Course Catalog

PHILOSOPHY STATEMENT

Marin Academy is a co-educational high school committed to scholarship and personal development. We see the high school years as a critically important time when students are discovering who they are, what they value, what they enjoy, and where they are headed. We want our students to develop the skills and knowledge that will serve them well both now and in the future, and as such, an MA education is designed to prepare them to lead and thrive in a world where everything is connected, and challenges are rarely solved alone or through a single discipline.

We provide a challenging academic program based on experiential education that focuses on the critical and creative thinking our students need to chart their course in the world. We encourage students to explore complex ideas and diverse perspectives, to test their values and judgments, to make their own discoveries, and to make mistakes. We focus our curriculum on problems, projects, and questions that, by design, spur students to think deeply about issues. And we empower students by putting them at the center of their education, requiring them to lean into creative thinking and problem solving as they play an active role in their quest for meaning and purpose.

We have developed a deeply researched understanding of the competencies that students will need to lead and thrive in a rapidly evolving world, and every facet of an MA education is designed to help students develop these five core competencies:

Demonstrated Empathy
Students utilize cross-cultural awareness and emotional intelligence to understand and appreciate difference, privilege, and their connection to others in a global community with integrity and gratitude.

Imaginative Curiosity
Students use their imagination, content knowledge, inquiry skills, and passion to wonder, explore ideas, solve problems, and create.

Intellectual Flexibility
Students work both collaboratively and individually to embrace academic and intellectual challenge, using multiple perspectives and evidence to support, challenge, and refine their arguments. They can persuade— using evidence based on sound research—and they can be persuaded to change their minds.

Compelling Expression
Students effectively articulate their ideas, feelings, and passions through arts and languages, and are proficient in multiple modes of written, oral, artistic, and media communication and presentation.

Strategic Boldness
Students use a growth mindset and reflection to collaborate, courageously engage, and take healthy risks to gain confidence, leadership, and resilience. They are biased toward action, and use their educational and other gifts toward impacting their communities and the world.

In keeping with these competencies, we believe students thrive in a supportive, compassionate environment that promotes friendly, open dialogue based on respect and trust. We encourage students to explore complex ideas and diverse perspectives, to test their values and judgments, to make their own discoveries, and to make mistakes, often their greatest teachers. We ask each individual to recognize our shared responsibility to inspire and foster a purposefully diverse, equitable and just community, where students and adults of varied backgrounds, beliefs, attributes, and abilities relate to one another as individuals worthy of respect. Further, we embrace our responsibility to promote, within and beyond the boundaries of Marin Academy, the values inherent in a democratic society.

REQUIREMENTS FOR GRADUATION

A total of 23 credits are required for graduation. 19.5 of these credits are required courses or courses elected from among designated departmental offerings; the other two may be chosen from any area.

English
Four years of English are required. English I (required in the ninth-grade), English II (required in the tenth-grade) and English III Honors (required in the eleventh-grade) are mandatory. During senior year, two semester-long courses must be taken from the various electives offered as English 300–650.

Human Development
Two semesters are required; fall semester in ninth-grade and spring semester in sophomore year.

Mathematics
Three years of mathematics and the completion of Algebra II are required. Four years and the completion of Precalculus are recommended.

Science
Three years of laboratory science are required. This includes Biology, Chemistry, and one year of physics (Physics with Algebra and Trig, Advanced Physics with Calc, EECS, or Astrophysics). Physics may be taken in either the junior or senior year. Four years of science are recommended.

Visual and Performing Arts
Two years of fine arts are required. More are encouraged.

World Languages
Three years of the same world language regardless of starting point and to at least Level 3 or two years each of two different languages (four years total) are required. Four years of languages are recommended.

Physical Education
Students must accumulate a minimum of 3.5 physical education “points” by the end of their senior year. Students may earn PE points in a variety of ways including interscholastic team sports, outings, independent study, Minicourse, PE electives, or by a combination of such courses, activities, and MA athletic teams. Marin Academy reserves the right to modify the curriculum, as described in this catalog, including the addition and deletion of courses and the modification of course materials.

COURSE PLANNING

Students, in consultation with parents, advisors, teachers, class deans, and others at Marin Academy, are very much in charge of planning their course of study at MA. While there are a number of graduation requirements and required courses, as you become a junior or senior, you have the opportunity to think carefully and engage thoughtfully in creating a program of study. We encourage you to challenge yourself by trying new things or going into greater depth and at the same time to balance your curricular interests with co-curricular involvement. Below is an explanation of the course planning process and some things to consider while choosing courses.

Course Selection
In the spring, students meet in class meetings to hear about the course selection process for the following year and the course catalog is published. Recommendations are made by existing teachers for certain classes, such as math or world language, and students have individual meetings with their advisors. Students and parents/guardians then come with a preliminary schedule request form and meet together with advisors. During this scheduling conference, additional guidance is given and, with adult support, students complete a formal course selection.

After the course selection process and necessary forms are turned in, class deans, the dean of academics, and (for rising seniors) college counselors review course selections and may reach out to students with questions or concerns.

Course Recommendations
Students’ current teachers—in consultation with department chairs—make course recommendations. In order to be recommended for certain honors courses, a student needs to earn excellent grades (the exact grade needed varies by department; please see specific course descriptions) and show a commitment to a challenging course of study. Students may choose to apply to courses they are not recommended for, however, students best poised to do so are those looking for challenge regardless of grade outcomes. The Academic Office and department chairs can give additional information on this process.

Graduation Requirements and the University of California
Please see MA’s graduation requirements on the previous page. Note that a student who meets these requirements also meets the minimum course requirements for the University of California and California State University systems as long as the grades earned are C-minus or higher in every required course. Please remember that UC eligibility does not guarantee admission.

Course Load
We encourage students to take the following load of courses each year:

9th Graders: Seven courses all year. These courses are English I, Modern World History I, Biology, a math course, a world languages course, an arts course, Human Development (fall), and Ethnic Studies (spring).
Sophomores: Six courses in the fall and seven in the spring. These courses are English II, Modern World History II, Chemistry, a math course, a world languages course, an arts course, and Human Development (spring).
Juniors: Six courses (seven may be allowed with a course petition form). Juniors typically take English III, United States History, a science course, a math course, a world language class, and an arts course.
Seniors: Six courses (seven may be allowed with a course petition form). In addition to taking a full load of courses, applying to college in the fall will take a significant amount of time. Seniors typically take two semester-long English electives, two semester-long history courses, a science course (must be a physics course if the requirement has not been fulfilled in the junior year), a math course, a world languages course, and an arts course.

Keep in Mind
There are many people who can offer advice and guidance, but in the long run the student should think of both the immediate (what classes to take next year) and the long term (overall course of study at MA). What courses work together, what courses challenge you, and what courses expose you to new ideas or new ways of looking at the world?

Course Selection and College Admissions
The high school transcript is a very important part of the college application process. Colleges and universities will look to see both how you have challenged yourself in choosing courses and the grades earned. How your transcript will be viewed will vary widely from school to school.

The University of California will calculate your grade point average using UC approved courses taken in the sophomore and junior year. However, the application requires that you report your grades in the ninth grade as well as list the courses you plan to complete in the twelfth grade, and all of this information is considered in the admissions process. Please read the course catalog carefully in order to see which courses are UC approved as general electives (versus within a discipline).
Private colleges and universities will look at your entire four-year program but may choose to exclude certain courses when calculating your GPA. Some schools will weight your GPA and some will use an unweighted GPA.

Add/Drop Process for First and Second Semesters
Once school has started each semester, students may add, change and/or drop courses through the first full rotation of classes. During the second rotation of classes, students may no longer add or change courses, but they may drop a course (without the possibility of adding a course to replace that dropped course). An add/drop form may be picked up from the Registrar’s Office; it requires a series of conversations and signatures in order to complete it.

PHYSICAL EDUCATION

To complete their physical education requirement, students must accumulate a minimum of three and a half (3.5) physical education “points” by the end of their senior year. Students accumulate points based on the following physical education offerings:

• Participation on any interscholastic sports team. Each season earns two points.

• Participation on an outing (point designation as determined by the Outings Program Director).

• Participation in a Minicourse with Athletic designation (as determined by the Athletic Department in conjunction with the Minicourse Program) can earn up to a half point.

• Completion and documentation of an approved Independent Study earns points based on hours completed. Must be in 20-hour (.5 PE credit point) increments to receive credit. *

• One year of dance earns two points. **

Students can earn their PE points through any combination of the above or by focusing on specific areas. After completing their 3.5 PE points, students have completed their PE graduation requirement.

* Students may complete a PE Independent Study program in the summer for a maximum of one point. They may only do so once during their time at MA.

** Students must designate if they are taking dance to fulfill their art requirement or if it is being taken to earn PE points. It cannot fulfill both.

Independent Study
PE Independent Study credit is intended for students who wish to undertake specialized physical activities outside of those offered at MA. The amount of time required for an independent PE activity may not be less than 20 hours per academic year to earn one half (.5) PE point, and students may not receive PE points in increments smaller than one half (.5) point. Students must work with a sponsor (other than a parent) who will verify with a signature that the hours being petitioned for have been completed and keep a written record that documents those hours. Other signatures required to complete the Independent Study form are: one parent/guardian, the student’s Advisor, the student’s Class Dean, and the Assistant Athletic Director. In order to receive credit for independent study, students must apply for credit within one quarter of the completion of the activity. PE Independent Study cannot be undertaken prior to a student’s 9th-grade year. Forms are available from the Athletics Office, the Registrar’s Office and online at the MA Athletics webpage under “Forms.”

ATHLETICS

Marin Academy’s interscholastic athletic program provides opportunities for students to develop and coordinate their physical, mental, and emotional skills in a team environment under the direction of qualified coaches. Students who choose to participate in athletics must understand the commitment it entails: consistent attendance at daily practices and games (for sports offered during the winter and spring seasons this includes attendance over some school breaks); respect for teammates, coaches, and officials; and acting with integrity. Teams represent Marin Academy in the Bay Counties League - West.

In addition to an individual’s athletic development and team experience, the Marin Academy Athletic Program is committed to character development and good sportsmanship. Sportsmanship and fair play are critical components of the program. Coaches and athletes are expected to represent MA in a manner that is respectful to others both on and off the field of play. This model deportment is expected of our community, e.g. our fan base, as well. Our objective is to develop and maintain the highest standards of courtesy, emotional discipline, and good sportsmanship. Simply put, to borrow the adage from Stanford’s Positive Coaching Alliance of which Marin Academy is a long-time partner, “We Honor the Game Here.”

SPECIAL PROGRAMS AND CO-CURRICULARS

Honors Courses
All of the departments in the school (except for the Visual Arts Department) provide an opportunity for students who are interested in and capable of accelerating to special courses and thereby earning honors credit. In the English Department, all senior electives receive honors credit. In the History Department, Modern World History II , U.S. History , and all elective courses receive honors credit. All science electives (courses after Chemistry) receive honors credit. Students interested in undertaking honors level work are directed to the description of such courses in each department.

Independent Study
In most departments students may undertake independent study. Such study is reserved for students who have exhausted the course offerings in a department and wish to continue specialized study. Such students must have a faculty advisor in the subject area they are studying, demonstrate the ability to conduct intensive, independent work and file a written course plan (forms available from the registrar) during normal registration. Students must begin making plans for an independent study proposal during the spring semester for a program to be undertaken in the following fall. Permission to pursue the program will depend on the approval of the chair of the appropriate department, appropriate class dean, and the Dean of Academics.

Theater Productions
Marin Academy presents three theater productions each year. Auditions for the fall and winter productions are open to all MA students; rehearsals take place after school with additional evening and weekend rehearsals two weeks before the performance. The spring Black Box production features the advanced theater students and is the culmination of their classwork.

During the course of a student’s years at Marin Academy, there will be opportunities to participate in a variety of productions—including classics, modern, contemporary, and new and original works—and the ways in which students can participate go beyond the stage. Productions often incorporate live music, with the spring show featuring student composers. Students periodically direct their own productions, such as the One-Act Play Festival or independent studies or senior projects. Students also help run the technical aspects of all productions, as they learn, through MA’s Tech Program, how to implement set, light, and costume designs and how to manage live performances (including stage managing, running crew, and operating light and sound consoles).

Minicourse
Each year, in late winter or early spring, the school devotes one week to Minicourse. Minicourses help fulfill an integral part of Marin Academy’s philosophy, which calls for a challenging and experiential education that helps develop inquiry and healthy risk taking as modes of learning. The Minicourse catalog comes out in November and contains 15 to 25 offerings each year; past courses have included such experiences as Exploring Marin, Living on the Land, Woodworking 101, Songwriting by the Sea, and Delving into Death Valley. Leaders and teachers are faculty members, outside professionals, parents, and alumni. Minicourse is required each year for all students.

Outings Program
The Outings Program is one of the most widely supported and creative aspects of life in the school. Because outdoor experiences are an important integral part of the educational philosophy of the school, many weekends during the school year see faculty and students participating in various activities such as backpacking, snow camping, scuba diving, kayaking, surfing, and skiing.

Trips vary in length, from afternoon and day-long outings, to four day backpacking trips. These trips, structured and guided by faculty members and other adults in the community, not only allow the participants to explore the wonder and beauty of nature but also allow them to know and live harmoniously with each other, sometimes under primitive conditions. It is hoped that each student will become comfortable in the outdoors, as they learn to navigate the wilderness in their time at MA.

Senior Project
Senior Projects are an opportunity for students to model independence in their learning process as they demonstrate their mastery of MA’s five core competencies. During this time, students are asked to apply the talents they’ve developed throughout their time at MA in a novel setting, expanding both their skill set and their reach. These projects are a chance to pursue goals, activities, or interests that normally would not fall within the four-year high school course of study. Senior projects provide an opportunity for students to engage in academic work that goes beyond themselves. Seniors do this, with adult mentorship, during the last weeks of the regular school year. Students tackle this requirement by working a minimum of 100 hours (35ish hours a week) on a preapproved project in one (or more). Projects culminate with presentations; a scaffolded process leads up to the actual project including helping students create viable project proposals of interest, research, ongoing record keeping, and reflection.

BAY AREA BLENDED CONSORTIUM

The Bay Area BlendEd Consortium was founded in 2013 by Marin Academy and The Athenian School, The College Preparatory School, Lick-Wilmerding High School, and The Urban School in order to jointly offer a set of blended classes combining face-to-face and online instruction. Our membership later expanded to include The Branson School and then the San Francisco University High School. Together, we are committed to making the most of online learning, remarkable teacher-student connections, and Bay Area resources.

Bay Area BlendEd Consortium courses are taught by experienced teachers from our Consortium schools who draw upon teaching experience, resources of the Bay Area, and the best practices of highly effective digital and face-to-face learning experiences. In support of rich student-teacher relationships, classes meet regularly via video conference as well as face-to-face between three and five times per term. Courses are rigorous and challenging, requiring students to work actively, creatively, independently, and collaboratively and to take responsibility for their progress and learning.

Before enrolling in a blended course through the Bay Area BlendEd Consortium, you should first assess your readiness for learning in a blended/online format. Your level of agreement with the following statements will help you determine what you need to do in order to succeed in a BlendEd course; the more you affirm these statements, the more prepared you are for this kind of educational experience.

Time & Task Management

I am good at setting goals and deadlines for myself, and sticking to them!
I understand that BlendEd courses will take up approximately 5-7 hours per week.
I do not generally struggle with time management and stay on task without needing reminders.
I would describe myself as an independent or self-directed learner who regularly begins assignments before due dates.

Tenacity & Resourcefulness

I am comfortable asking others for help when I am challenged.
I am comfortable reaching out to teachers and classmates via email.
I am technically competent and am able to troubleshoot computer problems on my own when needed.
I take risks and accept possible failure as a part of the learning process.

Engagement & Collaboration

I am able to find quiet, distraction-free spaces for studying and doing homework.
I work well in groups and can provide constructive, concise, and proactive feedback as needed.
I enjoy brainstorming and recognizing other’s good ideas.
I understand that 3-5 face-face sessions are required for my BlendEd course and that these in-person sessions often take place after school or on weekends.