UPPER SCHOOL
COURSE OF STUDY BOOKLET 2015–2016
Ithan Avenue & Conestoga Road, Rosemont PA 19010-1042
Grades 9–12
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Tel 610.525.8400
agnesirwin.org
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Fax 610.525.8908
TABLE OF CONTENTS
Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
General Guidelines for Course Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Plan Your Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
COURSE OFFERINGS
Grade 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade 10.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade 11.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade 12.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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COURSE DESCRIPTIONS
English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Classical Languages
Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Greek.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Modern Languages
French. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spanish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chinese (Mandarin). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
History.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mathematics Progression Paths for Upper School.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Science Progression Paths for Upper School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology and Innovations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual and Performing Arts
Theatre Arts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Music / Music Performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Arts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternatives to the Arts Graduation Requirement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Athletics, Physical Education, Transitions and Media Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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COURSE PLANNER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
GRADUATION REQUIREMENTS
English
Language
History
Mathematics
Science
Visual and Performing Arts
Physical Education
Senior Assembly
Participation in Community Service Total credits needed to graduate 4 years
3 years of Modern Language or completion of Latin III or Greek III
3 years (must include U.S. History)
3 years (minimum requirement of Algebra II)
3 years (must include Physics, Chemistry, and Biology)
1 year
4 years
10-minute speech on topic of choice
40 hours
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GENERAL GUIDELINES FOR COURSE SELECTION
The Agnes Irwin School offers a rich and diverse curriculum that provides a strong background in the liberal arts. You are
required to study a wide variety of subjects yet have the flexibility to pursue your individual interests.
The decision about what courses to take each year is a balancing act involving many factors. As you think ahead, you should think
both about the immediate future and your long-term goals. Considering the following factors may help in your decision-making:
Requirements and the future:
• Pay attention to requirements, making sure everything will fit.
• Think about your future academic plans. When you complete a requirement, do you want to continue in that subject or
concentrate on another?
• What is your passion? What courses are exciting to you?
Balance of challenging and realistic choices:
• Think about your most difficult times this year and use those experiences to inform your choices about the level of course
challenge, number of courses, and other activities you choose to do.
• If you have needed regular tutoring in a course, consider whether you can handle the next level of coursework. Students should
not need to be tutored regularly to succeed in a class, with the exception of temporary or chronic medical situations. If students
rely on tutoring, they are generally “over placed” in their current level.
• Think about the many demands on your time – both academic and non-academic, which include:
– school activities (any plans to increase your involvement, pursue leadership)
– outside commitments (music/drama lessons, sports teams, religious/cultural affinity groups, job)
– family situation (do you help at home)
– travel time to and from school
– time for sleep
– time for fun
Making complex decisions about your priorities is an important part of the educational process, and the faculty and
administrators at Agnes Irwin are interested in helping you to make these choices wisely. Your advisor will work closely with you
to develop the course of study that best meets your academic goals.
Please note a change in the drop/add period:
A new policy (Fall 2014), adopted by the Upper School Academic Leadership Team, is that the drop/add period will conclude after
two (2) cycles at the beginning of the year.
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HOW TO PLAN YOUR COURSES
In this section, you will find course requirements listed by grade level, followed by full descriptions of courses by discipline.
There are also answers to frequently asked questions to help guide you in your decision-making. At the end of this section, there
is a four-year planning sheet. This planner allows you to look ahead at what courses you may want to take in the future and to
plan pre-requisites now, including having an understanding of the grades necessary to be able to move to an Honors or Advanced
Placement level.
It is important to note that scheduling is a complicated process and not all students will be able to be placed in their first
choice courses. Courses with low enrollment may not be offered. Courses with only one section may have a limit on
enrollment (generally no course will enroll more than 20 students). We do, however, make sure that all students have
options that will prepare them well for the college admission process. The College Counseling Office is involved in course
planning , including meeting one-on-one with rising seniors. See below for FAQ’s:
FAQ’S ABOUT COURSE SELECTION ANSWERED BY AIS’S COLLEGE COUNSELORS:
• How can I be sure that the courses I select at AIS will lead towards a successful college outcome?
1) AIS’s minimum requirements exceed college entrance requirements in terms of both depth (number of years studied) and breadth
(number of areas covered), and, save art courses, are all NCAA approved [no art courses at any school are approved by the NCAA].
2) AIS’s system of departmental recommendation and individual course prerequisites have been designed and reviewed over a long time
to ensure students’ success in AIS coursework. Careful attention is paid every year to checking each student’s progress in order to
determine the next step in coursework and, then, double-checked at the end of the academic year by individual teachers, department
heads and the Upper School Director. The college counselors are brought into any discussion where there is concern on that front.
• What are colleges looking for?
The best path to getting into college is to let things develop as organically as possible in the student’s growth, without trying to secondguess what the colleges want, especially given AIS’s comprehensive offerings, both academic and co-curricular. Every college looks for
different things and that can also change on a yearly basis, so to try and emulate a perceived ideal is not useful. Colleges want interesting
people who have taken advantage of opportunities that matter to them personally (admissions committees are leery of situations which
they perceive to have been orchestrated or forced).
• How do I balance between rigor and breadth?
Usually the student knows the answer to this question intuitively, in terms of what is manageable in her life and priorities. The best path
toward present and future success, including college prospects, is for the student to take on what she can handle with some but not
extreme challenge, considering all aspects of her life – academics, activities, fun and sleep.
• What do I do if I want to accelerate or upgrade from the program I have been recommended for?
1) Acceleration in either level (moving from grade-level to Honors) or breadth (adding an additional course or Independent Science
Research should be carefully discussed with all appropriate parties (advisor, teacher, department head) to determine the feasibility
of such a move. Awareness of the student’s past work and how other students have managed AIS’s curriculum help determine the
probability of success. For example, in nearly every case for the past ten years when students have jumped a level against AIS’s advice,
the student has struggled in that next year and sometimes beyond, especially in math, with negative impact on self-esteem, grades,
and, also college prospects.
2) What if regular external tutoring has been necessary for a student to cope with an existing course? In this case, the need or reliance
on regular tutoring would indicate that the student is over-stretched in that course, and, thus, acceleration in that subject is risky in
terms of time needed and grades earned.
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• What about summer work?
When thinking about taking courses for the summer, it is important to consider all four years in high school, arts and fitness requirements
and co-curricular activities. Sometimes it makes sense to take a required AIS course in the summer in order to move ahead; other times
this idea is a potential mistake in terms of possibly jeopardizing future performance in the next required course. For example, if someone
is not a top math student, taking the foreshortened, intensive summer math course may jeopardize the next year’s course depending
on the summer material, as not only is it important to master the content, but it also is equally important to practice, an opportunity
lost in an abbreviated summer class. If someone wants to do summer work, it may be more advantageous to take an unusual elective to
broaden one’s program and explore/develop new interests. For example, taking a summer genetics course at a local college might lead to
an Independent Study or Independent Science Research at AIS.
Each department makes recommendations for Honors and Advanced Placement based on grades and faculty recommendation.
Students may request advanced standing, but the decision rests with each department. At no time should a student assume a
request for advanced standing will be honored if her grades do not meet the minimum requirement.
Students may not enroll in more than six core courses.
Please be advised that the standard five-course load will equal about three hours of homework a night. If a student enrolls in
Honors or AP or takes a sixth course, she will experience a significantly longer time commitment to homework. It is best to
consider all commitments the student is making, including co-curricular activities both in and outside of school when planning an
advanced course load.
Some important notes:
• AP = Advanced Placement
• Accelerated (this is not an Honors level course; it simply indicates that a student is a year ahead in math,
e.g. a freshman taking geometry)
• All AP courses have pre-requisites with the exception of AP Environmental Science.
• All students enrolled in AP classes must take the AP exam.
• Students who have not been recommended for AP standing and who wish to take an AP course, must see the appropriate
department chair to discuss their wish. The student must have a compelling record to warrant an exception in placement.
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GRADE 9 COURSE OFFERINGS
DepartmentOfferings
English
English I
English I Honors
Classical Language
Latin I
Latin II
Ancient Greek I
Modern Language
French I
French II
French II Honors
Spanish I
Spanish II
Spanish II Honors
Chinese (Mandarin) I
History
Modern World History
Math
Algebra IB
Geometry ACC
Geometry Honors
Science
Physics I
Independent Science Research
Visual and Performing Arts
Theatre I
Choreography Workshop
Music Theory and Harmony
Broadcast Studio
Instrumental Ensemble
Vocal Ensemble
Studio Art I
Media Arts I
Photography I
Athletics, Physical Education, Transitions and Media Literacy
Athletic Offerings
Physical Education Offerings
Alternative Options
Transitions I
Media Literacy
• All students are enrolled in Transitions and Media Literacy.
• If a student chooses to take a Modern Language and a Classical Language, she may delay her Art requirement, or she may fill
the requirement through alternatives. Please see page 36 to review the alternate offerings. It is recommended that the Art
requirement be fulfilled by the end of sophomore year.
• Honors placement is determined by department.
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GRADE 10 COURSE OFFERINGS
DepartmentOfferings
English
English II
English II Honors
Classical Language
Latin I Ancient Greek I
Latin II Ancient Greek II
Latin III
Modern Language
French ISpanish I
French II Spanish II
French II Honors Spanish II Honors
French III Spanish III
Chinese (Mandarin) I
Chinese (Mandarin) II
History
Modern European History
Math
Computer Science
Geometry
Algebra II
Algebra II Accelerated
Algebra II Honors
Science
Chemistry
Chemistry Honors
Computer Science
Engineering for the Future
(1/2 credit, Fall or Spring semester)
Independent Science Research
Visual and Performing Arts
Theatre IBel Cantos
Theatre II Studio Art I
Choreography WorkshopStudio Art II – 3-D Design
(1/2 credit, Fall semester)
Media Arts I
Music Theory and Harmony
Media Arts II
Broadcast Studio Photography I
Instrumental Ensemble Photography II
Vocal Ensemble
Athletics, Physical Education, Transitions and Media Literacy
Athletic Offerings
Physical Education Offerings
Alternative Options
Transitions II
• All students are enrolled in Transitions.
• If a student chooses to take a Modern Language and a Classical Language, she may delay her Art requirement, or she may fill
the requirement through alternatives. Please see page 36 to review the alternate offerings. It is recommended that the Art
requirement be fulfilled by the end of sophomore year.
• Honors placement is determined by department.
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GRADE 11 COURSE OFFERINGS
DepartmentOfferings
English
English III
English III AP
Classical Language
Latin I
Latin II
Latin III
Latin IV Honors
Modern Language
French III
French III Honors
French IV – Conversation and Study of Francophone Cultures
French IV Honors
History
United States History
United States History AP
Math
Algebra II
Precalculus Precalculus Honors
Advanced Algebra/Trigonometry
Women In Antiquities
Ancient Greek I
Ancient Greek II
Ancient Greek III – Introduction to Attic Literature
Spanish III
Spanish III Honors
Spanish IV
Spanish IV Honors
Chinese (Mandarin) I
Chinese (Mandarin) II
Computer Science
Advanced Computer Science
Science
Biology
Independent Science Research
Biology Honors
Computer Science
Biology AP
Advanced Computer Science
Environmental Science AP
Bioethics
Engineering for the Future (one-half credit, Fall or Spring semester)
Visual and Performing Arts
Theatre I
Bel Cantos
Theatre II
Studio Art I
Theatre III
Studio Art II – 3-D Design
Advanced Theatre – Production
Studio Art III Honors
Choreography Workshop
Media Arts
(1/2 credit, Fall semester)
Media Arts II
Music Theory and Harmony
New Media Narrative
Broadcast Studio
Innovations
Instrumental Ensemble Photography I
Vocal Ensemble
Photography II
Photography AP
Athletics, Physical Education, Transitions and Media Literacy
Athletic Offerings
Physical Education Offerings
Alternative Options
Transitions III
• All students are enrolled in Transitions.
• If a student chooses to take a Modern Language and a Classical Language, she may delay her Art requirement, or she may fill the
requirement through alternatives. Please see page 36 to review the alternate offerings.
• Honors / AP placement is determined by department.
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GRADE 12 COURSE OFFERINGS
DepartmentOfferings
English
English IV (semester electives)
English IV AP (full year)
Classical Language
Latin I
Latin II
Latin III
Latin IV Honors
Latin V Honors – Advanced Readings in Latin Literature
Women In Antiquities**
Ancient Greek I
Ancient Greek II
Ancient Greek III – Introduction to Attic Literature
Ancient Greek IV –
Advanced Readings in Greek Literature
Modern Language
French III
French V AP
French III Honors
Spanish III
French IV – Conversation and Spanish III Honors
Study of Francophone Cultures
Spanish IV
French IV Honors
Spanish IV Honors
French V – Conversation and Spanish V
Composition
Spanish V AP
History
European History AP
International Relations
Middle Eastern History Global Health and The Girl Child*
The Third Reich and the Holocaust*
History Through Fiction**
Women In Antiquities**
Math
Precalculus Advanced Algebra / Trigonometry
Statistics
Calculus
Calculus AP (AB)
Advanced Topics in Mathematics (BC)
Computer Science
Advanced Computer Science
Independent Research – Computer Science
Science
Biology AP
Computer Science
Chemistry AP
Advanced Computer Science
Environmental Science AP
Independent Research – Computer Science
Physics C – Mechanics AP
Independent Science Research
Bioethics Global Health and The Girl Child*
Engineering for the Future*** (1/2 credit)
Visual and Performing Arts
Theatre I
Studio Art I
Theatre II
Studio Art II – 3-D Design
Theatre III
Studio Art III Honors
Advanced Theatre – Production
Studio Art IV Honors / AP
Choreography Workshop* (1/2 credit) Media Arts I
American History through Film Media Arts II
Music Theory and Harmony
New Media Narrative
Broadcast Studio
Innovations
Instrumental Ensemble Photography I
Vocal Ensemble
Photography II
Bel Cantos
Photography AP
Athletics, Physical Education, Transitions and Media Literacy
Athletic Offerings
Physical Education Offerings
* Fall semester only
** Spring semester only
Alternative Options
Transitions IV
*** Fall or Spring semester
• All students are enrolled in Transitions.
• If a student chooses to take a Modern Language and a Classical Language, she may delay her Art requirement, or she may fill the
requirement through alternatives. Please see page 36 to review the alternate offerings.
• Honors / AP placement is determined by department.
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COURSE DESCRIPTIONS
ENGLISH
English I (Grade Level and Honors)
The grade level section of 9th grade English strikes a balance between the study of literature and writing and a focus on the
strengthening of fundamental language skills: the mastery of grammar and diction, the formulation of a clear and defensible
thesis statement, the development of logical textual support, and the enhancement of vocabulary. Readings consist of
contemporary and classic works from a range of cultures and literary genres. With each work, students are encouraged to
develop as astute close readers to become aware of both the denotative and connotative aspects of the literature and to
understand the significance of images. English assignments include analytical writing (papers and in-class essays), tests, personal
essays, creative writing and projects.
Prerequisite for English I Honors: A– or above in English 8.
English II (Grade Level and Honors)
The aim of this course is to help students sharpen their thinking skills while refining and broadening their powers of
comprehension and expression. Classes read literary works representing a range of voices, traditions, and genres. Papers are
written both out of class and in class, their objective always being to allow students to explore the ideas of the novels, stories,
plays, and poems they are reading. Some creative writing is assigned, but the purpose of the course is to develop a student’s
ability to write clear, analytical prose. In both written and oral responses, students at the Honors level will be expected to
demonstrate the ability to work independently in developing original and insightful analyses free of irrelevant plot summary.
Prerequisite for English II Honors: A in English I or recommendation of the teacher.
English III (Grade Level and AP)
While this course does not parallel the American history curriculum, it does offer students opportunities to make connections
between themes in American literature and topics in American history. The curriculum includes major works from a variety of
genres, voices, and time periods, which are often supplemented with readings that provide historical or critical background.
Writing assignments range from analytical to creative to personal; studies that draw art and music together are also included.
AP students will prepare for the AP Language and Composition exam taken in May. AP students will focus on analyzing the
language authors use to convey ideas, synthesizing a variety of outside sources. They will also assume greater independence in
developing paper topics and thesis statements.
Prerequisite: English III AP is A in English II or recommendation of the teacher.
English IV (Grade Level)
Please choose one class for Semester 1 and one class for Semester 2.
Semester 1 – Students may choose from the following classes:
• Memoirs
• Ethical and Psychological Issues in Literature
• Literature of Imprisonment and Captivity
Semester 2 – Students may choose from the following classes:
• Detective Fiction
• Creative Writing
• Comedies
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English IV AP (Full Year)
AP students develop critical thinking skills through close study of challenging works representing a variety of genres and
literary periods. As readers, they note the effects of sounds in a poem and patterns of action in a novel. Students in this class
take a leadership role in our discussion of each text. They build expressive skills and intellectual independence by writing
essays analyzing imagery in a poem and papers explaining the theme of a novel or play. They develop creativity by using writing
strategies from our readings in personal essays focused on their own experiences and observations about life. In May, students
take the English Literature AP examination. In addition to the study of literary works, students prepare for this test by writing
actual AP essays and studying sets of graded essays for each question.
Prerequisite for Advanced Placement: A in English III or recommendation of the teacher.
Note: Students enrolled in English IV AP may request either an additional Fall and/or Spring class from the English IV offerings depending
on enrollment (elective).
CLASSICAL LANGUAGE: LATIN
Latin I
Latin I introduces the student to the Latin language and includes the grammar and vocabulary typically covered in middle school.
No prior knowledge of Latin is expected. The student learns to read Latin passages and to compose connected sentences in
Latin. The study of classical culture builds on stories read in class, which focus on ancient history and on myths that have had a
significant effect on subsequent literature and art. Emphasis is placed, too, on Latin vocabulary and its derivatives in English and
other languages. The result of the student’s study of Latin is an improved knowledge of English vocabulary and grammar,
an expanded understanding of the relationship of the ancient world to our own, and an appreciation of other foreign languages
and cultures.
Latin II
Building on concepts learned in Latin I, Latin II students complete their study of Classical Latin grammar while continuing to
build their vocabulary. Students read adapted Latin stories about mythology and Roman history to further develop fluency in the
language. The year culminates as students transition from adapted passages to authentic readings from Caesar’s Commentaries
on the Gallic Wars. Class discussions and projects expand upon the literary, historical, and cultural themes contained in the
readings.
Latin III
Latin III is a transitional reading course guiding students from adapted Latin stories to authentic Roman literature. Students
begin the year by reviewing previously learned grammar and vocabulary from Latin I and II. This grammar review occurs within
the context of stories about some of the greatest mythological heroes of the ancient world, including Perseus, Hercules, and
Jason. Students continue to learn more complex grammatical constructs during the first half of the year. In the second semester,
students take their first steps toward reading and experiencing the great classical literature that forms the basis of the Western
tradition. Poetry selections include some of the most famous mythological episodes from Ovid’s Metamorphoses. The course
develops translation skills and critical reading while also examining the historical, cultural, and literary significance of the works
read in class. While the identification of grammatical constructions in the readings will always be important, students also begin
to appreciate the rhetorical and figurative uses of the Latin language. Ovid is the primary author in Latin III, but other authors are
also read.
Latin IV Honors
Latin IV Honors is a reading course that focuses on the literature of the Golden Age of Latin. Texts include both poetry and prose
and vary by year. Through close readings, students examine these works as literature instead of as mere examples of grammatical
constructs. Students explore and discuss the structure, style, and themes of texts and question the viewpoints of authors. In
addition, the class works towards an understanding of the influences these works have had on subsequent literature. Students
also study the art, political history, culture, and philosophy of this time period in order to contextualize the readings. This course
enables students to take the Latin SAT Subject Test, which is optional, but highly encouraged for motivated students.
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Latin V Honors – Advanced Readings in Latin Literature
Latin V is an advanced reading course that focuses on various literary and cultural themes in ancient Rome via the reading of
Latin texts, both prose and poetry. Through close readings, students work toward an understanding of the structure and themes
of this literature, of authors’ Greek and Latin models, and of their influence on later writing and thinking. Students’ knowledge
of cultural and historical backgrounds is supplemented through discussions and readings in English. The course focuses on
literary criticism of the works under discussion and on articulation of arguments orally and in writing, based on the evidence and
implications of the text.
Note: Latin V students who wish to continue their study of Latin in the second semester may do so as an independent study in consultation
with the Classics Department (keeping in mind that the maximum number of courses allowed is six).
Women In Antiquities
Women’s Life in Antiquity is a one-semester seminar-style class in Classics that examines the place and role of women and girls
in Greek and Roman society. The class is interdisciplinary, using literary, archaeological and artistic evidence to develop a picture
of women’s place in Greece and Rome. Topics covered include: the legal status of women and girls; marriage; women’s daily work,
especially wool-working; literary attitudes to female subjects across several literary genres, but especially love poetry; misogyny;
mythological representations of women; women’s role in civic religion; medical evidence for the treatment of women; and
evidence for women and women’s activities in the material record.
Note: No knowledge of Latin or Greek is required; the class is taught in English. This course counts as a Classics elective or History elective.
CLASSICAL LANGUAGE: GREEK
Ancient Greek I
Greek I introduces students to the grammar and vocabulary of Ancient Attic Greek. After a brief introduction to the Greek
alphabet, students complete approximately half of Greek grammar by the end of the year. The course spends some time on
the Greek roots of English vocabulary and on the connection of Greek with other languages. Readings will focus on mythology,
history, and Greek culture. Knowledge of Latin or another inflected language is required.
Prerequisite: Latin I or the permission of the department.
Ancient Greek II
Greek II focuses on advanced grammar concepts, such as the subjunctive and optative moods, and completes most of the
grammar sequence in Attic Greek. Students read adapted passages and some original authors within the textbook. Readings
will focus on mythology, history, and Greek culture. Attention in class will be given to Greek roots in English vocabulary and to a
comparative analysis of Greek and Latin grammar.
Ancient Greek III – Introduction to Attic Literature
Greek III is designed to serve as a foundation for advanced study of Greek literature in Greek IV or in college. Students complete
the study of Greek grammar and transition from adapted readings in the textbook to an initial examination of Greek literature.
Readings focus on mythology, history, and philosophy. Authors vary by year.
Ancient Greek IV – Advanced Readings in Greek Literature
Students read selections from Lucian, Plato, Sophocles, and Homer in the original Greek. While the course focuses on translation,
it also treats questions involving the author’s composition of these works, the dialect and meter, and the development of
characters, rhetorical devices, and poetic themes.
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MODERN LANGUAGE: FRENCH
French I
This is an introductory French course primarily for students new to the school in grades 8 and 9 with little or no prior knowledge
of French or whose background in the language is at the beginner level. Students move quickly through the first level textbook,
which includes acquisition of everyday vocabulary, elementary grammar and verb forms. Oral skills are developed through paired
activities, presentations, peer review, performances, and activities that encourage students to react to and interpret oral and
print input. Online resources and French news broadcasts immerse students in the language and culture of everyday France and
Francophone countries.
This is an introductory French course primarily for students new to the school in grades 8 and 9 with little or no prior knowledge
of French or whose background in the language is at the beginner level. Students move quickly through the first level textbook,
which includes acquisition of everyday vocabulary, elementary grammar and verb forms. Oral skills are developed through paired
activities, presentations, peer review, performances, and activities that encourage students to react to and interpret oral and
print input. Online resources and French news broadcasts immerse students in the language and culture of everyday France and
francophone countries.
French II
This French language course provides students with a stimulating and culturally rich set of tools for the acquisition of French.
Through a completely integrated film-based course with online audio and speaking support, students learn how to communicate
orally with good pronunciation and intonation. The various grammatical components are integrated into the program. Speaking
and understanding of French are emphasized throughout the year. The text Débuts, accompanied by the film Le Chemin du
Retour, gives the students the opportunity to create a solid linguistic and cultural foundation as well as an appreciation of
francophone culture. Authentic documents, readings, and activities help students make connections between their study of
French, other disciplinary areas, and their own lives.
French II Honors
Conducted entirely in the target language, French II Honors stresses both oral and written communication. The course develops
all four language skills (listening, reading, speaking, and writing) as well as an appreciation of Francophone culture through
a completely integrated film-­based course with videos, CDs, textbooks, and workbooks. Authentic documents and research
projects using the Internet help combine the study of the French language with the development of a better understanding
of francophone cultures. Interactive cultural tools and sources may be provided through short film clips and news from the
international French channel TV5 monde, as well as through other French websites. Critical thinking is encouraged through the
course readings and the study of language in context.
Conducted entirely in the target language, French II Honors stresses both oral and written communication. The course develops
all four language skills (listening, reading, speaking, and writing) as well as an appreciation of Francophone culture through
a completely integrated film-based course with videos, CDs, textbooks, and workbooks. Authentic documents and research
projects using the Internet help combine the study of the French language with the development of a better understanding
of francophone cultures. Interactive cultural tools and sources may be provided through short film clips and news from the
international French channel TV5 monde, as well as through other French websites. Critical thinking is encouraged through the
course readings and the study of language in context.
French III
An intermediate course thoroughly developing the four skills: listening, speaking, reading, and writing. Each skill is equally
encouraged, developed and reinforced. Students progress from sentence-level speech while acquiring more advanced
grammatical structures and verb tenses. The program includes cultural samples that reflect essential literary, historical, artistic,
musical and modern themes from the French-speaking world. Readings include a film script by Louis Malle, short stories and
current events. Students watch and analyze daily news. Classes are conducted entirely in French.
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French III Honors
French III Honors is an upper-level course designed to develop and refine interpersonal, interpretive and presentational
communicative skills in French. Students will not only develop language skills but also a more authentic understanding of
Francophone cultures and French-speaking peoples though intentionally selected diverse materials. Students will encounter
their first original texts of French literature in several genres: the short story, the poem and the novel. They critically view
French films, analyze current events and actively participate in the study of various elements of societies and cultures: identity;
children’s rights; environment; health. Classes are conducted entirely in French. Films include Louis Malle, Au Revoir les Enfants;
De St.Exupéry, Le Petit Prince.
French IV: Conversation and Study of Francophone Cultures
This course is designed to develop and refine interpersonal, interpretive and presentational communicative skills in French.
Students continue to develop their language skills and develop their cultural competency as they study French in a meaningful
context. Through literature, film and current events, they work toward proficiency in all four skills (listening, speaking, reading
and writing). Films include Les Choristes; Oscar et la Dame Rose; Le Roi Soleil. Emphasis is placed on interactive activities that
further cultivate active verbal participation. The course incorporates authentic documents that encourage reflection regarding
history, education, traditions, cultural identity and the arts as well as the text Trésors du Temps.
French IV Honors
This is an advanced, upper level French course, conducted entirely in French and leading to AP in grade twelve. Emphasis is
placed on developing fluency in both speaking and writing through oral presentations, dialogues, and compositions. The course
includes a thorough review of grammar, several unabridged pieces of literature: (Bizet’s Carmen, Lucie Aubrac’s La Résistance
expliquée à mes petits-enfants), Barbara Barnett’s Visages de la Shoah: Marcel Jabelot, cultural units on ‘France and World War II’ as
well as ‘French Impressionism.’ Students study Mme Barnett’s two documentaries Visages de la Shoah and La France Divisée. Other
films include Le Dernier Métro, Café des Rêves, and A la Folie-pas du tout! Students generally take the SAT Subject Test in May or
June.
French V: Conversation and Composition
This course is designed for students who want to enhance their language skills. Focusing on the cultural diversity of the
French-speaking world, the course will encourage students to engage and reflect on the various themes and cultural aspects
of the Francophone world. The text D’accord 3 incorporating a fully integrated video program by Francophone filmmakers,
offers thought-provoking opportunities for students to build their listening comprehension and speaking skills. This program
is designed to increase proficiency in French by engaging students in collaborative situations that are linked to Francophone
culture and daily life.
French V AP
The AP French course provides opportunities for students to develop their language skills in all areas of communication while
enriching their cultural knowledge as they make connections and comparisons between the francophone community and their
own. The text Allons au-delà: La langue et les cultures du monde Francophone is a theme based literary anthology that provides
opportunities for students to integrate language, content, and culture into their own expression. The class is conducted entirely
in French and students are encouraged to express themselves with reasonable fluency and accuracy of expression, both in
written and spoken French. The major components of language, grammar, vocabulary, and idiomatic expressions are taught in
context so that students can use them to convey meaning in the three modes of communication: interpersonal, interpretive, and
presentational. The AP course is structured around six themes: global challenges, science and technology, contemporary life,
personal and public identities, family and communities, and beauty and aesthetics. The students will read Voltaire’s Candide and
explore how the novella engages the above themes. In addition, students are engaged in conversations exploring a broad range
of topics and themes found in the text Face à Face in which each lesson opens up with a short film by a contemporary film maker
from a French speaking country.
Prerequisite: Only students currently enrolled in French IV Honors and maintaining a B+ average are eligible for AP. Other requests must be
made to the department chair and may require testing and/or tutoring.
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MODERN LANGUAGE: SPANISH
Spanish I
This is a beginning Spanish course primarily for students new to the School in grades 8, 9 and 10 with no prior knowledge of
Spanish or whose background in the language is at the beginner level. The course is designed to have students acquire linguistic
proficiency and cultural sensitivity toward the Spanish-speaking world by interweaving language and culture. Each lesson
includes videos and a CD program where the sounds of native speakers and images of their countries are shown. Authentic
documents, such as weather reports or news clips on the Internet, relevant websites, magazines, and music compliment this
course and prepare the student to communicate with a degree of fluency. The present tense and many basic grammatical
concepts are presented. Assessments involve biweekly written and oral quizzes.
Spanish II
Spanish II uses the innovative culture-based video program Destinos. Using video episodes that tell an engaging story of finding
and reuniting the missing members of the Castillo-Saavedra family, the student will practice and develop proficiency in all basic
language skills: speaking, reading, listening, and writing. This course allows beginning language students to hear Spanish and
experience its cultural diversity while following a compelling story full of human emotions. In addition, the course emphasizes
the Hispanic cultures of the world. The course also will make use of internet (news clips, video clips, and articles) to expose the
students to real Spanish in the real world. Assessments involve weekly written and oral quizzes. Semester One focuses on the
history, culture and music of Spain that culminates in a project about Spanish painters and some of their masterpieces. Semester
Two focuses on the history and culture Argentina and Puerto Rico. A special emphasis is placed on the recent history of Argentina
with a focus on the film “La Historia Oficial”.
Spanish II Honors
Spanish II is an intermediate course in Spanish language and culture based on the video series, Destinos. Using video episodes
that tell an engaging story of finding and reuniting the missing members of the Castillo-Savaadra family, the student practices and
develops proficiency in all basic language skills: speaking, reading, listening and writing. In addition the course emphasizes the
Hispanic cultures of the world. Evaluation involves weekly written and oral quizzes. Films and documentaries from Argentina,
Chile, Puerto Rico, and Mexico present additional cultural units. Students are exposed to television shows, soap operas, and
commercials for additional language practice.
Spanish II is an intermediate course in Spanish language and culture based on the video series, Destinos. Using video episodes
that tell an engaging story of finding and reuniting the missing members of the Castillo-Savaadra family, the student will practice
and develop proficiency in all basic language skills: speaking, reading, listening and writing. In addition the course emphasizes the
Hispanic cultures Spain, Mexico, Argentina and Puerto Rico. the world. Evaluation involves weekly written and oral quizzes. Films
and documentaries from Argentina, Chile, Puerto Rico, and Mexico will present additional cultural units. Students will be exposed
to television shows, soap operas, and commercials for additional language practice.
Spanish III
This course will take students on a film-driven journey through the contemporary Spanish-speaking world. It is an interactive
and communicative approach that focuses on using authentic cultural coverage in real, meaningful contexts to develop and
consolidate speaking, listening, reading and writing skills. Authentic short-subject films by Hispanic filmmakers serve as a
springboard for exploring lesson themes and concepts. Our flexible, communicative approach with progressive activities—
from guided to open ended and individual, pair and group—encourages student generated, personal communication.
Intermediate level grammar is embedded within the context of themed units. By the end of the course students will be able to
narrate in the present, past and future tenses regarding a variety of topics including personal relationships, urban life, media
influence, family and the natural environment. Use of authentic materials such as internet articles and video clips further
enriches the students’ journey through Spanish language and culture.
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Spanish III Honors
This course focuses on improving students’ proficiency through writing, reading, listening, and speaking at the intermediate level.
There is a strong emphasis on Latin American and Spanish culture and literature, as well as a regular look into Latin American
and Spanish current events. For that purpose, extensive use of the internet (news clips, video clips, and articles) that exposes
the students to real Spanish in the real world is a critical component to the course. At the same time advanced grammar topics
are reinforced—e.g. most of the verb tenses in Spanish are covered this year. Students apply these concepts through informal
class discussions and interpretative compositions and position papers. Assessments involve biweekly written and oral quizzes.
Semester One focuses on oral presentations about the environment and Human Rights as it pertains the Spanish Speaking world.
Authentic literature in Spanish is also introduced by Álbum a collection of short stories. Semester Two opens up with a unit on the
Spanish Civil War and the viewing of the film “El Viaje de Carol” that will culminate on an oral project/presentation. During this
semester we will read La Dama del Alba a 20th century Spanish play.
Spanish IV
In this course students will continue their journey through Spanish language and culture. Students further develop their
proficiency in reading, writing, listening and speaking skills as they communicate with each other regarding authentic materials
including films from Hispanic filmmakers, as well as Hispanic short stories, poetry newspaper articles, videos and music.
Intermediate to Advanced level grammar is embedded within contextualized themed Units. By the end of the course, students
are able to write about and discuss a variety of topics including the value of ideas, work and finance, science and technology,
leisure time and future challenges using appropriate vocabulary and structures including the perfect, conditional and subjunctive
tenses. In this course, students also read their first novel, La Catrina.
Spanish IV Honors
The Spanish IV Honors program covers the contextual study of Spanish grammar and vocabulary through complex readings,
formal essays, projects and class discussion. The students continue with the study of Latin American cultures via discussion of the
history, religion, economics, and art. The study of literature includes works by such Spanish authors such as Federico Garcia Lorca
and Latin-American authors, such as, (Juan Rulfo, Gabriel Garcia Marquez, and Laura Esquivel.) This course prepares the students
for the SAT Subject Test at the end of the year. Students in this course listen to podcast in Spanish and current events shared by
cable TV channels.
Spanish V
Spanish V offers a panorama of the history, cultures, and societies of Spanish speaking nations, such as Mexico, Spain, Cuba, Peru,
and Argentina. Students are encouraged to participate actively in class discussions using the target language. One of the goals
of this course is to review the grammar and vocabulary needed to discuss current topics. CDs, DVDs, short stories and different
projects help students improve their listening, reading, writing and speaking skills. The students in this course take a field trip to
New York City to see a play at the Teatro Repertorio Espanol in the spring.
Spanish V AP
The goal of Spanish V AP is to provide a college level course in Spanish language and culture while developing interpersonal,
presentational and interpretative language skills. In this course students experience Spanish language through its diverse
cultures, art, films, current events and literatures while improving all basic communication skills. The course is taught entirely
in Spanish and students are expected to adhere to the commitment to communicate exclusively in the target language.
Spanish V AP addresses the new AP format through emphasis on the six temas, or themes: global challenges, science and
technology, contemporary life, personal and public identities, family and communities, and beauty and aesthetics. Complete
works of literature are read in Spanish including Crónica de una muerte anunciada, Los niños tontos, La casa de Bernarda Alba and
selections from the literary anthology, Momentos cumbres de las literaturas hispánicas. Another major component of this course will
be the current events of Spanish speaking countries as presented on cable news channels such as CNN en español, Univision and
BBC Mundo. Students will learn to understand and interpret the issues facing Latin American countries and their impact on US
foreign policy.
Prerequisite: Only students currently enrolled in Spanish IV Honors and maintaining a B+ average are eligible for AP. Other requests must
be made to the department chair and may require testing and/or tutoring.
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MODERN LANGUAGE: CHINESE (MANDARIN)
Chinese (Mandarin) I
Chinese (Mandarin) I is an introductory course in Chinese language and culture. It stresses interpersonal language skills in
speaking and writing through daily situations such as school routines, family, daily life, sports, and food. Students attain beginning
conversational skills and learn about Chinese culture and history. The acquisition of basic elementary Chinese speaking and
writing skills requires commitment and discipline from students.
Chinese (Mandarin) II
In Chinese II (Mandarin) students continue to acquire the essential skills to communicate in speaking and writing, and develop
increasingly more advanced listening skills. Students progress from the novice toward the intermediate level. Chinese (Mandarin)
II stresses the development of presentational speaking and writing, and will engage students in interpersonal conversations and
short informal writing exchanges. Through regular exposure to cultural documents (current events, articles, internet, film, art and
music), students grow to understand important dynamics in contemporary Chinese culture and the interdependence of China
and other world cultures.
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HISTORY
Modern World History
This course involves an examination of world history (non-Western) from 1750 to the present. Students learn about nonWestern cultures and civilizations, often in a comparative context. As the world moves increasingly towards a global community,
it is more important than ever for students to learn about the past histories and present goals and conduct of Asian, African,
Middle Eastern, and Latin American nations. Understanding the distinctive political, economic, social, cultural, and religious
traditions, and how these have evolved over the past centuries, is the primary focus of the course. The year begins with a unit on
world religions and then proceeds chronologically from 1750 to the present.
Modern European History
This course explores Europe’s development over the last 300 years. Through reading, writing, and research, students examine
many of the ideas and institutions that shape the modern world. The topics discussed include: government (absolutism,
constitutionalism, republicanism, democracy, and totalitarianism), diplomacy and war (the balance of power, national unification,
imperialism, World Wars I and II, and the Cold War), economics (capitalism, the Industrial Revolution, socialism, trade unionism,
communism, and the European Union), social developments (the rise of the middle and working classes, women’s rights, the
cradle-to-grave welfare state), intellectual developments (human rights, romanticism, nationalism, liberalism), and the impact of
the French and Russian Revolutions.
United States History
People of every country must understand their nation’s history to be responsible citizens. United States History exposes juniors
to the economic, political, diplomatic, and intellectual developments of the United States so they can better appreciate the
uniqueness of their country. The course, while focusing on traditional themes, such as the American Dream and the movement
West, will also introduce students to elements of social history—for example, responsibilities women assumed in U.S. history
and contributions immigrants made to the American experience. Writing also plays a prominent role in the course, and teachers
expect students to write both short essays and longer research papers.
United States History AP
Advanced Placement United States History is designed for students who are willing and able to undertake the rigorous reading,
writing, and study requirements involved in preparing for the AP exam. All students are required to do a substantial amount
of reading as part of the course, and expected to understand cause and effect relationships behind the “facts,” as well as grasp
complex interpretive studies of the great periods of crisis and dramatic change in the American past. Central to the course is the
development of efficient and useful note-taking strategies. Writing also plays a prominent role in this course. The development
of these skills helps the class gain a deeper understanding of the problems confronting the United States and enables students
to participate, in a perceptive and constructive way, in finding solutions for these problems. Those enrolled in this college level
program take the AP examination in May of the school year.
Prerequisite: An average of B+ in 10th grade history and the permission of the department.
European History Advanced Placement
Advanced Placement European History is available for those students who are willing to dedicate themselves to a challenging
course of reading, writing, class discussion, research, and preparation for the AP exam. The course begins with the Renaissance
and continues until the present day. Students learn about European society, economics, and culture, as well as the diplomacy and
politics of the nations. The course entails extensive readings in primary and secondary sources, work with documents and maps,
and the development of students’ skills in critical thinking, analysis of cause and effect relationships, note taking, test taking,
writing, and oral communication. Those enrolled in this college-level program will take the AP European History exam in May.
Prerequisite: An average of B+ or above in AP United States History or an A– average or above in regular United States History and the
permission of the department.
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International Relations
In International Relations, students will study the transnational interactions among countries and key issues and problems
impacting 21st century international politics and economics. Topics covered include national security, national sovereignty and
the international system, the rise of China and Its Implications for the international system, the role of international institutions
such as the United Nations, regional organizations such as the European Union, war, peace and conflict resolution, the role of
international law, environmental issues, and more. This course has a strong emphasis on collaborative learning, and includes
many projects in which students work in teams to research issues and solve problems.
Middle Eastern History
This course examines in depth the history of the Middle East in the 19th and 20th centuries. Students also gain an understanding
of the historical basis of current issues affecting countries in that part of the world in the 21st century and how such issues affect
the United States. Among the topics considered will be: the formation and spread of Islam; the origins of the Arab-Israeli conflict;
the rise of Islamic fundamentalism; the Persian Gulf War; the Arab Spring; the rise of ISIS. Students also examine how terrorism
emanating out of the Middle East poses danger to American citizens and what strategies the United States government might
employ in response. During the course of the year we explore women’s rights issues, the role of oil in the world economy, and the
importance of religion in modern Middle Eastern life.
Global Health and The Girl Child
Girls present a special set of issues and opportunities in the global health landscape. Maternal health, for example, leads to
greater family health, and, as a result, greater community and society health. This seminar-style course will explore the most
pressing topics in global health issues facing girls today. Anchored by lectures delivered at Agnes Irwin by a distinguished and
internationally recognized group of faculty from the University of Pennsylvania School of Nursing, students explore topics
through discussion, research papers and solution-seeking group challenges. With a special focus on health inequities, this course
discusses chronic illness, the spread and prevention of HIV/AIDS, violence against women, and human trafficking. This course is a
cooperative effort of The Center for the Advancement of Girls (CAG) and The University of Pennsylvania School of Nursing.
Note: This course is open to seniors. Juniors may apply to enroll, but will need to seek instructor approval first. This is a one-half credit
course, Fall semester only.
The Third Reich and the Holocaust
This is a Fall semester long course that examines the rise of the Nazi Party, life under Nazi rule, and the implementation of the
Final Solution. Among the issues considered are: how a movement like Nazism could come to power in 20th century Germany;
how the Nazis were able to create a totalitarian state so quickly and effectively; how and why Nazi anti-Semtism gradually
evolved into genocide; how National Socialist philosophy impacted the German conduct of World War II, as well as the ultimate
legacy of the Third Reich.
Note: Fall semester only. This course counts as a History elective or English elective.
History Through Fiction
This course allows students to examine the interplay between historical events and works of literature. Students read several
signature works in the historical fiction genre, and classes are devoted to both close readings of the texts and to workshopping
student writing. After studying how authors research and write believable settings and characters, students will be expected to
complete either the first 25 pages of a work of historical fiction or two linked short stories.
Note: Spring semester only. This course counts as a History elective or English elective.
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Women In Antiquities
Women’s Life in Antiquity is a one-semester seminar-style class in Classics that examines the place and role of women and girls
in Greek and Roman society. The class is interdisciplinary, using literary, archaeological and artistic evidence to develop a picture
of women’s place in Greece and Rome. Topics covered include: the legal status of women and girls; marriage; women’s daily work,
especially wool-working; literary attitudes to female subjects across several literary genres, but especially love poetry; misogyny;
mythological representations of women; women’s role in civic religion; medical evidence for the treatment of women; and
evidence for women and women’s activities in the material record. No knowledge of Latin or Greek is required.
Note: No knowledge of Latin or Greek is required, the class is taught in English. This course counts as a Classics elective or History elective.
20
MATH PROGRESSION PATH FOR UPPER SCHOOL
Select the box corresponding to your current course. The arrow(s) will indicate your next course (or choice of courses in the case
of Grade 12). The letter above your course indicates the grade you must earn in order to continue on that path.
Grade 12
AP Calculus
AB or BC option
Calculus
Statistics
Advanced Algebra /
Trigonometry
B+
Grade 11
Precalculus Honors
B
Precalculus
Algebra II
B+
Grade 10
Algebra II Honors
B
Algebra II Accelerated
B
Grade 9
Geometry Honors
B
Geometry Accelerated
B
Grade 8
B
Algebra I Honors
Algebra I
HONORS PATH
ACCELERATED PATH
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C– in Algebra I
Geometry
Passing
Algebra IB
C+
Algebra IA
MATHEMATICS
Algebra IB
This course is the second half of the foundation course for Upper School mathematics and consists of the traditional collegepreparatory program. Topics include polynomials, factoring, exponents and exponential functions, quadratic, radical and rational
equations and functions. Students are also introduced to basic geometry concepts in an algebraic framework.
Geometry, Geometry Accelerated, Geometry Honors
This is a study of Euclidean Geometry concentrating on geometric reasoning, lines, angles, triangles, polygons, and circles.
Students solve problems using the Pythagorean Theorem and right triangle trigonometry and will find the areas and volumes
of plane and solid figures. The fourth quarter includes a review of algebra concepts and an introduction to Algebra II.
Prerequisite for Geometry Honors: B or above in Algebra I Honors.
Prerequisite for Geometry Accelerated: B or above in 8th grade Algebra I.
Prerequisite for summer Geometry and acceleration to Algebra II: A in 9th grade; Algebra I and recommendation of the Math Department.
Algebra II
Quadratic and polynomial functions and equations, systems of equations, complex numbers, radical, rational, exponential
and logarithmic functions are the major topics of study in Algebra II. Students are introduced to sequences, combinatorics,
probability, and basic trigonometry. Students will be prepared to take the Level I Math SAT Subject Test at the conclusion of the
course.
Prerequisite for Algebra II: C– or above in Algebra IB. Students deficient in Algebra I should enroll in our summer Algebra II Readiness
course or its equivalent.
Algebra II Accelerated, Algebra II Honors
These courses are more rigorous treatments of the topics of Algebra II—quadratic and polynomial functions and equations,
systems of equations, complex numbers, radical, rational, exponential and logarithmic functions as well as conics, sequence,
combinatorics, probability, and basic trigonometry. Students will be prepared to take the Level I Math SAT Subject Test at the
conclusion of the course.
Prerequisite for Algebra II Honors: B or above in Algebra I Honors and Geometry Honors, or A in both Accelerated Algebra I and
Accelerated Geometry and recommendation of the Math Department.
Prerequisite for Accelerated Algebra II: B or above in 8th grade Accelerated Algebra I, or A in 9th grade Algebra IB, A in Geometry and
recommendation of the Math Department.
Precalculus
This rigorous course is designed for students who intend to study calculus. It includes an extensive study of functions,
trigonometry, logarithms and exponentials.
Prerequisite: B or above in Accelerated Algebra II.
Precalculus Honors
This fast paced and challenging course prepares students for Advanced Placement Calculus. The syllabus covers trigonometry,
logarithmic, exponential and algebraic functions, sequences and series, limits, and analytic geometry. The students are prepared
to take the Level II Math SAT Subject Test at the conclusion of the course.
Prerequisite: B+ or above in Algebra II Honors.
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Advanced Algebra/Trigonometry
This course is designed for girls who have successfully completed Algebra II and wish to continue their study of functions and
trigonometry. Additional units extend understanding of probability and combinatorics and will explore the applications of linear
programming.
Prerequisite: B– or above in Algebra II or a passing grade in Accelerated Algebra II.
Statistics
In this Information Age, the study of statistics has become increasingly important. Statistical methods are needed in many diverse
fields, and the course is required by over 80% of college majors. Statistics are used to determine the meaning of data collected
through polls and surveys. The course includes the mathematics necessary to draw proper conclusions from such surveys and to
show how statistical claims can be useful as well as misleading.
Prerequisite: A passing grade in Accelerated Algebra II, or B– or above in Algebra II.
Calculus
After reviewing the function work of precalculus, this course provides a thorough introduction to calculus, including limits,
derivatives and their applications, and integrals and their applications. Calculus skills are also used to study algebraic,
trigonometric, logarithmic, and exponential functions.
Prerequisite: B or above in Precalculus.
Calculus AP
This is a rigorous college-level course in calculus intended to prepare the students for advanced standing upon entering college.
The students in this college level program will take the Calculus (AB or BC) AP examination in May.
Prerequisite: B+ or above in Precalculus Honors.
Advanced Topics in Mathematics
Following AP/AB Calculus, this course includes the “C” topics omitted in the AP/AB Calculus course, making the BC Calculus exam
an option. The course will include multivariable calculus and series, and, as time permits, topics from differential equations and
linear algebra.
Prerequisite: B– or above in AP/AB Calculus.
Computer Science
All of your favorite mobile apps, websites, music players, video games, and even the productivity tools you use to write papers
and make graphs have something in common: they all are computer programs. Have you ever wondered how to write your
own programs? Computer science gives you a foundation in the theory and practice of computer programming. Major areas
of study include data and control structures, algorithm development, and object-oriented programming. Program debugging
techniques will be emphasized throughout the course. Students compile a digital portfolio of original programs using the Python
programming language. No prior computer programming experience is required.
Note: The course is open to students in grades 10–12.
Advanced Computer Science
In this class, students expand on their knowledge of the Python programming language. Additionally, they learn the basics of
the web-based markup language, HTML. The major focus of the course is to learn web application architecture, design, and
development through project-based learning with the framework web2py. The ultimate goal is for students to be able to produce
their very own web applications throughout the year. In the professional world, programmers generally work in development
teams, so there will be a heavy emphasis on collaborative work and incremental development methodologies.
Prerequisite: Computer Science
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Independent Research: Computer Science
In this computer science elective, students take on an independent computer science project, perhaps outside of school, to
gain practical experience in “real world” programming. Students are matched with mentors from the academic or corporate
community, or with a member of the AIS faculty, who guide their programming project. Students should be committed to
spending hours after school or during the summer months on their projects. Students are expected to demonstrate and describe
their program at the end of their research project, and to write a summary report of the experience.
Prerequisite: Computer Science; this course is graded on a pass/fail basis.
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SCIENCE PROGRESSION PATH FOR UPPER SCHOOL
Select the box corresponding to your current course. The arrows indicate the possible next courses, dependent on your final
grade or department approval.
REQUIRED: One Year Physics, Chemistry and Biology
AP Biology
Grade 12
A–
Grade 11
AP Chemistry
Biology Honors
A–
B+
A–
Chemistry Honors
Grade 10
Biology
Chemistry
A–
Physics I
Grade 9
AP Physics*
(12)
Independent
Science Research
Project (10-12)
Global Health
and the Girl Child
(12)
ELECTIVES
Engineering
for the Future
(10-12)
Independent Research:
Computer Science
Prerequisite:
Advanced Computer Science
Advanced Computer Science
Prerequisite: Computer Science
Bioethics
(11-12)
AP
Environmental
Science
(11-12)
Computer Science
(10-12)
*Required: Math & Science teacher recommendation. Calculus must be taken concurrently.
COMPUTER SCIENCE PATH
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SCIENCE
Physics I
The freshman physics course concentrates on developing an appreciation for and an understanding of matter and energy.
Basic algebraic equations, appropriate to a first year algebra student, are presented and applied, though the emphasis of this
introductory course is conceptual. Topics covered include motion, energy, fundamental forces (gravity, electrostatic, nuclear),
current electricity and waves, light, and sound. Instruction is augmented with relevant applications, interesting demonstrations,
traditional experiments, and creative lab experiences where students are presented with physical situational problems that they
must analyze and solve. Emphasis is on relating the concepts covered in class with what is observed in the everyday world.
Text: Hewitt, Conceptual Physics
Chemistry
General Chemistry focuses on developing the core concepts of chemistry by expanding an understanding of the fundamental
structures and properties of matter using the periodic table as a tool. Students explore the atomic structure, chemical reactions,
kinetic theory, and the nature of matter. While there is a quantitative component involved, the primary goal of the course is to
enhance an understanding of chemical concepts through the use of demonstrations, laboratory work and analogies. Examples
of chemistry in everyday life and in industry are emphasized; students are encouraged to recognize and research the chemistry
applications that are all around them.
Text: Phillips, Strozak and Wistrom, Chemistry Concepts and Applications
Chemistry Honors
In Chemistry Honors, sophomores examine the structure, composition, and function of matter and the changes it undergoes.
Students begin with a review of measurement and calculations before moving on to the following major units: nuclear and
electronic organization of matter, the language of chemistry, phases of matter, solutions and their behavior (including acids
and bases), and chemical reactions (including thermodynamics, kinetics, equilibrium, and oxidation/reduction). The laboratory
activities put theory into practice and makes chemistry come alive. Problem solving and analytical skills are a major emphasis
throughout the course. The students will have the opportunity to take the SAT Subject Test in Chemistry following a diagnostic
exercise given in the Spring, including a recommendation by the teacher.
Text: Davis, Frey, Sarquis, Sarquis, Modern Chemistry
Prerequisite: Recommendation of the department or an A– in Physics I; students must have taken Algebra II or take it concurrently.
Biology
This course, a survey of the foundations of biology, uses a molecular approach that reflects recent developments in the field of
the biological sciences. Topics to be covered include life processes and biochemistry, cell structure and function, animals and
plants, microbiology, cell growth and division, genetics, DNA and RNA, genetic engineering, human body systems and ecology.
An extensive component of theoretical and practical microbiology is included, incorporating a study of the structure and function
of the microscope. The lab period allows students to organize and interpret results obtained by observation and experimentation.
Text: Miller and Levine, Biology, Prentice Hall
Biology Honors
The Biology Honors course is an accelerated high school biology survey course designed to give students a strong grasp of
biological concepts and the major themes that run through life sciences. Students begin the course with a review of chemistry
and then transition into biochemistry, cell biology and genetics for the first semester. The second semester examines
macrobiological concepts such as evolution, ecology, microbiology and plant biology. Note that, due to time constraints, animal
biology and physiology are not covered in this course. Moreover, students must be prepared to not only learn concepts at an
accelerated pace, but also apply them to new and less familiar situations. The course is also designed for students who may elect
to take the SAT II: Biology E/M Subject Test and/or AP Biology.
Text: Modern Biology (Holt, Rinehart, Winston)
Prerequisite: Recommendation of the department or A– in grade-level Chemistry or B+ in Chemistry Honors.
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Biology AP
AP Biology is the capstone course of a two year sequence and is designed to meet the requirements set forth by the College
Board and is the equivalent of the first year of introductory biology at the college level. This course is usually taken in the senior
year following successful completion of Biology Honors as AP Biology is a fast paced and intensive course that requires students
to recall and readily apply information presented in Biology Honors. The course focuses on enduring, conceptual understandings
and the content that supports them in order to understand topics in depth. Learning involves inquiry-based instruction and
science practices within the four overarching “Big Ideas”: evolution, energy, genetics, and interactions between cells and
organisms. Extensive homework, challenging labs and tests are a staple of this course.
Text: Campbell, Reese and Mitchell, Biology (7th Edition)
Prerequisite: Recommendation of the department or an A– in Biology Honors.
Note: Students enrolled in this course are required to take the AP exam in May.
Note for students interested in pursuing AP Biology in the 11th grade: Given the rapid pace, depth and the prominent synthesis of
content across the redesigned AP Biology curriculum, it is highly recommended that students prepare themselves by first taking Biology
Honors in 11th grade, reserving AP Biology for their senior year. However, the Science Department recognizes the need of exceptional
students of outstanding ability who may wish to forgo this recommendation and pursue AP Biology in the 11th grade.
Accordingly, students who desire to take AP Biology in the 11th grade must demonstrate a robust foundation in chemistry as well
as a strong reading comprehension and analytical writing skills through all of the following:
1. Grade of A– or higher in Chemistry Honors.
2. Grade of A– or higher in 10th grade History and English or written recommendation of 10th grade History and English teacher.
3. PSAT scores of 60 or of higher on the Critical Reading and Writing are required as evidence of test taking ability.
Chemistry AP
AP Chemistry is the capstone course of a two year sequence and it is the equivalent of the first year of introductory chemistry
at the college level and follows the curriculum established by the College Board. This course can be taken in the junior year
following successful completion of Chemistry Honors. The course focuses on enduring, conceptual understandings and the
content that supports them in order to understand topics in depth. Learning will involve inquiry-based instruction and science
practices within the six overarching Big Ideas: fundamental building blocks of matter, chemical and physical properties of
materials, changes in matter, rates of chemical reactions, thermodynamics and the role of energy, reversible reactions and
and chemical equilibrium. During the laboratory period, students perform required AP Extensive readings from the textbook,
homework, challenging labs, that are designed to put theory into practice and tests are all part of this fast-paced course. Problem
solving and analytical skills are strongly emphasized in the classroom and laboratory. Students enrolled in this course are
required to take the AP exam in May. Students taking this class as a junior will also be prepared to take the SAT subject test in
chemistry.
Text: Zumdahl, Chemistry
Prerequisite: Recommendation of the department or an A– in Chemistry Honors.
Environmental Science AP
The AP Environmental Science course includes the content of a one-semester, introductory college course, explored in greater
depth over an academic year. The interdisciplinary nature of environmental science illuminates for students the organization and
function of natural system, as well as the complicated relationship of humans to our environment. The course stresses concept
development, scientific methods and issue analysis, through lecture and discussion, readings from a variety of source material,
case studies, projects, and labs. Students should expect data analysis involving basic algebra. Periodic tests model the format of
the AP exam. Students develop an awareness of the regional and global environmental issues they will engage with as adults,
and they will consider differing perspectives on the causes and the possible solutions for environmental problems. Students are
required to take the AP exam in May.
Text: Raven and Berg, Environment (7th Edition)
Note: The course is open to students in grades 11 and 12. Tenth graders with a strong background in Chemistry and Biology will be
considered.
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Physics C: Mechanics AP
The AP Physics C Mechanics course ordinarily forms the first semester of the college sequence that serves as the foundation in
physics for students considering a major in the physical sciences or engineering. Concepts in physics dealing with motion and
energy will be reviewed and expanded. Investigative experiments augment concepts covered in class. The strongest emphasis is
placed on mathematical applications, with students learning to analyze and solve increasingly complex and challenging problems.
Students are required to take the AP exam in May.
Text: Serway & Beichner, Physics for Scientists and Engineers; Young & Freedman, University Physics
Prerequisite: Recommendation of both Math teacher and the science department with a minimum average of A– in both math and science.
Because Physics C is a calculus-based course, students must have a background in calculus or be concurrently enrolled in a calculus class
while taking the course. Algebra, geometry, and trigonometry are also used extensively.
Bioethics
This science elective is concerned with dilemmas caused when the facts of medical/genetic research conflict with the norms and
needs of society. The class focus is on understanding and appreciating relevant biological facts as they confront the principles
and practice of ethical decision-making at the level of the individual, the community, and nations. Current resources such as the
Internet, newspapers, periodicals, and movies are used. Students read about, discuss, debate, role-play, and research topics they
find most relevant. The course is run in seminar format with an emphasis on journal writing and class participation.
Engineering for the Future
This course is designed to introduce students to the field of engineering. The process begins by defining a problem and
collaboratively developing possible solutions. Choosing the best solution is governed by many considerations ranging from
material and manufacturing costs, environmental impacts and legal restraints. Once a path is established, drawings and
prototype models are constructed and tested. The results are evaluated and future improvements or modifications are made.
This one semester course consists of in-class discussions and hands-on laboratory experiments. The text for the class is unusual
as it describes engineering through the stories of women and men successful in this field. By learning the stories of these and
other engineers, students develop an understanding of and an appreciation for this critical process. The laboratory experiments
bring the theoretical class discussions to life. Five experiments are planned that include: designing the best organizer, building
the strongest bridge, building the tallest tower, creating the most efficient model boat and culminating with designing electric
circuits. Given our country’s need for leaders in this field, this course supports our commitment to STEM education.
Note: The course is open to students in grades 10–12. This is a one-half credit course, Fall or Spring semester.
Computer Science
All of your favorite mobile apps, websites, music players, video games, and even the productivity tools you use to write papers
and make graphs have something in common: they all are computer programs. Have you ever wondered how to write your
own programs? Computer science will give you a foundation in the theory and practice of computer programming. Major areas
of study include data and control structures, algorithm development, and object-oriented programming. Program debugging
techniques will be emphasized throughout the course. Students will compile a digital portfolio of original programs using the
Python programming language. No prior computer programming experience is required.
The course is open to students in grades 10–12.
Advanced Computer Science
In this class, students will expand on their knowledge of the Python programming language. Additionally, they will learn the
basics of the web-based markup language, HTML. The major focus of the course will be to learn web application architecture,
design, and development through project-based learning with the framework web2py. The ultimate goal is for students to be
able to produce their very own web applications throughout the year. In the professional world, programmers generally work
in development teams, so there will be a heavy emphasis on collaborative work and incremental development methodologies.
Prerequisite: Computer Science
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Independent Research: Computer Science
In this computer science elective, students will take on an independent computer science project, perhaps outside of school, to
gain practical experience in “real world” programming. Students will be matched with mentors from the academic or corporate
community, or with a member of the AIS faculty, who will guide their programming project. Students should be committed to
spending hours after school or during the summer months on their projects. Students will be expected to demonstrate and
describe their program at the end of their research project, and to write a summary report of the experience.
Prerequisite: Computer Science
Note: This course is graded on a pass/fail basis.
Independent Science Research
In this science elective, students conduct an independent science project (perhaps outside of school) to experience how science
is done in the “real world.” Students are matched with mentors from within the school community or from the academia/industry
who guide their research project. Students should be committed to spending hours after school or during the summer months
completing their projects. Research results may be presented at local science fairs in the spring or written as a paper in the style
of a peer-reviewed journal.
Note: This course counts as an extra 1/2 to 1 credit Science elective (depending on the extent of research and graded on a pass/fail basis)
and is ideal for students who are passionate about science. A student enrolling in Independent Science Research may not exceed six credits
total.
Global Health and The Girl Child
Girls present a special set of issues and opportunities in the global health landscape. Maternal health, for example, leads to
greater family health, and as a result, greater community and society health. This seminar-style course will explore the most
pressing topics in global health issues facing girls today. Anchored by lectures delivered at Agnes Irwin by a distinguished and
internationally recognized group of faculty from the University of Pennsylvania School of Nursing, students will explore topics
through discussion, research papers and solution-seeking group challenges. With a special focus on health inequities, this course
will discuss chronic illness, the spread and prevention of HIV/AIDS, violence against women, and human trafficking. This course is
a cooperative effort of The Center for the Advancement of Girls (CAG) and The University of Pennsylvania School of Nursing.
Note: This course is open to seniors. Juniors may apply to enroll, but will need to seek instructor approval first. This is a one-half credit
course, Fall semester only.
TECHNOLOGY AND INNOVATIONS
Computer Science
All of your favorite mobile apps, websites, music players, video games, and even the productivity tools you use to write papers
and make graphs have something in common: they all are computer programs. Have you ever wondered how to write your
own programs? Computer science gives you a foundation in the theory and practice of computer programming. Major areas
of study include data and control structures, algorithm development, and object-oriented programming. Program debugging
techniques will be emphasized throughout the course. Students compile a digital portfolio of original programs using the Python
programming language. No prior computer programming experience is required.
Note: The course is open to students in grades 10–12.
Advanced Computer Science
In this class, students expand on their knowledge of the Python programming language. Additionally, they learn the basics of
the web-based markup language, HTML. The major focus of the course is to learn web application architecture, design, and
development through project-based learning with the framework web2py. The ultimate goal is for students to be able to produce
their very own web applications throughout the year. In the professional world, programmers generally work in development
teams, so there will be a heavy emphasis on collaborative work and incremental development methodologies.
Prerequisite: Computer Science
29
Independent Research: Computer Science
In this computer science elective, students take on an independent computer science project, perhaps outside of school, to gain
practical experience in “real world” programming. Students matched with mentors from the academic or corporate community,
or with a member of the AIS faculty, who guide their programming project. Students should be committed to spending hours after
school or during the summer months on their projects. Students are expected to demonstrate and describe their program at the
end of their research project, and to write a summary report of the experience.
Prerequisite: Computer Science; this course is graded on a pass/fail basis.
Media Arts I
Media Arts I is a foundation course which introduces the basic design elements of line, shape, texture, value, and color and
illustrates how they are applied to the world of digital design. Students gain a basic knowledge of a variety of digital applications
and their practical and aesthetic capabilities through the hands-on use of computers, scanners, and digital cameras. It is with
these skills that students will begin to develop unique and personal expressions in art and design. Emphasis will be placed on
creative problem solving and independent thinking through the use of a sketchbook in which they will record their explorations
and discoveries. Students will be introduced to Adobe Photoshop, Illustrator, InDesign and Dreamweaver (web design), as well as
a general introduction into time based media or sequential art. There are no prerequisites, and this course does not require any
prior art experience.
Media Arts II
A continuation of Media Arts I, students further their exploration of graphic design. Students learn about the history of
typography as well as major movements in the field of graphics. The main emphasis of this course is the exploration of problems
and possible solutions that integrate the use of dynamic composition, combining images and typefaces (layering), photography
and space (transparency) as effective ways to solve visual problems. Students continue to use the sketch book or journal to
record their discoveries, as well as further develop their skills using Adobe’s Creative Suite.
Prerequisite: Media Arts I.
New Media Narrative
In this course, students elect to concentrate in either graphic design or digital storytelling. In graphic design, the emphasis
lies on several key 21st century skills and how they translate into the ever-changing digital world. Digital storytelling focuses
on techniques of the craft and the use of interactive media for promotional campaigns. These two concentrations meld in the
explorations of the creative ways in which designers use information graphics, streaming video, and web 2.0 tools as a means for
expressing ideas and visual imagery as communication. Open to all Juniors and Seniors with permission of the instructor.
Innovations
This is a single-semester, project-based course using CAD and other drawing programs to design and fabricate objects with the
3-D printers and Laser Cutter. Students develop skills in elements of design, working knowledge of CAD, applied mathematics
(depends on student’s background), and spatial reasoning.
Note: Open to students in grades 11 and 12; offered in both semesters. This course counts as an Arts elective or Computer Science elective.
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VISUAL AND PERFORMING ARTS
Any of the arts courses listed below satisfy The Agnes Irwin School requirement of one course credit in the visual and performing
arts. Arts courses are counted in the overall academic average proportionate to the number of class meetings.
THEATRE ARTS OFFERINGS
Theatre I
This year-long course is designed to give the student an increased appreciation and experience in theatre as an art form.
The students read, write and evaluate plays as well as view and critique live, filmed, and taped performances. They explore
techniques in acting, voice, movement, writing, design, and production in addition to theatre history, culture, and technology.
Theatre II
This year-long course continues and expands on theory and technique explored in Theatre I. Students are challenged to develop
deeper understanding of the principles presented in prior classes as they apply to acting, voice, movement, writing, design,
and production. Performance/Design opportunities are identified and developed throughout the year. This year-long course is
offered to those who have completed Theater I or by audition.
Theatre III
Building on the knowledge acquired in previous theatre courses, Theatre III affords participants the opportunity to further
develop techniques in acting, writing, design and production in a conservatory environment. Both on-campus and off-campus
production opportunities are explored, as well as collaborative projects. This year-long course is offered to those who have
completed Theater I/II or by audition.
Advanced Theatre: New Media Narrative
In this course students work at a more advanced level in digital illustration with an emphasis on time-based media. With guidance
from the instructors, students are encouraged to explore and refine skills and techniques developed either in or through prior
curriculum. This course should be considered for any student who wishes to explore advanced forms of communication where
both print and interactive media have become an industry standard.
Prerequisite: Media Arts II/Theatre III or permission of instructor.
Advanced Theatre: Production
This one semester class is designed to afford students the experience of production, directing, designing, building, budgeting,
budgeting and marketing their own production. The production team will select an appropriate script for production based on the
number of students in the class, choose their director(s), designers, etc. and work within a designated budget. Problem solving,
collaboration, financial responsibility, leadership are among the skills that this experience will be addressed. Assessment is based
on the final public performance and student participation in the production process. Open to seniors who have completed all
course levels of theatre and/or equivalent school-sponsored productions. Juniors admitted with permission of the instructor
(Spring semester only).
Prerequisite: Media Arts II / Theatre III or permission of instructor.
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Choreography Workshop
The course is designed to provide students with knowledge and practical application in the art of dance composition
(choreography). Focusing on the creative process and the manipulation of the dance elements of time, space, and energy in the
making of dance works, course themes include improvisational structures, choreographic design, form, style, theme/variation,
motivation, autobiography, production elements, and critical analysis of dance works. Through this workshop, students research
and produce a written description and personal reflection of the work of a contemporary choreographer, as well as create and
perform dance compositions that reflect choreographic concepts.
Note: This workshop meets twice a week during the Fall semester and receives a one-half credit course.
American History through Film
This is a year long course dealing with the history of American film. Students watch noteworthy American movies of various
genres—westerns, comedies, musicals, crime films—all within an historical context. They are expected to understand how
politics, military campaigns, and social concerns influenced both film makers and the movie going public; and they learn why the
popularity of certain films is often transitory. Students are also required to write papers analyzing various films.
Note: This course counts as an Arts elective or History elective.
MUSIC OFFERINGS
Music Theory and Harmony
This course provides an introduction to the basic elements of music theory. Students augment their ability to read music and to
understand musical vocabulary, to learn fundamental compositional and music analysis practices, and to develop their critical
listening skills. Participants apply learned concepts through a variety of analysis and composition projects. The course meets
three days out of a six-day cycle for a full credit.
Broadcast Studio (Full year/semester)
Students learn the basics of the artistic and technical sides of studio production both in video and sound. Camera work, editing,
sound mixing, pre- and post-production procedures and as well as the artistic processes at come in to play when producing in and
for the electronic studio. The technology and science of both processes will be explained and explored.
MUSIC PERFORMANCE GROUPS
Instrumental Ensemble
This is the primary performing group open to all upper school instrumentalists. The ensemble performs regularly throughout the
year at school and local events. Students develop their musicianship and instrumental skills as they learn to perform music from
orchestral, band, and popular genres. Participants need to have a basic ability to read music and moderate proficiency on their
instrument, though there is no audition to join. This course meets regularly throughout the year and is for a full arts credit.
Vocal Ensemble
Any interested Upper School student is eligible to join the Vocal Ensemble. Students perform at the annual Winter Holiday
Concert (December), Haverford-Baldwin-AIS Concert (April), and at AIS’s graduation (June). The chorus also performs at school
assemblies and events.
Note: No audition is necessary. It is open to all grades. All students interested in auditioning for Bel Cantos must have at least one year’s
participation in the Vocal Ensemble.
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Bel Cantos
This choral group performs mostly a cappella music. Consisting of between 16–18 singers, membership is by audition only.
A Bel Canto requirement is participation in the Upper School Vocal Ensemble. The Bel Cantos perform extensively throughout
the school year at a variety of concerts, community events, schools, hospitals, Inter-school concerts, and winter holiday activities.
Students must have at least one year choral experience and good music reading and singing skills. Auditions occur in late spring.
Prerequisite: One year’s participation in the Upper School Vocal Ensemble. Successful audition required.
Note: Bel Cantos rehearse every school day from 7:25–8:00 a.m. and occasional weekend times for a full credit.
VISUAL ARTS OFFERINGS
The objectives of all Visual Arts classes are:
1) to develop visual and manual skills;
2) to encourage creative and divergent thinking and openness to experimentation;
3) to help students express personal perspectives in a visual format; and
4) to foster understanding of the relationship of art to ideas with a global perspective. Books, slides, computerized presentations,
videos, and field trips enhance the intellectual understanding and the sensory enjoyment of the visual arts.
Studio Art I – Fundamentals of Visual Art
This is a foundation class in which students work with the basic elements of art; line, shape, form, texture, value, perspective,
color, and composition are all emphasized. Students have an opportunity to improve their skills and to work with a variety of
techniques and media, which may include pencil, charcoal, colored pencils, oil and chalk pastel, watercolor, acrylic and/or oil paint.
Exercises in collage, pen illustration and design, mixed-media observational drawing, painting, wire sculpture, etc. allow students
to gain important skills and take pleasure in the creative process. Students participate in class critiques and discussions regarding
class work and weekly homework assignments and study historical and contemporary artists and styles. Personal expression and
experimentation with ideas and materials are emphasized in homework sketchbooks. All first-year art students must take this
class as a prerequisite to other studio art courses.
Studio Art II – 3-D Design
This second year of Studio Art is an intermediate level course with primary focus on 3-D design. Students further explore the
elements of art and how they can be applied to the physical world around us. Through the use of clay, wood, metal, paper, textile,
mixed media, and found objects, students will be given the opportunity to closely observe and interpret the physical world by
utilizing their imagination and creativity and the ability to translate into 3-D. Class assignments reinforce observation, creative
thinking and imagination, and the principles and elements of compositional design. Students explore concepts and discuss each
others’ work and the work of master artists.
Prerequisite: Studio Art I
Studio Art III Honors – Painting, Drawing, Printmaking and Sculpture
This is a third year course focusing on creative thinking and advancement of technical skills for the production of professional
quality work in drawing, painting, printmaking, and design. Project assignments combine observation of live subjects and
photographic resources with creative problem solving. Studio instruction and sketchbook homework emphasize creative
experiences with the art principles and elements of composition which focus on spatial illusionism, modeling of form, color, light,
and atmospheric effects. The year is divided into work with landscape, still life, and figurative subjects. Students begin to develop
a personal stylistic statement and to exhibit their work, both in the school and in the broader community. Seniors in Studio Art III
concentrate on creating digital portfolio pages with a selection of their best work for their college application portfolio.
Prerequisite: Studio Art II
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Studio Art III – Focused Concentration
In this third year of Studio Art, students may elect to concentrate on a specific medium or a combination of several. Project
assignments will combine observational skills with creative problem solving. Studio instruction and sketchbook homework
emphasize creative experiences with art principles and elements of composition. Students begin to develop a personal stylistic
statement and to exhibit their work, both in the school and in the broader community. Students at this level begin to build a
quality portfolio.
Prerequisite: Studio Art II
Studio Art IV Honors / Advanced Placement – Painting, Drawing and 3-D
In Studio Art IV, students work at an advanced level in drawing, painting, and 3-D. Projects and instruction are designed to
encourage sophisticated solutions from each student and to advance her technical skill and capacity for creative expression.
In this class each student develops a personal thematic concentration in a subject, medium, and theme, reflecting individual
interest. There are opportunities to exhibit work in the community. AP students must prepare and plan their portfolio of 24 high
quality pieces to submit for the AP grading review by the College Board in the spring.
Prerequisite: Studio Art III Honors and a portfolio review.
Media Arts I
Media Arts I is a foundation course which introduces the basic design elements of line, shape, texture, value, and color and
illustrates how they are applied to the world of digital design. Students gain a basic knowledge of a variety of digital applications
and their practical and aesthetic capabilities through the hands-on use of computers, scanners, and digital cameras. It is with
these skills that students will begin to develop unique and personal expressions in art and design. Emphasis will be placed on
creative problem solving and independent thinking through the use of a sketchbook in which they will record their explorations
and discoveries. Students will be introduced to Adobe Photoshop, Adobe Illustrator, Adobe InDesign and web design
(Dreamweaver), as well as a general introduction into time based media or sequential art. There are no prerequisites, and this
course does not require any prior art experience.
Media Arts II
A continuation of Media Arts I, students further their exploration of graphic design. Students learn about the history of
typography as well as major movements in the field of graphics. The main emphasis of this course is the exploration of problems
and possible solutions that integrate the use of dynamic composition, combining images and typefaces (layering), photography
and space (transparency) as effective ways to solve visual problems. Students continue to use the sketch book or journal to
record their discoveries, as well as further develop their skills using Adobe’s Creative Suite.
Prerequisite: Media Arts I.
New Media Narrative
In this course, students elect to concentrate in either graphic design or digital storytelling. In graphic design, the emphasis
lies on several key 21st century skills and how they translate into the ever-changing digital world. Digital storytelling focuses
on techniques of the craft and the use of interactive media for promotional campaigns. These two concentrations meld in the
explorations of the creative ways in which designers use information graphics, streaming video, and web 2.0 tools as a means for
expressing ideas and visual imagery as communication. Open to all Juniors and Seniors with permission of the instructor.
Innovations
This is a single-semester, project-based course using CAD and other drawing programs to design and fabricate objects with the
3-D printers and Laser Cutter. Students develop skills in elements of design, working knowledge of CAD, applied mathematics
(depends on student’s background), and spatial reasoning.
Note: Open to students in grades 11 and 12; offered in both semesters. This course counts as an Arts elective or Computer Science elective.
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Photography I
In Photography I, students learn how to “see” photographically, with the camera as their eyes, and acquire the skills necessary
to achieve their vision on film. Through a series of creative and technical assignments students learn how utilize all functions of
a 35mm film camera to control the final product, including the appearance of light and the illusion of motion within each shot.
Students learn to process their own negatives and print black and white photographs in the darkroom. A sampling of assignments
includes: natural light portraiture, sepia toning, and a dream series or narrative.
Photography II
Photography II is an advanced course that builds on the fundamental techniques and methodologies learned in Photography
I. Shooting in 35mm black and white film, students complete a series of assignments based on the principles of 2-dimensional
design such as balance, contrast, and proportion/scale. Students will broaden the range of skills required to produce and
manipulate images creatively in the darkroom. After first trimester, digital photography is introduced with a focus specifically on
the idea of “multiple images.” Using Adobe Photoshop, students learn how to creatively organize, edit, manipulate, and present
their digital photographs. Group critiques occur regularly at the close of each assignment. This course prepares students for the
production of conceptually and technically sound work as they move into AP Photography.
Prerequisite: Photography I.
Advanced Placement Studio Art: Photography
Advanced Placement Studio Art: Photography is the capstone of the three formal Photography courses offered at our school.
It is a year for refining technical skills in shooting, for printing in the darkroom, and for learning more about digital photography
and the power of Adobe Photoshop. The first trimester offers open-ended assignments aimed to assist students in finding their
personal passion in photography, including self-portraits, mini-concentrations, and digital compositing, all of which have plenty of
room for unique answers to the questions posed. After the first trimester, students declare a concentration for their AP Portfolio
and spend the duration of the year building upon their individual focus while continuing to explore a variety of styles and subjects
for their “breadth” section of the portfolio. By the end of the year, students not only have assembled a cohesive and professional
portfolio, but have written photography exhibition reviews, engaged in numerous Photoshop workshops, experimented with
alternative process printing, and visited at least one photographic gallery in either Philadelphia or New York City.
Prerequisite: Photography II and portfolio review.
ALTERNATIVES TO THE VISUAL AND PERFORMING ARTS GRADUATION REQUIREMENT
All AIS students are required to take a minimum of one year of an AIS arts course for graduation.
1. Under certain circumstances an Upper School student may meet this requirement through a visual or performing arts activity
outside of school or through the Agnes Irwin Summer at AIS program.
• The activity needs approval by the Chair of the Visual and Performing Arts Department and the Director of the Upper School.
• Any outside activity considered for an arts requirement must involve the investment of substantial time and, typically, must
be shared with the AIS community through an exhibition or performance.
2. In addition to the Visual and Performing Arts offerings listed in this Course Book, a student who completes any of the following
options during her upper school years will meet her arts requirement. Students must speak to the Department Chair by the
drop/add period which will conclude after two (2) cycles at the beginning of the year.
• Two seasons of Set Design participation;
• Two seasons of Stage Crew participation;
• Two years of Vocal Ensemble participation, including taking part in the performances of the Vocal Ensemble;
• Two years of Instrumental Ensemble participation, including taking part in the performances of the Instrumental Ensemble;
• Participation in two drama productions (this includes “tech” as well as acting);
• Participation in two Dance Motion productions, including the classes and rehearsals associated herewith;
Students may “mix and match” from the options listed above with the approval of the Department Chair and the Director of the
Upper School—for example, one year of Art Club and one year of Vocal Ensemble.
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ATHLETICS, PHYSICAL EDUCATION, TRANSITIONS, AND MEDIA LITERACY
The requirements for all students are as follows: 9th and 10th grade—three seasons of activity; 11th and 12th grade—two
seasons of activity. Requirements can be met by participation in our athletic program, PE Offerings or Additional Offerings.
Athletics
Our interscholastic teams are:
Fall
Winter
Spring
Cross Country – V
Basketball – V & JV
Crew – V, JV & Novice
Field Hockey – V & JV
Squash – V & JV
Lacrosse – V & JV
Soccer – V & JV
Swimming – V
Softball – V & JV
Tennis – V & JV
Diving – V
Golf – V
Volleyball – V & JV
Track – V
Physical Education Offerings:
•Fitness
•Zumba
•Cardio-Kickboxing
•Yoga
Seasonal Alternative Options:
• Fall – Dance, Fall Crew, Team Manager, Independent Athletic Waiver, Musical/Stage Crew (10th, 11th and 12th grade only)
• Winter – Dance Motion, Winter Crew, Robotics, Independent Athletic Waiver, Team Manager, Play/Stage Crew (10th, 11th
and 12th grade only)
• Spring – Dance, Team Manager, Independent Athletic Waiver
Alternative Options:
• Musical/Play/Stage Crew – 10th, 11th and 12th grade only; may only be used for one sports season per year
• Independent Athletic Waiver – Designed to provide credit to student/athletes who participate in a sport that AIS does not
offer, participates in a sport at an elite level, practices and competes in a sport that exceeds eight hours of practice time per
week. If a student is applying for an independent this athlete must also be competing/playing for that sport at AIS. All forms
must be submitted and approved BEFORE the start of each season.
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TRANSITIONS
All Transitions classes meet one day of the seven-day cycle.
Transitions I
The topics covered, but not limited to, are: time and stress management, Drug and Alcohol education, body image and
eating disorders, communication with peers and parents, relationships, gender issues/STD’s, mental Illness, SAT and college
information, course planning and exam preparation. The class is discussion centered, focusing on student participation.
Transitions II
Through hands-on experience, students’ progress into a deeper understanding of food: the properties that nourish us, an
exploration of the western diet and the impact it has on our health, and the importance of sustainable practices. Other topics
discussed Drug and Alcohol Education, Reproductive Health and Sexuality. The year ends with CPR and AED Training and
Certification.
Transitions III
Covers units on Financial Literacy, self-defense, participation in discussion-based units on various age-pertinent topics
(e.g. sexuality, safe driving), and the college search.
Transitions IV
The topics covered include the college application process, stress management, relationships, skin cancer, STD’s, sex and
nutrition, mental illness, depression, suicide, substance use, and other life skills.
Media Literacy
Media Literacy is a dynamic course of study, which encourages students to look past the face value of the media (Internet,
television, radio, magazines, newspapers, etc.) and question the motives beneath the messages. Media literacy incorporates
both self-directed individual and group projects to develop the 21st century skills necessary for success in college and beyond.
Students are introduced to Microsoft Office applications, Google Docs, and other Web 2.0 productivity and communication tools.
The course also addresses Internet safety, research skills, copyright and fair use, information seeking strategies, net neutrality,
and advertising techniques and consumer culture. A thread that runs through many units asks students to examine their digital
footprint and to think about how they present their own messages in the online world.
Participation in Community Service (40 hours)
The purpose of the Community Service program mirrors the mission of The Agnes Irwin School to empower girls to learn, to
lead, and to live a legacy. Community service refers to students’ participation in the community outside of school and can consist
of direct service to others as well as research or advocacy on an issue of significance to the community. Students benefit from
volunteering by building on their leadership, communication, problem solving, and decision-making skills, while also learning
about themselves.
Students are required to participate in a minimum of 40 hours of Community Service to graduate. There are a number of ways
to do this, and most students complete the requirement by Fall of their senior year. Hours can be earned through involvement
in service-themed clubs, team outreach events, and programs sponsored by the Student Outreach Services Board. Many Special
Studies Program (SSPs) have a community service component. Students are made aware of community service opportunities on
a continuous basis throughout the school year, and it is their responsibility to act upon the information. Service is not limited to
the options presented at school but must be approved by the Community Service Director prior to the activity. Students may not
complete more than 50 percent of the required hours at the same organization. All forms can be obtained from the Community
Service Director and should be submitted within two weeks after the completion of any service.
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COURSE PLANNER
Student Name___________________________________________ Graduation Year__________ Advisor___________________________________________
Department
Grade 9
Grade 10
Grade 11
Grade 12
Years Req.
English
(English IV pick a first and
second choice
each semester.)
4
q
q
q
q
Classical
Language
3
or through
Latin III
Modern
Language
or
Greek III
q
q
q
q
History
3
Math
3
q
q
q
q
Science
3
q
q
q
Visual and
Performing Arts
1
1st Choice
q
2nd Choice
Electives
1st Choice
0
2nd Choice
Athletics,
PE, Transitions,
and Media
Literacy
4
p
q Check box if student would like to be considered for a higher level course than currently enrolled in this year.
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