2014-15
UPPER SCHOOL
CURRICULUM AND
GUIDELINES
CURIOSIT Y
l
CRE AT IV IT Y
l
P ASSION
Upper School Master Schedule ........................................................................................................ 3
UPPER SCHOOL CURRICULUM
Graduation Requirements ................................................................................................................. 4
Expectations for Student Learning ................................................................................................... 4
Supplemental Support Program (SSP) ............................................................................................. 5
AP Courses and Exams .................................................................................................................... 5
English .............................................................................................................................................. 5
History .............................................................................................................................................. 9
Foreign Language ........................................................................................................................... 12
Science............................................................................................................................................ 16
Mathematics ................................................................................................................................... 20
Health ............................................................................................................................................. 23
Psychology ..................................................................................................................................... 24
Hospice ........................................................................................................................................... 24
The Commons ................................................................................................................................ 24
Academic Independent Study ......................................................................................................... 26
Visual Art ....................................................................................................................................... 26
Music .............................................................................................................................................. 30
Drama ............................................................................................................................................. 33
Physical Education and Athletics ................................................................................................... 34
College Counseling Program .......................................................................................................... 36
Experiential Service Learning ........................................................................................................ 37
Upper School Activities, Opportunities and Events ....................................................................... 38
UPPER SCHOOL GUIDELINES
Introduction .................................................................................................................................... 39
The School Day .............................................................................................................................. 39
General Rules ................................................................................................................................. 41
Academic Integrity ......................................................................................................................... 44
Probation and Suspension............................................................................................................... 45
Upper School Parent-Teacher Conferences .................................................................................... 46
Library ............................................................................................................................................ 46
Student Acceptable Use Policy ...................................................................................................... 46
Upper School Grade Reports .......................................................................................................... 47
Non-Discrimination Policy............................................................................................................. 48
Non-Harassment Policy .................................................................................................................. 48
Our Rights and Responsibilities ..................................................................................................... 49
Upper School Curriculum and Guidelines
2
UPPER SCHOOL SCHEDULE 2014-15
Grade 9
1
2
3
4
Grade 10
Grade 12
1st trimester
2nd trimester
Floret
AP Chem
Evans
AP Physics
Szalapski
AP Biology
Vinton
Pop Culture
Foster
Gender Studies
Sheradin
Glass Working
Cohn
Algebra I
Hentsch
English 10
O’Brien
English 11
Malone
AP Calculus AB
JAM
Guitar
Schroeder
A Cappella Arr.
Burroughs
Comp. Graphics
Gaffney
French II
Colosimo
AP Art History
Parsons
Musical Theater
Burroughs
Opera
Burroughs
Geometry
Iosevich
Env. Science
Hentschke
The Living Building
O’Bryan
Living Building
O’Bryan
Spanish I
Floret
AP Chem
Digital Photo
Gaffney
Ceramics
PARSL
History 9-11
Dept.
Glass Working
Cohn
Writer’s Wk
Spanish IV
Galvin
Hospice
D’Amanda
Evans
AP Physics
Szalapski
AP Biology
Vinton
Writing Poetry
Malone
History 9-11
Dept.
History 9 - 11
Dept.
AP Art 3-D
Parsons
Ceramics
Parsons
Dolan
Writer’s Wk
Dolan
Precalculus
Iosevich
Topics
O’Bryan
Jewelry/Metals
Tracey
Jazz History
Kaupa
History 9-11
Dept.
History 9-11
Dept.
History 9 - 11
Dept.
English 12
Dept.
Digital Photo
Gaffney
Glass Working
Cohn
Jewelry/Metals
Tracey
Latin I
Densmore
Algebra II
Vinton
Func/Stats/Trig
Wilcox
AP English Lit
Dept.
Drawing / Painting
Parsons
ThinkDesignBld
Hartman
Glass Working
Cohn
Biology
Hentsch
Chem Hon
Evans
Spanish IV
Galvin
English 9
Shah
Rotation 10
Precalc Honors
Wilcox
Physics C
Szalapski
Farm & Comm.
Hartman
Draw/Painting
Pasons
Digital Film
Gaffney
Geometry
Iosevich
AP U.S. History
Foster
Sheradin
Digital Photo
Gaffney
Glass Working
Cohn
ThinkDesignBld
Hartman
Int’l English
O’Brien
Int’l English
O’Brien
Ceramics
Parsons
Bio Honors
Hentsch
AP Euro
AP Calculus BC
+
Hospice
Int’l English
9th grade ensembles
at right …….
Psychology
O’Brien
O’Brien
Dolan
JAM
D’Amanda
Func/Stats/Trig
Wilcox
Hospice
D’Amanda
English 11
Malone
Latin IV
Densmore
Psychology
Dolan
Psychology
Dolan
Physics
Szalapski
even days, full year
US Choir (BURRB)
US String Ensemble (SCHRK)
US Concert Band (HOUSK)
Glass Working (odd days, Trimester 1-Trimester 2)
6
7
8
3rd trimester
Spanish II
English 10
5
Grade 11
Rotation 9
Hartman/ O’Bryan
Dolan/ Parsons
Spanish III
Galvin
Physics
Szalapski
AP Statistics
JAM
French III
Colosimo
English 11
Malone
English 10
O’Brien
Latin III
Densmore
AP US Gov
Schara
Chem Hon
Evans
odd days, full year
US Women's Choir (BURRB)
US Chamber Ensemble (SCHRK)
US Jazz Band (KAUPM)
COHNN
Philosophy&Ethicss
Schara
Yearbook
Gaffney
Yearbook
Gaffney
Yearbook
Gaffney
Glass Working
Cohn
Kiln Glass
Cohn
Political Process
Foster
Intro to Computing
Wilcox
Digital Photo
Gaffney
Music Theory
Burroughs
Guitar
Schroeder
Computer Graphics
Gaffney
English 9
Shah
Alg2 Hon
Vinton
Physics
Szalapski
AP Spanish
Galvin
Acting
Scipione
Improv Theater
SCIPM
Guitar / Strings
Schroeder
History 9-11
Dept.
History 9-11
Dept.
History 9 - 11
Dept.
French V
Colosimo
Jazz History
Kaupa
Music Theory
Burroughs
Directing
Scipione
Biology
Hentsch
Chemistry
Evans
Precalc Honors
Wilcox
Spanish V
Floret
Glass Working
Cohn
Farm & Community
Hartman
FST Honors
JAM
AP Photo
Gaffney
Spanish II
Floret
Spanish III
Galvin
French IV
Colosimo
AP Calculus AB
JAM
Acting
Scipione
Gender Studies
Sheradin
English 9
Shah
Latin II
Densmore
Port. Prep/Studio
Parsons
Port. Prep/Studio
Parsons
Musical Theater
Burroughs
Writing Plays
Malone
Writing Fiction
Malone
Biology
Hentsch
Algebra II
Vinton
AP Macro
Mitchell
AP Macro
Mitchell
Food and Society
Sheradin
Shakespeare
Scipione
Improv Theater
Scipione
Psychology
Dolan
Psychology
Dolan
Psychology
Dolan
Glass Working
Cohn
Political Process
Foster
advisory:
2:20 Band
Kaupa
Upper School Play
Scipione
US Musical
Scipione/ Burroughs
advisory:
Econ
Forecasting
Mitchell
Upper School Curriculum and Guidelines
PE/ Fall Sports Teams
PE/ Winter Sports Teams
3 Teams
PE/ Spring Sports
PE, Volleyball, Girls Tennis
Golf, Soccer, X-Country
PE, Girls Basketball, Bowling
Boys Basketball, Swimming
PE, Track, Softball, Baseball
Boys Tennis
UPPER SCHOOL CURRICULUM
GRADUATION REQUIREMENTS
Harley students must earn a total of 24 credits over four years, and must take a minimum of six subjects each
trimester. Minimum requirements include:
 Four years of English
 Three and one-third years of history (please see departmental descriptions for detailed guidelines)
 Three years of the laboratory sciences: biology, chemistry, and physics
 Three years of French, Spanish or Latin
 Three years of mathematics, at least through Functions, Statistics and Trigonometry (FST)
 Health (grade 10)
 Rights and Responsibilities (grade 9)
 Seven trimesters of the arts (visual arts, drama, and music):
o Art 9
o a music ensemble in grade 9
o a visual art elective in grade 10
o and four electives, all of which should not be from the same discipline
 Four years of physical education (including participation in one team sport per year in grades 9 and 10)
 Community service—20-hour guideline each year
 Summer reading—each year
 Senior Internship—60 hours
Seniors:
Among the six required courses per trimester, at least four must be year-long classes. Among the six, one AP
science course and AP Studio Art can count as two courses each, and any combination of three AP courses will
count as four courses.
EXPECTATIONS FOR STUDENT LEARNING
The Harley School expects all our students to work to their highest capabilities, to join fully in the intellectual
opportunities of the school, and to become independent learners and responsible citizens of the community. Our
college-preparatory curriculum necessitates that students have strong abilities and motivation in order to succeed
in a rigorous academic atmosphere. Requirements in the Upper School involve challenging courses, including
those that prepare students for College Board tests, as well as subject area assessments and Advanced Placement
examinations.
We are prepared to make reasonable accommodations for students with learning challenges who can compensate
for them in ways that allow them to meet our grade-level or course requirements. However, The Harley School
does not offer the resources necessary to serve students with significant restrictions who are unable to meet the
demanding reading, writing, and analytical requirements of our academic program. A learning support program is
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available on a fee basis to a limited number of students in Lower, Middle and Upper Schools. The Lower School
support program addresses the development of basic skills. As of grade five, the program does not provide
remediation for significant deficiencies in basic skills; rather, it offers support for students in meeting curricular
requirements.
In the Harley Upper School, all students are expected to complete the assignments, quizzes and exams that are
given to them. When students have diagnosed learning disabilities specified in an Individual Education Plan (IEP)
or require accommodations based on a 504 Plan, we are prepared to meet those needs with extended time,
clarification of instructions, and separate exam-taking locations. However, the Upper School faculty and
administration does not relax basic class assignments and expectations.
SUPPLEMENTAL SUPPORT PROGRAM (SSP)
The Supplemental Support Program (SSP) for students at Harley provides support that allows them to master
Harley’s challenging curriculum and reach their fullest academic potential. Special education teachers in Lower,
Middle, and Upper Schools offer individual assistance to students in Kindergarten through grade 12 who have
diagnosed learning disabilities, organizational difficulties, or other special needs. The goal of SSP is to empower
students to become independent learners by capitalizing on their strengths and motivation. The SSP is a fee based
program. Cost is dependent on the level of service a student receives and is subject to financial aid.
AP COURSES AND EXAMS
Harley offers some 17 Advanced Placement (AP) courses to Upper School students. An AP course not only gives
students the knowledge and skills to help them succeed in college, but scoring well on an AP exam can earn
students college credit and exemption from some introductory courses. The Harley Upper School faculty regards
the AP exam to be an integral part of an AP course, and therefore requires students in such classes to take the
exam. If a student does not take the exam, the AP designation will be removed from the transcript and prospective
colleges will be notified. The deadline for finalizing AP status is the end of the first trimester.
ENGLISH
Through the close reading and interpretation of carefully selected works of literature, the English Department
strives to nurture and develop students’ critical thinking and expressive writing skills. The Department encourages
students to develop sensitivity to language and style, as well as confidence in the use of a variety of analytical
strategies that will serve them well in many different academic contexts.
The English Department selects texts from the major works of English and American authors, as well as
significant works of world literature in translation. Works are chosen to reflect the broad concerns appropriate for
the developmental stages of the students. A variety of genres is represented; students can expect to read, analyze,
and enjoy novels, short stories, memoirs, poetry, drama, and essays, among other types of literary work.
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All students, particularly in grades 9 and 10, work with grammar and vocabulary in class and through their
writing. We require students to practice and refine their writing skills through a variety of creative, narrative,
persuasive, and expository assignments. Students are frequently encouraged to revise their work in order to
sharpen the clarity, precision, and grace of their self-expression. In class, students practice informal writing
techniques designed to help them develop and gain confidence in their ideas. Through writing and discussion,
students test and refine their thoughts about the material, and are often asked to write reflections upon their own
learning. Classes are primarily discussion-based, and students are encouraged to explore questions of language,
meaning, and interpretation in a non-competitive, collaborative environment.
English 9 – Literary Genres
Students explore an array of fiction, nonfiction (memoirs and graphic memoirs) drama, mythology, essays, short
stories, and poetry designed to explore the self as individual, the self in community, and the self in the larger
world. Representative texts include: Lee, To Kill a Mockingbird; Wiesel, Night; Satrapi, Persepolis; selected
poetry, short stories, and essays; Kidd, The Secret Life of Bees; Shakespeare, Romeo and Juliet; Homer, The
Odyssey (selections), and Shostak, Vocabulary Workshop, Level E. The course provides opportunities to build
vocabulary, promote mastery of grammar, and develop thinking, speaking, and writing skills. Class activities
include frequent discussions, small group projects, student presentations, in-class writing, collaborative reading,
and peer editing sessions.
English 10 – Border Crossings
This course explores the how literature reflects and shapes our conceptions of identity, community and history.
Students will explore novels, plays, poetry and short stories that challenge reductive definitions of race, gender,
nationality and class. We will, at the same time, give close attention to how these various literary forms generate
meaning. Representative texts include: Atwood’s Alias Grace, Shakespeare’s As You Like It, Sophocles’ Theban
Plays, Friel’s Translations, and Arundhati Roy’s The God of Small Things. Students construct meaning through
close readings of text, active participation in discussions and conferences, writing short critical papers and essays,
preparing presentations and experiencing selected films. To that end, students have the opportunity to enhance
their grammar, vocabulary, and critical thinking skills, appreciating literature as an extraordinary conversation of
the heart and a vital connection to daily living.
Writing 9 and 10
This course, offered in two, trimester-long installments across freshman and sophomore years, aims to improve
students’ writing. Students progress through a series of increasingly demanding assignments—from writing
sentences to composing stories—designed to eradicate bad grammatical habits and increase their sensitivity to
style. Students also learn how to give and receive criticism, regularly sharing their work with one another. Ideas
on writing come from class members themselves, from the teacher, and from the works of professional writers.
The skills required for good fiction writing are indispensable to effective writing of any kind—this is the guiding
principle of Writing 9 and 10.
English 11 – American Literature: Freedom and the Quest for Self
During their junior year, students read a selection of classic works by well-known American authors in order to
trace themes of moral self-awareness and the creation of identity. How do we discover who we are as authentic
individuals in the face of all the social pressures of modern life? What influences us the most, nature or society? Is
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the American Dream concerned mostly with freedom and equal opportunity or is it about material gain and
creature comforts? Students will explore these questions through such works as Nathaniel Hawthorne’s The
Scarlet Letter, Mark Twain’s The Adventures of Huckleberry Finn, Ernest Hemingway’s The Sun Also Rises, F.
Scott Fitzgerald’s The Great Gatsby, and Toni Morrison’s Home. Also included are selections from Henry David
Thoreau’s Walden and Frederick Douglass’s narrative of his life in slavery, as well as Walt Whitman’s Leaves of
Grass and the poems of Emily Dickinson. Students will begin their quest to understand some of the mythic
conflicts – moral, racial, political, and psychological – that underlie these classic works of American literature
with a study of Shakespeare’s Hamlet, a play that begins with the visitation of a ghost and results in some
remarkable meditations on the nature of self and existence. Additionally, students will continue to develop their
language skills and fluency as writers through vocabulary work and a variety of writing assignments that include
creative pieces as well as descriptive, persuasive, and expository essays.
English 12 – Special Topics in Literature
During the senior year, students spend each trimester with a different English teacher studying a thematicallyfocused range of genres in a seminar-like setting. Each seminar includes a variety of literary works including
novels, essays, drama, and poetry. The subject of each seminar reflects each teacher’s individual passion for a
particular topic: examples include “Memoir: Truth and Storytelling,” “Visions of Utopia,” “Leading Ladies,”
“History and Fiction,” and “Good and Evil.” Students continue to write personal and expository essays requiring a
close analysis of text. They also work toward writing at greater length about more sophisticated ideas in language
that is increasingly flexible and rich, though no less clear. Representative works are: Chopin, The Awakening;
Hardy, Tess of the D’Urbervilles; Conrad, Heart of Darkness; Faulkner, The Sound and the Fury; Potok, My
Name is Asher Lev; Hong Kingston, The Woman Warrior; Joyce, “The Dead”; Morrison, Song of Solomon;
O’Neill, Long Day’s Journey into Night; Atwood, The Handmaid’s Tale; Shakespeare, King Lear, The Tempest,
Henry V, The Merchant of Venice; Hansberry, Raisin in the Sun; Stoppard, Arcadia; Williams, A Streetcar
Named Desire, Wilson, Fences; and selected poetry. Students may opt to take English 12 for Advanced Placement
credit; those who do so must take the English AP exam in May. This requires the approval of the department.
Writer’s Workshop
This year-long course in writing aims to give students a chance to develop their writing through the study and
practice of a number of literary forms, including the short story, the essay, the newspaper (or magazine) article,
and the stage play. Daily assignments aim to strengthen students’ command of grammatical and stylistic elements
in their prose. The main goal of Writer’s Workshop is to help each young writer find his or her voice through a
demanding process of writing and revision.
English Electives
International English
International English focuses on developing students’ command of written and spoken English. In addition to
studying the fundamentals of grammar, syntax, pronunciation, diction and vocabulary, students practice using
idioms and other expressions of conversational English. Students also conduct thorough analyses of theme,
character and narrative perspective in literature. The goal of the course is to help students acquire greater facility
with reading, writing and speaking.
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Writing Fiction
This class presents an organized approach to writing short stories. During the first two weeks of the course,
students work on “story seeds,” putting together a group of informal writing responses that can serve as the basis
for ideas for more finished drafts. Over the course of the trimester, students write two longer stories (at least 4-5
pages). This work is shared with the class, and everyone has the opportunity to give and receive constructive
criticism. Towards the end of the course, writers revise their pieces, developing original work into more finished
narratives. Throughout the trimester, class members do short writing exercises both in and outside of class that
help address issues such as characterization, plot, setting, and theme. In addition, students read selected short
stories that serve as the basis for discussions about various writing techniques.
Writing Poetry
In every class, students read a variety of poems in order to gain a better understanding of how poets have used
language to express themselves. Class members work on written exercises that generate new ideas for poems and
increase awareness of poetic craftsmanship. Students consider the sound and rhythm of words as well as the
sense, and they work on turning their own experiences and observations into poetry. Because class is conducted as
a workshop, students are frequently asked to share their work with the group. All participants read and comment
on other students’ writing with the goal of helping their classmates improve. At the end of the course, students
submit portfolios that contain all informal writing responses, as well as the drafts of finished poems.
Writing Plays
This writing workshop provides a structured approach to playwriting. Students learn to tell stories through action
and dialogue, and focus on scene structure, characterization, and the development of a unique set of voices. For
this class, students read several short plays that provide models for their own work, and they complete a variety of
in-class writing exercises that help develop their storytelling skills. They share their work and read it out loud
together in order to test out how the ideas and dialogue sound. In the end, every student creates a 10-minute scene
that may be presented in a staged reading or performance.
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HISTORY
The History Department is committed to the development of historical literacy, critical and analytical skills.
While most history curricula emphasize “coverage,” usually at the expense of depth, we seek to engender both
breadth and depth in our students. Students learn to use historical materials, texts, documents, and primary and
secondary sources. In addition, we teach reading, outlining, research, and note-taking skills. Students gain
experience and proficiency in writing concise, critical and analytical essays.
Grade
Grade 9
Grade 10
Grade 11
Grade 12
Requirements – Option A
World Religions
World Political and Economic Systems
World Wars
Industrial America
Cold War to Terrorism
Global Human Rights
Cold War to Terrorism / The Modern World*
The Middle East
Dissent in US History
US Political Process
Requirements – Option B
World Religions
World Political and Economic Systems
World Wars
Industrial America
World Wars
Global Human Rights
With approval from the department, students may take
an Advanced Placement (AP) course (full year)
Students must take a second AP course OR the grade
11 sequence listed under Option A. Also, students must
take US Political Process if they have not taken AP US
Government & Politics.
* The department is transitioning from Cold War to Modern World in the 14-15 and 15-16 academic years.
Grade 9 – A Focus on World Systems
The grade 9 sequence includes three courses: World Religions, World Political & Economic Systems and World
Wars. Students work with each faculty member in the department for one trimester. This series of courses builds
an understanding of the major forces and themes that have shaped the human experience: ways of governing and
organizing society, the influence of the environment, contact between cultures, religion and ways of thinking
about the cosmos, the development of science and philosophy, and the role of dissent and revolution in making
change. Students will learn about history not only by looking at big patterns and events, but also by focusing on
what it was actually like to have been alive in times past. The courses build core skills in advanced reading
comprehension, critical thinking, researching, and constructing sound written and verbal arguments.
Grade 10 – The Advent of the Modern World
Students take the following sequence of courses: Industrial America, Cold War to Terrorism and Global Human
Rights. In this series of courses, students engage with some of the major movements and events that have shaped
the modern world. Students also write a major research paper, and debate historical issues in class.
Grade 11 – Modern History
Students take the following sequence of courses: Cold War to Terrorism, The Middle East, and Dissent in U.S.
History. In this series of courses, students closely examine the forces that have shaped the events of the 20th and
21st centuries.
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AP European History
This course is a college-level survey of European history from the Black Death in the 14th century through the fall
of communism in the 20th century. Students will learn about the political, economic, intellectual, social, and
cultural history of Europe. A central goal of the course will be to teach students to work with primary historical
documents and to recognize bias and point-of-view in historical sources. Students will also practice making
historical arguments that are both sophisticated and well-substantiated by evidence. At the conclusion of the
course, students will take the College Board’s Advanced Placement Exam in European History.
AP U.S. History
This course is a survey of American history from the period of colonization to the present. Students rely on
multiple sources in addition to the textbook. The class learns to use and evaluate primary sources. The course
emphasizes the writing process through frequent writing assignments, and through developing the ability to
analyze and interpret history from different perspectives, attitudes, and angles. At the conclusion of the course,
students will take the College Board’s Advanced Placement Exam in U.S. History.
AP U.S. Government and Politics
This course is designed to give students a critical perspective on politics in the United States. It involves both the
study of general concepts used to interpret American politics and the analysis of specific case studies. Students
will also look at various institutions, groups, beliefs, and ideas that make up the American political landscape. The
major units of study include the constitutional underpinnings of our government, political beliefs and behaviors,
political parties and interest groups, institutions of national government, public policy, and finally, civil rights and
civil liberties.
Trimester History Electives


available to sophomores, juniors and seniors
one trimester, 1/3 credit each
American Modern Popular Culture (9 – 12)
This course examines the history of late 19th and 20th century America and Americans by looking at their popular
culture. We compare examples of pulp fiction, TV shows, movies, recipes, and music from different eras of
United States history. Students will test recipes from the first popular cookbook, the “Fannie Farmer cookbook,”
and compare the dishes to the American cuisine of the 1950s and today. Students will compare different genres of
American television shows throughout the 20th century, such as Leave it to Beaver, The Cosby Show, The Wonder
Years and Modern Family. They will also compare a Dashiel Hammett novel to a modern detective novel. It is an
interesting, interactive and student-centered look at “America’s century.”
America’s Pastime
This course is an examination of the history of baseball, from its pastoral inception to its modern corporate
existence. Students will study the impact of racism on baseball and the efforts of those who overcame it. The class
will explore the role of unions in baseball, their failure in the 19th century and their overwhelming power in the
mid- to late-20th century. Students will also learn about the legendary players of the game, and read baseball-
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related literature by some of America’s favorite writers. The result is a course that shows how the history of
America’s game reflects the history of the nation itself.
Cold War to Terrorism
(Part of grade 11 history sequence; may be taken as an elective.)
In this course, students will concentrate on the world since 1945. The class begins with an examination of the
ideological differences between the Soviet Union and the United States. Students also study the development of
nuclear weapons and the beginning of the arms race, leading to the policy of mutually assured destruction.
Additionally, time is devoted to the anticommunist hysteria associated with the McCarthy era during the 1950s, as
well as a detailed exploration of both the building and destruction of the Berlin Wall, the Cuban Missile Crisis,
the Korean War, and the Vietnam conflict. The course concludes with an examination of global politics today,
with special emphasis on the study of terrorism both before and after 9/11. At the end of the trimester, students
are expected to write a short research paper identifying the major problems facing the world today as we go
forward into the twenty-first century.
Dissent in US History
(Part of grade 11 history sequence; also may be taken as an elective.)
This course focuses on the issues in American History where a dissenting opinion has confronted an orthodox
opinion and forced change to occur. Some issues explored in class change from year to year, depending on
students' interests, but since America was founded on an act of dissent, the course always begins with study of the
Revolutionary War Era. Students also examine the abolition movement and the fight for African American rights,
the women's rights movement, and the gay rights movement. Students explore social injustice and the efforts
made to counteract it; the methods used by those who attempt to foment change; and the reasons for the resistance
to change. The purpose of the course is to open students to the idea that America's history is fluid, and they have
the power to change it. After all, Alice Paul was just a woman who believed in suffrage; the African American
students in Greensboro were just college freshmen and sophomores who took a stand against segregation; and
Harvey Milk was just a man who overcame his own insecurities to become a symbol of defiance and of bravery.
If they can cause change in society, anyone can.
The Middle East
(Part of grade 11 history sequence; also may be taken as an elective.)
This course examines the history of the Middle East with an eye to illuminating current conflicts in the area and
evaluating the prospects for peace. Some of the topics covered include the origins of the split between Sunnis and
Shiites, the formation of the modern states of the Middle East after the fall of the Ottoman Empire, and the
creation of the state of Israel. A central theme of the course is the examination of how a region that for so many
centuries had been “ahead” of the West in learning, technology, and tolerance has become a center of conflict in
the modern world. Students will work with both historical and contemporary sources.
Food and Society
The history of human civilization cannot be separated from the history of food. This course examines our
complex relationship with food, from the Neolithic period to the present. Students look at a number of themes,
including different cultural and social rituals associated with food, the rise of the fast food industry, the debate
over genetically modified foods, and the industrialization of the foods we eat. The class explores topics on food
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taboos, changing medical theories about food and diet, the value of eating organically-raised food, and the
controversies over vegetarianism and animal rights. Students taking this class are exposed to arguments about
sustainability, help maintain the Harley garden, and take several field trips to local farms or eating establishments.
Finally, a certain amount of eating is obligatory.
Gender Studies (open to grades 11 and 12 only)
In Gender Studies, students examine and debate the gender roles that are implicitly and explicitly laid out in our
society. Students analyze the male and female stereotypes portrayed in advertising, music videos, magazines, and
movies. They also learn about the social origins of gender identity and examine the role of parents, schools, and
peers in teaching what is deemed to be appropriate behavior for each gender. Attention is given to the biological
aspects of gender identity, including the role of hormones, and of brain differences in gender identities. Additional
topics covered include: the plight of boys in our schools, girls and body image, the current state of feminism, and
gay, lesbian, bisexual, and transgender issues.
Philosophy and Ethics (open to grades 11 and 12 only)
This course begins with a survey of modern philosophy that starts with René Descartes and ends with the
postmodern ideas of Jacques Derrida. Students read selections from Immanuel Kant, John Stuart Mill, Søren
Kierkegaard, Jean-Paul Sartre, Albert Camus, and Friedrich Nietzsche. The emphasis here is on explaining the
classic problems in epistemology, metaphysics and ethics. Students choose topics from a variety of subject areas
that are debated in class. These issues might include questions involving religion and the existence of god,
pleasure as the highest value, whether morality is relative or absolute, arguments about truly altruistic actions, or
whether computers will ever achieve consciousness, as well as an exploration of how we acquire knowledge
(empiricism vs. rationalism).
United States Political Process
This one-trimester course, required of students who do not take AP US Government & Politics, is designed to
familiarize students with the principles of American government. Students read the Constitution, sections of a
government text book, newspaper articles, and position papers on issues of importance. Students also examine a
number of social and economic issues, and discuss those issues in class. Finally, students complete a number of
group-based projects and participate in classroom debates.
FOREIGN LANGUAGE
The Foreign Language Department strongly recommends that students take four years of a language in the Upper
School. We encourage this to ensure depth of coverage and the opportunity to achieve oral proficiency. Students,
however, are only required to complete three successful years of the same language: French, Spanish, or Latin. In
some cases, the department may consent to other options, including the study of two different languages for two
years each for a total of four years of language in the Upper School. In special and rare circumstances, it may
allow a student exemption from the foreign language requirement.
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The department strives for student mastery in speaking, listening, reading, and writing. Within the required years,
students will also acquire a cultural awareness of the countries and peoples represented by the languages they
study. The department makes use of audiovisual and computer programs for foreign language teaching.
Spanish
Spanish I
This course is designed for students entering the Upper School with little to no experience with the Spanish
language. The course is designed to build confidence with the Spanish language through oral, written, listening,
and reading comprehension. All basic grammar topics as well as basic vocabulary will be taught and reviewed
through Descubre I (Vista Higher Learning).
Spanish II
This course is for continuing students who have had at least one full year of instruction in Spanish. With the
emphasis on oral proficiency, students continue to learn basic grammar concepts and enhance their vocabulary by
extensive practice through a variety of aural-oral and written exercises set in meaningful situational contexts. The
text is Descubre II (Vista Higher Learning).
Spanish III
This course reviews the basic grammatical concepts taught in Spanish II and expands to more complex structures
such as compound verb tenses, the future and conditional, and the subjunctive mood. The emphasis continues to
be on oral proficiency with greater emphasis on writing and cultural studies of the Spanish-speaking world in
order to develop awareness, understanding, and appreciation of other cultures. The text is Descubre II (Vista
Higher Learning).
Spanish IV
Spanish IV is conducted entirely in Spanish. Students refine their speaking, listening, reading, and writing skills by
discussing art from the Spanish-speaking world and reading progressively more challenging literary pieces that
develop cultural and historical awareness of Spanish-speaking countries. Students discuss stories, current events, and
everyday topics to deepen their conversational proficiency. The text is Galería de arte y vida.
Spanish V
This course is designed for students who have completed the study of Spanish IV and wish to continue the study
of the language apart from the AP level. Students review and build on grammar comprehension, vocabulary, and
knowledge and awareness of Spanish-speaking cultures through the reading of literature and conversation.
AP Spanish
The Advanced Placement course in Spanish language is offered to students who perform at a high level in
Spanish IV and attain reasonable proficiency in listening comprehension, speaking, reading, and writing. The
course is designed to prepare students for the AP examination and develop language skills so students can express
themselves with reasonable fluency. The AP Spanish texts are Abriendo Paso: Temas y Lecturas by Díaz and
Nadel, and Advanced Placement Spanish: Preparing for the Language and Culture Exam by Jose M. Díaz.
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French
French I
This course is designed for students entering the Upper School with little to no experience with the French
language. The course is designed to build confidence with the French language through oral, written, listening,
and reading comprehension. All basic grammar topics as well as basic vocabulary will be taught and reviewed.
French II
French II is a course designed for students who have completed French I or who have had one prior year of
French. Students continue to learn about French culture, new grammar concepts, vocabulary, and conversation as
they expand on what they learned the previous year. The text is Imaginez (Cherie Mitschke).
French III
French III is a review of the basic grammar topics taught in French I and II with an introduction to more complex
grammar points and vocabulary. Imaginez (Cherie Mitschke) continues to be the main text, with thematic and
literary documents interspersed.
French IV
This course is designed for students who have completed French III or who have had three prior years of French.
Students work toward fluency in French through oral presentations and discussions of both history and literature.
The text, Trésors du Temps (Yvone Lenard), is used to teach French history, grammar, and literature.
French V
French V is a course designed for students who have completed French IV (or who have had four years prior of
French), and who are interested in continuing the study of French apart from the Advanced Placement
level. Students continue to learn about the French culture, new grammar concepts (verb conjugations, verb
tenses, etc.), vocabulary, and conversation through the viewing of French movies. The textbook used in this class
is Cinema for French Conversation (Anne-Christine Rice).
AP French
Students apply their spoken French in various contexts and develop a French vocabulary sufficiently ample for
reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a
dictionary. Students learn to express themselves in French coherently, resourcefully, and with reasonable fluency,
both in speech and in writing. The texts used will include Allons au-delà (Richard Ladd), Advanced Placement
French: Preparing for the Language and Culture Exam (Richard Ladd), and Une Fois Pour Toutes (Sturges,
Nielsen and Herbst).
Latin
Latin I
Utilizing a combination of the reading-based and grammar-translation approach, Latin I covers the essential
elements of Latin grammar, including all cases and declensions, verb conjugations and other important verbal
forms and syntactical structures. The curriculum includes the study of derivatives and various aspects of Roman
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culture, daily life, history, and mythology relevant to the Latin readings. The text is Latin for the New
Millennium, Level 1 (Bolchazy-Carducci).
Latin II
An elementary Latin course intended for students continuing from Latin I, Latin II presents further essential Latin
vocabulary, grammar, and syntax. Students read adapted Latin passages and translate brief selections from
original Latin works, studying such authors as Vergil, Livy, Horace, Ovid, Seneca, Pliny the Younger, and
Tacitus. English derivatives, aspects of Roman culture, daily life, history and mythology relevant to the Latin
readings are also discussed. The text is Latin for the New Millennium, Level 1 (Bolchazy-Carducci).
Latin III
This grammar intensive intermediate Latin course is intended for students advancing from Latin II and covers
essential vocabulary, verbal forms, grammatical constructions, and syntax. Students examine post-Roman Latin
literature, reading adaptations of passages written during the Middle Ages and Renaissance. They continue to
explore the world of Classical Latin through unadapted passages from Cornelius Nepos’s Life of Atticus. The
curriculum includes the study of derivatives and classical mythology, history, daily life and cultural topics
relevant to the Latin readings. The text is Latin for the New Millennium, Level 2 (Bolchazy-Carducci).
Latin IV
A reading-based, intermediate Latin course, Latin IV is intended for students continuing from Latin III. This survey
literature course offers students the opportunity for in-depth critical examination of selected readings from Caesar,
Catullus, Cicero, Vergil, Horace, and Ovid. Students translate literally, read critically, analyze, interpret, scan the verse
(where applicable), and read aloud each of the assigned readings. The curriculum also includes substantial discussion
of relevant Roman cultural, social, and political history, study of stylistic devices/figures of speech, peculiarities of
poetic expression, and thorough review of all fundamental grammar. The text is Latin for the New Millennium, Level 3
(Bolchazy-Carducci).
AP Latin: Vergil
This is a critical examination of Vergil’s Aeneid, in which students translate, analyze, interpret, scan the dactyllic
hexameter verse, and read aloud the lines required by the AP syllabus. A careful reading of books one through
twelve in translation, discussion of relevant Roman cultural, social, and political history, study of the figures of
speech and stylistic devices used by Vergil, and the ancient epic as a literary genre are also included in the course.
Latin V
This survey literature course offers students the opportunity for in-depth critical examination of selected readings
from Catullus, Lucretius, Salust, Vergil, Horace, Ovid, Livy, Martial and Juvenal. Students translate literally, read
critically, analyze, interpret, scan the verse, and read aloud each of the assigned readings. The curriculum also
includes substantial discussion of relevant Roman cultural, social, and political history, study of stylistic
devices/figures of speech and peculiarities of poetic expression.
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Introduction to Classical Greek (one trimester)
A modern course in Classical Greek that emphasizes reading in Greek, with the goal of eventually translating
passages from a variety of authors, including Aristophanes, Herodotus, Plato, and Homer. Grammar and word
roots are also discussed. The texts used are Reading Greek: Text and Reading Greek: Grammar, Vocabulary, and
Exercises by JACT (Joint Association of Classics Teachers). This course is not offered every year, but is available
to interested students.
SCIENCE
Upper School students are required to complete three years of laboratory sciences in the three major disciplines:
biology, chemistry and physics. The normal sequence consists of Biology in grade 9, Chemistry in grade 10, and
Physics in grade 11. AP Biology and Environmental Science are electives in grade 12. AP Chemistry and AP
Physics B are offered as advanced options in grades 10 and 11, and as electives in grade 12. Physics C:
Mechanics (calculus-based) is sometimes offered for qualified students as an independent study option in grade
12. As it is currently structured, Environmental Science does not contain sufficient laboratory content to satisfy
the “laboratory science” requirement.
The advanced science options allow qualified students to study biology, chemistry or physics in greater depth.
Prerequisites and other requirements for enrolling in these courses are outlined in the AP science course descriptions.
All core science courses have a strong laboratory component and utilize hands-on approaches to learning.
Students practice preparing for experiments, collecting data, and making careful observations. They also learn
how to write accurate, coherent laboratory reports.
The sequence of courses is shown below:
Grade
Grade 9
Regular Sequence
Biology
Grade 10
Chemistry
Grade 11
Physics
Grade 12
Environmental Science
Advanced Options
Honors Biology
Chemistry Honors
AP Chemistry
Physics Honors
AP Physics 1
AP Biology
AP Chemistry
AP Physics 2
Physics C : Mechanics
Biology
Biology is the study of life. This course explores the fundamental characteristics of living organisms and how
organisms interact with their environment. The main objectives of the course are for students to learn basic
biological concepts, to develop scientific process skills, and to use these tools to develop scientific questions
which students explore through experimentation. The major units emphasized in the course include: basic
biochemistry, cellular structure and function, anatomy and physiology, genetics and modern DNA technology,
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ecology and human impacts, and evolution. Common themes of life, emphasized throughout the course, are: the
relation of structure to function, the interdependence of organisms and their environment, the ability to obtain and
transform energy and materials, and the storage, use, and transfer of information. Laboratory exercises enable
students to develop scientific process and inquiry skills. Students develop and test their own hypotheses in
several exercises. Students gain experience using spreadsheets to analyze and graph experimental data. Some of
the topics students investigate in laboratory exercises are: cell membrane transport, enzyme activity, cellular
respiration, gel electrophoresis, population dynamics, and Geographic Information Systems as a means to explore
ecological systems and human interactions with the environment.
Honors Biology
The Honors Biology course explores the fundamental characteristics of living organisms and how organisms
interact with their environment. Students learn basic biological concepts, develop scientific process skills, and use
these tools to develop scientific questions which students explore through experimentation. The major units
emphasized in the course include: biochemistry, cellular structure and function, anatomy and physiology, genetics
and modern DNA technology, and evolution. Common themes of life, emphasized throughout the course, are: the
relation of structure to function, the interdependence of organisms and their environment, the ability to obtain and
transform energy and materials, and the storage, use, and transfer of information. Laboratory exercises enable
students to develop scientific process and inquiry skills. Students develop and test their own hypotheses in
several exercises. Some of the topics students will investigate in laboratory exercises are: cell membrane
transport, enzyme activity, cellular respiration, and gel electrophoresis. While covering the same basic curriculum
as the regular biology course, the Honors course delves into the molecular details and chemistry concepts as they
apply to biology. The laboratory exercises demand greater math proficiency and many of the labs incorporate
sensors and probes. The course is especially appropriate for students interested in taking AP Chemistry as
sophomores.
AP Biology
Full Year Course, 1 1/3 Credit
Through this strenuous college-level course, students develop an understanding of the unifying constructs in
biology. Eight major themes recur throughout the course: energy transfer, continuity and change, relationship of
structure to function, regulation, interdependence of nature, evolution, science as a process, and the relationship
between technology and society. The laboratory component exceeds the requirements of the College Board
Program. Students will complete all of the labs included in the AP Biology Lab Manual, plus students will do
additional labs such as gram staining of bacteria, bioinformatics, a series of DNA fingerprinting labs, and a
genetic transformation lab. The two major goals of AP Biology are for students to develop a conceptual
framework for modern biology and to gain appreciation for and experience using science as a process. The text
for the course is Campbell, Biology in Focus (Urry, et al.). As a prerequisite for AP Biology, students must
complete Chemistry or Physics with at least a B, or AP Chemistry or AP Physics with at least a C, or have the
instructor’s permission. This course meets for a double period every day.
General Chemistry
Chemistry is the study of the properties, composition, and structure of compounds and elements, and the changes
that occur in these substances. Students investigate, through first-hand experiences in the laboratory and through
instructor demonstration and discussion, key relationships between matter and energy. Topics studied include
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atomic theory, conservation laws, kinetic theory, periodicity, enthalpy, solutions, acid/base theory, molecular
architecture, and organic chemistry. Writing formal laboratory reports requires the student to articulate
relationships between experimentation and theory. In the General Chemistry course, the approach is conceptual
and mathematical methods are developed, using inquiry activities and structured calculation worksheets. The text
used for this course is Pearson, Chemistry (2012). The laboratory experiments, which are the backbone of the
course, are selected from various sources, and are often conducted using computers and peripheral sensors.
Honors Chemistry
Chemistry is the study of the properties, composition, and structure of compounds and elements, and the changes
that occur in these substances. Students investigate, through first-hand experiences in the laboratory and through
instructor demonstration and discussion, key relationships between matter and energy. Topics studied include
atomic theory, conservation laws, kinetic theory, periodicity, enthalpy, solutions, acid/base theory, Redox
reactions, molecular architecture, rates of reactions, and organic chemistry. The course uses more involved
quantitative methods and math skills than the General Chemistry course, and it moves at a faster pace. Writing
formal laboratory reports requires the student to articulate relationships between experimentation and theory. The
text used for this course is Basic Chemistry (2nd Edition by Timberlake & Timberlake). The laboratory
experiments, which are the backbone of the course, are selected from various sources, and are often conducted
using computers and peripheral sensors.
AP Chemistry
Full Year Course, 1 1/3 Credit
This college level course is a rigorous preparation for the AP exam. The students meet for a double period each
day and spend extensive time in the laboratory investigating chemical concepts first-hand. Students study atomic
theory, stoichiometry of compounds and reactions, gases, liquids, solids, solutions, periodicity, bonding, kinetics,
equilibrium, thermochemistry, electrochemistry, and an introduction to organic chemistry. The text used is
Chemistry (Raymond Chang). The laboratory component consists of the recommended College Board
experiments, supplemented by exercises and activities which introduce basic lab skills. Data analysis using
computer methods is emphasized. The prerequisite for AP Chemistry is a strong performance in an advanced
math class, and recommendations from math and science instructors are required. After the AP exam in May,
sophomores and juniors prepare for the SAT subject test, by studying nuclear and organic chemistry in depth.
Physics and Honors Physics
The subject matter of physics is at the cutting-edge of much scientific inquiry and modern technological
innovation. However, many of the principles of sustainable development, such as energy production, consumption
and conservation, heat and light transfer through windows, walls and throughout buildings have physics principles
at root. The physics course aims to enrich students’ understanding of a world which is becoming increasingly
concerned with issues of sustainability and environmental action while at the same time provide them with a
foundation for further studies in science and technology. Topics include mechanics (the description and
explanation of motion); many aspects of energy, including heat, electric and light energy; and fluid flow and
waves (with applications to sound and light). Students investigate these topics through reading, discussion and
problem solving, and also through extensive laboratory work, most of it utilizing computers and peripheral
sensors for the collection and analysis of data. Through the conduct of experiments and writing of reports,
students develop both laboratory skills and capacity for critical thinking. The text, Conceptual Physics (Paul G.
Hewitt), provides an excellent and readable description of the conceptual foundations of physics and their
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application to both science and technology and everyday experience. Mathematical applications are supplemented
through class discussion, supplementary problem sets and extensions of laboratory work.
Students studying at the Honors level work in the same classes and on the same topics as those doing “regular”
physics, but are required to perform more sophisticated laboratory work and answer some more challenging
questions on quizzes and tests.
AP Physics 1
Full Year Course, 1 1/3 Credit
From the College Board: “AP Physics 1 is an algebra-based, introductory college-level physics course that
explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical
waves and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop
scientific critical thinking and reasoning skills.” This course meets for a double period every day.
AP Physics 2
Full Year Course, 1 1/3 Credit
Note: we expect to offer this course for the first time in the 2015-16 academic year.
From the College Board: “AP Physics 2 is an algebra-based, introductory college-level physics course that
explores topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and
probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and
geometric optics; and quantum, atomic, and nuclear physics. Through inquiry-based learning, students will
develop scientific critical thinking and reasoning skills.” This course will meet for a double period every day.
Physics C: Mechanics
Physics C: Mechanics is a calculus-based college-level physics course focusing on topics in mechanics. The
content and level of difficulty correspond to a typical first-semester calculus-based college physics course. The
course is offered to students who have completed a previous physics course and who have either completed or are
concurrently studying a calculus course. Students completing the course would be well prepared to take the AP
Physics C: Mechanics exam. However, as it is currently structured, the course does not satisfy the requirements
for an AP designation on students’ school transcripts. The class meets to discuss readings and problems every
second day (odd cycle days in 2013-14). Students have the opportunity to work on laboratory requirements,
which must be completed outside formal class meeting times. Laboratory work involves an extended “inquiry”
approach, in which students are presented with a problem to investigate, and will be required to devise their own
procedures for data collection and analysis. Typically, students have four weeks to plan each investigation,
collect and analyze date and write a report.
Environmental Science
The course provides students with an understanding of the structure and behavior of ecosystems, how human
activities impact these systems at various levels, and how our society is developing sustainable solutions to
address these problems. The first half of the course focuses on Earth’s systems which provide a foundation for indepth studies of human population growth, air and water pollution, climate change, energy use, resource
depletion, and species and habitat conservation. The course places special emphasis on field studies and long
term projects—including the monthly monitoring of water quality in Allens Creek. Students develop and practice
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laboratory and field techniques to analyze soil, water, stream ecology, population dynamics, and primary
productivity. Students also learn about the impacts of legal, economic and political systems on environmental
issues, and analyze the environmental impacts from a local development project of their choosing. The final unit
of the course focuses on sustainability and emerging green technologies, and students explore the green features
of the Commons and how our society will address global environmental issues.
MATHEMATICS
The sequence of courses follows a logical progression from elementary courses in algebra and geometry to more
advanced courses in the analysis of functions, statistics, trigonometry, discrete mathematics, and precalculus.
Throughout these courses, conceptual understanding and computational skills are stressed. All students solve both
routine and challenging problems, improve their accuracy and precision, and continue to strengthen their
mathematical foundation. Underlying structures are emphasized and students learn to recognize patterns so that
they may use familiar concepts in new ways.
In the Upper School, students are exposed to an increasingly wide scope of material, including significant
amounts of statistics and discrete mathematics, and the problems they are set relate this material to the outside
world through a variety of applications. In addition, students become familiar with, though not dependent upon,
the use of graphing calculators to explore concepts, support their thinking, or find solutions. From the Functions,
Statistics, Trigonometry (FST) course on, students must have a graphing calculator. Mastery is achieved through a
wide range of materials emphasizing problem solving, reading of mathematics texts, and constant reinforcement
of understanding by ongoing review. These are all goals consistent with the National Council of Teachers of
Mathematics standards for teaching mathematics in the twenty-first century.
Accelerated mathematics courses are available for students who have demonstrated a solid grasp of fundamentals
and a facility with new material.
The sequence of courses is shown below:
Core Sequence
Electives
Algebra 1
Geometry
Algebra 2
Functions, Statistics and Trigonometry
Pre-Calculus
AP Calculus AB
AP Calculus BC+
Introduction to Computer Science
Topics in Applied Mathematics
AP Statistics
AP Computer Science
Policy on Acceleration (“Skipping”) in Courses in the Mathematics Sequence
In general, the Mathematics Department discourages students from accelerating by completing coursework
independently to “skip” a course in the mathematics sequence. Such action can lead to gaps in students’
understanding or shakiness in mastery of the material, flaws that are rarely, if ever, remedied later. At the same
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time, we recognize that in cases of exceptional ability, a student might be able to accelerate his or her progress
and master the material usually covered in a year-long class independently. If a student is to do this, the
following conditions apply.
 The student must have the recommendation of his or her current classroom teacher and the approval of
the head of the Mathematics Department.
 The student must have earned a full-year grade and a final exam grade of “A” or “A-” in the honors
section of the course that immediately precedes the one to be covered in accelerated fashion.
 The student must take a class at a high school or college that covers the full material of the course that the
student intends to omit, or arrange and document a minimum of 40 hours of paid tutoring in the subject.
In either case, the student should consult with the Mathematics Department before undertaking such a
program, to ensure that the work planned is an acceptable substitute for the course at Harley.
 The student must take an examination administered by Harley before the start of the following academic
year. The student must score at least a “B+” on the honors examination to be able to omit this course
from the sequence.
 The student must enroll in the honors section of the next course in the sequence.
Departmental Policy Regarding Students Who Do Not Earn a “C” or Higher for the Year
In the mathematics sequence, one’s ability to succeed in a given course is affected greatly by whether or not the
material in the previous course was mastered. Hence, a student must earn a “C” or better in order to move up to
the next level in the sequence. There are three options for students who do not earn a “C”:
1. The student repeats the course the next year. This option is preferred because it gives the student
maximum time and opportunity to master the subject so as to ensure the best possible chance for success
in future mathematics courses.
2. The student takes a class over the summer at a high school or college, and then sits a new final exam at
Harley before the start of the following academic year. If a student chooses this option, he or she must
score the higher of either (1) a final exam mark of C, or (2) a final exam mark which results in a full-year
grade of C.
3. The student arranges and documents 40 hours of paid tutoring in the course and then takes a new final
exam at Harley (the same minimum grade applies as in the second option above.)
If a student chooses one of these last two options, he or she must contact the Mathematics Department at the
beginning of the summer to ensure that the work planned is an acceptable substitute for repeating the course the
following year at Harley.
Algebra 1
This course is the foundation for high school mathematics courses. It is the bridge from the concrete to the
abstract study of mathematics. Topics include simplifying expressions, evaluating and solving equations and
inequalities, and graphing linear and quadratic functions and relations. The text is Algebra 1 (Smith, Charles, et al.).
Geometry
This geometry course balances theory and application while challenging students to write original proofs and to
solve non-routine problems. Students study formal and indirect proofs, plane and solid geometry, transformations,
and introductory trigonometry. The text is Geometry (Jurgensen, Brown, and Jurgensen).
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Algebra 2
This course stresses concepts and applications of algebra—from straight lines and simple polynomial equations to
exponents, logarithms, complex numbers, conic sections, matrices, and elementary trigonometry. Basic algebra
skills are reviewed and new skills and concepts are reinforced regularly throughout the year. The text is Algebra 2
(Smith, Charles, et al.).
Functions, Statistics, and Trigonometry
Students study descriptive and inferential statistics, combinatorics, probability, and do further work with
exponential, logarithmic, and trigonometric functions. Algebraic and statistical concepts are integrated
throughout, and modeling of real phenomena is emphasized. The text is Functions, Statistics, and Trigonometry
(Rubenstein, et al.).
Precalculus
Precalculus topics include a review of algebra followed by a study of the advanced properties of linear,
polynomial, exponential, logarithmic, and trigonometric functions, parametric equations, conics, polar equations,
and discrete algebra. The course ends with an introduction to differential and integral calculus. The text includes a
rich array of interesting applications. A balance is attained among the algebraic, numerical, graphical, and verbal
methods of solving problems. The text is Precalculus with Limits (Larson and Hostetler).
AP Calculus AB
Students review the major topics in precalculus with the analysis of functions at an advanced level. They follow
this with a study of differential and integral calculus of functions of a single variable, and its application to a
variety of areas. Students who enroll in this course are expected to take the AP Calculus AB exam. The text is
Calculus: A Complete Course (Finney, Demana, Waits, and Kennedy).
AP Calculus BC +
Students review the major topics covered in AP Calculus AB, with exploration of additional topics such as: the
calculus of parametric, polar, and vector-valued functions; infinite series, including Tayor and Maclaurin series;
and elementary differential equations. Multivariable calculus is also introduced. Students who enroll in this
course are expected to take the AP Calculus BC exam. The text is Calculus: A Complete Course (Finney,
Demana, Waits, and Kennedy).
Introduction to Computer Science
One Trimester Course, 1/3 Credit
This elective introduces objects and classes using Java. Classes are hands-on, with most class time spent
programming. BlueJ is the interactive development environment (IDE) used. This course is recommended for
students planning to take AP Computer Science, and is offered every second year, alternatively with AP
Computer Science. The text is Objects First with Java, 3rd edition, by Barnes and Kolling.
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AP Computer Science
Alternates with AP Statistics
This is a full-year elective course for juniors and seniors that provides a comprehensive introduction to three
important areas in computing: programming methodology, algorithms, and data structures. Students strengthen
their understanding of these concepts by writing programs in JAVA. Permission of the instructor is required to
enroll in this course. The text is Java Software Solutions for AP Computer Science (Lewis, Loftus, and Cocking).
AP Statistics
Alternates with AP Computer Science
Statistics is concerned with the collection and analysis of data to study patterns and variations. In this course,
students explore a variety of techniques for collecting and interpreting data, drawing on a variety of ‘real-world’
examples and information from student projects. Working on case studies individually and in groups, students
learn various techniques to develop models for, draw conclusions about, and make predictions from data. The
course is designed to prepare students for the AP Statistics examination, and it is expected that all students will sit
that exam. Students may enroll in the course in either the junior or senior year, though this course does not count
toward fulfilling the regular three-year sequence of courses required for graduation. The text is The Practice of
Statistics (Yates, Moore, and Starnes).
AP Macroeconomics
Half-year course,1/2 credit
From the College Board: “AP Macroeconomics is an introductory college-level course that focuses on the
principles that apply to an economic system as a whole. The course places particular emphasis on the study of
national income and price-level determination; it also develops students’ familiarity with economic performance
measures, the financial sector, stabilization policies, economic growth, and international economics. Students
learn to use graphs, charts, and data to analyze, describe, and explain economic concepts.”
AP Microeconomics
Half-year course,1/2 credit
From the College Board: “AP Microeconomics is an introductory college-level course that focuses on the
principles of economics that apply to the functions of individual economic decision-makers. The course also
develops students’ familiarity with the operation of product and factor markets, distributions of income, market
failure, and the role of government in promoting greater efficiency and equity in the economy. Students learn to
use graphs, charts, and data to analyze, describe, and explain economic concepts.”
HEALTH
Upper School Health meets for one trimester in Grade 10 and is a pass/fail course. The objective of the course is
to empower students by teaching the self-management skills needed to navigate the ever-changing complexities of
emotional and physical health. The course is facilitated by a Health educator, but much of the course is also
student-lead: subject matter is often chosen by consensus. Course requirements include regular attendance, a
personal wellness plan, assessment/survey tools, regular participation in class discussions, and a class advocacy
project. For the first half of the course students explore sexuality topics, HIV/communicable disease, the media
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and its impact on individuals and society, and gender issues. In the second portion of the course students select
and plan the exploration of additional topics based on their personal interests and needs. Guest speakers from the
community are often invited to present to the class.
PSYCHOLOGY
Psychology
This course has two main objectives: to introduce the systematic, scientific study of the behavior and mental
processes of humans and other animals, and to sharpen students’ skills in critical and creative thinking through
daily discussion and debate. Students learn about the methods psychologists use as well as the facts, principles,
and phenomena associated with the following topics: the history and science of psychology, consciousness,
learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual
differences, abnormal psychology, treatment of psychological disorders, and social psychology.
HOSPICE
The Harley Hospice elective for seniors is a unique opportunity for students to engage in a direct and authentic
way with questions of death and dying. While learning the basics of direct physical care in order to volunteer at a
local two-bed hospice/comfort care home, students also address the many emotional, psychological and spiritual
aspects of death and grief. They share stories of loss, journal their reflections, and write pieces reflecting on their
own life and death. Texts include Lighting the Path by Deb Sigrist and Blessing Our Goodbyes by Kathie
Quinlan. Both authors are local hospice nurses, and we are fortunate to have them as guest presenters in class.
Other class readings include Maggie Callanan’s Final Journeys, Tolstoy’s The Death of Ivan Ilych, Albom’s
Tuesdays with Morrie, and Simmons’ Learning to Fall. Multiple poems are utilized, as is Bill Moyers’ film series
On Our Own Terms.
Students undergo extensive training in order to care holistically for the dying person and his or her family. This
care includes providing physical bedside care that will help keep the dying person as comfortable as possible,
while also providing emotional support and a compassionate bedside presence. There are a dozen two-bed
hospice/comfort care homes in the area, and students are paired with a comfort care home close to their own
home. Once the initial training process and an initial four-hour “shadowing” volunteer shift are completed, Harley
students are expected to schedule their own shifts at their respective houses. The greatest value of this course will
be the relationships that the students develop with the dying, hence the hope and expectation that they will be able
to commit to volunteering on a weekly basis.
THE COMMONS
The Chesonis Commons opened in the Winter of 2013-14 and represents a wonderful addition to the facilities of
The Harley School. But the Commons is more than just a great new facility: it was designed to support
educational commitments that Harley holds dear. Civic engagement, experiential service learning, project-based
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and hands-on learning, mindfulness and empathy education, citizen science, democratic engagement, student
management of the “living building”—all these important values are supported by the Commons.
Farm and Community
Farm and Community is a work/study class where students become the management and labor force behind
Harley Micro-Farm, an innovative, organic vegetable and fruit garden located on the Harley campus. Students
become farmers, researchers, community organizers, project managers, carpenters, plumbers and a range of other
roles and responsibilities as they operate and enhance Harley’s food and farming operation. A primary focus for
Farm and Community is the Salad Project, an action research project exploring our ability to grow all of our own
lettuce for school lunch. Students work the soil, plant and care for the lettuce, harvest-clean-chop and serve the
lettuce, and engaged in a range of design-build projects constructing a greenhouse, cold frames, and high tunnels
to allow us to extend our lettuce growing season. Overarching our work-focused class is the theme of sustainable
agriculture and food systems, students are exposed to that context and a few readings and discussions help to
make those connections.
ThinkDesignBuild
ThinkDesignBuild is an entry-level engineering and innovation class that exposes students to the basic elements
of the design process (Empathize, Define, Ideate, Prototype, Test) and then supports them through a series of
increasingly difficult design challenges. Through this hands-on, shop-based class, students work with core
engineering and design concepts and collaborate to solve various problems. Materials and the related tools the
students will utilize include cardboard, wood, metal, electronics, digital logic and programming, biology and
plants, and so on… Additionally, students learn the basic knowledge, skills and attitudes needed to operate a
baseline set of tools in the shop safely and effectively.
Engineering and Innovation
Engineering and Innovation is an advanced version of Design Thinking, supporting students in deeper levels of
exploration and understanding regarding core engineering and design concepts and projects.
Rights and Responsibilities
Rights and Responsibilities is a trimester-long, freshman seminar that engages students in discussions and
activities that explore our individual and collective rights and responsibilities within the various communities to
which we belong. Students use issues facing the Harley community, the Rochester community and the broader
national and global communities as discussion points and examples, and explore our thoughts and opinions
regarding rights and responsibilities, individual and collective success, and social and environmental justice.
This course has been developed as a way to meet some of the goals articulated in The Characteristics of a Harley
Graduate—civic engagement, familiarity with the democratic process, the ability to dissent respectfully, a
respectful steward of community and environment, etc. This course is housed in The Commons and is
significantly influenced by The Commons’ focus on social and environmental sustainability.
Our course includes guest lectures from local political figures and activists; shared teaching time among a range
of Harley faculty; leadership opportunities within the Harley community, including the facilitation of Town Hall
Meetings and necessary community work; and independent student work, including a culminating “Advocacy
Project” designed and implemented by each student with faculty and community support.
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The Living Building
The students in the Living Building class help manage the daily operation of the Commons in the control
room. They learn about how the building works, how to operate the control room, and also think about student
leadership models to ensure that students are really in charge of the Commons. The first part of the course
includes many guest speakers to teach us about the building and its complex systems. The Living Building class
meets every other day, and so it is two trimesters long in order to meet the equivalent of a full trimester elective.
ACADEMIC INDEPENDENT STUDY
Students are offered opportunities to pursue a particular subject in-depth or develop an understanding of a topic
not offered in the present curriculum. A student proposes a program of study including objectives, resources,
times, credit requested, and method of evaluation. He or she solicits a project advisor from the faculty, or in some
cases, from people outside the school. The Upper School Head, the department chair and the student’s academic
advisor review the proposal and may suggest modifications. Students contemplating Independent Study must be
able to handle individual responsibilities and long-term projects. In recent years, some of the Independent Study
programs included French literature, astronomy, architectural design, Watergate, and Far East Studies. Students
should have primary skills in the area of their study to enable them to work independently. Independent Studies
are not tutorials. Course credit is given for successful completion.
VISUAL ART
All art courses are one trimester (1/3 credit), with the exception of the Portfolio Preparation and AP courses,
which are full-year courses (1 1/3 credits).
Art 9
Art 9 is a required one-trimester course which helps set a foundation for art courses to follow. These basic art
experiences provide lessons and techniques in drawing, painting, and three-dimensional media, including paper,
clay and plaster. The primary goal is for students to engage in projects with which they connect personally so that
the artwork they make is both attractive and meaningful. Within this context, they are taught basic design
principles including form, value, color and composition.
Art 10 requirement
In grade 10, students are required to take at least a single one-trimester art course of their choosing.
Drawing I and II
In these courses, beginning drawing students learn the building blocks of producing good drawings: line quality,
negative space, contour and value. They use a variety of traditional media (graphite, charcoal, and India ink) and
non-traditional (chocolate syrup and batik). Intermediate level students move quickly through the beginning
exercises to focus more on using gesture and value to describe form. They are given the freedom to set up their
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own still life arrangements, so that their drawings have more personal meaning to them. Students are encouraged
to draw from direct observation rather than photographs.
Painting—Watercolor, Acrylic, Oil
Students spend the first few weeks working on assigned problems related primarily to color theory and paint
mixing and blending. It is helpful if the student has taken drawing before painting. Students are introduced to the
work of a number of modern and contemporary artists as inspiration for both realist and abstract work.
Assignments throughout the course challenge students to experiment with color, texture and composition while
developing personal expression and style. More advanced students may choose to learn oil painting as well.
Art Portfolio Preparation
This full-year course is the first year of the AP Art sequence and meets daily for two periods. This course is taken
in the junior year. Serious art students begin intensive work to build their art portfolios. Over three trimesters,
students build skills in design, color theory, and composition, using drawing and painting media. Problem-solving
and personal expression are major themes throughout the year.
AP Studio Art—Drawing
This full-year course is the final year of the AP Art sequence and meets daily for two periods. The course follows
the guidelines of the College Board AP recommendations for AP Drawing and AP Two-Dimensional Design.
During the fall trimester, students prepare the “Breadth” section of their portfolio, in which they need to
demonstrate knowledge of design principles, along with skill in a range of media, while expressing their own
personal vision or voice. Beginning in the second trimester, they begin to develop a concentration of their own
choosing. Digital images are taken of all their work throughout both years. During AP exam time in early May,
students assemble their portfolios, which are sent to be evaluated by a team of college and art school professors.
Each portfolio consists of five original works that illustrate quality, twelve slides that illustrate breadth of media
and technique, and twelve slides of work in the student’s area of concentration.
AP Studio Art 2D
This course follows the guidelines of the College Board AP recommendations for AP2D Design. The course
works mainly with photography as this has been the most requested medium. AP Studio Art 2D is a year-long
course with students working on at least one assignment every week. The course builds off of the Digital
Photography class and instead of working on the basics, students begin exploring more advanced photography
skills. Students work with digital cameras, film cameras, and they create large negatives to use in antiquated
processes. Students also learn more advanced tools in Adobe Photoshop and spend time on more Photoshopintensive projects. Throughout the year, students work on the Breadth section of their portfolio, consisting of 12
photos that show a huge range of work as well as a solid understanding of the elements and principles of art and
design. Beginning in the winter trimester, students start their Concentration. This is a focus that the students
choose after submitting a proposal to the instructor. The students create new photos each week for critique and
end up with a cohesive body of work represented by 12 final photographs. Students also submit a Quality section
consisting of five hard-copies of their photographs.
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AP Art History
From the College Board: “The AP Art History course, which is equivalent to an introductory college art history
survey, focuses on developing students’ art historical skills as they examine and analyze major forms of artistic
expression from a variety of cultures from ancient times to the present. While visual analysis is a fundamental tool
of the art historian, the course also emphasizes understanding how and why works of art function in context,
considering such issues as patronage, gender, and the functions and effects of works of art. Students investigate
how imagery has shaped our perceptions and behavior through time, providing insight into the past and into our
own age and culture.”
Computer Graphics
Computer Graphics acts as an introduction to the world of digital art. Students learn how to use Adobe Photoshop,
InDesign, and Illustrator to create various assignments throughout the trimester. The students learn the elements
and principles of art and design and use them throughout each project. Projects include creating book covers,
posters, advertisements, logos, and vector images using a photograph as reference. Students participate in class
critiques at the end of each project to discuss how the projects went and what they could improve upon.
Digital Photography
Digital Photography serves as an introductory course to photography. Students learn how to use DSLR cameras
on manual mode as well as the basics of Adobe Photoshop. Students begin the trimester learning the basic terms
of photography and each project builds off of all the previous assignments. The students learn the elements and
principles of art and design and use them throughout each project, and each project ends with a class critique
discussing each student’s work. Projects for this class include portraits, nature photography, focusing on color, as
well as a self-designed project that each student picks.
Documentary Film
Documentary Film introduces students to the world of film-making. Students begin by learning the basic film
terminology that they will use throughout the trimester, as well as viewing excerpts from professional
documentaries to get a feel for the medium. Students then begin practice projects that cover the use of the camera,
framing, lighting, and interview techniques. The second half of the trimester is for students to make a
documentary film of their choice after submitting a proposal that includes an equipment list, shot list, cast, etc.
The trimester ends with a screening of everyone’s films in class.
Yearbook
The yearbook at Harley is an entirely student-produced publication. Members are responsible for taking nearly all
of the photographs and contacting teachers to set up appointments. Students are also responsible for laying out the
entire publication in Adobe InDesign. In addition, students help mail out information packets about fundraisers
and advertising.
Photojournalism
Photojournalism introduces students to telling stories through photographs as well as reporting. The class teaches
students how to work under tight deadlines in order to get the information published as soon as possible. Students
work in Adobe InDesign to learn how to properly lay out pages, and learn how to quickly edit photos in
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Photoshop to get them ready for publication. Additionally, students learn about the ethics of photojournalism as
well as photography in general.
Wheel-Thrown Ceramics
This course focuses on learning basic techniques for using the potter’s wheel. Beginning with cylinders and
bowls, students expand their skills to create larger, more complex pieces. Experimentation with texture and other
techniques of surface decoration are encouraged. Students examine form, function, and aesthetics of clay works in
individual and class critiques.
Ceramic Sculpture
Students in Ceramic Sculpture use a variety of hand-building techniques to explore three dimensional ideas in
clay. Students develop individual and creative solutions to projects while developing their skills. Class will also
work with nontraditional finishes and materials other than clay.
Ceramics
This course introduces the student to hand-building techniques in clay. Students expand their experiences with
coil, slab, modeling, surface texture, and glazing to create functional, non-functional, and sculptural pieces. The
emphasis is on both craftsmanship and aesthetic form. The last two weeks of the course are devoted to
introductory experiences on the wheel.
Ceramics II
This course focuses on more advanced wheel techniques. After completing a basic cylinder and bowl, students
expand their skills to create larger, more complex sculptural pieces. Students examine the form, function, and
aesthetics of clay works in order to develop artistic judgment.
Glass I
Glass I is an introduction to flameworking. Students learn to manipulate glass using a gas/oxygen torch. This
survey begins with discussions about safety and equipment in the glass studio. The beginning weeks of the course
focus is on creating beads, then moves to a variety of projects including ancient core form vessels and marbles.
Glass II
In Glass II students work with the instructor individually, focusing on a few areas of flameworking that they are
interested in. This more intense study of glass processes is an excellent way to develop advanced skills.
Kiln Glass
Students use lost-wax and other clay techniques to create molds for kiln casting. Focus is placed on process and
properties of shaping glass in the kiln. Students learn basic cold working techniques for finishing pieces.
Sculpture I
Students address a number of three-dimensional problems, solving them using a variety of media: wood, paper,
clay, fiber, plaster and concrete. Emphasis is on problem solving, self-expression, and development of an
understanding of the principles of three-dimensional design.
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Jewelry / Metals
Jewelry making is an introductory metals course. Students learn basic techniques in sawing, filing, sanding,
texture, and soldering. Students make a variety of projects such as a pendant, a cuff bracelet, a chain bracelet or
necklace, found object jewelry, and rings. Students work in copper and brass, and occasionally scrap sterling
silver. There is a focus on design, and students regularly have sketch critiques before building new work.
MUSIC
All Music courses are one trimester (1/3 credit) unless otherwise noted. All grade 9 students are required to
participate in one of the school’s core ensembles: Choir, Wind Ensemble, or Strings Ensemble. Trimester
electives are scheduled on year-to-year basis, based on student interest; some of these electives may not be
offered every year.
Strings Ensemble
Full Year Course, 1/2 Credit
This ensemble is a class for the serious instrumentalist. This performance-based class is mainly open to classical
string instruments. This class covers different styles of music, focusing on both small ensemble and solo
performance. Students must practice outside of class. All positions are subject to the instructor’s approval. This
course receives a letter grade and academic credit.
Wind Ensemble
Full Year Course, 1/2 Credit
Wind Ensemble meets every other day and is open to all woodwind, brass and percussion instruments. Students of
this course receive a letter grade and academic credit. Students perform a variety of repertoire arranged for the
contemporary concert band or wind ensemble. Rehearsals focus on ensemble skills including advanced technique,
tone, intonation, balance and blend. Students are expected to have at least three years of experience on their
instrument, or perform at the equivalent level.
Choir
Full Year Course, 1/2 Credit
Choir is open to students in grades 9 through 12. The choir rehearses every other day, studying and performing a
diverse repertoire, including “classical,” pop, folk, and jazz. Rehearsals emphasize proper vocal technique, sightreading, ensemble blend and basic music theory. Students receive a letter grade and academic credit.
Women’s Choir
Full Year Course, 1/2 Credit
Women's Choir is open to women in grades 9 through 12. In this ensemble, students study and perform a diverse
repertoire of standard women's choral music, including classical, pop, folk, and jazz. Rehearsals emphasize proper
vocal technique, sight-reading, ensemble blend, and basic music theory. Students receive a letter grade and
academic credit. The class meets three days per eight-day cycle.
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Jazz Band
Full year course, 1/2 Credit; audition required
This class is open to grades 9 through 12. Students study and perform music from standard jazz and popular jazzrock idioms, to classical studio-style music. All instruments are encouraged, from strings to drum set.
Composition and transcribing of music is also featured in this class. Examples of the instruments in a studio jazz
orchestra are: violins, flutes, guitar, bass, saxophone, drums, piano, trumpet, baritone, and so on. Students of this
course receive a letter grade and academic credit. Class meets every other day.
Trimester Music Electives
Introduction to Music Theory
This course is open to students in grades 9 through 12. It is designed to promote better understanding of music
through the study of its basic building blocks. Topics include keys, scales, intervals, triads, seventh chords,
rhythm, and musical analysis.
Introduction to Opera A (Mostly Italian)
Beginning with a brief discussion of the early history of opera, students study the development of this genre as
both a musical and social phenomenon. Operas covered in this course include Giulio Cesare, Le Nozze di Figaro,
Lucia di Lammermoor, Rigoletto, Carmen, and Tosca. Opera A and B are designed to be non-consecutive, standalone courses; each is an independent but complementary course covering different sets of composers, periods,
and sub-genres.
Introduction to Opera B (Mostly Non-Italian)
Beginning with a brief discussion of the early history of opera, students study the development of this genre as
both a musical and social phenomenon. Operas covered in this course include Cadmus et Hermione, Die
Zauberflöte, Il Barbiere di Seville, Otello, Eugene Onegin, and Salome. Opera A and B are designed to be nonconsecutive, stand-alone courses; each is an independent but complementary course covering different sets of
composers, periods, and sub-genres.
Introduction to American Musical Theater
Beginning with the success of Gilbert and Sullivan’s H.M.S. Pinafore and a discussion of early vaudeville, this
class examines the rise of musical theater as an American art form. Students study the development of American
musical theater in its historical context. Musicals covered in this course include Show Boat, Oklahoma!, Kiss Me
Kate, Joseph and the Amazing Technicolor Dreamcoat, and Sweeney Todd.
Introduction to Baroque and Classical Music
This course is a survey of Western music from the Baroque and Classical periods. The format is mainly
lecture/discussion, supplemented by guided in-class listening to examples of the works of important composers of
each period. Using the first volume of the Norton Anthology of Western Music, students will study compositional
styles, forms, and orchestrations of some of the great masters of composition in the Western tradition from 16001800. Although the basics of score reading are reviewed at the beginning of the course, the ability to read music is
recommended.
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The Theremin: Origins of Electronic Music
The theremin is one the one earliest electronic instruments, and is played without actually being touched. In this
course, students build a theremin from a kit, learn how it works, and experiment with playing it. The class
discusses the theremin’s influence on later electronic instruments like the synthesizer. Due to the nature of the
course, class size is limited.
Beginning Guitar
This class provides instruction on basic guitar technique. Techniques used in classical as well as popular styles are
examined. Students learn how to play single note melodies, chords, and the basics of blues improvisation. Music
in standard notation as well as tablature notation will be studied. Since outside practice will be required as part of
the grade, students enrolling should have access to a guitar at home.
Beyond Beethoven: Music of the 19th, 20th and 21st Centuries
This course is a survey of Western music from the Romantic and twentieth century periods. The format is mainly
lecture/discussion, supplemented by guided in-class listening to examples of the works important composers of
each period. Using the second volume of the Norton Anthology of Western Music, students study compositional
styles, forms, and orchestrations of some of the great masters of composition in the Western tradition from 18002000. Although the basics of score reading are reviewed at the beginning of the course, the ability to read music is
recommended.
Jazz History
This course provides an overview of the history of jazz, with emphasis on the recordings of the 1950s and 1960s,
as well as the recordings of more recent years. The contributions of major soloists, bands, band leaders, and
composers are addressed. The course utilizes audio and video clips, lecture, research projects, and an experiential
component.
A Cappella Arranging
This course provides students with the basic tools of “collegiate-style” a cappella arranging. Students learn about
song selection, form, transcription, voicing, and adaptation. Each student is expected to finish at least one fulllength arrangement. Some understanding of basic music theory is recommended, but not required.
Lessons
Private instruction is offered in woodwinds, percussion, brass, and guitar. Voice lessons may be available for
Upper School students. Lessons are 30 minutes and are scheduled on an individual basis. An additional fee is
involved for these extra-curricular lessons.
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DRAMA
All drama courses are one trimester (1/3 credit).
Acting I
In Acting I students learn the vocabulary and basic physical building blocks of working in the theatre. Students
work on a scene and two contrasting monologues, as well as read a play together. They use the twelve guideposts
from Audition by Michael Shurtleff. Emphasis is placed on physicality and diction.
Children’s Theater
Students learn to utilize skills involved with creative dramatics and storytelling. Developing vocal range and
physical presence for characters is emphasized. The class looks at storytelling and how to enhance the process
through the use of props and costumes. Some improvisational skills are included in the “morphing” of fairy tales.
The class performs for the Lower School classes.
Improvisation
Improvisational exercises have always served as building blocks for the work of an actor. These tools include
listening, following creative impulses, collaboration and point of focus. The concept of “Yes, and…” is the
fundamental notion, a concept that requires the actor to relinquish control but practice responsibility. The
structure of the game is central. This class is an experiential learning environment where students learn by
doing… and they laugh a lot.
Directing
Students choose a piece of dramatic literature and breathe life into it. They go through all the steps – text analysis,
creating a vision, blocking, casting, working with actors, making changes, adding production values, and
performance. While theatre is a collaborative art, the director is responsible for a unified vision. This requires a
full understand of the text and leadership abilities. Each student directs and is a cast member for other student
directors.
Fall Production
The Fall Production is an eight-week process of auditions, casting, workshops on voice and diction, readthroughs, table work, scene work, blocking, research, rehearsal, lighting, costuming, set-building, and finally,
performances…truly, all the aspects and facets of a theatrical production. Students keep journals in which they
track their process and write in their character’s voice. Recent productions include The Laramie Project, Macbeth,
Tartuffe and Almost, Maine. As these selections demonstrate, the Drama department does not shy from
challenging material! Participation in the Fall Production earns 1/3 credit and counts towards the school’s
graduation requirements in the arts.
Spring Musical
A nine-week process, the Spring Musical takes students through a read/sing-through, musical rehearsal,
choreography, scene work, accent work, coordination with an orchestra pit, and several performances. Students
also keep a journal, help with costumes, lights and props, and participate in striking the set. Past musicals
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include Lucky Stiff, Ernest in Love, Das Barbecu, Little Women and Sing for Your Supper. Participation in the
Spring Musical earns 1/3 credit and counts towards the school’s graduation requirements in the arts.
Scene Study
In this class, students have the opportunity to act in scenes from contemporary and classical dramatic literature.
Central to this course is the exploration of relationships between characters and how these relationships are
communicated physically and vocally. Their scene work includes in-depth character analyses, identifying
objectives, obstacles, beats or units of action within their scenes, as well as preparing their scene to be shown in a
staged performance.
Shakespeare
Students practice monologues and scene work, trying to discover through text analysis and physical movement
the layers of truth involved in this great writing. Students are encouraged to compete in the annual Shakespeare
competition held at Harley each winter. The winner of the competition goes on to a regional competition. We
learn about iambic pentameter, theories of organic language and a technique called “dropping in.” The class often
performs at an Upper School assembly.
PHYSICAL EDUCATION AND ATHLETICS
Physical Education
Physical Education is a graduation requirement for all students in the Upper School. Students must earn credit
during each of the Fall, Winter and Spring interscholastic sports seasons. Credit can be earned by participating in:
 regular Physical Education classes
 an out-of-school instructional program (an Independent Study PE)
 the Harley Allendale Columbia (HAC) interscholastic athletic program. The Harley School graduation
requirements dictate that students in grades 9 and 10 are required to participate on at least one
interscholastic athletic team each year.
Physical Education
Upper School Physical Education classes meet every Monday, Thursday and Friday during the Advisory period.
Students enrolled in Physical Education are expected to attend every class meeting. Absences due to conflict must
be approved by the Physical Education staff prior to class. Units of study may include skill development and rule
comprehension in the following activities and sports: football, soccer, speedball, golf, basketball, floor hockey,
swimming, bowling, softball, track & field, Ultimate Frisbee and tennis.
Physical Education Independent Study
The independent study program is designed to accommodate students who wish to pursue an athletic activity or
sport that Harley or HAC does not offer. Students are automatically enrolled in regular Harley Physical Education
classes until they submit an Independent Study Contract. Independent Study Contracts must be submitted for each
season in which one plans to engage in an outside activity in lieu of regular Physical Education classes. There is
no “carry-over” of a contract from one season to the next.
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Students engaged in an independent study program must participate in the selected activity at least two hours per
week and their progress must be monitored by a trained coach or adult. Students must submit Activity
Verification forms at regular intervals set by the Physical Education Department as proof of participation. Parent
approval is required prior to the acceptance of an independent study contract.
An independent study course requires personal accountability and maturity. Due to the independent nature of the
program, a large part of the grade (pass/fail) is based upon his/her accomplishment of the agreed objectives, and
his/her communicating this information to the PE Department in a timely fashion.
Grade 9 students are permitted to participate in one independent study program during the ninth grade year.
HAC Athletics
The Harley School and Allendale Columbia School have merged to form an athletic team alliance (HAC) that
participates in the Finger Lakes League, Section Five and the New York State Public High School Athletic
Association for events and athletic competition.
The HAC Athletics Department encourages students to participate on athletic teams and adheres to a “no-cut”
policy. The interscholastic athletic program provides an opportunity for students to learn and experience those
values inherent in team sports.
For those students who hope to balance both interscholastic (HAC) athletic involvement with a major performing
arts commitment after school, it is important to bear in mind that one must indeed strike a balance between the
two. While we support students who seek to do both, it is very difficult to take a lead in both activities
simultaneously. If one is a leader in a performing arts activity, for example, it is reasonable to think one might
take a lesser role in one’s athletic involvement, and vice versa.
Each season, students in grades 9 through twelve may elect to participate in one of the following activities listed
below. HAC athletics for students in grades 9 and 10 are a curricular activity and students are required to
participate on at least one interscholastic athletic team each year to meet graduation requirements:
Fall
Boys’ JV & V Soccer
Girls’ JV & V Soccer
Girls’ JV & V Volleyball
Girls’ JV & V tennis
Boys’ V Cross Country
Girls’ V Cross Country
Co-ed JV & V Golf
Winter
Boys’ JV & V Basketball
Girls’ JV & V Basketball
Boys’ V Swimming
Girls’ V Swimming
Boys’ V Bowling
Girls’ V Bowling
Spring
Boys’ JV & V Baseball
Girls’ JV & V Softball
Boys’ JV & V tennis
Boys’ V Track
Girls’ V Track
Changing Physical Education Activities Prior to the End of a Trimester
Students choosing to fulfill the Physical Education requirement by participating in the HAC athletic program must
immediately resume attending regular Physical Education classes if they are removed from their team’s roster for
any reason. Attendance at all remaining classes, combined with whatever time such students have invested in the
athletic program prior to their removal from their team, will satisfy the Physical Education requirement for that
Trimester.
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Students choosing to fulfill the Physical Education requirement by participating in Independent Study program
must also resume attending regular Physical Education classes if at any point it is determined that they will be
unable to complete their chosen program. Such students will be required to attend all remaining regular Physical
Education classes and to make up all missed classes, minus any time documented on their Activity Verification
form.
COLLEGE COUNSELING PROGRAM
Our approach in college counseling is to match Harley students with their specific academic and extracurricular
interests in college settings comfortable for each individual. Toward this end, our work with students and families
is tailored to meet the needs of each, but at the heart of all we do is old-fashioned one-on-one discussion. We aim
for students to continue to find “Joy in Learning” after they leave our campus.
Harley’s college counseling staff is a resource available to all Upper School students and families. Our formal
introduction to the process begins in the fall of the sophomore year, when students take practice standardized
tests. In October and early November, we administer both the PSAT and PLAN (pre-ACT) tests to sophomores
on our campus. Each spring, moreover, we take the entire sophomore class on a daytrip to a nearby liberal arts
campus—the sort of college to which many Harley students ultimately apply. Juniors revisit the PSAT in the fall,
and in early winter, they pair with a college counselor to begin developing an individualized plan for testing,
researching, and visiting specific colleges. The fall of senior year is application season, when twelfth-graders
work closely with Harley counselors to finalize their lists of target schools and submit application materials.
A Sampling of Highlights in Harley’s College Counseling Cycle
Grade 10
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PSAT and PLAN Tests (fall)
Class visit to Hobart & William Smith Colleges (spring)
College Board Subject Tests (optional, spring)
Grade 11
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Visits with college representatives at Harley (fall)
PSAT (fall)
SAT and/or ACT testing (winter/spring)
Pairing of counselors with students for individualized planning (winter)
College Board Subject Tests (recommended, spring)
College research and visiting (campus visits recommended during winter/spring)
Grade 12
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Final standardized testing (fall)
Visits with college representatives at Harley (fall)
Application completion and submission (The Common Application and others)
Visits to campuses
File applications for financial aid (winter)
Upper School Curriculum and Guidelines
36
EXPERIENTIAL SERVICE LEARNING
Harley places a high value on civic engagement and service to the community. Throughout the year, students
keep a log of their volunteer hours at church, school agencies, or other organizations. A yearly commitment to at
least 20 hours of community service is recommended to all students. Those who volunteer ten hours of time or
more, in one year, are honored with a White Key Award at the Honors Assembly in June. Additionally, a
Community Service designation is made on the transcript each year an individual documents and submits a
minimum of 20 hours of service.
Upper School Curriculum and Guidelines
37
UPPER SCHOOL ACTIVITIES, OPPORTUNITIES AND EVENTS
Each and every year at Harley is a lively combination of tradition and improvisation, so any representative list of
activities and events is subject to change. New student-led clubs are created each year with approval of Student
Council and Upper School faculty. Following is a comprehensive catalog of the wide-ranging opportunities
available to Harley students.
Clubs and Committees
Green Team
Dungeons and Dragons Club
Forensics (Speech and Debate)
Wolf Pack
Free to Be
Sustainability Committee
Commons Council
Model U.N.
The Harley Robots
Fandom Club
Math Team
Chess Club
Diversity Roundtable
The Harley Soup Project
Frisbee Golf Club
Les Miserables Club
Everyone is Someone (anti-bullying)
Investment Club
SpongeBob SquarePants Club
Sign Language Club
Chinese for Dummies
9th Grade/Primary B Partnership
Student Government
Student Council
Class Representative
CMEE Student Advisory Board
Commons Council
Beckerman Cafe
Student Publications
Exchange Programs and Field Trips
Grade 9
Freshman Orientation at Camp Stella Maris
Marine Biology Trip to Cape Cod
Grade 10
Outdoor Education Trip
College Visit Day
Grade 11
New York City Trip
Grade 12
Rafting Trip
Scottish Exchange w/ George Watson’s
College
Events
Senior Breakfast
Athletic Banquets
Student Art Show
Senior Halloween Parade
May Day
Fall Homecoming
Honors Assembly
Holiday Pageant
Candlelight
Faculty/Senior Dinner
Commencement
Senior Holiday Banquet
Oak Tree Ceremony
Annual Volleyball Tournament
S.H.F.T.E.W.
The Acorn (newspaper)
Yearbook
Calliope (annual literary magazine)
Upper School Curriculum and Guidelines
38
UPPER SCHOOL GUIDELINES
INTRODUCTION
These guidelines set out some of the agreements that have been reached over the years in the Upper
School community at Harley. They articulate, in what may seem mundane fashion, certain basic
expectations and procedures at the school. Please know, however, that such guidelines are anything but
trivial: the foundations of any true community include such agreements.
When a student commits to attend the Upper School at Harley, he or she is also committing to the principles
and guidelines the community articulates. Hence, all students are expected to read, understand, and abide by
the rules and expectations articulated herein. As a school that looks to students’ involvement in decisionmaking, we also expect students to participate in the ongoing evolution and revision of such guidelines.
No set of guidelines can address every situation that may arise at a school; the Upper School Guidelines
address only some of the most commonplace. Perhaps the most important passage is “Our Rights and
Responsibilities,” on the last page. It is from this passage that much at the school is derived, and we use it as
a touchstone as we continue to articulate what it means to be a member of the Harley School community.
THE SCHOOL DAY
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The school day begins at 8:10 a.m. in homeroom or Morning Meeting (Mondays and Thursdays).
Regularly scheduled classes end at 3:00 p.m., but students involved with publications, drama, music,
clubs, sports, or special activities may need to spend some afternoon and / or evening hours at school.
The Harley Library opens at 7:45 a.m. and closes at 4:30 p.m. Monday through Thursday, and 4:00
p.m. on Friday. All other areas open at 8:00 a.m. and close at 3:30 p.m. Monday through Friday.
Athletic facilities remain open until 6:00 p.m. for those involved in team practices. Students may use
the buildings at other times only for special events and with faculty supervision.
Generally, students are not to remain in the school building after school unless they are involved in
supervised activities or if they are waiting to be picked up. Upper School students may remain after
school as long as they abide by the following:
o If they are involved in a school activity, they must remain in the designated area with the
teacher/advisor for that activity.
o If they wish to study quietly, they should go to the library.
o If they want to socialize or are waiting for a ride, they should remain in designated areas.
o If they need to be in any other area, they must get the Head of Upper School’s permission.
o Students who violate the above provisions or who behave inappropriately will be asked to
leave school promptly at 3:00 p.m.
Upper School Guidelines
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Attendance and Announcements
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During homeroom or Morning Meeting, attendance is taken and information about the day’s events is
shared. Students who wish to have a meeting or event announced may submit a written copy of the
announcement to the Main Office. Notices for the daily announcements must include time, place, and
name of sponsor. Notices should be submitted to the Main Office receptionist by 1:30 p.m. on the
previous day.
Faculty messages for students are posted on the announcements bulletin board in the Upper School
hallway. Students should leave messages for faculty members in faculty mailboxes in the Main Office.
Attendance—including number of times late and absent—is reported on student transcripts.
Absences and Lateness
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Parents are asked to call the school nurse at 442-1777, ext. 3044 by 8:10 a.m. if a student will be late
or absent due to illness or other reasons. If the reason for a student’s absence is not known by 9:00
a.m., the school will make follow-up phone calls.
A parent should call the nurse each morning of a student’s absence. If the length of absence can be
specified on the first call, additional calls are not necessary.
Students arriving after 8:10 a.m. must sign in at the reception desk, and must bring a note from home
unless the parent has called. The note or call to explain the lateness or absence does not necessarily
make the reason legitimate for missing a class, quiz, test, or paper deadline; if in doubt, check with
the Head of Upper School. Students should read the daily announcements upon arrival, but should
remember that not all information announced in homeroom is published in the daily announcements.
Harley students are expected to be punctual. Students who are regularly late to school risk losing
privileges at the school, from free time to senior privileges (per Student Council and Faculty Meeting,
Spring 2007).
Pre-arranged Absences
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On occasion, a family may choose to take a student out of school for reasons other than illness or
emergency (a family trip, for example). The student must obtain a Pre-Arranged Absence Form from
the Upper School Office. The form must be signed by a parent, the student’s advisor, and each of the
students’ teachers. It must be returned to the Upper School Office at least two days prior to the
planned absence.
It is important to note that while the school is flexible, it is not responsible for making special
arrangements for those who choose to be absent. Students should not automatically expect that
teachers will give assignments in advance, arrange make-up labs, tests, etc. Students are held
accountable for what is missed in classes, labs, and homework.
Signing In and Out
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Students who enter or exit the school during the school day must only use the front entrance to the
school (the Gallery), and must sign in/out at the receptionist’s desk. To leave campus, students must
have parental permission in the form of a handwritten note, email or phone call directed to the Main
Office receptionist. Students must sign in upon return to school. In an emergency, students may call a
parent from the Main Office, and the parent can give the receptionist permission for the student to
leave school.
Upper School Guidelines
40
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Parental Notes—to be legal, a note in New York State requires that a parent write the date, time, and
reason for any early dismissal, absence, or tardiness. A note simply stating “Please excuse my
son/daughter’s tardiness” will not suffice.
Sickness during the School Day—if a student becomes ill in school, he or she must go to the nurse.
The nurse will contact a parent to arrange transportation home if it is appropriate. The student must
sign out at the front desk before leaving. If a student feels ill in school and is unable to attend a class
or take a test, he or she must also go to the nurse’s office. The nurse will evaluate the problem.
Senior Privileges
Senior Privileges allow a senior to leave campus during free periods or at lunch, provided he or she signs
in and out at the front desk and gets to all classes or other responsibilities, such as assemblies, homeroom,
class meetings, etc., on time. Senior Privileges do not permit a student to come late to school, however,
even if he or she has first period free. Seniors are eligible for Senior Privileges after mid-trimester I. To
be eligible, a senior must be in good standing academically, must be a positive, contributing member of
the school community, and have the consent of the faculty and his or her parents.
Messages and Telephone Calls
Messages for students are posted on the announcements bulletin board. Students should check the board
periodically during the day. A telephone (free for local calls) is available near the Upper School Hallway.
Students should use this phone rather than the Main Office phone. Messages for students will be delivered
personally only in emergencies.
Make-up Work
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Students are expected to be at school with their homework completed on a daily basis. When students
report to class without finished assignments, they may be asked to complete work during advisory, in
study halls, during unscheduled periods, or after school.
It should be clearly understood that students who are absent from school are expected to take the
initiative in making up their work. Assignments may be requested by calling the receptionist before
10:30 a.m., and may be picked up after 3:30 p.m. When students return to school, they should initiate
meetings with teachers to arrange make-up work.
When students are home ill, they should take the responsibility to do as much work as they
reasonably can, thus reducing the task of making up work when they return.
GENERAL RULES
The rules and expectations outlined in Upper School Guidelines apply to events and behaviors in the
Harley school community. It is very important, however, to note that the school does not limit its concern
to events that happen literally on campus. Harley reserves the right to address student behavior at nonHarley events—perhaps off-campus, perhaps in cyberspace—if the school determines that the behavior
has a negative impact on our school community.
Upper School Guidelines
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Boundaries
Harley is bounded on the north by the edge of the playing field, on the east by Clover Street and on the
west by the old railroad bed walking path (which is off-limits, as is the railroad bridge). Allens Creek
forms the south boundary. The area across the creek is to be preserved as a nature area. Students may use
it only with the permission of a teacher.
Library, Classrooms, Kitchen
The library is intended for reading, reference, and study. Conversations are limited to what is necessary
for effective use of the library. Empty classrooms may be used for conversations and collaborative study
as long as there is no interference with nearby activities. Students may use the hallways for sitting,
socializing, and studying as long as they do not impede passage, produce litter, or make excessive noise.
Books, notebooks, and other personal items may not be left on the floor, in the halls, foyers, the library,
field house, or theater after school hours. All students are provided with lockers and may not treat
hallways or other school spaces as if those spaces are extensions of their lockers.
Property
The willful damage of property, personal or public, is a serious offense against the community and will
have appropriate consequences. Theft occurs occasionally at any school, and students should not be
careless with their personal belongings. Any student who is found to have stolen from a fellow student or
the school will be suspended or expelled.
Weapons
Students are specifically prohibited from bringing any object to school that could be used as a weapon.
Drugs and Alcohol
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New York State mandates that legal drugs may be taken at school only if written authorization is
provided by a doctor and the parents. This includes common medications which may be bought
without a prescription. If a student must take any of these at school, the nurse must have a written
statement of authorization from parents and a doctor.
Alcohol, tobacco, and illegal drugs are prohibited at all school-sponsored events whether on- or offcampus. Though the school assumes no responsibility for off-campus parties, it does reserve the right
to discipline students for their behavior off-campus. Harley strongly opposes the use of alcohol and
other drugs at any such gatherings.
Those involved with alcohol or illegal drugs in any way at school or any school function, risk legal
consequences and a significant response from the school. Those in violation of the school’s policy
regarding alcohol and other drugs can expect:
o suspension or expulsion from school
o to undergo a Substance Abuse Assessment with a specialist in the field
o to follow any recommendations that may come from that assessment as a condition of
continued enrollment
o that colleges may be notified, especially if the offenses happen in the junior or senior years
Upper School Guidelines
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Driving and Parking Lot
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On school trips, no student may ride in a car driven by another Harley student, except in extraordinary
circumstances and then only with the approval of both sets of parents. Students are expected to
observe parking lot rules and New York State driving laws, especially in regard to junior licenses.
Those who hold junior licenses may drive after dark only in conjunction with formal credit-bearing activities.
The following rules apply to the parking lot:
o Students may not sit in parked cars, or go out to their cars during the academic day unless
they have the Head of Upper School’s permission.
o Students should not linger or gather in or around cars.
o Drivers should stay alert for small children who walk or play on the sidewalks near the
parking lot.
o The speed limit in the parking lot is 10 miles per hour.
o Unsafe driving will result in loss of on-campus driving privileges.
Food
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The kitchen is off-limits to students. Students using the dining hall should not interfere with the work
of the kitchen staff. Food and beverages are generally to be consumed in the dining hall, not in
hallways or classrooms (exceptions may be made for faculty-supervised club meetings and some
special events).
Students may not order out for food or go out and bring it back to Harley without the express
permission of the Upper School Head (per Faculty Meeting, 12/04).
Texting and Use of Cell Phones
Per the Student Council and Faculty Meeting (2011), the following rules apply:
 Texting is permitted in Upper School hallways, in the dining hall, the Gallery, and in Beckerman.
 Phone use of any kind is not permitted in
o classes
o at Morning Meeting or in homerooms
o at Assembly
o in Middle or Lower School halls
o in bathrooms or locker rooms
o in class or grade meetings
o or in any other setting in which the faculty prohibits it
 Talking on the phone will continue to be permitted only in Beckerman
TV, Movies, Computers, Other Devices
Students are welcome to bring computers and other electronic devices to school. However, use of such
devices at school is to be primarily limited to academic purposes. Any use of computers that amounts to
the functional equivalent of watching television, videos or movies is not permitted.
Visitors
We absolutely welcome visitors to Harley—students may bring guests to classes for the day and to school
dances if they have advanced permission from the Head of Upper School. Visitors should spend the entire
Upper School Guidelines
43
day or dance with the host, and the host is responsible for his or her guest’s behavior. Drop-in student
visitors are not permitted.
Search
Harley is committed to protecting the privacy and property of all students. However, the school does
reserve the right to search students’ belongings—including but not limited to lockers, backpacks, cars,
etc.—if exceptional circumstances warrant it. Students and parents can count on the school invoking this
right only when the administration deems it necessary.
Residency
Harley students are required to live with a parent or guardian who is acceptable to the school. Students
may not live on their own and attend Harley.
Dress and Displays of Affection
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Harley has no dress code per se, and we understand that a student’s appearance is often an important
expression of his or her individuality. In a community, however, one must consider the impact of any
behavior or habit on one’s fellow community members—mutual respect and consideration are the
central principles at work.
Upper School students are expected to be well groomed and neatly dressed. Dress that interferes with
the work or learning environment will be addressed by the faculty or administration. Certainly
“provocative” dress would qualify, as would any clothing that conveyed a message that might be
offensive to others.
Students should dress well for Candlelight, Athletic Banquets, Honors Assembly, and
Commencement. Hats are not allowed in the theater and in other areas at the discretion of the
supervising teacher.
Displays of affection are to be confined to holding hands.
ACADEMIC INTEGRITY
The integrity of a student’s work is the building block of any academic community and should never be
taken lightly. Your work must be your work, in every instance.
That said, the faculty encourages students to work and study together. Being able to explain concepts to
one another is an important step in the learning process. Help your friends learn by showing them where
the information can be found, asking leading questions or clarifying the assignment, not by doing their
work for them or letting them see or copy your work. Assume that these principles apply to all situations
unless specifically told otherwise by your instructor. If in doubt about how these concepts apply to
specific situation, ask your teacher.
The following are considered types of academic dishonesty at Harley:
 Uncited material – when a student finds information, images, sounds, etc. in a source and includes it
in his or her work without citing the source.
Upper School Guidelines
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Uncited ideas – when a student finds an idea in a text and writes it into his or her paper without citing
the source.
Verbatim phrase or passage that is not quoted – when a student finds an exact phrase/sentence/
passage and writes it into his or her paper without citing the source.
Uncited structure or organizing strategy – when a student’s paper/paragraph is organized in the same
manner as a source that he or she accessed, but did not cite.
Misrepresenting evidence – when a student alters the meaning and/or intentionally misinterprets a
source’s meaning.
Improper collaboration – when students work together on an assignment, project, paper, etc. without
permission from the course teacher.
Dual or overlapping submission – when a student passes in a paper or part of a paper to two or more
teachers without the prior permission of the teachers to do so.
Falsifying evidence or citations – when a student fabricates evidence or citations.
Abetting plagiarism – when a student helps another student engage in academic dishonesty.
Improper use of electronic media or technology – when a student uses such tools inappropriately (for
example, using an online translation program in a foreign language course).
The guidelines were adapted from Writing with Sources: A Guide for Harvard Students, by Gordon
Harvey. Hackett Publishing, Indianapolis, 1998. It should be noted that individual departments may set
additional guidelines vis-à-vis academic integrity.
If a student is found to have violated the school’s academic integrity policy, disciplinary action will
follow. At a minimum, the student will receive a zero on the assignment in question, even if it is a major
exam, and will have to re-do the assignment in order to demonstrate understanding, for no credit.
Additionally, students who knowingly provide material for the academically dishonest use of others will
also be subject to disciplinary action.
PROBATION AND SUSPENSION
A student who violates school rules or is not performing in an academically or socially responsible
manner, may receive a warning, have privileges restricted, and be put in study hall, or be placed on
probation. While on probation, a student is under close scrutiny by faculty and may lose certain
privileges. A student needs to demonstrate responsible behavior for the duration of the probation and may
be asked to undertake a specific service activity for the school before probationary status is removed.
More serious violations of school rules may result in suspension or dismissal from the school.
Suspensions occurring in the junior or senior years may be reported to colleges. Should suspension or
expulsion be considered in a disciplinary case, the administration will often consult a student’s teachers,
advisor, or the entire faculty in reaching a disciplinary decision.
Upper School Guidelines
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UPPER SCHOOL PARENT-TEACHER CONFERENCES
Parent-teacher conferences may occur any time during the school year. The conference may be initiated
by the parent(s) or by the school. All Upper School parents are invited to attend Parent-Teacher
Conferences with the student’s advisor after the Mid-Tri I grades are mailed. Parents of students who are
new to the upper division are very strongly encouraged to come to the fall conferences. Written reports of
these communications are given to the Head of Upper School.
LIBRARY
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The Library opens at 7:45 a.m. for students to return or check out books before classes begin. It
remains open until 4:30 p.m. Monday through Thursday; on Friday the Library closes at 4 p.m.
Most materials are shelved in the main reading room of the library. In this section there are also
computers for student use. Back issues of many other periodicals are shelved in the library workroom.
Audiovisual equipment, projectors and tape recorders are kept in the library workroom. Arrangements
for use of this equipment should be made with the librarian.
The library is reserved for quiet individual study and reading. Several places in the school are
provided for cooperative study requiring conversation between students.
Books may be checked out for three weeks with the privilege of renewal for an additional three
weeks. Reserve and reference books are used in the library during the school day and may be checked
out overnight or for the weekend. Reserved and reference books must be returned to the library by
8:30 a.m. the following day.
STUDENT ACCEPTABLE USE POLICY
The Harley School provides a variety of technological facilities to enrich the academic experience of the
students. Students are expected to utilize these resources following rules of conduct (per Faculty and
Student Council, 2009). Failure to follow any of these rules will lead to disciplinary consequences.
 Always use the computer with consideration and respect for others.
 Priority for computer use is given to students needing it for academic purposes.
 Use appropriate and respectful language at all times.
 Respect the integrity of computer resources by not relocating hardware, altering or modifying system
files, desktop or software configurations.
 Use of electronic mail is allowed under appropriate conditions.
 Understand that the files stored on Harley network servers are subject to review and/or monitoring by
faculty and the School administration.
 Adhere to laws concerning the use and distribution of copyrighted software.
 Games are not permitted except after school hours and under the direction of a teacher as part of the
curriculum. School computer resources are intended to assist students in attaining educational goals.
 Avoid abusing network resources such as sending chain letters, spamming, or excessive printing.
 Do not display, access or send offensive messages or pictures.
 Do not attempt to log in to another person’s account or access another person’s folders, work, or files.
Upper School Guidelines
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Do not attempt to access Web sites blocked by school policy.
Do not plagiarize works found on the Internet. Plagiarism is taking the ideas or writings of others and
presenting them as if they are original.
UPPER SCHOOL GRADE REPORTS
The academic year is divided into trimesters. Grades are reported to parents six times a year, at the middle
and end of each trimester. At mid-trimester, parents receive the student’s current grades and comments
about his or her progress. At the end of the trimester, parents receive the student’s final grades for that
trimester. Comments will be included at that time for students with grades of D, F, or Incomplete.
In addition to these reports, teachers will contact the parents, the student’s advisor, and the Head of Upper
School in unusual circumstances or in situations where a grade has changed suddenly.
Criteria for Grades
A
4.00
A- 3.67
B+ 3.33
B
3.00
B- 2.67
C+ 2.33
C
2.00
C- 1.67
D+ 1.33
D
1.00
D- .67
F
0.00
I
Incomplete
W
Withdrawn
HP
P
F
High Pass
Pass
Fail
Upper School Guidelines
Truly excellent. Goes beyond course requirements.
Very good to satisfactory work.
Needs improvement. Additional work may be recommended to move to next
level.
Poor. Will require substantial work to move to next level.
No pass/No credit.
Incomplete. Indicates that work essential to the course has not been done or
turned in. The comment report from the teacher will specify what has to be
made up and the deadline for completion. If the work is not completed by the
specified date (no later than six weeks beyond the end of the term in question),
the grade automatically becomes an F. For a trimester course, this means that
the course must be repeated if credit is required. For a full-year course, the F for
a trimester is averaged in with other trimester and final grades.
Indicates that a student has withdrawn from the course, and has received no
credit. Students may withdraw from a full-year course up to the mid-trimester I
with no notation on their transcript; they may withdraw up to the end of
trimester I with a “WP” or “WF” on the transcript; thereafter, students are not
permitted to withdraw from full-year courses.
Excellent work
Satisfactory work
Unsatisfactory work. No credit.
47
NON-DISCRIMINATION POLICY
The School admits students of any race, color, national and ethnic origin to all the rights, privileges,
programs and activities generally accorded or made available to students at the school. It does not
discriminate on the basis of race, color, or national and ethnic origin in administration of its educational
policies, admission policies, scholarship and loan programs, staff hiring practices, and athletic and other
school-administered programs.
NON-HARASSMENT POLICY
Purpose
Harley recognizes the right of everyone to be in an environment where individual dignity is respected,
and is committed to maintaining an environment free from all forms of harassment. The purpose of this
policy is not to regulate personal morality, but to ensure that, at Harley, no one harasses another
individual.
Everyone in the Harley community will be held accountable for accomplishing our goal of maintaining a
harassment-free environment.
Guidelines
The creation of an intimidating, hostile, and/or offensive environment may constitute harassment.
Harassment does not only depend upon the offender’s intention, but also upon how the person who is the
object of such harassment perceives the behavior or is affected by it.
The Harley School will not tolerate harassment on the basis of characteristics including, but not
necessarily limited to, the following: race, age, marital status, sexual orientation, color, religion,
disability, gender, ethnic heritage, or national origin.
I. Definitions
A. Verbal harassment: This refers to derogatory or vulgar comments directed toward any individual, or
the distribution of written or graphic material having the same effect with respect to the foregoing
categories (which, again, are not exhaustive).
B. Physical harassment: This refers to physical advances such as hitting, pushing, or other physical
contact or intimidation, or threats of same.
C. Sexual harassment: This refers to unwelcome sexual advances, or behavior which is intended to obtain
sexual favors as a term or condition of employment or as the basis for any work-related decision. Verbal
or physical conduct of a sexual nature that interferes with an individual’s performance or creates an
intimidating, hostile, humiliating, or sexually offensive environment also constitutes sexual harassment.
II. Policy Administration
A. This policy shall be administered fairly and impartially by the parties charged with its implementation.
B. This policy applies to students, employees, volunteers, and any other individual who is involved with
the business or activities of Harley.
Upper School Guidelines
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Process
Any individual who believes that he or she has been subjected to harassment should report the alleged
harassment immediately to any teacher, advisor, or administrator (in the case of a student reporting), or to
his or her supervisor. If the supervisor is the alleged harasser, the report should then be made to any other
administrator. Written documentation will, at some point, support the allegations of harassment.
Documentation will include information relating to the date and place of the incidents, a description of the
alleged harassment, and any other information that relates to and supports the complaint.
 Administrators, teachers, or advisors who observe or have been made aware of the harassment will
act to terminate such behavior and take whatever action may be warranted to prevent its recurrence.
 An investigation of all complaints will be undertaken by the appropriate party. During the
investigation, every reasonable effort will be made to protect the privacy of the individuals involved.
At the same time, the investigative process will endeavor to protect against capriciousness or
unfounded complaints.
 One’s status will not be jeopardized for filing a valid complaint.
Appeal Procedures
If the resulting decision is felt to be unfair or improper, an appeal procedure is available. A request for
further resolution may be brought to the direct attention of the Head of the School. If still not satisfied, the
problem may be presented in writing to the President of the Board of Trustees.
The party may then be invited to meet with the President. After a thorough review of relevant facts and
prior decisions, the President will then render a final and binding decision.
Conclusion
Harley’s commitment to fostering a pleasant work environment will be ensured by adherence to the
foregoing principles and procedures.
OUR RIGHTS AND RESPONSIBILITIES
The Harley School respects the rights of each individual while at the same time it recognizes the
responsibility of the individual to the community. We have therefore identified five principles of conduct
shared by students and teachers of the Lower, Middle and Upper Schools:
 I have the right to have the respect of others. I have the responsibility to respect others.
 I have the right to feel safe. I have the responsibility to help others feel safe.
 I have the right to an atmosphere that promotes learning. I have a responsibility to promote learning
through my preparation and participation.
 I have the right to have my property respected. I have the responsibility to respect the property of
others.
 I have the right to expect the best of others. I have a responsibility to be my personal best.
Upper School Guidelines
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