Course Selection Process

Perhaps the most significant early memory in the "career" of a Westminster student is the day when the wonderful news of admission arrives. It is from that point that all of the wondering and speculation about becoming a member of the school community turn toward a bold reality. Included among those first concrete steps that are eagerly taken toward the anticipated first day is the selection of courses for study. While the level of choice and opportunity for each student at Westminster varies by grade level, there are always conversations to be had and decisions to be made.

For the incoming Third Form student, many aspects of a program of study are predetermined by our overall curriculum. All students take Literature of Becoming as their English course and almost all enroll in Global History as well. However, options do sit on the table with respect to math, science, language and the arts. Here students make selections based upon previous coursework and individual facility within these disciplines (honors versus regular courses). Westminster offers a deep analysis of a student's strengths during this time. For instance, members of the Math Department spend many hours together reviewing the materials within a new student’s file (recommendations, transcripts and test scores) to make the best possible placement for the child. Language teachers pour over the results of a language aptitude/knowledge assessment to locate students in the correct level for proper progression in French, Latin, Spanish or Chinese. Yes, changes may occur in the first days and weeks of the school year, as it is the overarching goal of our academic program to provide each child with the best balance of rigor and challenge with comfort and growth.





Returning students (and older incoming scholars) experience a more protracted and comprehensive process of course selection. At the end of the winter term, with the release of grades and comments, comes a notice that the new course catalog has been posted to the school's website. Families can use the time together during the spring vacation to begin discussing options. Long-range planning into subsequent years might be a part of these conversations as well. Meanwhile, current teachers are making recommendations for each student in each discipline. Upon return from vacation, advisors spend the month of April working with each advisee to arrive at a program of study that incorporates the aforementioned strength and balance, while considering other commitments outside of the academic realm.

In July, the process goes from the organic human element into the realm of our very powerful scheduling software. With rare exceptions, students are enrolled in all of the courses they have carefully selected. In fact, only about five to 10 students each year are asked to make an alternative choice due to complexities of their program having prevented a clean intersection with the overall school schedule. This high degree of compliance achieved by the scheduling software is brought about by a flexible framework made possible by the accommodations faculty members are willing to make to ensure the best program for each child.

By the time students prepare to leave Westminster to further their academic experience in college, we hope to have instilled a nascent passion for one or a few disciplines. At the same time, Westminster alumni are often attracted to liberal arts institutions; the love for the learning process in multiple domains has been kindled.