Course Planning Guide

Academic Accommodations and Support

The Hill School is committed to providing appropriate and reasonable accommodations to students with documented disabilities and learning differences. Available accommodations include extended time (1.5x, maximum), small group testing, preferential seating, and in some cases, use of a laptop for writing assignments or note taking. Students requesting academic accommodations must share documentation with the Academic Office. Please note that the provision of accommodations in a previous educational setting does not guarantee they will be approved in the same manner at The Hill. The Hill provides reasonable accommodations to students with a diagnosed condition that meets the definitions of a disability established by the Americans with Disabilities Act (ADA).

The Hill School will assist students in applying for accommodations for standardized testing through the Collegeboard (SAT, PSAT, AP exams) and the ACT.   Signed parental consent and appropriate documentation must be on file in the academic office prior to filing an application for accommodations.

Extra Help

Most faculty offer extra help to students. At The Hill School the intent of this program is:

1. To encourage a student and support his or her effort;
2. To promote student/teacher interaction, understanding, and respect;
3. To improve a student’s understanding and performance in a subject when classroom instruction and student effort have not produced the desired effect; and
4. To help a student catch up on material missed because of illness or because of School-sponsored activities.

Student responsibilities include:

1. Meeting appointments, appearing on time, and notifying the instructor of any change in plans;
2. Conscientious effort and attentiveness in class;
3. Identifying the need for extra help and clearly communicating this need to the instructor; and
4. Being academically prepared to benefit from instructions; e.g., the student should have memorized formulas and vocabulary and be able to pose specific questions to help focus on problem areas.

Independent Studies

The Hill offers students the option of engaging in both Regular and Honors Independent Studies.

A Regular Independent Study project is a two-term research project which is undertaken by a Hill School student under the formal guidance of a faculty member. It is designed to provide the able and interested student an opportunity to pursue an independent investigation or study without the requirement of class meetings or tests. Students of any form are eligible to apply. A Regular Independent Study may be a student’s sixth or seventh class and upon completion will be awarded a Pass with Distinction, Pass, or Fail.

An Honors Independent Study project is a year-long intense research project which is undertaken by a Hill School student entering the sixth form year under the formal guidance of a faculty member. Work begins the summer before the sixth form year. It is designed to provide the able and interested student an opportunity to pursue a deep independent investigation on a topic outside Hill’s curriculum. An Honors Independent Study receives a letter grade and may only be taken as a student’s sixth course. Any student wishing to undertake an independent study must submit to the Academic Dean, for consideration, a proposal outlining the subject matter and scope of the study. For further information on independent studies, see the Academic Dean.

School Year Abroad

The Hill School is one of 26 independent schools in the United States to participate in the School Year Abroad (SYA) Program. Since the program’s inception more than 50 years ago, The Hill School has been a member of the SYA School Consortium. In each of those years, at least one Hill student has participated in the program. Each year, the SYA program allows 60 American students to live with European or Chinese families for a full year. SYA Schools are located in China, France, Italy, and Spain. While abroad, students earn U.S. graduation credits and receive extensive preparation for the challenges of college life. Students are required to have two years of study, if applying to France or Spain, in the country’s native language. SYA accepts beginners both in the study of Mandarin, for the program in China, and Latin, for the Classics focused program in Italy. Hill students apply to the program of their choice in the fourth form year, and study abroad during the fifth form year. Questions about the program can be directed to the Program Coordinator, Mr. Joseph Lagor. The School Year Abroad organization’s website also has additional information.

Quadrivium Scholars

In the Quadrivium Scholars two-year track, students will develop and employ research skills that will equip them to conduct a long-term research project related to the fields of Science, Technology, Engineering, and Math. Students build upon their unique classroom experiences in STEM during their third and fourth form years, to conduct undergraduate-level research that might equip them for entry into such competitions as the Regeneron Science Talent Search, or for publication in a peer-reviewed journal.

In their 5th form year, students will develop the skills of professional literature searching, presenting, writing, and forming evidence-based research questions. They will undertake this learning with concurrent neuroscientific training with Harvard Medical School’s Martinos Center for Biomedical Research. During the spring, students will develop a research project – either with the lab at the Martinos Center, or with another researcher that the course instructor will help the student secure.

During the summer before their 6th form year, students will be expected to complete at least four weeks’ worth of research. Upon beginning their 6th form school year, students will begin writing and presenting about their work, culminating in authorship of a mock NIH Grant Proposal and Research Poster Defense in May of the Form 6 year.

QUADRIVIUM SCHOLARS (one-year track)

In the Quadrivium Scholars one-year track, students will develop and employ research skills that will equip them to conduct meaningful, novel research within the field of neuroimaging. Upon acceptance to the course, students may elect either to find their own research mentor, or to follow the school’s Neuroimaging track. With remote daily access to researchers at Harvard Medical School’s Martinos Center for Biomedical Imaging, students will collaborate with professional researchers, their course instructor, and their classmates to mimic the setting of a research laboratory. Beginning in the summer before their sixth form year, students will conduct at least four weeks worth of research in their selected track. When the school year begins, students will spend class time meeting with and seeking guidance from their course instructor and their research mentor, in order to develop their own research project through the course of the year. Class time will be spent conducting interviews, analyzing patient data, and completing writing/speaking assignments related to the student’s research.

NOTE: These learning opportunities are part of the Engineering and Design curriculum.

New Student Accounts

In early May, new students will receive information regarding how to access their Hill School email and instructions on how to complete any necessary placement tests.

Along with email account information, new students will receive a separate Student Portal (Veracross) account. Students use their Student Portal accounts to request courses.

Once you have your Hill School email activated, check your inbox frequently for important information such summer reading assignments, required forms, textbook information, and more!

Placement Tests

Placement tests in certain subjects allows us to place you in the most academically appropriate level to ensure success.

All incoming third formers are required to complete a placement test in math and language of their choice. Students interested in the Integrated Science program must complete an application.

New incoming fourth formers are also required to complete the math and language placement tests, along with the chemistry placement test to be considered for placement in the Honors section.

Approval to enroll in Honors, Advanced Placement (AP) or College Level (CL) courses is contingent upon department/teacher recommendations, previous grades and prerequisites.

Request to Change Classes

Sometimes students will want to make a change to their course plan. There may also be times when there is a scheduling conflict where the student must select the best option between two classes that are offered at the same time. Students with unresolvable conflicts will be contacted directly by the Director of Studies and Instruction.

Please note that every course plan is individualized for each student. Many of our courses are offered at different instructional levels such as Honors or Advanced Placement to accommodate students’ academic interests, strengths, and challenges. When considering course plans, students should request courses that are most appropriate yet still challenging to ensure academic success. We foster and encourage a balanced experience which includes academic, social and extracurricular commitments.

No course change requests will be processed after July 3. Students may request additional changes to their schedule with approval from their academic adviser, college counselor (for fifth and sixth formers)and Director of Studies and Instruction during the specified drop/add period beginning Sept 1.

Questions about course requests and placement can be submitted to Director of Studies and Instruction Bo Kim P'25 at bkim@thehill.org or 610-705-1089.

Requesting Classes

Near the start of the spring term, returning students will begin selecting courses for the next academic year. This is done in consultation with their academic adviser and college counselor. Signatures from both college counselor and academic adviser are required for rising fifth and sixth form students. 

Subsequently, students submit their course selections in the Student Portal for review and approval by the Director of Studies and Instruction. 

Course plans will be shared by the end of the academic year.

Class Placement

The Hill School offers a variety of Honors, Advanced Placement (AP) and College Level (CL) course work. Decisions and placement recommendations will be shared with students by the end of the academic year.

Approval is contingent upon teacher recommendation, previous performance, grades, and prerequisite requirements. Specific criteria varies depending on the discipline of study.

Request to Change Classes

Sometimes students will want to make a change to their course plan. There are also times when a scheduling conflict will compel the student to select the best option between two classes that are offered at the same time. Students with unresolvable conflicts will be contacted directly by the Director of Studies and Instruction.

Please note that every course plan is individualized for each student. Many of our courses are offered at different instructional levels such as Honors or Advanced Placement to accommodate students’ academic interests, strengths, and challenges. When considering course plans, students should request courses that are most appropriate yet still challenging to ensure academic success. We foster and encourage a balanced experience which includes academic, social and extracurricular commitments.

No course change requests will be processed after July 3. Students may request additional changes to their schedule with approval from their academic adviser, college counselor (for fifth and sixth form students) and Director of Studies and Instruction during the specified drop/add period beginning Sept 1.

Questions about course requests and placement can be submitted to Director of Studies and Instruction Bo Kim at bkim@thehill.org or 610-705-1089.

• All students are required to be enrolled in a minimum of five graded classes per term.
• A student is only permitted to take six graded classes. Only Engineering or a 7th non-graded Arts course will be approved with the permission of the Director of Studies and Instruction.
• Returning fifth form students must meet with their College Counselor as well as their Academic Adviser for course plan approval.
• Returning sixth form students must meet with their College Counselor as well as their Academic Adviser for course plan approval.
• All courses of study are subject to the approval of the Director of Studies and Instruction.
• AP and College Level ​(CL) courses carry the same weight​ when calculating students' GPAs; however, the former adheres to the AP curriculum endorsed by The College Board and prepares students for the national exam, while curriculum in CL courses is created by Hill faculty and typically does not prepare students for a specific AP exam.
• We often receive requests from students wishing to register for an AP exam without having taken the AP course itself.  AP examinations are valuable in the context of the AP curriculum; colleges want to see students engage in collaborative classroom learning as opposed to demonstrating achievement on a single test. Therefore, students must be enrolled in an AP course at Hill in order to sit for the examination. Students who believe they have extenuating circumstances must seek the approval of one og the Co-Directors of College Counseling.

In October 2019 the Independent School Health Check survey indicated a need for more education in areas of health and sex education for students attending Hill. This would include mental health education, drug and alcohol education, sexual health education, and other education on mindsets and beliefs that lead to healthy living and lifestyle choices. Anecdotally, in different venues students are reporting feeling undereducated in these areas and have voiced the need for more formal education.

In researching our peer schools and their health education approaches, it was clear that most schools have adapted this type of educational programming as an academic class with the thought that preparing students for academic success is enhanced by education to understand their physical, sexual, and mental health. This new curriculum will be using the National Health Education Standards (NHES) to provide the framework to build this health education platform.  The NHES details what students need to know and be able to do to achieve health literacy, by setting performance indicators around the functional knowledge and essential skills required for adopting and maintaining healthy behaviors. 

The class will use state of the art health education information that reflects a growing body of research that emphasizes the following:

1. Teaching functional health information (essential knowledge)
2. Shaping values and beliefs that support healthy behaviors
3. haping group norms that value a healthy lifestyle

We firmly believe this information will help drive specific wellbeing initiatives that our evidence based surveys expose. In addition, students have requested a more formal approach to health education and we hope to deliver through our Eudemonia and Eudemonia Health+ curriculums.

Eudemonia - Grit & Gratitude Lab (Third Form)
This term course focuses on concepts and skills designed to improve well-being and facilitate the transition to life at Hill. Topics include grit, gratitude, mindfulness, optimism, growth mindset, and more. Students learn the PERMA model of Positive Psychology and Flourishing. Students practice the newly learned skills in class. Time is set aside in each class for guided meditation and gratitude journaling. This class meets two times per week.   

Eudemonia Health+ (Fourth Form)
This term course is divided into three main sections of emotional health, sexual health, and drug and alcohol prevention. The emotional health section focuses on understanding and managing stress and disorders such as depression, anxiety, anorexia, and bulimia. The sexual health section covers gender identity, reproductive systems, and dynamics of healthy relationships. The drug and alcohol prevention section includes lessons on alcohol, marijuana, and nicotine. Time is set aside in each class for gratitude journaling. This class meets two times per week.     

Eudemonia - Wellness Beyond Hill (Sixth Form)
This term course is designed to equip students with applicable skills and knowledge that can be used throughout their emerging adulthood and lives. A major focus is transitioning to college life. Topics include healthy relationships, affirmative consent, time management, and financial literacy. Lessons on navigating substance use include the dangers of binge-drinking and vaping nicotine and marijuana. This course meets one time per week.   

Student-athletes interested in pursuing athletics at the college/university level in NCAA Division I, Division II and Division III must adhere to NCAA guidelines for course selection. See below for a complete list of NCAA approved courses.For more information, eligibility and requirements, visit http://www.ncaa.org.