Full Year

In 9th Grade English, we begin with challenging seminal texts from the Western canon of literature, we attack them with gusto, and we ask questions of them. We wonder how each text relates to us, some thirty to three thousand years removed from the authors. We read, we discuss, then we express our personal responses to each piece we read. Our responses are sometimes formal, academic writing, sometimes creative writing, and sometimes other forms of expression, such as drawing, painting, singing, videos or more. Our discussions are lively, multi-faceted, and seek to examine the many possible responses to the text at hand. Students learn to support their answers with direct evidence from the pages of the book and to challenge others to do the same. We learn that asking good questions is as important as answering them.

Full Year

World Literature builds upon the foundations established in World Mythology. The course is divided into three separate areas of study: literature, vocabulary, and composition. The course emphasizes the study and consideration of the literary, cultural, and human impact of a variety of great works found in the Western and non-Western literary traditions. The curriculum includes works from 400 B.C.E. to the present. An important goal of the course is to promote an understanding of the texts in their social and historical contexts. Additionally, emphasis is placed on the enduring human values that unite the different literary traditions. Readings include novels, short stories, plays, and poetry. Students continue their study of vocabulary, including etymology, definition, and usage of words identified as key to the vocabulary of college-bound students. Grammar study reinforces students’ understanding of the major components of English grammar, especially parts of speech, sentence completeness, pronoun-antecedent agreement, and syntax. The study and practice of good writing is an essential component of this class.

Full Year

American Literature, in all its diverse forms, reflects the people and the culture which have given rise to it and thus forms a representation of their particular experience: a combination of new possibilities and old problems. This course considers how different American authors have understood the American dream, described the freedom of the individual in the context of society, and explored the common humanity that all mankind shares beyond race and sex. Works studied include novels by F. Scott Fitzgerald, Zora Neal Hurston, and Mark Twain; poetry by E. E. Cummings, Emily Dickinson, Robert Frost, and Edna St. Vincent Millay; plays by David Auburn, George Kaufman & Moss Hart, and Arthur Miller; and short stories by Shirley Jackson, Flannery O'Connor, Edgar Allan Poe, and Frank Stockton. The course also places an emphasis on regular writing and on developing both grammar and vocabulary. With the consent of the instructor, motivated students may take the AP Literature exam after receiving additional preparation.

Fall

This course is designed to be a “gathering of writers” interested in the same thing—to teach and be taught the craft of writing. We delve into narrative style, the skillful manipulation of time in memoir-style writing, dialogue as more than conversation, the awareness of psychic distance and its effect on the writing process, developing the understory/backstory, phraseology, grammar, vocabulary, and writing as a mind movie full of imagery. During the first half of the course, students engage in writing that is guided by memoir and self-reflection. Students write informal and structured exercises on a daily basis and then choose their favorite piece to perfect from among their drafts. Students complete the first quarter with a thoroughly vetted primary essay to be used on their college applications and a selection of supplemental essays to choose from. When those critical pieces are complete, students turn their focus toward an academic style of writing and work on argumentative essays using the numerous rhetorical devices and templates learned and practiced in our class text, They Say/I Say: The Moves that Matter in Academic Writing. This segment of the course endeavors to prepare students for the writing assignments they will receive in college.   

Spring

In Senior Literature, we read one lengthy novel from the rich tradition of Russian literature in the nineteenth century and we encounter several other genres of Russian work, including short stories, poetry and film. Students gain a basic understanding of the history of Russian literature of the nineteenth century, and detailed analysis will be made of the specific works assigned for the course. A secondary objective is consideration of the novel as a literary genre. Russian literature of the nineteenth century resulted in a rich expansion in the development of the novel, and the Russian novel of this era influenced the genre throughout world literature. Course objectives also include the development of analytical skills in evaluating artistic expression and the development of expository writing skills.

Full Year

This course introduces students to the basics of film analysis, cinematic formal elements, genre, and narrative structure and helps students develop the skills to recognize, analyze, describe, and enjoy film as an art and entertainment form. To understand how films are constructed to make meaning and engage audiences, students will be introduced to the basic building blocks and formal elements (narrative, mise-en-scene, cinematography, sound and editing) that make up the film as well as some fundamental principles of analysis, genre, style, performance and storytelling. The class includes regular readings, screenings, and short writing assignments.

Full Year

Like any written language, the language of art can express emotions, describe events, communicate ideas and tell stories. Using the five elements of art, such as line quality, color theory, shape and form, we can understand the purpose and practice of art. Students create a series of 2D and 3D projects that are based on the elements of art. Most of the work spans various art forms and genres. Students practice different media and develop a personal style. 

Drawing:  - perspective, figure drawing,
Color:  pencil, oil, acrylic, tempera
Pottery and Ceramics: hand built and throwing
Art history: then and now

Various media are used so students experience their differences:
Pencil
Sculpture
Textiles
Computer graphics
Pottery
Acrylics, oils, watercolors
Pastels

Full Year

Upper School Chorus develops basic individual and ensemble skills in choral performance through preparation of various high school literature. Students study vocal production, breathing techniques, basic note reading, sight singing, and ear training. As these basic skills are mastered, students work on several styles of music for performances throughout the year on and off campus. This elective course strives to get students to enjoy singing and participate together as an ensemble. Not only are the basic elements of music studied and mastered, but through the performances the group develops a confidence on stage and a camaraderie together that truly develops school spirit in an artistic way.

Full Year

The Instrumental Music class performs as a single ensemble and also assigns rock, jazz, and classical musicians into ensembles appropriate to their level of experience and achievement.  All aspects of performance are emphasized and rehearsed, regardless of style, e.g.: intonation, phrasing and articulation, rhythm, expression, and rehearsal technique. All groups present concert performances throughout the year and may also accompany the Theater productions.

Full Year

This course intersperses Health (Life Management) and Physical Education. The P.E. portion provides a basic foundation for a wellness lifestyle. Emphasis is placed on the importance of physical fitness as a lifetime goal, leading to an active, healthy lifestyle. Students participate in team sports that involve cooperation, sportsmanship, and development of athletic skills. The course also includes individual activities that promote a self-confidence, self-expression, and positive self-image. The course design includes an assessment of a student’s physical fitness level, including developing a personal fitness profile and a fitness program to meet personal needs and goals.

The Health portion provides information on maintaining a balanced life and body. Emphasis is on learning and practicing proactive health management. Healthy and proactive lifestyle techniques are taught, implemented, and evaluated by each student to discover which techniques are most effective for him or her. Exercise and nutrition, healthy social habits, quality relationships, stress management, and the knowledge of programs available to manage a quality life are discussed, practiced, journalized, and evaluated for effectiveness.

Full Year

Freshmen at Seacrest Country Day School take the 9^th Grade Regional Roundtable course in their first year of upper school study in history. Each phase of study is designed to guide students into a comparative civilizational study of a region in the world, focusing on pre-modern periods. This is preparatory to the 10th grade modern world history course. This course aims to give students the cultural literacy to ask many different questions about world history. The course is thereby also intended to be a resource for Student Inquiry projects. This year, we will be examining: The Fertile Crescent and the Ancient Mediterranean; Medieval and Early Modern Europe; South and East Asia; the Islamic World; and the Americas.

The use of roundtable discussions and seminars is essential for the success of the study. Grades will be largely based on the ability to read a combination of primary and secondary sources and discuss them in class, together with paragraph and essay writing and annotation exercises. Writing is emphasized through in-class essays. Students earn a portion of their grade by writing an additional extended research paper in the middle of the course. This paper will be taught step by step, and all students will be held to a high expectation concerning the research process.

Work outside class is geared tightly to work in the class - usually reading, notation and paragraph writing in preparation for discussion or completion of assignments. For research papers, students are expected to work on their projects according to intermediate deadlines. Students can expect some individual variation of tasks depending on their needs, following close consultation with their instructor. Attendance in lessons is mandatory and good reasons must be supplied for absence. Unjustified absence or tardiness might be reflected in participation grades as determined by the instructor. The character and weight of assignments depends on the pace and performance of the class. Dr Bord adjusts work constantly to the needs of students. Students can expect details of assignments and projects to be posted on the calendar and the online portal. Parents can expect regular written quarterly reports on the progress of their children together with scheduled grade updates, and Dr Bord will always reach out on a case by case basis when something should be particularly praised or addressed.

Full Year

Sophomores at Seacrest Country Day School take the 10th Grade World History course in their second year of upper school study in history. Each phase of study is designed to guide students in a comparative study focusing on modern themes and periods (broadly from the French Revolution onwards). This course aims to give students the cultural literacy to ask many different questions about world history. This year, we will examine Europe and Nationalism; Technology and Industry; China and Globalization; the USA, Mexico and Latin America; and the Middle East.

Full Year

The purpose of this inquiry-based course is to enable students to understand the historical development of the United States with a major focus on the interpretation of primary and secondary evidence. We seek to explore together the essential patterns, turning points and conceptual questions shaping the stories of America. The content includes topics and themes in North American History from 1750 to the present, often giving context to current debates. The study has an emphasis on analytical depth rather than survey coverage, though we do tell a coherent historical story, particularly in the century between the Revolution and the Civil War. Most students can expect to complete a longer research project alongside regular work in the spring. Students can also expect assignments, resources and deadlines to be posted or streamed on the course Google classroom and Alma.

Fall

This course is one semester long, required for graduation, and offered only to seniors in conjunction with economics. The goal of this course is to give students a stronger understanding of the function of the United States government and its major participants. Focus includes the historical basis of the government, the three branches of government, political parties, campaigns, and elections.

Spring

Economics studies the decisions individuals, businesses, governments, and societies make as they cope with scarcity. We are making decisions like this all the time, and often, we do not realize it. The goal of the course is for students to be able to analyze their decision-making processes, as well as those of the other categories. There are a variety of tools and calculations students will attempt to master. Additionally, students will have a general introduction to consumer education in regards to important topics such as debt and credit cards, personal finance and budgeting, and the stock market. It is hoped that by the end of this course, students will be prepared for life on their own and have a better understanding of the economic world around them.

Full Year

This course introduces the study of psychological concepts, theories, research findings, and applications. Through this study, the student will acquire an understanding of and appreciation for human behavior, behavior interaction, and the progressive development of the individual. This knowledge will better prepare the student to understand his or her own behavior and that of others. The course content includes, but is not limited to, the foundations of psychology, critical thinking and methods of research, brain structures and functions, human growth and life-span development, sleep and dreams, states of consciousness, learning (classical and operant conditioning), the nature and assessment of intelligence, personality, psychological disorders, therapy, and social psychology.

Full Year

This course provides a continuation of the study of psychological concepts, theories, research findings, and applications begun in Intro to Psychology. Through this study, the student advances his/her understanding of and appreciation for human behavior and interaction as well as the progressive development of the individual. This knowledge better prepares the student to understand his/her own behavior and that of others. The course content includes, but is not be limited to, the foundations of psychology, critical thinking and methods of research, neuroscience and brain structures/functions, human growth and life-span development, sensation and perception, memory, language, motivation, emotion, states of consciousness, learning (classical and operant conditioning), the nature and assessment of intelligence, personality, psychological disorders, therapy, and social psychology. The AP Psychology course culminates with the College Board’s Advanced Placement examination in May 2020 and is a requirement for successful completion of this course.

Full Year

This is a standard high school geometry course that is intended to provide the student with the knowledge necessary to show proficiency in the subject area.

Full Year

In addition to learning standard high school geometry, students are required to improve their thinking skills, use them more efficiently, and acquire additional thinking skills. Some of the areas in which these skills are applied by students are reasoning, analysis, interpreting, recall and transfer, applying concepts, classification, spatial perception, and synthesis.

Full Year

The purpose of this course is to continue an in-depth study of algebra concepts and processes and to provide the foundation for applying algebraic skills to other mathematical and scientific fields.  Topics covered in this course shall include but not be limited to, structure and properties of the complex number system; arithmetic and geometric sequences and series; relations, functions and graphs extended to polynomial, exponential, and logarithmic functions; varied solution strategies for linear equations, inequalities, and systems of equations and inequalities; varied solution strategies, including the quadratic formula; conic sections; data analysis; and probability, permutations and combinations.

Full Year

Algebra 2 Honors is a fast paced, rigorous course designed to prepare students for Precalculus and/or College Algebra. It is the second course in the branch of mathematics that enables students to represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.

Full Year

This course is designed to prepare the student for the rigors of college Math 101. The course reviews the real number system, operations with polynomials and radicals, the Pythagorean Theorem, and other geometric topics. The solving of linear, quadratic, and other algebraic equations and identities, developing mathematical models which result in these equations and identities, graphing of lines, circles, exponential and polynomial functions, and general ideas and properties of functions is covered.

Full Year

The Purpose of this course is to emphasize the study of the functions and other skills necessary for the study of calculus. The course covers the topics of Precalculus in great depth. Students in Pre-Calculus Honors are exposed to challenging problems which involve higher critical thinking skills. Students are exposed to elementary algebraic theory and proofs. They gain advanced graphing techniques, a thorough understanding of Trigonometry, Conic Sections, Polar and Parametric Equations and an algebraic study of Sequences and Series. Technology, including the graphing calculator, is used to explore algebraic problems and graphs in greater depth. Topics shall include, but not be limited to: polynomial, rational, exponential, inverse, logarithmic, and circular functions; sequences; series; parametric equations; conic sections; polar coordinate systems; symbolic logic; vectors; theory of limits; and mathematical induction.

Full Year

This course is a fast-paced and rigorous course designed for students who excel in mathematics. The purpose of this course is to emphasize the study of the functions and other skills necessary for the study of calculus including a full semester of calculus, in preparation for AP Calculus BC the following year. The course reviews Precalculus topics that were covered in Algebra II Honors; however, the major emphasis of the course is a comprehensive study of Trigonometry, Limits, Differentiation and Integration. Students in Advanced Pre-calculus Honors are exposed to challenging problems which involve higher critical thinking skills and they are expected to compete in Mu Alpha Theta competitions. Technology, including the graphing calculator, is used to explore algebraic problems and graphs in greater depth. Topics shall include, but not be limited to: polynomial, rational, exponential, inverse, logarithmic, trigonometric and circular functions; sequences; series; parametric equations; conic sections; polar coordinate systems; symbolic logic; vectors in two and three dimensions; mathematical induction; theory of limits; differentiation and integration

Full Year

The Purpose of this course is to prepare students for the higher levels of technical studies in college. It is for students who are planning to major in mathematics, engineering, medicine, or the higher levels of business and economics. Also, this course is for the mathematically talented student, regardless of further pursuits in college. Students who successfully perform at the Advanced Placement level obtain college credit in almost all colleges, which is a desirable advantage to taking Advanced Placement courses.

Full Year

This course is designed to introduce the student to the study of statistics and probability.  Topics include descriptive statistics (organization of data, histograms, and measures of central tendency and spread), linear correlation and regression, design of experiments, introductory probability, random variables, the normal and t-distribution, and statistical inference, including confidence intervals and tests of significance.  This course is important for students who are planning to major in mathematics, the behavioral, social or other applied sciences, journalism and other media, and economics and business.  In a world of fast and furious data acquisition and interpretation, an understanding of statistics is essential to any informed consumer, voter, or general reader.

Full Year

The Purpose of this course is to prepare students for the higher levels of technical studies in college. It is for students who are planning to major in mathematics, the behavioral or social sciences, biology and other applied sciences, economics, and business. Also, this course is for the mathematically talented student, regardless of further pursuits in college. Students who successfully perform at the Advanced Placement level obtain college credit in almost all colleges. In a world of fast and furious data acquisition and interpretation, an understanding of statistics is essential to any informed consumer, voter, or general reader.  Your success in this statistics course marks you as a savvy learner and an informed citizen.

Full Year

This Biology course is aimed to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. After a thorough analysis of a survey given to college professors asking them to describe the content of their introductory biology courses for biology majors, this course will seek to represent the following topics covered by this survey.

1.              Molecules and cells (25%)

2.             Heredity and evolution (25%)

3.             Organisms and populations (50%)

The two main goals of Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. Major Themes include science as a process; evolution; energy transfer; continuity and change; relationship of structure to function; regulation; interdependence in nature; and science, technology, and society.

Advanced Placement Biology is designed to be the equivalent of a two-semester college level general biology course. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The primary emphasis of the course taught at Seacrest Country Day School is on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding is the following:

1. A grasp of science as a process rather than an accumulation of facts
2. Personal experience in scientific inquiry
3. Recognition of unifying themes that integrate the major topics of biology
4. Application of biological knowledge and the critical thinking to environmental and social concerns

This AP course is structured around the four big ideas, the enduring understandings within the big ideas and the essential knowledge within the enduring understanding.

The Big Ideas:

Big idea 1: The process of evolution drives the diversity and unity of life.

Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

Big idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.

Big idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Full Year

Biochemistry introduces students to the connection between biology and chemistry.  This class covers a wide range of topics including periodic trends, properties of water, biological reactions, taxonomy and genetics. Students swap between the chemistry lab and the biology lab as needed to gain a deeper understanding of the concepts in each field.  Students participate in projects and labs for each topic area including combustion lab, acids and bases studies, cell structures projects, and simple organic reactions.

Full Year

Physics gives students a better understanding of the world around them and how they interact with it. This physics class covers a wide range of physics topics including kinematics (motion), momentum and impulse, energy, heat, light sound, and DC circuits. Students participate in projects and labs for each topic area including at least one building project during the year, such as the rubber band powered car.

Full Year

Welcome to Medicinal Chemistry! Over the course of this year you have the opportunity to learn a great deal about chemistry, much more than you learned or would have learned in the first-year class. This course offers students the opportunity to learn the nature of carbon in organic compounds. It presents general principles of organic chemistry related to structure, stereochemistry, nomenclature, synthesis, uses, and various organic reaction types. You also have the opportunity to explore the scope of what goes into creating pharmaceutical drugs, from synthesis to clinical trials and mass production. 

ull Year

Welcome to Advanced Chemistry! Over the course of this year you have the opportunity to learn a great deal about chemistry, much more than you learned or would have learned in the first-year class. We explore in much greater depth the concepts you have learned as well as new material that builds upon your previous knowledge. Ultimately, this class serves a number of functions. It gives you a chance to experience what a college class may be like, and challenge you with new information. You use your knowledge in performing labs, thus “seeing and doing” those concepts you learn in class, and you develop a greater understanding of how chemistry affects the total environment in which we live.

Full Year

The AP Environmental Science course integrates the knowledge gained by our students in the study of the four natural sciences. Students build on this foundational scientific knowledge developed in the Middle and Upper School coursework. The course content is interdisciplinary and provides a college level comprehensive and enriched study of the environment through scientific, social, economic, and political lenses with emphasis placed on developing an in-depth study of the natural environment and the implications for future world sustainability. Course content expands from the study of the science at work in our world to create, maintain, and support our environment - to systems theory that sustains life on Earth and the implications for populations and the natural environment socially, economically, and politically. Students acquire extensive knowledge through dynamic discussion and interaction including field exploration, development of theories, practical applications, and projects. The course design incorporates multimedia classroom instruction, laboratory experience, and field studies. Students develop a conceptual framework in Environmental Studies, gain factual interdisciplinary knowledge, and advance analytical skills needed to deal critically with environmental impacts in a rapidly changing world. Satisfactory completion of the course and success on the AP Environmental Science exam provide the student with the option of gaining transferable credit for a college program of study requirement in science.

Full Year

Global Sustainability is designed for students who want to learn about and work toward a sustainable planet. It is an action-based course where students learn about the fundamentals of: our environment, the food we eat, the energy we use, and animal husbandry; and about running our organic gardens. We strive to spread awareness of the environment by working collaboratively to design games and activities used to teach what has been learned in the lower school and middle school. 

Full Year

The purpose of Human Anatomy & Physiology is to provide exploratory experiences, laboratory and real-life applications in the better understanding of the human body.  The topics to be covered will include basic anatomy and physiology; a review of basic chemistry; cells and tissue: skin and body membranes; the body systems and hierarchy: integumentary, skeletal and muscular systems. The student shall be able to then analyze the body in terms of each body part separately and as part of the whole body.

• Deep dive into the nature of
  - Community
  - Respect
  - Integrity
   
• Use of seminal texts (Plato, Hobbes, Rousseau etc…) to help us understand ourselves and our Seacrest community.
   
• Use of key iconic and contemporary sources (The Lottery, The Matrix etc..) to ask kids what it means to have integrity.
   
• Use of essential questions to move students toward a healthy respect for their work, their peers and their teachers.

• Energetic study of moral reasoning and the various ways to study “the good.”
   
• The study of three philosophical schools of thought
  - Utilitarianism
  - Aristotelian Virtue Ethics
  - Kantian Ethics

Students decided four Big Questions that they were most eager to explore, and the teachers design lessons to help facilitate conversations and deep thought.

• What is Reality?
  - How do we know what is real? Is reality objective or subjective?
  - Are we living in a simulation? How would we know?
• What is Money?
  - How did banking start, and why do we care so much about pieces of paper?
  - How do we as human beings assign value to things in our lives?
• What is Beauty?
  - Is Beauty in the eye of the beholder, or is there a standard?
  - How do we see Beauty in everyday life, and why is that important?
• What is Youth?
  - Why do young people so often rebel from their parents?
  - What does it mean to mature and grow up? Is that process ever finished?

• This is the capstone class where students engage in the study of love. What is it? What have others thought it is? How does it impact your life?
• Students engage in a historical survey of six cultural/religious traditions. What do each of these traditions teach about love? And what lessons can we learn from these traditions.
  - Ancient Greeks
  - Hinduism (and Buddhism)
  - Judaism
  - Christianity (east and west)
  - Islam
  - Modern scientific/secular

Full Year

The purpose of this course is to introduce spoken and written French to beginning students. An integrated and balanced approach to the development of listening, speaking, reading, and writing skills is employed. Cross-cultural understanding is fostered through an examination of the arts and biographies in various French-speaking communities, and real-life applications are emphasized throughout the course.

Full Year

This course enables students to continue to acquire proficiency in French through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the continued development of reading, writing, listening, and speaking skills and on acquisition of applied grammatical structures and vocabulary. Real-life applications are emphasized throughout the course. Cross-culture understanding is fostered as well as appreciation and knowledge of Francophone cultures. Flexible instructional methods are used to challenge the students to identify vocabulary and grammar through learning exercises and communication-based activities employing different techniques, strategies, projects, independent assignments, and formal assessments. Student-centered instruction is also used to include students with different learning styles to encourage them to become involved in their own learning and to expand their learning experiences.

Full Year

This course enables students to continue to acquire proficiency in French through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the continued development of reading, writing, listening, and speaking skills and on acquisition of applied grammatical structures and vocabulary. Real-life applications are emphasized throughout the course. Cross-culture understanding is fostered as well as appreciation and knowledge of Francophone cultures.

Full Year

The purpose of this course is to reinforce and expand on the oral proficiency, literacy, and cultural perspectives acquired by students in French III Honors. An integrated and balanced approach to the continued development of listening, speaking, reading, and writing skills is employed, and there is emphasis on acquisition and refinement of applied grammatical structures and vocabulary. The French IV Honors course is proficiency-based, with grammar acting as the medium of expression rather than the end result. Cross-cultural understanding is an essential focus of the course and real-life applications are emphasized throughout the course. A key vehicle to accomplishment of this goal is the study of carefully selected literary works which enhance the students’ perspective and understanding of the francophone world. The course is designed to help students increase their knowledge base of French through an atmosphere of challenge, variety, cooperation, and enjoyment of integrated lessons. Students begin this level with a reinforcement of previously learned material, exercises, and activities designed to expand the four language skills. French IV Honors enhances oral proficiency, literacy skills, vocabulary, grammatical structures, and cultural perspectives acquired by students in French III Honors.

Full Year

The purpose of this course is to reinforce and expand on the oral proficiency, literacy, and cultural perspectives acquired by students in French IV Honors. An integrated and balanced approach to the continued development of listening, speaking, reading, and writing skills is employed, and there is emphasis on acquisition and refinement of applied grammatical structures as well as familiarity with significant French authors and their literary works. The French V Honors course is proficiency-based, with grammar acting as the medium of expression rather than the end result. Cross-cultural understanding is an essential focus of the course and real-life applications are emphasized throughout the course. A key vehicle to accomplishment of this goal is the study of carefully selected literary works which enhance the students’ perspective and understanding of the francophone world. In addition, a textbook dedicated to contemporary life in France provides relevant and current information concerning all aspects of life in France. The course is designed to help students increase their knowledge base of French through an atmosphere of challenge, variety, cooperation, and enjoyment of integrated lessons. Students begin this level with a reinforcement of previously learned material, exercises, and activities designed to expand the four language skills. French V Honors enhances oral proficiency, literacy skills, vocabulary, grammatical structures, and literary and cultural knowledge acquired by students in French IV Honors.

The AP French course is the most advanced French class at Seacrest. The course is conducted entirely in French and designed for students who wish to pursue their study of the language.

Full Year

The purpose of this course is to familiarize students with the basic structure, syntax, and vocabulary of the Latin language and to provide a general knowledge of Roman culture and life. The texts used in this class help to provide this in a variety of ways, but the emphasis is on an immersive and contextualized experience of the language. Particular attention is given to sustained reading and to the spoken language, which is reinforced by classroom activities where the language can be encountered in a live environment.

Full Year

The purpose of this course is to build upon and expand the basic knowledge of Latin structure, syntax, vocabulary, and grammar acquired in Latin I, as well as to continue the study of Roman culture and life. The texts used in this class help to accomplish this in a variety of ways, but the emphasis is on an immersive and contextualized experience of the language. Particular attention is given to sustained reading and to the spoken language, which is reinforced by classroom activities where the language can be encountered in a live environment.

Full Year

This course works to expand and fortify students' knowledge of all aspects of Latin grammar and vocabulary, with a special focus on the internalization of grammatical forms and structures, as well as vocabulary. The texts used in this class help to accomplish this in a variety of ways, but the emphasis is on an immersive and contextualized experience of the language. Particular attention is given to sustained reading and to the spoken language, which is reinforced by classroom activities where the language can be encountered in a live environment. At this higher level, students are increasingly expected to be able to communicate in Latin through both conversation and oral presentations.

Full Year

This course works to expand and fortify students' knowledge of all aspects of Latin grammar and vocabulary, with a special focus on the internalization of grammatical forms and structures, as well as vocabulary. The texts used in this class help to accomplish this in a variety of ways, but the emphasis is on an immersive and contextualized experience of the language. Particular attention is given to sustained reading and to the spoken language, which is reinforced by classroom activities where the language can be encountered in a live environment. In addition to communicating in Latin through both conversation and oral presentations, students at this level begin to be exposed to authentic readings in the classical language and are expected to begin developing their compositional abilities.

Full Year

This course works to expand and fortify students' knowledge of all aspects of Latin grammar and vocabulary, with a special focus on the internalization of grammatical forms and structures, as well as vocabulary. The texts used in this class help to accomplish this in a variety of ways, but the emphasis is on an immersive and contextualized experience of the language. Particular attention is given to sustained reading and to the spoken language, which is reinforced by classroom activities where the language can be encountered in a live environment. In addition to communicating in Latin through both conversation and oral presentations, students at this level continue to be exposed to authentic readings in the classical language and develop their compositional abilities.

Full Year

This course introduces developing communication skills in the Spanish language and gaining a cross-cultural understanding of customs, traditions, and histories of the Spanish-speaking peoples. The content includes an emphasis on pronunciation while focusing on understanding and comprehending reading, writing, listening, and speaking.

Full Year

Students continue to develop communicative competence in Spanish and expand their comprehension of the Spanish language and culture(s) of Spanish-speaking countries.

This course will focus on the three modes of communication: 

1.   Interpersonal speaking and writing as interactive processes in which students learn to communicate with another Spanish speaker.

2.   Interpretive listening and reading as receptive processes in which students develop comprehension of Spanish.

3.   Presentational speaking and writing in which students focus on organization of thoughts and awareness of their audience in delivering information.

Furthermore, In Spanish 2, students learn to communicate in real-life contexts about topics that are purposeful inside and outside of the classroom.

Full Year

Students continue to develop communicative competence in Spanish and expand their comprehension of the Spanish language and of the culture(s) of Spanish-speaking countries. This course will focus on the three modes of communication:

1.   Interpersonal speaking and writing as interactive processes in which students learn to communicate with another Spanish speaker.

2.   Interpretive listening and reading as receptive processes in which students develop comprehension of Spanish.

3.   Presentational speaking and writing in which students focus on organization of thoughts and awareness of their audience in delivering information.

Furthermore, In Spanish 3, students will learn to communicate in real-life contexts about topics that are purposeful inside and outside of the classroom.

Full Year

Students further master their communicative competence in Spanish and expand their comprehension of the Spanish language and cultures of Spanish-speaking countries. This course is taught entirely in Spanish and focuses on the three modes of communication: 

1.   Interpersonal speaking and writing as interactive processes in which students learn to communicate with another Spanish speaker.

2.   Interpretive listening and reading as receptive processes in which students develop comprehension of Spanish.

3.   Presentational speaking and writing in which students focus on organization of thoughts and awareness of their audience in delivering information.

Furthermore, In Spanish 4, students learn to communicate in real-life contexts about topics that are purposeful inside and outside of the classroom.

Full Year

Students have already developed sufficient communicative competency in order to express themselves thoroughly in Spanish. They also extend their comprehension of the Spanish language and cultures of Spanish-speaking countries by interacting with native Spanish speakers in order to achieve a more immersion-style experience. This course focuses on the three modes of communication: 

1.   Interpersonal speaking and writing as interactive processes in which students learn to communicate with another Spanish speaker.

2.   Interpretive listening and reading as receptive processes in which students develop comprehension of Spanish.

3.   Presentational speaking and writing in which students focus on organization of thoughts and awareness of their audience in delivering information.

Furthermore, in Spanish 5, students learn to communicate in real-life contexts about topics that are purposeful inside and outside of the classroom.