Computer Education

Computer education is part of several departments.

The Fine Arts department offers several new media courses:

• Digital Photography I
• Digital Photography II
• Computer Graphics and Publications I
• Computer Graphics and Publications II
• Web Page Design, 
• Introduction to Television Productions
• Advanced Television Productions. 

The Mathematics Department offers

• AP Computer Science - This course is the equivalent of a one-semester course in computer science at the college level. The focus of the course is on computer programming using the Java programming language, a modern, object-oriented programming language that uses the same core syntax as C++, and creates programs that run on Windows, Linux and the Mac. 

The Science and Engineering department offers:

• CAD - This course is available to freshmen through seniors. The course is an introduction to the fundamentals of Computer Aided Drafting (CAD). Students will use the engineering software SolidWorks to learn the fundamentals of operating a CAD system. Students will also practice sketching, design and build solutions to several problems and complete a practical application CAD project. This is a Tech Prep class.
• Modular Technology - The module is a space equipped with materials, tools, equipment, and hands-on activities. Students will work with computers and related equipment to explore the technologies of electronics, robotics, gas engines, Lego/logo, computer aided drafting, engineering, laser/fiber optics, drafting, transportation, and aerospace.

Diversified Learning

COURSE REQUIREMENTS and EXPECTATIONS 
Ms. Maney

The Diversified Learning Program provides students with an opportunity to expand their learning beyond the four walls of a traditional classroom. Students should have earned the necessary amount of credits and demonstrated the academic, behavioral, and attendance success that will allow them to take full advantage of these programs. Learning opportunities could include college level coursework, community service, independent study, internships, long-distance learning and student tutor programs.
 

Each course runs for a semester, but you will have the opportunity to work with the same supervisor all year long. You must be a responsible and independent student, dedicated to your service and willing to follow through on your commitment for the entire semester.
 
COURSE REQUIREMENTS

Grading:  This course is graded on a Pass/ Fail basis. In order to receive a Pass, you must complete the following requirements and abide by the DL expectations. I will provide the forms you will need to properly complete the assignments described below.

If you have questions about the following assignments it is your responsibility to meet with me. My room is 100 or I can be found in the History/English office. My email address is l.maney@hwschools.net

Diversified Learning Requirements

Weekly Assignment
Each week you will complete a weekly assignment and put it in the DL box outside of room 100 by Friday at 2:30.

Progress Report
During Progress Report week you will have your DL supervisor fill out the DL Progress Report and you will put it in the DL box outside of room 100 by Friday October 8th at 2:30.

L.E.A.R.N. Reflection
Complete one electronic L.E.A.R.N. reflection by Friday October 22nd.  The reflection should be about the experiences you have had thus far during your DL program. A piece of evidence must be part of your reflection. The piece of evidence will be a cover page for your DL notebook that you will create. Specific instructions for this assignment will be provided when the due date approaches.
 
Final Exam 
Complete a typed Summary and put it in the DL box outside of room 100 by Tuesday January 18th (the first day of exams) at 2:30.  In addition, write a hand-written thank you note to your DL supervisor. Specific instructions for this assignment will be provided when the due date approaches.
 
COURSE EXPECTATIONS
All DL students (including interns) must report to homeroom for attendance and announcements.

• If you are absent you must call or email your DL supervisor and let he or she know that you will be absent. Your parent must also call the school nurse as stated in the high school  handbook on page 28.
• DL students must park in their designated spots at all times.
• All DL students are expected to arrive to class on time.
• All DL students are expected to have a DL 3-ring notebook that includes all the materials passed out and completed for the class. Each page will have a page number on it.
• Do NOT email homework to me.  All assignments should be put it in the DL box outside of  room 100.
• All DL students are expected to check his/her email every few days for DL assignments, etc.
• If your DL requires you to leave the High School you must complete the DL Travel Permission slip form.
• If your DL requires you to leave the High School you must go to the front office and register in the DL Log Book each day.

English

The English Department strives to foster the understanding and appreciation of language, literature and writing. English courses are intended to sharpen critical thinking and reading skills and to develop a more creative and sophisticated writing style. Students who read, write, listen and speak well will be able to comprehend others and to achieve greater self-understanding and self-expression. Since the learning process extends across all disciplines, the critical thinking, reading and writing skills honed in English are applicable in all other subjects. With the ability to express themselves clearly and effectively, students will maximize their academic, civic and social potentials.

Robert Hickey
6-12 ELA Curriculum Coordinator

phone 978-468-0411 

English Department Paper Policy

 Meet Our Faculty

Fine Arts Department

Fine Arts Department Blog
http://hwfinearts.blogspot.com/ 

The Hamilton-Wenham Regional School community strives to create a passion for learning in a reflective environment that promotes respect, individuality, and quality achievement.

The mission of the Fine Arts program at Hamilton-Wenham Regional Middle/High School is to provide opportunities for each student to grow through the arts. The Fine Arts Department will provide equitable, comprehensive and sequential opportunities in the arts in an environment where collaborative experiences take place.

Fine Arts courses are designed to foster student exploration, expression, interaction, and understanding. The program seeks to help students understand themselves as part of a community wherein artistic expression is evolving. Teachers challenge students to achieve at their highest level possible by addressing multiple learning styles through varied instruction. These artistically rigorous courses ensure that students can achieve beyond their own expectations. Through artistic exploration, students learn to understand the task of caring for oneself and others. They learn the value of reflection, commitment, persistence, curiosity, and self- discipline, while pursuing a life-long relationship with diverse thoughts and practices.

The Fine Arts Department encompasses four artistic areas; The Dramatic Arts, The Performing Arts, The Visual Arts and New Media. The elective courses are recommended for all students and are designed to allow students to explore a variety of avenues for effective self-expression. The courses offer opportunities for students to gain the essential skills and knowledge that will allow them to participate in or interact with the arts throughout their lives.

Kirsten Losee
6-12 Fine Arts Curriculum Coordinator
phone 978-468-0418

Meet Our Faculty

History and Social Sciences

Mathematics

The mission of the mathematics department is:

• To provide all students with the mathematical, statistical and associated technology tools needed for success in the workforce, at college and in the increasingly complex modern world.
• To work with other departments at the school in the development of cross-curricular projects and assessments that use mathematics in the analysis and explanation of real-world phenomena, especially in the fields of Science, Engineering and Social Science.
• To help all students comprehend the beauty and poetry inherent in mathematics, and to realize their full potential as mathematicians.

The math curriculum is grounded in the school’s mission and expectations for student learning, and has been constructed around Massachusetts and national Common Core standards.

 Requirements

• Students are required to complete 4 credits in Mathematics.
• A student who has not completed Algebra I successfully within the Hamilton-Wenham School District will be required to show adequate understanding of algebra concepts and algorithms prior to enrolling in a geometry course.
• Prerequisites must be met prior to taking a course.

Jennifer Sauriol, 6-12 Math Curriculum Coordinator, email: j.sauriol@hwschools.net, phone: 978-468-0417

Meet our Faculty

6-12 Mathematics Curriculum Maps

Overview 6-12 Map

Algebra 1 Map

Geometry Map

Algebra 2 Map

PreCalculus Map 

Science and Engineering

The mission of the Science and Engineering Technology department is to instill in our students a curiosity in our natural and physical world and to understand connections between the two. The department courses will allow students to evaluate, process, and acquire essential knowledge in order to become responsible, globally aware individuals and to provide a lifelong positive impact on humanity as citizens and as consumers.

John Kotch, 6-12 Science and Engineering Curriculum Leader

Phone 978.468.0481

Meet Our Faculty
 

Grants, Initiatives and Teacher Websites

World Language

Failure is success if we learn from it.  ~Malcolm Forbes

We believe that:

• All students can learn a world language.
• The ability to understand, speak and write, in the target language is the goal. This is known as proficiency.
• Skill development is wedded to the need to understand the target language culture in order to ensure communication.
• A better understanding of English and our own culture is a byproduct of world language study.

Our Courses

In their language class, students should expect:

• Extensive use of the target language as the primary mode of communication
• Nightly homework
• Grammar is taught mostly in context
• Classes are mixed with upperclassmen
• Participation and deliberate practice are essential to a student’s success
• Midterm and final exams are comprehensive (high school)
• Students must demonstrate proficiency (C- or better) in order to progress to the next course in the sequence

Students who fail the first semester will not be able to continue in the course

A student whose proficiency is in the unsatisfactory range must either retake the course with the new grade replacing the former grade on the transcript or take the appropriate course at a lower level.

Proficiency 

Kevan Sano, 6-12 Curriculum Leader

• Our Faculty

• ACTFL Can do statements 

• Grading for Proficiency

  Proficiency Levels 

• Powering up your language learning

• Seal of Biliteracy

• Stamp Test

• Overview of Mandarin - coming soon

• Overview of Spanish - coming soon

• Enrichment Opportunities - coming soon

Technology at MRMS and HWRHS

TECH STAFF:

Donna Willwerth, Techician
Alan Taupier, IT Director (District)
Karen Cecilio, Data Entry Specialist (District)
Tom Sacco, Network Manager (District) 

RESOURCES FOR STAFF AND STUDENTS

If you need help or a specific technology, contact Donna Willwerth 

You may also call extension 4410 (internal) or 978.468.0410 from the outside.

Wellness

Danielle Petrucci

K-12 Wellness Curriculum Coordinator

Wellness 
Physical and mental health, emotional well-being, and positive development are critical to academic success.  The mission of the Wellness Department is to develop responsible, independent humans who contribute to the greater good of the local and global community.  Wellness Education at the high school is a two-fold program: Health and Physical Education following the Massachusetts Comprehensive Health Frameworks and the National Health and Physical Education Standards. The courses are designed to enhance student social, emotional and physical health through a skill-based approach that is student-centered.

According to the Center for Disease Control and Prevention six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults include -

• Behaviors that contribute to unintentional injuries and violence
• Sexual behaviors related to unintended pregnancy and sexually transmitted diseases, including HIV infection
• Alcohol and other drug use
• Tobacco use and vaping
• Unhealthy dietary behaviors
• Inadequate physical activity

Adventure Leadership Education 1

The Adventure Leadership Education 1 (ALE1) curriculum provides essential knowledge and skills for students to become critical thinkers and creative solution makers. Opportunities in leadership, teamwork and self-esteem are developed through experiential-based learning in problem solving and community building. Learning experiences include noncompetitive games, initiatives and climbing challenges on our ropes course. These elements help groups explore communication issues and skills, problem solving techniques, dependence on others, patience, goal setting, and trust while developing 21st century leadership skills. 

Upon completion of this course students will identify concepts needed to implement low level initiatives and challenges, explain the safety protocols needed for climbing and articulate the benefits of teamwork, problem solving, cooperation and leadership skills through a series of personal reflections. 

ALE includes a skills-based health classroom component with recently updated curriculum that is inclusive to all students, non-bias, preparing students to think independently, problem solve, and make healthy life decisions. Students will practice a variety of physical, social and emotional skills which aim to improve health outcomes and reduce risk behaviors. These include practicing health-enhancing behaviors such as:

-self-management skills & stress

-communication skills & suicide prevention

-sexuality & social awareness, relationships, & communication skills

-analyzing influences & gender roles

-communication skills & digital citizenship. 

All health lessons are aligned with the National Health Education Standards and the newly updated MA Comprehensive Health Frameworks. All units are developmentally appropriate topics and based on skill-building. 

*This course fulfills the 9th grade physical education required Wellness credit.

10th Grade Wellness

Grade 10 Wellness provides diverse offerings to meet the individual needs of all students and to develop competency in individual, dual and team activities.  Students will demonstrate the skills and knowledge, concepts and principles, strategies and tactics in order to effectively participate in lifelong activities  This course will provide students with the knowledge to evaluate and participate in a well-balanced exercise program. The health component of the course will teach fundamental health concepts and skills that promote positive health and wellness behavior. A myriad of learning experiences are designed to prepare students for the demands of the 21st century. Students will take personal responsibility for making healthy choices which are physically, socially, emotionally and intellectually balanced. Upon successful completion of this course, students will be able to recognize enjoyable activities that implement the F.I.T.T principle in health-related fitness training, design and monitor workouts using target heart rate parameters and articulate their understanding of the components of health-related/skill-related fitness and personal health benefits.

10th Grade Wellness includes a skills-based health classroom component with recently updated curriculum that is inclusive to all students, non-bias, preparing students to think independently, problem solve, and make healthy life decisions. Students will practice a variety of physical, social and emotional skills which aim to improve health outcomes and reduce risk behaviors. These include practicing health-enhancing behaviors such as:

-Analyzing influences & substance abuse

-Decision making & vaping tobacco/marijuana

-Decision making & sexual health, contraceptives, STI’s

-Communication skills & healthy relationships

All health lessons are aligned with the National Health Education Standards and the newly updated MA Comprehensive Health Frameworks. All units are developmentally appropriate topics and based on skill-building. Students will take personal responsibility for making healthy choices which are physically, socially, emotionally and intellectually balanced.

*This course satisfies the 10 grade physical education required Wellness credit.

Yoga/Pilates

This course is designed to improve student’s physical, social and emotional health outcomes.  Students will be introduced to basic postures, breathing techniques, relaxation methods, movements, and fitness benefits of Yoga and Pilates. Students will learn to monitor their stress levels, cope with life’s challenges, and live a more fulfilling future through Yoga and Pilates. 

Students will learn the benefits of yoga and its impact on mind and body: improving social, emotional, and physical health outcomes. There will be a strong focus on breathing, stretching, muscle building, and self reflection.  Students will practice proper form, posture, and design a professional yoga sequence following the proper format. 

Students will learn about guiding principles of Pilates, build not only core strength but will work the entire body, focusing on proper alignment. Ultimately students will discover the benefits of gaining strength and balance, muscle development, as well as flexibility and increased range of motion for the joints. 

The health component of the course is based on grade level. Units are student-centered and teacher-facilitated. Students will complete projects, proving the transfer of skills preparing students for the demands of the 21st Century. Students will take personal responsibility for making healthy choices which are physically, socially, emotionally and intellectually balanced. 

Both long and short-term projects/activities will engage students in dealing with numerous health risk factors. Upon successful completion of this course, students will be able to demonstrate and explain the health benefits gained by participating in Yoga and Pilates, execute the various poses/asanas covered in class and be able to design a 30 minute yoga and Pilates workout. 

*All abilities and fitness levels are welcome 

*This course can fulfill the junior and/or senior required Wellness elective credit 

*This course can be repeated as an elective credit for all students grades 9-12 

Adventure Leadership Education 2

This course is designed for the student who is an outdoor enthusiast.  Students will engage in activities that improve their physical well-being as well as their mental well-being as they develop an appreciation for outdoor adventure as they climb our highest elements on a regular basis.  Students will be expected to build upon cooperation and team building skills from ALE 1. Leadership will be fostered by providing students opportunities to participate in our most challenging experiential-based activities involving non-competitive games, initiatives and challenges on our low to high ropes course. Students will be provided opportunities to climb elements not covered during Adventure Leadership Education 1.  The health component of the course will teach health concepts and skills that promote positive health and wellness behavior. A myriad of learning experiences are designed to prepare students for the demands of the 21st century. Students will take personal responsibility for making healthy choices which are physically, socially, emotionally and intellectually balanced. Both long and short-term projects/activities will engage students in dealing with numerous health risk factors. Upon completion of the course students will have climbed a variety of high elements, be able to demonstrate and explain various  belay techniques, and create a video identifying the concepts utilized to implement low level initiatives and challenges including GRABBSS assessment strategies.  

*All abilities and fitness levels are welcome.

*Climbing is an intrical part of this course and will be performed on a regular basis.

*This course can fulfill junior and/or senior required Wellness elective credit.

*This course can be repeated as an elective credit for all students grade 10-12

Prerequisite: Adventure Leadership Education 1

Lifetime Activities and Competitive Sports

This course provides diverse offerings to meet the individual needs of all students and to develop competency in individual, dual and team activities. Students will develop proper techniques and skills associated with a variety of activities and sports as well as focus on team play, strategy and sportsmanship. Improved fitness is a goal through a variety of activities. Students will be provided with the opportunities to select and design a personal fitness plan for development of skill-related fitness: agility, balance, coordination, power reaction time, strength. Students will analyze their current level of fitness using different assessments such as calculating maximum heart rate, target heart rate, recovery heart rate and rate of perceived exertion. They will be responsible for setting and measuring their goals and reflecting upon their fitness development. The health component of the course will teach health concepts and skills that promote positive health and wellness behavior. A myriad of learning experiences are designed to prepare students for the demands of the 21st century. Students will take personal responsibility for making healthy choices which are physically, socially, emotionally and intellectually balanced. Both long and short-term projects/activities will engage students in dealing with numerous health risk factors. Upon successful completion of this course, students will be able to design a fitness plan, set and measure their fitness goals with specific activities for practice and play as well as self-officiate a game or contest using rules/modified rules of the game.

*All abilities and fitness levels are welcome.

*This course can fulfill the junior and/or senior required required Wellness elective credit

*This course can be repeated as an elective credit for all students grade 9-12

Group Fitness

Group Fitness will help students improve their personal level of fitness while working in a cooperative environment with peers simulating real-world fitness studio experiences for lifelong wellness. Exercise science principles such as dynamic warm ups, cool downs, calculating maximum heart rate, target heart rate, recovery heart rate and rate of perceived exertion will be covered. Students will learn a variety of techniques to develop muscular strength, endurance, flexibility and cardiovascular endurance transferring lifetime habits and skills beyond high school. This course is high intensity activities for students who are committed to increasing their personal fitness levels.

Activities include: Spinning, circuit training, TRX, battle ropes, zumba, cardio kickboxing, bar, dance, fitness walking, yoga & pilates basics, cross-fit training, muscle conditioning, cardio HIIT, plyometric training, balance training, speed and agility, and core strengthening activities. 

As with any well-balanced physical fitness plan, nutrition is equally as important to improve personal fitness.  Students will assess their current eating habits and develop a nutrition plan to fuel the mind and body, improving physical, social, and emotional health outcomes. 

Upon completion of Group Fitness students will be able to independently assess and improve their personal fitness using a variety of group fitness activities in and out of a fitness studio. 

*This elective is available to grades 10-12

*This course can fulfill the junior and/or senior required Wellness elective credit 

Adventure Leadership Education 3

This course is for self-motivated students who desire to develop 21st century leadership skills today that are important for the workforce of tomorrow. Students in Adventure Leadership Education 3 will need to be independent workers who are able to find internships in the community where they can apply leadership skills acquired during Adventure Leadership Education 1 and 2. By utilizing the experiential learning model and employing critical thinking and innovative problem-solving skills, students will define goals and objectives and develop a comprehensive plan on how they will apply their leadership skills within their internship. Students will collaborate with community partners to work independently on assigned tasks and develop problem solving skills to become future ready.

At the end of this course, students will be expected to develop and present a multimedia presentation of their internship experiences, during which they will demonstrate acquisition of their goals and objectives, In addition, students will need to describe the impact the internship had on the development of their leadership skills. Students also will self-assess their acquisition and utilization of  21st century skills.

Prerequisite: Adventure Leadership Education 1 and Adventure Leadership Education 2

Environmental Leadership

The Hamilton-Wenham Regional High School Environmental Leadership course is a work-study opportunity where student environmental advocates collaborate with community members, staff, and each other on researching, identifying, developing and instituting reasonable, logical, environmentally sustainable and cost effective green initiatives district-wide. Leaders assist the district in becoming sustainable with their initiative management and are provided with the freedom and responsibility to achieve at high levels. Environmental programs managed by Environmental Leaders will help bring action to increasing individual responsibility and passion for sustainable living practices.

Prerequisite: This course is available to juniors and seniors only. 

This course does not fulfill the physical education requirement for juniors or seniors.

On January 16, 2020 MA lawmakers passed The Healthy Youth Act which requires schools who teach sexual health education curriculum -shall provide medically accurate, age-appropriate and comprehensive sexual health education. Sexual health education shall be appropriate for students regardless of gender, race, disability status, sexual orientation or gender identity. The Healthy Youth Act ensures that sexual health education is inclusive of all students. Parents will be notified of the curriculum and given an opportunity to opt out. 

Meet Our Faculty