Grades 6 to 10

Grade 6 English incorporates all of the fundamental skills of literacy. Students examine themes that directly impact their lives, such as change, choice, identity, and community. They also explore literary elements and figurative language through the close study of works including selected scenes from William Shakespeare; Lois Lowry’s Newbery Medal-winning novel The Giver; Linda Sue Park’s novel A Long Walk to Water; and short stories from a wide variety of authors, time periods, and perspectives. Summer reading is integral to the start of the year while supplemental workshops encourage and facilitate independent reading throughout the school year. Woven into the literature curriculum is a sharp focus on grammar, mechanics, spelling, and vocabulary. Writing includes essays, memoirs, fantasies, poetry, and personal speeches.

Grade 7 English students read a range of texts including Nobel Prize winner William Golding’s Lord of the Flies, S.E. Hinton’s The Outsiders, Walter Dean Myer’s Monster, William Shakespeare’s The Tempest, and short stories and poetry from a variety of authors, time periods, and perspectives. Each text is examined through both a thematic and a stylistic lens, dictated by the unit’s guiding questions. As a means of deepening their connection to the literature, students are consistently asked to make text-to-self connections and generate personal responses to the readings. Writing skills are a focus in the classroom and in assessments. Students practice organizing and drafting formal essays, with particular emphases on the use of textual evidence and argument. Other assessments include analytical tests, group and individual oral presentations, visual projects, acting performances, debates, and creative writing pieces. In addition, students are consistently presented with vocabulary, spelling, and grammar-building exercises designed to improve their writing and language skills.

Grade 8 English is a literature-centered course that emphasizes the development of active reading and comprehension skills. Students learn to generate clear, concise prose and apply textual evidence in their writing. Vocabulary, spelling, grammar, and mechanics are regularly incorporated into the literature curriculum, which, in part, runs parallel to the social studies curriculum. Themes of self-assertion, prejudice, integrity, and injustice are explored in Sherman Alexie’s Absolutely True Diary of a Part-Time Indian; Harper Lee’s To Kill A Mockingbird, and Gene Luen Yang’s American Born Chinese, while linguistic devices and plot techniques are studied in William Shakespeare’s Twelfth Night. Assessments for the course include persuasive and personal essays, visual projects, unit tests, weekly quizzes, speeches, and regular written exercises.

MYP Language and Literature 9 is a course designed to build upon the Middle School curriculum and to develop the more challenging reading, writing, and critical thinking skills demanded of the International Baccalaureate program. Students read and analyze Hermann Hesse’s Siddhartha, George Orwell’s 1984, J.D. Salinger’s The Catcher in The Rye, Marjane Satrapi’s Persepolis, William Shakespeare’s Romeo and Juliet, and selected poetry and short stories. Despite the differences in style, voice, and genre, these units share common themes centered on free will, fate, and the evolution of one’s own identity. Class discussions compel students to ponder how cultural, religious, and political contexts affect the development of the individual and of society. Written assessments include formal essays, personal reflections, persuasive speeches, and various creative pieces. The writing curriculum is enhanced through regular lessons and assessments on grammar, mechanics, and vocabulary.

MYP Language and Literature 10 is the last course of the International Baccalaureate Middle Years Program, ultimately preparing students for the rigors of the two-year Diploma Program. The curriculum includes David Mitchell’s Black Swan Green, Sylvia Plath’s The Bell Jar, Reginald Rose’s Twelve Angry Men, William Shakespeare’s Julius Caesar, selected poetry, and short stories. As students read and analyze these texts on the turbulent intersections of identity and fate, they make connections to past works and to their own lives. They also learn to trace the development of recurring themes, narrative perspectives, and literary devices that transcend genre, time, and culture. The course provides a range of opportunities for oral and written expression, including tests, essays, dramatic scenes, formal speeches, and creative writing. The curriculum is supplemented by regular lessons and assessments on grammar and vocabulary.

The Mathematics 6 course is designed for students to use their critical thinking skills and recognize the existence of mathematics in the world around them. The curriculum provides students with a strong background in numbers, operations, and arithmetic, allowing them to be successful in subsequent mathematics courses. Throughout the course, students work collaboratively and independently, and learn to critique their peers’ work. Students apply their skills towards graphing, logic, rational numbers, order of operations, data analysis, probability and statistics, and geometry. This course provides students with many opportunities to demonstrate their mastery of mathematics. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

Pre-algebra is an introductory algebra course. The course is designed to introduce students to abstract mathematics concepts and thinking and begin to develop the concept of pro-numeration. Students learn how to apply mathematical expressions, equations, and graphs to various real-life examples and how to represent situations using multiple facets. Students apply their algebra skills through graphing, order of operations, linear equations, linear inequalities, logic, rational and irrational numbers, radicals, proportions, and applications of percentages. This course provides students many opportunities to demonstrate their mastery of pre-algebra. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

Algebra I focuses on the elementary rules of mathematics, building a strong foundation for future mathematics courses. The curriculum includes solving and graphing linear equations and inequalities, simplifying exponential and radical expressions, and exploring polynomials. Students learn various ways to solve quadratic and rational equations. Discussions are frequent to relate these topics to various real-life situations. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

This course focuses on the theorems of Euclid, with some formal proofs, but an emphasis on the understanding of the concepts and properties of these theorems and an application to numerical and problem solving situations. After the study of triangle properties, students are introduced to the three basic trigonometric ratios and their application to real-life situations. Students work on problems involving two and three-dimensional objects and the calculation of area, surface area, and volume. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

The first part of this course focuses on elementary rules of mathematics, building a strong foundation for future mathematics courses. Students focus on solving and graphing linear equations and inequalities, as well as polynomials.

The course then transitions to Geometry with a focus on the theorems of Euclid with some formal proofs, but an emphasis on the understanding of the concepts and properties of these theorems and an application to numerical and problem-solving situations. After the study of triangle properties, students are introduced to the three basic trigonometric ratios and their application to real-life situations. Students work on problems involving two and three-dimensional objects and the calculation of area, surface area, and volume. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

The Algebra II & Trigonometry Honors course offers students a more in-depth study of the topics offered in Algebra II & Trigonometry. Students are expected to analyze problems and apply skills both graphically and algebraically in both theoretical and real-world applications. The curriculum includes algebraic systems of equations and inequalities, sequences and series, direct and inverse variation, statistics, probability, permutations and combinations, and an in-depth study of various types of functions. The course concludes with a study of trigonometry, focusing on triangle trigonometry, trigonometric identities and n introduction to trigonometric ratios and trigonometric graphs

In Algebra II & Trig Honors there is emphasis placed on building skills needed to prepare students for a smooth transition to the Diploma Program. Throughout the year, students in this course are assessed using the Middle Years Program Criteria; A: Knowing and Understanding, B: Investigating Patterns, C: Communicating, and D: Applying Mathematics in Real-Life Contexts.

This course offers students an integrated approach to precalculus and calculus. It includes the elements of algebra and analytic geometry necessary to study calculus of one variable. Topics covered in this course include functions, limits, continuity, differentiation of algebraic functions, and applications of differentiation.

Assessment consists of homework, in-class quizzes and tests, and investigations.

In this course, students study an introduction to chemistry, biology, and physics. The course culminates in an application to astronomy and earth science. Students learn about the scientific method to test a hypothesis. In the study of chemistry, they learn about the Bohr model of the atom, ionic and covalent bonding, and write balanced chemical equations. They perform various experiments to determine whether there is a physical or chemical change. Students are introduced to the pH scale and make an indicator to see if common liquids like orange juice and detergent are acids, bases, or neutral. In their study of biology, students observe plant and animal cells to see their similarities and differences and learn how to categorize organisms. Students will explore waves, sound, and color. In an introduction to planet earth, students will study its place in the solar system, geological processes, and natural resources.

For all units, the students write lab reports to analyze their findings. They write essays, complete homework assignments, and take quizzes and tests to focus their learning on the above key content areas. Finally, participation in group discussions and group work, and effort in all areas, are assessed.

Students will continue their studies of biology, chemistry, and physics with applications to astronomy and Earth science. Acids and bases will be approached from a chemical perspective. Ecosystems and biomes will be studied from an experimental and experiential point of view. In physics, our study of waves will focus on electromagnetic and seismic waves. For all units, students will be assessed summatively through unit tests, as well as experimental lab reports and projects.

In Physical Science, students build on their previous year’s work in biology, chemistry, and physics to engage in original experimental design through controlled investigations in the study of the scientific method.. The Law of Conservation of Matter is “discovered” as students change matter with energy and determine if mass is created, lost, or neither. Students then examine forms of energy and explore the relationship between potential and kinetic energy. They learn about Isaac Newton’s first and second laws of motion as well as work, power, and simple and compound machines. In their unit on chemistry, students are able to use Bohr models to draw compounds, both ionically and covalently, and balance equations with polyatomic ions. For all units, students write lab reports to analyze their findings. They write essays, take quizzes and tests, and complete homework assignments to focus their learning on the above key content areas.

In the biology unit, students will be introduced to genetics and will then choose a system of the human body to research and present to the class. Our search for Earth-like exoplanets will comprise the focus of the astronomy section of the course.

This course provides an introduction to the unity and diversity of life from the molecular to the community level from an evolutionary perspective. It focuses on the interrelationship between the structure and function of living things, along with exploring the effects of human interaction with the natural environment. Frequent laboratory experiences will augment knowledge gained through class study. This course provides students with an exceptional basic background for further study in biology or other sciences.

This half credit course meets every other cycle day. Each trimester we will explore one of three core ideas in physical science, the structure of matter, energy, and waves. Students will investigate these topics through frequent hands on activities in the lab, relating their results to scientific theory. The application of math skills to science will be emphasized and developed throughout the course.

This class explores how the world is constructed on an atomic scale. Students learn how these tiny atomic and molecular constituents give rise to larger material behavior and how people can use this understanding of matter to impact the world in a variety of ways (i.e. politically, socially, environmentally). Students learn to shift scales and make valuable predictions by mastering conversions and manipulating equations. Beyond regular homework assignments, quizzes, and exams, the course provides opportunities for students to express themselves creatively with labs that emphasize problem solving, a 1,000-word essay exploring the need of science in light of pressing world concerns, and multimedia atomic history presentations.

This introduction to physics serves as a bridge between Middle Years sciences and Diploma Program physics. We study an introduction to Kinematics, Forces and Newton’s Laws, Work, Energy & Power, and Momentum. Conservation Laws form an overarching theme and provide a basis for a mathematical treatment of simple physical situations. Hands-on Investigations feature a combination of children’s toys and sports objects as well as modern electronic sensors and computer interfaces.

This course is the first year of a two-year thematic study of American history. In this first year, students study how conflicts have shaped U.S. identity and history. The year begins with an analysis of the causes and events leading up to the American Revolution and students explore how the struggle for independence shaped the new nation. The second major conflict explored is the American Civil War. Commencing with the socioeconomic and political differences between the North and the South, the course covers the major events leading up to the war, the war itself, and how that war reshaped American identity. The final unit focuses on American involvement in the two world wars of the 20th century — the reasons behind American involvement, the impact of the wars domestically and globally, and how American perceptions changed. While the primary textbook for the course is a digital version of History Alive: The United States, students also use primary sources, supplementary readings, and film to gain further understanding of the subject matter, as well as to appreciate perspectives. Organization, note-taking, presentation, and research skills are a few of the areas that are stressed throughout the year. Assessments include quizzes, tests, debates, group projects, oral presentations, and written summaries and responses. Students put these skills to work while researching and writing their LaGuardia research paper in the third trimester.

This course is the second year of a two-year thematic study of American History. Eighth grade students examine U.S. history starting with a unit that covers the evolution of the American political system, including a study of the Constitution, the Bill of Rights, key Amendments, as well as important Supreme Court decisions. The next unit focuses on the ongoing challenge of extending the founding fathers’ ideals of freedom, equality, and rights to previously disenfranchised segments of the population — and specifically as it applies to the experience of Native Americans, African-Americans, and other minorities. Immigration is a separate unit, and is studied in the context of the Industrial Revolution and the Progressive Era. Finally, current events, examined and placed into a historical context, and geography, enrich student understanding of America’s development and American identity today. Note-taking, writing, presentation, and research skills are stressed throughout the year. While the primary textbook is History Alive: The United States, students also peruse a number of supplementary readings and analyze films that provide different perspectives on the material. Assessments include quizzes and tests, written summaries and responses, debates, visual projects, and oral presentations. In addition, students develop their writing and researching skills through completion of their independent research LaGuardia paper.

The chief aim of Big History, our ninth grade social studies course, is to develop students’ critical thinking skills in non-fiction literacy, including inquiry research, debate, essay writing, and multimedia presentations. Using a uniquely interdisciplinary approach developed by the Gates Foundation, this course traces the timeline of the universe from the big bang to the present day asking most broadly, “Where do we come from?” Combining world history with a bit of science and the history of science, this course seeks to connect innumerable avenues for student-led inquiry.

In this course, students explore U.S. history through the conceptual lenses of systems, change, and global relations. Students begin the year by examining how ideologies shape government systems. They research varying perspectives on the role of government in the U.S. and current debates in politics, as well as historical trends dating back to the American Revolution. The culminating project of the trimester is the Museum of Controversy, designed for the Dwight Community to inform all about issues in American politics today. The following trimester, students evaluate methods of change used in reform movements such as the abolitionist, women’s, labor, and civil rights movements. Students learn to critically analyze primary sources and develop organized and analytical essays that evaluate the effectiveness of the aforementioned movements. The final trimester focuses on and culminates in a study of global relationships fostered by the United States. Students explore how American foreign policy has changed over time, and debate how much the U.S. should intervene in foreign affairs. Students continue to develop key skills such as debating, cooperative group work, essay writing, public speaking and presentations, with an emphasis on research paper writing through the LaGuardia Research Project.

This course covers a range of basic vocabulary and grammatical structures which will allow students to access the language throughout the rest of their school career. Students learn the French alphabet and numbers, how to describe where they live, and to talk about their homes and describe them. They learn to describe people and talk about their family, friends and pets, give opinions and express what they like or don’t like to do. Grammar includes the concept of feminine and masculine nouns, plural, forming negatives, possessive adjectives, regular verbs in the present tense and the irregular verbs “to have” and “to be”. Students start to learn a range of reading strategies, and to describe and respond to visual and written text. They start to produce language orally, working on intonation and pronunciation and in writing within the conventions of a limited number of text types.

This course reviews and deepens the topics of individuals and relationships, and discusses the advantages and disadvantage of a variety of places we live. It also covers the topics of culture in French speaking countries, with a closer look at French cinema, music and poetry, and finally, students will talk about the future, their plans, and career ideas. New grammar includes past, present, and future tenses, as well as the conditional, relative clauses and a variety of impersonal structures. Students will further develop the use of conventions in writing a range of text types. They identify ideas, opinions, and attitudes from visual and spoken texts and can construct meaning, draw conclusions, and give supporting details to express their own ideas.

This course covers a range of basic vocabulary and grammatical structures which will allow students to access the language throughout the rest of their school career. Students learn the French alphabet and numbers, how to describe people and themselves, tell time, link weather and seasons to activities, give opinions and express what they like or don’t like to do, talk about food, and discuss their daily school schedules and overall routines. Grammar includes the concept of feminine and masculine nouns, articles, plural, forming negatives, regular verbs in the present tense and the irregular verbs “to have,” “to be,” "to do," to want," and "to be able." Students start to learn a range of reading strategies, and to describe and respond to visual and written text. They start to produce language orally, working on intonation and pronunciation, and in writing within the conventions of a limited number of text types.

This course builds upon the material covered in French Foundations I. Topics covered include, towns, shopping and finding one’s way around, planning a party, sports and leisure activities, exploring amusement parks, daily routine, and talking about vacations. Grammar includes conjugation of regular and irregular verbs and making negative statements. Reflexive verbs are introduced and possessive adjectives and numbers are reviewed. The perfect tense is introduced, as well as the immediate future. Students continue to gain the skills they need to make comparisons between their original culture and those of the French-speaking world. They also gain a better understanding of writing with a sense of audience, purpose, and context and begin to practice using a variety of text types.

This course covers francophone countries, giving opinions, knowledge of famous French people, school life, and leisure time. In exploring those themes, students read and analyze works of French literature by authors such as Molière, Patrick Modiano, Jules Verne, and Michel Tournier. They analyze and memorize poetry. The course covers the indicative and imperative modes, use of tenses, spelling rules, word categories, and basic sentence structure.

This course is devoted to reading literary excerpts and a few integral literary works. Students read and analyze a French play as well as works covering the major genres and eras of French literature (short stories, philosophical tales, poetry, excerpts of autobiographies, and novels). They also read excerpts of pertinent translated world literature. The selection of works, introducing themes and concepts studied in the later years of the IB program, is chosen amongst the recommended readings listed by the Education Nationale for these grades and by the IB, in preparation for the Diploma Program. Along with these readings, students review various points of grammar and practice essential aspects of literary analysis. They also produce creative writing integrating the conventions of each genre studied. This cohesive approach contributes to improve students’ writing and is done on a regular basis during the year.

This course is the final step to prepare students for the French Literature IB Course. Students read literary excerpts covering the major genres and eras of French literature (short stories, philosophical tales, poetry, excerpts of autobiographies, and novels) as well as a few integral literary works. They also read excerpts of pertinent translated world literature, in preparation for the Translated Works component of their DP program. Students refine their study of the various aspects of literary analysis. They practice creative writing integrating the conventions of each genre studied, oral and written commentary, as well as essay writing and oral presentations aligned with IB requirements.

Spanish I students begin to comprehend the perspectives, practices, and products of the Spanish-speaking world. Via “perspectives,” students learn through culture about the world views, attitudes, and belief systems that frame what Hispanics think and do. By the end of this course, students are able to name all regions where Spanish is the official language, the typical foods enjoyed in these regions, as well as some different customs practiced by its people. In addition, students in Spanish I will be familiar with, and comfortably conjugate, regular and irregular verbs in the present tense and other grammatical facets of the target language, as well as pertinent vocabulary for this level.

This course aims to develop interpretive communication skills in Mandarin and builds on a solid foundation in character writing. The course emphasizes spelling with the Pinyin system, tone accuracy, character writing, and covers a range of topics and grammar structures. In-class writing drills, vocabulary quizzes, and conversation practice are done on a regular basis. Online learning and computer-based learning activities are also given as a way to immerse the students in Chinese.

For native speakers in grades nine and ten, the instruction for each of these grades is a preparation for the IB DP exam literature exam. Literary analysis based on selected texts, essay writing, oral presentations and discussions are important features of the curriculum. The courses are adapted to individual students in the class and vary according to the participants.

In German I, language and literature are integrated to include a reading segment on contemporary short stories, poems, and other writings. Students at this level develop their writing more extensively by focusing on the process of brainstorming, short essay writing, and editing techniques. Included in this course is a more formal approach to written work, such as letter and journal writing, creative writing, and essays. The reading segment consists of texts with a focus on short stories containing a certain element of surprise in order to maintain and develop close reading skills.

The language skills acquired in German B I are developed at a more intensive level, with an emphasis on a structured approach to German grammar. Listening, speaking, reading, and writing components become more integrated within a total immersion approach. Short stories form a basis for vocabulary-building and conversation exercises. One of the main goals of this course is to cultivate listening, reading, and writing skills in order to develop a holistic approach to foreign language learning at the pre-IB level. Students read texts that are aimed to expand individual communicative skills and introduce them to typical aspects of German life.

This course is the last year of German classes taught before the two-year IB Diploma Program. Essay writing, reading and listening comprehension, discussions, and conversation form a significant component of preparation for IB Language B SL or HL in the eleventh and twelfth grades. An important segment in this course covers an extensive grammar review.

The courses are adapted to individual students in the class and vary according to the participants. Hebrew B is a stepping stone for the IB DP Hebrew exam in which students learn to communicate using a variety of grammatical structures and vocabulary. In addition to the language, students explore the culture and history of Israel.

The method used in the Latin classes is a reading-based Latin language course, where the students are able to read and translate stories from the very first class. This deductive process of language learning is achieved through graded readings and vocabulary. The introductory course begins the formal study of grammar, including recognizing nouns, adjectives, and verbs as distinct parts of speech. The study includes declensions, conjugations, gender, number, and agreement of subject/verb and noun/adjective.

This intermediate course is a continuation of Introductory Latin, which uses the reading-based method of language learning. This deductive process is achieved through graded readings and vocabulary. It allows students to learn the grammatical constructions and vocabulary directly from the reading exercises. In addition to the study of the Latin language, the course incorporates listening, speaking, reading aloud, and writing skills. Roman culture, word building, and English word derivation continue to be essential components of the course. The intermediate course continues the study of present and imperfect tenses of regular and irregular verb conjugations, declensions, and prepositional phrases. In March, the students participate in the National Latin Exam — an international assessment.

In Visual Arts 10 and Visual Arts 10 Honors, our guiding questions include: How can images communicate something that words cannot express? How can I express what interests me? How does one evaluate a work of art? How does art help us understand and communicate with other cultures? How and why are the elements of art and principles of design used in Visual Art? To respond to these questions, students are encouraged to cultivate observation skills and self-expression, as well as critical thinking and problem-solving skills. Students are introduced to figure drawing with emphasis on observation of contour edge, proportion and composition. In their sketchbook (a.k.a. Research Workbook), students research the history of figurative representation, thus discovering that one can learn about a culture through close investigation of its artwork. Many field trips to the local museums, large and small, provide students with opportunities to draw from established artworks and learn through observation. Students challenge their understanding of the classical representation of the figure by using and manipulating the figure to express social and political concepts.

In grade 7, the focus of the course is the application of movement skills and knowledge to team, individual, and dual physical activities. A large focus is the assessment and maintenance of physical fitness to improve health and performance. Knowledge of physical fitness concepts, principles and strategies, positive social interaction, and group dynamics, are taught through specific units of activity. These units include team sports, racket games, personal health and wellness, movement composition, recreational games, and lifetime activities. Health content includes the study of nutrition awareness, the physical and emotional changes that occur during adolescence and puberty, human anatomy of reproductive systems, peer pressure and decision-making skills, as well as drug and alcohol education.

Physical education in grade 8 is a comprehensive course that includes both health and physical education content. The course aims to provide students with as much exposure as possible to the many ways the body can be active and to provide an atmosphere that encourages personal and social responsibility. Our cooperative games unit sets the stage for the rest of the year where students must learn to work together to accomplish group goals, recognize personal strengths and weakness, and to be open-minded in difficult or challenging situations. Throughout the year, students improve their skills, increase their knowledge, and most importantly, establish a healthy attitude towards physical activity. The health content includes human growth and development, basic human anatomy, nutrition, decision-making skills, as well as drug and alcohol education.

In grade 9, the physical education focus is to expose students a variety of sports, games, and fitness experiences. Units may include traditional activities such as soccer, basketball, track, handball, badminton, and volleyball, as well as international games, and movement competition. Throughout these units, character education as well as personal and social responsibility are emphasized. Students are assessed in the following areas: performance, movement composition, content knowledge, and health and social tasks. High school health content includes the study of nutrition education, human growth and development, and drug and alcohol education.

This tenth grade course is the final year of formal physical education at Dwight. This class is a comprehensive course where students takes their current knowledge and apply it towards building a personal fitness plan for their future. Experience in units such as team sports, racket games, strength and conditioning, movement composition, and lifetime activities provide experiences for students to explore potential lifelong physical activity connections. While improving their physical abilities, students also work on developing their social and personal living skills such as cooperation, accountability, and leadership. High school health content includes the study of nutrition education, human growth and development, and drug and alcohol education.

This course is the first year of a five-year technology sequence in which students learn to solve problems using the Design Cycle. In sixth grade, students are introduced to the stages of the Design Cycle: Inquiring and analyzing, Developing ideas, Creating the solution, and Evaluating. Technology is infused into each stage of the process by using research tools to investigate; drawing and painting tools to develop ideas; and communication and collaboration tools to evaluate and share their work.

Students complete the stages of the design cycle three or more times throughout the year with investigations into digital citizenship topics, architecture, computer-aided design (CAD), coding and game design, and robotics. As students complete these projects, they learn how to create posters, graphic designs, 3-D models, presentations, computer programs, and programmable robots. The curriculum is designed to engage students to use technology effectively by researching, designing, creating, collaborating, and communicating as a tool to reach out beyond the confines of our classroom.

This course is the second year of a five-year technology sequence in which students learn to solve problems using the Design Cycle. In seventh grade, students build on their investigations into the stages of the Design Cycle: Inquiring and analyzing, Developing ideas, Creating the solution, and Evaluating. Technology is infused into each stage of the process using research tools to investigate; drawing, painting, 3-D imaging, and animation tools to create, and communication and collaboration tools to evaluate and share their work.

Students complete the stages of the design cycle three or more times throughout the year with further investigations into digital citizenship, graphic design, web design, and architectural design. Game design is specifically used to initiate thorough investigations through immersion into the deeper implications of the Design Cycle. Students are expected to provide structured feedback to several student game designs and to reflect on feedback received from their peers in order to effect revisions of their designs.

As students plan these projects, they begin by following a design brief, created by their teacher. Throughout the year, students are gradually expected to create increasingly complicated creations based on design briefs. The curriculum is sequenced to guide students to be able to ultimately create a design brief for their own individualized final animation project.

This course is the third year of a five-year technology sequence in which students learn to solve problems using the Design Cycle: Inquiring and analyzing, Developing ideas, Creating the solution, and Evaluating. Technology is infused into each stage of the process by using research tools to investigate, concept-mapping tools to plan, drawing and painting tools to create, and communication and collaboration tools to evaluate and share their work.

Students start the year with an interdisciplinary investigation into how different forms of media can influence an audience.. As game designers, students go through several iterations of the design cycle to create the best product possible. After a class investigation into the media, students use the design cycle to create media messages of their own.

Through all the projects, students are encouraged to choose from several technological tools. It is through this choice that the main goal of the curriculum becomes clear. This course is not only about teaching specific technology tools, but the main objective is about exploring different types of tools and learning how to choose the best tool option for the task at hand.

Inquiry and problem-solving are at the center of this design course, which is focused on providing students with authentic problems that require advanced skills in design, prototyping, creation, and testing. In tenth grade, students are immersed in the stages of the Design Cycle: Inquiring and analyzing, Developing ideas, Creating the solution, and Evaluating. Technology is infused into each stage of the process by using research tools to investigate, concept-mapping tools to plan, drawing and painting tools to create, and communication and collaboration tools to evaluate and share their work. Students complete the stages of the Design Cycle three or more times throughout the year with investigations into creative problem-solving strategies, engineering, computer-aided design, programming, electronics, and innovation in preparation for creating their own technology-driven designs produced in a variety of media, from 3D-printed objects to programmable circuitry.