars competitions, with many students each year finishing as semi-finalists or with commended status; and 2 Strong recent results school-wide on a range of writing assessments, including ERB/WRAP, SAT subtests in writing, and SAT subject tests.
Academics and the Arts at Poly Prep:

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Computer Science English History Math Performing Arts Science Visual Arts World Languages
POLy PrEPS 2012 2013 Mi ddle & U P P er Sc h o o l c Urric Ul UM G Uid e
COM P U T E r SCIENCE
Middle School Courses
Upper School Courses
Student Achievement
Our Vision
Poly is Digitally LiterateOur 21st Century Goals To be effective in the 21st century, Poly Prep students must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. We recognize that todays students live in a technological world marked by various characteristics, including access to an abundance of information, rapidly changing technology tools, and the ability to collaborate and make individual contributions on an unprecedented scale. In order to be successful in the coming decades, our graduates need to understand the role of computers within our global community and possess a working knowledge of computer hardware and computer programming. real Time Instruction Perhaps the greatest learning tool at Poly lies in the real time interaction between talented faculty and students. In computer science, we ensure that personal interaction remains at the heart of a Poly education. Our students work closely with computer science faculty, all experts in their field, as they learn to access, evaluate and use information, analyze and create media, and apply technology effectively.
dr. Maya Bentz, Technology coordinator for Teaching and learning
Developing Information and Media Literacy Polys Middle School library and technology curriculum introduces students to computer literacy by teaching a variety of skills, including: keyboarding, word processing, desktop publishing, database management, spreadsheet development, video editing, animation, and computer programming. Students improve their ability to use a computer as a creative and problem-solving tool and explore cutting-edge software applications. Students learn how to research using the Internet and the online card catalog, and they are taught how to use e-mail properly. Students learn to exhibit ethical behavior when using technology. Students are trained to identify and solve routine hardware and software problems that occur during everyday use. Preparing Students for Global Opportunities There is currently a desperate global shortage of individuals with advanced computer science skills. Polys Upper School has created a pipeline of courses to ensure that all graduates can acquire the computer science skills necessary to further their own educational and career goals. Form III and IV students may choose from a variety of introductory level programming classes in preparation for advanced computer studies in Forms V and VI. As upperclassmen, students may take AP Computer Science in addition to enrolling in an advanced independent study. Recent graduates have completed independent studies in Java Programming, Mobile Device Programming, and Game Mathematics.
Student Achievement
Middle School Overview

In Middle School, we introduce students to computer literacy by teaching a variety of skills, including: keyboarding, word processing, desktop publishing, database management, and spreadsheet development. Students learn how to research using the Internet and the online card catalog, and they are taught how to use email properly. As Middle School students advance, they broaden their ability to use the computer as a creative and problem-solving tool. With cutting-edge software, they learn to program, edit videos, and create animation. They learn to exhibit ethical behavior when using technology. They are trained to identify and solve routine hardware and software problems that occur during everyday use. By the time students reach the Upper School at Poly, they are prepared to take advantage of Polys advanced computer science offerings and electives which begin in Form III.
computer Science: Course Sequence

GrADE 5 GrADE 6 FOrM I FOrM II
Information Management
Information Literacy
Media Arts
Digital Design
A Gray Key student works on the Poly website
A student uses Google apps to chart halloween candy in math class
Student Achievement
Middle School Course Listings

Grade 5: Information Management In this weekly class, fifth graders become familiar with the layout and resources of the Joseph Dana Allen Library. Class time is divided into periods for both learning and book exchange. Students are introduced to the Dewey Decimal system as they learn to navigate the Destiny website, our online card catalog. Additionally, students are introduced to both print and online resources. This interdisciplinary course prepares students to use the library as a resource when conducting independent research for Grade 5 projects. It also promotes the enjoyment of books and reading through library exploration, silent sustained reading and exceptional read-alouds. Students come to see the library as a destination and tool for life-long learning. Grade 6: Information Literacy This weekly sixth grade class is a continuation and expansion of fifth grade skills, incorporating both instructional time and book selection. During instructional time, sixth graders strengthen their information literacy skills by identifying and using both print and online reference materials and navigating Polys online card catalog. Students are introduced to new additions to the library collection through book talks which examine all parts of the book from cover to cover. Students also have the opportunity to browse the collection, select books for class projects, conduct online research, or read quietly for pleasure. This ungraded class seeks to generate life-long learning by teaching information literacy and fostering the enjoyment of books and reading. Grade 7/Form I: Media Arts The Grade 7 Media Arts class teaches students to think like designers as they work to create innovative, interactive, animated movies. The class uses technical exercises to familiarize students with vector drawing tools, animation, sound loops, and ActionScript programming. Additionally, students learn how to use video equipment and edit movie clips. Seventh graders work with three major applications: Flash (professional animation software), GarageBand (software application that allows users to compose music), and iMovie (video editing software). By exposing students to a broad range of digital media tools, this course helps students explore their own questions and push their imaginations. Students screen their final animated project at the annual Middle School Film Festival. Grade 8/Form II: Digital Design Through Grade 8 Digital Design, students discover the comprehensive steps required in making a film. The course begins with an introduction to graphic design and the film industry, and it culminates with a film presentation at the annual Middle School Film Festival. Students use the computer as a tool for critical thinking, visual communication and creative expression. They learn to work in Illustrator (a professional graphic design software), Photoshop (powerful image editing software), Bryce (3D landscape design software), Minecraft (creating and applying textures to 3D virtual worlds), Google SketchUp (3D sketching software for the conceptual phases of design), GarageBand (software application that allows users to compose music), and iMovie (video editing software). Additionally, students print 3D objects on MakerBot, a printer which transforms student designs from virtual prototypes to material objects. Students collaboratively write and edit scripts, compose appropriate music, and shoot films that demonstrate their successful acquisition of digital design skills.
Student Achievement
Upper School Overview

Polys Upper School has created a pipeline of courses to ensure that all graduates have the computer science skills necessary to further their own educational and career goals. Form III and IV students may choose from a variety of introductory level programming classes in preparation for advanced computer studies in Forms V and VI. As upperclassmen, students may take AP Computer Science in addition to enrolling in an advanced independent study. Recent graduates have completed independent studies in Java Programming, Mobile Device Programming, and Game Mathematics.
computer Science: Course Sequence

FOrM III FOrM IV FOrM V FOrM VI
Intro to Computer Science
Intro to Computer Science Game Design & Programming 2D-3D Graphic Design & Animation
Game Design & Programming 2D-3D Graphic Design & Animation AP Computer Science
Game Design & Programming 2D-3D Graphic Design & Animation AP Computer Science
Upper School Course Listings

Introduction to Computer Science
1 semester course Grade 9/Form III & Grade 10/Form IV

Students are introduced to the field of computer science through hands-on, project based learning experiences in the areas of computer hardware, computer programming, web programming, and web design. Students create webpages and then design and build their own website using XHTML and CSS. After learning the fundamentals of computer programming, students construct an original interactive graphics program which is then added to their website. Students learn the rich history of computer science and explore emerging trends in the fields of robotics, artificial intelligence and hacking (network security). Students conduct independent research and present a project based on their findings at the end of the semester. Through this course, students come to the critical understanding that computer science is a science: it is its own unique branch of human scientific exploration which will profoundly change the world in the decades to come.
Student Achievement
2D/3D Graphic Design and Animation
1 semester course instead of Web Design Grade 9/Forms III through Grade 12/Form VI
This course introduces students to graphic design and animation techniques using Adobe Illustrator, Adobe Photoshop, Bryce (3D landscape design software), Poser (program optimized for models that depict the human figure in three-dimensional form), and AutoDesk (3D computer animation software). Students learn basic principles of graphic design and three-dimensional modeling, lighting, textures, effects, animation, and rendering. Students print 3D objects on MakerBot, a printer which transforms student designs from virtual prototypes to material objects. Students are encouraged to develop dynamic digital portfolios that best reflect their individual styles, experiences, perceptions, and stages of creative development and growth. Game Design and Programming
independent Study in computer Science With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent study in Computer Science. Among the possible topics are:
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Java Programming OS Programming
2 semester course Grade 10/Form IV through Grade 12/Form VI

Students are introduced to programming in the context of video game design during this sequence of 2 one-semester courses. Students are immediately exposed to Object-Oriented Programming, the predominant modern program design philosophy, to create fully functional, arcade-style games. Additional programming topics covered in the course include variables and data types; expressions; decision structures; looping; functions; arrays; and abstract data types. The course uses a special novice design environment, GameMaker, in the first semester. In the second semester students learn a modern language, Java or Objective C, to program for smartphones (Android, iPhone, etc). No prior programming or computer-related knowledge is required. AP Computer Science
Other independent study topics may also be available, dependent upon faculty expertise.
2 semesters Grade 11/Form V & Form Grade 12/ Form VI Prerequisite: Game Design and Programming and departmental approval
Students researching in the computer lab
This one-year course is designed to prepare students for the AP Computer Science Exam. The course builds on the concepts taught in Game Design and Programming and explores advanced programming topics including recursion, algorithmic efficiency, dynamic memory allocation, stacks, queues, linked lists, binary trees, and other data structures. If time allows, the course will also include other topics not normally covered by the AP Exam that are of particular interest to enrolled students. In the past, such topics have included digital switching circuits, Monte Carlo estimation methods, advanced algorithms, artificial intelligence, and 3D rendering.
Student Achievement
Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the Computer Science department, we use many tools to evaluate student learning, ranging from how successfully a Middle School student conducts online research to how successfully an Upper School student applies artificial intelligence when designing a game. Through homework assignments, in-class exercises, collaborative projects, quizzes and tests, the computer science faculty assesses each students mastery of curricular skills.
our students have also evinced excellence in computer Science in the following ways:
1 Recent median testing score of 4
on Advanced Placement Computer Science exam.

2 Successfully completed independent
studies in both Java and IOS Programming.
danielle d, Form ii, life Seal
John G, Form ii, digital design
E N G L ISH
Student Achievement
Our Vision
Our 21st Century Goals Literature offers a unique window onto our increasingly diverse and global world and provides students with the opportunity to wrestle with challenging ideas and ethical dilemmas through complex narratives, voices, and characters. In examining works of literature from cultures, eras, and philosophical perspectives that are often unlike their own, Poly students learn to embrace difference while solidifying their own personal views, a key 21st century skill. A Foundation in The Study of Writers and Texts Thus, literature is the foundation of Polys English program. We teach both canonical and contemporary writers and textsranging from Shakespeare and Mark Twain to Athol Fugard and Gabriel Garcia Marquezboth from English-speaking countries and in translation. No matter whose work is the object of study, however, we strive to provide students with an understanding of the wealth of global literary heritage they have at their disposal, and to give them glimpses into the works of new or unfamiliar voices from the past and from many different parts of the globe that may resonate with their own diverse experiences.
Marisa Gomez, english department chair
Our Comprehensive Sequence Polys has designed its 5th-12th grade English program as a comprehensive sequence of training in reading and writing that allows students to achieve our vision step-by-step. In each grade, in a developmentally appropriate fashion, we build a foundation for thoughtful reading and eloquent writing through our study of vocabulary, usage, and the conventions of language. Poly students learn to examine texts with a critical eye and find layers of meaning in a variety of styles (fiction, poetry, nonfiction). Our students also learn how language creates meaning through grammar, diction, and style. An Emphasis On Writing & Thinking At Poly, we emphasize writing and thinking as deeply interdependent processes. As the British novelist E.M. Forster once famously quipped, How can I know what I think until I see what I say? Throughout their course of study, Poly students hone the skills necessary to write convincingly for a variety of purposes and audiences, and each establishes his or her own distinctive style and unique voice in writing. Our program helps them to develop confidence and eloquence when verbally expressing their ideas to others. Poly students learn not only how to write about the worlds they find in literature, but also how to rewrite their own world, to create it anew. We examine writing as a process, one that requires constant practice. Students draft papers in a variety of modes. They also refine them with feedback from their teachers and peers in a workshop format and polish them with an eye towards publication. To that end, we encourage students to submit their work to Poly student publications as well as to journals and contests outside of school.
E N G L ISH
Student Achievement

In the Middle Schoolto build a strong foundation for the study of literature, writing, and thoughtall students in each grade take the following sequence of English courses. Starting with the transition from the Lower School, Middle School students acquire greater mastery in the study of literature and enhance their fluency in written and oral expression. Polys English Department has carefully chosen developmentally appropriate course themes in each grade. These themes build incrementally, helping students to expand their understanding outwardin terms of genre, textual analysis, and expressionand withinin terms of self-awareness and the understanding of others. In the course of reading and writing, we reinforce rules of spelling and grammar as students gain greater sophistication each year. Ultimately, Poly 8th graders will finish Middle School well-prepared for the intellectually demanding Upper School literature and writing curriculum.
Middle School english students at work
english: Course Sequence

The Walls We Build and What Lies Beyond
The Quest for Identity
A Sense of Place
Coming of Age

English 5: The Walls We Build, and What Lies Beyond From selected texts, (such as The Phantom Tollbooth, Shakespeares Secret, A View from Saturday, and Tuck Everlasting) to class discussions, to the research conducted throughout the year, fifth graders learn to examine the human phenomenon of wall building and its implications. They consider walls both literal and figurative, from both history and literature. Throughout the year, students develop their ability to read critically and think analytically. An example of this might include the teacher using a shared, class text to model effective strategies for close reading. Students would then be asked to practice the strategies taught by applying them to their own, independent reading books as well as other course texts. Because the ability to communicate effectively and compellingly is paramount to a students mastery of literacy, students have numerous opportunities to write for each unit. Assignments vary to give students exposure to myriad forms of expression.
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Student Achievement
English 6: The Quest for Identity In Grade 6, students further develop the critical and analytical reading, writing, and thinking skills they began in Grade 5. This courses theme is self-discovery, and students read texts with characters that face challenging dilemmas and make difficult decisions. Such texts include A Tale Dark and Grimm, Alices Adventures in Wonderland, The Outsiders and The Giver. Students learn to defend their responses to literature by returning to the text and mining it for support. They also begin the challenging process of comparative writing, making text-to-text connections. Through required texts and books of their own choosing, students write from the perspectives of characters, imagining themselves in a set of circumstances different from their own, facing the conflicts those characters must face. And, in keeping with the theme of identity, students write both personal narratives and metacognitive analyses of how they apply strategies they have learned to their writing. English 7/Form I: A Sense of Place Seventh graders begin this course by concentrating on the protagonists from their summer reading, The Adventures of Tom Sawyer and The Witch of Blackbird Pond. The focus of the year is the significance of setting, and how it can inform a storys events as well as the identities of its main characters. Students examine some overarching questions, including: How do the specific settings in these stories shape the characters? What motivates them because of where they live? What is familiar to them? What is unfamiliar? How does each characters sense of place affect their sense of self, and what internal and external conflicts do these places reveal? We continue to explore these questions during the year, in both discussion and a variety of both creative and analytical writing assignments, as we read texts such as Of Mice and Men, The House on Mango Street and A Raisin in the Sun.
Form i english of Mice and Men mock trial
English 8/Form II: Coming of Age Our Grade 8 curriculum focuses on the central theme of Coming of Age. We explore in depth the nature of childhood and adulthood, and how we differentiate between the two. Students critical thinking is shaped by in-class debates that challenge individuals to consider various perspectives and interpretations of events in literature. The classroom focuses student attention on language during discussion and in writing, and we challenge students to present ideas that are arguable and persuasive. Students also study creative fiction by re-reading and discussing short story techniques. Course texts include To Kill a Mockingbird, Poetry 180, and Fences. We integrate film versions of Shakespeares plays into the spring with our study of Romeo and Juliet as students gain a deeper understanding of literary interpretation by watching varied cinematic takes on Shakespeares words. Finally, we return to the importance of point of view and perspective by investigating the idea of the unreliable narrator in The Catcher in the Rye.
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Student Achievement

In the Upper School, we extend the fluency in the study of literature, writing, and thought that our students have already acquired in Middle School. Our Upper School English curriculum starts with a required course for all students in both 9th and 10th grades as students advance to a more complex understanding of language, genre, voice and style, both in the writing of others and their own. Our English curriculum adds many further options for 11th and 12th graders including exciting electives such as modern poetry, film and aesthetics, Latin American literature, and Literary New York. We also encourage juniors and seniors to consider our rigorous Advanced Placement (AP) English Language Seminar and AP English Literature courses. With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors. Seniors not taking AP English courses in the fall of their senior year enroll in our dynamic Senior Seminar where students refine the critical writing and reading skills they have developed during their first three years in the Upper School.
12th Grade english
Writing opportunities abound in the curriculum and in extracurricular settings. Sophomores, juniors and seniors may enroll in A Writers Life to develop talents as writers of fiction, poetry, and creative nonfiction. The English Department also offers workshops in fiction and poetry. Student publications such as The Poly Arts Journal, Polymorphous, The Polyglot (our yearbook) and The Polygon (our student newspaper)offer committed student writers the chance to conceive, design, edit, and write for the entire Poly community. Ultimately, Poly 12th graders will finish Upper School prepped for the rigors of college writing across many disciplines. Poly seniors also graduate with a sophisticated ability to ground thematic perceptions in close textual analysis, make cogent arguments, formulate their own ideas, and imagine the inner lives and points-of-view of characters very different from their own.
english: Course Sequence

Literary Awakenings
Origins of Modernity English Electives
The American Experience AP English Language and Composition Seminar English Electives
Senior Seminar AP English Literature English Electives
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Student Achievement

English 9: Literary Awakenings
Required in Form III

The worlds we discover through literature lead us to discover universal truths about human experience. In this introduction to Upper School English, students develop reading, writing, and critical thinking skills while studying a selection of both classic and modern texts in a variety of genres. Diverse literature from writers such as Sophocles, Shakespeare, Mark Twain, Zora Neale Hurston, Athol Fugard, and Julie Otsuka pushes students to discover, name, and discuss how universal themes both reflect and transcend time, place, and culture. They learn to read incisively, uncovering truths as they interact with these essential texts. Teaching towards a process of writing is a second fundamental aspect of ninth grade English. As students draft, workshop, and revise, they gain confidence as analytical writers while continuing to cultivate unique voices. This process of reflecting on craft in writing also allows for pointed instruction and reinforcement of selective rules of grammar, punctuation, and usage. Students learn how to write to learn as well as how to create a sense of intellectual conversation within their essays. English 10: Origins of Modernity
independent Study in english With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent study in English. Among the possible topics are:
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Playwriting Poetry Workshop Creative Writing Works by Anton Chekov (Russian Literature in translation)
Required in Form IV
English 10 is devoted to the study of a problemthe modern problem. The courseorganized thematically, rather than by chronology, aesthetic movements, or regional literatureposes difficult questions about what it means to live in a quickly evolving modern world. We ask about the effects of cultural collision; the death of traditional structures of meaning and power; and the significance of literature in an increasingly complex, connected, and technological world. Students themselves often pose seminar questions to discuss in class. Thus, students come to engage with literature not simply on the levels of plot and character but also as an expression of ideasultimately, unresolved problemsabout how to negotiate modern life. Texts from writers such as Ibsen, Marquez, Sartre, Huxley, and Kafka offer rich worlds for us to explore. We offer a variety of assessments in the tenth grade, though our writing instruction focuses heavily on the analytical essay, developing students skills in this area towards greater mastery. The tenth grade also offers students opportunities to write creative nonfiction, fiction, and poetry.
Seniors perform cat on a hot Tin roof
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Student Achievement
English 11: The American Experience
Required in Form V
From Hawthorne to Fitzgerald to Morrison, American writers have long explored issues critical to the understanding of what it means to be American. Through close study of some of the nations most important practitioners of prose, poetry and drama, students explore the many issues central to the American identity and experience. We examine how race, religion, class, and culture have forged and frustrated our identity as Americans. As students broaden their understanding of these complex issues, they also develop and refine their own unique voices through critical thinking and writing. Students in English 11 continue to build upon and refine the work they have done in previous grades towards crafting the analytical essay. Classes are often devoted to a discussion of the texts, and students are encouraged to voice their interpretations regularly. In doing so, students find they must return to a text and examine it more closely for the nuances embedded within a passage, a sentence, even a single word. This kind of close examination and discussion of the text allows students to hone their comprehension skills as well as appreciate the art and craft of writing. Class discussions also expose students to the many and varied voices and experiences of their peers, which thus inform their own understanding of what it means to be American. Senior Seminar
Required of all non-AP literature students in the fall

This first-semester course is devoted to helping seniors refine the critical writing and reading skills they have developed during their first three years in the Upper School. In a workshop setting, students spend the semester crafting a variety of pieces, including: familiar essays and personal narratives; descriptive essays; magazine-style profiles; responses to creative nonfiction and contemporary literature; and visual analysis. The writing process is paramount, as students work closely with the instructor and each other in a workshop style to approach each assignment in stages (brainstorming, drafting, revising, and editing). Essayists such as George Orwell, Annie Dillard, E.B. White, Joan Didion, Alice Walker, Brent Staples, Edward Abbey, and Langston Hughes provide models for student work. Students are expected to engage in self-analysis over the course of the semester, considering and describing their growth as writers. Seniors will end the semester well prepared for the writing and reading rigors of college. AP English Language & Composition Seminar
Elective for Form V; prerequisite: departmental approval NB: This course is open to Form V students in the spring term, and is to be taken in addition to English 11. These two courses, in tandem, prepare students for the AP English Language Exam.
The course engages students in a conversation about language and its richness. Through the careful examination of other writers, as well as through their own continued practice, students learn how to think critically and communicate their ideas effectively in both speaking and writing. An intensive study of rhetoric and the process of writing, the course is structured as a writing seminar, where students gather to analyze and discuss a variety of readings. Students become actively engaged in the writing process themselves through regular writing and revision of drafts. In both cases, students pay careful attention to how structure, language and style enhance authorial purpose and convey meaning. Students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, thus becoming effective writers who compose for a variety of purposes.
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Student Achievement
AP English Literature
Elective for Form VI; prerequisite: departmental approval

AP English is a preparatory course for select seniors interested in sitting for the AP English Literature exam. The course will expose students to college-level literary study and instruct participants in effective strategies for writing critically about complex works of literature. Class discussions aimed at exploring literature will be the center of the course, but students will have frequent opportunities to write on a variety of works ranging from Sophocles and Shakespeare to McCarthy and Morrison. The basic methodology of the course is this: to help students become familiar with the lexicon of literary concepts and terms so that they can analyze and discuss challenging literary works with confidence. Over the course of the year, students will be able to discern how writers effectively employ diction, tone, narration, irony, and themes to establish a cohesive literary message. Writing and thinking are inextricably linked, and cannot be seen as discreet stages. Students learn to write and write to learn, which means that a students thoughts often reveal themselves in the midst of the writing process. Students will be expected to carry essays through an extended process of pre-writing, drafting, editing, and revision. Students will be expected to base their critical writing on close reading and careful textual analysis. In addition to expository and analytic essays, students will write regularly in journals, recording their personal responses to the literature they read. Students will also explore creative elements of writing in an effort to solidify their own unique voices as writers. A Writers Life
One semester in spring and fall; elective for Forms III through V; prerequisite: writing sample and departmental approval
This intensive, workshop-based course affords students the opportunity to develop talents as writers of fiction, poetry, and creative nonfiction. By studying the techniques and styles of professional writers, by working their way through abundant writing exercises, and by continually drafting and revising their own creations, students enhance their skills and gain an understanding of what it really means to be a writer. To that end, students are encouraged to read their work in public settings and to submit their pieces to contests, publications, and workshops both within and beyond the walls of the school. Aesthetics and Film
Elective for Forms V and VI

The course focuses on film as the realization of an aesthetic dream. Through the study of a diverse selection of films and literature, the class explores problems of reality, perception, meaning, and consciousness. The class examines Keatss comparison of human imagination to the dream of Adam (he awoke and found it truth), and studies this image as a compelling version of our experience of film. Gods and Monsters

Throughout human existence, we have looked to the skies for answers and cursed the ground for hardships; our literature often reflects that search for meaning and responsibility. This course will examine literature, films, and images from a variety of periods and cultures (from The Ramayana to The Picture of Dorian Gray) to develop our own understanding of the mythical and the monstrous in the world we inhabit.
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Student Achievement
Introduction to Comparative Philosophy

This course focuses on the emergence of modern Western philosophy. Topics surveyed include free will and determinism; the shaping of personal identity; the construction of knowledge; the possibility of metaphysics; the nature of moral and civil authority. As a survey of philosophical thought, the course stresses such authors as Plato, Aristotle, Descartes, Hume, Kant, and Nietzsche, as well as a range of contemporary thinkers. Students write a weekly prcis and short critical essays, and are expected to participate actively in the courses seminar format. Latin American Literature

In this survey of Latin American literature, students read a variety of novels, short stories, and poems, exploring in particular the experiences of people in Spanish speaking countries extending from Mexico through South America. While the texts will vary from year to year, an important common theme and style will be the focus. The survival of the oppressed in often deprived and war-torn countries is juxtaposed with the fantasy of magic realism, evoking this contrast between the harsh realism of their lived lives with the poetic surrealism of their literature. Students write both formally and informally in response to the literature. Literary New york

This class focuses on selected works by significant novelists, poets, and essayists who have made New York their homes and focal point of writing. Selected and full-length readings by writers who span both the history and consciousness of New York (including Whitman, Selby, Lethem, Deveare-Smith, McCann, and Roth) are discussed within the contexts of students more personal experiences. Students write a variety of formal essays, literary memoirs, and personal reflections as they grapple with the meaning of place and origins. Modern Poetry and Fictions Workshop
Elective for Form VI

This course is designed as a seminar on creative writing. The course focuses on writing short stories and poetry. In addition, students read selected stories and poetry by modern and contemporary authors. In making a study of these writers, students gain a better understanding of the craft of writing. A semester project is required, and students maintain and revise a portfolio of all class writing. Shakespeare

Students taking this course read plays that include Richard III, King Lear, Measure for Measure, Twelfth Night, Antony and Cleopatra, and Hamlet. Although the details of the text are emphasized, the broad themes that make Shakespeare so significant are developed in frequent essays. Individual teachers may introduce one or two plays by other authors in order to define or clarify the genius of Shakespeare.
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Student Achievement
The Modern Novel

This class focuses on selected works by significant novelists of the twentieth century. Representative authors have included Faulkner, Ellison, Winterson, and Coetzee, but texts will vary with the course and teacher. Reading critically and intuitively, students examine the form and content of these writers, write essays, keep reading journals, and participate in class discussions. The class requires both expository and fictional written assignments. Independent Study
Optional for Forms V and VI; departmental approval
Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the English Department, we use many tools to evaluate student learning, including reading and homework assignments, in-class writing exercises, analytic or expository essays, personal essays, journals, oral presentations, quizzes, tests, and other assessments.
our students have also evinced excellence in writing and the critical study of literature in the following ways:
1 Writing achievements that include significant and
increasingly stronger outcomes on SAT, WRAP, and other standardized tests to assess writing.
2 Exceptional recent results on the Advanced
Placement English Language and Literature exams (a mean score of 4 with 30+ testers).
3 Two recent Poly students were recipients of the
highly selective National Council of English Teachers (NCTE) awards for excellence in student writing.
4 Wide participation through our creative writing
elective (A Writers Life) and the schools literary journal (Poly Arts) in city-wide workshops and forums including The Day of the Poet and Literary Brooklyn.
5 A current Poly senior was just accepted into the
Young Playwrights Inc.s Advanced Playwriting Workshop for 2011-12.

Upper School english students engage in a discussion
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H IS TO ry
Student Achievement
Our Vision
Poly is How The Past & Future InteractOur 21st Century Goals Polys History Department, privileged by its talented teachers and curious, insightful students, grapples with the pastand its implications for the present and futurein deliberate ways on a daily basis. Our goal is to help students, and by implication, ourselves, to interpret a past we will never fully encounter. We do so because as John Lewis Gaddis argued, [H]istorical consciousness helps to establish human identity... its part of what it means to grow up. At Poly, understanding the past is an appropriately difficult and confounding endeavor, one which hopefully poses more questions than it answers. Consistent with the schools new mission statement, the History Department draws on the rich materials of history and the social sciences in order to inspire our students to think and act with intelligence, imagination, integrity, and a sense of social responsibility.
Michal hershkovitz, history department chair
Learning the Past to Chart the Future At Poly, we challenge our students to appreciate the ways in which the past both constrains and liberates them in their pursuit of civic responsibility. The constraints are easy to identify (if too often more difficult to understand): the decisions of past generations have closed certain paths to us, or made them almost impossible to pursue. On the other hand, understanding such decisions and determining when the conditions that created them no longer apply can be the most liberating experience of which humanswhether individuals or collectivitiesare capable. Poly students grow to realize how they make their own present and chart their own future only to the extent that they understand the past. Preparing Global Citizens Poly prepares its students for success in work and life. To ensure such success, our 5th-12th grade history curriculum ensures that students gain the knowledge, skills and expertise to become responsible global citizens. Our priorities are to promote analysis and analytical thinking, foster question-based inquiry born of curiosity, and facilitate the communication of sophisticated ideas. At each grade level, our teachers creatively use discussion-based curricula whereby students are challenged to understand history and its consequences. Beyond the Gates of Poly Our students share their work within the community through student-led lectures, blogs and published works. We also ensure that our instructional boundaries extend beyond the classroom through curriculum based-trips, Skype interactions with students abroad, and externships that allow for engagement with the world outside of Polys gates.
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Through an exploration of both American and world history, Middle School students increasingly develop their reading, writing, research, and study skills during Grades 5 through 8. At the Middle School level, students are challenged to examine the past as a way to better understand the present. In Grades 5 and 6, history is taught through interdisciplinary themes and its content is woven across the curriculum. Annual events, such as the Ancient Civilizations Festivals, celebrate a year-long thematic study with research, oral presentations, essays, and collaborative projects. Grades 7 and 8 students return to US and world history for an in-depth study of both. Through these courses, they closely examine primary and secondary source documents, complete research projects, participate in enriching field trips, and prepare for the demands of Upper School history curriculum.
history: Course Sequence

American Journeys
Ancient Civilizations
American Leaders and Leadership
Kingdoms and Cultures: 500-1500

Grade 5: American Journeys Fifth graders closely examine both the history and the geography of the United States through a year-long, interdisciplinary study of significant American journeys. Students comparatively analyze what motivates people to move, and how that movement affects the landscape, people and characteristics of our nation. By retracing paths such as Lewis and Clarks journey to the Pacific, the abolitionists plotting of the Underground Railroad, and the international mushers participation in the Alaskan Iditarod, fifth graders become better readers and writers of historical fiction and non-fiction pieces. In this course, students examine primary source documents, gather research from various sources, and strengthen their note-taking, map, and study skills. Grade 6 World History: Ancient Civilizations Sixth graders are pushed to broaden their world view through an exciting introduction to ancient civilizations, including Mesopotamia, Egypt, Greece, Rome, Nubia, India, and China. By researching and comparing each societys values, geography, institutions, religions, languages, and forms of government, students expand their global awareness in preparation for further study of both American and world history. Highlights of this course include role-playing, field trips, simulations, and multi-disciplinary work. Every March, Polys Ancient Civilizations Festival enriches historical study with student presentations of both the literature and arts of these civilizations. Students work on their research, essay writing, test taking, and oral presentation skills throughout the year.
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Grade 7/Form I US History: American Leaders and Leadership Seventh graders explore a range of complex national issues by examining different periods of United States history, from the American Revolution to the twentieth century. Students analyze the evolution of democracy, the strengthening of American freedoms, and the role of both the individual and the group in society. Students read and evaluate primary sources, including foundational documents such as the Declaration of Independence, the US Constitution, presidential speeches, and the Seneca Falls Declaration. Students learn about reform movements that have helped make our country more democratic, especially those for the abolition of slavery, womens suffrage, and civil rights. Students consider American leaders and their contributions. Collaborative lessons incorporate debates, discussions, and simulations. Through field trips, guest speakers, and special events, students expand their knowledge and understanding of American History. Grade 8/Form II World History: Kingdoms and Cultures: 500-1500 Eighth graders return to world history in this exploration of global civilizations from 500 to 1500. Starting with the collapse of the Roman Empire and ending with the Renaissance, students examine what makes civilizations grow and flourish and what leads to their downfall. Additionally, they study the power of geography and trade on societies, and the influence and reflection of religion, art, and literature on cultures. Students investigate African kingdoms, Mesoamerican civilizations, the rise & expansion of Islam and the Muslim civilization, the Middle Ages and the European Renaissance. Eighth graders leave this course with a solid 21st century skill set, having examined and analyzed both primary and secondary sources, completed two indepth research projects, participated in multiple simulations, debates, and discussions, completed cooperative small-group projects, and presented oral presentations. Medieval and African literature, as well as visits to the Metropolitan Museum, the Cloisters, and the Islamic Cultural Center also enrich the classroom Middle Schoolers study urban archeology with special guest robert Aberlin learning.
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In the Upper School, students build upon the foundation of American and world history that was built in the Middle School. All students complete at least three years of history, covering 1500 to the present. Upper School courses emphasize debate, research, critical reading, and analytical writing. Students learn to examine varying points of view and to find their own voices as historians. Poly Preps history curriculum offers many further options for 11th and 12th graders including exciting electives such as American Law, Psychology, the 1960s, and modern China. We also encourage juniors and seniors to consider our rigorous Advanced Placement (AP) World History, US History, and European History. With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors. Recent students have examined Middle Eastern history, Cuban history, and comparative politics. Ultimately, Poly 12th graders will finish Upper School as globally aware citizens who graduate with the ability to research, organize, and present historical information. They are pushed to respond to problems with inventiveness and original thought. They are problem solvers who can collaborate and debate the historical, political, and economic sides of varied issues. They are prepared for the rigors of college history and other disciplines requiring this 21st century skill set.
history: Course Sequence

Foundations of the Modern World (1492-1900)
20th-Century World History
United States History AP United States History History Electives
AP United States History AP European History AP World History History Electives

Grade 9/Form III: Foundations of the Modern World (1492-1900) This course provides students with a global view of the world from the time of the first explorations of Columbus to the imperialist conflicts of the late nineteenth and early twentieth centuries. In the first semester, students use a comparative framework to explore developments in Europe, Ming China, and the Ottoman, Mughal, and Incan empires. In the second semester, students explore the legacy of the Columbian Exchange and delve into how the Enlightenment sparked revolutions across the globe. Students then gain insight into how the rise of industrialization in Europe led to the conquest of much of Africa, Asia, and the Middle East as the course returns full-circle to the civilizations examined in the first semester. A close reading of Chinua Achebes Things Fall Apart, which helps students to view history from a literary perspective, complements the study of imperialism. This course also aims to introduce students to a wide array of historical analysis skills and empowers them to find their own voices as historians. Research projects, analysis of primary sources, essay writing, and an introduction to debate techniques provide students with the skills needed to succeed in the more advanced courses offered by the department.
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Grade 10/Form IV: 20th-Century World History Students spend an entire year studying the 20th century around the globe, with particular attention to the following: World War I, the rise of fascism, Nazi Germany, World War II, the Holocaust, the Cold War, the revolutions in Russia, China and Cuba, the conflicts in the Middle East, the nationalist and independence movements in Africa and India, the American war in Vietnam, the many genocides of the 20th century, and the rise and fall of communism. Students explore topics from multiple perspectives using both historical and literary texts, engage in debates and mock trials, and hone their writing and research skills. Highlights of the year include a mock trial of Harry Truman on the charge of war crimes for having used nuclear bombs on Japan. Students hone their skills by researching and writing a term paper on a topic of their own choice in 20th century world history. Grade 11/Form V: United States History
independent Study in history With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent studies in the following topics:
n n n n
Required of all students except those enrolled in AP American History

The history of the United States is examined chronologically from British colonization to the present, with special emphasis on the transplantation of European culture to America, the rise of American nationalism, the democratization of American society, the clash between the industrial North and the agricultural South, the triumph of industrialism, the emergence of America as a world power, and American responses to global events. A substantial research paper is required to allow students to explore a topic in US history of personal interest and at the same time deepen their research and writing skills and historical understanding. American Law
Culinary History & Culture Child Pyschology AP United States Government AP Comparative Politics
Other independent study topics may also be available, dependent upon faculty expertise. note: Even when Grade 11/ Form V & Grade 12/Form VI electives listed to the left are not run as regular courses, student may be able to to take them as independent studies, dependent upon staffing.
The following elective for Grade 11/Forms V and Grade 12/VI is offered every year.
This one-semester course examines the fundamental principles of the American legal system. It surveys criminal law, constitutional law, trial techniques, and civil law including lawsuits. Students analyze and debate cases significant to American law and end the term with a mock trial. Cutting-edge legal issues are discussed and guest speakers from the field offer the benefit of their expertise and experience. American Politics
The following elective for Grade 11/Forms V and Grade 12/VI is offered every year.
This one-semester course examines the American political process with a focus on current elections, elections in an historical context, and the modern American presidents, from FDR to the present. The course focuses on oral presentation skills, a research paper, effective use of the Internet, and development of the ability to argue major political issues from contrary points of view.
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AP European History
Elective for Grade 12/Form VIprerequisite: departmental approval

AP European History explores the major political, intellectual, cultural, social, and economic developments in Europe from the Renaissance to the present. The particular focus of the course is intellectual history, with in-depth analysis of primary sources, including important works in their entirety, such as Mores Utopia, Machiavellis The Prince, Brechts Galileo, Voltaires Candide, Marxs The Communist Manifesto, Dostoyevskys Notes from the Underground, and Koestlers Darkness at Noon. AP U.S. History
This course meets the US History requirement and may not be taken in addition to Form V United States History.
AP US History examines the themes described in the US History course. In addition, this course introduces students to a range of materials for in-depth understanding of ideas and events. It provides the student with the analytical and interpretative skills and the factual knowledge necessary to deal critically with American history. Students are thoroughly prepared for the AP Examination in May. Introduction to Economics
Elective for Grade 11/Form V and Grade 12/Form VI

The first half of the semester is devoted to understanding capitalism, as it has been analyzed in the theories of prominent economists such as Adam Smith, Karl Marx, and John Maynard Keynes. Contemporary economic concepts and issues are examined using a wide variety of handouts, film clips, and Robert Heilbroners Economics Explained. Analytical and decision-making skills are enhanced in the last quarter when students work in teams on a real estate game to design an urban development. A panel of outside experts in the field judges student presentations of the projects. Psychology

This one-semester course offers a basic introduction to the study of psychology. Students will explore selected aspects in depth, including the ideas of Freud and Jung, developmental and social psychology, and a multifaceted study of mental illness. In addition to the textbook, students read personal narratives, newspaper and magazine articles, and descriptions of experiments. The focus of the class is discussion, relating psychological theories to everyday life and exploring them in literature and film. Students finish the semester by working in teams to design and carry out an experiment in social psychology. The Modern Middle East

This one-semester course offers the opportunity for in-depth and open-minded exploration of the many complexities of the modern Middle East. The 60-year Israeli-Palestinian conflict, the Iranian revolution of 1979 and its consequences, the varying treatment of women in Muslim countries, political democratization, and the rise of Islamic fundamentalist movements, are among the topics to be examined. Debates, contemporary literature from the region in translation, and visiting speakers will deepen student mastery.
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World religions

This course is an introduction to the study of some of the worlds major religions. After an introduction to the language and methodologies that scholars use to discuss religion and God, the course will begin to investigate the beliefs of specific faiths. Religions covered in a typical semester are Judaism, Christianity, Islam, Hinduism, Buddhism, and Taoism. The main text is Huston Smiths The Worlds Religions. In addition, students are exposed to translations of some basic writings of these religions, including related poetry and prose. Students also have the opportunity to meet with guest lecturers representing the various faiths. The 1960s: A Cultural and Social History

Students explore the notable debates raised by the 1960s through the lenses of history, civics, ethics, and current events. We begin by debating the question What is the individuals responsibility to their government in times of trouble? Students then have a chance to look in depth at the civil rights movement, the Vietnam War, the feminist movement, the environmental movement, and the gay rights movement. Each unit is based around an Essential Question such as Have we achieved Dr. Kings dream? or Which leaders bear the most responsibility for our difficult history in Vietnam? Different aspects of the decades American popular culture (including music, film, and visual art) are examined as they relate to the political and social developments of the time. The course culminates with the presentation of student research projects. Cuba: A History
This Grade 11/Form V and Grade 12/Form VI elective is offered depending on staffing and student interest.
This one-semester course focuses on the history of Cuba from the Taino chief Hatuey to Elian Gonzalez. Although the course covers several centuries, the approach is thematic, focusing on particular moments in Cuban history to get a richer sense of the islands past. Key topics will include the pre-Columbian era, slavery in Cuba, Afro-Caribbean religions, independence movements, US-Cuba relations, and Castro and the Cuban Revolution. Various kinds of primary and secondary materials, including music, video, and art will be used as sources. The coursework aims to strengthen necessary college preparatory skills such as essay writing, seminar participation, and independent research. Discovering Modern China and Japan
This one-semester course will offer students an introduction to the history and culture of modern China and Japan. Using a variety of readings, guest speakers and films, as well as the Internet and visits to museums and other cultural sites in New York City, students will explore the economic, political, and social transformation of China and Japan in the 20th century and their growing worldwide importance in the 21st century.
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Environmental Policy in the Age of Global Warming
This one-semester course provides a unique opportunity to look at international politics with a focus on environmental issues through an interdisciplinary lens complementary to our environmental science classes. Historical, ethical, and political aspects of environmental issues will be examined. We will focus on the following questions: What is nature for? How have human interactions with the environment shaped human history? What should national and international environmental policy priorities be? What are the most effective ways for individuals to turn their environmental values into realities? How does international relations affect environmental policies and action, and, in turn, how does environmentalism affect international relations? International relations
This Grade 11/Form V and Grade 12/ Form VI elective is offered depending on staffing and student interest.
This one-semester course provides a unique opportunity to look at international politics through an interdisciplinary lens. Historical, ethical, and political aspects of these issues will be examined. We will focus on the philosophical questions such as whether idealism or realism should take precedence in making foreign policy and use the film Fog of War to look at how the lessons of foreign policy play out in the real world. Then we will look at a variety of contemporary issues, including terrorism and global warming, as students develop their own views on what our nation should prioritize as we interact with parts of the world.
Poly history students welcome international visitors
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Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the History Department, we use many tools to evaluate student learning, ranging from reading and homework assignments, in-class writing exercises, role-playing and dramatization, analytic or expository essays, personal essays, journals, oral presentations, to quizzes, tests, and other assessments.
our students have also evinced excellence in the study of history in the following ways:
1 Exceptional outcomes on
Advanced Placement testing in United States, European, and World History. US History results are of special note where the class has held to a perfect 5 median score over the last 6 years with 30+ students sitting each time.
2 Consistently strong results on
the SAT Subject Test in US History, including recent mean testing 0f 650.
3 Recent alumni have published
papers on the history of coinage in academic journals and another alumnus has published a history of the Soviet experience in Afghanistan.
5th graders present their study of lewis and clark
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Our Vision
Poly is Problem SolvingOur 21st Century Goals It is the goal of the Mathematics Department to offer courses that allow students to fulfill their potential in mathematics and prepare them for their future studies. A strong core program exists for all students, along with relevant electives for those students interested in the further study of mathematics. Major objectives of the Mathematics Department are to help students: 1. 2. 3. 4. 5. 6. Understand the basic structure of mathematics; Recognize that mathematical techniques are a reflection of this structure; Appreciate the importance of deductive reasoning in mathematics; See the need for precision in mathematical language; Gain facility in applications of mathematical skills and concepts; and Gain skill and ease in the use of technology as a tool for mathematics.
Alex Basson, Mathematics department chair
Math in the World The role of math in the world is continually changing; our students will enter a workplace that demands highly technical skills along with the abilities to think creatively and work collaboratively. Todays technology renders irrelevant much of the mechanical proficiency that used to be essential to such careers. Professionals in the real world make extensive use of tools to do the routine work for them, while they instead focus on how best to use math creatively to solve the problems and challenges they face. Preparing Our Students Poly math students are developing skills that prepare them for the future. Our math faculty have a deep love of mathematics, mathematical reasoning, and the applications of math to solving real-world problems. Classes focus on analytical and synthetic problem solving skills while continuing to build mechanical expertise. They emphasize logical reasoning and teamwork while incorporating manipulatives, software, SMART Boards, and physical and digital modeling. Weve reshaped our curriculum to develop confidence in our students and the kinds of skills they will rely on the rest of their lives. Integration Across the Curriculum Students at Poly are pushed to apply math to life through curriculum that requires genuine interdisciplinary work. Students grapple with the challenge of how best to use math to solve problems in physics, biology, environmental science, economics, history, and many other subjects. For example, history students and math students face the common challenge of sifting through copious data and interpreting it to solve a problem. Faculty forge productive interdepartmental collaborations toward the pursuit of exemplary math education.
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Middle School students at Poly develop the competency and confidence required to fulfill their potential in mathematics. Curriculum emphasizes mastery of basic skills, numeracy and problem solving while preparing students for the higher order thinking and reasoning required for Algebra I. All students take Math 5 and 6, courses that teach concepts, computation, and the application of basic skills to real-life problems. In grades 7 and 8/Forms I and II, our strongest math students have the chance to pursue both Algebra I and Algebra II (accelerated sections are also offered) preparing them for an accelerated math track in the Upper School.
Math: Course Sequence

Math 5
Math 6
Pre-Algebra Algebra I
Algebra I Algebra II

Mathematics 5 & Mathematics 6 The Grade 5 and 6 program is designed to make math real for students. It builds on basic math skills and helps students see the application of mathematical principles to real life. Thinking skills and problem-solving strategies are emphasized, as are mental arithmetic, estimation, organizing data, and topics in geometry, probability, and statistics. Arithmetic operations with whole numbers, fractions, and decimals are covered. Students are encouraged to use their own problem-solving strategies and to share various strategies with classmates. Manipulatives or handson tools are used throughout the program.
5th grade math student at his computer
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Mathematics 7/Form I This course involves a year-long study of pre-algebra. It is intended as a preparatory course for Mathematics 8, which is a full year of the Algebra I curriculum. This course seeks to provide foundational skills in understanding the place of algebra in the mathematics continuum and to engender a working knowledge of the representation of algebraic expressions, equation solving, the basic operations with variable terms, and problem-solving strategies. Mathematics 7A/Form I
Prerequisite: department approval

Requirements for admission to the course include performance and grade profiles from Grades 5 and 6, teacher recommendations, and standardized test scores. This course involves an Algebra I Middle School math in action curriculum designed to prepare students for an in-depth course in the Algebra II curriculum in Mathematics 8A. Course objectives include creating and expanding the students basic toolkit of algebraic skills, engaging students in the art of problem solving, providing a firm foundation in the understanding and use of algebraic terms and expressions, and empowering students to become independent mathematical thinkers. Mathematics 8/Form II Algebra I formalizes the intuitive approach to the real number system begun in previous years of study. Students develop mathematical techniques to solve linear and quadratic equations and systems of equations. The course introduces an array of functions, including linear, absolute value, and polynomial functions. Mathematics 8A/Form II

This is an honors section of the Algebra II curriculum that continues the emphasis (begun in Math 7A) on independent thinking, development of problem-solving skills, and assembling of a sophisticated toolkit of algebraic skills. It will consider exponential and logarithmic functions, conic sections, and trigonometric functions. There will be strong emphasis on graphing techniques and, where topics anticipate the pre-calculus curriculum, an enriched and comprehensive experience of algebra. A graphing calculator will be used throughout the course.
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The Upper School Math curriculum leads college-bound students through an essential curriculum that begins with Geometry and Algebra II and moves through to Calculus. (We note that in recent years a full 100% of Poly graduates have completed four years of mathematics.) Our most able and skillful mathematicians begin in Grade 9/Form III with an accelerated geometry curriculum; as sophomores they move into one of two advanced tracks depending on their backgrounds and completion levels of algebra. We expect these two groups to sit for the AP Calculus BC exam in junior and senior year. Some will also avail themselves of an increasingly rich array of electives in senior year including Advanced Placement Statistics and Multivariable Calculus. As a college preparatory program, we believe that, for all of our students, a trajectory from geometry through algebra to calculus remains the best curriculum set to inculcate skills, abilities, and aptitudes necessary for applied reasoning and quantitative understanding.
Math: Course Sequence

Geometry SAP Geometry
Geometry Algebra II Advanced Math 10 Accelerated Math 10
Algebra II Pre-Calculus Advanced Math 11 Accelerated Math 11 Selected Topics: Pre-Calculus I
Pre-Calculus Pre-Calculus II Calculus AP Calculus AB & BC AP Statistics Multivariable Calculus

Geometry This course is a hands-on, active approach to discovering geometry. Students learn by doing as they work with geometric tools, manipulatives, and computers to discover geometric properties through experimentation and observation. Emphasis is placed on group work and peer collaboration. The course begins by introducing the concept of inductive reasoning, and progressively moves toward the more formal, logical system of deductive reasoning.
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Advanced Geometry
Pre-requisite: department approval

This is the first course in a four-year sequence that prepares students in the Special Advanced Program for AP Calculus (BC level). This course covers the content of plane (Euclidean) and analytic geometry, but with greater emphasis on proofs designed to challenge and stimulate the students. Transformations and three-dimensional space are additional topics. This course will serve as a gate class by dividing students into the Accelerated and Advanced tracks for Grade 10/Form IV. Algebra II
Prerequisite: Geometry
This course reviews and extends basic algebraic concepts. It is primarily based on one of the main unifying concepts of mathematics: the function concept. Definitions, properties, graphs, and applications of linear, quadratic, rational, trigonometric, exponential, and logarithmic functions are studied. In addition, a development of systems of linear equations, complex numbers, inequalities, and verbal problems is presented. The graphing calculator is used throughout this course. Advanced Math 10
Prerequisite: Geometry, Mathematics 8A & department approval

This course will be a melding of an intensified Algebra II curriculum with our current Pre-Calculus curriculum. It will be crafted to accelerate some students from Geometry through Pre-Calculus, as a preparation for entering AP Calculus AB for the junior year. As a new course, its curriculum will be mapped and reviewed for consideration in successive years. Accelerated Math 10

This course covers topics in Algebra II and trigonometry with a more theoretical and prooforiented approach. Emphasis is placed on the students ability to work independently on problem-solving. Additional topics are matrix operations, sequences, and series. Advanced Math 11
Pre-requisite: department approval

This course considers the AP Calculus AB curriculum for the full junior year. It will culminate in the national AP examination. As a new course, its curriculum will be mapped and reviewed for consideration in successive years.
Advanced Geometry students in action
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Accelerated Math 11
Prerequisite: Accelerated Math 10 & department approval

In the first semester, a continuing study of some topics in Pre-Calculus is provided. Graphing techniques are refined in both the Cartesian and polar coordinate systems. The binomial theorem is studied along with sequences and series. In the second semester, the study of the calculus is begun with emphasis on the theory of limits. It concludes with a full study of differential calculus. As a new course, its curriculum will be mapped and reviewed for consideration in successive years. Pre-Calculus
Prerequisite: Algebra II & department approval

This course is designed to introduce the student to a more theoretical study of mathematics and to prepare the student for the study of the calculus. The polynomial, trigonometric, logarithmic, and exponential functions are studied in depth. Graphing techniques are refined in both the Cartesian and polar coordinate systems. The binomial theorem and probability are covered along with sequences and series. Units in data analysis, discrete mathematics, and the use of technology-based labs are included. Selected Topics: Pre-Calculus Part I
Prerequisite: Algebra II
The objective of this course is to strengthen the students ability to deal with the more theoretical aspects of math and to hone his or her algebra skills. The elementary functions are studied, and an emphasis is placed on graphing techniques. The use of technology is integrated throughout the course. This course is followed by Math 12: Pre-Calculus Part II for senior year. Pre-Calculus Part II
Prerequisite: Pre-Calculus Part I

The objective of this course is to strengthen the students ability to deal with the more theoretical aspects of math, and to hone his or her algebra skills. The elementary functions are studied, and an emphasis is placed on graphing techniques. Topics covered include trigonometric functions, analytic trigonometry, sequences and series, probability, systems of equations and modeling for all families of functions. An emphasis is placed on graphing techniques. Calculus
Prerequisite: Pre-Calculus & department approval

The branch of mathematics known as the calculus serves as a natural and powerful tool for attacking a variety of problems that arise in the physical and social sciences, and in medicine and economics. Calculus is a collection of fascinating and exciting ideas having to do with speed, area, volume, rate of growth, tangent line, and continuity. After the limit concept is developed, the two fundamental concepts of calculus, the derivative and the integral, are developed both geometrically and formally, and applied to various physical problems.
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Statistics
Elective in Grade 11/Form V and Grade 12/Form VI (selection preference to Grade 12/Form VI students)
This is a year-long introductory course in statistics designed to familiarize students with data distributions, exploratory data analysis, correlation and linear regression, the normal and binomial probability distributions, confidence intervals, and hypothesis testing. Statistics are applied in a wide variety of disciplines. Students learn best when real data sets are used. Technology is used extensively to facilitate understanding. AP Calculus (AB Level)

This is an accelerated and more theoretical version of calculus, which prepares students for the AB level of the AP Calculus examination. AP Calculus (BC Level)
Prerequisite: Advanced Mathematics II & department approval

This course prepares students for the BC level of AP Calculus. It includes the content of the AB level of AP Calculus, as well as a study of polar coordinates, sequences, and series and differential equations. AP Statistics

This is an accelerated and more theoretical version of statistics, which prepares students for the AP examination. Multivariable Calculus
Math students study properties of congruent triangles
Prerequisite: AP BC Calculus & department approval

Multivariable calculus considers the extension of Calculus in one variable to more than one. The course covers topics in integrated and differentiated functions.
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Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the Math Department, we use many tools to evaluate student learning, ranging from research and lab work, oral and written presentations, reading and homework assignments, to quizzes, tests, and other assessments. We have also recently instituted a school-wide math puzzle contest in which students can offer solutions to publicy posted math puzzles in the Math hallway. Winning responses and solutions are posted in the hallway for the entire faculty and student body to see.
our students have also evinced excellence in the study of mathematics in the following ways:
1 Strong results each year on
a range of American Mathematical Associations (MAA) competitions, including several city-wide first place winners.
2 Consistently strong outcomes
on SAT Subject Testing in Math (2010 Level I 660, Level II 720).

3 Strong mean outcomes over
time in Advanced Placement Calculus and Statistics.

4 Strong performance for the last
two years in the state-wide New York Math League competition.
A Middle School math student at work
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PEr FO r M IN G ArTS
Student Achievement
Our Vision
Poly is Dance, Drama and Music! Poly Preps Performing Arts program enables students to explore the creative process and develop confidence as they express themselves through dance, drama and music. Our teachers, professional artists in their fields, inspire students to act with imagination as they find their creative voices and come to know the challenges and joys of the artistic process. Our performing arts curriculum is an exciting combination of in-school courses and wide ranging extracurricular activities, all of which build skills and encourage students to pursue their artistic interests. At the Middle School level, students are introduced to creative movement, dramatic arts and general music. All three of these are required elements of the 5th and 6th grade curriculum. From 7th-12th grades, students may begin to choose from a variety of performing arts electives, allowing them to pursue their passion as far as they wish to go, including both AP courses and options for independent study in the Upper School.
Nick Armstrong, Performing Arts department chair
Many Middle and Upper School students additionally perform in dance, theater, vocal and instrumental music productions. The department strongly supports independent projects in all its disciplines, including the annual student-run Evening of Student Choreography, senior Theater Directing projects, music composition, and chamber music groups.
Acapella at the annual Winter Arts Show
Form i & ii Play, Shakepeares Midsummer Nights dream
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Introduction In the Middle School, students learn to interpret artistic expression with confidence and convey their ideas and feelings through performing arts. Beginning in Grade 5, all students are exposed to the Drama Department through Creative Dramatics, part of their arts core rotation. Middle School students learn improvisation and acting techniques while participating in skill-building games and scene work. They participate as performers, designers, directors, and critics in the creation of original work, devised in small groups. Drama The Drama Program provides opportunities for young actors to make creative choices, express individuality, collaborate with other artists, and form opinions about different styles of theater. Students in Grades 7 and 8 have the opportunity to audition for two after-school productions each year: a winter play and a spring musical. In addition to performing opportunities, each of these productions offers students who are interested in technical theater the opportunity to work with experienced professionals in stagecraft, set design, costuming, lighting, and sounds. Dance Students learn to be both producers and informed observers of dance. All students are introduced to dance in their arts core rotation, learning basic dance concepts and styles. Interdisciplinary connections are made to both history and English classes. A culminating event each year is the annual Spring Dance concert. In addition, Middle School students may opt to participate in the After-School Dance Program or the Middle School Musical. There are two major events that highlight the work produced as part of Poly Preps dance program. The Afternoon of Student Choreography is a student-run production that involves over 100 Upper School students and raises money for a chosen charity. The Annual Spring Dance Concert features over 200 Middle and Upper School students and truly celebrates the many layers of diversity in our dance program. Music All Middle School students take a focused course of musical study, learning the basics of musical notation, music history, and music theory in arts core classes. Every student has the opportunity to play an instrument or sing with one of Polys groups of young performers, including Middle School Chorus, Middle School Band, Young Singers, and the Middle School Jazz Band. These groups are showcased at the annual Middle School Concert. Students also present musical creations during celebrations that connect academic studies with the arts, including the annual Grade 6 Ancient Civilizations Festival and the annual Grade 5 Lewis and Clark Day.
5th and 6th grade Young Singers
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Student Achievement
Performing Arts: Course Sequence

Dance Drama Music - Vocal
Dance Drama Music - Band Instruments
Band Chorus Dance Drama Music String Instruments String Ensemble
Band Chorus Dance Drama Music Guitar String Ensemble
Middle School Course Listings: Dance

Dance 5: Movement Studies The 5th grade continues its theme of journeys as they learn about the performing art of dance. The students explore movement creatively with the understanding of the basic dance concepts: space, body, force, and time. Movement studies are developed as solos, duets and groups, and the skeletal structure of the body are introduced on a continual basis. The class meets for one trimester and is part of the 5th grade Arts Core. Dance 6: Basic Elements of Dance This course is a required arts core class for all 6th graders. The four basic elements of dance: body, space, relationship, and dynamic are studied. We develop a basic dance vocabulary, as we work on small improvisational exercises and choreographic projects. Emphasis will be placed on working as an ensemble. For the classes that meet in the fall and winter trimesters, we will be working on re-creating a work that we have observed and discussed. That piece will be performed in the Spring Dance Concert. Grades 7 and 8/Forms I and II: Dance Elective This course is a middle school arts elective, which meets for the semester. We develop an extensive dance vocabulary as we study a variety of movement styles, including jazz, musical theatre, and world dance. Students also learn the process of making dances as well as how to be an informed observer of dance. A culminating event for this class is the Spring Dance Concert. Students receive a letter grade for their work in this course.
Middle Schoolers in the spring dance concert
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Middle School Course Listings: Drama

Grade 5: Introduction to Dramatic Arts I The fifth grade drama class fosters creativity, collaboration, communication, and risk-taking through its introduction to dramatic arts. Throughout the trimester, students get a taste of the three ways that dramatic material is created: improvised, devised, and scripted. Students learn stage fundamentals through a series of interactive, team-work based games, geared toward teaching kinesthetic technique through physical challenge. Students explore performance through improvisation and the beginnings of story-making. Students create their own scenes through mime, body language, and creative movement, and work in groups to create conflict-based story lines through a series of sketches. Additionally, as a cross-curricular exercise, students collaboratively devise and perform scenes in which they portray the historical figures that they researched during their history unit on Lewis & Clark. Grade 6: Introduction to Dramatic Arts II The sixth grade drama class builds upon the fundamentals introduced in Grade 5. Students continue to explore improvisation, scene development and performance. Students create original non-verbal scenes in small groups and perform them to music at a Middle School Chapel. Drama teachers work with other faculty to integrate current themes of study into dramatic scenes and student created dialogues. As part of last years Ancient Civilization Festival, for example, students used creative movement to depict dramatic narrative, developing an abbreviated version of the ancient Indian Sanskrit epic The Ramayana. In an effort to support Polys mission of fostering creativity, students are assessed according to effort, enthusiasm, focus, ability to collaborate, and risk-taking. Grades 7 and 8/Forms I and II: Dramatic Arts The seventh and eighth grade drama classes provide students a more in-depth look at creative dramatic arts. Students review the fundamental stage techniques covered in earlier courses through interactive, team-work based games. Students then learn the fundamental components of dramatic creation: conflict, relationship, text and sub-text, objective, and tactic. Working in small groups, students create characters and scenes, utilizing these fundamental components to devise clearly conveyed stories. Students evaluate clips of successful dramatic and comedic scenes, and are guided to incorporate modeled techniques into their own work. Students learn about process, incorporating multiple cycles of constructive criticism into scene revision before a final performance. Three major projects are assigned: a comedic scene, a stage combat scene, and a larger devised piece. At the end of the semester, students perform their culminating project at a Middle School Chapel.
Grade 8/Form ii drama students rehearse an anti-bullying PSA
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Middle School Course Listings: Music

Grades 5 and 6: General Music All Grade 5 and 6 students take this year-long class, in which they learn how to read and write basic music notation; play pitched instruments (recorder, xylophone, etc.) and non-pitched instruments, both solo and in an ensemble; and sing unison and two-part songs. Students also listen to music of various cultures and time periods. Grades 7 and 8/Form I and II: Band The Form I and II Band meets and performs in concert and at school functions throughout the year. Band students must enroll in Polys after-school instrumental lessons or take private lessons outside Poly in order to participate in Band. The students perform a varied repertoire of music. Students must take Band for an entire year in order to place out of General Music for that year. Grades 7 and 8/Form I and II: Chorus Form I and II Chorus meets and performs in concert and at school functions throughout the year. Students in Chorus continue to develop musical literacy and performance skills with an emphasis on their voices. The students perform a varied repertoire of music: folk music, classical music, musical theater, and contemporary works. Students must take Chorus for an entire year in order to place out of General Music for that year. Grades 7 and 8/Form I and II: General Music Form I and II students choose whether to participate in a performing ensemble (Band or Chorus) or take this class. General Music is a one-semester course that takes students to more advanced levels of musical literacy, hones their performance skills, and provides them with a forum for listening and analysis. Students continue to play classroom instruments and begin to compose music as well.
Soloists sing dont Stop Believin at the winter music concert
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Student Achievement

In the Upper School, students learn to interpret artistic expression with confidence and convey their ideas and feelings through performing arts.
Dance Upper School students have the opportunity to take dance each year and use the course to fulfill either their arts or physical education requirements. Students of all levels are exposed to a variety of dance styles and explore the roles of choreographer, performer, and observer. Accomplishments of dance students are recognized annually at an Upper School Chapel. In addition, after-school activities offer students more ways to explore their interest, including Dance Company, Dance Team, Epiphany (Step Club), African dance club, and the Upper School musical. There are two major events that highlight the work produced as part of Poly Preps dance program. The Afternoon of Student Choreography is a student-run production that involves over 100 Upper School students and raises money for a chosen charity. The Annual Spring Dance Concert features over 200 Middle and Upper School students and truly celebrates the many layers of diversity in our dance program. Drama In the Upper School, students pursue their individual goals with a range of elective offerings in acting and stagecraft. All students take Speech, a course designed to build confidence and poise in public speaking and to enhance the development of persuasive and rhetorical skills. Acting is offered as an elective for Grades 11 and 12. Students receive training in script analysis with both contemporary and classic texts, work on physical theater skills, including stage combat, and prepare material for scholarship and professional auditions. Poly regularly sends students to competitive college programs in acting and musical theater. Upper School students produce numerous shows throughout the year including two fall dramas, a spring musical, and one-act plays which are written, directed, and staged by upperclassmen. In all productions, students take responsibility for stagecraft, set design, costuming, lighting, and sound. Since our faculty comprises educators who are professional dramatic artists, students are always learning about theater firsthand. Additionally, with its comprehensive lighting, sound, counterweight fly system, and a fully-equipped scene shop, the 380-seat Richard Perry Theatre affords student actors and technicians a professional setting in which to learn their craft while working with professional designers. Music The musical experience in the Upper School recognizes the power of music in our lives on a daily basis. All sophomores explore a broad assortment of musical expressions in Introduction to Western Music, and link them to their historical, social, political, religious, and cultural environments. Some students further pursue their interest through AP Music Theory, and independent studies in composition and performance. Performers who elect to participate in a musical ensemble, such as Concert Choir, Concert Band, or String Ensemble, benefit from the experience of professional leadership from the schools dedicated faculty members, and visiting professional players who regularly coach the sections. Smaller groupsincluding Jazz Band, the Jam Band, A Cappella, and other extracurricular groupsoffer the chance to focus on particular musical interests. The Winter and Spring Arts Festivals feature performances by all of the Upper School ensembles, and the accomplishments of music students are recognized annually at an Upper School Awards Chapel.
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Performing Arts: Course Sequence

Dance Music Electives
Dance Introduction to Western Music Music Electives
Dance Music Electives Performing Arts Electives
Dance Music Electives Performing Arts Electives
Upper School Course Listings: Dance

Grade 9/Form III Dance This course gives students an opportunity to learn the fundamental techniques of jazz, world dance, musical theatre, contemporary, and modern and ballet in an encouraging environment. Focus is placed on increasing individual strength, flexibility and command of the body, as well as cognitive, creative, and social skills through collaborative composition projects. Form III Dance continues its strong partnership with Lincoln Center and the New York City Ballet through the Work-Out Program, which combines the grace and technique of ballet with the strengthening of fitness, resulting in a solid foundation and an appreciation of dance. Students participate in three trips to Lincoln Center: student matinee, student master class, and performance in a student festival. This is a pass/fail course.
Upper Schoolers perform in Finians rainbow
Grades 10 -12/Forms IV-VI Dance This course is designed for dance students at all skill levels. Throughout the year, students explore a variety of dance styles, including ballet, jazz, musical theater, modern, and world dance styles. In addition, students participate in a variety of choreography projects assigned during the year. Students perform in the Afternoon of Student Choreography in January and the Annual Spring Dance Concert in April. This is a pass/fail course.
Upper School Course Listings: Drama

Acting
Year-long Elective for Grades 11 and 12/Forms V and VI (0.5 credit towards Arts requirement)
This course emphasizes the development of a reliable acting technique. Script analysis, physical exercises, and improvisation are all part of scene preparation. Students work with a variety of scenes and prepare monologues to use for conservatory school auditions and senior scholarship competitions. The semester culminates in a public performance of scenes for the student body. Trips to see live theater form an essential part of the class experience.
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Advanced Acting
Fall Semester Elective for Grade 12/Form VI (0.25 credit towards Arts requirement) Pre-requisite: successful completion of Act One Act Two is a continuation of the practical drama program with a focus of monologue preparation.
The class is designed for students who wish to apply for conservatory drama programs or college scholarship programs, or who are interested in expanding their auditioning and performance skills in general. Participation in the National Arts Search Talent scholarship is a critical element of Act Two. Film and Video
Elective for Grades 11 and 12/Forms V and VI (0.25 credit towards Arts requirement)
This course is a combination of classroom theory and studio exercises, with an emphasis on practical work. Students produce a series of projects focusing on technique. Each group schedules, shoots, records sound, and edits tape for other members. The course emphasizes teamwork, encouraging students to work collaboratively to produce short films that have storyboards and include a screenplay. Set Design
Elective for Grades 11-12/Forms IV-VI (0.25 credit towards Arts requirement)
This semester course introduces the student to the art of set design. The first quarter is spent learning to produce the materials that a set designer uses to communicate ideas. Through a series of exercises, students are taught to use Vectorworks (a CAD program) to create ground plans, elevations, perspective renderings, and 3D computer models. The quarter culminates in the presentation of plans showing each students own bedroom as a set on a stage. The second quarter progresses to reading, analyzing, and designing a set for a one-act play. Generally, Stagecraft is a prerequisite for this course, but students with theater experience, or who are interested in architecture or learning a CAD program, may be admitted with permission of the instructor. Speech
Elective for Grades 11 and 12/Forms V and VI

This course focuses on the development of clarity and poise in oral communication. Students study rhetoric and learn vocal and physical exercises to help them develop their speaking instruments. Acting exercises help students develop confidence in front of groups. Students are expected to present speeches on a variety of topics. Stagecraft
Elective for Grades 10 -12/Forms IV-VI (0.25 credit towards Arts requirement)
This semester-long course begins with a brief introduction to the different types and styles of theater and to general theater terminology. Students learn skills that include reading plans, tying knots, planning a construction project, wiring electrical plugs, soldering sound connectors, recording sound cues, hanging and focusing a lighting instrument, and safely using tools and machinery in the workshop. Construction projects include the basic scenic elements of a platform and flat. The class helps in the construction of scenic elements for the two fall productions. Students are encouraged to participate as members of the running crew for those productions.
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Upper School Course Listings: Music

Introduction to Western Music
Academic Arts course, required (with exceptions) for Grade 10/Form IV

Starting in Athens in 500 BCE and continuing into the 20th century, this course presents students with an overview of our common Western cultural heritage. By examining an array of cultural artifactswhich are as diverse as The Iliad, the Mona Lisa, Brunelleschis dome for the Cathedral of Florence, Beethovens Ninth Symphony, Goyas The Third of May, 1808, Picassos Les demoiselles dAvignon, Stravinskys Rite of Spring, Frank Lloyd Wrights Fallingwater, and Alfred Hitchcocks Psychostudents will learn to read their cultural environment, and will develop the skills to connect their current cultural environment with its historical background. The course is graded on a substantial semester-end paper. AP Music Theory
Elective for Grades 10 -12/Forms IV-VI (year-long course. 0.5 credit towards arts requirement); Beginning in 2009-2010, AP Music Theory will be offered in alternate years
Students who have successfully completed Fundamentals of Music Theory are encouraged to continue with AP Music Theory. This year-long course combines many aspects of first-year college music study: musicianship, harmonic practices, compositional devices (as demonstrated in various pieces of music), basic composing, and the style and history of various works. This comprehensive and demanding course culminates with the AP Music Theory exam in May. Fundamentals of Music Theory
Elective for Grades 10 -12/Forms IV-VI (offered spring semester. 0.25 credit towards arts requirement); This course will be offered every two years, the semester before AP Music Theory is offered
This class provides a grounding in music theory by focusing on the written and aural components of music study. As basic music literacy may be achieved in the Middle School, this fundamentals course teaches more sophisticated use of written notation. Students also begin to aurally recognize patterns, forms and harmonic progressions common in music. As part of this course, students also learn to hear internally, and to perform, previously unknown pieces of music (sight singing). The course is open to any student regardless of musical background. However, some instrumental or singing experience is helpful. History of Western Music
Elective for Grades 10 -12/Forms IV-VI (offered Fall Semester. 0.25 credit towards Arts requirement)
History of Western Music offers a thorough exploration of both art and popular music beginning in the Renaissance and ending in the present. Students will study a core repertoire of masterpieces of music, developing an understanding for basic musical concepts such as melody, harmony, the various instruments of the orchestra, formal structures, tonality, and its alternatives. Students will also study the social and historic contexts of the musical examples. By the end of the semester, students will have gained a deep understanding of such seminal works as Bachs Mass in B Minor, Mozarts Eine Kleine Nachtmusik, Beethovens Choral Symphony, and Stravinskys Rite of Spring. Students will also watch at least one complete opera performance in class. The course culminates with an examination of the direct line that connects the music of Arnold Schoenberg and the Second Viennese School to the post-1966 music of the Beatles, by way of Karlheinz Stockhausen, Kraftwerk, and Devo. Students are expected to attend at least two live performances during the semester and to write about the experience.
POLy PrEPS 2012 2013 Mi ddle & U P P er Sc h o o l c Urric Ul UM G Uid e 42
Student Achievement
Concert Band
Instrumental Performance Ensemble for Grades 9-12/Forms III-VI

Concert Band, open to all Upper School students who play woodwind, brass or percussion instruments, explores a wide instrumental repertoire and exposes students to music of the Western art, American, and world traditions. Students taking Band are required to take instrumental lessons, either through Polys after-school programs, at a recognized music school, or with a private teacher. Concert Choir
Vocal Performance Ensemble for Grades 9-12/Forms III-VI
Upper School jazz band at the winter arts concert
Concert Choir is the mainstay of Polys choral program. This vocal ensemble focuses on a wide variety of vocal music representative of the Western art, American, and world traditions. Ability to read music is not required, but is encouraged. String Ensemble
Instrumental Performance Ensemble for Grades 9 -12/Forms III-VI

Violinists, violists, cellists, and bassists meet to explore music of the Baroque and Classical eras, and contemporary music all written for strings. Students taking String Ensemble are required to take instrumental lessons, either through Polys after-school programs or at a recognized music school, or with a private teacher. Jazz Band
Instrumental Performance Ensemble for Grades 9 -12/Forms III-VI; students must be in Concert Band to qualify for Jazz Band
Jazz Band provides students with an invigorating and challenging adjunct to Concert Band. Students explore the various styles of jazz to arise during the period from the 1930s to the 1970s, thereby expanding their knowledge and use of major and minor scales and modes. Glee Club
Vocal Performance Ensemble for Grades 9 -12/Forms III-VI

This all-school choir is the schools largest ensemble and the cornerstone of the Music Department. Students perform mostly accompanied music from a wide vocal repertoire and are exposed to the music of the Western art, American, and world traditions.
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Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and retune the effectiveness of our teaching. In the performing arts, we use supportive critiques and other forms of performance assessment. Musical theory and concepts are evaluated through other forms of assessment.
our students have evinced excellence in the Performing Arts in the following ways:
Music
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n n n n n
Michael Falotico 03, musician with his band Monogold Howard Levy 69, musician and Grammy Award-winner (with Bela Fleck and The Flecktones) Richard Perry 60, Grammy Award-winning record producer Canning Robb 13 and Harold Theurer 13, Accepted into the 2011 All-State Choir Glen Roven 75, Emmy Award-winning composer and musician Bob Telson 66, Composer (The Gospel at Colonus) Justin Werner 06, founder of the New York Opera Exchange
Film & Television

n n n
Film producer, Christina Baril 02 Emmy Award-Winning producer of MTVs Made, Kate Bernstein 95 Owner of NOVA Entertainment company, Frankie Nasso 02
Acting
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n n n n
n n n n n
Noah Aberlin 95, actor, dancer, singer, New York City Operas Candide; NY production of The Wizard of Oz Khail Bryant 17 in Broadways The Lion King NYU Tisch graduate, singer and actor Jabari Brisport 05 Rob Brown 02, actor (Finding Forrester, Coach Carter and Trem) Calvert DeForest 40, actor and comedian best known for work on the David Letterman Show as Larry Bud Melman Alyssa Gold 07 on Broadway in Lemon Sky Grace Gummer 04 in Arcadia on Broadway Leah Horowitz 97 currently in Follies on Broadway Juliette Pannone 05 in Broadway production of Annie Bonnie Somerville 91, actress (Friends, The O.C. and Cashmere Mafia)
Dance
n
Jill Sigman 85, founder of Thinkdance
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Our Vision
Poly is research & InquiryOur 21st Century Goals The ability to critically analyze ideas and the skill of synthesizing information into a coherent argument are the foundation of any Poly science class. We expose our students to a core curriculum of specific science topics while recognizing that the number of important topics is growing and changing as our worlds scientific and technical knowledge develops at a rapid rate. In the age of information, where students have access to centuries old knowledge as well as recent scientific findings, we ensure that our students can find, read, and understand scientific information, and ultimately, assess its credibility through the scientific process. A Foundation of Content Students at Poly learn the robust content of the most basic science disciplines: Flo Turkenkopf, biology, chemistry, and physics. Students build a foundation for this content Science department chair in the Middle School through interdisciplinary studies of the world, from the expanse of space down to microscopic investigations. Students learn how objects interact through the basic laws of Newtonian motion. They understand atoms, and how atoms come together to make up all materials. They learn about the law of conservation of energy, and its implications on all systems. They appreciate evolution and examine the interconnections between all living things. Students understand the human body and the functions of its many systems. Mastery of Skills Beyond teaching these basic concepts, Poly faculty values the importance of teaching students how they go about doing science. Science is a human endeavor, a process that helps us understand the world around us. As stated in the American Association for the Advancement of Science Project 2061, When people know how scientists go about their work and reach scientific conclusions, and what the limitations of such conclusions are, they are more likely to react thoughtfully to scientific claims and less likely to reject them out of hand or accept them uncritically. This is why we emphasize skill development in both our Middle and Upper Schools. Balanced Science Education Poly science students are problem solvers; they are pushed to think critically and creatively as they build on previous knowledge and develop solutions to identified problems. They are effective communicators, taught to describe their scientific thinking to the general public through oral, written, and graphical representations of ideas. They appreciate science as a collaborative process, recognizing the value of the differing observations, perspectives and opinions of others. At Poly, we value a balanced science education, ensuring that our students learn the content and the skills necessary for success both in the science classroom and in the application of science to the rest of their lives.
Upper School science lab
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Student Achievement

Starting in the Middle School, Poly students build a solid foundation of basic science knowledge and they learn the skills required to construct and conduct responsible scientific investigations. Lab work and hands-on exploration occur throughout the 5th-8th grade curricula, and students are continually pushed to make cross-curricular links between science and other subject areas. Students explore the world around them through both physical and life science. As content and lab work becomes increasingly complex, students gain fluency with the scientific method in preparation for a successful transition to the rigors of Upper School science.
Science: Course Sequence

Basics of the Physical World
Microscopic Explorations
Investigation of Chemistry
The Physical Universe

Grade 5: Basics of the Physical World In this Grade 5 general science course, students gain a basic understanding of, and appreciation for, their world and how it functions. Students study topics from life, earth, space, and environmental science through the cross-curricular Grade 5 theme of journeys. They begin the year by journeying onto the Poly Prep campus to explore the flora and fauna. Students work in the Poly greenhouse, study campus trees, and participate in Project Pigeon Watch, a citizen science project of Cornells Ornithology Lab that teaches the skill of careful observation. Students also journey to space through an interdisciplinary study of the space program. They evaluate the movements of the Earth, sun, and moon and the resulting phenomena at Polys StarLab. Finally, students journey along the Iditarod Trail in Alaska where they examine the evolution of dogs as a species and study sled dogs adaptations for both pulling and the cold. In the course of the year, students build basic science skills with an emphasis on observation and data collection, interpretation and communication. Fifth graders acquire 6th grade students dissect a sheeps eye critical study skills and work habits through this course.
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Grade 6: Microscopic Explorations In this Grade 6 general science course, students explore connections between physical and life science. Early in the year, students investigate the nature of light and its value using scientific tools such as lenses and microscopes. They also use microscope skills to the study the structure of plant and animal cells in preparation for the annual interdisciplinary Trout Project. In this project, students continue to explore the connection between physical and life science, as they raise trout from fertilized eggs to fingerlings. In caring for the trout in their classroom, students learn about the ideal conditions for animal growth by maintaining the proper physical balance (temperature, dissolved oxygen, ammonia/nitrates, and pH levels) in the tank, and they learn how this sensitivity is what makes trout such an important indicator species. Students release the trout each spring into their natural habitat. The following science process skills are emphasized during Grade 6: researching, posing questions, designing experiments, making observations, interpreting and communicating data, and drawing conclusions. Grade 7/Form I Science: Investigation of Chemistry Grade 7 students are introduced to the world of chemistry by exploring the microscopic world and by creating mental and visual models to help explain phenomena that they observe both in and out of the laboratory. Hands-on experiments lead students to investigate the complexity of the world that surrounds them. Topics include: the classification of matter, the properties of solids, liquids and gases, structure of atoms, the periodic table and properties of different classifications of elements, radioactivity and nuclear reactions, chemical bonds and chemical reactions. Building on their prior knowledge of the scientific method, students develop skills of quantitative and qualitative data collection and they learn how to effectively communicate their observations. Students also learn to distinguish between an observation and an inference. Hands-on activities are enhanced with digital tools such as visualizations and animations, reminding students how ever-evolving technology impacts both science and life. Students work collaboratively in labs and on projects in order to learn from each other and to gain the skill of working in a team. Grade 8/Form II Science: The Physical Universe Students develop a conceptual and practical foundation of science through this activity-oriented course. Lab investigations stimulate students curiosity and encourage their appreciation for the complexities of the physical world. Students develop skills of observation, organization, and problem solving, and gain basic proficiency with data analysis, note taking, and graph interpretation. Student assessments include class participation, homework, and lab work, as well as conventional quizzes and tests. Studies are enhanced through judicious use of Internet resources and multimedia, and primary topics of study are drawn from physical, earth, and space science. Historical development of concepts and environmental concerns are incorporated into our many scientific inquiries.
Middle School science lab
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Student Achievement

In our Upper School, students are challenged by science faculty to be critical, creative thinkers who learn to work collaboratively while mastering both content and skills. Upper School science curriculum begins with required courses in Forms III, IV and V, providing students with a foundation in biology, chemistry and physics. Within these disciplines, students may test into the rigorous Special Advanced Program, which allows for long-term participation in our accelerated science curriculum. Students who test into this program will complete three rigorous AP courses by graduation. While all Poly students graduate with solid mastery of our core curriculum, many choose to go above and beyond through electives, independent studies, and advanced research courses. Our science curriculum offers electives such as Geology, Anatomy and Physiology, and Biotechnology. With departmental approval and in partnership with the appropriate instructor, highly motivated students may also take independent study as juniors and seniors. Recent students explored topics in Marine Biology and Medical Ethics. Further opportunities for students abound through participation in annual events such as Women in Engineering Day, a symposium designed to expose motivated students to various disciplines of engineering. Ultimately, Poly 12th graders finish Upper School prepared for the rigors of college science. Additionally, all students graduate as effective communicators, innovators, collaborators and problem solvers, the soft skills required for long-term success.
Science: Course Sequence

Biology SAP Chemistry
Chemistry SAP Biology Elective: Research Course
Physics AP Physics B AP Biology Science Electives
AP Chemistry AP Biology AP Physics C Science Electives

Standard Course Sequence
Biology Biology introduces students to the characteristics that distinguish living systems, and it reinforces the general principles of scientific methodology. The year begins with cell structure and function, followed by elementary concepts in chemistry. Students study chemistry to acquire a basic understanding of biologically important molecules and the chemical reactions that sustain organisms. Students explore the continuity of life through Biochemical genetics, cellular reproduction, Mendelian genetics, and evolution. Students learn important laboratory skills, including analyzing and reporting on their own work, through laboratory exercises and demonstrations. Faculty incorporate Polys many campus resources, including acres of land including two ponds, a greenhouse and gardens, into lessons on the biological world.
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Student Achievement
SAP Science SAP Science is the introductory course for the Special Advanced Program in Science (SAP). Students apply for admission to the program at the end of their eighth grade year by completing a competitive test. Teacher recommendations, performance in Grade 8 science, and ERB test scores are also considered in the selection process. Students who stay in the program for four years will have completed this introductory chemistry course in ninth grade, SAP Biology in tenth grade, AP Physics in eleventh grade, and AP chemistry in twelfth grade. However, the commitment they make by applying and choosing the program is only a two-year commitment. This introductory course in SAP reinforces many of the skills necessary for future science classes such as computational skills and writing lab reports. Students do hands-on weekly lab work. This course follows and uses similar materials to Form IV chemistry, but units in organic and biochemistry are included to help students prepare for SAP Biology. The course includes concepts important to an understanding of energy, atomic structure, chemical bonding, stoichiometry, equilibrium and kinetics, acids and bases, and redox reactions. Chemistry Chemistry students complete a standard college preparatory curriculum that deals with the structure and behavior of matter; including topics such as: chemical reactions (including stoichiometry), thermodynamics, kinetics, equilibrium, atomic structure, the periodic properties of the elements, and molecular bonding. Students are exposed to examples of these topics in the real-world, especially as they relate to current environmental and ecological concerns, such as: fuels for the future and greenhouse gasses. Laboratory work is an integral part of this course; each experiment is carefully chosen to emphasize a particular concept or technique. Students are expected to work collaboratively to hone their scientific data collections skills and analyze their results. SAP Biology This college-level biology course is taught as a first year biology course to sophomores. It requires students to gain an in-depth understanding of biological ideas. In order to manage the large curriculum dictated by the College Board, students in this class must be highly motivated, able to plan and organize their work, able to budget time effectively, and able to take considerable responsibility for their own learning. Throughout the year, the course explores the following major biological themes: unity, diversity, continuity, and interaction. Laboratory investigations are an essential part of the course as they enhance the material being covered in the classroom and further students skills of scientific methodology, interpretation of data, and critical thinking. All students take the AP Exam in May. This course is not open to students who have completed high school biology. Physics Physics is the study of how objects move and interact with each other. Through this course, students develop their ability to apply both conceptual and mathematical reasoning as a method of understanding the physical world. Through the study of physics and the study of how people do physics, student acquire the logical, critical, analytical thinking, and mathematical skills necessary to solve problems in physics. Algebraic skill, an understanding of trigonometry, and solid organizational skills are necessary for success in this class. Laboratory experiments are also an integral part of the course as they familiarize students with the process of scientific discovery and illustrate how physical laws and principles are supported by experimentation. Through data analysis from labs, students formulate the equations that are the fundamentals in physics. The topics covered in this course include kinematics: the description of motion, including projectile motion; dynamics: Newtons laws and their applications; conservation laws: energy and momentum; electricity: both electrostatics and circuits; and magnetism
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Conceptual Physics: Selected Topics in real World Physics This is a full-year Conceptual Physics course open to any junior or senior. We believe that the concepts of physics are important in their own right and can be taught without the focus on mathematical equations. This class asks students to look at the world around them and appreciate the role physics can play in explaining what they see. Our first semester focuses on energy and the environment. We begin with a study of thermodynamics, looking at green building from a physics point of view. The unit culminates in a group project where students design environmentally responsible homes that utilize the concepts learned in class to cut down on the need for active heating and cooling. The second half of our semester focuses on the physics of sports. We learn the fundamentals of kinematics and energy while applying them to the sports we love to play and watch. This unit culminates in students either creating their own sports science video or writing a sports science article. In the second semester, we begin with a study of waves, learning about musical instruments and the physics of sound. We then transition to talking about electromagnetic waves as we study light phenomena. The course ends by exploring the physics of amusement park rides, focusing on the concepts of motion, forces, and energy. We complete the year by building our own KNEX roller coasters and then analyze them for safety. This challenging course presents physics concepts in the context of real-world problems and examples.
Science Electives
Anatomy and Physiology This is a laboratory science elective for juniors and seniors who are interested in personal health, public health, and the spread of disease for those who are also considering a career in the medical profession. During this full-year course we will study the human body, focusing on the structure and function of major tissues, organs, organ systems, and some of the diseases associated with each. The human body is a wonderfully complex subject that will bring together many of the concepts learned in previous science classes at Poly. Upon completion of this course, students will understand and appreciate how the body systems work together to maintain homeostasis. AP Biology The equivalent of a college-level introductory course, AP Biology is designed to develop analytical and critical thinking skills. This course is a second-year biology course that builds on the introductory course required for all Form III students. We focus on biology as a process, using a topical approach to deepen our understanding of major biological themes, such as unity of life, diversity, continuity, and interaction. Laboratory explorations and the critical techniques of biological investigation are an integral part of the course. We continue to build on scientific inquiry skills as students hone their data collection and data analysis. Each student is expected to complete an in depth summer assignment of reading and writing before beginning studies in September. All students must take the AP Exam in May. AP Chemistry The AP Chemistry course is equivalent to a one-year general chemistry course in college. Among the topics covered in depth are: structure of matter, including atomic theory and chemical bonding; states of matter, with particular reference to kinetic molecular theory and solution chemistry; reactions, including stoichiometry, kinetics, equilibrium, and thermodynamics; and descriptive chemistry, based on the reactions of both representative and transition elements. We use a typical college textbook as our foundation for this course and laboratory exercises are an integral part of the learning experience. Students finish this class with the ability to solve college level chemistry problems, the ability to present their ideas and solutions in an organized fashion so that others may understand their work, and the ability to think critically about how chemistry relates to issues in their daily lives. All students take the AP Exam in May.
POLy PrEPS 2012 2013 Mi ddle & U P P er Sc h o o l c Urric Ul UM G Uid e 50
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AP Physics B This very challenging and comprehensive course covers the equivalent of a one-year general physics course in college. Students examine the topics of kinematics, dynamics, gravitation, momentum and energy, electricity and magnetism, fluid mechanics, thermodynamics, waves and optics, and atomic and nuclear physics. This is an intellectually challenging course and it requires a fluency in mathematics as students examine the fundamental physical principles and processes that govern the universe. They develop both the conceptual and rigorous mathematical framework necessary to meaningfully understand and critically analyze many aspects of the physical world. Laboratory experiments are an integral part of the course. They are designed to expose students to the scientific discovery process and to illustrate how physical laws and principles are supported by experimentation. All students are expected to take the AP Physics Exam in May. AP Physics C AP Physics C covers the concepts of an introductory college physics course with calculus. Students use calculus to continue the study of the natural world that they started in AP Physics B with a more in-depth exploration of topics in mechanics, in addition to electricity and magnetism. AP Physics B does not allow for direct mathematical solutions to certain problems. Examining these situations using calculus enables us to derive the equations used in AP Physics B exactly, as well as tackling more complex but similar circumstances. The course makes use of mathematics as a higher skill level, in terms of both algebra and calculus. The skills learned in calculus class will be applied in a setting that allows for a comparison with real world situations. Lab experiments are generally designed by the students to solve a particular problem. Topics covered in this course include: kinematics, dynamics, energy, momentum, rotation, simple harmonic motion, electrostatics, circuits, magnetism, and induction. All students are expected to take the AP Physics C examination in May. Astronomy Astronomy is an elective course for juniors and seniors. Far more than identification of constellations in the sky, the study of astronomy has intrigued humankind and fueled scientific and mathematical progress for centuries. In this one-semester class, students look into the tools and techniques of the astronomer, the everyday movements of the sun and the moon, and where we fit in the universe. We use the celestial sphere to study the motion of our Sun and other stars in the sky and determine the reason for the climate differences across the Earth. Other major topics for the Astronomy class will include: a study of the Moon, its phases, and its tides and eclipses; the historical development of our model of the solar system and how it works; a survey of lenses and mirrors and how they are used to make telescopes; the life history of stars; a survey of the characteristics of the planets; and a brief look at cosmology, the Big Bang, and the formation of the universe. Biotechnology I: DNA research Techniques It is less than four decades since scientists learned how to manipulate DNA by cutting, rearranging and pasting with bacterial enzymes. This discovery has led to the amazing world of genetic engineering and myriad small and large biotechnology companies. Cells in culture have been turned into tiny, living factories making medically useful proteins in service of human needs. In this laboratory intensive course, we will be reintroduced to the master molecule, DNA, its structure and function, and its resilience even when placed into new contexts. Using many of the tools and techniques of a commercial biotech laboratory, we will isolate and purify DNA from different sources; cut it into pieces and map its structure; move foreign DNA into bacteria, and concentrate the newly minted protein. This class is strongly recommended for anyone interested in pursuing a career in medicine. May be taken with or without Biotechnology II.
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Biotechnology II: Human Genetics Understanding the workings of DNA and other cellular machinery has led to a more subtle appreciation of human health and disease. Figuring out the patterns of ordinary development helps us recognize what can go wrong and contributes to the diagnosis and treatment of human disease. In this laboratory intensive course, we trace vertebrate development from fertilized egg to mature adult using microscopy, pathology, chromosome studies, and analysis of single gene mutations. Detailed studies of the causes and diagnosis of cancer and heritable genetic diseases will constitute the major focus of the course. Consideration of the many recent -omics studies - genomics, epigenomics, and proteomics - will shed light on genetic predispositions and vulnerability to infectious diseases. This course is strongly recommended for anyone interested in pursuing a career in medicine and may be taken with or without Biotechnology I. Environmental Science This year-long course explores the interactions and relationships between humans and the Earth. The focus of this course is in understanding the science behind current events; it gives students a sense of personal empowerment in issues of the environment. We will be considering basic ecological principles in connection with topical issues: global warming, extinction of species, air and water pollution, toxic wastes, overpopulation, depletion of resources, and the destruction of tropical rainforests. Sustainability is a central theme of this course. Other topics include energy production, biodiversity and its preservation, and soil and sustainable farming. For each topic, the science is emphasized, but political, social, and economic consequences of environmental problems are a necessary component for clear understanding of each issue. Environmental science is a lab-based course. We will be conducting chemical tests and biological surveys that help indicate the ecological health of an area and become the tools necessary for environmental remediation. Forensics: Parts I and II Forensic science is the study of an application of science to law. In this elective, we take a detailed look at the processes forensic scientists use in analyzing crime. The topics we explore include evidence collection, biology (focusing on blood typing and toxicology), examination of other physical evidence, firearms, fingerprinting, document examination, crime photography, and polygraph and voice print analysis. We use case studies to highlight important trends in the field. This is a hands-on course with lab experiences, group activities, a term project, and some exams providing the format of the class. Geology Geology is a year-long course that studies the Earth and its atmosphere. In addition to studying the rocks and minerals that make up the Earth, we look into the structures and forces that give the landscape of this planet its shape. Therefore, the theory of plate tectonics is a central theme of this course. The role of catastrophes such as floods, earthquakes, and volcanic eruptions add drama to the study of geology. The effects of erosion and glaciation, the most recent sculptors of our landscape, are examined. We then looks at the structure of the atmosphere, the mechanisms that produce our weather, and the way the Earths climate has changed over time.
Upper School science lab
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Paleoanthropology: Human Evolution Where does the human species come from? Why are we all so similar and yet so distinctly individuals? It is now well understood that all modern humans emigrated from a founding population in Africa somewhere between 50,000 and 200,000 years ago. How we developed into anatomically modern humans from our common ancestors with the great apes is the subject of this semester-long exploration. Fossils and the geological context in which they are found form the core of the study of human ancestry, supplemented with studies of our close primate relatives and the evidence secured in the molecular record in our genes. Lab activities abound, and challenge the imagination as they tend to be somewhat quirky. (There are no fossil sites in Brooklyn.) Through careful reading of a journal article, individual students become experts on one of the major fossils, while teams confront the key debates that have energized the study of our ancestry.
independent Study in Science With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent study in Science. Among the possible topics are:
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Science and Society: Bioethics Modern developments in biotechnology and medicine have opened up Other independent study topics possibilities that were unimaginable fifty years ago. New ideas and new may also be available, depending technologies emerge almost daily, and there is hardly time for the implications upon faculty expertise. of their use to be considered. From the scarcity of transplantable organs, concerns about emerging diseases and possible pandemics, to testing new medicines, vaccines, and treatments on the youngest of our citizens, students in this course tackle some of the most complex decisions facing society. Exploring both a range of ethical theories and the techniques behind some key modern medical developments, students in this course examine and discuss this fascinating intersection of ideas. While the ethics come from the classic works of philosophers, the medical challenges come straight from the pages of scientific journals and the daily newspapers. Lively seminar discussions, engaging laboratory activities, and powerful case studies guide the collective work. The research Class The Research Class is a three-year program, beginning in sophomore year, that introduces students to the demands and satisfactions of rigorous scientific experimentation. Students apply for admission to the program in the late winter of their freshmen year. Six students are usually accepted each year, and they join members of the other two cohorts of young investigators in shared class meeting time. In this class students design and develop their own research projects, for which a series of developing formal papers are written and submitted to both local and national competitions. Students develop a protocol for research through investigation of scientific journal articles in their area of interest and their own creativity and ingenuity. The data and information that students gather, primarily in the junior year, become the basis of their final paper, which is crafted, revised, and polished in the senior year. Students hone presentation and public speaking skills through presentations to class members and the Poly community. In addition, this class also satisfies the Poly speech requirement.
Marine Biology Medical/Ethical Status of the Terminally Ill
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Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and retune the effectiveness of our teaching. In the Science department, we use many tools to evaluate student learning, ranging from research and lab work, oral and written presentations, reading and homework assignments, to quizzes, tests, and other assessments.
our students have also evinced excellence in the the sciences in the following ways:
1 Wide and consistent participation in
a three-year Science/Research program recently leading to semi-finalist status in city-wide and national competitions.
2 Consistently high 4/5 mean testing for
student in the SAP Advanced Placement Biology, Physics, and Chemistry sequence.
3 Strong (665) recent testing on SAT
Subject testing in Molecular Biology.

4 Environmental and Sustainability
initiatives through a revised greening curriculum and a state of the art greenhouse teaching facility.
Student-made eco-friendly housing model
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Our Vision
Poly is the ImaginationOur 21st Century Goals The Visual Arts Department at Poly Prep promotes habits that cultivate student curiosity, imagination, creativity, and evaluation skills. By focusing on art production, art history, art criticism, and aesthetics, faculty help students learn to convey their ideas and interpret the ideas of others. All practicing professionals, the visual arts faculty expose students to these interconnected disciplines in order to foster authentic discoveries of the visual process. As students internalize the importance of the visual and creative process, they also begin to gain essential knowledge of art and the craft skills critical to art production. Students practice studio art to develop a sensibility and commitment to the hands-on experiential process of art making. At the same time, students explore art history trends, looking at the social and cultural forces that shape the art process. Together with art criticism, students learn to recognize and verbalize through class discussions the principles and elements of art, as well as the qualities within their own work.
Jo Ann Menchetti, Visual Arts department chair
Middle School: Foundational Techniques & Creativity In the Middle School, students are introduced to techniques in drawing, painting, ceramics, and computer graphics. The faculty works closely with teachers in other disciplines so that visual arts are integrated into the curriculum as a whole. These collaborations are most apparent at festivals and learning celebrations held throughout the year, including Lewis and Clark Day and the Ancient Civilizations Festival. For example, after studying prominent examples of archaeological cultural motifs, students develop their own patterns and layouts to create ceramic vessels reflective of ancient Greece. Students display their work throughout the year, and especially, at the Middle School Arts Festival each spring. Upper School: Fostering an Innovative Voice In the Upper School, art theory, form, and process are emphasized beginning with a Freshman Foundation course and culminating with AP courses and independent studies in both Art History and Studio Art. All courses complement studio practice with an investigation into the historical and cultural backgrounds of various periods and styles. Issues relevant to art are further developed through discussion, critique, slides, videos, readings, written work, workshops, visiting artists, field trips, and student exhibitions. The relationship between art and life is developed in a way that fosters an innovative and personal approach towards the making of art. Students display their work throughout the year, and especially, at the Upper School Arts Festival each spring.
A Middle School art student at work
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In the Middle School, students develop work habits through the arts that cultivate curiosity, imagination, creativity, and evaluation skills. All students are introduced to techniques in drawing, painting, ceramics, and computer graphics. After school activities also involve the arts; many students choose to participate in both art club and photography club to further express their ideas through media. The visual arts faculty works closely with teachers in other disciplines so that visual arts are integrated into the Middle School curriculum as a whole. These collaborations are most apparent at festivals and learning celebrations held throughout the year, including Lewis and Clark Day and the Ancient Civilizations Festival. Members of the visual arts faculty are working, professional artists whose knowledge of art and love of teaching help students develop their ability to see, discern, perceive, create, and appreciate art at all levels. Polys location in New York City also allows faculty to coordinate field trips designed to offer students additional opportunities to appreciate the arts. Our facilities include separate studios for drawing, painting, sculpture, and ceramics. The ceramics studio has six pottery wheels and four kilns, including an outdoor gas-fired kiln and raku kiln. Each year, a guest artist is highlighted at the school. The Winter Arts Festival and Spring Arts Festival showcase student work in group exhibits as well as one-person shows by more advanced students. Students who excel in the arts are recognized annually at an Upper School Chapel. Ultimately, Poly 8th graders finish Middle School with the ability to interpret other artists expressions and the confidence to convey their own ideas through works of art.
Visual Arts: Course Sequence

Art Studio
Art Studio
Art Studio Ceramics
Art Studio Ceramics

Grade 5: Art Studio Students in 5th grade develop their aesthetic education by exploring a variety of materials and techniques to express themselves through creative production. The students review elements of art such as line, shape, form, pattern, value, and texture through various sketching and painting activities. The students create sketchbooks and use them consistently before each project. Self-portraiture is explored at this level, as well as a sculpture unit. Art history, art criticism, and cross-curricular connections are incorporated into the 5th grade studio class.
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Grade 6: Art Studio Students in 6th grade review their knowledge of the elements of art while continuing their exploration of materials and techniques. The students learn about color theory through a variety of sketching and painting activities. Students create sketchbooks and learn the importance of using them in a consistent manner. Figure drawing is explored at this level, as well as a sculpture unit. Art history, art criticism, and cross-curricular connections are incorporated into the 6th grade studio class. Grade 7/Form I: Art Studio Students in Form I explore aspects of art history, art criticism, and creative production, while enhancing their knowledge of the elements of art and the principles of design. Students incorporate use of their sketchbooks in a series of drawing activities, which build upon the skills they have acquired in the 5th and 6th grade art studio programs. The students focus on color theory as they practice blending techniques with acrylic paint, watercolors, oil pastels, and colored pencils. They work with positive and negative space as they carve and print linoleum blocks in their printmaking unit. Students look at work by a variety of artists, and use their styles to influence their own creative endeavors. Form I students also participate in critiques as a way to develop their own personal style. Students are assessed on their ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Grade 7/Form I: Ceramics Students in 7th grade use hand-building techniques including coil, slab, paddle, and pinch, as they explore both the vessel and sculptural forms within the traditions of Native American and contemporary artists. Within the exploration of their projects students expand their knowledge of the nature of clay and the decorative possibilities of colored slips, sgraffito, imprinting, and glazes. Instruction stresses imagination and creativity, with a focus on the importance of craftsmanship. Grade 8/Form II: Art Studio Students in Form II develop their aesthetic education by exploring aspects of art history, art criticism, and creative production, while enhancing their knowledge of the elements of art and the principles of design. Students in Form II Art Studio continue to build upon their previous knowledge of art, and prepare to enter the Foundations of Art class that is required in Form III. Students continue to incorporate use of their sketchbooks in drawing activities and to focus on color theory by blending varied mediums. They use printmaking to examine positive and negative space, and they analyze works of art to reflect on their own creative endeavors. Form II students also participate in critiques as a way to develop their own personal style. They are assessed on their participation in discussions and critiques, their art production, and their understanding of vocabulary and concepts used in class. Grade8/Form II: Ceramics Students in 8th grade work with the hand-building techniques of coil, slab, paddle, and pinch, and will also have the opportunity to develop skills on the potters wheel. Students will be exposed to the cultural traditions and techniques of ancient and contemporary artists as they build vessels and sculptural forms. Within the exploration of their projects students expand their knowledge of the nature of clay and the decorative possibilities of colored slips, sgraffito, imprinting, and glazes. Instruction stresses imagination and creativity, with an enhanced focus on the importance of craftsmanship.
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In the Upper School, students learn to look at the world through artists eyes. Art theory, form, and process is emphasized beginning with a required foundational studio course in Form III and culminating with AP courses and independent studies in both Art History and Studio Art. All courses complement studio practice with an investigation into the historical and cultural backgrounds of various periods and styles. Students in Grades 10-12/Forms IV-VI may take electives in drawing, painting, and ceramics. With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors using varied media. Recent students have examined ancient Greek art, still life, and animation through ceramics. Our facilities include separate studios for drawing, painting, sculpture, and ceramics. The ceramics studio has six pottery wheels and four kilns, including an outdoor gas-fired kiln and raku kiln. Each year, a guest artist is highlighted at the school. The Winter Arts Festival and Spring Arts Festival showcase student work in group exhibits as well as one-person shows by more advanced students. Students who excel in the arts are recognized annually at an Upper School Chapel. Members of the visual arts faculty are working, professional artists whose knowledge of art and love of teaching help students develop their ability to see, discern, perceive, create, and appreciate art at all levels. Polys location in New York City also allows faculty to coordinate field trips designed to offer students additional opportunities to appreciate the arts. Ultimately, Poly 12th graders will finish Upper School with the ability to view and interpret art and express themselves creatively through varied forms of media.
Upper school drawing class
Visual Arts: Course Sequence

Foundational Studio
Painting I Advanced Painting Advanced Drawing Ceramics
Painting I Advanced Painting Advanced Drawing Ceramics AP Art History
Painting I Advanced Painting Advanced Drawing Ceramics AP Art History
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Foundational Studio
Required semester course in Grade 9/Form III

In this class, Form III students explore the fundamentals of drawing, such as line, shape, light, shadow, and perspective with a number of drawing materials. Students also study color theory through introduction lessons in watercolor and acrylic painting. Beginners will enjoy learning these various disciplines while students with more experience will be exposed to different techniques and approaches as they further develop their individual skills. Assignments include in-class sketchbook exercises, major assignments, critiques, and an introduction to art history. Students visit the ceramic studios, as well as the advanced painting and drawing classes. The goal is to have our students complete this course with a confident view on what Poly has to offer in the visual arts throughout their high school experience. Painting I
Semester elective for Grades 10 -12/Forms IV-VI

In this introductory course, students learn technical skills required for representational and abstract painting. Acrylic and tempera mediums are introduced, as the elements of color theory and composition are emphasized. Various methods and approaches are used to explore the objective and expressive potential of painting. Students work from both the model and still life observation in order to develop skills in painting light, shadow, and three-dimensional forms. Students work on paper and canvas and build canvas supports. The course work involves different stylistic approaches and artistic criteria with a variety of art historical referencing to specific cultural periods, both modern and traditional. Class critiques are frequently used as a method of evaluating performance and progress. Ceramics
Semester elective for Grades 10 -12/Forms IV-VI

Students build upon their knowledge of the hand-building techniques of coil, pinch, and slab construction, and develop basic skills using the potters wheel. They will use this medium to create both functional and non-functional wares as they explore the tactile quality of raw clay in its plastic pliable state on to its firing. Students will develop a basic understanding of the application of glazes and the firing process. By using an electric kiln, a reduction kiln and the Japanese method of raku, students will be exposed to the historical traditions of ceramics in both the ancient and contemporary world of the East and West. Advanced Drawing
Semester elective for Grades 10 -12/Forms IV-VI Prerequisite: Foundational Studio with departmental approval
Advanced students concentrate on developing skills to explore how they may best create a unique personal style. Students work from still life as well as from models, both of which are under natural and controlled conditions. This course continues the study of various techniques and media with an emphasis on drawing from observation, the development of composition, and an exploration of personal imagery. Critiques, demonstrations, videos and slides, plus exhibition opportunities throughout the semester, enhance the students experience and efforts.
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Advanced Painting
Semester elective for Grades 10 -12/Forms IV-VI Prerequisite: Painting I or Advanced Drawing
The advanced painting course focuses on the continued development of appropriate painting skills, as well as an enhanced understanding of the relationship between historical knowledge and painting styles. Traditional and non-traditional methods are explored, as emphasis is placed on the role of painting and its relationship to other contemporary visual art practices. Students develop a body of work that focuses on themes and ideas to be presented in the senior show and for application to colleges and art schools. Class critiques evaluate performance and progress. AP Art History
independent Study in Visual Art With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent study in visual arts. Among the possible topics are:
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No prerequisites. Entrance by application

AP Art History is a broad survey of global architecture, sculpture, painting, photography, mixed media and other forms of visual art, from prehistory to the 21st century. This course will take chronological and thematic approaches to the teaching of the art. While we will follow roughly the chronological progression of art throughout the world, we will also interweave the study of non-western and contemporary works throughout the year. Students will become proficient in visual analysis through the study and application of formal methods, and will also learn to understand works of art within their historical contexts by exploring issues such as religion, patronage, and function. We will also explore the fundamentals of biographical, feminist, Marxist, psychoanalytic, and semiotic methodologies. AP Art History is a full-year course, intended to cover similar material as a college introductory course, and culminates in the AP exam in May.
Advanced drawing
Animation Through Ceramics Advanced Painting Documentary Filmmaking Film & Motion Graphics Ancient Greek Art & Influences Classical Sculpture Designs in Still Life & Abstraction
Upper school students in the drawing studio
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Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the Visual Arts Department, faculty assess student art production through supportive critiques and interaction. Other forms of evaluation are used to test student knowledge of art history and artistic concepts.
our students have evinced excellence in the visual arts in the following ways:
1 Many successful alumni are
currently practicing artists, including:

n
Josh Adams 05, Comic and commercial artist Kate Falchi 02, Fashion designer Nandita S. Kripanidhi 03, Photographer Nick Poe 03, Graduate of NYUs Tisch School of the Arts in 2007 (film, animation and art history) and co-owner of the clothing company Pegleg NYC Rodger Stevens 84, Sculptor, installation, and drawing artist Placement Art History exams. (average score: 4)
2 Good results on the Advanced
Upper School student works in the ceramics studio
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WO r L D L A N G UAGES
Student Achievement
Our Vision
Poly is Global LearningOur 21st Century Goals Language study has always been a central part of the Poly curriculum. In fact, we see it as a pillar of 21st century education. Fluency in foreign language is also key to fulfilling Polys mission of preparing and inspiring the next diverse generation of leaders and global citizens. For a school as rich as ours in cultures, histories and languages of others, we believe we can best prepare students to succeed in college and beyond by ensuring they graduate with full command of a second or even third language. (Indeed, a recent student survey revealed that 24 languages other than English were spoken in the homes of Poly families.) Innovative Teaching Methods In World Languages, we emphasize communication and use an immersion model for language acquisition. We train students to read, write, speak, and understand spoken language. For instance, at every level, poems are memorized in anticipation of Polys annual Rienzi Poetry Competition.
dr. Tony Gini, World languages department chair
We incorporate technology in each language classroom on a daily basis. For example, students have access to our state-of the-art Ralph J. Herreros language lab. We also limit class size to a number appropriate for learning in the target language. We accommodate the needs of heritage speakers, too, as they seek to perfect their command of oral and written skills in a language already spoken at home. Powerful, Contextual Learning To provide greater context and accelerate student learning, we support exchange programs and cultural visits to increase awareness of foreign cultures and idioms. Poly supports diversity among both faculty and students, and in its course content by integrating global perspectives and awareness of cultural, ethnic, and socioeconomic differences into our language curricula. Committed to going above and beyond for each student, Poly endeavors to create a learning environment sensitive to students individual learning styles. Staffed by native speakers and highly-trained teachers, our language faculty offers students a well-articulated linguistic sequence beginning with an introduction to one of three world languages in Grade 5 and culminating in multiple Advanced Placement (AP) courses in the Upper School. Our students are immersed in Spanish, French, Mandarin and Latin. Students become accustomed to the target language being used in the classroom from introductory levels (in the Middle or Upper Schools), with the aim being that they can truly think and speak fluently in that language prior to enrolling in AP courses in the Upper School.
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Beginning in Grade 8, students may apply to participate in Polys study abroad program, traveling most recently to Argentina, China, France, and Spain. Students often take part in homestays where they are fully immersed in their language of study. Students may also participate in classroom language learning, too, depending upon the study abroad program. The Many Languages We Offer In the Upper School, students may also choose to study other languages such as Italian, Arabic, Ancient Greek, Japanese and German through independent study. For Upper School students with a passion for foreign languages and global learning, we offer a variety of cultural, conversation and literature electives during junior and senior years for those students who wish to continue their study of language beyond the AP track.

In Middle Schoolto build a strong foundation for the study of world languages and culturesstudents are exposed to both modern and classical languages during their Middle School experience. In Grade 5, students choose to study French, Mandarin, or Spanish and they continue to study this language through Grade 8. The level of instructional intensity increases from three days per week in Grades 5 and 6 to four days in Grades 7 and 8. All Middle School students also learn Latin, required beginning in Grade 7. Because Latin is a language with declensionsand because the modern-day roots of many technical, legal, political, medical, and scientific terms in English derive from LatinPoly believes the study of Latin provides an excellent cross-cultural basis for the study of grammar. It also enhances students ability to understand modern English vocabulary. Many core cultural concepts in the Western canon also derive from Latin literature and philosophy. Thus, Poly Middle School students benefit intellectually in many ways through the study of Latin. Ultimately, Poly 8th graders will finish Middle School well-prepared for the demands of level II language in the Upper school, with the option of adding a second or third language of study in the Upper School if appropriate.
World languages: Course Sequence

French Mandarin A Spanish A
French A French B Mandarin A Mandarin B Spanish A Spanish B
French B French C (Fall 2013) Latin A Mandarin B Mandarin C (Fall 2013) Spanish B Spanish C (Fall 2013)
French C French D (Fall 2013) Latin B Mandarin C Mandarin D (Fall 2013) Spanish C Spanish D (Fall 2013)
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Student Achievement

French A In French A, students meet three times per week to acquire basic communication skills in speaking, listening, reading, and writing. Through instruction, role-play and music, students learn how to articulate and comprehend short, memorized phrases. They develop facility with the elements of daily conversation, such as time, place, family relationships, and expressions of emotions. As part of contextual learning strategy, this course also introduces students to the basic geography and culture that is relevant to their language of study. French B This full-year course in French meets three times a week and covers the initial chapters in the Discovering French series. Students learn numbers, the alphabet, present tense conjugations of common regular and irregular verbs, vocabulary for basic conversation, and a review of concepts presented in French A. Students practice their pronunciation by engaging in role-play and song, improve their aural comprehension by listening to recorded activities, and broaden their understanding of the Frenchspeaking world by studying culturally relevant topics. French C Middle school french class In this year-long course, students achieve competency in basic oral and written French expression. The curricular structure of the course is provided through the Discovering French series. Video and audio recordings enhance classroom work. Students write and present conversations in French, play language games, and learn songs representing the diverse Francophone world (such as France, itself, and French-speaking Africa, Canada, and the Caribbean). Smartboard-based activities are an essential component of the daily routine. Classes meet four times per week. French D
Prerequisite: French C
French D completes the introductory level of the language sequence for Middle School students. This course prepares students for Level II language in the Upper School. Meeting four times per week, students further their basic mastery of reading, writing, listening and speaking. Videos, music, readings, and dialogues support classroom instruction, as do regular visits to the language lab. Students often choose to stop into weekly afterschool French discussions for a more casual and relaxed practice of their target language. Students in this course gain a better understanding of the diversity of French culture and civilization, with special focus on Africa and Southeast Asia. Each year, some eighth grade applicants are selected to participate in study abroad trips to France.
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Latin A
Latin is offered (and required) starting in Grade 7

This required introductory course for all Grade 7/Form I students emphasizes the study of Latin grammar and vocabulary, both as a preparation for reading literature in Latin, and as a means to understanding the structure of language generally. Special attention is paid to relationships connecting Latin with English and with the modern Romance languages. Using Book I of the Oxford Latin Course, students learn to identify the parts of speech, sentence patterns, and syntax of Latin by translating sentences and stories of graduated difficulty. Online grammatical resources and Smartboard work are part of the daily class routine. Students learn about culture through web-based and interactive sites such as Google Earths Ancient Rome in 3D. Latin B
Prerequisite: Latin A
After a review of the material in Latin A, Grade 8/Form II students complete Unit I of the Oxford Latin Course, amplifying their vocabulary and their knowledge of pronouns, participles, adjectives, and infinitives. Sentences of increasing complexity are translated and analyzed. Reading comprehension exercises become more challenging. Emphasis on word derivation and cognates enables students to make connections with modern European languages as well as English. The Smartboard is used throughout, both for presentation of new material and for interactive work such as online games and puzzles. Cultural material centering on the stories of the Iliad and the Aeneid are presented through readings, videos and web tools such as Google Earth and Rome Reborn. Mandarin A In this full-year Mandarin course, students meet three times per week to develop basic skills in reading, writing, speaking and listening. Daily lessons incorporate the Discovering Chinese series to reinforce a selection of characters and grammatical patterns. By the end of the year, students can communicate about daily conversation topics such as greetings, name, age, family, home, day and date, foods, and typical experiences in school. The Smartboard is a part of the learning environment, and online resources are incorporated into the lessons. Mandarin B
Note: Qualified students in Grades 7 or 8 in fall 2012 who wish to begin the study of Mandarin may have that opportunity by enrolling in the Upper School Mandarin I class. Prerequisite: Mandarin A
Students meet three times per week in this full-year course and further the basic communication skills they mastered in Mandarin A. Students learn a wide selection of the characters and grammatical patterns required for success in reading, writing, speaking and listening. Daily lessons incorporate the Discovering Chinese series, the Smartboard and online resources. Students practice their pronunciation by engaging in interviews, role-plays and song, and they broaden their understanding of the Mandarin-speaking world by studying culturally-relevant topics.
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Student Achievement
Spanish A In Spanish A, students meet three times per week to acquire basic communication skills in speaking, listening, reading, and writing. Through instruction, role-play and music, students learn how to articulate and comprehend short, memorized phrases. They develop facility with the elements of daily conversation, such as time, place, family relationships, and expressions of emotions. As part of contextual learning strategy, this course also introduces students to the basic geography and culture relevant to their language of study. Spanish B
Prerequisite: Spanish A
Spanish B students spend the full year building upon the basic skills acquired in Spanish A. Major goals of this course include mastery of vocabulary for basic conversations, conjugations of both common and irregular verbs, and continued learning about Spanish-speaking cultures. Using En Espanol 1A, students practice their pronunciation by engaging in frequent dialogues and readings. They master basic writing and take the first steps toward functioning as a true Spanish speaker. This course meets three times weekly. Spanish C
Prerequisite: Spanish B
In this full-year course meeting four times weekly, seventh graders build upon the vocabulary and grammar they assimilated in Grade 6, and further develop both written and oral skills. Videos, music and web-based resources complement the continued use of En Espanol 1A. Our teachers incorporate Smartboard technology to support students language proficiency. Group work is a regular part of the class routine, particularly when students study Spanishspeaking countries for required written and oral presentations. Spanish D
Prerequisite: Spanish C
Spanish D completes the introductory level of the language sequence for Middle School students This course prepares students for Level II Spanish as ninth graders in the Upper School. Using the Descubre series, this course further strengthens basic grammar skills while continuing to emphasize new vocabulary. Throughout the year, Spanish D students visit the Ralph J. Herreros Language Lab where we encourage them to access language databases, online videos and recordings, and instructional material created by their teachers as part of contextual learning and immersion techniques. To foster the 21st century skill of collaboration and peer-based language acquisition, group work and project-based learning is an integral feature of this course. Each year, some eighth grade applicants are selected to participate in study abroad trips to Spain.
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Student Achievement

In the Upper School World Language department, students build upon the skills developed through both modern and classical language study in the Middle School. Our faculty ensures that students acquire the tools necessary for effective communication and comprehension of their chosen language. All Upper School students study a world language for at least three years, choosing to master French, Mandarin, Spanish or Latin. In Level II and III language classes, students gain proficiency in listening, speaking, writing and reading their language of choice. Emphasis is placed on grammar, syntax, vocabulary and pronunciation in addition to an education on the culture and society from which the language originated. By Level IV, all classes are taught entirely in the target language. Forms IV and V students gain further world language mastery by studying their language through literature, film, poetry and history. Students read books, magazines and newspapers in the language and gain cultural expertise. Some students choose to travel abroad to places such as Argentina and China, where they participate in meaningful exchanges with students from other schools. We encourage juniors and seniors to consider our rigorous Advanced Placement (AP) courses in French, Latin and Spanish. With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors where they may pursue self-directed scholarship in languages such as Arabic, Greek and Tagalog. Ultimately, Poly 12th graders finish Upper School with at least three solid years of world language study, prepared for the rigors of college level language study. Additionally, students graduate with an appreciation for the history and culture of a language outside of their own, preparing them for the success in our global society.
World languages: Course Sequence

French I/II/III Latin I/II/III Mandarin I/II Spanish I/II/III Level I-IV French & Spanish
classes are split into accelerated and average pace groups
French II/III/IV Latin II/III/IV Spanish II/III/IV Level I-IV French & Spanish
classes are split into accelerated and average pace groups
French V AP French Language Latin IV AP Latin Spanish V AP Spanish Language AP Spanish Literature
French V AP French Language Latin IV AP Latin Spanish V AP Spanish Language AP Spanish Literature
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Student Achievement
Upper School Course Listings: French

French I: Upper School Introduction This full-year course is open to students who have not had the A/B sequence in the Middle School. Students develop a firm foundation in the four basic communication skills: listening, speaking, reading, and writing. Students also enjoy discovering what makes the French uniquely French, by examining features of the geography and culture of France and by learning about some aspects of daily French life. The Discovering French text series is supported by workbooks, videos, and audio recordings, all of which are extensively used. The Smartboard is a regular feature of the lesson in this course. French II
Prerequisite: French B or French I

The objective of this full-year course is to teach students to communicate in the target language by reinforcing and advancing the skills of listening comprehension, speaking, reading, and writing. Students study present, past, and future verb tenses, pronoun complements, appropriate use of descriptors, and more. Through the continued use of the Discovering French video series, students hone their ability to imitate dialogue, pronunciation and gestures. Students become increasingly proficient in the structures of the language. French IIA
Prerequisite: French B or French I and departmental approval

In French IIA, students continue to develop their listening, speaking, reading and writing skills by studying vocabulary, grammar and syntax at an accelerated pace. Students learn to communicate in French about the following topics: people, weekend and leisure activities, food, entertainment, health and sports, the home, fashion and clothing and traveling. They will study regular and irregular verbs in the present, pass compos, imperative, imperfect, future, and conditional tenses as well as in the subjunctive mood (for expressing doubt and emotion), and learn personal pronouns and idioms. French III
Prerequisite: French II
In this final required course, students complete the program through the textbook Debuts (III). They hear and produce increasingly complex speech patterns, and they augment their knowledge of French vocabulary and grammar through frequent supplemental worksheets and by reading short, authentic texts. Continuous review allows students to build on a solid linguistic base. The principal aim of this course is to consolidate and then expand on the basic knowledge and skills learned throughout their previous years of French study.
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Student Achievement
French IV
Prerequisite: French III

This year-long elective is for students who have completed French III and who elect to continue their study of French. Following a review of important basic grammatical structures, students tackle more advanced verb tenses and moods, complex syntax, and French literary selections. The text, Imaginez, is supplemented with films, videos, stories and other literary works written by authors representing diverse cultures of the Francophone world (including French-speaking Africa and the Caribbean). Frequent compositions, extensive listening comprehension, and class participation are required. French IVA
independent Study in World languages With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V & Grade 12/Form VI) may arrange to take independent study in world languages. Topics/ world languages may include:
n n n n n n n
Prerequisite: French IIIA and departmental approval

This year-long elective is for students who have completed French IIIA and who elect to continue their study of French, usually with a view to taking the AP French course. Following a review of important basic grammatical structures, students tackle more advanced verb tenses and moods, complex syntax, and French literary selections. The text, Ensuite, is supplemented with films, videos, stories and other literary works written by authors representing diverse cultures of the Francophone world (including French-speaking Africa and the Caribbean). Frequent compositions, extensive listening comprehension, and class participation are required. French V
n n
Beginning Arabic Beginning Italian Advanced Italian Beginning Korean Korean Literature Beginning Ancient Greek Augustan Age & Latin Literature Tagalog (Filipino) Advanced French Literature: The Classic French Short Story
Prerequisite: French IV and departmental approval
This course is intended primarily for seniors who wish to continue the study of French on the non-AP track. Grammar is thoroughly reviewed, and students are expected to read, write, speak and listen in French throughout the class period. The text, Cinema for French Conversation, uses a film-based approach so that students can articulate opinions on films such as Jean de Florette, Ridicule, Cyrano de Bergerac and Le Dernier Metro in the target language. AP French Language
Prerequisite: French IV and departmental approval

The curriculum is organized by thematic units, which include readings, compositions, and oral/aural exercises designed to reinforce vocabulary and further communication skills. Grammar is constantly reviewed through formal exercises and in the context of the students compositions and conversational work. Students are also introduced to the specific format of the AP Exam, which they must take in May (a full description of the curriculum is available online at apcentral.collegeboard.com). Students are expected to develop a personal style in their writing and speaking, while correctly manipulating the diverse elements of vocabulary and grammar.
69
Student Achievement
Upper School Course Listings: Latin

Latin I The curriculum includes all the materials and skills taught in the Latin A/B sequence (Book I of the Oxford Latin Course). The emphasis is on understanding the structure of the language, building vocabulary in Latin and English, and gaining facility in translation. Roman culture and history are examined though a semi-fictionalized life of the poet Horace. Politics, religion, and the literature of the Late Republic and Early Empire are topics of reading and discussion. Latin II/Latin IIA
Prerequisite: Latin B or Latin I

Working with Book II of the Oxford Latin Course, students learn the use of the pronominal system, fourth and fifth declension nouns, passive verb forms, and the ablative absolute. Students investigate some aspect of Roman culture or literature more closely through a project, such as a class presentation on an Horatian ode, in the spring semester. Latin IIA, for which the prerequisite is approval by the Language department, covers the same ground as Latin II but at a faster pace, and aims at a greater variety of readings including close analysis of original poetry. Latin III/Latin IIIA
latin students study vocabulary
Prerequisite: Latin II
In the first semester of Latin III, the formal presentation of grammar is completed: indirect discourse, conditional sentences, impersonal constructions and gerunds are among the topics covered. Thereafter students read excerptsfirst adapted and then unadaptedfrom Latin texts chosen from the standard classics: Cicero, Ovid, Catullus, Horace, and Vergil. Students independently present projects that illustrate literary, political, and social life in the Age of Cicero or Augustus. In Latin IIIA, which is intended as a rigorous preparation for AP Latin, the grammar sequence is completed early in the year, and much of the spring semester is given over to reading in the original. Latin IIIA, for which the prerequisite is approval by the Language department, covers the same ground as Latin III but at a faster pace, and aims at a greater variety of readings including close analysis of original poetry and prose, including the study of metrics, rhetorical figures, and literary allusions. Latin IV-Life of Ovid/Latin IV-roman Civic Ideals Each of these courses is a year-long cultural study and they are offered independently of one another. The readings are largely in English, with important sections considered closely in the original Latin. Students write essays and do research on topics presented in class. The first course focuses on the life and writings of Ovid, with especial attention to the political climate of Augustan Rome; the second is an historical survey of the ideas and ideals of citizenship, covering all of classical antiquity from Homer to Augustine. These Latin IV courses are intended for students who wish to continue the study of Latin on a non-AP track.
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Student Achievement
Latin IVA
Prerequisite: Latin IIIA

Latin IV This course is designed for students who wish to pursue their study of Latin beyond Latin III and who need to focus on strengthening their grammar and translation skills. Students either translate representative Latin authors from the Golden and Silver Ages of Latin literature, or work on the same authors as the AP class (at a less intense pace). Most students will be interested in this course as a thorough preparation for the AP Latin course. AP Latin
Prerequisite: Latin III or IV and departmental approval

In this advanced reading course, students translate a significant portion of the first six books of one of the greatest masterpieces of Latin (and world) literature: Vergils Aeneid. In addition, they read and interpret the entire Aeneid in English. Students master the core vocabulary of literary Latin of the Golden Age and develop a facility with the metrical and rhetorical nuances of hexameter poetry. Philosophical, mythological, and historical allusions are identified and discussed. In preparing themselves to sit for the AP Exams, students write analytical essays on passages of Vergil in the original. Beginning in 2012-13, students in AP Latin will also study sections of Caesars Gallic Wars and learn the political and cultural background of the later Roman Republic (a full description of the curriculum is available online at apcentral.collegeboard.com).
Upper School Course Listings: Mandarin

Mandarin I This course is designed to introduce Mandarin and Chinese culture to students who have never taken a formal Mandarin class. The main component of the Mandarin I class will be focused on survival level language while learning the foundation of pronunciation, tones and the spelling characteristics in pinyin (a system for transliterating Chinese into the Latin alphabet). While students develop listening, speaking, reading and writing skills in Mandarin, they will also learn to write as well as type Chinese characters (hanzi). By the end of the year, students will be able to conduct basic conversations in Mandarin and to write short passages on various common topics in using Chinese characters. Mandarin II
Prerequisite: Mandarin I
The primary objective of this course is to build on the conceptual foundations laid down in Mandarin I. The grammar, vocabulary, characters, and pronunciation skills acquired in the first-year course will be developed and broadened through the introduction of new topics, themes, and materials drawn from a variety of sources. Special emphasis will be placed on pronunciation, recognizing and writing characters without reliance upon the pinyin, and learning to use more grammatically sophisticated sentences in both speech and writing. In addition to situational language, students will be asked to speak and write about Chinese culture taught in class in Mandarin.
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Student Achievement
Upper School Course Listings: Spanish

Spanish I This full-year course is open to students who have not had the A/B sequence in Middle School Spanish. Through an intensive introduction to both Spanish language and culture, students develop a firm foundation in the four basic communication skills: listening, speaking, reading, and writing. Using the Descubre I textbook, workbook, and Lab workbook, students master basic written and oral skills through text, videos, audio, and online sources. Spanish II
Prerequisite: Spanish B or Spanish I

Students will develop mastery of all principal concepts of syntax and grammar. Students continue to enrich their vocabulary and improve their reading, writing, listening comprehension, and speaking. The Descubre II textbook, workbook and Lab workbook provide ample opportunity for skill reinforcement. Teachers make use of audio-visual materials to further develop the four basic language skills, visiting the Ralph J. Herreros Language Lab regularly. Spanish IIA
Prerequisite: Spanish B or Spanish I and departmental approval

In this intensive grammar course, students will master all principal concepts of syntax and grammar. Students continue to enrich their vocabulary and improve their reading, writing, listening comprehension, and speaking. The Descubre II textbook, workbook and Lab workbook provide ample opportunity for skill reinforcement. In addition, teachers make use of audio-visual materials to further develop the four basic language skills, visiting the Ralph J. Herreros Language Lab regularly. Spanish III
9th grade Spanish class
Prerequisite: Spanish II
Students review the grammar presented in the previous year, then go into greater depth analyzing complex grammatical concepts, such as the subjunctive mood. The text program, Enfoques, is supplemented with literary selections representing writers from the various Spanish-speaking countries. Oral and listening skills are further developed through use of video and audio sources that complement the text series. Spanish IIIA
Prerequisite: Spanish IIA and departmental approval

Students review the grammar presented in the previous year, then go into greater depth analyzing complex grammatical concepts, such as the subjunctive mood. The text program (A Toda Vela) is supplemented with literary selections representing writers from the various Spanish-speaking countries. Oral and listening skills are further developed through use of video and audio sources that complement the text series. Students typically proceed from this course into the IVA level, which prepares them for the AP Spanish Exam.
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Student Achievement
Spanish IV
Prerequisite: Spanish III

Students review the basics of grammar and vocabulary. They also read a selection of literary texts specifically prepared for high school students. Reading, writing, listening and speaking skills are developed through conversation, news media, film and authentic cultural resources. The Ralph J. Herreros Language Lab is utilized regularly. Classes are conducted entirely in the target language utilizing the textbook Enfoques. Spanish IVA
Prerequisite: Spanish IIIA and departmental approval

Students review the basics of grammar, but at an increasingly sophisticated level aimed at the AP Spanish course. They are exposed to works representative of major contemporary writers from Spain and Latin America, which initiate discussions about literature, culture, and language. Students subsequently advance their compositional skills by writing thematic essays. Classes are conducted entirely in the target language using the textbook, A Toda Vela, along with a panoply of web-based sources keyed to the text. Spanish V
Prerequisite: Spanish IV or IVA

This course enables students to continue in their development of written and spoken Spanish on a non-AP track. Using the textbook Imagina, students reinforce grammatical concepts through a more culture-based approach, using television and film clips, charts, diagrams and biographies of notable figures from several Spanish-speaking countries. A web-based supersite allows access to a greater variety of visual media keyed to the work in the classroom. AP Spanish Language
Prerequisite: Spanish IV and departmental approval

The AP Spanish Language course is designed to parallel the learning that takes place in an intermediate course on advanced composition and conversation. The curriculum focuses on further mastery of listening, speaking, reading, and writing skills. The books and material may vary from year to year (a full description of the curriculum is available online at apcentral.collegeboard.com). The basic grammar and reading text is supplemented with Spanish-language newspapers, magazines, films, and audiocassettes. Students are required to take the AP Exam in May. AP Spanish Literature
Prerequisite: Spanish IV and departmental approval

The AP Spanish Literature course is intended as the equivalent of an intermediate-level college introduction to the literature of Spain and Spanish America. The goals of this course are (1) to understand a lecture in Spanish and to participate in related discussions on literary topics; (2) to do close reading of literary texts representing all genres; and (3) to analyze, both orally and in writing, the form and content of Spanish literature. Students study the following authors: Borges, Garca Lorca, Garca Mrquez, Matute, and Unamuno.
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Student Achievement
Student Achievement
At Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and re-tune the effectiveness of our teaching. In the World Languages department, we use many immersion-based tools to evaluate student learning including: reading out loud, listening, phonetics; in-class recitation and discussion; spoken dialogue and role-playing; assigned reading and writing for homework; oral drills and language lab practicums; in-class writing exercises; essays; journals; oral presentations; quizzes; tests; and other assessments.
our students have also evinced excellence in reading, speaking, writing, and understanding world languages and cultures in various ways, such as:
1 Recent strong testing
(scores of 4 or 5) on Advanced Placement French, Latin, and Spanish exams.

2 Strong Middle and Upper
School achievement over many years on the National Latin Exam. Poly alumni also demonstrate the enduring excellence of the Poly experience in learning world languages and cultures. For example,
1 Noted author, translator of
Rainer Maria Rilke, and novelist Stephen Mitchell 61 recently published a nationally reviewed translation of Homers The Iliad.
latin ii students study latin texts
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computer Science: Course Sequence

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computer Science: Course Sequence

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1 semester course Grade 9/Form III & Grade 10/Form IV

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2D/3D Graphic Design and Animation

Java Programming OS Programming

2 semester course Grade 10/Form IV through Grade 12/Form VI

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english: Course Sequence

The Walls We Build and What Lies Beyond

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