Saint Ann's School Curriculum - An Overview

as well. For instance, in Geometry, students choose between two approaches to
the curriculum, one more formal and one more investigative. In the more formal
approach, students deductively build up Euclidean geometry from a small set of
carefully chosen postulates. In the investigative approach, students start by exploring
problems, eventually generalizing and proving theorems. Both versions of the
course deepen students’ appreciation for spatial experience by having them practice
conjecture and proof as modes of mathematical discourse. In both, students
develop their ability to construct and manipulate configurations of points, lines,
circles, and planes in two and three dimensions. While exploring concepts like congruence,
similarity, symmetry, and incidence, students organize their observations
and generate plausible hypotheses. As they test and critique each other’s theories,
they grapple with composing carefully worded definitions and well-crafted proofs.
Algebraic tools acquired in previous years help students to untangle geometrical
relationships and solve measurement problems, while discussions about transformations
pave the way for later work with functions.
After Algebra I and Geometry, students take Algebra II. Again, they have the
opportunity to choose between two approaches, one focusing on analytic geometry
and the other focusing on functions and abstract algebra. The first approach aims
to synthesize the algebraic and geometric viewpoints of the subject. The second
approach focuses on abstract algebraic systems and examines the solvability of
equations in those systems and how functions act on such systems. Both versions
of the course cover a set of core algebraic topics. In both courses, students solve
equations, graph relations on the Cartesian plane, and study properties of functions.
They use algebraic tools to explore theorems of geometry involving similar
figures, right triangles, and properties of a circle. They study conic sections and
higher degree polynomials. They derive the quadratic formula and analyze the roots
of second-degree equations. This exploration leads to the discovery of complex
numbers, the complex plane, and a formulation of the Fundamental Theorem of
Algebra. The expansion of the binomial leads to a generalization of the binomial
theorem and its application to problems involving counting and probability.
In addition to the required courses, high school students may choose from
a variety of electives such as: Trigonometry and Analysis, Calculus I, Calculus II,
Calculus on Algebraic Functions, Shape and Motion, Probability and Statistics,
Mathematics of Life, Advanced Problem Solving, Game Theory, What is
Mathematics?, Micro/Macro Economics, Probability and Statistics, Independent
Math Research, Non-Euclidean Geometry and a variety of other one-semester
courses offered each year. Students also have the opportunity to participate in the
New York Math League and American Mathematics Competition. Many of our
high school students have gone on to represent the New York City math team in
national competitions. On several occasions Saint Ann’s students have represented
the United States in international competitions. The breadth of our curriculum
reflects the wide range of experience of our faculty in mathematics, science, and
the arts.
ReCReAtIONAL ARtS
Saint Ann’s recreational arts curriculum is rooted in the idea of providing a
positive, creative, safe environment in which to foster an awareness of the value of
physical activity and athletics. We are committed to engaging students in a process
that will enhance their lives now and in the future.
Physical fitness is a lifelong objective. Our classes and activities from preschool
through twelfth grade reflect this belief, putting substantial emphasis on
the idea that the experience should be a joyful one. Students are encouraged to
explore our physical education and athletic offerings not only to enhance their
health, but also to learn the lessons inherent in trying new things, competing and
facing challenges.
The foundation of our program is taught in the Preschool and Lower
School. During these years the children receive their initial exposure to movement.
Constantly moving, they touch, climb on, jump over, balance across, and
run toward any obstacle or challenge we offer, and we offer plenty! By the time
they have reached third grade, they have explored movement in relation to space,
time, and form, learned basic skills in team and individual sports, and learned to
interact in large and small groups, working toward a shared goal.
In the fourth grade, a challenging transition occurs. Each child must negotiate
his or her own complex, departmentalized middle school schedule. Individual
attention is given to ensure a positive adaptation to the new and often larger gym
classes with older children. Fourth, fifth, and sixth graders continue to develop
through drills and game-playing experience, with an emphasis on rules and beginning-level
strategies. Our lunch-time intramural program is open to all Lower
Middle School students, often providing them with their first chance to be a member
of a team.
Seventh and eighth grade students refine the skills they have learned in the
earlier grades. They are ready to use more complex individual and team strategies
in sports and to challenge themselves and each other at a higher level. In addition
to the “traditional” sports curriculum, these challenges can be achieved through
alternative activities such as badminton, bocce, indoor climbing, ultimate Frisbee,
fitness room, and jump rope, as well as through electives in exercise, fencing, karate,
yoga, and inward bound (adventure training). The Upper Middle School students
may join interscholastic teams in baseball, basketball, fencing, gymnastics, soccer,
softball, track and field, and volleyball.
We use team teaching to maximize student-teacher interaction, and we
organize the classes according to age. This method provides an opportunity for
individualized attention and skill development. During the fall and spring our
classes are conducted outdoors; in the winter, we teach classes in our large and
small gymnasiums, fitness room and our apparatus room.
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