Upper School Program
For assignments and announcements, please select your student's grade:
Learning experiences for young adolescents should address their varied intellectual, physical, social, emotional, and moral development. Educational experiences are designed to involve students in setting goals, planning, and assessing their own learning as well as to engage them in problem solving through a variety of experiential learning opportunities. Willow Wind students are taught to value the dignity and diversity of all individuals, as they engage in meaningful service, which encourages them to make a difference in the world around them. Our program challenges students and encourages them to take maximum advantage of educational opportunities as doors are opened to new ideas that evoke curiosity and the desire to explore.
Recognizing that each student is unique and has different strengths and talents, our teachers are dedicated to inspiring all students to work to their greatest potential. Willow Wind provides students with a dynamic learning environment that fosters academic excellence, intellectual curiosity and individual growth. Students are expected to participate actively in their learning and this includes independent projects, research and homework. Tests and grades are also introduced over time. We integrate subject areas when possible, but acknowledge that this cannot be done exclusively and still maintain sequential academic standards. Courses of study will be both challenging and connected to the state standards.
Students carry out complex projects involving making predictions, research, analysis and evaluation and they will do so in contexts relevant to their education and their lives. Students are asked to think critically about what they are learning. They learn to work individually and cooperatively while taking responsibility for their own lives and actions and for the well being of both the local and global community.
In the curriculum, teachers provide the link between academic study and the connection to studentís present day realities. In an effort to make students aware that the issues being studied were not simply abstract history or science, the curriculum consistently links topics to contemporary issues and their personal experiences.
For information about the Middle School Portfolios and Inquiry Projects, please refer to the following handbook:
Upper School Portfolio and Inquiry Project Handbook