KENT DENVER SCHOOL 2020–21 Curriculum Guide
• NEW ENGLISH SEMESTER SEMINARS • NEW TRI-LEVEL MATHEMATICS SEQUENCE FOR STUDENT SUCCESS • SPRING SEMESTER OF MARINE SCIENCE • OFFICE OF INNOVATION: INSTITUTE, GENERAL AND PARTNER ELECTIVES • THE KENT DENVER INNOVATION SCHOLARS PROGRAM Kent Denver Faculty 2020–2021 Head of School Director of Upper School Director of Middle School Rand Harrington, B.S., B.S., M.S., Ph.D. Eric Chandler, B.A., Ph.D. Carrie Green, B.A., M.A.
Arts History & Social Science cont. Student Life cont. Sarah Mitchell, B.A., M.A. (chair) Mike Bausch, B.A., M.A. Sarah Stanford, B.A., M.Ed., M.Ed. Justin Adams, B.A., M.M. Lucas Carmichael, B.A., Ph.D. Shreka Thomas, B.A., B.S., RN Corky Dean, B.F.A., M.A. James Covi, B.A., B.A., M.A. Pete Ellis, A.B., A.B., M.S. Katherine Crowley, B.A., M.A. World Languages Jon Fortmiller, B.A. Christina Fakharzadeh, B.A., M.A. Eric Dawson, B.A., B.A., M.A. (chair) Carrie Green, B.A., M.A. Melanie Haas, B.A, M.A. Sam Baumgarten, B.A. Margaret NeJame, B.F.A. Ian Hopkins, B.A., M.A. Matt Bentley, B.A., M.A., Ph.D. Lee Lee Newcomb, B.A. Phil Klein, B.A., MBA Allison Cain, B.A., M.Ed., M.A. Tommy Nolan, B.A., B.A. Chris Michaud, B.A., M.A. Andrea Caulfield, B.A., M.A. Kali Paguirigan, B.M., M.F.A. Jason Mundy, B.A., M.A.L.S. Annick Chen, B.A., M.A. Taylor Pringle, B.A., M.F.A. Lucas Richardson, B.A., M.A. Luis Gimenez, B.A., M.A. Zakk Wooten, B.M.E. Todd Schayes, B.S., M.A. Piedad Rodriguez, B.A., M.A., M.A. Maggie Sullivan, B.A., M.A. Holly Smiekel, B.Ed. Jerry Walker, B.A., M.S. Athletics Maud Sullivan, L.d’A., M.A. Jeffrey Hollway, B.A., M.A. (director) Virginia Tuma, B.A., M.A., Ph.D. Chris DeAntoni, B.A., CF-L2, USAW-L1 Mathematics Binbin Wei, B.A., B.A., M.A. Richard Judd, B.A., M.S.M. Ruth Miller, B.A., M.Ed. (chair) Chamby Zepeda, B.A., M.A. Stephanie Kyser, B.A., M.S. Leah Anderson, B.S. Emma MacLeod, B.A. Cheryl Askay, B.S., M.S. Fellows Jack Pearman, B.A. Laurie Chandler, B.S. David Andrews, B.A. (6th grade) Bruce Collamore, B.S., B.S. Bill McDonald, B.S. (speech) Nicole Dubler, B.S., M.A. College Counseling Kate Miller, B.A. (6th grade) Pete Ellis, A.B., A.B., M.S. Jessica Raab, B.A., B.A., M.A. (director) Connor Mulvihill, B.A. (athletics) Slade Burns, B.A. Kim Gatti, B.A., M.A. Matt Doyle, B.A. Whitney McMurtry, B.A., M.S. Allison Schreuder, B.A. Office of Innovation Arty Smith, B.A., M.S.T. Michael Ehrenfried, B.S.E., M.A., M.A. (CINO) English Chris Smith, B.A. Loni DesJardin, B.Ed., M.Ed. (chair) Anne Sterry, B.S., M.Ed. Marty Wittmer, B.A., M.A. Danny Barocas, B.A., M.A. HUNT FAMILY INSTITUTE FOR Logan Brown, B.A., M.A. ENTREPRENEURIAL EDUCATION Eric Chandler, B.A., Ph.D. Science Demetrius Daltirus, B.S. Katherine Crowley, B.A., M.A. Jeff Caulfield, B.S., Ph.D. (chair) Apryl Doyle, B.A., B.A. Emily Danitz, B.S., M.Ed. ROLLINS INSTITUTE FOR TECHNOLOGY Andrew Dranginis, B.A., M.A.T. Deanna Detmer, B.S., M.Ed. AND DESIGN Christina Fakharzadeh, B.A., M.A. Evan Gaffney, B.S. Alex Clement, B.A. Whitney Gaines, B.A., M.F.A. Kristy Garfoot, B.H.S. Alainey Hellman, B.A. Annie Hansen, B.A., M.A., M.F.A. Ryan Gray, B.A., B.S., M.A., M.S. Katherine Schneider, B.S., M.A. (resident) Aniele Hawkins, B.S., M.S. Rand Harrington, B.S., B.S., M.S., Ph.D. WALKER INSTITUTE FOR WELLNESS John Jessup, B.A. Kirsten Landry, B.A., B.S., M.S. Priscilla Scobie, B.A. (director) Sydney Lang, B.S. Steve Newman, B.S., M.S. Mary Fran Park, B.S, M.S. Nick Lefferts, B.A., M.A. INNOVATION SCHOLARS PROGRAM Anne Moyer, B.A., M.A. Amaria Parker, B.A., M.S. LEAD MENTORS Todd Schayes, B.S., M.A. John Saunders, A.B., M.S. Jeff Caulfield, B.S., Ph.D. Casey Selover, B.A., M.A. Raquel Sherman, B.S. Ed. (experimental research) Eddie Young, B.A., M.A. Chris Spielmann, B.A., M.A., M.Sc. Alex Clement, B.A. (technology) Demetrius Daltirus, B.S. History & Social Science Student Life (entrepreneurship) Ginna Halverson, B.A., M.A. (chair) Priscilla Scobie, B.A., (director) Alainey Hellman, B.A. (robotics) Wes Ballantyne, B.A., M.A. Adrian Barnes, B.A., M.Ed. Kirsten Landry, B.A., B.S., M.S. Lee Barrow, B.A., M.A. Bradley Jackson, B.A., B.A., M.Ed. (experimental research) Claire Mancini, B.A., M.A., AMFT Chris Smith, B.A. (design) Page 2 KENT DENVER TEACHERS Sarah Pool, B.A., M.A., LPC Our Core Values All members of the Kent Denver community—students, staff, parents, faculty and administrators—are encouraged to embrace the following core values together as essential elements of the Kent Denver School identity. These values function as touchstones for the community and as key objects in their own right of inquiry and contemplation.
INTEGRITY We strive to be honest with others and ourselves. We work from a foundation of strong ethical principles, which we use, explore and develop.
RESPECT We seek to appreciate and consider the feelings, wishes, rights, traditions and attributes of others. We work to respect ourselves, our fellow community members, the educational vision of the School, our connection to the larger world, and the human diversity among and around us.
PERSONAL GROWTH Through mindfulness, creativity and curiosity, we strive to participate, to grow, to find our voice, and to help each other thrive.
COMMUNITY We are actively committed to the learning fellowship of the School. With a sense of shared responsibility, empathy and compassion, we seek to understand, engage and help our diverse local, regional, national and global communities.
WISDOM We seek the development of experience, knowledge and good judgment.
Page 3 OUR CORE VALUES Table of Contents
Kent Denver Faculty 2020–2021 ...... 2
Our Core Values ...... 3
Table of Contents ...... 4
From the Head of School ...... 6
New or Enhanced This Year ...... 7
Course Listing Features ...... 7
Our 6–12 Program ...... 8
Kent Denver Upper School Semester Courses ...... 9
Middle School Program ...... 12
Upper School Program ...... 12
Graduation Requirements ...... 12
AcademicRequirements, Credit, Grades & Summer Reading . . . 13
How to Select and Schedule Your Kent Denver Courses . . . . 14 Sample Middle School Three-Year Plan ...... 14 Sample Upper School Four-Year Plan ...... 15
Advisories, Wellness and Student Support ...... 16
Academic and Elective Courses ...... 17
English ...... 18 Middle School Courses ...... 19 Upper School Courses ...... 19 Seminars for Grade 12 ...... 20 Fall Seminars ...... 20 Spring Seminars ...... 22
History and Social Science ...... 24 Middle School Courses ...... 26 Upper School Courses ...... 26 Yearlong Electives ...... 27 Semester Electives ...... 28
Page 4 TABLE OF CONTENTS Mathematics ...... 30 Middle School Courses ...... 33 Upper School Courses ...... 34 Online Course Options ...... 37
Science ...... 38 Middle School Courses ...... 39 Upper School Courses ...... 40 Yearlong Electives ...... 42 Semester Electives ...... 43
Visual and Performing Arts ...... 46 Middle School Courses ...... 48 Upper School Courses ...... 51 Performing Arts: Music ...... 51 Performing Arts: Theater ...... 53 Visual Arts ...... 54
World Languages ...... 58 Middle School Courses ...... 60 Upper School Courses ...... 61
Office of Innovation ...... 66 Institute Electives ...... 67 General Electives ...... 70 Partner Electives ...... 70
Athletics and Fitness ...... 72 Middle School Options ...... 72 Upper School Options ...... 72 Athletics and Fitness Requirements ...... 73 Athletics Programs ...... 73 Athletic and Fitness Courses ...... 74 Independent Sport Proposals ...... 74
The Kent Denver Innovation Scholars Program ...... 75
Additional Offerings and Requirements ...... 76 Career Intern Experience ...... 76 College Counseling ...... 76 Service Learning and Community Service ...... 77 Middle School Electives ...... 78 Middle School Field Trips and Interim ...... 78 Peer Tutoring and Student Leadership ...... 79 For-Credit Summer Courses ...... 80
Page 5 TABLE OF CONTENTS From the Head of School
Dear students, parents and guardians,
Welcome to Kent Denver’s 2020–21 Curriculum Guide. Inside you’ll find descriptions of more than 100 courses and electives we will offer this school year, in addition to opportunities for student-directed studies in our Innovation Scholar Program.
Middle School students and parents will find an overview of our 6th-, 7th- and 8th-grade program on page 8 and a sample three-year plan on page 14.
Graduation requirements for Upper School students are on page 12. Students, I suggest you review the requirements, then download the sample four-year plan on page 15 and discuss your interests with your advisor and dean.
I have one final recommendation as well. With so many classes, athletic programs and extracurriculars to choose from, it’s tempting to want to pursue every option now. Remember, there will never be a shortage of intriguing options at Kent Denver School. Make sure you incorporate down-time into your schedule. Advisors, deans and the Student Wellness team are always available to support you as you plan your ideal school year.
On behalf of our entire faculty and staff: We look forward to having you join us for another exceptional year at Kent Denver School!
Best regards,
Dr. Rand Harrington Head of School
Kent Denver’s Vision: Excellence in Scholarship and Character
Page 6 FROM THE HEAD OF SCHOOL Back to Table of Contents New or Enhanced This Year
New English Semester Seminars • English Then and Now • Experiments in Writing • Rhyme and Its Reasons • Waterways
New Tri-Level Mathematics Sequence for Student Success Our Mathematics curriculum is structured into three levels—Conceptual | Regular | Honors—for all students to progress at their optimal pace. See Kent Denver’s Math Sequence on page 32 for more details.
Spring Semester of Marine Science Marine Science is now offered in the spring semester as well as the fall semester.
Office of Innovation: Institute, General and Partner Electives Institute and general electives, and partner electives through Global Online Academy and One Schoolhouse are now detailed as an academic section. Courses from the Computer Studies department are now listed in this section. See Office of Innovation on page 66 for more information.
The Kent Denver Innovation Scholar Program Kent Denver recently developed The Kent Denver Innovation Scholar Program that empowers students in grades 6–12 to pursue self-directed exploration and learning. Learn more about The Kent Denver Innovation Scholar Program on page 75.
Course Listing Features
Course Title ALGEBRA II CONCEPTS M630A (fall) and M630B (spring); 1 credit Course Number(s), Credit Value & Course This course covers the same topics as Algebra II, but Restrictions Description allows students more time for review, reflection and Note: Full-year practice. The course is designed for students who have classes have A taken Algebra I and Geometry but need a stronger and B numbers algebraic foundation before moving on to a level of for fall and Precalculus. Students are required to own a TI 84 spring semester Graphing Calculator. registration. Prerequisite Listings Prerequisite: Algebra IA or IB and Geometry (any level).
Back to Table of Contents Page 7 NEW OR ENHANCED THIS YEAR Our 6–12 Program Middle School Upper School
TH GRADE TH GRADE 6English 6: Reflection 9English 9: Discovering Voice History 6: Identity and Comparative World History and Social Science: Global History of the Modern World Religions Mathematics (See Courses) Mathematics: Science: Molecular and Evolutionary Biology • Math 6: Foundations and Explorations or Visual and Performing Arts (See Courses) • Pre-Algebra 6 World Languages (See Courses) Science 6: Explore, Design, Discover Visual and Performing Arts (See Courses) World Languages: TH GRADE • Chinese IA English10 10: Exploring Voice • French IA History and Social Science: • Spanish IA • Global Politics in the 21st Century or • Preparatory 6 • Revolution and Conflict in the Modern Worldor Athletics and Fitness • Debate Honors (with departmental approval) Mathematics (See Courses) Science: TH GRADE • Chemistry or 7English 7: Identity • Chemistry Honors (with departmental approval) History 7: Foundations in U.S. History and Visual and Performing Arts (See Courses) Government World Languages (See Courses) Mathematics: • Pre-Algebra 7 or • Algebra MA or TH GRADE • Algebra IB (7) English11 11: Narratives of America—Voice, Service and Community Science 7: Earth and Environmental Science History and Social Science: Visual and Performing Arts (See Courses) • U.S. History or AP U.S. History or World Languages: • History Course (See Courses) • Chinese IB Mathematics (See Courses) • French IB Science: • Spanish IB • Newtonian Physics or • Preparatory 7 • Physics (with departmental approval) or Athletics and Fitness • Physics Honors (with departmental approval) Visual and Performing Arts (If Desired; See Courses) World Languages (See Courses) TH GRADE 8English 8: Perspectives History 8: Foundations in Global History TH GRADE Mathematics: English:12 • Algebra IA or • Two English Seminars or • Algebra IB (8) • AP English Literature (See Courses) Science 8: Scientific Experiments in Biology History and Social Science: (If Desired; See Courses) Visual and Performing Arts (See Courses) Mathematics (See Courses) World Languages: Science (If Desired; See Courses) • Chinese 8 Visual and Performing Arts (If Desired; See Courses) • French 8 World Languages (If Desired; See Courses) • Spanish 8 • Preparatory 8 *KENT DENVER POLICY REGARDING AP CLASSES Athletics and Fitness Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. For information on Athletics and Fitness There is an additional fee for the exam. requirements, see page 73.
Page 8 OUR 6–12 PROGRAM Back to Table of Contents Kent Denver Upper School Semester Courses All Upper School courses at Kent Denver are now listed Fall 2020 Spring 2021 by semester. Yearlong courses of study will have a course number for the fall semester and a course number for the ENGLISH spring semester. Students must register for both fall and English 9: Discovering Voice English 9: Discovering Voice spring for every yearlong course they take. English 10: Exploring Voice English 10: Exploring Voice
Use the course listings on the following pages as a English 11: Narratives of English 11: Narratives of reference checklist for your 2020–21 classes. America—Voice, Service and America—Voice, Service and Community Community AP English Literature* AP English Literature*
Race in Modern America Class and Gender in Modern KEY TO UPPER SCHOOL COURSES America
Yearlong Course of Study Rhyme and Its Reasons English Then and Now Sleuthing 101: Detectives Experiments in Writing Fall Semester Course from Dupin to Dexter Waterways Our Worst Instincts Run Spring Semester Course Amok: Dystopian Fiction
AP Exam Required HISTORY AND SOCIAL SCIENCE Global History of the Modern Global History of the Modern World World Global Politics in the 21st Global Politics in the 21st Century Century Revolution and Conflict in Revolution and Conflict in the Modern World the Modern World Debate Honors Debate Honors
U.S. History U.S. History
AP U.S. History* AP U.S. History*
AP Economics* AP Economics*
AP European History* AP European History*
Colorado History and the Colorado History and the Environment: The Colorado Environment: The Rise of the Cultural Confluence Western Playground Race in Modern America Class and Gender in Modern America
MATHEMATICS Geometry with Functions Geometry with Functions
Geometry Geometry
Geometry Honors Geometry Honors
Algebra II Concepts Algebra II Concepts
Algebra II Algebra II
Algebra II Honors Algebra II Honors
Precalculus Concepts Precalculus Concepts
Precalculus Precalculus
Precalculus Honors/Calculus A Precalculus Honors/Calculus A
Calculus Calculus
AP Calculus AB* AP Calculus AB* Back to Table of Contents Page 9 UPPER SCHOOL SEMESTER COURSES Kent Denver Upper School Semester Courses Fall 2020 Spring 2021 Fall 2020 Spring 2021 MATHEMATICS CONT. VISUAL AND PERFORMING ARTS CONT. AP Calculus BC* AP Calculus BC* Latin Ensemble Honors Latin Ensemble Honors
Honors Multivariable Calculus Honors Multivariable Calculus R&B Ensemble Honors R&B Ensemble Honors
Data Analytics: An Data Analytics: An Soul Ensemble Soul Ensemble Exploration of the Sports Exploration of the Sports Business Business Performing Arts: Theater AP Statistics* AP Statistics* Acting I Acting I
AP Computer Science A* AP Computer Science A* Acting II Acting II
AP Computer Science AP Computer Science Technical Theater Workshop, Technical Theater Workshop, Principles* Principles* Level I Level I Technical Theater Workshop, Technical Theater Workshop, SCIENCE Level II Level II Molecular and Evolutionary Molecular and Evolutionary Long-Form Improvisational Devised Theatre Biology Biology Theatre Chemisty Chemistry Practicum in Advanced Practicum in Advanced Technical Theatre Technical Theatre Chemistry Honors Chemistry Honors Visual Arts Newtonian Physics Newtonian Physics Ceramics, Level I Ceramics, Level I Physics Physics Ceramics, Level II Ceramics, Level II Physics Honors Physics Honors Ceramics, Level III Ceramics, Level III Computer Architecture Computer Architecture Ceramics, Level IV Ceramics, Level IV AP Biology* AP Biology* Digital Art: Photoshop, Level I Digital Art: Graphic Design, AP Chemistry* AP Chemistry* Level I AP Physics C: Mechanics* AP Physics C: Mechanics* Digital Art: Photoshop, Level Digital Art:Graphic Design, II Level II AP Psychology* AP Psychology* Digital Art: Photoshop, Level Digital Art: Graphic Design, Anatomy & Physiology Biotechnology and Ethics III Level III
Colorado History and the Colorado History and the Digital Art: Photoshop, Level Digital Art: Graphic Design, Environment—The Colorado Environment: The Rise of the IV Level IV Cultural Confluence Western Playground Drawing, Level I Painting, Level I Engineering: Design & Build Engineering: Design & Build Drawing, Level II Painting, Level II Forensic Science Forensic Science Drawing, Level III Painting, Level III Infectious Disease & Molecular Gastronomy Epidemiology Drawing, Level IV Painting, Level IV Marine Science Marine Science Filmmaking, Level I Filmmaking, Level I
Methods and Applications of Methods and Applications of Filmmaking, Level II Filmmaking, Level II Scientific Research Scientific Research Filmmaking, Level III Filmmaking, Level III
VISUAL AND PERFORMING ARTS Filmmaking, Level IV Filmmaking, Level IV
Performing Arts: Music Metals, Level I Metals, Level I
Concert Choir Concert Choir Metals, Level II Metals, Level II
Guitar, Level I Guitar, Level I Metals, Level III Metals, Level III
Guitar, Level II Guitar, Level II Metals, Level IV Metals, Level IV
Guitar, Level III Guitar, Level III Photography, Level I Photography, Level I
Guitar, Level IV Guitar, Level IV Photography, Level II Photography, Level II
Page 10 UPPER SCHOOL SEMESTER COURSES Back to Table of Contents cont. Fall 2020 Spring 2021 Fall 2020 Spring 2021 VISUAL AND PERFORMING ARTS CONT. OFFICE OF INNOVATION Photography, Level III Photography, Level III Hunt Family Institute for Entrepreneurial Education Photography, Level IV Photography, Level IV Introduction to Business Introduction to Business Management Management Sculpture Level I Sculpture Level I Introduction to Introduction to Sculpture, Level II Sculpture, Level II Entrepreneurial Action Entrepreneurial Action Sculpture, Level III Sculpture, Level III Rollins Institute for Technology and Design Sculpture, Level IV Sculpture, Level IV AP 3D Studio Art: 3D Design* AP 3D Studio Art: 3D Design*
AP Computer Science A* AP Computer Science A* WORLD LANGUAGES AP Computer Science AP Computer Science Chinese I Chinese I Principles* Principles* Chinese II Chinese II Computer Architecture Computer Architecture
Chinese III Chinese III Advanced Topics: Data Advanced Topics: Artificial Structures Intelligence Chinese III Honors Chinese III Honors Walker Institute for Wellness Chinese IV Chinese IV Introduction to Mindfulness Science of Happiness Chinese IV Honors Chinese IV Honors Principles of Digital Wellness Chinese V Chinese V General Electives Chinese Advanced Topics Chinese Advanced Topics The American Legal System: The American Legal System: AP Chinese Language and AP Chinese Language and Mock Trial and Beyond Mock Trial and Beyond Culture* Culture* French I French I
French II French II
French III French III
French III Honors French III Honors
French IV French IV
Advanced French Advanced French Conversation and Culture Conversation and Culture AP French Language and AP French Language and Culture* Culture* Spanish I Spanish I
Spanish II Spanish II
Spanish III Spanish III
Spanish III Honors Spanish III Honors
Spanish IV Spanish IV
Spanish V Spanish V
Spanish Advanced Topics Spanish Advanced Topics
AP Spanish Language and AP Spanish Language and Culture* Culture* AP Spanish Literature and AP Spanish Literature and *AP CLASS POLICY Culture* Culture* Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.
Back to Table of Contents Page 11 UPPER SCHOOL SEMESTER COURSES Middle School Program The Middle School strives to support the unique developmental needs and talents of each student. Through personalized attention and a broad curriculum specifically designed for each age level, our Middle School faculty seek to foster ethical, responsible, creative and empathetic young citizens. Middle-schoolers are expected to complete 8th grade capable of meeting new challenges and equipped with a strong academic foundation, enhanced self-esteem and a commitment to the larger community. The Middle School curriculum encompasses traditional and experiential offerings, the fine arts, service learning, class trips, a broad electives program and a robust athletics program.
Upper School Program
THE ACADEMIC PROGRAM Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the grade-level Dean of Students and the Head of Upper School.
COURSE CHOICE AND COLLEGE COUNSELING Our Upper School courses fulfill course requirements for admission to the most demanding U.S. colleges. Students should exercise care in selecting their courses so they satisfy both high school graduation and college admission requirements while exploring subjects and opportunities and pursuing interests and passions. Most college candidates will pursue a high school course of study that has the academic pillars of English, world languages, history, math and science while also exploring the wide array of elective courses. When in doubt, students should confer with the College Counseling team before making final decisions.
Graduation Requirements
ENGLISH Four years of Upper School study.
HISTORY AND Three years of Upper School study, including Global History of the Modern World, U.S. SOCIAL SCIENCE History or AP U.S. History and either one yearlong History and Social Sciences elective or two semester-long History and Social Sciences electives. MATHEMATICS Four years of Upper School study, three of which must be consecutive. Program must include Algebra I, Geometry and Algebra II (which may be satisfied during Middle School). SCIENCE Three years of Upper School study, including one year each of Biology, Chemistry and Physics. VISUAL AND Two years of Upper School study. PERFORMING ARTS WORLD Three consecutive years of Upper School study in a single language (Chinese, French or LANGUAGES Spanish). ADDITIONAL In addition to the graduation requirements for the various departments, students must COURSES complete two years of additional coursework in any subject or combination of subjects of their choice. ATHLETICS AND Grades 9 and 10: two seasons of a sport or one season of a sport and one season of fitness. FITNESS Grades 11 and 12: one season of a sport or two seasons of fitness. CAREER INTERN Required in senior year. See page 76 for details. EXPERIENCE (CIE) COMMUNITY All students are required to independently complete service hours outside of school. SERVICE These individual volunteer projects, completed with pre-approved organizations must total a minimum of 80 hours. Of these hours, at least 40 must be completed with a single organization. See Community Service on page 77 for details.
Page 12 MIDDLE & UPPER SCHOOL PROGRAMS | GRADUATION REQUIREMENTS Back to Table of Contents Academic Requirements, Credit, Grades and Summer Reading
ATTENDANCE AND ASSIGNMENTS Proposals must include specific information about the Students are expected to attend classes each day. Students time the independent study requires, the material to be who are absent and unexcused are not allowed to make studied, the work to be completed and the methods for up missed assignments or tests. Students with excused evaluating that work. absences must complete assignments within a reasonable number of days as determined by their teachers. Students may not do an independent study to satisfy graduation requirements or course load expectations. Major assignments are due on assigned dates unless an Students may choose to do an independent study only extension is granted by the teacher. For every school day as an extra course, beyond academic requirements and an assignment is late, it will be penalized at least one the standard five courses per semester expectation. third of a letter grade (e.g, from an A to an A-). After five school days, the teacher will report the tardy assignment Completed proposals must include all required to the student’s advisor and dean and give no grade signatures and must be submitted to the Upper School higher than “C.” division head by the following deadlines: • Fall deadline: First Friday in May or during the first CREDIT week of school in August. Credit will be earned in any class by obtaining a • Spring deadline: Prior to the first Friday in January. passing grade (D- or better). Students earn one credit for successful completion of most yearlong courses of SUMMER READING study and one-half credit for single-semester courses. Kent Denver urges students and faculty to read widely Students may not drop a course after the first four weeks during the summer. Studies indicate a direct correlation of the year (or the first four weeks of the semester for between academic success and leisure reading. For that single-semester courses). reason, if no other, college-bound students should read extensively. HOMEWORK Middle School students are expected to prepare daily for Summer should be a time to rediscover reading for classes and generally spend no more than 60 minutes pleasure. Choice of texts forms the foundation of the per night in 6th grade, 75 minutes per night in 7th grade shift from “what do I have to read” to “what do I want and 90 minutes per night in 8th grade. to read.” Research on the efficacy of summer reading overwhelmingly supports that students get more from Upper School students are expected to prepare for summer reading when they choose their own texts, pick classes and generally spend 30 minutes per subject books at reading levels appropriate to where they really are per class meeting. Advanced Placement students and and choose topics and genres about which they truly care. students in Honors courses may spend up to 45 minutes per class meeting. Our summer reading program embraces rediscovering the joy of reading through choice. Please refer to “Books INDEPENDENT STUDY We Recommend” on Canvas for our searchable, student- Upper School students may propose to do an written book reviews. independent study on a topic of his or her choice and receive Pass/Fail credit upon the independent study KENT DENVER’S GRADING SYSTEM program’s completion. Detailed information about our grading system is available to current students, parents and guardians in Independent study proposal forms are available in the the Kent Denver Family Handbook. Prospective families Upper School Registrar’s Office. should contact the Admission Office for details.
Back to Table of Contents Page 13 ACADEMIC REQUIREMENTS, CREDIT, GRADES & SUMMER READING How to Select and Schedule Your Courses Students are to choose appropriate courses of study in consultation with their teachers, advisors, class dean and parents.
MIDDLE SCHOOL full program plan for graduation to be sure they have Students in Middle School will be enrolled in a broad enough credits when June of their senior year arrives. A master offering of courses across multiple disciplines. Except schedule will be created after students submit their course in special circumstances, we expect students in grades requests. Student preferences receive highest priority, but 6–8 to enroll in an offering from each of the fields. While the School cannot fulfill every student’s request due to the many of the courses are required of all students, there limitation in periods and the wide variety of course offerings. are elements of choice for middle-schoolers in areas The master schedule for each academic year is constructed such as world languages, arts, athletics and electives. to meet the needs of as many students as possible.
New students will arrange their academic program For students in grades 9–12, offerings are available in through the Admission office and class deans. Returning English, history, mathematics, science, world languages, Middle School students make course choices with the computer studies, visual and performing arts and assistance of their advisors, teachers and class deans. athletics and fitness. In grades 9–12, students begin to When choices are available, students are asked to rank specialize and their programs become more varied. order preferences. We cannot guarantee first choices. Students are required to take at least five courses in a UPPER SCHOOL given semester. In exceptional circumstances, students Students consult with their teachers, advisor and class may reduce their course load with the permission of the dean on course selection. Students should write out a class dean and the Head of Upper School. Sample Middle School Three-Year Plan Three years required in each subject. WORLD VISUAL AND ENGLISH HISTORY MATHEMATICS SCIENCE LANGUAGES PERFORMING ARTS English 6 History 6: Identity Math 6: Science 6: Chinese IA, Two semesters of art courses and Comparative Foundations and Explore, Design, French IA, required. Additional electives World Religions Explorations or Discover Spanish IA or options available. Pre-Algebra 6 Preparatory 6 ATHLETICS AND FITNESS: 6 Non-competitive Physical Education course, sport activity or interscholastic sport required each season. FALL WINTER SPRING ELECTIVES FALL SPRING English 7 History 7: Pre-Algebra 7 or Science 7: Chinese IB, Two semesters of art courses Foundations in Algebra MA or Earth and French IB, required. Additional electives U.S. History and Algebra IB (7) Environmental Spanish IB or options available. Government Science Preparatory 7 ATHLETICS AND FITNESS 7 Non-competitive Physical Education course, sport activity or interscholastic sport required each season. FALL WINTER SPRING ELECTIVES FALL SPRING English 8 History 8: Algebra IA or Science 8: Chinese 8, Two semesters of art courses Foundations in Algebra IB (8) Scientific French 8, required. Additional electives Global History Experiments in Spanish 8 or options available. Biology Preparatory 8 ATHLETICS AND FITNESS 8 Non-competitive Physical Education course, sport activity or interscholastic sport required each season. FALL WINTER SPRING ELECTIVES FALL SPRING Page 14 HOW TO SELECT AND SCHEDULE YOUR KENT DENVER COURSES Back to Table of Contents Sample Upper School Four-Year Plan
VISUAL AND HISTORY AND WORLD PERFORMING ENGLISH SOCIAL SCIENCE MATHEMATICS SCIENCE LANGUAGES ARTS Four years required, Three years including Algebra Three years Four years required; four I, Geometry and required; four Three years required. years advised. Algebra II. years advised. required. Two years required. English 9 Global History Required. Molecular and Three years of Student chooses of the Modern Course options Evolutionary Upper School when to complete World customized for Biology study required. this requirement. student. 9 ATHLETICS AND FITNESS FALL WINTER SPRING Two seasons of interscholastic sports or Fitness (one season must be a sport). Student chooses when to complete this requirement. English 10 Global Politics Required. Chemistry or Three years of Student chooses or Revolution & Course options Chemistry Upper School when to complete Conflict customized for Honors study required. this requirement. student. 10 ATHLETICS AND FITNESS FALL WINTER SPRING Two seasons of interscholastic sports or Fitness (one season must be a sport). Student chooses when to complete this requirement. English 11 U.S. History or Required. Newtonian Three years of Student chooses AP U.S. History Course options Physics, Physics, Upper School when to complete customized for or Physics study required. this requirement. student. Honors 11 ATHLETICS AND FITNESS FALL WINTER SPRING One sport or two Fitness. Student chooses when to complete this requirement.
Seminars or AP Additional Required. Additional Many students Student chooses courses optional Course options courses optional. complete a when to complete (AP Economics, customized for fourth year of this requirement. AP European student. Upper School History, etc.) study. 12 ATHLETICS AND FITNESS FALL WINTER SPRING One sport or two Fitness. Student chooses when to complete this requirement.
See pages 76–78 for Career Internship Experience, Community Service, and Middle School Electives, Field Trips and Interim requirements.
Back to Table of Contents Page 15 HOW TO SELECT AND SCHEDULE YOUR KENT DENVER COURSES Advisories, Wellness and Student Support Advisory Program Student Wellness
The cornerstone of Kent Denver’s advisory program is Kent Denver is committed to educating the whole child— the lasting relationships developed between students, mind, body and heart. Our Health and Wellness programs faculty and peers. Every Kent Denver student has a provide support and help students build the social and faculty advisor who provides guidance, support and emotional skills they need to lead happy, balanced and encouragement in all aspects of school life. productive lives. At each grade level, Advisors engage students with age-appropriate activities to encourage CLASS DEANS social and emotional growth.
Middle School Deans: Adrian Barnes, Apryl Doyle Additionally, 9th-graders participate in a semester Class of 2024: Lucas Richardson Wellness Seminar* addressing unique academic, social Class of 2023: Wesley Ballantyne and emotional needs of students as they transition to the Class of 2022: Danny Barocas Upper School. Class of 2021: Priscilla Scobie We recognize that sometimes students need additional support to thrive. When students and families require ADVISORY PROGRAM specialized assistance to meet their academic, emotional Advisors meet regularly with their advisees, both as a or psychological needs, Kent Denver has a team of caring group and individually. An age-appropriate advisory professionals ready to help: curriculum provides forums for deep discussions and encourages social-emotional growth. Advisors also Academic Support collaborate closely with teachers, class deans and parents to monitor student well-being and academic Kent Denver’s full-time, on-site Learning Specialist offers progress. academic support and resources to ensure students of all learning styles find academic success. Support provided by the learning specialist includes: MIDDLE SCHOOL All Middle School students are assigned to an advisory. • Homework, test-taking and organizational strategies Advisors focus on specific discussion topics and activities • Peer-tutoring appropriate to each grade level. Advisors meet with • Referrals for testing to identify potential learning advisees after assembly, during an assigned study hall or challenges during a specific advisory time. The advisor is the person • Student support plans with appropriate who monitors each student’s progress at school and is accommodations based on documented learning the first line of communication with the student’s parents challenges or guardians in academic and social matters. Counseling UPPER SCHOOL Upper School students are assigned to grade-specific Kent Denver’s school counselors help meet the advisory groups which remain together for four years, psychological needs of students in grades 6–12. Our allowing advisors to focus on the evolving opportunities counselors provide developmentally appropriate support and challenges of each grade level. Class retreats at and consultation for students, parents and faculty the beginning of the year help encourage community including: in advisory groups, and regular meetings help deepen these relationships during the school year. Advisors • Short-term counseling also meet frequently with individual students to discuss • Crisis intervention and assessment academic progress and address challenges that may • Referrals for mental health providers and services arise. • Coordination with outside mental health providers • Management of student mental health support plans with accommodations as needed
*All 9th-graders must complete the Wellness Seminar.
Page 16 ADVISORIES, WELLNESS AND STUDENT SUPPORT Back to Table of Contents Academic and Elective Courses
Back to Table of Contents Page 17 ACADEMIC AND ELECTIVE COURSES English
Philosophy
The Kent Denver English program encourages critical The study of literature also raises questions of craft and and appreciative reading, lucid and beautiful writing, composition. To communicate their insights, ideas and logical and imaginative thinking. questions, students need a clear sense of sentence, paragraph and essay structure; they need to be aware Through personalized attention and a broad curriculum of the many choices available to them as writers and specifically designed for each age level, our program speakers. The department teaches a range of writing, seeks to foster ethical, responsible, creative and reading and speaking skills at all levels designed to empathetic behavior. By engaging in works of literature, foster precision and elegance in composition and in students ponder human nature, the world around them, thought. and their place in it. We hope to develop reverence for— and an understanding of—literature.
Page 18 ENGLISH Back to Table of Contents in their writing, and they work extensively on sentence, COURSE MAP—English paragraph and essay structure. Extensive time is given to oratory, library and research skills, as well as word- processing and editing techniques. th Grade •6 English 6: Reflection ENGLISH 7: IDENTITY
th Grade Through whole group and small group active •7 English 7: Identity engagement structures, this course seeks to develop students’ critical reading and thinking skills through th Grade the study of such titles as The Riverman, Long Way •8 English 8: Perspectives Down, I am Malala, Pride, Lord of the Flies and To Kill a Mockingbird. These titles, as well as additional texts, th Grade serve to explore issues of adolescence, identity and personal belief systems. Students will write often and in •9 English 9: Discovering Voice (1 credit) varied forms, including expository, creative and poetic writing. Additional course goals include developing 10 th Grade effective study skills, improving spoken communication, • English 10: Exploring Voice (1 credit) understanding grammar and expanding vocabulary. th Grade 11• English 11: Narratives of America: Voice, Service ENGLISH 8: PERSPECTIVES and Community (1 credit) This course seeks to develop students’ critical thinking, 12 th Grade reading, writing and public speaking skills. Students YEARLONG SEMINARS (1 CREDIT) learn structured analytical techniques that they apply • AP English Literature* to a variety of texts, including plays, novels, stories and poetry. They focus on how to analyze literary FALL SEMINARS (0.5 CREDIT) elements, question the author’s intent, and track • Race in Modern America character development. Students are also exposed • Rhyme and Its Reasons to a wide variety of authors and voices to foster an • Sleuthing 101: Detectives from Dupin to Dexter appreciation for different perspectives and to develop • Waterways an ability to recognize authors’ styles and patterns. Grammar and writing skills are taught throughout the SPRING SEMINARS (0.5 CREDIT) year, and students experiment with both expository and • Class and Gender in Modern America creative writing forms. Our small, seminar-style classes • English Then and Now encourage students to improve their ability to express • Experiments in Writing themselves articulately in a supportive and positive • Our Worst Instincts Run Amok: Dystopian Fiction atmosphere.
Middle School Courses Upper School Courses
ENGLISH 6: REFLECTION ENGLISH 9: DISCOVERING VOICE Literature in English 6 often complements the culture E100A (fall) and E100B (spring); 1 credit under study within the History 6 curriculum. The themes of the texts relate back to the 6th-grade theme: “Who English 9 emphasizes both literature and language while Am I?” The students focus on building and understanding discovering the nature of justice, shifting perspectives, appreciation for cultural differences through the blind spots, truth and identity. Works range from short- exploration of their own thoughts and feelings, while story and poetry selections to full-length titles chosen learning to analyze literature. Great emphasis is placed by the individual instructors covering a variety of genres. on writing in the 6th grade. They experiment with various Students study literary selections as contributions to our genres, such as poetry, fiction, essays and editorials, cultural heritage and as a process of discovering a variety working through all stages of the writing process. of voices. Students continue to develop their powers of Students also examine rules of grammar and mechanics expression through speaking, reading and writing.
Back to Table of Contents Page 19 ENGLISH The goals of the course include mastery of core grammar, they are eager for vigorous practice in reading, thinking, basic writing skills and an increase of students’ vocabulary. talking and writing, and for finding pleasure and purpose in doing those things. Expectations are high. Hopes are high. Texts in 2019–20 included City of Thieves, The ENGLISH 10: EXPLORING VOICE Canterbury Tales, The Underground Railroad, The Sun Also E110A (fall) and E110B (spring); 1 credit Rises, Atonement, Daisy Miller, To The Lighthouse, and a broad spectrum of poetry. English 10 builds on the foundational skills and themes established in 9th grade and emphasizes Prerequisite: Students must be approved by the English the development of critical thinking. Students will department. continue to practice writing skills in a variety of genres with a particular focus on crafting cogent analytical arguments. Reading explores stories of creation from various cultures in order to establish a framework for understanding why we tell stories and the impact they Seminars for Grade 12 have on individuals and societies. Core texts include Genesis, mythology, various poems, Frankenstein by Seniors will select two single-semester classes during Mary Shelley, Passing by Nella Larsen, and The Great their 12th-grade year. All seniors must enroll in an English Gatsby by F. Scott Fitzgerald. Vocabulary and grammar class each semester. If space allows, students may add an practice will be a continuous part of study. extra elective class to their schedules. Students in every English course will be expected to write different types During the fall and spring semesters, students will of essays along with a minimum of two analytical papers read texts from various genres chosen by individual per semester, complete nightly reading and/or writing instructors. assignments and participate in classroom discussions.
Most classes will read from a variety of genres—poetry, ENGLISH 11: NARRATIVES OF AMERICA—VOICE, novels, short stories and plays. Seminars afford students SERVICE AND COMMUNITY the opportunity to study a period, author or theme E130A (fall) and E130B (spring); 1 credit in depth. Students move well beyond just theme- and characterization-study to develop an aesthetic English for the 11th grade is an innovative course that appreciation of language—the artistry of writing—while explores the nature of community, service, action, exploring the creative possibilities of analytical thought. empathy and voice in the context of American literature and local issues. Having completed community service Seminar students will also continue their study of projects during the junior retreat, students will explore vocabulary and grammar. the idea of service, learn about issues affecting nearby communities, and imagine experiences of the world other than their own. With a focus on the many diverse visions of America, we will do interdisciplinary work with Fall Seminars U.S. history and literature. During the first semester, students will research community service possibilities: RACE IN MODERN AMERICA identifying, empathizing, investigating and understanding H713A; 0.5 credit, Grades 11–12 opportunities to help at-risk populations. The second semester will focus on student agency, putting first Modern America sits at a crossroads in terms of semester’s learning into action. Core texts include race. Recent controversies over the Black Lives Sabrina & Corina by Kali Fajardo-Anstine, The Laramie Matter movement, a resurgence of white supremacy, Project by The Tectonic Theater Project, Watchmen, immigration, and confederate monuments—to name Beloved by Toni Morrison, and The Glass Castle by a few—tend to ignite more division than unity. This fall Jeannette Walls. semester class will analyze race in America through the contributions of different racial and ethnic groups. Texts include articles, excerpted chapters, podcasts, AP ENGLISH LITERATURE* documentaries, television episodes, short stories and E815A (fall) and E815B (spring); 1 credit poems. Classes will include discussions, student-led projects, essays, field trips and outside speakers. This Advanced Placement English is for seniors who have a course can be taken for semester credit in either English special appetite for the study of language and literature. or History. The course asks for time, energy, effort and zest beyond the usual. Students who enroll in AP English signal that
Page 20 ENGLISH Back to Table of Contents RHYME AND ITS REASONS and true crime dramas that dominate pop culture today. E409A; 0.5 credit Turning a literary lens on the genre, we will identify the conventions and cultural forces that have animated and This course will focus on contemporary poetry, and we changed it over the last 200 years to better appreciate will divide our time equally between studying poetry the depth, insights and attraction of crime fiction. Texts and creating it. Students will follow the lead of individual may include short stories and novels by Poe, Arthur “mentor” poets chosen from our anthology as they Conan Doyle, Agatha Christie, Dashiell Hammett, Philip K. learn to appreciate matters of craft and as they seek Dick, Robert Galbraith (aka J. K. Rowling) and others. inspiration. By the end of the semester, students will have a portfolio of poems that they have polished through the workshop process. WATERWAYS E405A; 0.5 credit
SLEUTHING 101: DETECTIVES FROM DUPIN TO This course will take us to watery parts of the world, DEXTER to borrow a phrase from Ishmael, narrator of Herman E407A; 0.5 credit Melville’s Moby Dick, that famous novel about a whale. We will travel rivers, lakes and seas. What do bodies of The detective story is a recipe that has occupied the water mean and do for the people who live beside them, imagination of audiences, writers and filmmakers for venture on them, and imagine them from afar? Readings decades: sleuths like Sherlock Holmes and Temperance will likely include Joseph Conrad’s Heart of Darkness (and Brennan (of Bones) are household names, and crime Chinua Achebe’s response to it), selections from Derek fiction consistently ranks among the best-selling genres. Walcott’s Omeros, an epic of the Caribbean, and at least But why is crime fiction consistently one of the most portions (maybe all!) of Moby Dick. We will start with bits popular genres? What can we learn from our collective of Kenneth Grahame’s children’s classic, The Wind in obsession with detectives? To explore these questions, the Willows, which makes this cheerful claim: “There’s this course will follow the progress of the crime fiction nothing—absolutely nothing—half so much worth doing genre and its detectives, from the earliest days of 19th- as messing about in boats.” We’ll see about that. century sleuthing to the forensics stories, procedurals
Back to Table of Contents Page 21 ENGLISH Spring Seminars EXPERIMENTS IN WRITING E410A; 0.5 credit
CLASS AND GENDER IN MODERN AMERICA The Pushcart Prize Anthology is published every year H714A; 0.5 credit, Grades 11–12 and represents the finest contemporary writing found in journals and small presses. Using this collection Why does it take a woman 16 months to earn what a man as our primary text and inspiration, we will study and does in 12 months? What effect does it have when the craft a range of personal narratives, poetry and fiction. wealthiest one percent of American households own 40 Workshop meetings and techniques will help us polish percent of the country’s wealth? This spring semester our pieces into final drafts. class will investigate the dynamic interplay of class and gender in the American experience. Classes will include discussions, student-led projects, essays, field trips and OUR WORST INSTINCTS RUN AMOK: DYSTOPIAN outside speakers. We will examine modern historical FICTION events through literature, art, music and cultures. This E408A; 0.5 credit course can be taken for semester credit in either English or History. From The Hunger Games and Divergent series to The Handmaid’s Tale and—some would argue—Game of Thrones, over the past two decades our fascination ENGLISH THEN AND NOW with these portrayals of fallen worlds and powerful, E406A; 0.5 credit oppressive regimes has been stronger than ever. But underneath the popularity of these stories lies a more Hwaet. That’s the first word of the Anglo-Saxon epic sinister question: What is it that keeps our world from Beowulf. It’s Old English for “Listen!” or “Attend” or merely becoming like these dystopian societies? In each a modest “So,” depending on the translator. This course dystopian vision, the author presents a projection of our will survey a thousand years of literature in English, worst instincts and motivations, simultaneously critiquing sampling works from main periods in the development the forces that shape our lives. What can we learn from of the language, from Old and Middle English to the these texts and the ways that they reflect the concerns advent of the modern in Shakespeare, and on to our own of their era? In this course, we will examine major works time. We will read dual-language translations of the early of dystopian fiction, considering both their literary merits works so we can enjoy the sights and sounds of forms of and the social and political commentary therein. Texts English strange to us. Our texts will supply us with vibrant may include We by Zamyatin, 1984 by Orwell, Oryx & language and fascinating stories. Readings will include Crake by Atwood, The Road by McCarthy and Gulliver’s Beowulf, Sir Gawain and the Green Knight, a play by Travels by Swift. Shakespeare, and works by modern and contemporary writers who do new things with English and write it with *AP CLASS POLICY special zest. Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.
Page 22 ENGLISH Back to Table of Contents Back to Table of Contents Page 23 ENGLISH History and Social Science 6 7 8
9
Philosophy
The History Department at Kent Denver School promotes the larger context of global history. critical thinking and global citizenship through engaged, student-centered learning. A primary focus of these Middle School classes is to guide students as they hone the skills and analytical Using documents from multiple historical perspectives framework necessary for further work in history. and a variety of hands-on activities, students learn to research, evaluate sources, collaborate, argue and Students go on to refine these skills in Global History of understand a complex and interconnected world. the Modern World in grade 9 and complete their course of study with a challenging analytic review of American Our students leave Kent Denver as empathetic and history in grade 11 and an additional two semesters of creative thinkers, writers and speakers who can engage history/social science coursework. in civil discourse when confronting past, present and future world issues. Students in grades 10 and 12 explore their interests and refine their skills through a combination of the several Students are introduced to a comparative approach to history and social science electives that are designed contemporary world cultures in grade 6, then continue and taught to match faculty passions with student their studies in grades 7–8 with courses that develop an interests. understanding of American government and history and
Page 24 HISTORY AND SOCIAL SCIENCE Back to Table of Contents COURSE MAP—History and Social Science
th Grade FALL SEMESTER (0.5 CREDIT) 6• History 6: Identity and Comparative • Colorado History and the Environment: The World Religions Colorado Cultural Confluence • Race in Modern America
th Grade SPRING SEMESTER (0.5 CREDIT) 7 History 7: Foundations in U.S. History and • • Colorado History and the Environment: The Rise of the Government Western Playground • Class and Gender in Modern America 8 th Grade • History 8: Foundations in Global History 12 th Grade YEARLONG COURSES OF STUDY (1 CREDIT) UPPER SCHOOL HISTORY SEQUENCE • Debate Honorsp Kent Denver students are required to take three • AP Economics* years of history, though most colleges like to see • AP European History* four years of history on a transcript. Students must take Global History in 9th grade and U.S. or AP U.S. REQUIRED—If no history in 11th Grade, then: History in 11th or 12th grade—we highly recommend • U.S. History they take it in 11th. Therefore, students may choose • AP U.S. History* to take their third year of history in either 10th or 12th grade, though most students do choose to FALL SEMESTER (0.5 CREDIT) take history all four years. • Colorado History and the Environment: The Colorado Cultural Confluence • Race in Modern America th Grade SPRING SEMESTER (0.5 CREDIT) 9• Global History of the Modern World (1 credit) • Class and Gender in Modern America • Colorado History and the Environment: The Rise of the Western Playground th Grade 10• Global Politics in the 21st Century (1 credit) • Revolution and Conflict in the Modern World (1 credit) pPREREQUISITE FOR DEBATE HONORS • Debate Honorsp (1 credit) Students must compete at a minimum of three tournaments and attend weekly practices the prior th Grade year. The Director of Speech and Debate must give 11 authorization for entry into the course. YEARLONG COURSES OF STUDY (1 CREDIT) • U.S. History • AP U.S. History* • Debate Honorsp
Back to Table of Contents Page 25 HISTORY AND SOCIAL SCIENCE Middle School Courses learn to make strong historical arguments and support them with reason and evidence.
HISTORY 6: IDENTITY AND COMPARATIVE WORLD RELIGIONS Upper School Courses The focus of 6th-grade history is to help students understand the historical and cultural roots of their STUDENTS IN GRADE 11 OR 12 personal identities and anchor their understanding of Either U.S. History or AP U.S. History are required during identity markers in the origins of different beliefs, values your junior or senior year. Descriptions of both courses and institutions found the world around them. follow. Students delve into such concepts through a variety of primary, secondary and tertiary sources, as well as GRADE 9: GLOBAL HISTORY OF THE MODERN through experiential opportunities such as visits to WORLD local houses of worship and traveling exhibits at local H190A (fall) and H190B (spring); 1 credit—Required museums. Students are encouraged to think critically about concepts, learning how to read, write and present The Global History course introduces all 9th-graders to through an analytical lens. the study of historical processes, interconnecting nations, regions and civilizations across space and time. Students engage with several key themes: historical roots of HISTORY 7: FOUNDATIONS IN U.S. HISTORY AND GOVERNMENT modern civilizations, ocean worlds, revolutions, empire and identity, and modern world ideologies. The primary goal of this course is to help students This course emphasizes critical thinking, analytical develop a fundamental understanding of the origins, writing and effective public speaking. Student- development and growth of the United States. Students centered lessons and activities are designed to foster study the country’s beginnings from the Colonial period collaboration, stimulate creativity and encourage through the Civil War and into the 20th century with a intellectual risk-taking. Throughout the course, focus on the Constitution, civics and civil rights. students will hone their writing skills in a variety of contexts, culminating in an extensive research project Resources include secondary and primary source that compels students to direct their own learning handouts, multimedia and current events. Critical and demonstrate responsible historical inquiry. thinking, analytical reading, oral and written expression, Most importantly, the classroom dynamic nurtures solid study habits, and basic research techniques are the development of students’ nuanced and flexible assessed using tests, presentations, debates and writing understanding of the world in which we live. assignments throughout the year. A research project assigned in the second semester offers students an opportunity to pursue their own course of study while U.S. HISTORY integrating new skills. H130A (fall) and H130B (spring); 1 credit; Grade 11 or 12
HISTORY 8: FOUNDATIONS IN GLOBAL HISTORY This course offers students a challenging analytical examination of the role of political, social and economic factors in United States history from the Colonial period In 8th-grade history, students explore the origins of our to the present. Instruction emphasizes in-depth research world today and develop an understanding of the larger using primary and secondary sources, a variety of oral patterns of human history: increasing complexity and and written assignments, and opportunities for more interconnectivity, interaction and exchange. Beginning open discussion. Students are encouraged to develop with human prehistory and ending with our own modern their ability to interpret sources and to form an individual era, students examine the factors that transformed— understanding, while tests and analytical essays ensure and continue to transform—human societies and laid the development of a fundamental appreciation of issues the foundations for the globalized modern world. in American history. Throughout the year, students develop their analytical reading, writing and thinking skills as they investigate A major research project, assigned in the second humanity’s journey from nomadic foragers to sedentary semester, offers students a formal opportunity to pursue farmers to civilizations, empires and eventually modern their own course of study while demonstrating mastery industrialized societies. Research, critical thinking, of the skills necessary to conduct independent historical collaboration and discussion are emphasized as students research and produce a written historical argument.
Page 26 HISTORY AND SOCIAL SCIENCE Back to Table of Contents AP U.S. HISTORY* organizations, taking on a variety of roles and H835A (fall) and H835B (spring); 1 credit; Grade 11 or 12 perspectives and working with others to draft resolutions offering collaborative solutions. Through projects, This course is offered to students who have a keen papers, and exams, the course focuses on developing interest and strong ability in the reading and writing and strengthening critical reading and thinking skills and of history. The course moves at a fast pace in an on the improvement of analytical writing. environment that fosters collaboration, engagement and student-led inquiry. Students analyze and interpret social, economic, political and cultural events in REVOLUTION AND CONFLICT IN THE MODERN American history. Teachers emphasize students’ ability WORLD to understand multiple interpretations of primary and H110A (fall) and H110B (spring); 1 credit, Grade 10 secondary documents throughout the year. This history elective for sophomores examines the A major research project assigned in the second causes of modern conflicts and how, when, and why the semester offers students a formal opportunity to pursue U.S. and the world intervenes. The course is structured their own course of study while demonstrating mastery around a series of intensive case studies in the non- of the skills necessary to conduct independent historical Western world. In particular, students will examine research, interpret historiography, and produce a written human rights issues, including genocide. historical argument. Upon completion of this course, students are well-prepared for college-level history Areas of study include the following: Vietnam, Rwanda, seminars. and the Middle East. Students read a variety of primary and secondary sources and examine literature, Prerequisite: A recommendation from the current history autobiographies and films that pertain to each unit. teacher and an A- or above in current history class are required for admission. The course also focuses on developing and strengthening critical reading and thinking skills and on the improvement of analytical writing. HISTORY AND SOCIAL SCIENCE ELECTIVES REQUIREMENT DEBATE HONORSp One (1) elective credit is required to graduate. H210A (fall) and H210B (spring); 1 credit, Grades 10–12 Descriptions of all elective courses follow, listed first by duration (yearlong; single-semester), then Students in the Debate Honors course practice public by the grade(s) during which students may enroll. speaking, research, writing and analytic thinking skills. They are not listed alphabetically. Students engage in advanced research that covers global politics, economics, philosophy, government and current events. Students practice listening to, and critiquing, the speeches of other students. Students are Yearlong Electives required to attend a minimum of six debate tournaments throughout the school year. Students may take the class GLOBAL POLITICS IN THE 21ST CENTURY multiple years, either in a row or non-consecutively. This course is worth one credit; only a student’s first year in H270A (fall) and H270B (spring); 1 credit, Grade 10 Debate Honors counts toward the three History classes required for graduation. This elective for sophomores offers students the opportunity to analyze and create foreign policy to address issues currently under deliberation by states pPREREQUISITE FOR DEBATE HONORS and major international organizations, providing them Students must compete at a minimum of three with insight into the real-world practice of international tournaments and attend weekly practices the prior relations. Students study the history, structure and year. The Director of Speech and Debate must give function of the international system, including sovereign authorization for entry into the course. states, disputed territories, the United Nations, and humanitarian aid and human rights organizations. Major topics of study include the UN’s 2030 Sustainable Development Goals, international relations theory, the role of international law, political and economic ideologies, and ongoing global conflicts. Using current events and contemporary case studies, students evaluate the actions of states and international
Back to Table of Contents Page 27 HISTORY AND SOCIAL SCIENCE AP EUROPEAN HISTORY* H840A (fall) and H840B (spring); 1 credit, Grades 11–12
This course examines key events and themes that have shaped the core values of Europe and the United States today. Students explore how epochs such as the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the French Revolution fundamentally challenged the nature of “truth” in Europe, thereby launching Europe into a modern history and power struggle that has created the world we live in today. Particular emphasis is placed on the extensive reading and analysis of primary and secondary source documents. Students showcase their learning in projects, discussions and critical essay writing that emphasizes the development of history from multiple points of view.
Prerequisite: A recommendation from the current history teacher is required for admission to the course.
AP ECONOMICS* H865A (fall) and H865B (spring); 1 credit, Grade 12
AP Economics blends an exploration of economic theory with application to real world microeconomic and macroeconomic scenarios. The course is divided into a semester of Microeconomics in the fall and Macroeconomics in the spring. Foundational microeconomic concepts include the supply and demand model, utility maximization, market structures and market failures. The exciting Breakfast Wars simulation allows students to test their knowledge of the economic theory while experimenting with their burgeoning business skills. Key macroeconomic concepts include measurements of national economic performance, stabilization policies, economic growth and international trade. Students build on their understanding of these concepts through a research project on the current economic health of a foreign Semester Electives country. In addition to the economic theories, the course builds students’ small group and presentation skills. RACE IN MODERN AMERICA The course culminates with a self-directed individual H713A (fall); 0.5 credit, Grades 11–12 presentation, followed by the AP Microeconomic and AP Macroeconomic exams in May. Modern America sits at a crossroads in terms of race. Recent controversies over the Black Lives Prerequisites: U.S. History, Pre-Calculus. In addition, Matter movement, a resurgence of white supremacy, students with A- or better grades in their junior year of math immigration, and confederate monuments—to name and history, or B+ or better grades in AP or Honors courses a few—tend to ignite more division than unity. This fall in their junior year of math and history, will receive priority semester class will analyze race in America through admission to the course. the contributions of different racial and ethnic groups. Classes will include discussions, student-led projects, essays, field trips and outside speakers. We will examine modern historical events through literature, art, music and cultures. This course can be taken for semester credit in either English or History.
Page 28 HISTORY AND SOCIAL SCIENCE Back to Table of Contents CLASS AND GENDER IN MODERN AMERICA H714A (spring); 0.5 credit, Grades 11–12
Why does it take a woman 16 months to earn what a man does in 12 months? What effect does it have when the wealthiest one percent of American households own 40 percent of the country’s wealth? This spring semester class will investigate the dynamic interplay of class and gender in the American experience. Classes will include discussions, student-led projects, essays, field trips and outside speakers. We will examine modern historical events through literature, art, music and cultures. This course can be taken for semester credit in either English or History.
COLORADO HISTORY AND THE ENVIRONMENT | Note: Students may take one semester or both. |
THE COLORADO CULTURAL CONFLUENCE H327A (fall); 0.5 credit, Grades 11–12
THE RISE OF THE WESTERN PLAYGROUND H328A (spring); 0.5 credit, Grades 11–12
Whether you consider yourself a “native” or a recent transplant, living in Colorado brings with it a sense of pride. But what does it mean to be a “Coloradan?” Using a place-based model for education, the Colorado History and the Environment courses seek to have students understand the interdependent relationships that exist throughout this state and beyond in order to better understand what it means to live in Colorado.
Using a thematic approach to a survey of Colorado history, students will learn about early migration to Colorado, the resources that allowed the state of Colorado to grow, and the conflict that arose as cultures clashed. The second semester will highlight the forces that challenged Colorado’s relationship with the environment through study of the Dust Bowl. Finally, students will examine how recreational opportunities (such as those that grew from the 10th Mountain Division) created a destination for lovers of the outdoors to visit and, for many, call home.
Most importantly, this course will bring students off campus and into different parts of their city and state. Additionally, several guest lecturers will visit the classroom to offer their informed perspectives on current and historical issues in Colorado.
*AP CLASS POLICY Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.
Back to Table of Contents Page 29 HISTORY AND SOCIAL SCIENCE Mathematics 6 7
8
Philosophy
A Kent Denver mathematics education prepares students thinkers, to appreciate the broad history of the subject to confidently use and appreciate mathematics as both and its connected nature, both within the discipline and an Art and a Science: in the present, at the college level as it relates across the curriculum, and to develop the and beyond. We believe that all students are capable ability to think both intellectually and specifically about of success in mathematics, and our flexible course the ideas and facts that they encounter in their studies. sequencing allows our students to select appropriate levels of challenge to meet their developmental needs At graduation, Kent Denver students have a firm at each stage of the curriculum. foundation in mathematical concepts and are persistent problem-solvers; with skills and competencies that have We seek to provide a solid foundation for students to prepared them not just for admission to an appropriate develop mathematical skills and analytical tools while college, but for success in college level mathematics, inspiring curiosity, tenacity and imagination in them as regardless of their choice of program. Students are able problem solvers, collaborators and creative thinkers. to use multiple types of technology, including hand-held Our students gain the confidence needed to thrive calculators as well as computer-based programs and in today’s world by engaging with both conventional applications, and are able to understand and effectively and novel problems, by participating in mathematical communicate about mathematical concepts analytically, conversations, and by working within classroom cultures numerically and graphically. that encourage an individual growth mindset, and resilience within the context of appropriate challenge. It is the privilege of the math teachers at Kent Denver School to share their passion and love of the subject with The goal of teachers in the mathematics department their students. is to help students to see themselves as mathematical
Page 30 MATHEMATICS Back to Table of Contents COURSE MAP—Mathematics
6 th Grade • Math 6: Foundations and Explorations • Pre-Algebra 6 SAMPLE PATHWAYS THROUGH MIDDLE SCHOOL MATHEMATICS 6 Math 6 Math 6 Math 6 Pre- Pre- Pre- 7 th Grade Algebra 6 Algebra 6 Algebra 6 • Pre-Algebra 7 Pre- Pre- Algebra Pre- Algebra IA Algebra IB • Algebra MA 7 Algebra 7 Algebra 7 MA Algebra 7 • Algebra IB Algebra IA Algebra IB Algebra IB Algebra IA Algebra IB Geometry 8 Honors 8 th Grade • Algebra IA Geometry Geometry Geometry Geometry Geometry Algebra II 9 with with or Algebra • Algebra IB Functions Functions II Honors
9–12 Upper School
GEOMETRY COURSES • Geometry with Functions (conceptual) CALCULUS COURSES • Geometry • Calculus • Geometry Honors • AP Calculus AB* • AP Calculus BC* ALGEBRA COURSES • Honors Multivariable Calculus • Algebra II Concepts • Algebra II STATISTICS COURSES • Algebra II Honors • Data Analytics: An Exploration of the Sports Business • AP Statistics* ADVANCED ALGEBRA AND TRIGONOMETRY COURSES • Precalculus Concepts COMPUTER COURSES • Precalculus • AP Computer Science Principles* • Precalculus Honors/Calculus A • AP Computer Science A*
SAMPLE TRAJECTORIES THROUGH UPPER SCHOOL MATHEMATICS 8 Algebra IA Algebra IB Geometry Honors Geometry with Functions Geometry Geometry Algebra II Algebra II 9 Honors Honors Algebra II Concepts Algebra II Algebra II Algebra II Precalculus Precalculus 10 Honors Honors/ Calculus A Precalculus Concepts Precalculus Precalculus Precalculus AP Calculus AB AP Calculus 11 Honors/ BC Calculus A Calculus/Data AP Calculus Calculus/Data Analytics/ AP Calculus AP Calculus BC/AP Honors 12 Analytics/AP Statistics/ AB AP Calculus AB/AP BC Statistics/AP Calculus Multivariable AP Computer Science Statistics/AP Computer BC/AP Computer Science Calculus Principles/AP Computer Science Principles/AP Principles/AP Computer Science A Computer Science A Science A/Data Analytics
Back to Table of Contents Page 31 MATHEMATICS KENT DENVER’S MATH SEQUENCE Kent Denver students choose from a wide variety of courses offered at a variety of levels. Upon admission to Kent Denver, families work with the Math Department Chair to place students appropriately in the course that will best serve the student’s needs. The course sequences are designed so that by the end of Middle School, students should have completed a standard, Upper School level Algebra I course, and that students will have had the chance to take at least one college level (AP) course by the time they graduate. Placements are flexible from year-to-year, and students who seek to move through the curriculum at a more- or less-deliberate pace are encouraged to speak with their teachers and the Math Department Chair.
In order to meet KDS graduation requirements, students must complete four math credits while in the Upper School. Three of these credits must be successive, and one may be taken concurrent to another math course. In addition, students must have completed a sequence of Algebra I/ Geometry/ Algebra II, (though part or all of this sequence may be completed in Middle School and/or before a student’s admission to KDS). Once placed within this sequence, students must complete it on campus, during the regular school year. This is the foundational sequence for what comes afterwards: It is the prerequisite to the work that follows.
We offer three levels of instruction for this foundational sequence.
Conceptual | Regular | Honors in Algebra I/Geometry/Algebra II • These are levels of pacing and depth, not of material. • In general, the Conceptual level is meant to reinforce topics learned in the previous course while covering the new material. Attention is focused on how the new skills and ideas build from the previous work, and there is time to review extensively as needed. Work at this pace builds toward the AP or college level by the senior year (in AP Statistics or AP Computer Science). • In general, the Regular level is meant to proceed with new material at a pace that builds toward the AP or college level by the senior year (in AP Calculus AB). There is time, early in the sequence, for classes to review appropriately as needed. • In general, the Honors level is meant to proceed with new material at a pace that builds toward the AP or college level by the junior year (in Pre-Calculus Honors/Calculus A). There is little time for review within the confines of the class, though teachers are supportive of students with questions during office hours. To be successful at this pace, students need to be able to work independently, to be willing to ask questions both in and out of class, and to have an interest in why the mathematics unfolds as it does.
For students new to Kent Denver, placement is based on objective data, teacher recommendation and student interest; and is determined by the Chair of the Math Department, in consultation with incoming families. All students entering Kent Denver School in grades 6–8 are asked to take a placement test; students entering Kent Denver in grades 9–12 receive credit for coursework successfully completed at accredited schools, and may be asked to take a placement test to determine the appropriate level of study.
Once placed, there is no set course trajectory throughout a student’s mathematical career; pathways through the curriculum vary greatly based upon student goals, maturity, interest and commitment. Upon graduation, all students are prepared for success at the college level, and most will have had experience with this level of study via AP Calculus, AP Statistics or AP Computer Science.
Page 32 MATHEMATICS Back to Table of Contents Middle School Courses ALGEBRA IB (7)
This is a regular high school Algebra I course, and successful MATH 6: FOUNDATIONS AND EXPLORATIONS completion of this course counts toward completion of the Algebra I portion of the required sequence for Upper School This course focuses on skills and concepts related to the graduation (Algebra I/Geometry/Algebra II). This course, understanding and application of Number and Operation, taught at grade level, requires that students be able to work Measurement, Reasoning and Data Analysis in the independently, have excellent habits of preparation and context of appropriate and interesting problems. Ratio organizational skills, and further, that students be willing and proportion figure prominently as students review and to ask questions, come for help if necessary, and work extend their abilities to use decimals, fractions, percents collaboratively with other students. Topics covered include and integers to solve problems from Geometry, Algebra a full study of linear, quadratic, and absolute value functions; and Statistics. work with inequalities; rational expressions, equations and functions; systems of equations and inequalities; matrices; and modeling. Placement in Algebra IB as a 7th grader PRE-ALGEBRA 6 happens only after consultation with the Department Chair. Students are required to own a TI 84 Graphing Calculator. This course prepares students for a rigorous study of Algebra I in the following year. Students review work with decimals, fractions and percent before focusing ALGEBRA IA on ratio and proportion including the ideas of similarity, slope, dimensional analysis, and probability. Linear This course provides students with a first formal course models used to represent data sets are explored, and in algebra, covering topics typically associated with students begin the work of using symbolic manipulation an Algebra I class. Topics covered include writing and to represent the ways that numbers interact. Before taking solving linear equations, graphing, operations with this class, students should have a thorough and fluent polynomials (including factoring, solving and completing understanding of fractions, decimals and percents, as well the square), powers and exponents, absolute value, as a working knowledge of integers and measurement. inequalities, quadratic functions, rational equations and an introduction to radical expressions. Students typically take Geometry with Functions after Algebra IA. Students PRE-ALGEBRA 7 are required to own a TI 84 Graphing Calculator.
This course prepares students for a rigorous study of Algebra I in the following year. Students review work ALGEBRA IB (8) with decimals, fractions and percent before focusing on ratio and proportion including the idea of similarity, This is a regular high school Algebra I course, and slope, dimensional analysis, and probability. Linear successful completion of this course counts toward models used to represent data sets are explored, and completion of the Algebra I portion of the required students begin the work of using symbolic manipulation sequence for Upper School graduation (Algebra to represent ways that numbers interact. Before taking I/Geometry/Algebra II). This course, taught at this class, students should have a thorough and fluent grade level, requires that students be able to work understanding of fractions, decimals and percents, as well independently, have excellent habits of preparation as a working knowledge of integers and measurement. and organizational skills, and further, that students be willing to ask questions, come for help if necessary, and work collaboratively with other students. Topics ALGEBRA MA covered include a full study of linear, quadratic, and absolute value functions; work with inequalities; This course provides students with an introduction to the rational expressions, equations and functions; systems formal study of Algebra, by introducing the ideas of slope of equations & inequalities; matrices; and modeling. and linearity through verbal, graphical and numerical Students are required to own a TI 84 Graphing Calculator. representations, including the use of data analysis to illustrate some of the concepts. Later, students begin to explore functionality and begin the use of symbolic representation. Students are required to own a TI 84 Graphing Calculator.
Back to Table of Contents Page 33 MATHEMATICS Upper School Courses is highly emphasized. Students are required to own a TI 84 Graphing Calculator and a working compass.
GEOMETRY WITH FUNCTIONS Prerequisite: Algebra IA or equivalent. Plaement test may M100A (fall) and M100B (spring); 1 credit be required. Departmental permission is required for admission to the course. This course is designed to expose students to the structure of Geometry while enhancing and strengthening algebraic skills in a Geometric context. Topics in this course ALGEBRA II CONCEPTS include properties of polygons, congruence and similarity, M630A (fall) and M630B (spring); 1 credit geometric reasoning, angles, right triangle trigonometry, surface area and volumes of solids, and properties of This course covers the same topics as Algebra II, but circles. Algebra I skills are applied to solve geometric allows students more time for review, reflection and problems, with an emphasis on the algebraic properties of practice. The course is designed for students who have lines and planes, linear and quadratic functions, properties taken Algebra I and Geometry but need a stronger of Geometric figures. Factoring, simplifying exponent algebraic foundation before moving on to a level of expressions, operations on matrices, and right triangle Precalculus. Students are required to own a TI 84 trigonometry are introduced or extended. Formal proofs Graphing Calculator. are introduced during the first semester and are utilized throughout the year; however, they are not a main focus of Prerequisite: Algebra IA or IB and Geometry (any level). the course. Students are required to own a TI 84 Graphing Calculator and a working compass. ALGEBRA II Prerequisite: Algebra IA or IB or equivalent. M130A (fall) and M130B (spring); 1 credit
This course reinforces and builds upon the skills and GEOMETRY problem-solving techniques learned in Algebra I. It M120A (fall) and M120B (spring); 1 credit emphasizes the relationship between functions and their graphs. The course explores many types of functions This is a regular high school Geometry course, and including linear, quadratic, exponential and logarithmic, successful completion of this course counts toward polynomial and rational. Additional time is spent on the completion of the Geometry portion of the required study of combinatorics, including probability and other sequence for Upper School graduation (Algebra I/ topics from statistics. Students are required to own a TI Geometry/Algebra II. Topics in this course include 84 Graphing Calculator. reasoning; transformations; linear relationships; triangles, quadrilaterals and other polygons; circles; right-triangle Prerequisite: Geometry or Geometry with Functions. trigonometry; measurement; similarity and congruence; Placement test may be required. and three-dimensional reasoning. Algebra I skills are applied to solve Geometric problems, and additional algebraic techniques are developed. Formal proof is ALGEBRA II HONORS introduced during the first semester and is utilized M730A (fall) and M730B (spring); 1 credit throughout the year. Students are required to own a TI 84 Graphing Calculator, and a working compass. This course will cover the same topics as Algebra II, but does so with a greater level of abstraction and a greater Prerequisite: Algebra IB or equivalent. Placement test may complexity of problems. Students should be able to work be required. independently, have excellent habits of preparation and organizational skills, and further, be willing to ask questions, come for help if necessary, and work collaboratively GEOMETRY HONORS with other students. Verbal and written justification of the M720A (fall) and M720B (spring); 1 credit student’s mathematical process is highly emphasized. The course is designed for students with the desire to engage This course covers the same topics as Geometry, but in higher-level thinking who demonstrate persistence and in greater depth and with more abstraction. Students confidence in their mathematical practice. Students are should be able to work independently, have excellent required to own a TI 84 Graphing Calculator. habits of preparation and organizational skills, and further, be willing to ask questions, come for help if necessary, Prerequisite: Geometry Honors or Geometry. Placement test and work collaboratively with other students. Verbal and may be required. Departmental permission is required for written justification of the student’s mathematical process admission to the course.
Page 34 MATHEMATICS Back to Table of Contents PRECALCULUS CONCEPTS CALCULUS M640A (fall) and M640B (spring); 1 credit M150A (fall) and M150B (spring); 1 credit
Precalculus Concepts revisits and expands upon Algebra Calculus has long been heralded as one of the most II topics with a conceptual emphasis on the behavior useful branches of mathematics. While the utilization of functions. Students will extend their study of logs of calculus can often focus solely on physics and and exponentials, and begin the study of trigonometric engineering applications, in this course, these same functions, including the unit circle. Emphasis is placed skills are used to provide insights on disciplines that on solving equations, graphing functions, investigating run the gamut from biology and medicine to physics applications and manipulating identities. Students are and economics. This course begins with a review and required to own a TI 84 Graphing Calculator. extension of the algebraic concepts necessary to understand and use calculus before moving to the Prerequisite: Algebra II (any level). concepts and applications in differential calculus. Students will utilize and continue to hone their algebraic and trigonometric skills as they master and apply derivatives PRECALCULUS and are introduced to the Fundamental Theorem of M140A (fall) and M140B (spring); 1 credit Calculus. Students should finish the year with a solid understanding of the basics of introductory calculus; well- Precalculus prepares students for the rigors of AP Calculus prepared for success in a first course at the college level. AB. As the year progresses, students are expected to develop the capacity to work independently, to use a text as Prerequisite: Grade of A in Precalculus Concepts or reference, to ask well-articulated questions and/or schedule B- in Precalculus or Precalculus Honors. Departmental time for help appropriately. Coursework revisits and extends permission is required for admission to the course. work with transcendental functions, polynomials and rational functions, including solving equations and inequalities, graphing, modeling, and applications. Significant time will be AP CALCULUS AB* spent focusing on the study of trigonometry. Students are M855A (fall) and M855B (spring); 1 credit required to own a TI 84 Graphing Calculator. AP Calculus AB is designed to be the equivalent of a first Prerequisite: Algebra II or Algebra II Concepts. Placement semester college calculus course devoted to topics in test may be required. Departmental permission is required differential and integral calculus, and prepares students to for admission to the course. take the AP Calculus AB examination in May. Calculus is a branch of mathematics that uses limits to model real- world behavior and to discover and understand important PRECALCULUS HONORS/CALCULUS A ideas, definitions, formulas and theorems. Calculus M750A (fall) and M750B (spring); 1 credit uses derivatives and integrals to describe the ways that one variable can change with respect to another, and Precalculus Honors prepares students for the rigors of uses analysis of the graphical, numerical, analytical and AP Calculus BC. Students are expected to possess the verbal representation of functions to investigate and capacity to work independently, to use a text as reference, communicate mathematical solutions within the context to ask well-articulated questions and/or schedule time of complex problems. Students learn to reason with for help appropriately. This course provides a rapid theorems and definitions, to use technology to help solve treatment of the topics covered in Precalculus, including problems, to interpret results and verify conclusions an emphasis on transcendental functions. This is followed within the contexts of the problems; and to determine the by work with sequences and series, polar forms, vectors, reasonableness of solutions as they are presented. and parametric equations, all of which will be included in the “C” semester of AP Calculus BC. Beginning in the Prerequisite: Grade of B in Precalculus. Departmental spring semester, the focus of the course turns to the permission required for admission to the course. topics included in AP Calc A, including limits, important theorems, and differentiation. Students planning to take AP Calculus AB, who do not plan to major in a STEM field, AP CALCULUS BC* may be better served by taking the Precalculus—>AP M865A (fall) and M865B (spring); 1 credit Calculus AB sequence than the Precalculus Honors/ Calculus A—>AP Calculus BC sequence of coursework. AP Calculus BC is designed, in conjunction with Precalculus Honors/Calculus A, to be the equivalent to both first and Prerequisite: Algebra II Honors or Algebra II. Placement test second semester college calculus courses, and prepares may be required. Departmental permission is required for students to take the AP Calculus BC examination in May admission to the course. of the BC year. AP Calculus BC applies the content and
Back to Table of Contents Page 35 MATHEMATICS skills learned in AP Calculus AB to parametrically defined AP STATISTICS* curves, polar curves, and vector-valued functions; develops M810A (fall) and M810B (spring); 1 credit additional integration techniques and applications; and introduces the topics of sequences and series. The course The AP Statistics course is equivalent to a one-semester, embraces a multi-representational approach to calculus introductory, non-calculus-based college course in and while symbolic manipulation and technical skills statistics, and prepares students to take the AP Statistics are highly valued, regularly practiced, and consistently Examination in May. Over the course of the year, students evaluated; students are also expected to effectively develop skills in selecting statistical methods, data communicate their results, to reason with theorems and analysis, using probability and simulation, and statistical definitions, to use technology to help solve problems, to argumentation as they study three big ideas: Variation interpret results and verify conclusions within the contexts and Distribution, Patterns and Uncertainty, and Data- of the problems; and to determine the reasonableness of based Predictions and Conclusions. Technology is used solutions as they are presented. appropriately, and students gain practice interpreting and writing about their data analysis, decisions, and conclusions Prerequisite: Grade of B in Precalculus Honors/Calculus A. in addition to facility with the foundational calculations and Departmental permission is required for admission to the overarching probability that is the basis for inference. course. Prerequisite: Grade of B in Precalculus (any level). Departmental permission is required for admission to the HONORS MULTIVARIABLE CALCULUS course. M910A (fall) and M910B (spring); 1 credit
This course is designed for students who have AP COMPUTER SCIENCE A* successfully completed a year of AP Calculus BC. I825A (fall) and I825B (spring); 1 credit, Grades 10–12 Students in this course will explore the concepts of derivatives and integrals with functions of several This course uses the Java programming language as variables as they extend the ideas from their previous a tool for understanding the main principles of object- studies of calculus to higher-dimensional space. Along oriented software design and programming. Students the way, students will study vector operations, vector- learn how to write logically-structured, well-documented valued functions, partial derivatives, saddle points, computer programs in preparation for the Advanced surface integrals and much more. Additional advanced Placement exam. Topics include methodology, data mathematical topics will be covered at the discretion of structures, searching and sorting algorithms, file the instructor. handling, testing and debugging techniques and social and ethical issues. Students will also complete the Prerequisite: AP Calculus BC. Departmental permission is required AP Computer Science A laboratory work and required for admission to the course. accompanying exercises and questions provided by The College Board.
DATA ANALYTICS: AN EXPLORATION OF THE This course is offered by the Rollins Institute for Technology SPORTS BUSINESS and Design and counts as a math elective. M510A (fall) and M510B (spring); 1 credit Co-requisite: Algebra II or permission of instructor
In this project-based class, students will use data analysis and visualization to examine the sports AP COMPUTER SCIENCE PRINCIPLES* industry. Using both traditional and advanced metrics, I835A (fall) and I835B (spring); 1 credit, Grades 10–12 students will measure player and team performance. Mathematical models will be developed, tested, and This course prepares students for the AP Computer utilized to predict future outcomes. Short- and long-term Science Principles exam through the study of strategies will be investigated in an effort to maximize computational thinking and the exploration of the wider efficiency and optimize performance. The skills students impact of technological advances. Students grapple develop during this class will equip them to thrive during with the big ideas that shape the digital world including the modern “big data” revolution. concepts of security, privacy and the Digital Divide via student-led seminars on current events in technology Prerequisite: Algebra II (any level). Seniors have priority and guided exploration of major fields of CS development for this course; underclassmen require departmental and research. Students will tackle subjects including the permission for admission to the course. history of the Internet, the impact of Big Data, the future of Machine Learning and more. Students will master big ideas in computational thinking, including concepts
Page 36 MATHEMATICS Back to Table of Contents of abstraction, algorithms, information storage and Online Course Options processing, and the software development cycle through guided labs and student-designed code projects using In addition to the in-class course offerings, options for tools such as Python, Code.org’s App Lab, Unity for 3D further mathematical exploration exist through Kent game design and AR game design. Denver’s membership in Global Online Academy. Students interested in this option should consult with their class This course is offered by the Rollins Institute for Technology dean and the Chair of the Mathematics department. and Design and counts as a math/science elective.
*AP CLASS POLICY Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.
Back to Table of Contents Page 37 MATHEMATICS Science 6 7 8 9
Philosophy
The science department, at its core, is a team of The faculty strives to connect students to issues that professional scientists and engineers. They weave exist beyond the walls of our school. On any given day, together a diverse set of experiences and scientific students may be found dissecting a sheep eye, building disciplines; however, they have embraced education as a windmill or predicting the products of a chemical their shared disciplinary subject. reaction. They may be learning how to model a trajectory with applied math or studying the ecology of our Knowing the most profound educational experiences campus. occur when students are most engaged, teachers design coursework to keep the student at the center of Students might be found discussing a new idea in discovery. small groups or drafting the procedures for their own experiment. In all cases, we aspire to create student Students are exposed to foundational knowledge and ownership in their education and to cultivate imaginative asked to extend their thinking through authentic and and critical thinkers. collaborative laboratory experiments and projects.
Page 38 SCIENCE Back to Table of Contents COURSE MAP—Science
th Grade th Grade 6• Science 6: Explore, Design, Discover 12 YEARLONG ELECTIVE COURSES (1 CREDIT) th Grade • Computer Architecture • AP Biology* 7• Science 7: Earth and Environmental Science • AP Chemistry* • AP Physics C: Mechanics* th Grade • AP Psychology* 8• Science 8: Scientific Experiments in Biology FALL ELECTIVES (0.5 CREDIT) th Grade • Anatomy & Physiology 9• Molecular and Evolutionary Biology (1 credit) • Colorado History and the Environment— The Colorado Cultural Confluence th Grade • Engineering: Design & Build • Forensic Science 10• Chemistry (1 credit) • Infectious Disease & Epidemiology • Chemistry Honors (1 credit) • Marine Science • Methods and Applications of Scientific Research 11 th Grade • Newtonian Physics (1 credit) SPRING ELECTIVES (0.5 CREDIT) • Physics (1 credit) • Biotechnology and Ethics • Physics Honors (1 credit) • Colorado History and the Environment— The Rise of the Western Playground ELECTIVES • Engineering: Design & Build Students in 11th grade also have the option to • Forensic Science take science electives in addition to their required • Marine Science 11th-grade science course. See 12th grade for a full • Methods and Applications of Scientific Research listing of science electives. • Molecular Gastronomy
Middle School Courses SCIENCE 7: EARTH AND ENVIRONMENTAL SCIENCE
This 7th-grade science course presents fundamental SCIENCE 6: EXPLORE, DESIGN, DISCOVER scientific principles and practices in the context of earth science topics. Specific emphasis is placed on the This program will serve as an introduction to inquiry across development of a rich understanding of the scientific the scientific disciplines. It is project-based and blends method along with extensive practice in its execution. learning experiences that expose students to central ideas in physical science and engineering. Problem-solving strategies and data-analysis techniques are developed through laboratory and field experiments, Students use the Scientific Method and Design Thinking which are concurrently designed to encourage interest in to explore a variety of concepts, skills and terms. the natural world and provide a foundation that will help Activities include controlled laboratory experiments, field students make ethically responsible decisions about observations, correlational studies and design projects. themselves and the world in which they live. Examples of units are Thermal Energy, Forces and Bridges, and Flight. Specific areas of inquiry include astronomy, geology, meteorology, hydrology and environmental stewardship. Computer technology, extensive outdoor research on the Kent Denver campus, monitoring our own seismic array, and the 7th-grade spring trip to Rocky Mountain National Park are integral aspects of this lab science course.
Back to Table of Contents Page 39 SCIENCE SCIENCE 8: SCIENTIFIC EXPERIMENTS IN BIOLOGY periodicity, solutions, and states of matter.
This 8th-grade science course deepens students’ In the extensive laboratory work of the course, close understanding and experience with the scientific process attention is given to both quantitative and qualitative and builds skills in designing experiments within the data collection and analysis. Real world topics such as biological sciences. environmental chemistry and water quality are interwoven throughout the course such that students will gain an The course is designed around the unifying concepts of appreciation for the chemical nature of their world. biology: evolution, energy and environment. Students will gain knowledge of their role in the biological world through experimentation, data analysis and critical CHEMISTRY HONORS thinking. S720A (fall) and S720B (spring); 1 credit, Grade 10
We will explore evolution, study biological relationships The honors designation for this laboratory course is and how energy plays a vital role in all of life. Students offered to high-performing and committed students develop laboratory skills and the ability to design who wish to engage in a more detailed and challenging controlled experiments. This course challenges students pursuit of chemical course concepts. to think critically, become scientifically literate citizens and develop confidence in their scientific abilities. Students in Chemistry Honors are expected to demonstrate greater academic independence and fluency in the language of mathematics. Students must have high, internally-motivated goals for the study of chemistry in order to take on the greater responsibility in Upper School Courses the design and execution of laboratory experiments. In addition, the honors course progresses at a faster pace in order to explore topics in greater detail. MOLECULAR AND EVOLUTIONARY BIOLOGY S210A (fall) and S210B (spring); 1 credit, Grade 9 Co-requisite: Algebra II or higher. Prerequisite: Completion of the chemistry diagnostic and From the smallest carbon-based molecules to the subsequent departmental approval. largest organisms, our world is full of unity and diversity. This course seeks to understand the fundamental principles of biological systems from the microscopic NEWTONIAN PHYSICS to the macroscopic. From the molecular details of S510A (fall) and S510B (spring); 1 credit, Grade 11 photosynthesis, cellular respiration and protein synthesis to the large-scale processes of evolution and ecology, From the whirling turbine in an energy-generating power this course exposes students to foundational material plant, to a roller coaster at Six Flags, to the static tensions at all levels of biological organization through active on the Golden Gate Bridge, physics is everywhere. With and engaging discussion, collaborative learning, that notion firmly in mind, this laboratory-based course and laboratory activities. Through relevant, hands- uses real-world examples, laboratory investigations on experimental investigation, this course reinforces and design-and-build projects to illustrate the physics foundational elements of biology and provides students concepts at work in the world around us. Specific with a first-hand appreciation for these processes in attention will be devoted to classical mechanics, action. Pragmatic skills in numeracy, data analysis, and including forces and kinematics. Energy, waves and design of scientific experimentation and writing are also circuits will also be explored through a multitude of emphasized throughout this course. learning modalities including lecture, demonstration, projects and labs. While this laboratory-based class provides a comprehensive introduction to fundamental CHEMISTRY topics in physics, it does not serve as a qualifying S120A (fall) and S120B (spring); 1 credit, Grade 10 prerequisite for AP Physics C: Mechanics.
The air you breathe, the clothes you wear, the medicines you take—all involve chemicals and chemistry. In all, Chemistry studies the composition of matter and the changes that matter undergoes. In this context, it is clear to see why chemistry is central to modern science and to almost all human endeavors. Principal topics of this laboratory course include atomic structure, chemical bonding, stoichiometry, chemical reactions, chemical Page 40 SCIENCE Back to Table of Contents PHYSICS PHYSICS HONORS S110A (fall) and S110B (spring); 1 credit, Grade 11 S710A (fall) and S710B (spring); 1 credit, Grade 11
This laboratory course explores mechanics including In addition to those concepts addressed in Physics the nature of motion, forces, gravity, momentum, (see above), this laboratory course explores additional work, energy; wave phenomena including sound and concepts involving two-dimensional vector addition electromagnetic waves; optics using mirrors and lenses; and utilizes increased algebraic complexity. Students and electricity, including static charges and simple in Physics Honors are expected to demonstrate greater circuits. Students have the opportunity to refresh and academic independence, be more fluent in the language develop their mathematical skills by applying methods of mathematics and have high, internally-motivated they have learned in algebra classes to the solution of goals for the study of physics. interesting, real-world physical problems. The course also incorporates several engineering challenge projects Prerequisite: One year of Algebra II, completion of the that are analyzed and assessed using the concepts physics diagnostic and subsequent departmental mastered in class. The class extends mathematical approval. concepts with the introduction of vectors and basic trigonometry. Students use graphing calculators, spreadsheet software, and Vernier computer-based probeware and software for laboratories, problem solving and demonstrations.
Prerequisite: Completion of the physics diagnostic and subsequent departmental approval.
Back to Table of Contents Page 41 SCIENCE Yearlong Electives a passion for the subject to help facilitate continued motivation for the ongoing and challenging coursework.
COMPUTER ARCHITECTURE Prerequisite: Chemistry or Chemistry Honors. I210A (fall) and I210B (spring); 1 credit, Grades 11–12
This course explores how computers work starting from AP PHYSICS C: MECHANICS* physical first principles. Beginning with conduction, S815A (fall) and S815B (spring); 1 credit, Grade 12 students will explore how computers work as they build one from silicon up. Students will learn how to construct The second-year physics course significantly extends digital circuits and then simulate those circuits on their concepts and principles developed in Physics or Physics computers as the designs become more complex. The Honors. The course is intended for seniors who wish to course will also explore how modern programming pursue physics, engineering or other physical science languages are translated to electrical signals in a programs in college. machine, how data are encoded in a computer, and describe some of the innovations used to keep pace As such, students can expect to be fully prepared to take with Moore’s Law. The course culminates in simulating and succeed on the mandatory “Advanced Placement a simple computer and writing a program for it. No Physics C: Mechanics” exam. Students will also find the previous programming experience is required. course an ideal companion to a calculus course because it affords them an opportunity to apply differentiation and This course is offered by the Rollins Institute for Technology integration to the solution of physical problems at a level and Design and counts as a science elective. of complexity that could not be approached by algebraic techniques alone. After the topics in the mechanics portion are covered in full, the course will cover AP BIOLOGY* electrostatics, the study of charged objects, covering S855A (fall) and S855B (spring); 1 credit, Grades 11–12 electric fields and electric potential.
AP Biology is a college-level, introductory biology Prerequisite: Physics or Physics Honors. course designed to review and extend concepts typically Co-requisite: Calculus AB or higher. addressed in a first-year college biology course. Students cultivate their understanding of biology through study, research, experimental design and active investigations AP PSYCHOLOGY* as they explore the following topics: evolution, the cellular S835A (fall) and S835B (spring); 1 credit, Grades 11–12 processes of energy use and communication, genetics, information transfer, ecology and organismic interactions. Why do we do what we do? How do nature and nurture play a role in our thoughts and behaviors? AP Prerequisite: one full year of Biology and Chemistry. Psychology attempts to address questions like these by introducing students to the systematic and scientific study of behavior and mental processes. Students delve AP CHEMISTRY* into the psychological facts, principles and phenomena S825A (fall) and S825B (spring); 1 credit, Grade 11–12 associated with each of the major subfields within psychology. Topics explored include: psychological AP Chemistry is a college-level, introductory chemistry research and methodology, neuroscience, sensation and course designed to build upon the many topics and perception, learning, cognition, motivation and emotion, techniques learned through a student’s first-year personality, and developmental, abnormal and social chemistry exposure. Specifically, AP Chemistry, embraces psychology. While taking this course, students learn to the complexities of stoichiometry, atomic periodicity, examine their world in a new light and begin to better introductory quantum mechanics, thermodynamics, understand themselves and others. chemical kinetics and equilibria, acid/base relationships and electrochemistry. A strong emphasis is placed on developing independence in the laboratory as students are given guidance to collaboratively determine their own *AP CLASS POLICY experimental procedures. Advanced Placement level work Per Kent Denver School policy, students are required necessitates a fusion between highly-motivated students to take the corresponding AP exam in the spring. and dedicated teachers. As such, students should have There is an additional fee for the exam.
Page 42 SCIENCE Back to Table of Contents Semester Electives clashed. The second semester will highlight the forces that challenged Colorado’s relationship with the environment through study of the Dust Bowl. Finally, ANATOMY & PHYSIOLOGY students will examine how recreational opportunities S617A (fall); 0.5 credit, Grades 11–12 (such as those that grew from the 10th Mountain Division) created a destination for lovers of the outdoors to visit The human body is an amazing machine that works in and, for many, call home. perfect harmony—most of the time. This class explores the organization of the human body and how its diverse Most importantly, this course will bring students off systems function to sustain life. Select organ systems campus and into different parts of their city and state. are studied to understand their structure, location in the Additionally, several guest lecturers will visit the body and function. Furthermore, the course explores classroom to offer their informed perspectives on current how disease-states and environmental factors affect their and historical issues in Colorado. function. These topics are explored through engaging class discussions, case studies, labs, virtual reality and other hands on activities. Students should anticipate ENGINEERING: DESIGN & BUILD dissection opportunities as well as a visit to a cadaver lab! S611A (fall); 0.5 credit, Grades 11–12 S612A (spring); 0.5 credit, Grades 11–12
BIOTECHNOLOGY AND ETHICS In a world where commonplace items such as S624A (spring); 0.5 credit, Grades 11–12 toothbrushes, golf balls and vegetable peelers are highly engineered, the design process is a sought after mode Should people be allowed to use gene therapy to of thinking. This class provides a valuable opportunity enhance basic human traits such as height, intelligence for students to create from their own design. Students or athletic ability? How much change to a person’s DNA will hone their ability to use hand tools, power tools is too much? The purpose of this class is to introduce and electronics while working on “legacy projects” you to the newest scientific and biomedical techniques. that are designed to be permanent installations and We will discuss issues arising from the development improvements to our campus and the community of CRISPR techniques and its uses, GMOs, stem cell beyond. In addition to contributing to these long term, research and cloning. Not only will you learn the large scale projects, students will have opportunities techniques used in the lab, but also the ethical issues to pursue individual design and build projects using that come with each new technological advance. Learn the resources available in the build room as well as to justify your position with scientific fact, passion, and an our maker spaces. In all cases, this course aims to put understanding of all sides of many bioethical issues. students at the center of their engineering education through creative, practical and logical design.
COLORADO HISTORY AND THE ENVIRONMENT | Note: Students may take one semester or both. | FORENSIC SCIENCE S619A (fall); 0.5 credit, Grades 11–12 THE COLORADO CULTURAL CONFLUENCE S622A (spring); 0.5 credit, Grades 11–12 H327A (fall); 0.5 credit, Grades 11–12 While the popular TV show CSI glamorizes forensic THE RISE OF THE WESTERN PLAYGROUND science, it is exceptionally serious work. Drawing on H328A (spring); 0.5 credit, Grades 11–12 multiple scientific disciplines (genetics, trichology, dactyloscopy, hematology, chemistry, microscopy and Whether you consider yourself a “native” or a recent physics, to name a few), this laboratory-intensive discipline transplant, living in Colorado brings with it a sense of seeks to draw connections, justify conclusions and yield pride. But what does it mean to be a “Coloradan?” Using answers to questions where the outcome can literally a place-based model for education, the Colorado History mean life or death. In this course, students explore and and the Environment courses seek to have students utilize the techniques available to identify individuals, understand the interdependent relationships that exist analyze assorted biological samples and generate the throughout this state and beyond in order to better data necessary to solve a host of mysteries, not all of understand what it means to live in Colorado. which are crime-based. Ideal candidates for the course are inquisitive, organized, engaged and meticulously attentive Using a thematic approach to a survey of Colorado to detail. Similar to a real forensics lab, there is no room history, students will learn about early migration to for sloppy procedures, assumptions and half-hearted Colorado, the resources that allowed the state of dedication to figuring out just who dunnit. Are you in? Colorado to grow, and the conflict that arose as cultures
Back to Table of Contents Page 43 SCIENCE INFECTIOUS DISEASE AND EPIDEMIOLOGY METHODS AND APPLICATIONS OF SCIENTIFIC S615A (fall); 0.5 credit, Grades 11–12 RESEARCH S731A (fall); 0.5 credit, Grades 11–12 Infectious diseases remain a leading cause of morbidity S732A (spring); 0.5 credit, Grades 11–12 and mortality worldwide; with HIV, tuberculosis, and malaria estimated to cause 10% of all deaths each year. The primary objective for this class is to provide students New pathogens continue to emerge in animal and human an opportunity to pursue authentic research. We want to populations, as demonstrated by the emergence of SARS maximize student ideas, student troubleshooting, and in 2003, swine flu in 2009 and the Zika virus in 2016. student accomplishment. Participants may choose to study, experiment, and discover within a topic entirely of In this course, students will learn basic epidemiological their choosing, they may team up with fellow classmates skills such as tracing the source of an outbreak and to tackle multifaceted projects, or take on subtopics monitoring disease statistics within a population. within larger and longer-term studies (citizen science In addition, students will learn to identify the basic projects, studying the KDS campus, coral growth, etc.). characteristics and properties of bacteria, viruses and In all cases, successful students should be sufficiently parasites, including their metabolism, replication and self-motivated to further their investigations through pathogenicity. independent and persistent efforts. Students will be expected to regularly share research findings with classmates and participate in a peer mentoring process MARINE SCIENCE with additional instructor guidance. In addition to gaining S627A (fall); 0.5 credit, Grades 11–12 substantial research experience, students should S628A (spring); 0.5 credit, Grades 11–12 expect to learn about grant writing, common research instrumentation, standard methods, and publishing in As a survey course, Marine Science focuses on, primarily, peer reviewed journals. Where appropriate, mentoring the diversity of life in the world’s oceans as well as the will be provided to help students prepare for extended diversity of marine ecosystems. In addition, students gain goals such as competition, presentation or publication. an understanding of the physical, chemical and geological processes that affect the major features of the ocean. Such topics include plate tectonics, ocean circulation, and MOLECULAR GASTRONOMY tidal cycles. Students will also learn about a wide variety of S636A (spring); 0.5 credit, Grades 11-12 marine vertebrates and invertebrates and will participate in dissections to learn about anatomical features of This seminar is designed to be an experimental, hands- these creatures. Other topics include marine mammal on approach to applied chemistry, as seen in cooking. physiology, bioluminescence, and human impacts on Cooking may be the oldest and most widespread marine environments. application of chemistry—and recipes may be the oldest practical result of chemical research. We will perform cooking experiments to illustrate chemical principles *AP CLASS POLICY including diffusion, spherification, denaturation and Per Kent Denver School policy, students are required phase changes. We will also explore biochemical and to take the corresponding AP exam in the spring. microbiological processes involved in cooking such as There is an additional fee for the exam. fermentation and enzymatic browning.
Page 44 SCIENCE Back to Table of Contents Back to Table of Contents Page 45 SCIENCE Visual and Performing Arts
Philosophy
The arts at Kent Denver are an active and important part Our classrooms are active working studios, where of our community. Through visual and performing arts, hands-on learning and student engagement are at the students develop creative thinking skills and the ability core of every art class. Our flexible spaces encourage to express themselves, while developing at appropriate students to take risks, fail, learn from mistakes, and try levels. It is our hope that students will expand their again. Guiding questions and research tools promote capacity to perceive, understand and appreciate life intellectual wandering and create curious learners. through the arts. Students are pushed to stretch beyond their comfort zones. Whether working alone or in a group, students Student-centered learning is the foundation of the Kent provide support for one another as they explore and Denver Visual and Performing Arts Department. Through grapple with problems. During this process, one might the arts, students develop transferable skills needed for find students listening for the subtle nuances of two the jobs of the future such as creative problem solving, different vocalists, comparing and discussing character critical thinking, attention to detail, social skills, empathy, development in a script, or pitching a project idea and intrinsic motivation. Students discover that it is not in front of a peer group. Students grow and develop about being “right” or “wrong” but rather that choices may as artists from constant feedback and self-reflection be stronger or weaker, and one must be able to articulate from both their peers and their teachers. Classes are why decisions are made. Students of the arts are asked designed to balance both conceptual and technical skill to speak to an audience, and whether in visual art, music, development. Arts faculty know their students and are or theater, these skills are practiced daily. Students use able to design curriculum to meet individual needs and art as a vehicle to investigate social, cultural and global interests. As practicing artists, the faculty model what it themes relevant to current trends. means to be lifelong learners and artistic professionals.
Page 46 VISUAL AND PERFORMING ARTS Back to Table of Contents COURSE MAP—Visual and Performing Arts
KENT DENVER’S ARTS SEQUENCE The Middle School art curriculum fulfills several Upper School important needs of an adolescent learner. Every 9–12 student in the Middle School has access to courses MUSIC in the visual and performing arts. Exposure to the variety of expressive modes experienced in the YEARLONG ELECTIVES (1 CREDIT) visual and performing arts enables students to make • Concert Choir more informed decisions about which classes they • Guitar, Levels I–IV choose in Upper School. We ask our students to take • Latin Ensemble Honors at least one course in theater, music and visual art • R&B Ensemble Honors during the course of their Middle School experience. • Soul Ensemble (Honors second year)
Students are required to complete two years of THEATER Upper School art for graduation, but many choose to pursue studies in the arts beyond the required credits YEARLONG ELECTIVES (1 CREDIT) throughout their high school career. Upper School • Acting I–II students are offered a wide range of choices in the • Technical Theater Workshop, Levels I–II arts. Some may choose to specialize in a preferred FALL SEMESTER ELECTIVES (0.5 CREDIT) arts discipline while others may continue sampling a • Long-Form Improvisational Theatre variety of classes in theater, music or the visual arts. • Practicum in Advanced Technical Theatre
Kent Denver also offers a number of extracurricular SPRING SEMESTER ELECTIVES (0.5 CREDIT) arts activities in both the Middle and Upper School. • Devised Theatre • Practicum in Advanced Technical Theatre 6–8 Middle School VISUAL ARTS DANCE YEARLONG ELECTIVE COURSES (1 CREDIT) • Contemporary Dance • Ceramics, Level I • Filmmaking, Level I MUSIC • Metals, Level I • Advanced Band—The Garage • Photography, Level I • Beginning Band—Jump Into Music! • Sculpture, Level I • Guitar • Choir FALL SEMESTER ELECTIVES (0.5 CREDIT) • Play, Collaborate, Compose • Ceramics, Levels II–IV • Digital Art—Photoshop, Levels I–IV THEATER • Drawing, Levels I-IV • Introduction to Technical Theater • Filmmaking, Levels II–IV • Introduction to Theatre: What Skills Does Theatre • Metals, Levels II–IV Provide On and Off the Stage? • Photography, Levels II–IV • Middle School Play • Sculpture, Levels II–IV • Middle School Musical • One Acts SPRING SEMESTER ELECTIVES (0.5 CREDIT) • Advanced Acting: Who Are You? (fall semester) • Ceramics, Levels II–IV • Advanced Theatre Devised: What Story Do You • Digital Art—Graphic Design, Levels I–IV Want to Tell? (spring semester) • Filmmaking, Levels II–IV • Metals, Levels II–IV VISUAL ARTS • Painting, Levels I-IV • 360 Degrees of Drawing • Photography, Levels II–IV • Clay and the Art of Handbuilding • Sculpture, Levels II–IV • Color Outside the Line • Digital Design • Sculpture • Studio Art
Back to Table of Contents Page 47 VISUAL AND PERFORMING ARTS Middle School Courses GUITAR This class is designed for students wishing to learn the The Middle School arts curriculum encompasses a broad basics on guitar. By the end of the semester, students sampling of both visual and performing arts and nurtures will be able to read some basic melodies on tablature, artistic growth at all levels. Through art, students find play several different chords, and learn how to play a few connections and appreciate artistic expression. The of their favorite songs on guitar! arts provide diverse experiences where students can empathize with global communities, gain knowledge about world cultures, and develop modes of self- CHOIR expression. Classes emphasize process as critical to Group singing is good for your brain—and your heart! In nurturing fundamental skills as well as engagement and choir, using repertoire from all over the world, students building experiences in both the visual and performing learn to sing with each other expressively, hold their own arts. parts in harmony, and sight-read music notation.
Performing Arts: Dance PLAY, COLLABORATE, COMPOSE Music is fun, collaborative, and creative. In this class, we’ll be learning about how music is made. We’ll begin CONTEMPORARY DANCE the semester using hand drums, drawing on techniques such as call and response, and rhythmic patterns that In this movement course, students are exposed to the come from West African drum ensembles. Then students main components of contemporary dance: balance, will explore how music traditions inform each other all flexibility and strength. Through warm-up exercises, over the world, mashing up to create new kinds of music. progressions across the floor and combinations of By taking a closer look at how musical forms work, movements, students learn various technical foundations student musicians will become composers, creating their of contemporary dance. Students have the opportunity own music with each other. to share their own voice through improvisation and choreography assignments. Students also explore aspects of mindfulness, body mechanics and expression through movement. Performing Arts: Theater
Performing Arts: Music INTRODUCTION TO TECHNICAL THEATER This hands-on, project-based course will cover the basics of stagecraft and technical theater. Students will ADVANCED BAND—THE GARAGE have the opportunity to work on the technical elements for all of the Middle School productions including the The Garage is for students who have had at least one musical, the play, and the talent show. Throughout this year experience playing band instruments and wish to course, students can expect to design, build, paint and improve by performing with other advanced students. install the set, hang and focus lights, design and run The focus will be on the improvised musical styles of sound, and learn about all the other backstage elements R&B, jazz, blues, and rock. Fluency in music theory, that support a theatrical production. While not required, reading and writing will be practiced. students in this class will also have the opportunity to participate in the after-school run crew for each Audition/interview and instructor permission required. individual Middle School production—operating lights and running sound for these shows. BEGINNING BAND—JUMP INTO MUSIC! This ensemble is for beginners who want to learn a new instrument. Brass instruments such as trumpet INTRODUCTION TO THEATRE: WHAT SKILLS DOES THEATRE PROVIDE ON AND OFF THE STAGE? or trombone, woodwind instruments such as flute or Explore the fundamentals of theater while building saxophone, and rhythm section instruments such as ensemble, practicing communication skills and gaining piano, bass, guitar, and drums will be taught. The focus confidence on stage. In this supportive environment, will be on the improvised musical styles of jazz, blues, students play and find their creative voice. and rock. Beginning music theory, music reading and writing will be introduced.
Page 48 VISUAL AND PERFORMING ARTS Back to Table of Contents MIDDLE SCHOOL PLAY ADVANCED THEATRE DEVISED: WHAT STORY DO Participation in the play is offered during the fall trimester YOU WANT TO TELL? sports period for grades 6–8. Offered in spring semester. The Middle School play cast and crew members work Through a series of theatre exercises, students together to construct a polished production. Actors discover what characters and narratives they want experience the creativity, effort and dedication it takes to enact. Working from various source materials to mount a production, from the audition process to such as newspapers, paintings and music, students the final curtain call. Students analyze the script, stage collaboratively generate original performances. the story and bring the world of the play to life for the community. Students take on roles as stage managers, Prerequisite: Theatre = Skills for Life, Introduction to Theatre lighting and sound technicians and stage crew, making or 6th Grade Theatre (2018). important contributions to the success of the show. The Middle School play performs in El Pomar Theater and often travels to perform at elementary schools. Visual Arts
MIDDLE SCHOOL MUSICAL Participation in the musical is offered during the winter 360 DEGREES OF DRAWING trimester sports period for grades 6–8. As an artist, drawing is an invaluable tool, but it is also The Middle School musical is offered to students a skill that provides lifelong benefits. While exploring in grades 6–8. An emphasis is placed on creating concepts in design, color and composition, students community and working across age groups. A different create projects in pencil, charcoal, ink, oil pastel and musical production is chosen each year to present chalk pastel. Students look at the work of master artists students with the experience of playing a variety of to fuel creativity as well as use the artist community musicals and production styles. An in-depth process in the Denver area. The class is designed to teach from audition to final performances focuses on the fundamentals of observation and basic drawing building ensemble, fostering personal voice, character techniques through experimenting, play, and exploration. development, building confidence, understanding solo Students learn how to observe and interpret the world and ensemble singing, basic choreography and textual around them. analysis. The musical process supports the development of a final performance presented with costumes, lights, props and sets. CLAY AND THE ART OF HAND BUILDING This course is designed to experience the world of clay through the basic hand building techniques of pinch, coil ONE ACTS and slab. Students create both artistic and functioning Participation in One Acts is offered during the spring trimester pieces while exploring surface texture, structural sports period for grades 6–8. design and personal expression. While developing both The Middle School One Acts has it all for artists in grades abstract and narrative pieces, students further their 6–8 who are interested in theatre! Students explore and understanding of the elements and principles of design present a variety of short plays from comedies to dramas. in a three-dimensional form. Students create, play, and This production invites actors to take on a variety of explore while developing skills using the medium of clay. roles on and off the stage. From acting to light design to directing, be part of the artistic process of mounting a show. COLOR OUTSIDE THE LINE This course is designed to introduce 6th grade students to an experimental visual art experience. Through ADVANCED ACTING: WHO ARE YOU? drawing, painting, collage and printmaking, students Offered in fall semester. have the opportunity to play and explore while finding Students dive into various roles throughout the semester new ways to create. A basic understanding of the to express themselves. From improvisation to scene elements and principles of design is woven through study, students have fun while learning what it takes to projects depicting both abstract and narrative images. step into the limelight. Emphasis is placed on using and becoming comfortable with a variety of materials and approaches to artistic Prerequisite: Theatre = Skills for Life, Introduction to Theatre expression. or 6th Grade Theatre (2018).
Back to Table of Contents Page 49 VISUAL AND PERFORMING ARTS DIGITAL DESIGN STUDIO ART “Digital art” has formally been defined as an art form This course is designed to give 6th-grade students that uses digital technology as part of the creative a broad sampling of a visual art experience. Using and/or presentation process. This course is designed and becoming comfortable with a variety of materials to introduce students to a variety of technologies that and approaches to artistic expression is the emphasis can be used in the creation of digital art, and each unit in Studio Art. Students are presented with a basic will aim to provide a solid foundation for a different set introduction to the elements and principles of design of computer-based skills: from image editing, graphic and experience projects in a variety of media including design and web design, to circuit design, programming paper, paint, cardboard, clay. Students also explore how and 3D product design. The course will culminate in the art functions in different cultures through both two- creation of a digital portfolio that showcases each unit’s dimensional and three-dimensional projects. final project.
This course is offered by the Rollins Institute for Technology and Design and counts as an art elective.
SCULPTURE This course is an opportunity to create three-dimensional forms from two-dimensional ideas. Students experience projects in a variety of media including paper, foam core, wire, cardboard, and wood. As well, in promoting sustainable art, students design and build with found, natural, and recycled objects. While developing both abstract and narrative pieces, students further their understanding of the elements and principles of design in a three-dimensional form. Skills develop through experimenting and exploring possibilities within each project. Collaborating with other students is an important part of this class.
Page 50 VISUAL AND PERFORMING ARTS Back to Table of Contents Upper School Courses Permission from Mr. Reece is required to enter this class, as the completion of lower levels does not guarantee entrance into Levels II–III. Students new to Kent Denver Performing Arts: Music should contact Mr. Reece for proper level placement.
GUITAR, LEVEL III–IV Yearlong Electives Level III: P470A (fall) and P470B (spring); 1 credit, Grades 10–12 Level IV: P490A (fall) and P490B (spring); 1 credit, CONCERT CHOIR Grades 10–12 P220A (fall) and P220B (spring); 1 credit, Grades 9–12 Guitar, Levels III and IV strive for professionalism in This yearlong course is designed for students who would performing a variety of styles in commercial music. like to participate in a vocal ensemble. The repertoire Contemporary Commercial Music encompasses pop, is chosen from a wide variety of styles of choral music, blues, country, folk and rock styles. Students rely on including classical, traditional, Broadway, jazz and preparedness of each other to succeed and present pop music. The chorus performs at least two required polished performances at Kent Denver. Traditional evening concerts per year. Assemblies and off-campus commercial instruments may include banjo or mandolin, performances will be at the discretion of the instructor. for example, as well as electric guitar, acoustic guitar, bass, vocals and keyboards. While students learn the No audition is required. importance of teamwork, they develop analytical/ listening skills, historical understanding of contemporary music roots, and a deep appreciation for artistic pursuit. GUITAR, LEVEL I P410A (fall) and P410B (spring); 1 credit, Grades 9–12 Students must complete Levels I and II and have permission from the instructor to continue in Levels III and IV. A student Guitar, Level I, is a fully integrated ensemble performance may also audition to waive Levels I and II. class. Contemporary Commercial Music encompasses pop, blues, country, folk and rock styles. Ensembles are established based on the varied playing abilities of the LATIN ENSEMBLE HONORS class. As well, a student may elect to sing vocals for the P730A (fall) and P730B (spring); 1 credit, Grades 9–12 ensemble periodically throughout the year. Students learn basic chording, strumming technique and finger- The Azucartones is a Kent Denver signature ensemble that style guitar. Proper playing technique is stressed to performs regularly at concerts, events and gigs—both on- ensure the continued success on the guitar. Students and off-campus—collaborating with professional musicians will also learn to read standardized guitar sheet music. and bands. Winner of a DownBeat Student Music award Performances are held several times during the school for the best high school Latin band in the nation, the year and are a required part of the class. Azucartones performs the music of Latin America, the Carribean and South America, including salsa, reggae, Students wishing to repeat Level I to further develop basic mambo, samba, bossa nova, cha cha cha and rock/ skills are encouraged to do so. Students new to Kent Denver Latin fusion. Vocalists and instrumentalists work to attain should contact Mr. Reece for proper level placement. fluency in theory, arranging, notation, and improvisation. The course covers the historical development of various Latin music genres in order to enlighten and guide practice GUITAR, LEVEL II techniques and performance. The ensemble serves as P440A (fall) and P440B (spring); 1 credit, Grades 9–12 a laboratory for new arrangements and compositions by students and faculty. Guitar students continue developing their skills learned in the previous level. Concepts explored include a more Prerequisite: one year of Soul Ensemble, or instructor in-depth look at chord structures, strumming techniques, permission. Audition/interview and permission of instructor finger picking and soloing. Contemporary Commercial required. Music encompasses pop, blues, country, folk and rock styles. Ensembles and vocalists are established based on the varied playing abilities of the class. Performances are held several times during the school year and are a required part of the class.
Back to Table of Contents Page 51 VISUAL AND PERFORMING ARTS R&B ENSEMBLE HONORS Students directly apply music theory, arranging, notation P720A (fall) and P720B (spring); 1 credit, Grades 9–12 and improvisation learning to their practical experience of playing in a band. The course also covers the historical The Quincy Ave. Rhythm Band is a Kent Denver signature development of American music genres to enlighten and ensemble that performs regularly at concerts, events guide practice techniques and performance. and gigs—both on- and off-campus—collaborating with professional musicians and bands. Winner of eight Audition/interview and permission of instructor required. DownBeat Student Music awards for the best high school R&B band in the nation, Quincy Ave. performs the music of America including blues, jazz, soul, rock, pop and funk. SOUL ENSEMBLE HONORS Vocalists and instrumentalists work to attain fluency in P740A (fall) and P740B (spring); 1 credit, Grades 9–12 theory, arranging, notation and improvisation. The course covers the historical development of various American Second-year soul band students may gain permission music genres in order to enlighten and guide practice to enroll in the class with honors credit. This allows the techniques and performance. The ensemble serves as student to take on a leadership role in the ensemble, as a laboratory for new arrangements and compositions by well as be given more in-depth assignments in music students and faculty. composition, arranging, theory and technique.
Prerequisite: one year of Soul Ensemble, or instructor Prerequisite: one year in Soul Ensemble. Instructor permission. Audition/interview and permission of instructor permission required. required. PRIVATE LESSONS SOUL ENSEMBLE Grades 9–12, no credit P460A (fall) and P460B (spring); 1 credit, Grades 9–12 Students may elect to sign up for weekly private lessons The Soul Expansion Band is for horn and rhythm section with private instructors who have been selected by the players who have had at least one year of experience and/ Commercial Music Program. Lessons can be scheduled or private instruction on their chosen instrument. This band at a variety of times, including before school, during a free collaborates and performs with the vocalists from the period/study hall or after school. Scheduling preference Upper School choir, therefore the course does not enroll is given to students currently enrolled in an ensemble. vocalists. American rhythm-based music including blues, jazz, soul, rock, pop and funk are practiced and studied. A lesson fee will apply.
Page 52 VISUAL AND PERFORMING ARTS Back to Table of Contents advantage of all the theatrical spaces in the Student Performing Arts: Theater Center for the Arts, including the Anschutz Family Theatre, the Black Box Theatre (The Vault), the El Pomar Theater and the Scene Shop. In these spaces, students Yearlong Electives will gain practical experience with many aspects of theatrical technology, including the use of power tools and computerized lighting control systems. All Technical ACTING I Theater Workshop students will be expected to complete P140A (fall) and P140B (spring); 1 credit, Grades 9–12 some after-school stage crew experiences.
In Acting I, students will explore performance skills that work to develop creative, competent and confident individuals and performers. A supportive Semester Electives ensemble works to develop personal growth through understanding identity, character, improvisational LONG-FORM IMPROVISATIONAL THEATRE activities, interpretation and exposure to a variety of texts, P161A (fall); 0.5 credit, Grades 11–12 and by learning to critique. Focus on the development of physical and vocal technique will be emphasized. The Students will work in ensemble to create a long-form importance of ensemble as well as individual work will improvisational structure in which a thirty-minute show be stressed as students explore the essential elements may be collectively improvised based off a single necessary to create strong performance technique and suggestion. While there is no formal prerequisite for this review an experimental, experiential and productive course beyond permission of the instructor, generosity, rehearsal process. A variety of methodologies from compassion, fearlessness, a keen sense of play, the Meisner to Boal will be taught. ability to listen openly and respond truthfully with your entire body, and an immense curiosity in the human condition are desired. ACTING II P160A (fall) and P160B (spring); 1 credit, Grades 9–12 Prerequisite: Permission of the instructor. This course continues the study of acting techniques through movement, physical and vocal exercises, DEVISED THEATRE improvisation, script analysis, scene work, monologues P162A (spring); 0.5 credit, Grades 11–12 and short plays. Emphasis is placed on ensemble work, communication through effective speaking and This course is designed for the advanced acting meaningful gesture, concentration on stage, and listening student who wishes to work in ensemble to skills. A sampling of the methods and techniques of the collaboratively devise and stage original theatrical masters (including Stella Adler, Antonin Artaud, Michael pieces for performance. Shows may be developed Chekhov, Uta Hagen, Bobby Lewis, David Mamet, through improvisation, literary adaptation, and student Sandy Meisner, Mary Overlie, Richard Schechner, Viola playwriting, ensemble members are responsible for all Spolin, Constantine Stanislavski, Lee Strasberg and Loyd creative and technical elements of production, and non- Williamson) is practiced and explored. traditional narrative forms and staging are encouraged and explored. Note: Rehearsals and performances may Prerequisite: Acting I. require time commitments outside of class.
Prerequisite: Acting I or Long-Form Improvisational Theatre TECHNICAL THEATER WORKSHOP, LEVELS I–II and permission of the instructor. Level I: P505A (fall) and P505B (spring) Level II: P506A (fall) and P506B (spring) All levels: 1 credit, Grades 9–12 PRACTICUM IN ADVANCED TECHNICAL THEATRE P507A (fall); 0.5 credit, Grades 10–12 Technical Theater Workshop is a hands-on exploration of P508A (spring); 0.5 credit, Grades 10–12 the fundamentals of stagecraft and theatrical design. This course will cover the entire theatrical creative process, Students who wish to continue their studies in Technical and students will learn how a production jumps off the Theatre may receive credit for advanced design or page of the script and onto the stage. Topics covered stagecraft positions during the extra-curricular after will include set design and construction, lighting design, school productions. This might include designing lights, sound design, scene painting, drafting, play analysis sound, set, projections, or advanced rolls in carpentry, and careers in technical theater. This course takes full stage management, etc. Students enrolled in this
Back to Table of Contents Page 53 VISUAL AND PERFORMING ARTS course will meet independently with the instructor year, students learn about surface treatments, steps of (there is no formal “class”) and will be required to attend firing clay, and glaze application. Students typically work extensive after-school and weekend builds and technical with high-fire stoneware clay but will also be introduced to rehearsals. Students will be required to track their work the traditional Japanese raku firing process. hours and must meet a minimum of hours to fulfil the attendance requirement for this class. FILMMAKING, LEVEL I Prerequisite: Technical Theater Workshop (I or II) and V170A (fall) and V170B (spring); 1 credit, Grades 9–12 permission of the instructor. Filmmaking students learn to write, direct, act in, shoot and edit their own movies. Video content is everywhere Visual Arts today, and creating compelling, clear, concise and convincing visual narratives combined with moving music is essential for every school, business or charity organization. Students learn how to organize long term Yearlong Electives complex team projects. They use the program Adobe Premier to edit their video and music. Students study both Hollywood features and independent films to gain CERAMICS, LEVEL I an understanding of how filmmaking techniques affect V130A (fall) and V130B (spring); 1 credit, Grades 9–12 the viewer’s reading of a story.
Ceramics, Level I students explore the medium of clay through wheel-throwing and handbuilding techniques. METALS, LEVEL I The course focuses on developing students’ awareness V120A (fall) and V120B (spring); 1 credit, Grades 9–12 and understanding of their creative potential using the elements and principles of design as their language. This course strengthens students’ imagination and Students research and design three-dimensional design capabilities by allowing them to explore compositions to encourage innovation and problem the medium of metal using a variety of techniques. solving skills. Students begin by working on simple clay Emphasis is placed on understanding the foundational slab structures, then move to more complex constructions. skills and technical aspects of the medium, as well Throwing on the wheel is introduced as an assignment as the use of composition and content. The course early in the year and students may build upon these skills focuses on developing students’ understanding of the when solving subsequent assignments. Throughout the principles of composition in three dimensions as well as
Page 54 VISUAL AND PERFORMING ARTS Back to Table of Contents building conceptual skills. Students explore methods firing methods. As students’ skills progress to the next of construction with sheet metal, found objects, stone level, they may begin working with glaze formulations, setting, lost wax casting, while using copper, nickel, kiln preparation and procedures, and mold-making brass, and silver. Students may construct wearable techniques. Students investigate form through the objects, functional objects, and small-scale sculpture. elements and principles of art while researching works of contemporary and historical artists. Students are (Lab fee $40.) encouraged to develop a personal voice using the medium.
PHOTOGRAPHY, LEVEL I Prerequisite: Successful completion of Ceramics, Level I V150A (fall) and V150B (spring); 1 credit, Grades 9–12 and departmental permission.
This course provides an introduction to the technical and conceptual aspects of black-and-white, film-based DIGITAL ART—PHOTOSHOP, LEVEL I photography. Emphasis is placed upon learning basic V161A (fall); 0.5 credit, Grades 9–12 shooting, processing and darkroom skills. Students develop their conceptual skills using the camera as a This course focuses on exploring the tools and techniques means to achieve creative and expressive works of art. of the powerful digital imaging program, Adobe Photoshop. Emphasis is placed on the discussion and application of Students learn how to repair, manipulate and optimize their the elements of art, composition, point of view, concept, own photos and images downloaded from the Internet. and critical thinking. An introduction to intermediate They use layering and blending modes to create seamless, and alternative processes is included. Students must believable collages assembled from a variety of sources. provide their own 35 mm (film) SLR camera, film, and Students learn to be media savvy, draw inspiration from photographic paper. the artwork of professionals, and gain technical skills that will be valuable to them for many years to come, (Approximate cost is $150 per semester.) regardless of their chosen area of study or career.
SCULPTURE, LEVEL I DIGITAL ART—PHOTOSHOP, LEVELS II–IV V140A (fall) and V140B (spring); 1 credit, Grades 9–12 Level II: V163A (fall) Level III: V165A (fall) This class introduces and develops students’ problem- Level IV: V167A (fall) solving skills using three-dimensional works as a means All levels: 0.5 credit, Grades 10–12 for creative expression. Although the focus is primarily on contemporary forms of art, students are introduced Advanced Photoshop students move beyond to historic and cultural backgrounds of sculpture at discovering the tools and techniques of the program. the beginning of each project. Students learn how the They make a deeper exploration into the artistic and three-dimensional form alters the physical environment practical applications. Assignments require more through the display of individual works and sculptural complex and innovative thinking, encouraging students installations. Students learn the safe operation of hand to develop their own perspective and style. Students and power tools while working with wood, metal, found gradually build a portfolio that demonstrates creative objects, and wax. Large-scale group installations and/or problem solving, visual communication skills, and works of public art culminate each school year. attention to detail.
Prerequisite: Successful completion of Digital Art— Semester Electives Photoshop, Level I and departmental permission.
DRAWING, LEVEL I CERAMICS, LEVELS II–IV V111A (fall); 0.5 credit, Grades 9–12 Level II: V731A (fall); V732A (spring) Level III: V733A (fall); V734A (spring) This course focuses on the use of line, value and texture Level IV: V735A (fall); V736A (spring) using drawing media such as pencil, ink, pastels and All levels: 0.5 credit, Grades 10–12 charcoal. Skills covered include contour line drawing, value studies and shading, linear perspective, life These courses allow students who have a basic drawing, and composition. Beyond technical skills, understanding of clay processes to explore their work in students also learn how to develop content and a more personal and challenging environment. Students narrative. are exposed to a variety of techniques, artists, and
Back to Table of Contents Page 55 VISUAL AND PERFORMING ARTS DRAWING, LEVELS II–IV PHOTOGRAPHY, LEVELS II–IV Level II: V113A (fall) Level II: V751A (fall); V752A (spring) Level III: V115A (fall) Level III: V761A (fall); V762A (spring) Level IV: V117A (fall) Level IV: V771A (fall); V772A (spring) All levels: 0.5 credit, Grades 10–12 All levels: 0.5 credit, Grades 10–12
Advanced drawing students have the freedom to Advanced coursework in photography refines students’ explore nearly any scale or medium they desire, technical skills and develops individual strengths and including collage, sculpture and the incorporation of areas of interest. Students are introduced to digital found objects. Assignments at this level challenge imaging in Photography II. Students in their third and students to strengthen their innovative problem solving fourth year gradually develop more individually-based skills. Students develop the hands and mind of an projects and preferred modes of representation. artist, becoming more sophisticated in their ability to Advanced Photo classes use both traditional and communicate specific moods and points of view to their nontraditional media including a variety of presentation audience. methods, large-scale, and mixed media works. Students may complete both visual and written work. Students Prerequisite: Successful completion of Drawing, Level I and provide their own SLR camera. A digital SLR camera is departmental permission. recommended, but not required.
(Approximate cost is $100 per semester.) Prerequisite: FILMMAKING, LEVELS II–IV Successful completion of Photography Level I. Level II: V771A (fall); V772A (spring) Level III: V773A (fall); V774A (spring) Level IV: V775A (fall); V776A (spring) SCULPTURE, LEVELS II–IV All levels: 0.5 credit, Grades 10–12 Level II: V781A (fall); V782A (spring) Level III: V783A (fall); V784A (spring) Advanced students explore increasingly challenging Level IV: V785A (fall); V786A (spring) assignments that will require greater mastery of pacing, All levels: 0.5 credit, Grades 9–12 directing and plot construction. They also experiment with more outlandish shooting and editing techniques to Advanced levels of sculpture further develop students’ enliven their films. problem-solving skills using three-dimensional works as a means of creative expression. Students will be Prerequisite: Successful completion of Filmmaking, Level I introduced to a wider variety of construction materials, and departmental permission. processes, and conceptual problems. Our focus will be to continue exploration of how sculpture alters the physical environment through the display of individual METALS, LEVELS II–IV works and large scale installations. As students progress Level II: V721A (fall); V722A (spring) in their technical and conceptual development, they will Level III: V723A (fall); V724A (spring) pursue more individualized projects. Throughout the Level IV: V725A (fall); V726A (spring) class, students will learn the safe operation of hand and All levels: 0.5 credit, Grades 10–12 power tools.
This course allows students who have a basic knowledge of metalworking to explore more complex DIGITAL ART—GRAPHIC DESIGN, LEVEL I constructions. Students refine basic techniques through V162A (spring); 0.5 credit, Grades 9–12 the use of sophisticated fabrication methods. Emphasis is placed on building one’s technical abilities as well This class focuses primarily on the use of the computer as developing conceptual ideas through research and program Adobe Illustrator and the particular advantages design work. Students learn advanced techniques such it offers to graphic designers. Students explore how as fold-forming, gemstone setting, raising, forging, to effectively communicate ideas to specific target casting, fabrication of links and hinge mechanisms, audiences through the use of text and images. Possible hollow form and assemblage constructions. Students assignments include designing advertisements, are encouraged to develop a personal voice using the logos, posters, packaging, T-shirts, board games and medium. publications. The ability to create powerful, convincing, professional-looking presentations is an essential skill for (Lab fee $40.) Prerequisite: Successful completion of every student and professional. Metals, Level I and departmental permission.
Page 56 VISUAL AND PERFORMING ARTS Back to Table of Contents DIGITAL ART—GRAPHIC DESIGN, LEVELS II–IV PAINTING, LEVELS II–IV Level II: V164A (spring) Level II: V114A (spring) Level III: V166A (spring) Level III: V116A (spring) Level IV: V168A (spring) Level IV: V118A (spring) All levels: 0.5 credit, Grades 10–12 All levels: 0.5 credit, Grades 10–12
Advanced students have the opportunity to explore The primary goal for an advanced painting student is an even wider variety of applications for the graphic to discover how to let form follow function, finding the designer’s skill set. They broaden their portfolio of optimal presentation to address the specific goals of projects that demonstrate their marketable skills in visual each assignment. How can they use value, color, texture, communication. As students further hone their technical and space to communicate a particular idea, or answer/ skills, they also learn to develop both personal style and ask a distinct question to the viewer? Advanced painters the versatility to adapt to the needs of a client. will continue to consolidate an individual artistic voice, while diversifying their portfolio. Prerequisite: Successful completion of Digital Art—Graphic Design, Level I and departmental permission. Prerequisite: Successful completion of Painting, Level I and departmental permission.
PAINTING, LEVEL I V112A (spring); 0.5 credit, Grades 9–12
This course focuses on conceptual and technical skill development using a variety of media including acrylic paint and mixed media. Specific areas covered include color theory and mixing, paint application, composition and the development of content and narrative. Through the production of original works of art students gain knowledge about art history, aesthetics and criticism.
Back to Table of Contents Page 57 VISUAL AND PERFORMING ARTS World Languages
Philosophy
World Languages as a discipline goes beyond the We develop the skills of aural comprehension, reading, mere teaching of language and culture. We provide speaking and writing in all levels. The study of culture a vital foundation to key skills for life, with listening, plays a major role as well. Through the study of literature, critical thinking, effective public speaking, writing and which begins at the intermediate level, we encourage collaborative work forming part of that foundation. our students to not only improve their vocabulary and analytic skills, but also to see the world from different Simply, proficiency in a language other than one’s native cultural perspectives. tongue is an essential skill in a constantly changing world. Such proficiency—the ability to see the world Moreover, while we actively integrate technology into the and the self through a more global prism—is also a classroom, we never lose sight of the fact that human foundational component of a liberal arts education. interaction exists at the core of what we do. Perhaps above all, we value curiosity about the world. While never forgetting the need to help our students do well in college, we also keep our collective eye on Kent Denver offers three languages, from beginner-level an even more important goal—specifically, to allow our through the AP level: Chinese, French and Spanish. students to communicate effectively with people from other cultures.
Page 58 WORLD LANGUAGES Back to Table of Contents COURSE MAP—World Languages
KENT DENVER’S WORLD LANGUAGES Upper School SEQUENCE 9–12 Kent Denver’s Upper School students are required CHINESE COURSES (1 CREDIT) to take three years of the same world language, • Chinese I changing course levels as their language skills • Chinese II advance, though not necessarily sequentially. • Chinese III • Chinese III Honors Students who take world language courses in Kent • Chinese IV Denver’s Middle School typically enter the Upper • Chinese IV Honors School at Level II of that language. During the spring • Chinese V semester of each school year, world languages • Chinese Advanced Topics teachers will speak with their students to determine • AP Chinese Language and Culture* their placement for the following year. Though students will often proceed directly to the next FRENCH COURSES (1 CREDIT) level, it happens that students will “jump” a level if it • French I fits their skill level. Please see below for examples • French II of Upper School course trajectories. • French III • French III Honors • French IV • Advanced French Conversation and Culture 6–8 Middle School • AP French Language and Culture* CHINESE COURSES SPANISH COURSES (1 CREDIT) • Chinese IA • Spanish I • Chinese IB • Spanish II • Chinese 8 • Spanish III • Preparatory 6 • Spanish III Honors • Spanish IV FRENCH COURSES • Spanish V • French IA • Spanish Advanced Topics • French IB • AP Spanish Language and Culture* • French 8 • AP Spanish Literature and Culture* • Preparatory 7 SAMPLE TRAJECTORIES THROUGH UPPER SCHOOL SPANISH COURSES WORLD LANGUAGES • Spanish IA • Spanish IB • Spanish 8 Spanish II French I Chinese II • Preparatory 8 9 Spanish III French II Chinese III 10 Honors 11 Spanish IV French III Chinese IV AP Spanish French IV AP Chinese Language and Language and 12 Culture* Culture*
Back to Table of Contents Page 59 WORLD LANGUAGES Middle School Courses reading, writing and speaking in real-world situations is emphasized. Through games, songs, dialogs, short readings, and hands-on activities, students gain CHINESE IA proficiency in a fun and natural way, while also building In this introductory course, students are introduced to the enthusiasm for learning a foreign language and exploring fundamentals of Chinese with an integrated approach customs and traditions of different communities where of listening, speaking, reading and writing. This course French is spoken. Along the way, students gain effective will help students build a solid foundation in the Chinese study strategies for learning a foreign language. language by focusing on the Chinese phonetic system, stroke order, commonly used radicals, formation of characters, and high frequency words. Through stories, FRENCH IB games, songs, videos, readings, role-plays, and hands-on In this second course in our middle school sequence, activities, students gain proficiency in a fun and natural students continue to grow in their language proficiency way, while also building enthusiasm for learning a foreign while developing respect and understanding of cultural language and exploring Chinese customs and traditions differences. Through the study of art, music, poetry and through festivals, calligraphy, arts and crafts, and projects. current events, students become better acquainted This course also employs various technological tools to with French, Canadian, African and other Francophone enhance students’ interest and learning. cultures. We encourage students to express themselves creatively through a variety of projects and presentations which aid in developing and adding sophistication to CHINESE IB their reading, writing, listening and speaking skills. In this second course in our middle school sequence, students continue to grow in their language proficiency Prerequisite: French IA or by placement exam. while developing respect and understanding of cultural differences. Students continue to gain broader vocabulary, learn new grammatical structures and FRENCH 8 improve their listening, speaking and writing skills French 8 builds on the oral and written communication through the use of stories, games, songs, videos, skills acquired during 7th grade. Students continue readings, role-plays and hands-on activities. Students to improve their vocabulary, grammar, pronunciation, also develop a deeper understanding of Chinese culture listening comprehension and writing skills through the use through festival celebrations, Chinese calligraphy, arts of songs, stories, skits, short novels and journal writing. and crafts, projects and presentations. This course also Both historical and present-day cultures of French- employs various online technological tools to enhance speaking countries are embedded in the curriculum. students’ interest and learning. Students are encouraged to express themselves creatively through a variety of projects and presentations Prerequisite: Chinese IA or by placement exam. as well as regular communication with pen pals in France.
Prerequisite: French 7 or by placement exam. CHINESE 8 Chinese 8 builds on the oral and written communication skills acquired during 7th grade. Students continue SPANISH IA to improve their vocabulary, grammatical structures, This course seeks to give students a solid foundation pronunciation, listening comprehension and writing skills in language learning skills while fostering both a love through the use of stories, games, songs, activities and of Spanish and curiosity about the wider world. The role-plays. Students also explore a deeper understanding acquisition of basic vocabulary and grammar needed to of Chinese culture through festival celebrations, perform tasks in listening, reading, writing and speaking calligraphy, arts and crafts, projects, and presentations. in real-world situations is emphasized. Through games, This course also employs various online technological songs, dialogs, short readings, and hands-on activities, tools to enhance students’ interest and learning. students gain proficiency in a fun and natural way, while also building enthusiasm for learning a foreign language and Prerequisite: Chinese 7 or by placement exam. exploring customs and traditions of different communities where Spanish is spoken. Learning to communicate in another language is messy and requires one to “lean into” FRENCH IA discomfort. Our goal is to give students the confidence and From day one of this introductory course, students skills to navigate this new experience with joy while learning begin to communicate in French and to explore the about other parts of the world and themselves. francophone world. The acquisition of basic vocabulary and grammar needed to perform tasks in listening,
Page 60 WORLD LANGUAGES Back to Table of Contents SPANISH IB Upper School Courses In this second course in our middle school sequence, students continue to grow in their language proficiency while developing respect and understanding of cultural Chinese differences. Through art, music and cooking, students become better acquainted with Spanish, Mexican, Central and South American and North American CHINESE I cultures. They are encouraged to express themselves L510A (fall) and L510B (spring); 1 credit creatively through a variety of projects and presentations which aid in developing and adding detail and richness Chinese I introduces students to the fundamentals of to their reading, writing, listening and speaking skills. the Chinese language. Students will learn pinyin, tones, stroke order, commonly used radicals and formation Prerequisite: Spanish IA or by placement exam. of characters. Students will also learn basic vocabulary and simple sentence structures to carry out basic conversations related to greetings, family, time, hobbies, SPANISH 8 school and a range of other topics. Students will have the Spanish 8 builds on the oral and written communication opportunity to learn about Chinese culture and compare skills acquired during 7th grade. Students continue it to their own. Students will improve their language to improve their grammar, pronunciation, listening proficiency through meaningful activities—particularly comprehension and writing skills through the use of through the use of authentic materials. This course also songs, stories, skits, short novels and journal writing. employs various online technological tools to enhance Classes are conducted primarily in Spanish, and a strong students’ interest and learning. emphasis is placed on students speaking Spanish as much as possible. The curriculum also includes some geography and culture of Spanish-speaking countries. CHINESE II Students are encouraged to express themselves L520A (fall) and L520B (spring); 1 credit creatively, both orally and in writing, through a variety of projects and presentations. Chinese II continues the development of students’ abilities and confidence in the integrated skills of Prerequisite: Spanish 7 or by placement exam. listening, speaking, reading and writing. Students will learn more grammatical structures and vocabulary that will enable them to express themselves through PREPARATORY 6, 7 AND 8 more complex dialogs regarding school and social Preparatory 6, 7 and 8 are designed to provide support in life, shopping, transportation and directions, and many executive functions including planning, organization, task other topics. Building on their knowledge from the past, initiation, self-advocacy and time management. Students students will explore a deeper understanding of Chinese also practice active reading and annotation strategies culture through festival celebrations, art, and research along with the microskills of academic conversations. projects. In this course, we will also utilize technology to enhance and share our learning and appreciation of the These courses are only open through invitation or teacher Chinese language and culture. recommendation. Prerequisite: One year of Chinese.
CHINESE III L530A (fall) and L530B (spring); 1 credit
Building on the foundation of their previous two years of study in Chinese, Chinese III allows students to consolidate and further master their use of the language and understanding of the culture. This course expands on their grammar and vocabulary while introducing students to a variety of new topics, such as health, housing and travel. Reading, writing, listening and speaking skills are reinforced through task-based assignments and activities, allowing students to function in various real-life situations.
Prerequisite: Two years of Chinese.
Back to Table of Contents Page 61 WORLD LANGUAGES CHINESE III HONORS CHINESE ADVANCED TOPICS L750A (fall) and L750B (spring); 1 credit, Grades 9–12 L980A (fall) and L980B (spring); 1 credit, Grades 10–12
With similar content to Chinese III, this course will be This course allows students to fine-tune and polish conducted at a faster pace. In addition, more challenging their Chinese language skills through exploring assignments will reinforce reading, writing, listening Chinese culture more in-depth. Besides movies, songs and speaking skills. At this level, students will be able to and contemporary literature, students will also have engage in meaningful communication using a wide range the opportunity to explore classic Chinese literature. of vocabulary and language patterns. This course expands Students can pick a topic they are interested in, and do on their grammar and vocabulary, and it introduces more research on it at the end of the course. students to a variety of new topics, such as health, housing and travel. Classes are taught mostly in Chinese. Prerequisite: Students need to have successfully completed Chinese V or AP Chinese and obtained departmental Prerequisite: Two years of Chinese and departmental permission. permission.
CHINESE IV AP CHINESE LANGUAGE AND CULTURE* L540A (fall) and L540B (spring); 1 credit, Grades 10–12 L855A (fall) and L855B (spring); 1 credit, Grades 11–12
Chinese IV continues to consolidate grammar and In this course, students will continue to increase their pronunciation as well as expand vocabulary. Students range of Chinese vocabulary, solidify grammar and strive will have the opportunity to review grammar and for higher proficiency in three modes of communication, vocabulary learned in the previous Chinese courses, interpersonal, interpretive and presentational. . Students write creative stories, engage in role-plays, perform oral will improve their proficiency through exploring Chinese presentations and produce projects that reflect their cultural products, practices and perspectives and understanding on various topics related to daily life. make comparisons to their own culture and society. Time will be dedicated to practicing the formal aspect Prerequisite: Three years of Chinese. of the AP Chinese exam. Because a certain level of fluency is expected in this course, students are strongly encouraged to maintain continual contact with Chinese CHINESE IV HONORS over the summer. Classes are taught mostly in Chinese. L760A (fall) and L760B (spring); 1 credit, Grades 10–12 Prerequisite: Four years of Chinese and departmental Building on the foundation of Chinese III Honors, Chinese permission. IV Honors will be conducted at a faster pace, and expands grammatical concepts to allow students to express more advanced thoughts in oral and written forms. We will French revisit some topics discussed in previous Chinese courses, but this time, adding more depth. The course will also emphasize on preparation for AP or college-level courses. FRENCH I Classes are taught mostly in Chinese. L210A (fall) and L210B (spring); 1 credit
Prerequisite: Three years of Chinese and departmental This beginning course emphasizes conversation, permission. listening comprehension, writing and reading. Grammar lessons follow a carefully integrated progression.
CHINESE V Students reinforce speaking and active listening through L550A (fall) and L550B (spring); 1 credit, Grades 10–12 collaboration, role-playing and person-to-person interaction. The course combines simple newspaper articles, songs, Designed for students coming from Chinese IV (or IV short novels, use of the internet, realia, videos and a variety Honors for those not going on to AP Chinese Language of culture projects for a varied approach. and Culture), this course will allow students to continue to explore more nuanced aspects of Chinese language Both the history and culture of Francophone countries and culture, but with greater curricular flexibility than AP. are embedded in the curriculum. This course is taught Students will be able to explore Chinese through a range almost entirely in French with the exception of grammar of projects, readings and discussions, including current explanations. events.
Page 62 WORLD LANGUAGES Back to Table of Contents FRENCH II FRENCH IV L220A (fall) and L220B (spring); 1 credit L240A (fall) and L240B (spring); 1 credit, Grades 10–12
This course continues the development of the four The work of French IV is to continue developing students’ essential skills in world language learning: reading, accuracy in French. This is done through the study of writing, listening and speaking. Students interact with important details of French grammar and through ample the language and cultures of the Francophone world practice. Students read a wide variety of texts to increase authentically, through simulations, collaborative activities, analytical abilities, improve vocabulary, and provide a tasks and projects mirroring the real world. There is an springboard for classroom discussion that is conducted emphasis on major grammar tenses beyond the present entirely in French. A strong emphasis is also placed on tense. By the end of French II, students have studied the listening comprehension. Films, songs, video clips about major grammatical structures of the language, increased current events and thematic units increase students’ their comprehension and speaking ability, and read French awareness of the diverse cultures of the Francophone prose of general interest. Classes are taught in French with world. Classes are taught entirely in French. the occasional exception of grammatical explanations. Prerequisite: Three years of French and departmental Prerequisite: French 7 and 8 or French I. permission.
FRENCH III ADVANCED FRENCH CONVERSATION AND L230A (fall) and L230B (spring); 1 credit, Grades 10–12 CULTURE L960A (fall) and L960B (spring); 1 credit, Grades 9–12 This course reviews and expands the grammar learned in the previous years through written and oral practice This course focuses primarily on French culture and in the classroom. Reading, writing and speaking are on understanding the reasons behind certain attitudes reinforced through tasks based on thematic units. and behaviors. It emphasizes the study of cultural perspectives and cross-cultural perceptions. Students Students learn to communicate meaningfully through regularly watch and discuss French news and video various activities mixing reality, make-believe, critical clips and read newspaper and magazine articles. They thought and social concern. The course also introduces also watch and discuss a variety of films related to each the students to French literature. Readings, songs, major topic. The curriculum also includes a unit on films, video clips and television continue to broaden the business French, in which students learn to apply for a students’ awareness of the Francophone world. This job, write their resume, and interview for a position. The course is taught entirely in French. final component of the course involves student choice. Since students at this level already have acquired an Prerequisite: Two years of French. in-depth knowledge of important grammatical concepts, no formal grammatical study is required. References to grammatical concepts are made in the course of normal FRENCH III HONORS conversation. Classes are taught entirely in French. L720A (fall) and L720B (spring); 1 credit, Grades 10–12 Prerequisite: Students need to have successfully completed Conducted at a faster pace, French III Honors expands French IV or AP French Language and have departmental grammatical concepts, vocabulary and idioms in order to permission. allow students to express more advanced thoughts. The course also introduces the students to French literature. In addition, listening comprehension, speaking, reading AP FRENCH LANGUAGE AND CULTURE* and writing are reinforced with considerable rigor. Role- L825A (fall) and L825B (spring); 1 credit, Grades 11–12 playing, and simulating are encouraged through projects that mirror the real world. Readings and films increase In this course, students further develop and refine students’ awareness of the diverse cultures of the reading, writing, listening and speaking skills. Use of francophone world. Writing activities include descriptive authentic podcasts, television, music, periodical literature narratives and formal essays. This course is taught and film further expands the students’ understanding entirely in French. of the Francophone world. Stress will be placed on the building of a broad, working French vocabulary. Prerequisite: Two years of French and departmental Topics are frequently related to the six core themes of permission. the French Language AP exam, and time will also be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this
Back to Table of Contents Page 63 WORLD LANGUAGES course, students are strongly encouraged to maintain and social concerns. Readings, films and television continual contact with French over the summer. Classes strengthen the students’ awareness of the Spanish- are taught entirely in French. speaking world’s culture. Classes are taught in Spanish with the occasional exception of grammatical Prerequisite: A minimum of three years of French and explanations. The major new grammatical concept departmental permission. introduced at this level is the subjunctive, which allows students to react, express doubt, and question.
Spanish Prerequisite: Two years of Spanish.
SPANISH I SPANISH III HONORS L110A (fall) and L110B (spring); 1 credit L710A (fall) and L710B (spring); 1 credit, Grades 10–12
This beginning course emphasizes conversation, Conducted at a faster pace, Spanish III Honors introduces listening comprehension, writing and reading. Grammar students to literature, culture, folklore and current lessons follow a carefully integrated progression. events, while simultaneously reviewing and expanding Students use a range of technology and person-to- both vocabulary and grammar. Listening, reading, writing person interaction to reinforce speaking. The main focus and speaking skills are honed nearly every class period, of the year is the present tense with attention to details. and classes are conducted in Spanish—giving students There is an introduction to the preterit tense at the end ample opportunity to converse, express opinions and of the year. Acquisition of vocabulary is a very important analyze materials. The major new grammatical concept part of this first-year language course. The course uses introduced at this level is the subjunctive, which allows both formal testing as well as projects as a means of students to react, doubt and question. assessing language acquisition. Highlights include creative writing assignments, performing dramatic skits Prerequisite: Two years of Spanish and departmental and presentations, reading authentic materials and using permission. Spanish in real-life situations. SPANISH IV SPANISH II L140A (fall) and L140B (spring); 1 credit, Grades 10–12 L120A (fall) and L120B (spring); 1 credit This course includes a review and in-depth study of This course continues the development of the four all verb tenses through contextualized activities. An essential skills in World Language learning: reading, emphasis during the second semester is placed on writing, listening and speaking. There is an emphasis on listening and writing in preparation for AP or college- grammar tenses beyond the present tense, including level courses. All activities are realized in Spanish. This past tenses (imperfect and preterite) and commands course includes a focus on theater, short stories, history, (informal and formal). Meaningful activities are designed current events and a range of cultural topics. to engage students with the target language and with Hispanic cultures. By the end of Spanish II, students Prerequisite: Three years of Spanish and departmental have studied the major grammatical structures of the permission. language and increased their comprehension and speaking ability. Classes are taught in Spanish with the occasional exception of grammatical explanation. SPANISH V L150A (fall) and L150B (spring); 1 credit, Grades 10–12 Prerequisite: Spanish I or Spanish 7 and 8. This course is designed for students who have successfully completed either Spanish IV or AP Spanish SPANISH III Language and Culture. While students will review L130A (fall) and L130B (spring); 1 credit, Grades 10–12 grammar, the focus of the course will be on advanced composition and conversation. To that end, students will This course reviews and expands the grammar and be exposed to a range of literature, current events, cultural vocabulary learned in previous years. Reading, writing, topics, art and history from the Spanish-speaking world. listening and speaking skills are reinforced through various task-based assignments and activities. Students learn to communicate meaningfully through various activities mixing reality, make believe, critical thought
Page 64 WORLD LANGUAGES Back to Table of Contents SPANISH ADVANCED TOPICS Prerequisite: A minimum of three years of Spanish and L970A (fall) and L970B (spring); 1 credit, Grades 10–12 departmental permission.
This course allows students who have completed the entire Spanish curriculum (through AP Literature) to AP SPANISH LITERATURE AND CULTURE* continue fine-tuning and polishing their skills through L865A (fall) and L865B (spring); 1 credit, Grades 11–12 news, literature, creative presentations and advanced- level composition. This course helps students develop a deeper understanding and appreciation of Spanish and Latin Prerequisite: Spanish IV or AP Spanish Language and Culture. American prose and poetry. Literary analysis strengthens written control of the language and understanding of the literature, especially as it relates to art, cultural AP SPANISH LANGUAGE AND CULTURE* movements and major themes (Societies in Contact, L815A (fall) and L815B (spring); 1 credit, Grades 10–12 Gender Construct, Time and Space, Interpersonal Relationships, Duality of Identity and Literary Creation). In this course, students further develop and refine The class operates as a seminar and is conducted reading, writing, listening and speaking skills. Texts focus entirely in Spanish. All students prepare for the Advanced on the literature, art, and culture of Hispanic countries. Placement examination in Spanish Literature. Use of authentic podcasts, television, music, periodical literature and film further expands the students’ Prerequisite: Four years of Spanish and departmental understanding of the Spanish-speaking world. These permission. topics are frequently related to the six core themes of the Spanish Language AP exam. Time will be dedicated to practicing the formal aspect of the exam. Because a certain level of fluency is expected in this course, *AP CLASS POLICY students are strongly encouraged to maintain continual Per Kent Denver School policy, students are required contact with Spanish over the summer through reading, to take the corresponding AP exam in the spring. conversation, film and/or music. There is an additional fee for the exam.
Back to Table of Contents Page 65 WORLD LANGUAGES Office of Innovation
Philosophy
Kent Denver offers additional credit-bearing electives c. Partner Electives: The coursework is offered by that do not fit into traditional Academic Departments of an educational partner approved by the Office of the school. These courses are overseen by the Office of Innovation, the Associate Head for Academic Affairs Innovation and must meet one of the following criteria: and the appropriate division head. a. Institute Electives: this coursework is in one of Kent Unless otherwise noted in the course description or Denver Institute’s areas of expertise, currently in approved by the Associate Head for Academic Affairs technology and design, entrepreneurship or wellness and the appropriate division head, these courses count and is taught by Institute staff. as elective credits and cannot fulfill departmental graduation requirements. b. General Electives: this coursework is another field or method of instruction outside of our departmental model.
Page 66 OFFICE OF INNOVATION Back to Table of Contents Institute Electives
Hunt Family Institute for Entrepreneurial As a part of this course, students will first be exposed Education to the process of business design through a service- learning component, working with a local entrepreneur in the early stages of their business. Given that students will be an aid to entrepreneurs in the creation of a business, Upper School Courses they will simultaneously gain the necessary experience to help them do so for themselves.
Ultimately, this project-based experience will touch Yearlong Electives upon various aspects of history, math, economics and entrepreneurship, allowing students to fully understand INTRODUCTION TO BUSINESS MANAGEMENT the ability for entrepreneurship to spur Upward Mobility and Economic Development. Ultimately, the understanding of I100A (fall) and I100B (spring); 1 credit, Grades 9–12 these concepts will better position students to confidently pursue their ideas beyond the classroom. Introduction to Business Management is a course that serves as a key experiential learning experience during their entrepreneurial journey, allowing students to actively manage Café Bogue while learning and implementing the principles of business management. Rollins Institute for Technology and Design
Students in this class will study how for-profit and nonprofit businesses achieve their goals through the four steps of Middle School Course management: planning, organizing, controlling and leading. Throughout this course students will explore how successful business management involves teamwork, communication, DIGITAL DESIGN creating a clear corporate mission and culture, and following good business ethics. Moreover, students will engage with “Digital art” has formally been defined as an art form that the technical and interpersonal skills that are essential uses digital technology as part of the creative and/or to the management process, whether it be mastering presentation process. This course is designed to introduce the art of customer service or learning how to effectively students to a variety of technologies that can be used in communicate across an organization. the creation of digital art. Each unit will aim to provide a Students will rotate through three cohorts (marketing, solid foundation for a different set of computer-based skills: operations and finance) in order to expose them to from image editing, graphic design and web design to some of the key departments involved in business circuit design, programming and 3D product design. The management and give them the opportunity to practice course will culminate in the creation of a digital portfolio their newly found management skills. that showcases students’ final projects for each unit.
Please note: This course does not meet during a traditional This course counts as an art elective in the Middle School period of the day. It meets face-to-face Friday mornings program. from 7:45–8:45 a.m., requires work in cohort rotations staffing parts of Café Bogue, and completion of assignments posted in Canvas. Upper School Courses
INTRODUCTION TO ENTREPRENEURIAL ACTION I110A (fall) and I110B (spring); 1 credit, Grades 9–12 Yearlong Electives Introduction to Entrepreneurial Action is a course allowing students to begin the process of building a business AP 3D STUDIO ART: 3D DESIGN* or bringing an idea to life. Students will be asked to I815A (fall) and I815B (spring); 1 credit, Grades 9–12 frame their ideas in the context of a local community or economy, to help filter through their ideas and refine This course aims to provide students with a solid them in order to produce a Minimally Viable Product (MVP). foundation in the art of 3D modelling, in preparation for the AP 3D Studio Art portfolio evaluation that happens in
Back to Table of Contents Page 67 INSTITUTE ELECTIVES early May. Over the course of this one-year class, students students will explore how computers work as they build will learn to design sculptures in digital space using the one from silicon up. Students will learn how to construct robust modelling application, Autodesk Maya. Students digital circuits and then simulate those circuits on their will build their portfolio around a variety of design topics computers as the designs become more complex. The (unity, balance, contrast, proportion, etc.) and will learn to course will also explore how modern programming document their portfolio at an industry-standard level. languages are translated to electrical signals in a machine, how data are encoded in a computer, and describe some of the innovations used to keep pace AP COMPUTER SCIENCE A* with Moore’s Law. The course culminates in simulating I825A (fall) and I825B (spring); 1 credit, Grades 10–12 a simple computer and writing a program for it. No previous programming experience is required. This course uses the Java programming language as a tool for understanding the main principles of object- This course counts toward fulfilling the Science graduation oriented software design and programming. Students requirement. learn how to write logically-structured, well-documented computer programs in preparation for the Advanced Placement exam. Topics include methodology, data structures, searching and sorting algorithms, file handling, Fall Electives testing and debugging techniques and social and ethical issues. Students will also complete the required AP Computer Science A laboratory work and accompanying ADVANCED TOPICS: DATA STRUCTURES exercises and questions provided by The College Board. I801A; 0.5 credit, Grades 11–12
This course can count toward fulfilling the Math graduation This course is designed to be a foundation for all advanced requirement. Prerequisite: Permission of instructor. work in computer science through familiarizing students Co-requisite: Algebra II with a broad range of ways to store information in computer science. Students will explore commonalities in data structures among languages, discuss algorithm and AP COMPUTER SCIENCE PRINCIPLES* program design based on problem requirements, and I835A (fall) and I835B (spring); 1 credit, Grades 9–12 come to understand how to use data-structure selection to optimize program runtime and storage. Students will also This course prepares students for the AP Computer have 20% of their class time to devote to solving a significant Science Principles exam through the study of problem of their own choosing utilizing code. Students computational thinking and the exploration of the record their development process with daily logs and the wider impact of technological advances. Students project cumulates with a formal write up and presentation. grapple with the big ideas that shape the digital world, including concepts of security, privacy and the Digital Prerequisite: AP Computer Science A. Divide via student-led seminars on current events in technology and guided exploration of major fields of CS development and research. Students will tackle subjects Spring Electives including the history of the Internet, the impact of Big Data, the future of Machine Learning and more. Students will master big ideas in computational thinking, including ADVANCED TOPICS: ARTIFICIAL INTELLIGENCE concepts of abstraction, algorithms, information storage I8024A; 0.5 credit, Grades 11–12 and processing, and the software development cycle through guided labs and student-designed code projects This course is designed to be an introduction to the using tools such as Python, Code.org’s App Lab, Unity for principles of artificial intelligence through implementation 3D game design and AR game design. and mathematical analysis of a wide variety of Machine Learning tools. Students will explore the strengths and This course can count toward fulfilling the Math graduation limitations of machine learning algorithms to better requirement. understand how to select the correct tool for a given problem. Students will also have 20% of their class time to devote to solving a significant problem of their COMPUTER ARCHITECTURE own choosing utilizing code. Students record their I210A (fall) and I210B (spring); 1 credit, Grades 11–12 development process with daily logs and the project cumulates with a formal write up and presentation. This course explores how computers work starting from physical first principles. Beginning with conduction, Prerequisite: AP Computer Science A
Page 68 INSTITUTE ELECTIVES Back to Table of Contents *AP CLASS POLICY philosophy around its use is a critical skill for young Per Kent Denver School policy, students are required adults today. This course focuses on the science, to take the corresponding AP exam in the spring. research, and philosophies behind digital wellness. There is an additional fee for the exam. This includes understanding key principles in the brain including attention, motivation and self-image, connecting these principles with challenges facing technology use today including economy of distraction, Walker Institute for Wellness political polarization, addiction and social isolation, and considering the difference in the adolescent versus adult brain. By the end of this course, students should be able to explain the science behind digital wellness, articulate Upper School Courses a personal philosophy of digital wellness and express their own strengths and challenges in navigating the digital world. Fall Electives Spring Electives INTRODUCTION TO MINDFULNESS I401A (fall) 0.5 credit, Grades 10–12 SCIENCE OF HAPPINESS The elective class is aimed at honing personal awareness N402A (spring) 0.5 credit, Grades 10–12 and mindfulness, skills that help manage stress and encourage healthier choices. We realize students need Students will learn about the most recent and relevant social and emotional foundations, as strong as if not happiness research through featuring the work of stronger than their academic foundations. These skills help Dacher Keltner and Emiliana Simon-Thomas, as well students develop positive habits to effectively navigate other experts in the field. This semester class will teach adverse and challenging situations throughout their lives. students “what makes people happy.” According to one of the founders of the idea of positive psychology, Christopher Peterson, the modern day psychology or PRINCIPLES OF DIGITAL WELLNESS the science of happiness is simply the study of things N403A (fall) 0.5 credit, Grades 10–12 that make life worthwhile. This class with offer students practical tips and methods to increase their happiness Digital Wellness is one of the fastest growing technology and foster healthier relationships moving forward. sectors today. Understanding the implications of technology on humans and developing an intentional
Back to Table of Contents Page 69 INSTITUTE ELECTIVES following URL in your browser for current course catalog: General Electives https://globalonlineacademy.org/what-we-do/student- program/student-courses.
Upper School Courses Yearlong
• Arabic Language Through Culture I THE AMERICAN LEGAL SYSTEM: MOCK TRIAL AND • Arabic Language Through Culture II BEYOND • Arabic Language Through Culture III N100A (fall) and N100B (spring); 1 credit, Grades 10–12 • Japanese Language Through Culture I • Japanese Language Through Culture II In this year-long elective, students will learn about the • Japanese Language Through Culture III American legal system while preparing for the Mock Trial competition. They will learn about legal discourse, engage in research about court case strategies, defend Semester 1 and argue controversial issues, and practice public speaking. The course will strengthen students’ critical • Abnormal Psychology reading, thinking, and writing skills. It will also emphasize • Applying Philosophy to Global Issues how to craft persuasive arguments and deliver • Bioethics convincing presentations. Lawyers from the community • Climate Change and Global Inequality will partake in team teaching the course. • Cyber Security • Data Visualization Prerequisites: Students must have participated in Mock Trial • Game Theory the prior year and attend at least one scrimmage during the • Global Health year before the Regional Tournament in February. • Graphic Design • Introduction to Psychology • Introduction to Investments • Linear Algebra • Number Theory Partner Electives • Medical Problem Solving I • Neuropsychology • Personal Finance Students may take coursework through Kent Denver • Poetry Writing approved educational partners. In order to do so, • Positive Psychology the following criteria must be met, unless otherwise • Prisons and the Criminal Law approved by the Associate Head for Academic Affairs and • Social Psychology the appropriate Division Director: Semester 2 • Students may only take one partner course in a semester. • Students may not take coursework through a partner • 9/11 in a Global Context program that is offered as part of the Kent Denver • Abnormal Psychology curriculum. • Architecture • As with Kent Denver courses, final grades will appear • Bioethics on the transcript, and be counted towards GPA. • Climate Change and Global Inequality • Computer Science II: Game Design and Development • Fiction Writing • Game Theory Global Online Academy • International Relations • Introduction to Investments • iOS App Design Geared toward top independent schools, Global • Linear Algebra Online Academy provides a variety of online courses • Medical Problem Solving I to approximately 50 schools worldwide. All courses • Medical Problem Solving II are capped at no more than 20 students. Kent Denver • Neuropsychology provides a site director who works with students enrolled • Number Theory in the program. Courses and final grades for semester • Positive Psychology and yearlong coursework are represented on the Kent • Prisons and the Criminal Law Denver transcript. Students may enroll in any course not • Social Psychology offered at Kent Denver School. Click here or paste the
Page 70 GENERAL AND PARTNER ELECTIVES Back to Table of Contents One Schoolhouse
Our partnership with One Schoolhouse allows us to leverage online coursework to expand the number of AP courses that Kent Denver School can offer to our students, while still providing a small teacher-to-student ratio.
All One Schoolhouse online courses are yearlong and capped at 25 students. Kent Denver School also provides a site coordinator as a resource.
Students can take any AP course One Schoolhouse offers that is not offered at Kent Denver School.
This includes the following options:
• AP® Art History • AP® Environmental Science • AP® Human Geography • AP® Latin • AP® Music Theory • AP® U.S. Government and Politics & AP® Comparative Government and Politics • AP® World History
Click here or paste the following URL in your browser for a current course catalog with course descriptions for the above courses: https://www.oneschoolhouse.org/for- students.html.
Back to Table of Contents Page 71 PARTNER ELECTIVES Athletics and Fitness
Middle School Options Upper School Options
Middle School Sports Interscholastic Sports Students in grades 6–8 may participate in a sport activity or interscholastic sport each season. We believe every Freshman and “C” Teams: All members should have a student should participate in a sports experience that is chance to play in each game. Players earn the privilege both meaningful and successful, and we feel all students to play increasing amounts of time. should be able to compete at their own level. Junior Varsity (JV) Teams: JV team members earn Programs are supplemented at times with various sports- the privilege to play. Skill development is especially related electives offered in the Athletic period. important since the main objective of the Junior Varsity program is to prepare for future Varsity play. Team membership does not guarantee more than limited game time.
Varsity Teams: Team selection is based on fitness, ability, attitude, effort, knowledge of fundamentals and commitment. Students earn the privilege to play. The best players play as much as necessary to compete at the highest level.
Page 72 ATHLETICS AND FITNESS Back to Table of Contents Athletics and Fitness Requirements
FALL WINTER SPRING 6–8 Non-competitive fitness course, sport activity or interscholastic sport required each season. Two seasons of interscholastic sports or fitness (one season must be a sport). 9–10 Student chooses which seasons to complete this requirement. 1 sport or 2 fitness. 11–12 Student chooses which season(s) to complete this requirement.
Athletics Programs
FALL WINTER SPRING BOYS • Cross-Country • Basketball • Baseball • Football • Ice Hockey* • Lacrosse • Golf* (Upper School only) (Upper School only) • Track and Field • Soccer • Tennis (Upper & Middle School)
GIRLS • Cross-Country • Basketball • Golf* (Upper School only) • Field Hockey • Swimming and Diving* • Lacrosse • Volleyball (Upper School only) • Soccer • Tennis (Middle School only) • Tennis (Upper School only) • Track and Field
Participant Restrictions: Due to restrictions on facilities and available competition, the following sports have limits on the number of participants: • Golf (Girls and Boys): 12 • Basketball (Girls and Boys): 15 for Grade 9; 25 for Grades 10–12 • Rock Climbing: 20
*Extra Fees: Kent Denver and our students share the cost of ice hockey and swimming rental fees for practice and game facilities. Students participating in swimming will purchase their team swimsuits.
Back to Table of Contents Page 73 ATHLETICS AND FITNESS Athletic and Fitness Courses long workout twice a week that is designed to improve fitness and athletic ability, by establishing a strong foundational understanding of the many different MOUNTAIN BIKING components of fitness: strength, aerobic and anaerobic A343–spring; 1 sports credit, Grades 9–12 endurance, flexibility, coordination, speed, agility and power. Workouts will incorporate varying formats: Meeting weekdays after school, 3:30–5:30 p.m., this High Intensity Interval Training (HIIT), Tabata, strength course introduces new mountain bike riders to basic training, circuit training, plyometrics, etc. Students should skills and sharpens the skills of experienced riders. Time complete this course with a definitive understanding is devoted to conditioning on and off the bike, bike skills of how to execute functional movements properly and and safety, and bike maintenance. Students must provide safely; and feel comfortable using Kent Denver’s weight their own bikes in good working order, appropriate room for personal use. Space is limited to 20 students. clothing, a helmet and a simple breakdown kit. YOGA* OUTDOOR EDUCATION A183–fall; A283–winter; A383–spring Middle School only—winter All seasons: 1 fitness credit, Grades 9–12 Middle School, Grades 6–8: winter only Outdoor Ed. is a Middle School winter sports offering that takes advantage of our expansive campus and a The practice of yoga has been around for thousands of Colorado climate that invites an active, adventurous years but has recently grown in popularity due to the outdoor lifestyle. Canoeing, kayaking, mountain biking, realization of its immense benefits. Through this physical and individual challenge and team-building games fill the asana (posture) practice, students will learn to improve early warmer weeks of the course. Skating and broomball their breath, strength, flexibility and endurance. This class on an upper reservoir rink, and sledding, snowshoeing, teaches students full awareness through the connection and an annual camp cooking competition fill the colder of body and breath. Students will learn patience, weeks after winter break. There are no after school discipline and both mental and physical engagement. responsibilities associated with this winter sport offering. Yoga is a great way to de-stress from your day while getting more comfortable in your own body. This is a non-competitive, yet challenging physical activity PHYSICAL EDUCATION available to all experience levels, and is a great way to Middle School only cross-train for other sports seasons. Yoga meets every other day from 3:30–5 p.m. and is offered every sports Middle School physical education is designed to be trimester. noncompetitive. The program is co-educational and develops basic skills and teamwork in a wide variety of sports activities. Independent Sport Proposals
ROCK CLIMBING* The Independent Sports curriculum is designed to A245–winter; 1 fitness credit, Grades 9–12 complement a student’s interest and pursuit of a sport Middle School, Grades 6–8: winter only that Kent Denver School does not offer during the school year. The sport must be one that a student has The climbing team will be offered as a Fitness credit participated in for more than three years and in which he during the winter season. Space is limited to 20 students. or she has reached a highly competitive level. Requests Students will develop strength and movement through are evaluated on an individual basis by the Athletic a variety of climbing exercises and cross-training Director.* To be considered, a proposal must meet the programs. No experience necessary. Students will following minimum standards: learn how to safely belay and will do a combination of bouldering, top-roping and lead climbing. • Instruction by a qualified instructor/coach approved by the Athletic Director • Instruction hours comparable to a Kent Denver team STRENGTH AND PERFORMANCE* • Competition and/or performance schedule A413–fall; A423–winter; A433–spring All seasons: 1 fitness credit, Grades 9–12 *Athletics discourages students from requesting Middle School, Grades 6–8: winter only independent sports at the cost of Kent Denver’s well- rounded athletic experience. During this course, students will participate in an hour-
Page 74 ATHLETICS AND FITNESS Back to Table of Contents The Kent Denver Innovation Scholars Program
Philosophy Scholar domains: (1) engagement with fundamental concepts, (2) an established professional support The Kent Denver Innovation Scholars program empowers network, (3) demonstrated impact in a community, (4) students to pursue self-directed exploration and learning. developed expertise in a focus area and (5) ability to In this program, students are the initiators, architects narrate learning journey and personal learning style. and managers of their learning. Whether discovering a new interest, gathering support for a project, or pursuing a deep passion, students choose whether or not to Innovation Scholar Certificates participate, how much to engage, and what to pursue. All students in the Middle and Upper School are welcome For students whose learning goals include a deep dive to work in the Innovation Scholars program, and do not into the field, The Innovation Scholars program in the need to pursue an Innovation Scholar certificate to do Middle and Upper School offers an Innovation Scholar so. Students are surrounded by a high-quality network certificate at Middle School continuation and Upper of outstanding teachers, mentors, and professionals that School graduation. While certificate requirements vary provide personalized coaching and encouragement. for different tracks, the artifacts outlined below should bookend the student’s experience. Students may follow established tracks in the areas of Design, Entrepreneurship, Experimental Research, Robotics, or Technology, or they may pioneer their Approved Personalized Learning Plan own track in the Innovation Scholars program. Either Students wishing to pursue a graduation certificate should way, each scholar’s work is unique, and based on their submit a personalized learning plan with the School interests. There are common elements that tie elements that should be approved by the appropriate Innovation of the program together: Scholars coordinator, division head, student dean and parent. This document includes how the student intends to demonstrate sufficient evidence in all five portfolio Innovation Scholars Advisor areas, satisfy specific track requirements, and include any modifications necessary to graduation requirements the and Mentors student is requesting to complete the work. Students participating in the Innovation Scholars program in either the Middle or Upper School receive an Completion of a Final Portfolio and advisor. This advisor supports the student in developing Presentation of Learning personalized learning goals. Additionally, advisors advocate for students as they seek to find projects and At the end of their 8th-grade and senior year, all mentors inside and outside of our community. Over their Innovation Scholars interested in a graduation certificate time in the scholars program, students establish and discuss their portfolio, projects and learning journey grow a network of volunteer experts and collaborators with the broader Kent Denver community in the who support them in their evolving area of interest. form of an oral presentation at our spring Innovation Scholars showcase. This should not just be a list of accomplishments, but the narration of the student’s self- directed learning journey. Additionally, it should cover The Student Portfolio how the student has satisfied all five portfolio domains. The advisor, Innovation Scholars coordinator, division The Innovation Scholars program does not have head, student’s dean, and other mentors and supporting traditional assessment methods or grades. Instead, adults approve this presentation in order for the student students demonstrate their accomplishments through the to earn a Middle or Upper School Innovation Scholar creation of a portfolio covering five different areas. This graduation certificate. portfolio contains artifacts representing five Innovation
Back to Table of Contents Page 75 THE KENT DENVER INNOVATION SCHOLAR PROGRAM Additional Offerings and Requirements Career Intern Experience*
The Career Intern Experience (CIE) enables seniors to experience a real-world employment opportunity within the greater Denver community. This opportunity allows seniors to explore career possibilities while broadening their understanding of the professional world.
Kent Denver seniors typically spend the final three weeks of the year working in the Career Intern Experience program as their final graduation requirement. Students arrange their own internships to work, without pay, alongside professionals for six hours each day, five days each week. College Counseling Students have faculty advisors who generally monitor the experience by visiting them on the job and reading their At Kent Denver, college preparation is embedded in required journal entries and final paper. These faculty every aspect of a student’s experience. advisors also determine if the seniors have successfully completed the program. We challenge our students and help them grow intellectually, and we provide them with an array of Student Project Option activities, from the arts to athletics and from clubs to service organizations. These opportunities encourage Students may complete a pre-approved project in lieu students to explore their interests and talents. In order to of participating in an internship. To secure approval, be ready for the college selection process, Kent Denver students must submit a written proposal to the CIE students should seek challenges, work hard at their director prior to spring break, complete the project studies, pursue their interests, and enjoy their high school goals satisfactorily and deliver a presentation on their experience. experiences and project results. Kent Denver juniors are assigned one of our three, full- * Successful completion of either an internship or a time professional college counselors, and all students student project is a graduation requirement. are automatically enrolled in a College Counseling class that meets once per week for the spring semester of their junior year and the fall semester of their senior year.
Our College Counseling program empowers students to find the appropriate next step for their continued education and lifelong learning through a process of reflection, research and exploration of options.
We work together with students and parents to guide students in the process of finding a school that will further develop their academic and personal growth. Parents and college counselors play an important role in the college selection process; however, it is the student who plays the primary role.
Kent Denver’s website contains a broad overview of our College Counseling program.
Additional, detailed information—including access to past issues of our monthly College Counseling e-newsletters and the most recent edition of the Kent Denver College Counseling Handbook—is available on the College Counseling page on the Parent Portal.
Page 76 ADDITIONAL OFFERINGS AND REQUIREMENTS Back to Table of Contents Service Learning and Community Service*
Middle School Service Learning time and how demographic changes in Denver have been influenced by topics like immigration and gentrification. The Service-Learning Program at Kent Denver is a researched-based, experiential approach to learning which occurs through a cycle of action and reflection Upper School Community Service as students seek to achieve real objectives for the community. This approach to service is rooted in the As members of a community that values responsible academic curriculum allowing students to connect and citizenship, Kent Denver students independently apply their learning to real-world problems impacting the participate in a wide variety of service opportunities in Denver metro area. Colorado and around the globe. A minimum of 80 hours must be successfully completed during a student’s high Sixth, 7th, and 8th-grade students will work together school career as part of the graduation requirement. in grade-level teams for a year-long deep dive to Of these hours, 40 must be logged in with a single investigate all aspects of a central theme. organization. Documentation of hours needs to be completed by the students through an online community Sixth-grade students will consider the theme of Hunger service form on the Kent Denver website. Required hours and Homelessness. Through formal study and research, are prorated to 20 hours/year for Upper School students students will investigate the root causes of poverty and who enter Kent Denver after 9th grade. food insecurity. Students can begin accumulating hours toward this Under the theme of Our Impact on Our Community, 7th requirement at the beginning of their freshman year. All graders will study environmental change including service hours and documentation must be completed by air quality, water rights and the accessibility of natural spring break of senior year. resources in the metro area.
Eighth graders will investigate Changes in Society over *Graduation requirement
Back to Table of Contents Page 77 ADDITIONAL OFFERINGS AND REQUIREMENTS Middle School Electives* • Design & Make III: Capstone (8th grade)* • Digital Photography The Middle School electives program provides students • Introduction to Entrepreneurial Thinking* the opportunity to explore areas of interest not otherwise • KDS Kids for Change: Social Entrepreneurship available. These multi-age offerings are, by design, • Middle School Student Leadership Council: Student creative and content-rich, encouraging investigative and Leadership experiential learning. Most electives are semester-long, • REEFS I offered in either fall or spring semester or in both fall and • REEFS ADVANCED spring. Others are available as a yearlong course. • Robotics I: Introduction to Vex* • Robotics II: Project Intensive* The list of electives are finalized each spring, and specific • Robotics III: Capstone (8th grade only)* offerings may vary from year-to-year. A list of our most • Survive! recent offerings is below. Those marked with an asterisk • Traveling Sun Devils serve as entry points for our Innovation Scholar Program, • Young Surgeons which empowers students to pursue self-directed learning in areas of interest. * Required of all Middle School students How the elective selection process works: All Middle Middle School Field Trips and School students are required to participate in the elective program. Students make elective choices in the spring Interim* for the following year. Note that students rank-order their choices and not all students receive their first choice. 6 th-Grade Field Trips Semester 1 Sixth-grade students participate in a variety of field trips throughout the year. These trips provide learning • Art & Literature Magazine experiences outside of the classroom that support the • Colorado Outdoor Leadership and Adventure curriculum inside of the classroom. In the fall, 6th- • Computer Science I: Programming for Game Design* graders experience a three-day camping trip to the • Computer Science II: Project Intensive* Buena Vista area to build class unity. In the spring, they • Design & Make I* take a four-day trip to the YMCA’s Camp Shadybrook • Design & Make II: Project Intensive* in Sedalia. Students celebrate the year’s achievements • Destination Imagination and further develop class unity through hiking and • Head, Hands, Heart: Where a Passion for Books Meets group-building activities. the Community • Introduction to Entrepreneurial Thinking* • Introduction to Speech and Debate th-Grade Field Trips • MSSLC—Student Leadership 7 • Recycled Memories In the fall, 7th-grade students experience a two-night • REEFS I trip celebrating community and culture building. • REEFS Advanced The goals of this trip are largely interpersonal: the • Robotics I: Introduction to Vex* incorporation of new students into Middle School and • Robotics II: Project Intensive* the chance for advisor groups to work together. In the • Shape Shifters spring, 7th-graders participate in a class trip designed to • Survive! celebrate a year of growth, learning and development.
Semester 2 th-Grade Field Trips • Art & Literature Magazine 8 • Brand Positivity In the fall, 8th-grade students experience a two-night • Colorado Outdoor Leadership and Adventure trip celebrating community and culture building. • Competitive Speech and Debate The goals of this trip are largely interpersonal: the • Computer Science I: Programming for Game Design* incorporation of new students into Middle School and • Computer Science II: Project Intensive* the chance for advisor groups to work together. At • Computer Science III: Captston (8th grade only)* the conclusion of final exams, 8th-graders travel to • Culinary Creations Moab, Utah for hiking, white water rafting and mountain • Design & Make I* biking. This trip serves as the culmination of the Middle • Design & Make II: Project Intensive* School experience.
Page 78 ADDITIONAL OFFERINGS AND REQUIREMENTS Back to Table of Contents Interim
In addition, in February all middle-schoolers sign up for a two-day mini-course entitled “Interim.” Middle School faculty offer a variety of non-traditional learning experiences to be examined in-depth during the two days. Past offerings have included cross-country ski instruction, an advanced painting experience, a backcountry ski trip to a 10th Mountain Division hut and a behind-the-scenes look at various Denver-area attractions. While students designate preferences among the various options, top choices cannot be guaranteed.
* Required of all Middle School students
Peer Tutoring and Student Leadership
Peer Tutoring
Peer Tutoring hopes to improve the Kent Denver community by building connections between students of different grade levels and by providing a substitute to expensive tutoring services.
Peer Tutoring consists of a committed group of tutors who will be paired with an underclassman using dean suggestions and course preferences. The Peer Tutoring program will be fundamental in helping improve the Kent Denver community and student’s individual academic experience.
Student Leadership
Kent Denver provides many opportunities for students in grades 6–12 to expand their leadership potential outside of the classroom. As a member of our student leadership councils, students develop public speaking and responsible decision-making skills while working with adults to promote and enhance our school’s core values.
Students in leadership roles act as liaisons between their peers, teachers and administrators. Additionally, every year students elect a representative to sit on the board of trustees.
In Upper School, student leadership councils receive guidance and support from our Kent Denver School deans.
Back to Table of Contents Page 79 ADDITIONAL OFFERINGS AND REQUIREMENTS Summer Courses Offered by Kent Denver
Kent Denver now offers summer courses for credit as part of our Summer at Kent Denver program.
These courses—taught on campus by Summer at Kent Denver teachers or online through our partner programs, Global Online Academy (GOA) and One Schoolhouse— are intended for students who want to advance their coursework in the coming year.
Courses are offered over different periods of time each summer and may involve online coursework in addition mode of literary production as well as theater traditions of to classroom sessions. the Renaissance. Students will read, journal, write reviews and their own criticism and speeches, and perhaps try To enroll in courses offered by Summer at Kent Denver, their hand at a little acting. And they will consider why visit www.kentdenver.org/summer. Shakespeare is considered one of the greatest authors who ever lived and why Shakespearean plays continue Note: Summer at Kent Denver courses are not included in to be a central feature of high school English curricula Kent Denver’s annual tuition. everywhere. Kent Denver is excited to offer this exciting and transformational educational experience! This course fulfills one semester of English for the Kent Denver SHAKESPEARE NOW: IN THE SUMMER, IN graduation requirement. COLORADO June 22–July 2, 9 a.m.–4 p.m. Kent Denver students who successfully complete this 0.5 credit, Grades 10–12; Teacher: Eric Chandler course will have the course title with a grade and 0.5 credit Cost: $625 appear on their transcript and count as part of their GPA.
Have fun with Shakespeare this summer in this two-week English intensive, active, thoroughly enjoyable, “deep- LIGHTHOUSE WRITERS PRESENTS TEEN WRITING dive” course. The centerpieces of this class will be two of STUDIO Shakespeare’s hilarious and wonderful classic comedies: June 8–12 | June 15–19 | June 22–26 | July 6–10 | July Midsummer Night’s Dream and All’s Well that Ends Well. 13–17 | July 20–24, 1–4 p.m. The class will attend these two live performances at the Pass/Fail, Grades 9–12; Teacher: Whitney Gaines Colorado Shakespeare Festival as field trips. (Tickets are Cost: $265, Materials Fee: $15 included in the class materials fee.) Students will read these plays, some sonnets and famous speeches by Teens will join Lighthouse Writers at Kent Denver Shakespeare. Students will also read some excerpts from school to experience a creative writing collective! Like notable Shakespearean criticism and view video clips of the published authors and up-and-coming writers at other productions. They will also look at Shakespeare’s Lighthouse, this studio week will explore genres and
Page 80 ADDITIONAL OFFERINGS AND REQUIREMENTS Back to Table of Contents styles, including group workshops, and also featuring SRA. SMIEKEL’S SABOR DEL VERANO: A SPANISH one-on-one time with the instructor. Students will REFRESHER develop their own creative projects and have the ability July 27–31, 9 a.m.–Noon to continue pieces from session to session. Along with Teacher: Holly Smiekel the ability to “dive deep’’ into a project of their choosing, Cost: $265, Materials Fee: $15 writers can also request future class topics best suited to their interests. Students will join Sra. Smiekel for a week of Spanish immersion to dust off the “language cobwebs” from Kent Denver students who successfully complete this the summer. The saying “if you don’t use it, you lose course will have the course title with a grade and 0.5 credit it” definitely applies to learning a language and a long appear on their transcript and count as part of their GPA. summer break! No practice over the summer months can leave students rusty and less confident at the start of a new school year. This course is designed to give FILM AND MUSIC IN THE HISPANIC WORLD students the opportunity to get back into the swing of July 6–10, 9 a.m.–Noon things with Spanish. Students will touch on the four skills: Grades 9–12; Teacher: Luis Gimenez reading, writing, listening—and especially speaking—to Cost: $265, Materials Fee: $25 ensure that Spanish language students start the year off with confidence and excitement and are ready to be Students will dive into the world of Spanish-language film immersed in Spanish again. and music this summer! Film and Music in the Hispanic World will offer students the opportunity to explore how For students taking Spanish II or III in fall 2020. film and music act as agents of social transformation Kent Denver students who successfully complete this across various cultures and traditions of Latin America and course will have the course title with a ‘Pass’ grade appear Spain. Spanish enthusiasts will study an array of Spanish- on their transcript. language films and musical genres and analyze how these arts serve as a tool for individual and social change. This course, open to intermediate and higher levels of Spanish, will expand students’ conversational and listening skills, as well as grammar and vocabulary. Students will immerse Summer Courses Offered by themselves in the culture and language as they trace Global Online Academy and the connections between history, film and the incredibly diverse world of hispanic musical genres in a Spanish- One Schoolhouse language immersion environment. To see a full list of Global Online Academy courses, visit Prerequisite: Spanish speakers intermediate or above. Global Online Academy’s digital course catalog. Kent Denver students who successfully complete this course will have the course title with a ‘Pass’ grade appear To see a full list of One Schoolhouse courses, visit One on their transcript. Schoolhouse’s digital course catalog.
Back to Table of Contents Page 81 ADDITIONAL OFFERINGS AND REQUIREMENTS