Goals and Overview

Guided by our mission and values of Honesty, Kindness and Respect, the English Department aspires to accomplish these main goals: to cultivate students’ understanding of literature; to develop their ability to express their ideas accurately and cogently in writing; and to create a respectful environment in which learning and discussion can take place for the exploration of different ideas and shared experiences.
To reach these goals, emphasis is placed on literature from different genres, with various writing assignments that range from the analytic essay to creative writing.  Public speaking, vocabulary study and writing with a correct and effective style are also reinforced in each Form. Finally, all English students deliver a memorized declamation, practicing public speaking skills, investing words with meaning for their best rhetorical effect.

IV^th FORM (Grade 6)

During the IVth Form year, students explore the themes of coming of age, justice, and understanding across differences. Students will learn to recognize the seven elements of a story, along with literary devices such as imagery, symbolism, and personification. Students are also introduced to new vocabulary from the literature. Recent texts taught have included Christina Soontornvat’s A Wish in the Dark, Lois Lowry’s The Giver and Jason Reynold’s Look Both Ways: A Tale Told in Ten Blocks.

V^th FORM (Grade 7)

During the Vth Form year, students examine the way authors develop themes of exclusion, identity and isolation through an in-depth study of characterization. Moreover, students explore answers to the following essential question: How does conflict affect the relationships between family, friends and communities? Students also study the memoir genre, and as a culminating project, they write their own memoir. Students continue to investigate the way authors use literary devices to enhance meaning and how they use intentional word choice to communicate with precision. Texts taught have included S.E. Hinton’s The Outsiders, The House of the Scorpion by Nancy Farmer and Margarita Engle’s Enchanted Air Two Cultures, Two Wings.

VI^th FORM (Grade 8)

During the Fall Term, VIth Form English students read John Steibeck’s Of Mice and Men and The House on Mango Street by Sandra Cisneros.  Students annotate for character, setting, and symbolism and how they contribute to the texts’ central themes. Journal entries, class discussions and character analysis exercises serve as the foundation for a formal essay exploring the novel’s themes. Next, students read Jacqueline Woodson’s Brown Girl Dreaming. Students investigate the world of poetry, exploring the power of verse and exercising their own poetic voices.  During the Spring Term, students read A Separate Peace by John Knowles.  Again, emphasis is placed on annotating the text and making inferences based on the clues identified in the novel.

VII^th FORM (Grade 9)

VIIth Form students read a compilation of short stories, exploring the genre through analysis of plot, theme and character development. Students respond to the reading through journal entries and then use these thoughts, along with those developed during class discussion, to construct formal essays. During the Winter Term students read Homer’s classic epic poem, The Odyssey, and continue to develop reading skills necessary for comprehension, interpretation, analysis, evaluation and overall appreciation of the text. Students pay particular attention to the way Homer’s use of figurative language including simile, metaphor, personification, symbolism and allusion contribute toward meaning. Tobias Wolff’s Old School is then explored during the Spring Term.  Students pay particular attention to the protagonist’s character, analyzing the cultural influences that contribute to his isolation from society. At the culmination of the term and their English careers at Rumsey, all students write valedictory speeches putting into words their experiences at the School

VII^th FORM (Grade 9) Honors English

This is an enriched curriculum for students who take pleasure in learning, reading and exploring topics in greater depth. A select group of students who demonstrate writing talent and whose scholarship indicates a strong sense of responsibility are candidates for the program. 

Goals and Overview

The math curriculum provides students with a strong foundation in arithmetic and algebra, focusing on fundamental concepts, operations and the laws and properties governing those operations. This cohesive sequence of courses solidifies students’ mathematical skills while introducing them to the analytical thinking required in later grades. Organizational and study skills, such as note taking and test preparation, are also integrated into the program while class projects and computer applications 
further enhance the learning experience. 
 

Math Course I

The Upper School mathematics program begins with an arithmetic course that reviews and integrates previously learned basic skills and presents new, more complex numeric operations and concepts. Topics include: decimals, fractions, percentages, number theory, estimation, measurement, geometry, the metric system, graphs and logical reasoning. This course also highlights effective class participation and study skills.

Pre-Algebra

This course begins to engage middle school students in analytical and abstract thinking. Topics in Pre-Algebra are interwoven with applied arithmetic in order to build operational and problem-solving skills. The language of algebra is introduced along with two-step equations, inequalities, factors, integers, exponents, proportions, geometric formulas, positive, negative, rational numbers and probability. An emphasis on mastery of skills ensures success in future math courses.

Algebra I/Part 1

The two-year algebra sequence opens with an introductory course examining algebraic operations, expressions and principles. Topics include: algebraic properties and notations, real numbers, inequalities, number lines, variables, equation-solving and an extensive examination of linear functions and their graphs. This first-year course presents abstract concepts, methods and problem-solving strategies so that students may successfully move on to more advanced concepts in Algebra I (Part 2).

Algebra I/Part 2

Algebraic reasoning and skills progress as students learn the language of algebra and apply its tools and methods in the second-year course. Topics include: systems of equations and inequalities, polynomials and factoring, exponential functions, quadratic functions and equations, rational and radical expressions and functions, and probability. This course is offered to students who have successfully completed Algebra I (Part 1) or to students who demonstrate competence by successfully passing a school-administered exam.
 

Algebra 1A

Geometry

This geometry course is designed for motivated and talented math students. The course develops their logical and deductive reasoning skills through the study and application of postulates, theorems, and proofs for points, lines, angles, planes, polygons and solids.  This course challenges students who are ready to expand their mathematical thinking and vocabulary through the introduction of two and three-dimensional spatial relationships and the integration of reasoning, logic and proofs. Students learn to think logically and present ideas in a logical order. This course is offered to students who have successfully completed Algebra I.

Algebra II

This honors course is offered to students who have fully completed Algebra I and Geometry and builds upon the topics taught in these prerequisites. Students begin the year working with linear functions and systems and move quickly into quadratic equations and polynomial functions. Students also study exponential and logarithmic functions, quadratic relations, conic sections, periodic functions and trigonometric identities. Students who take this course must be exceptionally motivated and focused math students.

Goals and Overview

The goal of the Science Department is to instill in students an appreciation and respect for themselves, their local environment and their place in the universe. Through a balance of earth, life, physical and biological science units, the students are exposed to learning that relates to their everyday experiences. The program also provides opportunities for teachers to integrate language arts, mathematics, engineering and the arts into their science lessons. Hands-on lessons and lab activities encourage students to become involved in active learning and problem solving.

IV^th FORM (Grade 6) Earth Science

The goal of this IVth Form course is to excite a curiosity about the Earth. The course is divided into three main units: astronomy, the Earth’s surface and the Earth’s water.  Each topic is highlighted with various projects including video productions, research assignments, lab experiments and field trips. The course also emphasizes organization and study skills. 

V^th FORM (Grade 7) Life Science

Life Science offers Vth Form students an introduction to biology, helping students gain an appreciation for the wonder of living things. Units on ecology, animal diversity and botany are explored. Each topic is enhanced by laboratory activities, outdoor research projects, video presentations and field trips. There is a concentrated focus on student organization, study skills, note taking, writing lab reports, debate and participation. 

VI^th FORM (Grade 8) Physical Science

The VIth Form course introduces students to the dynamic world of chemistry and physics. The course combines the study of scientific theory with weekly lab investigations. Students use the scientific method to solve problems and learn how to write detailed lab reports. The goal of the course is to improve students’ understanding of the physical world and expand their scientific curiosity. Students continue to develop their study skills and class participation.

VII^th FORM (Grade 9) Biology

This VIIth Form course delves into the study of life through cooperative work, laboratory investigations, outdoor experiences, and dissections. The curriculum explores topics in ecology, biochemistry, cell structure, DNA synthesis and anatomy. Dissections are conducted as an opportunity for students to learn lab skills and observe the anatomical structure of various organisms. Students acquire a solid foundation of academic skills to prepare for the demands of secondary school.

Honors Biology

This honors course follows the same basic structure of VIIth Form Biology.  However, the students in this course explore topics at a deeper level. Emphasis is placed on discussion, debate, and research skills. Admission into the class is based on previous academic achievement, individual motivation, scientific curiosity and teacher recommendation.

Goals and Overview

The World Language Department teaches global awareness and an appreciation for languages. Teachers employ the World-Readiness and National Standards for Language Learning, concentrating on communication, cultures, connections, comparisons, and communities. Instruction focuses on a comprehensive study of grammar, vocabulary and language production. Lessons are enhanced with authentic resources. Students are given an opportunity to be creative with individual and group projects that allow them to apply and use the target language. In Spanish and French courses, students are encouraged to only speak in the target language.  Latin classes incorporate Greek language and culture to enrich the curriculum.  

French I /Spanish I

In each of these introductory courses, students begin a structured study of a Romance language.  Emphasis is placed on correct pronunciation, present tense verb endings and vocabulary acquisition. Culture is also explored, and it enhances the grammar and vocabulary introduced.

French II /Spanish II

This course begins with a comprehensive review of level I in the very beginning of the Fall Term. The classes are conducted primarily in the target language, and students are introduced to the past tense. Supplementary readings and listening comprehension activities are introduced for reinforcement. Conversational language is emphasized.

French III /Spanish III

In third year courses, conversational language, advanced grammar and cultural-geographical study are emphasized. All aspects of language learning are guided with texts and supplemented with written and audio-visual materials. Courses are conducted primarily in the subject language. 

French IV/Spanish IV

These honors courses are equivalent to a second year secondary-level course. Advanced grammar, literature and cultural study and speaking are the emphasized aspects of these courses offered only to qualified students at the discretion of the department. Text and supplementary materials are selected according to class needs. Courses are conducted almost entirely in the subject language.

Latin:

Latin I

This introductory course fosters an understanding of Latin's function and its relevance to English as well as to other Romance languages, such as Spanish, Italian, French, and Portuguese. The students learn about the six noun cases, three noun declensions, adjectives, two out of the six verb tenses, prepositions, adverbs, imperatives, and infinitives. Students learn to diagram sentences in both English and Latin which strengthens their mastery of grammar. They explore the geographical significance of Roman Rule; the complexities of the ever-evolving history of Romans, and read many stories in Latin about a family and their adventures in Rome.

Latin II

Latin II begins with a complete review of Latin I material, followed by a comparative study of adjectives and adverbs, infinitives, and all tenses. Students explore in-depth the active and passive voice in Latin and compose more complex sentences in the language. Students continue to strengthen their vocabulary by examining derivatives and applying them to English words encountered in their other classes. They continue to read and translate passages that pertain to the daily life of a Roman. Students explore Roman rulers, Astronomy, and Roman villas which we compare to modern-day history and structures.

Latin III

Latin III students continue their study of grammar including infinitives, indirect statements, participles, ablative absolute, and the formation of all four subjunctive tenses and the uses of the subjunctive. We strengthen and deepen vocabulary through lessons built around a narrative that details the life of a Roman, following daily activities, concerns, and habits. Students develop an understanding of Roman civilization during the time of Cicero and Augustus.

Latin IV (Honors)

This honors course concentrates on Latin vocabulary, morphology, and syntax. Students practice translation and reading skills while exploring and examining ancient Greek and Roman history. Students read and analyze works by Caesar, Cicero, Livy, and Virgil. Students explore rhetoric from each author, define how it's used, and compare ancient to modern speeches. To modernize Latin, students explore reading The Giving Tree in Latin then compare and contrast it to the English version. Students use multimedia to create a modified story using Latin sentences fluently. 

Goals and Overview

The History Department fosters an understanding of the world by using the events of the past to illuminate the present. Students investigate historical events from multiple perspectives, appreciating cultural diversity while developing understanding and empathy as citizens of the world. They become capable researchers as they are instructed to read for content, take notes, cite sources, think critically and write persuasively. 

IV^th FORM (Grade 6) Geography

This course explores the earth’s physical and human geography, cultural dimensions and environmental diversity.  Students develop an understanding of the core themes of geography: location, place, region, movement and human-environment interaction while learning that geography is more than just maps.  The course looks at the Earth through various lenses starting with its position in space and then concentrates on its many varied shapes and layers, examining the forces, both internal and external, which continuously shape its surface. Next, students investigate the intricate components of human geography including economics, use of natural resources, the many varied reasons for population shifts and the factors that drive cultures to change. Students use their Geography skills in unit studies on different cultures throughout the year.

United States History Vth Form (Grade 7)

This United States History course in Vth Form studies the Colonial Period and American Revolution, the creation of a new government system and the U.S. Constitution and the the role of slavery in the lead-up to the Civil War. The students begin the year learning about the North American continent before and after Columbus, including the rich panoply of Indigenous cultures and history in North America and these groups' resistance to European colonization. Students evaluate how the American colonies gained their independence and subsequently study the creation of the Constitution and the effects of that document today. The course follows the expansion of the nation, analyzing the impact on Native American groups, and examines the similarities and differences between the northern and southern regions which led to the Civil War.

VI^th FORM (Grade 8) History VI United States History Part 2

This course explores United States history from Reconstruction and Westward Expansion starting in 1865 to the Cold War and Civil Rights Movement of the 1960s.  Students study the period following the Civil War, when rebuilding the nation included enacting social and political achievements towards legal equality for Black Americans as well as barriers erected by State and Local governments and society that limited their equality. Student investigations of the United States’ expanding influence overseas, its growth as an industrial and economic power and its involvement in both World Wars helps them understand that not all Americans experienced prosperity after these conflicts, thus leading to the struggle for civil rights.

VII^th FORM (Grade 9) Global History and Geography
 

This course provides students the opportunity to examine and think critically about European history, the impact of technology, and increased global interconnectedness since the 18th Century. Students are encouraged to look for connections to the past that explain the trajectory of historical events that have resulted in the current state of the world. Several points of emphasis shift the focus from Europe to other regions of the world that have historical connections to Europe including the Near East, Asia, and Africa. Throughout the year, students examine different sources of information including primary source documents; they engage in class discussions, and learn research and analytical writing skills. 

VII^th FORM (Grade 9) The Citizen and the World

This course examines the constitutional framework of the United States, American economic and foreign policy, and the history of civil rights in the United States. Students are encouraged to think critically about the role of the individual citizen within these broader contexts. In addition to studying these themes from a historical perspective, the course also focuses heavily on current events. Students are expected to analyze developing events in the world and to draw parallels with historical events where appropriate. With support from the School library, students develop and practice literacy skills, find credible sources, learn to read for information, cite sources, and write critically and analytically about different events.

Goals and Overview

Rumsey Hall School is committed to providing students and teachers with tools to encourage academic exploration by affording easy access to technological resources.  The goal is to teach students the responsible and ethical use of technology to support learning. Technology transcends all disciplines and grade levels and is integral in the daily work routines of students, faculty and staff. 

Technology exists in nearly every aspect of day-to-day life. It can be fun, informative and unifying and increase productivity. But if not used with respect and utilized wisely, it can be dangerous, frustrating, distracting and divisive.

The following themes are examined across the curriculum:
   •  Responsible use of technology both inside and outside academic settings
   •  History of technology and its future 
   •  Creative, innovative ways to use technology to problem solve and become better students.

Computer Science Vth Form: Introduction to Javascript

Lesson Units designed by Khan Academy, drive our studies of computer science with a focus on programming languages and an Introduction to Javascript. Using basics of javascript drawing and animation concepts, students complete challenges and  created projects online. Assignments include drawing plates of food and animating the parting of clouds. Students connect what goes into creating the graphics they encounter on screens every day with the coding behind the scenes; controlling visibility and movement with hand typed code. 

Computer Science IVth Form: Introduction to HTML: Making Webpages

This course  introduces students to HTML/CSS: Making Webpages. Students study the principles of HTML and use their learning to create projects and completing challenges. Students get hands on experience creating the kinds of content they are exposed to online every day.

Robotics

The Robotics program uses Lego EV3 kits and MINDSTORMS software to introduce the students to basic programming and problem solving strategies. Students investigate principles of science, technology, engineering, arts and math (STEAM). Topics covered include: motor control, gear ratios, torque, friction, sensors, timing, program loops, timing sequences and propulsion systems. The students work hands-on in small groups to design, build and program their own robots to complete a range of tasks.

Goals and Overview

Our Character and Community Living Skills classes create intentional environments for students to build their self and social awarenesses, form healthy and inclusive relationship skills, asses decisions and risk-taking, and develop their capacity for value-modeling  Guided by these pillars, the social curriculum experiences help form students’ self-concept as they navigate the intersections of personal, family, school, and global values. The Health classes examine a wide variety of health issues to help students better understand their bodies and how they function, and the effects that certain choices have on physical and mental well-being. 

IVth Form (Grade 6): Health IV

Upper School Health classes are designed to educate the students on a variety of topics that could potentially affect the overall health of the human body and mind. All lessons present the necessary information to not only educate the students on a given topic but to promote relevant classroom discussion. The class looks at health as a whole: spirit, mind, and body. 

IVth Form (Grade 6): Compass 

The IVth form Compass classes supports students as they navigate life in a community and emerging intersection of family, school, personal, and peer values.  Compass intends to help students identify what they need to feel like they belong and how they might act to help other community members feel like they belong, too. Meeting these objectives includes having students investigate peer relationships, practice conflict resolution, and explore their identity. All the while, the course builds character development, multicultural competency, and social media literacy.  Topics are explored through group discussion, hands-on activities, and interactive lectures.  Placement in this course if differentiated by gender and course content is designed to be adaptive.

Vth Form (Grade 7): Health V

Upper School Health classes are designed to educate the students on a variety of topics that could potentially affect the overall health of the human body and mind. All lessons are created with the intent of presenting the necessary information to not only educate the students on a given topic but to promote relevant classroom discussion. The class looks at health as a whole: spirit, mind, and body approach. There is a strong focus striving for wellness that is reiterated throughout the class. While similar to structure as the IVth form class, Health V includes the proper developmental and curricular progression.  

Vth Form Girls (Grade 7): Girls’ Atlas

Girls' World uses three different curriculums: Girls Leadership Institutes: Girl Meets World, Power Collaborative, and The Social Institute's Win At Social.  This course teaches conflict resolution, communication and leadership skills. It also focuses on the following five domains of SEL learning: Mindfulness + Self-Compassion, Identity + Self-Awareness, Diversity + Social-Awareness, Community + Relationship Skills, Advocacy + Action.Role playing, hands-on activities and discussion engagement are important aspects of class participation.

Vth Form Boys (Grade 7): Boys’ Atlas 

Boys’ Atlas provides boys with a platform for discussion and education about many social issues faced every day. They develop a strict set of rules to foster a safe, casual, inclusive environment where they can share thoughts and feelings while promoting fun and friendship. Topics covered include bullying, friendship, risk-taking behavior, stress and the social pressure to be a ‘man.’ Activities, games and discussion foster mutual trust.   

VIth Form (Grade 8): Sex Ed 

Sexual Education at Rumsey Hall models Comprehensive Sexuality Education (CSE). It is an inclusive curriculum that focuses on gender equality. Students examine their values and are informed on how to make positive, healthy decisions about their sexual and reproductive health. Students learn about puberty, human anatomy, reproductive health, contraception, childbirth and sexually transmitted infections. Students also discuss family life and relationships, culture and gender roles and sexual consent. Student participation and engagement is encouraged in this brave space through discussions, reflections, and using “I feel or I think” when contributing to the class.
 

VIth Form (Grade 8): Cultivating Character and Community (3C)

Composed of five workshops, this series provides deliberate and intentional instruction of communication, interpersonal and intrapersonal skills, resilience, team work, inclusivity, patience, and courage, in preparation for their VIIth Form year. The interactive and fun lessons set the stage for student value-modeling and character growth as leaders within our community.  The course includes a 3-hour leadership workshop on the school’s adventure course. Time is also dedicated to academic planning and the demands for the VIIth Form year. This class is instructed during the Spring Term only.

VIIth Form (Grade 9): Senior School Search Seminar (4S)

The Senior School Search Seminar is a scheduled time for the Director of Secondary School Placement to meet with the VIIth Form (senior) class in small groups. Class meetings tackle much more than topics surrounding the school search, though that is the primary focus. During the Fall Term the class hosts admissions visitors from secondary schools and explores themes of leadership and responsibility while learning several employable frameworks which students can utilize in all aspects of their lives. For example, the SMART (Specific, Measurable, Attainable, Relevant and Time bound) framework assists seniors in goal setting for the fall term.  In addition, students learn effective interview and study skills as well as writing thank-you notes. While using the school search as the medium, the class explores life skills and themes that serve our seniors as they head toward the conclusion of the school year and look beyond to their next phase of education.

VIIth Form (Grade 9): Challenge 20/20

Challenge 20/20 is a leadership and service learning elective that brings together a small group of seniors to find local solutions to one of 20 global problems identified by the Global Issues Network.  Students first work through team-building activities that define community and the responsibilities of citizenship.  The group then selects three global issues for which they can assess and develop practical solutions such as providing education for all, creating a massive step up against poverty, and improving our environmental impact through pollution reduction. The students collaborate with Rumsey administration and faculty to develop action plans and execute their projects to improve life in the greater community.  
 

Goals and Overview

The Art Department cultivates self-confidence, creative thinking, discovery and self-expression through instruction and the understanding and application of various art concepts and two and three-dimensional media. Students are introduced to traditional skills and techniques in drawing, painting, and three-dimensional construction. Art History and contemporary happenings in the art world are studied through images and videos. Students are instructed to incorporate technology into their artwork using three-dimensional printing, digital photography, video and two and three-dimensional modeling programs. 
   • Artwork by students, faculty and outside artists is displayed around campus and in the Allen  
      Finkelson Gallery in The Maxwell A. Sarofim ’05 Performing Arts Center.
   • Students are also encouraged to submit artwork to local and national contests, connecting 
      Rumsey’s young artistic talent with the broader community.
   • Rumsey’s annual Film Festival celebrates student and faculty video work. 
   • An annual New York City trip is taken to the MoMa and to view a Broadway show.

Art IV

Students learned the value of developing their ideas by creating mind maps and thumbnail sketches of design concepts.  Students review the elements of art and principles of design, and they create an abstract image using lines to convey emotion. Next, they experiment with collage techniques and plan and create collages. The class then moves on to a ceramic unit, learning the three hand-building techniques: pinch, slab, and coil techniques.. Lastly, the class learned basic relief printmaking, creating a pattern on a styrofoam printing plate to print an image with radial symmetry.

Art V

Students are introduced to “The Nine.”  These are the nine basic subjects an artist can draw inspiration from when creating art, the Object,  Architecture, Landscape, Nature, The Portrait, The Figure, Imagination, Non-Representational, and Conceptual. Each of the Nine is presented to the Vth Form art students as a unit consisting of several vital parts. Students learn techniques that align with each unit’s theme. Next, students are introduced to different media as options to work with in each theme. Third, the students are exposed to various artists that have explored the theme in their own work. 

Art VI

VIth Form Art students are presented with a thematic subject that serves as inspiration as they create their artwork, learn from, and experiment with a variety of media in the classroom. The subject may be a literal object such as a still life, or the subject may also be more abstract in nature. In either case, the subject is the starting point for the VIht Form students’ artwork. The subject or theme of the unit allows for a range of interpretations by the students.

VIth Form Art Themes:

Your Story: Consider how artists tell their stories through their art. How can I make art that tells my story?

Pop Culture: How does popular culture influence us? How can I make art incorporating the concept of popular culture?

Awareness: What are the different ways awareness is utilized? How can I make art incorporating the concept of awareness?

The Space Around You: What are the different ways you are inspired by the space around you? How can I make art inspired by the space around me?

Art VII

In the VIIth Form, students are the artists, and the art room is their studio. Students are involved in the entire artistic process, including designing, creating, and reflecting on their work. They are presented with Artistic Behavior Units and are encouraged to develop and produce works of art at the highest level. Units offer modified-choice and encourage students to work and think like an artist. 

Artistic Behavior Units: 

Artist "Steal" - Understanding how Artists use appropriation by borrowing aspects of other artworks and incorporating them into their own work. What is the difference between copying someone's idea and being inspired by another's work?

Blind Self-Portrait - Understanding how Artists capture the personality without capturing the likeness. How to create a portrait without representing what the person looks like?

Artists Observe - Understand the different ways Artists use observation when creating works of art. How can students incorporate observation when creating art?

Art VII/ Ceramics 

Students learn the basic principles and qualities of clay, glazes, and the firing process as they use the wheel and practice hand building to create expressive pieces. Students are introduced to basic information about ceramics, including history, clay safety, preparation, maintenance, surface/firing techniques, and the elements and principles applied to ceramics. Students acquire knowledge of the three hand-building methods: pinch, slab, and coil techniques. They experiment with the embellishment of a clay surface through subtractive, additive methods and glazing techniques. Finally, students create original decorative and functional ceramic artwork that demonstrates increased technique and skills.

Art VII/ Metalworking

In this beginner course, students are exposed to tools and equipment for working with metal, including a drill press, handsaws, pliers, and a torch. They explore chain making, riveting, basic soldering, and annealing while using hammers to manipulate metal and punches to create textural designs and lettering. Work is done mostly with copper sheet and wire. Silver clay is utilized to create small-scale sculpture or jewelry that is kiln-fired into pure silver. After firing, the pieces are finished with traditional metalworking tools and equipment. 

VIIth Form (9th Grade)

(New Flexible Choice for VII Form to pick their classes for fall 2022) Students are divided into a trimester, with different students each term. Currently students have only signed up for their fall term choices. Fall term classes are Ukulele and Guitar

Independent Study 

Students interested in pursuing individualized art study use class studio time to develop a specific skill. 

Goals and Overview

The music curriculum exposes students to a variety of musical experiences aimed 
at encouraging creativity and self-confidence through participation. General music courses explore music history as well as modern music and media. 

Orchestra

Students who come to Rumsey with background and proficiency on particular instruments are encouraged to continue their studies privately and in a chamber music setting and to share their talents with the student body during special performances.

Chorus

Any student is welcome to the join Rumsey Hall Chorus, the School’s vocal group which performs for the School audience several times a year. The a cappella singing group, Blue Dog Voices, is a select group chosen from the Rumsey Hall Chorus affording students further opportunities for solo singing and to develop their harmonizing talents.

IVth Form (6th Grade) 

Students are divided into a semester with different students each term. Boomwhackers and World Percussion—Students will begin the term with melodic tubes called boomwhackers which teach scales, chords, solfeggio and most importantly allow students to engage with a large collection of music that is exciting and relevant. This study of Rhythm and Pitch will conclude with different drumming circles and choral vocalizations to accent the percussion.

Vth Form (7th Grade)

Students are divided into a trimester, with different students each term.

Acting 101 and Improvisation--Using classic acting techniques and scene work students will explore the fun and creative atmosphere of the stage. We will use improvisation, stage combat, vocalizations and props to bring a character to life. We will also create short musical themes with instruments and electronic music to elevate our scenes.

VIth Form (8th Grade)

Students are divided into a trimester, with different students each term.

Hand Chimes for participation and performance—Students will experience this wonderful percussive instrument and the collaborative effort of making music as a team event. With exciting repertoire, students will learn basic musical skills, notation and chords. Individuals and groups will be highlighted for performance each term.

VIIth Form (9th Grade)

(New Flexible Choice for VII Form to pick their classes for fall 2022) Students are divided into a trimester, with different students each term. Currently students have only signed up for their fall term choices. Fall term classes are Ukulele and Guitar

Additional performing arts opportunities include and performances on Parents’ Day, Grandparents’ Day and Commencement.

Goals and Overview

Dramatic Arts education stimulates creativity and problem solving. It challenges students’ perceptions about their world and themselves. Dramatic exploration provides students with an outlet for emotions, thoughts, and dreams that they might not otherwise have the means to express. A student can, if only for a few moments, become another person, experimenting with various personal choices and solutions to real problems or issues faced by historical figures or characters in literature. 
 
Theater Classes employ Narrative Pantomime Stories and Improvisation and Role Drama Activities.

Theater V

Students learn to use skills of oral and written expression, improvisation and role playing to write, direct, produce, analyze and critique their work using theater education to make sense of their developing selves and their places in communities.

Additional performing arts opportunities include performances on Parents’ Day, Grandparents’ Day and Commencement.

Fall Play

A one-act drama, usually a comedy, 30-45 minutes. Students audition for all roles. Open to Upper School Students in good academic standing.

Winter Musical

A musical production, usually in conjunction with Musical Theater International’s Broadway Jr. series. Upper School Students must audition for lead roles, but chorus members need only sign up.

Spring Talent Show

Open to all Upper School students through audition.

Students are involved in all aspects of the productions from set building to sound and lighting.  

All shows and drama classes take place in The Maxwell A. Sarofim ’05 Performing Arts Center.

4S—Senior School Search SeminarThe Senior School Search Seminar is a scheduled time for the Director of Secondary School Placement to meet with the VIIth Form (senior) class in small groups. Class meetings tackle much more than topics surrounding the school search, though that is the primary focus. During the Fall Term the class hosts admissions visitors from secondary schools and explores themes of leadership and responsibility while learning several employable frameworks which students can utilize in all aspects of their lives. For example, the SMART (Specific, Measurable, Attainable, Relevant and Time bound) framework assists seniors in goal setting for the fall term.  In addition, students learn effective interview and study skills as well as writing thank-you notes. While using the school search as the medium, the class explores life skills and themes that serve our seniors as they head toward the conclusion of the school year and look beyond to their next phase of education.
 

Challenge 20/20

Challenge 20/20 is a leadership and service learning elective that brings together a small group of seniors to find local solutions to one of 20 global problems identified by the Global Issues Network.  Students first work through team-building activities that define community and the responsibilities of citizenship.  The group then selects three global issues for which they can assess and develop practical solutions such as providing education for all, creating a massive step up against poverty, and improving our environmental impact through pollution reduction. The students collaborate with Rumsey administration and faculty, as well as schools in other countries, to develop action plans and execute their projects to improve life in the greater community.  

English as a Second Language (ESL)

The ESL Program includes three courses designed to help students develop their conversational and academic English, reading comprehension, awareness of social and cultural differences and to introduce them to the methods that are used in the US educational system.

The ESL Skills course intensively studies English grammar, writing, and speaking. Students also investigate the social and cultural differences between their native countries and the US. Time is spent conversing about students’ experiences during the academic day, at sports or in the dorm to support them as they learn to navigate life at an American boarding school.  

ESL Literature introduces students to American Literature. The small class size allows for discussion of literature commensurate with students’ reading abilities. The goals of this course are to improve the students’ reading comprehension, vocabulary and ability to think analytically and critically.

ESL History exposes students to American History at a level students can comprehend and develop an American History vocabulary. The students focus on writing and improving their critical and analytical thinking skills in English, as they apply them to the history curriculum.

There is an additional free to participate in the ESL Program.

Learning Skills

The Learning Skills Department offers individualized programs designed to meet the needs of students with a moderate degree of dyslexia or mild to moderate learning differences. Language Skills is an academic support program that helps students to develop skills and learn strategies to become independent life-long learners. Scheduled during the academic day, the program offers one-on-one instruction five times a week by teachers trained in the use of the Orton-Gillingham method. Reading comprehension, reading fluency, vocabulary development, spelling, written expression, oral expression, study skills, organization and executive functions are stressed.

The course includes the study of sound/symbol equivalents, spelling rules and generalizations, syllabication, prefixes and suffixes. These tools help students to improve sequencing in spelling and word attack skills in reading. Sentence and paragraph analysis, basic principles of outlining, and study skills are emphasized to improve reading comprehension and written expression. Wherever possible, content-courses, texts and materials are incorporated. Diagnostic testing is administered to identify progress.

Entrance into this course is based on previous diagnosis, educational testing or faculty recommendation, followed by our own diagnostic testing. Generally, students in this program carry a regular course load with the exception of a foreign language.

Available to Lower and Upper School Students. There is an additional charge to participate in this course.