Bullis School | 2024-25 K-12 Curriculum Guide

MISSION

Bullis School provides a rich intellectual experience that inspires students to be critical thinkers, lifelong learners, and impactful global citizens. Our student-centered community embraces diversity, honors integrity, and fosters belonging. Meaningful opportunities in academics, arts, athletics, and service stimulate individual and collective growth and enhance joy.

VISION

Students thrive in their pursuit of self-discovery, broaden their horizons, and ultimately transform our world.

BULLISVALUES

Caring Challenging Community

K-12 PHILOSOPHY

Caring Challenging Community these values guide us at Bullis. We recognize that each aspect of a student’s experience is an opportunity for growth, and we require every student to explore a range of interests in academics, the arts, athletics, and service.

We believe that each student’s potential must be developed thoughtfully through a stimulating curriculum that encourages students to challenge themselves As students take increasing individual and collective responsibility for their development, appropriate structure and high expectations establish a strong foundation and valuable framework for learning and creative expression. Within this framework, we encourage each student to question assumptions, take risks, learn from mistakes, and participate in scholarly inquiry.

DIVERSITY, EQUITY, AND INCLUSION

At Bullis, we value diversity and embrace its many dimensions. We regard interactions among people of various backgrounds, experiences, and viewpoints as essential to developing the respect, empathy, and compassion that lie at the heart of our school. Integrity, accountability, and trust are central to the relationships we develop at Bullis and our interactions with those outside the school community. Working together with families, we teach students that the well-being of the Bullis community is a shared responsibility and that service to others enables us all to explore our humanity and become active and responsible world citizens

Diversity, equity, and inclusion (DEI) are central elements of the Bullis program and help create belonging for all community members. We dedicate ourselves to creating an inclusive community by recognizing and nurturing the different identities of our diverse community. As members of the Bullis community, students are encouraged to bring their authentic selves to school and are expected to respect and embrace various identities and perspectives.

LEARNING SUPPORT FOR ALL

At Bullis, we value and appreciate the unique talents and perspectives of our student population. We know our learners and recognize that students may require accommodations and specialized academic support to access the curriculum and reach their full potential. We work collaboratively with students, families, and faculty to ensure the needs of each individual student are met equitably and inclusively.

Our faculty provides engaging, rigorous, and relevant learning opportunities that allow students to pursue their passions, develop their talents, and learn skills that prepare them for the future Bullis strives to serve our student population while recognizing the need to balance an equitable approach to all learners.

Bullis embraces the essential teamwork between families and the school in an environment that is grounded in sharing, transparency, and communication. During the admission process, we ask that families provide our team with relevant and current educational assessments to help determine if Bullis is the right academic fit Once enrolled, Bullis will collaboratively develop student accommodation plans and identify appropriate supports We prioritize connecting with families to learn about their child as an individual and how we might work together to ensure a positive start to their academic journey at Bullis

While we commit to offering services and support that benefit our students, we cannot guarantee that all accommodation requests will be met. Families are responsible for updating testing every three years. Complete psycho-educational or neuropsychological evaluations are required and must be shared in full. Families may be asked to obtain additional support and therapies based on the recommendation of our learning support team.

Promoting Student Success through Academic Support

In the Lower School, academic support may include, but is not limited to

● Small group reading, math, and writing interventions

● Student tutoring and mentoring

● Flexible scheduling to support developmentally appropriate learning outcomes

In the Middle School, academic support may include, but is not limited to

● Small-group instruction with a focus on the development of academic skills

● Collaborative, classroom-based learning and student-centered engagement

● Student support through extra instruction blocks

In the Upper School, academic support may include, but is not limited to

● Access to Upper School Academic and Testing Center

● Individualized meetings with grade-level learning specialists

● Individualized math and writing support

● Daily study hall, flex time, and/or teacher office hours

In addition to academic support, we provide families with referrals to professional tutors and other outside providers.

Standardized Testing Accommodations

To receive accommodations on standardized tests, families and students will work directly with our Testing Coordinator to navigate the accommodation process. Accommodations that are approved for in-school testing will be requested on College Board and ACT accommodations applications. Please note that educational evaluations and/or doctor's notes may recommend specific accommodations that Bullis does not provide; if so, we do not apply for them with standardized testing organizations. Receiving an accommodation at Bullis does not guarantee that the College Board and ACT will accept and grant the accommodation.

Bullis does not provide:

● Modifications to the curriculum

● Accommodations outside of our standard offerings

● Reduced course load, modified schedule

● World Language waivers

● Human and text-to-speech readers

● 100% extended time

LOWER SCHOOL

PHILOSOPHY

Bullis Lower School students discover joy in learning. The curriculum encourages students to explore, create, and analyze the world around them. Through a well-integrated, interdisciplinary curriculum, Lower School students develop skills in all subject areas. Teachers embrace ways to provide individual instruction based on student need and interest, finding challenging and innovative ways to stretch student learning to meet high expectations.

Grounded in a sense of caring and the pedagogy of a Responsive Classroom, Lower School students embrace academic challenges while embracing both community and individual responsibility. Students develop as solution-oriented children, thinking critically and being resourceful.

LOWER SCHOOL CLASSES

Homeroom Classes

● Language Arts

● Math

● Social studies Specials

● Science

● Spanish

● Art

● Music

● Physical Education

● Library

● Design

● Wellness

● Movement

SOCIAL EMOTIONAL LEARNING AND HEALTH

Bullis Lower School students begin the day with a homeroom Morning Meeting to set a positive tone and routine. Teachers encourage students to use positive language, treat mistakes as opportunities to learn, and reflect on their learning to grow into confident young scholars. Led by the Lower School counselor, students explore the CASEL core competencies; self-awareness, self-management, social awareness, relationship skills, and responsible decision-making in their Social Emotional Learning (SEL) classes. SEL lessons include identifying and fostering strengths, building self-esteem and resilience, learning vital health information, embracing and respecting diversity, gaining knowledge and regulating emotions, fostering empathy, learning social skills and problem-solving, and building character.

SIGNATURE PROGRAMS

Bullis offers three Signature Programs – Entrepreneurship; Science, Technology, Engineering, and Mathematics (STEM); and Visual and Performing Arts (VPA). Lower School students are exposed to each program through interdisciplinary and experiential opportunities both inside and outside the classroom.

Entrepreneurship

The Lower School Entrepreneurship program launches our students into an entrepreneurial mindset Skills such as design thinking and prototyping solutions are introduced into the 5th grade, where they are applied in a pitch competition Fifth grade students participate in an Entrepreneurship Fair in which each child creates a business and sells their product to customers who attend the Fair

Science, Technology, Engineering, and Mathematics (STEM)

Lower School students explore STEM concepts with dedicated science and design teachers Students are given a balance of natural phenomena-based, hands-on investigations accompanied by a STEM notebook where they record and depict their thinking They observe,

wonder, think, and communicate in a variety of formats using critical math, literacy, collaborative, and public speaking skills In Design, students build and create through engineering and coding Students participate in Math daily as part of their homeroom time and are supported by a full-time Math Coordinator

Visual and Performing Arts (VPA)

One of the area’s most robust, the Bullis Lower School Visual and Performing Arts (VPA) program provides students with a wide array of experiences in drama, movement, visual arts, and music. From cultivating skill and technique to building creativity and confidence, our curriculum provides every student with meaningful artistic experiences and opportunities across a range of disciplines.

LANGUAGE ARTS

The Bullis Lower School Language Arts program develops critical thinking skills in reading, writing, speaking, and listening

Beginning with a structured literacy approach in primary grades and transitioning to shared inquiry discussions in upper grades, students learn to read with purpose and cross over into other content areas with reading and writing skills Teachers draw upon a range of resources, from phonics, word study, and grammar analysis to the reading and writing workshop models, in order to support students in their individual growth as readers and writers Skills are taught through authentic, interactive learning experiences using a variety of literature and ultimately help to create a love for reading.

Kindergarten

Utilizing student energy and the power of play and drama, students discover the joy of reading by bringing it to life. A structured literacy program begins with an emphasis on oral language, phonemic awareness, and phonics. Students learn strong early literacy skills by engaging in read-alouds, sharing stories, making connections to real-life experiences, and fostering passions and interests.

First Grade

Students continue a structured literacy program developing oral language, phonemic awareness skills, phonics, and reading strategies in their journey to become independent and proficient readers. First graders learn to express their thoughts, feelings, and experiences more concisely and substantively and to use peer conferencing, revision, and editing. Word study, an emphasis on letter patterns, phonics, and recognition of high-frequency words all support the development of students' spelling and sight-word vocabulary.

Second Grade

Second graders develop into strong readers by discovering a love of reading and appreciation for a wide variety of literature Structured literacy in 2nd grade includes advanced phonemic awareness skills, spelling, vocabulary, and reading comprehension Literature focuses on biography, historical fiction, realistic fiction, fairytales and folktales, short stories, and poetry

while balancing fiction and non-fiction Students also become confident writers who can express their feelings, experiences, and ideas Writing projects are long-term and have a strong emphasis on the editing and revision aspects of writing

Third Grade

Students develop vocabulary, comprehension strategies, and fluency while reading texts in reading groups Students also participate in a Global Read Aloud with students from around the world Students write personal narratives, persuasive and opinion pieces, poetry, realistic fiction, and instructional texts. Special focus is on idea generation, word choice, organization, writing mechanics, and developing voice. Students conduct an in-depth animal research project that integrates curriculum from science, art, design, and Spanish classes. The literature focus includes realistic fiction, nonfiction, biographies, historical fiction, mysteries, fantasy, and poetry.

Fourth Grade

Activities in the literature-based reading program develop comprehension, stamina, research skills, and the ability to support ideas with evidence from text Writing is taught as a process that begins with generating ideas, organizing and planning, drafting, revising, editing, and publishing

The literature focus includes realistic fiction, historical fiction, nonfiction, biographies, and poetry

Fifth Grade

Reading comprehension strategies are taught explicitly and reinforced through practice with read-aloud books, guided reading groups, book clubs, and independent reading. Students are encouraged to reach the benchmark of reading a minimum of one million words. Fifth graders read the genres of fantasy, realistic fiction, non-fiction, novels in verse, and historical fiction. Students write expository and creative pieces using advanced organizers Students continue the study of spelling and vocabulary Students also learn and practice study and note-taking skills

MATHEMATICS

The Bullis Lower School Math program centers around fostering a positive and empowered mindset within students as they delve into the core areas of numeracy and computation, algebraic thinking, data, geometry, and measurement Bullis teachers engage and develop students’ mathematical reasoning as students refine their computational fluency. Activities such as number talks, collaborative critical thinking tasks, meaningful problem-solving, and math games engage students in the learning process.

Kindergarten

The Bullis Kindergarten program allows students to formalize and build on their wealth of mathematical knowledge gained from making sense of their world Students mimic life experiences in which math emerges and process and refine their understanding through their interactions with each other, learning to articulate and record their understanding using mathematical symbols and language As they collaborate and think critically, kindergartners master number relationships to 20 and beyond, learn to add and subtract quantities, and decompose numbers into parts They learn to compare objects through various measurement

characteristics and to notice and predict patterns Familiar and fun routines such as the “number corner,” number talks, and partner games entice students to notice, wonder, make predictions, and make connections, fostering their growth into flexible mathematical thinkers

First Grade

The central focus of the 1st grade Math program is flexible thinking and fluency with addition and subtraction Students model real-life math in pictures and numbers, solve problems, and explore and refine multiple solution strategies First graders develop number sense and fluency with two-digit numbers as they work with place value Throughout the year, algebraic thinking is fostered through analyzing numeric and shape patterns; students learn to express what they know using mathematical symbols and language. In geometry and measurement, students study and manipulate shapes. Activities and games are intentionally crafted as opportunities to foster students’ mathematical language and number sense. Through it all, a growth mindset is valued and cultivated through flexible approaches to problem-solving, learning through games, class discussions, and reflection.

Second Grade

Second graders work with larger numbers in a variety of contexts, learning to relate, estimate with, recognize patterns in, and add and subtract numbers to 1000 Students explore and characterize geometric shapes, learn measurement concepts, interpret and represent data in graphs and charts, and explore fractions Core concepts come to life in multi-subject, integrated STEM projects, such as “How can we predict the number of seeds in a pumpkin?” in which students explore, hypothesize, and gather data On a day-to-day basis, 2nd graders are immersed in problem-solving tasks, class discussions, and collaborative games that help them develop a robust mathematical vocabulary, the ability to solve problems in multiple ways, strong computation skills, and a capacity for justifying their mathematical ideas.

Third Grade

In 3rd grade, students use their knowledge of large numbers to understand the concepts of multiplication and division Students learn to represent situations with equations and model, practice, apply, and make connections between multiplication and division Third graders deepen their understanding of fractions, extending to abstract ideas of equivalent fractions and fractions of a set They synthesize this knowledge in measurement and geometry contexts, including perimeter and area Students continue to develop their numeracy to 10,000 and their computational fluency through classroom activities such as carefully crafted discussions, partner games, and problem-solving

Fourth Grade

Fourth graders continue to strengthen their number sense and computation skills by extending and applying them to numbers to one million. They work to master the relationship between multiplication and division through an in-depth study of factors and multiples. In geometry and measurement, students describe and analyze shape characteristics and apply these skills in the context of area problems Through problem-based tasks and classroom discussions, students develop increasingly sophisticated strategies for problem-solving

Fifth Grade

Fifth graders work extensively with factors, multiples, primes, composites, and fraction operations to prepare for middle school math. They refine their computation skills with whole numbers and extend this knowledge to decimals and fractions. In a comprehensive geometry unit, students engage with the properties of lines, angles, and shapes and problem-solve with angle properties, providing a foundation for formal geometric reasoning. Bullis 5th graders often engage in math collaboratively, including challenging tasks and partner games. This reflects our mission of fostering strong communication skills and mathematical reasoning. Through the collaborative process, students develop increasingly sophisticated problem-solving strategies and the confidence, understanding, and vocabulary to explain and defend their mathematical ideas

SCIENCE

Students in the Bullis Lower School begin their journey of science education through the studies of natural phenomena as they occur in the earth, life, and physical sciences All grade levels embark on hands-on investigations for each discipline to support the student's natural inclination to wonder, observe, learn, and communicate about the natural world.

This work is supported by the use of the FOSS Science curriculum, the Engineering is Elementary (EiE) curriculum, and aligned with the Next Generation Science Standards. These standards have three equally important dimensions that define what students should know and be able to do. These dimensions are Core Ideas, Crosscutting Concepts, and Science and Engineering Practices Each of these combines with the other two in order to help students build a cohesive understanding of science over time To this end, our Lower School Science program works to build student knowledge, skill, and understanding as they progress year to year

Thus, students explore the earth, life, and physical sciences as a kindergartener all the way up through 5th grade. They learn to question, analyze, and develop scientific concepts. Through this work they develop critical thinking and processing skills, building proficiency as problem-solvers and decision-makers. Hands-on investigations, both indoors and out, enable students to build a deeper understanding of their conceptual knowledge as they learn to think and act like young scientists and young engineers. All grades will learn and practice cross-cutting concepts such as patterns, similarity, and diversity; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; stability and change.

Growth of these skills happens through more complex and sophisticated observations and explanations of the natural phenomena they study Furthermore, students begin working in a science notebook as early as Kindergarten By the time students finish 5th grade, they are able to keep a well-organized science notebook complete with thoughts, diagrams, observations, and wonders about their areas of study.

Kindergarten

Kindergarteners study trees and changing seasons, live animals, and uses of materials. Students learn to test concepts and come to conclusions by experimentation; that patterns can be observed and used as evidence; and obtain, evaluate, and communicate data.

First Grade

First graders study geology, plants, and animals, and sound and light Students learn to test concepts and come to conclusions by experimentation; that patterns can be observed and used as evidence; and obtain, evaluate, and communicate data

Second Grade

Second graders study air and weather, insects and plants, and solids and liquids Students learn to plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. They make observations to construct an evidence-based account for natural phenomena; they also learn that scientists look for patterns and order when making observations about the world; and finally, they compare multiple solutions to a problem.

Third Grade

Third graders study water and climate, structures of life, and motion and matter Students learn to ask questions that can be investigated based on patterns such as cause and effect relationships; patterns of change can be used to make predictions; cause and effect relationships are routinely identified, tested, and used to explain change; analyze and interpret data to make sense of phenomena using logical reasoning; and construct an argument with evidence

Fourth Grade

Fourth graders study soils, rocks, landforms, the environment, and energy. Students learn to ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships; apply scientific ideas to solve design problems; make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution; generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution: and learn to use a model to test interactions concerning the functioning of a natural system

Fifth Grade

By 5th grade, our students are encouraged to employ all the scientific knowledge and skills they’ve acquired in their elementary years With an emphasis on thinking like scientists and using hands-on experimentation, 5th-graders study rocks and minerals, living systems, and mixtures and solutions Students learn to conduct an investigation collaboratively to produce data to serve as the basis for evidence; use fair tests in which variables are controlled and the number of trials considered; measure and graph quantities such as weight to address scientific and engineering questions and problems; support an argument with evidence, data, or a model; describe and graph quantities such as area and volume to address scientific questions; and represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships

SOCIAL STUDIES

The Bullis Lower School social studies program emphasizes the themes of community, social justice, and inclusion Opportunities beyond the classroom promote skills of active observation, listening, and questioning Students demonstrate knowledge through writing, creating visuals, and making presentations.

Kindergarten

Kindergarteners explore, synthesize and analyze topics surrounding self and the Bullis community The curriculum focuses on the ideas of being a good friend, making good choices, and introducing students to the Bullis way. Activities and lessons are geared toward being a community member and building empathy. Students learn the importance of being part of the classroom and Bullis community and sharing their voices.

First Grade

Students undertake a year-long study of community through which they construct an understanding of what community is Using their own classroom and school, as well as Washington, DC, and the surrounding area as models, they develop a geographic sense of place, an appreciation for the interdependence inherent in communities, and a recognition of the influence individuals can have on communities Within this framework, students consider needs versus wants, issues of social justice, human impacts on the environment, and change over time As a culminating project, students construct and operate a model community in the classroom, “Crate City,” drawing upon knowledge and skills developed over the year

Second Grade

Second graders learn and develop social skills with an emphasis on being leaders who contribute to their community. Later in the year, they study leaders throughout history who have contributed to making our world a better place. Students investigate the life, culture, and environment of their own community and extend this to communities around the world. Students conduct research on global communities exploring art and traditional stories from other countries

Third Grade

Third graders begin the year with a geography unit on the five regions of the United States and then move on to learn about the 50 states, with a specific focus on Maryland They then go back in time to study the history and culture of the first Americans Students engage in an in-depth research project on a Native American tribe and design and construct a model of a dwelling in the BITlab They also explore the conflict with white Europeans and their devastating impact on American Indians Third graders then dive deep into Black History Month The unit of study culminates with an art project in which students construct a quilt of 30 Black Americans, and examine the history of enslaved Black Americans The unit also focuses specifically on the Underground Railroad with an integrated unit in language arts Lastly, students learn about the

climate crisis, focusing study on how people around the world are working to solve the climate crisis With a nod to the Signature Entrepreneurship Program, 3rd graders invent a product to solve a global climate problem Students also do hands-on work in our own backyard, the Montgomery County Agricultural Reserve, to learn how they can be part of the climate solution and the importance of agriculture in global communities

Fourth Grade

Fourth graders learn how different groups contributed to the growth of the United States in order to develop an understanding of the push and pull factors that influenced people to come to this nation. Students begin with a unit on identity and then learn that movement defines a group of people working together to advance political, social and/or artistic ideas when they study the Harlem Renaissance Next, students learn about Westward Expansion and its effect on Indigenous Peoples Then they focus on Asian Immigration and Latinx Immigration Students also explore and learn about the geography of events like the Great Migration and Westward Expansion They study and learn different Asian, Central, and South American countries on a map during those units To foster empathy for the struggles that different groups faced during the immigration process, students read first-person accounts, historical fiction picture books, and non-fiction articles They also watch videos and take part in simulations At the end of the year, students create an oral history about someone in our community who made a significant move in their life and share it with the fourth grade community

Fifth Grade

Fifth graders begin the year with a study of basic economics and entrepreneurship concepts. They engage in hands-on exercises and activities in small groups to come up with innovative ideas for start-up businesses and pitch their ideas in a "Shark Tank" presentation. Later, students engage in a cross-curricular study of human and civil rights movements This unit of study culminates in an independent research project and mini-essay about a Civil Rights leader or event from the 1950s and 60s Concurrently, students learn basic geography concepts and hone their map reading skills Finally, students study early United States history from the perspectives of Native peoples, Enslaved Africans, Colonizers, and Settlers Additionally, each student participates in an independent research project on a topic of personal interest called the I-Search project

WORLD LANGUAGES

The World Languages program in the Lower School focuses on developing elementary Spanish speaking and listening proficiency including skills for use in everyday situations such as: greeting people; identifying people, places, actions, and classroom items; asking questions; expressing needs, emotions and opinions; describing personal experiences, school subjects, nationalities, counting, and interdisciplinary activities across the Lower School curriculum. Students increase their multicultural literacy by participating in activities that include both the study of and participation in Spanish-speaking cultural practices, including music, art, food, and holidays.

Kindergarten - Second Grades

The K-2nd grade curriculum focuses on developing basic listening and speaking skills and exploring the culture of Spanish-speaking countries. Students learn to understand words, phrases, and simple sentences related to everyday life and to communicate on familiar topics.

Third Grade

The 3rd grade curriculum focuses on developing basic listening and speaking proficiency Students learn to understand words, phrases, and simple sentences related to everyday life and to communicate on familiar topics Topics of study include greetings and introductions, classroom objects, the alphabet, friendships, body parts, animals, clothing, colors, and small numbers Students explore interdisciplinary activities across the curriculum Students explore worldwide Hispanic celebrations in depth.

Fourth Grade

Fourth graders recognize expressions and phrases related to everyday life. Their communication skills are further developed and demonstrated by the presentation of simple information orally and in writing Topics of study include greetings and introductions, weather, the calendar, family, leisure time, school materials, professions, sports, descriptions, and cardinal numbers Students participate in interdisciplinary activities across the Lower School curriculum Additional exploration of Hispanic culture is infused into the curriculum through song, art, and simple stories

Fifth Grade

Fifth graders recognize pieces of information and main topics discussed by fluent Spanish speakers. Their communication skills become more sophisticated as they more frequently present information orally and in writing about themselves, others, and familiar topics using a variety of words, phrases, and memorized expressions. Topics of study include food and beverages, restaurants and ordering food, the environment, daily routines, household items and chores, nutrition, school subjects, nationalities, personal characteristics, and cardinal and ordinal numbers Students participate in interdisciplinary activities across the Lower School curriculum Additional exploration of Hispanic culture continues to be infused in the curriculum through song, art, and simple stories

ART

The Lower School Visual Art program guides students in developing an informed appreciation of and a life-long interest in learning about and creating art The program covers four interrelated disciplines: perception, creative expression, culture and heritage, and informed judgment

Kindergarten

Kindergarten students are introduced to the world of visual arts through literature and skills-based activities that allow learning through play and experimentation. Students note the

changing seasons and holidays, create abstract and representational pieces, and experiment with a variety of media Color, line, texture, and shape are emphasized through processes such as printmaking, painting, and collage

First Grade

First grade students build on the elements and principles of art learned in Kindergarten and add the additional element of Form Students have the opportunity to engage in art and meaning-making through lengthy units on processes such as printmaking and weaving Students also explore various collage and sculpture techniques based on the theme of "Community "

Second Grade

In 2nd grade, students build on a foundation of good artistic habits and care of media to study the art of communities around the world Students learn to convey mood through abstract and realistic works. They study historical and contemporary art, and create art to relate a personal experience or idea. Second graders use a variety of materials such as pastel, paint, marker, woven fiber, and clay to continue their documentation of the natural and built environment.

Third Grade

Third grade artists practice realistic and expressive art skills with a primary focus on illustration and design Students are careful observers and learn to realistically draw and paint using visual research and incremental steps, with a focus on animals, plants, and the natural environment Students also explore what it means to think and create from multiple points of view, working with pencil, marker, paint, and clay

Fourth Grade

Fourth grade is a fascinating exploration of art-making across many cultures. Students are explorers who find common themes across different times, cultures, and places. Fourth graders learn to look for common links from around the world, especially as art relates to the mathematical concepts of positive space, negative space, and repetitive design. Building on the lessons from 3rd grade, students focus on realistic portraiture to depict themselves and the subject of an interview. Students have more freedom to explore and invent during self-guided units later in the year Fourth grade artists continue their material mastery of many different art media, such as pencil, paint, cyanotype photography, paper sculpture, and clay

Fifth Grade

As 5th grade artists, students are expressive experimenters As they approach Middle School, they learn skills to help them become both independent, hard-working artists and responsible and caring community members Students complete long-term projects, exploring precise handwork, the Civil Rights Movement, and realism in ceramics Fifth graders master techniques with a wide variety of materials, from markers to printmaking tools, graphite pencils to clay, and latch hook rugs

LIBRARY

The Marriott Family Library serves as a place of joy and learning for our Lower School students so they may develop a lifelong love of books and reading.

Kindergarten

Over the course of the year, Kindergarteners are introduced to the library. They learn about the different sections of the library, the difference between fiction and non-fiction, and the basic elements of a book. The focus is on helping students to become comfortable in the library setting and encouraging frequent use of the library. Kindergarteners visit the library for book check-outs, and become familiar with browsing books and the responsibilities of bringing home and returning books on time.

First Grade

First grade students visit the library regularly to browse and check out books for independent reading. The visits may include read-aloud story time and related activities. First grade students are introduced to using the online book catalog and become increasingly familiar with the various sections of the library. The focus is on helping students to become comfortable in the library setting and encouraging frequent use of the library.

Second and Third Grade

The 2nd and 3rd grade library program includes regular visits to check out books Independent reading is encouraged through book talks and other activities The focus is on helping students to become comfortable in the library setting, learning how to navigate the collections, and encouraging frequent use of the library Literacy skills lessons introduce the following skills, which are incrementally developed in subsequent grades: reading for meaning, identifying text features, bibliographies, thematic catalog searching, database searching, and locating call numbers.

Fourth Grade

The 4th grade library program includes regular visits to check out books Time is set aside each class period for reading aloud to the students Independent reading is encouraged through book talks and other activities Working closely with the 4th grade teachers, the librarian may introduce elementary research skills, which are integrated with curricular needs and objectives during the school year

Fifth Grade

The 5th grade meets regularly to reinforce literacy and research skills learned in the 4th grade. New research materials and skills are introduced through projects, which are integrated with both the social studies and language arts curricula. Time is set aside for reading aloud to the students. Independent reading is encouraged through book talks and other activities, as well as weekly visits to the library to browse and check out books of personal interest

MUSIC

The Lower School Music program focuses on developing foundational musical skills through a variety of activities, including singing, movement, listening, playing instruments, creating accompaniments, improvising, and composing. K-3 students engage in a general music class, while 4-5 students choose among three musical and a theatre elective class.

Kindergarten

Kindergarteners explore the elements of music by creating and playing. They sing, dance, and use creative tools like movement props to explore music. Kindergarteners identify, perform, and compose musical patterns using simplified notation. Students work to gain a strong sense of steady beat and pitch recognition through games and song tales.

First Grade

First graders show more independence in music class and work to identify music symbols and solfege patterns They explore musical concepts in small group centers and large group singing games Students perform music using unpitched percussion instruments and begin to identify and perform melodic notes on melody instruments

Second Grade

Second graders learn through individualized music centers. They perform and identify rhythms and begin to identify and perform notes on the treble clef staff. Students learn how to play new pitched and unpitched percussion instruments.

MUSIC ELECTIVES

Third-Fifth Grades

● Band Students in 3rd-5th grades may begin or continue the study of a musical instrument in the brass, woodwind, or percussion families.

● Chorus

Students in Music Ensemble engage in a hybrid ensemble experience that combines choir and Theatre

● Strings

Students in 3rd-5th grades may begin or continue the study of a musical instrument in the string family.

DESIGN

Part of the Bullis STEM Signature Program enrichment, Design is a cross-curricular program in which students build and create in a variety of formats, ranging from hands-on construction to robotics and coding The balance between free exploration and guided design-thinking evolves over the K-5 span Design class meets regularly for each grade, projects are frequently integrated into other academic areas, and the design teacher works with students during homeroom and other classes

MOVEMENT

Movement blends acting, dance, music, and improvisation while providing an excellent introduction for the future study of dance and theater techniques. Essential components of the curriculum include:

● Physical: Self-control, refinement of gross motor skills, development of fine motor skills, and understanding of the relationship between students’ bodies and the space around them

● Social: Listening, responding, taking turns, and working cooperatively in a group and supporting peers

● Cognitive: Recognizing, recalling, identifying, differentiating, and sequencing movements and actions

● Aesthetic: Choosing and expressing preferences for artistic interpretations

● Metacognitive: Reflecting on their own and classmates’ performance choices

PHYSICAL EDUCATION

The Bullis Lower School focuses on developing physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity through a variety of activities, games, and movements. All students participate in physical education classes where physical well-being and sportsmanship are emphasized.

MIDDLE SCHOOL

PHILOSOPHY

The Middle School curriculum is developed and implemented to foster growth and independence during a crucial time in a child’s development, early adolescence. Facilitated by highly skilled teachers who understand adolescents and are passionate about teaching the whole child, Middle School students develop academic confidence, leadership ability, and organizational skills in a safe environment.

In small classes, Middle School faculty inspire and cultivate a desire to learn, question, explore, and accept responsibility while teaching the necessary skills needed to prepare students for a rigorous Upper School experience. Students engage in project-based and experiential learning as they develop social-emotional and metacognitive skills within a supportive academic community with a dedicated advisor.

Middle School students have a seven-period day which includes language arts, world languages, math, science, social studies, performing arts, visual arts, health and wellness, physical education, and technology classes. Our research-based rotating daily schedule builds athletics into the school day, five days per week, mainly through participation in interscholastic teams. The schedule also includes breaks to maximize learning and to prioritize Middle School community gathering time – assemblies, advisory, and extra instruction blocks.

MIDDLE SCHOOL COURSE OF STUDY BY GRADE

Sixth Grade

● Language Arts: Language Arts 6

● Math: Math 6 or Pre-Algebra 6

● Science: Earth Science 6

● Social Studies: Geography and World Cultures 6

● World Languages: Chinese IA, French IA, Latin IA or Spanish IA

● Performing Arts: Band, Chorus, Dance, Strings or Theatre (students choose one)

Seventh Grade

● Language Arts: Language Arts 7

● Math: Pre-Algebra 7 or Algebra I

● Science: Life Science 7

● Social Studies: Ancient History 7

● World Languages: Chinese IA/IB, French IA/IB, Latin IA/IB, or Spanish IA/IB/I

● Performing Arts: Band, Chorus, Dance, Strings or Theatre (students choose one)

Eighth Grade

● Language Arts: Language Arts 8

● Math: Transitions Algebra, Algebra I or Geometry 8

● Science: Physical Science 8

● Social Studies: American Studies 8

● World Languages: Chinese IB/II, French IB/II, Latin IB/II or Spanish IB/II

● Health and Wellness: Health and Wellness 8

● Visual Arts: Art 6

● Health and Wellness: Health and Wellness 6

● Physical Education: Participation in an athletic activity every trimester

● Technology and Engineering: Creative Technology 6: Coding and Communication

● Visual Arts: Art 7

● Health and Wellness: Health and Wellness 7

● Physical Education: Participation in an athletic activity every trimester

● Technology and Engineering: Creative Technology 7: Engineering and Design

● 8th Grade Yearlong Electives: Acting, Band, Choir, Creative Design and Engineering, Dance, Strings, Technical Theatre or Visual Art (students choose one)

● 8th Grade Rotation Electives: Acting, Creative Technology and Engineering, Dance, Entrepreneurship, Impact, Musical Theatre, Technical Theatre, Visual Art (students choose two)

● Physical Education: Participation in an athletic activity every trimester

SOCIAL EMOTIONAL LEARNING MIDDLE SCHOOL ADVISORY

Emotional, moral, social, and intellectual development is fundamental to the healthy growth of Middle School students The foundation established in social-emotional learning in Lower School is expanded in Middle School through the Advisory program The advisory curriculum helps support development by promoting age-appropriate activities and discussions about integrity, accountability, responsible technology use, equity, inclusion, and respect Advisory helps students build connections and helps the Middle School develop and maintain Bullis Values Students are able to discuss issues important to them and relevant to our school community, have a trusted group of peers to help them navigate a successful year at Bullis, and develop a connection and mentor with their Advisor

SIGNATURE PROGRAMS

Bullis offers three K-12 Signature Programs - Entrepreneurship; Science, Technology, Engineering, and Mathematics (STEM); and Visual and Performing Arts (VPA). Middle School students are exposed to each program through interdisciplinary and experiential opportunities both inside and outside the classroom.

Entrepreneurship

In Middle School, students are introduced to the concepts and skills that are taught in the Upper School entrepreneurship program. Entrepreneurship clubs such as Girls Who Start, Finance Club, and a Social Impact Hackathon provide opportunities for students to learn the positive contributions entrepreneurship can have on society. Students also acquire real-life knowledge from local entrepreneurs and business leaders through the Middle School Speaker Series. In addition, students in 8th grade have the opportunity to choose Entrepreneurship as an elective trimester course.. In the class, students learn design thinking and begin developing entrepreneurial skills such as teamwork, public speaking, idea generation, prototyping, and pitching. At the end of the class, all students get to pitch their business ideas during a Shark Tank competition.

Science, Technology, Engineering, and Mathematics (STEM)

Additional STEM courses complement our rigorous and relevant science program. Middle School students take Creative Technology courses focused on coding and communication, followed by engineering and design Students are introduced to coding and programming and work to communicate as well as build solutions to different technology challenges Middle School students spend time in the Bullis Innovation and Technology Lab (BITlab), a state-of-the-art Makerspace modeled after the MIT Fabrication Lab The BITlab includes digital fabrication tools such as 3D printers, a laser cutter, a vinyl cutter, and CNC router Traditional tools for wood and metalwork are available as well as electronic and programmable controllers for robotics and engineering In the last year of Middle School, students may opt for a Technology-focused year-long or trimester course to pursue deeper learning or new exploration

Visual and Performing Arts (VPA)

The Bullis Middle School Visual and Performing Arts program provides students with a wide array of both academic classes and after-school activities in theatre, dance, visual arts, and music From cultivating skill and technique to building creativity and confidence, our curriculum provides every Middle School student with meaningful artistic experiences and opportunities across a range of disciplines In 6th and 7th grades, all students benefit from a trimester class in Visual Arts each year while also enriching their skills during year-long Performing Arts courses of their choice Eighth graders have the unique opportunity to choose three areas of study to deepen and broaden their artistic knowledge They are encouraged to follow their passion as they delve into their arts year-long course and try something new in their rotation classes.

EIGHTH GRADE: YEARLONG AND ROTATION ELECTIVES

The 8th grade electives program at Bullis deepens student involvement in selected courses. Students choose and commit to one year-long class and two rotation classes for the academic year. This structure adds elements of choice and focuses on areas of interest, including culminating Capstone projects for each major class.

Majors

● Acting

● Band

● Choir

Minors

● Acting

● Creative Technology and Engineering

DISCOVERY DAYS

● Creative Technology and Engineering

● Dance

● Strings

● Technical Theatre

● Visual Art

● Dance

● Entrepreneurship

● Musical Theatre

● Technical Theatre

● Visual Art

Middle School students engage in Global Studies Discovery Days, which connect to the science curriculum in each grade Grade-level trips are to the Outer Banks in 6th grade, the Florida Keys and Everglades in 7th grade, and Costa Rica in 8th grade

LANGUAGE ARTS

Middle School-Wide Reading and Writing Philosophies

Reading: Students develop and establish reading habits, incorporating research-based components to engage and support the growth of their reading identity Students are provided a dedicated, specified time to read during the school day daily in English/Language Arts classes They also choose books that reflect their interests and participate in reading conferences, goal-setting, and reflection Students are exposed to a variety of titles and track reading habits and reading growth over time Their growth and identities as readers are reinforced and showcased through several avenues, both digitally and in person Each year, students read a minimum of nine novels, ranging from assigned texts to independent reading selections

Writing: To prepare for the real world, students must develop confidence in generating words to express ideas in multiple genres. They learn to revise their writing for appropriate audiences, listening to how their words work together to communicate effectively. They support their claims with evidence, improve syntax, and deepen their confidence in the application of conventions. Students question craft choices authors make for clarity and style, and play with their own authorial choice in a variety of writing tasks Students also reflect on their class texts and independent reading books regularly through fiction and nonfiction responses

Language Arts 6

Students cultivate their reading and writing confidence by engaging in book talks, gaining autonomy in choosing their own independent reading materials, and producing sophisticated writing styles. They employ active reading strategies by analyzing and creating diverse literary forms, including narrative, informational, argumentative, poetry, and multi-genre compositions. Grammar structures and mechanics are embedded into the study and exploration of class texts, fostering both critical thinking skills and elevated writing proficiency. Through class texts, students consider their role as an individual within their own communities, as well as their responsibilities as global citizens. Anchor texts may include: The Giver, A Long Walk to Water, Visiting Author Study, book club selections, and short stories.

Language Arts 7

Students continue to develop their reading identity through independent reading selections, book club titles, and all-class texts. Students consider their place in history, their role in current events, and their responsibility in social issues through a range of themed book clubs, reinforcing a community of thinkers and readers. Students focus on elements of the writing process, reinforcing conferencing, feedback, revision, and rewriting. Students create versatile writing projects including persuasive and analytical essays, investigative journalism and Hero’s Journey short stories. Research and argument skills support students as they prepare for upper Middle School, Upper School, and beyond. Students learn and practice key composition and style concepts and apply them to multi-genre writing. Anchor texts may include Midsummer Night’s

Dream, book club selections such as I am Malala and Trevor Noah, Born a Crime, select origin myths, and various short stories (Bradbury, Cooper, Tan, etc )

Language Arts 8

Students explore real-world forms of writing, while considering different audiences and purposes. Major units center around the theme of identity, answering the essential question, “Who Am I?”. Writing genres addressed include, but are not limited to, narrative, argument, poetry, and informational writing, producing different forms and varying lengths throughout the course. Throughout the year, students reflect in their reading and writing notebooks, noticing and noting the writer’s craft and practicing active reading strategies. Students also make real-world connections to their reading, using both class and independent reading texts as points of inquiry into modern teenage and adult experiences Students explore the author’s message, collaborate in book club discussions, and self-reflect throughout the year on their growth and identity as readers Anchor texts may include: The Outsiders, and book clubs focusing on the themes of identity (The Diary of a Young Girl, Focused, Patron Saints of Nothing, On the Come Up, Wrong Side of the Court, I’ll Be the One) and historical fiction (I Must Betray You, The Door of No Return, Once, The Downstairs Girl)

MATHEMATICS

Through discovery and exploration, the Bullis Mathematics Department approaches the teaching and learning of mathematics through the lens of building connections, developing communication, and dealing with the unique. Bullis mathematics students build on prior knowledge and learn productive strategies to develop a deeper theoretical and practical understanding of mathematical concepts. In the classroom, students learn to appreciate meaningful struggle and develop resilience and grit. With an engaged and proactive approach, students become resourceful and independent thinkers who can persevere in problem-solving. Through responsibility and collaboration, students are able to build mathematical confidence and enthusiasm for mathematics with the understanding that all students can learn math at high levels.

Math 6

Math 6 is a course designed to deepen understanding of mathematical concepts and strengthen math skills in a variety of topics, including operations with real numbers, number theory, basic geometry, algebraic expressions, and equations The Math 6 course also gives students frequent opportunities to discuss and explain their mathematical thinking, to explore a variety of problem-solving strategies, and to connect mathematics with real-life situations. Students are able to access the curriculum by making sense of problems and persevering to find solutions, modeling with solutions, and using appropriate tools strategically.

Pre-Algebra (6th Grade)

Pre-Algebra 6 serves as a bridge from arithmetic to a more formal study of foundational Algebraic topics This course combines elements of the Math 6 curriculum, the on-level Pre-Algebra 7 curriculum as well as a variety of other mathematical explorations, including data

analysis and an introduction to functions Students build a skill set rooted in algebraic concepts including, but not limited to, the review of operations with real numbers, writing and simplifying algebraic expressions, as well as solving equations and inequalities Students are able to access the curriculum by making sense of problems and persevering to find solutions, reasoning abstractly and quantitatively, constructing viable arguments, and critiquing the reasoning of others, using appropriate tools strategically

Pre-Algebra (7th Grade)

Pre-Algebra 7 is designed to aid students in becoming more proficient in concepts from Math 6 as they build a skill set rooted in algebraic concepts, including, but not limited to the review of operations with real numbers, writing and simplifying algebraic expressions, as well as solving equations and inequalities. This is also the first introduction of the coordinate plane and functions. Students use problem-solving and resilience to apply what they’ve learned to unique situations and demonstrate the ability to connect prior knowledge to higher-level mathematics

Algebra I (7th Grade)

Seventh-grade Algebra I allows students to build towards a deep theoretical understanding of linear, exponential, and quadratic functions by using problem-solving, collaboration, and connections to previous mathematical concepts. Students build resilience by applying what they’ve learned to new and unique situations while becoming confident learners with appropriate tools and skills for higher-level mathematics

Transitions Algebra (8th Grade)

Transitions Algebra 8 lays the foundation for continued work in Pre-Algebra, Algebra, and Geometry Students will review Pre-Algebra skills and address beginning fundamental algebraic concepts in depth. Students review and practice operations in the real number system; write, solve, and graph linear equations and inequalities; and explore a variety of problem-solving strategies. This course is designed to build and reinforce student confidence in math ability and higher-level thinking in order to prepare for Algebra I and beyond.

Algebra I (8th Grade)

8th Grade Algebra I allows students to explore, discover, and differentiate between linear, exponential, and quadratic functions by using problem-solving, collaboration, and making connections to previously learned mathematical concepts Students build resilience by applying what they’ve learned to new and unique situations while becoming confident learners with the appropriate tools and skills for higher-level mathematics

Geometry (8th Grade)

Geometry 8 allows students to follow an investigative approach to learning geometry using a variety of manipulatives. This course is designed to engage students to "learn by discovery"

through collaboration and connection of prior knowledge The main topics explored in this course include reasoning, standards of basic proofs, coordinate geometry, properties of planar figures, surface area, volume, and an introduction to trigonometry Students also continue to review and apply Algebra concepts throughout the course in order to maintain their skills and confidence in higher-level mathematics

SCIENCE

Bullis Middle School Science students are immersed into three branches of science - Earth Science, Life Science, and Physical Science Exposure to multiple domains allows students opportunities to gain a wide variety of scientific knowledge and skills The Middle School science curriculum is inquiry-based and aligned with the Next Generation Science Standards These standards have three equally important dimensions that define what students should know and be able to do These dimensions are Core Ideas, Crosscutting Concepts, and Science and Engineering Practices Each of these combines with the other two in order to help students build a cohesive understanding of science over time Students acquire scientific knowledge and skills through lab-based practices, digital and innovative tools, fieldwork, and collaborative activities Middle School science content is current and real-world applicable and encourages students to be curious and analytical about the scientific world around them Our goals are to help students better understand the relevance of science in their everyday lives, to identify connections between various types of sciences, to expose students to the wide assortment of scientific careers, and to prepare students for their next level of science.

Earth Science 6

Sixth grade science concentrates on developing an understanding of our natural environment with the core focus being Earth Science The 6th grade Earth Science curriculum is engaging, real-world applicable, and rigorous yet developmentally appropriate Through the use of a variety of methods, students will develop an understanding of how the Earth has been and continues to be affected by living organisms and natural physical processes Students explore the vast universe beyond Earth, Earth’s changes over time, heat transfer, plate movements, causes of natural disasters, dynamics in the atmosphere, weather systems, water quality, and interactions in an ecosystem Ultimately, students realize how science affects them as they affect the world around them

Life Science 7

Seventh grade science concentrates on developing an understanding of the way scientists carry out investigations of living things. Students conduct lab exercises and hands-on activities, deliver presentations, participate in demonstrations, work with models, and engage in engineering challenges with an emphasis on bioengineering They start the year as forensic scientists developing qualitative and quantitative observational skills Students learn to care for and use microscopes to solve a second forensic case and examine a remarkable variety of cell structures and functions Students then delve into the world of disease outbreaks, playing the role of epidemiologists to stop the spread of a deadly virus Students analyze their own traits as they learn about genetics and the characteristics we all inherit from our parents Ultimately, students

in Life Science 7 develop a foundation for scientific inquiry, preparing them to engage in challenging and fun scientific problem-solving

Physical Science

8

Eighth grade science is an inquiry-based course that concentrates on the development and understanding of relevant and important scientific concepts and processes. Students are heavily immersed in the branch of physical science including scientific inquiry, chemistry, physics and engineering. The course challenges students to explore issues and make informed decisions using gathered evidence, data, and research. Additionally, students practice and acquire essential skills that are necessary for success as they move forward to higher-level science classes Such skills include collaboration, critical thinking, problem-solving, analyzing and synthesizing information, generating and expressing ideas, and applying new learning

Ultimately, students develop an appreciation for the power and relevancy of science within their lives and their community By the end of 8th grade, students are fully prepared for their future scientific endeavors

SOCIAL STUDIES

Students in Middle School Social Studies come to appreciate that understanding the past is essential to becoming a responsible citizen. Students together with faculty strive to make sense of a complex world by exploring historical, political, cultural, economic, and religious issues in a global context. Students and teachers share their passion for studying the forces that shape our world and inspire lifelong learning.

Geography and World Cultures

6

Students will explore various regions of the world through the lens of the five themes of geography: location, physical and cultural characteristics of a place, movement, human-environmental interaction, and region. The goal is to examine the connections between places and the complex relationships between people and their environments. This course aims to provide the student with information and perspectives to understand themselves, their relationship to the earth, and our interdependence with people from diverse cultures and places. Students will gain respect for the past while striving for the ultimate goal of creating responsible citizens for the future.

Ancient History

7

Covering world history chronologically from the Prehistoric Age to the Inca Empire, this year-long course is designed to give students a better grounding in the origins, archetypes, and development of ancient cultures in Africa, Europe, Asia, and the Americas. Students explore the geographic, social, political, religious, intellectual, technological, and economic achievements of fourteen civilizations. Multiple skills, including reading, presentation, note-taking, research, and formal writing are highlighted with each unit.

American Studies

8

This is a course that traces the history and government of the United States. The purpose of this course is to help students develop lifelong skills to better learn and adapt in the face of new information and changing society. We will study the development of the U.S. governmental system and the critical events that led to such development. Students will gain a historical perspective and learn how to interpret historical events through various activities, including discussions, debates, and projects.

HEALTH AND WELLNESS

Middle School Health includes a sequence of 6th , 7th , and 8th grade courses exploring age-appropriate topics that build on one another each year Strands include personal health, health and safety, human growth and development, social, emotional, and mental health Small group discussions, media resources, projects, and educational technology are used to engage student learning Middle School health classes use collaborative, project-based models to encourage critical thinking and decision-making skills that positively influence the knowledge, attitudes, and behaviors of students These trimester-long classes are Pass/Fail and promote active participation as well as mutual respect

Health and Wellness

6

Health and Wellness

6 expands the knowledge, attitudes, and behaviors of 6th grade students as they relate to personal wellness Building life skills in decision-making, critical thinking, and self-reflection is integrated throughout the course Students investigate a range of topics, including the Health Triangle, effective communication, active listening, nutrition, and fitness Personal hygiene and puberty are also reviewed and discussed. Students demonstrate an understanding of each topic through group projects, presentations, small and large group discussions, and various classroom activities.

Health and Wellness

7

Health and Wellness

7 builds upon the foundations of the 6th grade curriculum with a continued focus on developing important life skills such as sound decision-making, critical thinking, and effective communication Seventh grade students dive into the exploration of nutrition, fitness, human growth and development Additionally, an investigation of sleep hygiene, healthy relationships, media literacy, and drug abuse broadens student understanding in order to positively influence decisions related to personal wellness Students demonstrate understanding of each topic through group projects, presentations, small and large group discussions, and various classroom activities

Health and Wellness

8

Health and Wellness

8 expands upon the foundations of the 6th and 7th grade curricula by continuing to build skills that influence their knowledge, understanding, and attitudes related to personal wellness. Students discuss consent, romantic relationships, human sexuality, mental health disorders, and underage substance use and abuse. Students demonstrate an

understanding of each topic through group projects, presentations, small and large group discussions, and various classroom activities

WORLD LANGUAGES

French IA/IB

The two-year sequence IA/IB is equivalent to a Level I class in Upper School.

In Middle School, French IA students are introduced to the language, history, and culture of the diverse French-speaking countries around the world. Students develop a Novice-Mid proficiency in the three modes of communication: interpersonal speaking, presentational speaking and writing, and interpretive listening and reading with a focus on familiar topics (family, school, and pastimes). Students read French-language novellas and magazines to serve as a springboard for class discussions, cultural comparisons, and the exchange of personal information.

French IB further develops cultural awareness through the exploration of Francophone cultures as well as student proficiency at the Novice-High level Students continue developing their interpretive reading and listening skills using authentic resources such as magazines, videos, and real-life interviews. They use common expressions and increase vocabulary, learn the basic syntax, and read as well as compose more complex sentences. Students focus on describing themselves, others, real-life scenes, and begin to communicate more independently in the target language. After successful completion of both years of this Level I course, students will have a solid language foundation to enter French II.

Latin IA/IB

The two-year sequence IA/IB is equivalent to a Level I class in Upper School Latin I introduces students to the language, history, and culture of Rome as well as the larger Latin-speaking world This sequence specifically develops student proficiency in reading and listening to Latin at the Novice-High/Intermediate-Low levels Learners also develop their proficiency in speaking and writing Latin to the Novice-High level With Latin as the primary language used in the classroom, students investigate notable Greco-Roman myths and legends, the Roman family, the ancient institution of slavery, and life in the Roman Empire Students compare, contrast, and reflect upon ancient and modern cultures, hold simple conversations on a variety of familiar topics, and comprehend increasingly challenging written and spoken Latin.

Chinese IA/IB

This course is created for students to attain proficiency at the Novice Low or beyond level in four language skills upon the completion of the course according to ACTFL’s Proficiency Guidelines. The curriculum framework of the course is grounded in communicative language teaching Students will learn, understand and develop communicative competency and linguistic accuracy while expanding their awareness and appreciation of Chinese culture Initial courses emphasize grammar, syntax, vocabulary, vocal tones, Chinese characters, radicals, and Chinese typing skills

This course emphasizes meaningful communication and language as it is used in real-world situations that students are most likely to encounter In addition, students will be trained to complete written assignments by handwriting Students will also acquire word-processing skills to accomplish assigned written tasks With the completion of IA and IB classes in Middle School, students will be equipped to enter the Chinese II course in Upper School

Spanish IA/IB

The two-year sequence IA/IB is equivalent to a Level I class in Upper School Spanish IA/IB introduces students to the language, history, and culture of diverse Spanish-speaking countries around the world This sequence specifically develops students’ proficiency in reading, listening, speaking, and writing in Spanish to the Novice-High level. With Spanish as the primary language used in the classroom, students learn about the culture and history of Spain with a focus on people, places, and artwork. Students read Spanish language novellas and magazines, compare, contrast, and reflect upon their cultures and those in Hispanic countries, and comprehend increasingly challenging written and spoken Spanish. At the end of the two-year course sequence, successful students are prepared to enter Spanish II in Upper School.

Spanish I

Middle School Spanish I is the equivalent of Level I in the Upper School. This course continues to develop students' previous knowledge of Hispanic culture and aims to develop their proficiency in all modes of communication to the Novice-High level. With Spanish as the primary language used in the classroom, students learn about the culture and history of Spain with a focus on the description of people, places, and artwork. To that end, students read Spanish language novellas and magazines, which serve as a springboard for class discussions, cultural comparisons, and sharing personal experiences. Successful students are prepared to enter Spanish II.

Spanish II

Middle School Spanish II is the equivalent of Level II in the Upper School This course deepens students' previous knowledge of Hispanic culture and the history of Spain and Latin America, while developing their proficiency in all modes of communication to the Intermediate-Low level. Students are immersed in the Spanish language as they learn about travel and leisure, daily routines, and present and past hobbies. Language becomes a tool to learn about global issues such as immigration and access to education, in connection to topics in the novellas they read, while acquiring language in context. Students make cultural comparisons, relate topics to themselves, and are challenged to give opinions as well as to explain and support their arguments in Spanish. Successful students are prepared to enter Spanish III.

ATHLETICS/ACTIVITIES

The Middle School Physical Education curriculum fosters the same values of integrity, respect, responsibility, and participation that are embodied in the classroom. Participation is an integral part of the athletic philosophy at the Middle School level Students have the opportunity to take risks and try

something new in a safe, positive environment while learning important life skills and developing physical fitness Lessons learned are invaluable and help in the development of self-esteem and self-confidence

Students develop socially while learning lessons of character, respect, sportsmanship, teamwork, and cooperation. Appropriate emphasis is placed on competition, and students are taught how to win and lose gracefully. They are prepared with skills and game concepts needed for Bullis Upper School Athletics. Each trimester Bullis Middle School students select one of the following athletic options or activities below.

Fall Winter Spring

● Cross Country (coed)

● Field Hockey (girls)

● Football (boys)

● Intramural Sports (coed)

● Soccer (boys)

● Soccer (girls)

● Tennis (girls)

● Volleyball (girls)

● Basketball (boys)

● Basketball (girls)

● Ice Hockey (coed)

● Intramural Sports (coed)

● Musical (coed)

● Open Studio Art (coed)

● Robotics (coed)

● Strength and Conditioning (coed)

● Swimming (coed)

● Tech Crew (coed)

● Wrestling (boys)

● Pass Academy Tennis (coed)

LIBRARY

● Baseball (boys)

● Dance (coed)

● Golf (coed)

● Lacrosse (boys)

● Lacrosse (girls)

● Softball (girls)

● Tennis (boys)

● Track and Field (coed)

Middle School faculty collaborate with the Librarian to incorporate literacy and research skills into their curriculum. Library instruction focuses on identifying quality sources on the internet, navigating school databases and the library catalog for research projects, and using bibliographies to identify sources. Students learn how to define project tasks, utilize different strategies for seeking information, and evaluate and synthesize information. The library also supports an ongoing culture of reading by providing print and digital books for weekly independent reading blocks as well as library events that promote an exploration of genres and a love of reading for pleasure.

VISUAL AND PERFORMING ARTS

The Middle School Visual and Performing Arts program is designed for meaningful experiences and exploration across a range of artistic disciplines for every 6th and 7th grader. In both years, students take a trimester of Visual Arts and also select a year-long Performing Arts course of their choice. These academic courses, enriched by additional extracurricular offerings (Open Studio Art, Winter Musical and Tech Crew, Spring Dance, and Middle School Jazz Band), provide a broad foundation for further, in-depth study within the 8th grade Major and Minor program.

SIXTH GRADE

Students take a trimester of:

Art 6

In Art 6, students explore media and techniques that will enable them to gain confidence and independence in art-making. Students work on both 2-D illustrations and 3-D sculptures, learning to think in the round as they design and build 3-D papier-mâché artworks. Throughout the course, students build a routine sketching practice as they explore their creativity and build fine motor skills. At the end of the year, each student has the opportunity to showcase their artwork during the 6th/7th grade Art and Tech Showcase.

Students select a year-long Performing Arts course in one of the following:

Band 6

The Band 6 course is open to students who have already engaged in study for a period of time on a band instrument and who can demonstrate a basic level of proficiency. In certain cases, a student may also begin study on a new instrument. The class focuses on development of ensemble skills and attainment of intermediate instrumental objectives. Band 6 meets three (3) times per week, twice combined with Bands 7/8 and once on its own. Members of the group will be expected to take a weekly lesson with a private instructor and provide their own instrument. Bullis provides a Music Private Lessons Program as a resource for students who do not have a current private instructor or for those who choose to participate

Chorus 6

Chorus 6 is a mixed vocal ensemble devoted to the study and performance of music from a wide range of traditions. The course emphasizes learning to express and respond to different musical styles and developing sensitivity to the relationship between harmonized vocal lines. The curriculum also focuses on developing vocal technique, expanding vocal range, and cultivating ensemble skills. Singers work to improve sight-reading, sight-singing, basic ear training, and part-singing skills. Chorus 6 meets three (3) times per week, twice combined with Chorus 7/8 and once on its own. Dedicated singers may also have the opportunity to participate in an advanced choir.

Dance 6

Dance 6 is a course centered on the Jazz style of dance. Students learn dance history, choreography, and basic dance vocabulary. Students also begin to develop routines and work on group and individual dance techniques and skills. Goals include increasing strength, flexibility, and endurance. Prior study in dance is helpful but not required.

Strings 6

Strings 6 is open to students who have engaged in study for a period of time on an orchestral string instrument and who can demonstrate a basic level of proficiency The class focuses on development of ensemble skills and attainment of intermediate instrumental objectives String 6 meets three (3) times per week, twice in a combined Middle School Orchestra group and once on its own. Members of the group will be expected to take a weekly lesson with a private instructor and provide their own instrument. Bullis provides a Music Private Lessons Program as a resource for students who do not have a current private instructor or for those who choose to participate.

Theatre 6

This introduction to theatre arts will serve new young artists as they take their first steps towards understanding "the basics" of theatre We cover the core components of the theatre machine: acting, improvisation, and technical theatre design Young artists are also introduced to performing, the art of public speaking, and a deep well of improvisational exercises and games These students learn the importance of the technical side of theatre through lighting, set, costume, and sound design projects This course provides a strong foundation to continue a pursuit of the arts while enhancing other non-arts skills, such as collaborating with others and learning to critique constructively

SEVENTH GRADE

Students take a trimester of:

Art 7

Art 7 is a single trimester course which expands on skills learned in Art 6, encouraging experimentation with a focus on high craftsmanship. During each unit, students learn new skills and techniques, have an opportunity to practice those techniques, and then explore art-making independently, working in both illustration and ceramics. Throughout the course students build a routine sketching practice as they explore their creativity and build fine motor skills. After completing the course, each student exhibits their artwork in the 6th/7th grade Art and Tech Showcase at the end of the year.

Students select a year-long Performing Arts course in one of the following:

Band 7

The Band 7 course is open to students who have already engaged in study for a period of time on a band instrument and who can demonstrate a basic level of proficiency. In certain cases, a student may begin to study on a new instrument. The class focuses on development of ensemble skills and attainment of intermediate instrumental objectives. Band 7 meets three (3) times per week, twice combined with Bands 6/8 and once on its own. Members of the group will be expected to take a weekly lesson with a private instructor and provide their own instrument. Bullis provides a Music Private Lessons Program as a resource for students who do not have a current private instructor or for those who choose to participate.

Chorus 7

Chorus 7 is a mixed vocal ensemble devoted to the study and performance of music from a wide range of traditions. The course emphasizes learning to express and respond to different musical styles and developing sensitivity to the relationship between harmonized vocal lines. The curriculum also focuses on developing vocal technique, expanding vocal range, and cultivating ensemble skills. Singers work to improve sight-reading, sight-singing, basic ear training, and part-singing skills. Chorus 7 meets three (3) times per week, twice combined with Chorus 6/8 and once on its own. Dedicated singers may also have the opportunity to participate in an advanced choir.

Dance 7

Dance 7 builds on and deepens skills and techniques learned in Dance 6 In a course centered primarily on the jazz dance style, students learn dance history, choreography, and basic dance vocabulary Students also begin to develop routines and work on group and individual dance techniques and skills Goals include increasing strength, flexibility, and endurance Prior study in dance is helpful but not required.

Strings 7

Strings 7 is open to students who have engaged in study for a period of time on an orchestral string instrument and who can demonstrate a basic level of proficiency The class focuses on developing ensemble skills and attaining intermediate instrumental objectives Orchestra 7 meets three (3) times per week, twice in a combined Middle School Orchestra group and once independently Members of the group will be expected to take a weekly lesson with a private instructor and provide their own instrument Bullis provides a Music Private Lessons Program as a resource for students who do not have a current private instructor or for those who choose to participate

Theatre 7

Theatre 7 builds on the previous year’s course and begins to focus on theatre history as the students gain a more in-depth understanding of theatrical elements, principles, and conventions and develop their own acting skills. Students are involved in a Greek-inspired stage production, focusing on both on and off-stage activities, learn how theatre has changed from its inception to modern day, and have a greater appreciation for classical works Students have opportunities to participate in a variety of classroom presentations, including researching and presenting and gain an awareness and appreciation of self and others

EIGHTH GRADE

The 8th grade Arts program at Bullis is designed to allow students to deepen their involvement in a selected artistic area and pursue additional study in a secondary area. Students choose one year-long elective class, and one or two rotation electives and commit to each of these courses for the academic year. This structure allows an added element of choice and a greater focus on areas of interest, including a culminating Capstone project within each year-long class

Eighth Grade Year-long Electives (Choose one which meets five times per rotation):

Acting 8

The primary goal of the Acting Major 8 course is to further develop a student’s love for acting. The class provides opportunities for students to recognize personal responses to given situations in order to create individual and unique characters through monologues and scenes Students are introduced to a variety of theater methods to enrich their actor’s toolbox This includes viewpoints, action verbs, psychological gestures, and Shakespearean acting techniques Students may only take Acting Majors or Acting Minors The two may not be combined

Band 8

Band Major 8 focuses on the continued development of intermediate to advanced individual and music ensemble skills. Students meet four (4) times per week, twice with the combined Band 6/7 and twice as a separate group. Students explore a greater volume of music than in past years and receive additional leadership and performance opportunities.

Choir 8

Choir Major 8 is a mixed vocal ensemble devoted to the study and performance of music from a wide range of traditions. Students explore increasingly challenging music and work, as well as perform with the Upper School Choir. The course emphasizes learning to express and respond to different musical styles. Students also develop sensitivity to relationships between harmonized vocal lines. The curriculum focuses on developing vocal technique, expanding vocal range, and cultivating ensemble skills Singers work to improve sight-reading, sight-singing, basic ear training, and part-singing skills

Dance 8

Dance Major 8 is an intermediate-level dance class. Students further explore and practice the principles of dance technique, improvisation, and composition in this course. Students work towards developing awareness, freedom, and control of their body as an instrument of expression and reinforce basic technical skills and creative aspects relative to a variety of dance styles. Technical expertise and artistic expression are enhanced through reflective practice, study, and evaluation of one's own work.

Strings 8

The Strings Major 8 class focuses on the continued development of intermediate to advanced individual and music ensemble skills. Students meet three (3) times per week, once with the combined Strings 6/7 and twice on its own. Where possible, they also meet with the Upper School Orchestra. String Major students explore an increased volume of music and receive additional leadership as well as performance opportunities.

Technical Theatre 8

The Technical Theater Major 8 focuses on scenic, lighting, sound, props, and costuming techniques that are essential for technical theatre Students interpret and execute a theatrical designer's plan, much like an actor interprets and executes a playwright's script, as they effectively collaborate with peers and gain first-hand knowledge of theatrical production. They also gain confidence and techniques as they work on projects and mainstage productions.

Visual Art 8

Visual Art Majors 8 is a class for committed artists interested in developing their skills, creating independent work, and exploring new techniques. In this course, students create a range of artworks, including both 2-D and 3-D media. Students refine and develop skills through observational drawing, color theory and painting techniques, sculptural construction, and other material manipulation. During each unit, students practice new skills and techniques that are then applied to their own personal artworks that meet set criteria. Through long-range projects, class critiques, and investigation into contemporary artists, students develop critical thinking skills in an environment that fosters creative risk-taking and personal growth. Students may only take Art Majors or Art Minors. The two may not be combined.

Eighth Grade Rotation Electives (Choose one or two courses. Classes will meet five times per week, with each class meeting for one trimester.)

Acting 8

The primary goal of the Acting Minors 8 course is to introduce students to the art of acting. Students recognize personal responses to the environment and specific emotions to given situations in order to create individual and unique characters. Students learn to make creative, actable, and quality choices based on increased self-awareness and universal understanding. This class develops both vocal and physical awareness through sensory and emotional responses explored through improvisation, monologues, scene work, and script analysis Students also learn to communicate an understanding of their own experiences and develop empathy for peers as well as sensitivity for people and cultures beyond their own environment Students may only take Acting Majors or Acting Minors The two cannot be combined

Dance 8

New to dance? Interested in using the concepts of dance fundamentals to improve athletics or overall body conditioning? In Dance Minors 8, all students are welcome. This beginner’s dance class provides opportunities to explore and practice the principles of dance technique, improvisation, and composition while focusing on building coordination. Students will learn

balance, body alignment, flexibility, strength, endurance, musical awareness, phrasing, precision, and rhythmic accuracy Students may only take Dance Majors or Dance Minors The two cannot be combined

Entrepreneurship 8

Entrepreneurship Minor 8 is a two-trimester program where students can explore what it means to be an entrepreneur. In the first trimester, students will be introduced to various business concepts with a focus on business design. In the second trimester, students will apply those concepts as they design a business, build a prototype, test it, and pitch it during a “Shark Tank” competition.

Musical Theatre 8

The Musical Theater Minors 8 course allows students to develop musical theatre skills Students work on both singing and acting techniques through the preparation and performance of both solo and ensemble pieces from the musical theater repertoire. The course also explores musical theatre history and exposes students to a variety of genres within the world of musical theatre.

Technical Theatre 8

In Technical Theater Minors 8, students learn to collaborate effectively with peers while gaining first-hand knowledge of theatrical production. The course focuses on scenic, lighting, sound, props, and costuming techniques that are essential for technical theatre. Technicians interpret and execute a theatrical designer's plan similar to an actor interpreting and executing a playwright's script. Students gain confidence and techniques through projects and mainstage productions.

Visual Art 8

The Visual Art Minor 8 class is open to any interested student with a desire to learn, attention to detail, and a good work ethic In this course, students explore drawing, painting, sculpture, and clay through teacher-led projects infused with individual creativity Students can only take Art Majors or Art Minors The two cannot be combined

TECHNOLOGY AND ENGINEERING

At Bullis, technology and engineering students learn design processes through an inquiry and project-focused curriculum. Students learn making, engineering, video production, and coding skills by first imitating what they admire, then modifying to better suit their needs, and finally innovating to realize their unique vision. Throughout each step in the process, students document their progress, communicate their ideas to classmates for feedback, and reflect on the iterative steps they took to complete a project. The project-focused approach creates authentic learning experiences for students who have access to a wide array of digital and physical tools to help them explore and increase their understanding. Our goal is to prepare students for success in an evolving world where they can apply the skills they have learned to real-life situations.

Creative Technology

6: Coding and Communication

In this one-trimester course, students learn concepts of Design Thinking to design and complete their projects. Students learn how to communicate messages to an audience by digitally drawing posters, creating animations, and coding stories. After learning digital drawing, students create digital "flipbooks" by drawing a large sequence of images to tell a story The images are imported into video-editing software, where they add sound effects, music, and text The resulting stories are powerful and include topics such as rhino poaching and equal rights For the final project, students use coding to create an interactive and interdisciplinary adventure story inspired by their work in core classes

Creative Technology

7: Engineering and Design

In this one-trimester course, students develop an engineering mindset by designing an educational game to be used by their classmates First, they create the game in Scratch Next, they use a variety of the BITLab tools to design, build, test, and redesign a game that can be played in the digital and physical realms Using digital drawing, coding, laser-cutting, large format printing, and 3D printing, students create game boards, game pieces, and design the electrical circuitry to control their games Projects are featured in a showcase at the end of the trimester

Creative Technology and Engineering

8

Creative Technology and Design 8 is a course for students who want to apply their creative thinking to making videos, coding, and building robots. Students learn to use the Bullis BITlab’s design tools for numerous purposes in this class. These tools include 3D printers, sewing machines, a laser cutter, a vinyl cutter, and a variety of shop tools They also design, build, and code whimsical but sophisticated robots using sensors, motors, LED lights, and fabrics

Lower School students serve as authentic audience members as they interact with each robot during a culminating showcase The course ends with a Video Production unit that allows students to explore professional video editing techniques and access special lights, a large green screen, and tools of the trade

UPPER SCHOOL

PHILOSOPHY

The Bullis Upper School curriculum is challenging and personalized with a focus on developing skills needed for success in college and to enjoy a balanced, fulfilling, and meaningful life. Offering courses that allow for the exploration of traditional and modern knowledge, students have a wide array of choices to explore their interests.

Bullis Upper School students thrive in a caring and engaging environment that provides access to an abundance of resources and high quality learning spaces.

We graduate committed and resilient students who are kind and considerate people. We draw on a wide variety of teaching practices and learning opportunities to cultivate respect, understanding, and compassion for others. Bullis helps students establish this cornerstone by presenting them with a curriculum that generates reasonable challenges for all students. Each student’s schedule is tailored to meet their academic needs. The success of our students depends on the close collaboration among the Bullis faculty, students, and families. We expect our students to collaborate with teachers, students, and other members of the community to become independent, lifelong learners.

GRADUATION REQUIREMENTS

RECOMMENDED COURSE OF STUDY BY GRADE

The recommended progression of the Upper School curriculum is shown below by grade At higher grade levels, variations occur because of differences in a student’s program of study and interests

Ninth Grade

● English (1 credit): English I or Honors English I

● Math (1 credit): Algebra I, Geometry or Honors Geometry (Other options available based on completion of prerequisites)

● Science (1 credit): Environmental Science, Biology or Honors Biology

● Social Studies (1 credit): Human Geography

● World Language (1 credit): Various levels in Chinese, French, Latin, and Spanish

● Arts (1 credit): Various options

● Physical Education 2 after school extracurricular activities, 1 of which must be an athletic credit and 1 of which must take place in the fall

Tenth Grade

● English (1 credit): English II or Honors English II

● Math (1 credit): Geometry or Honors Geometry, Algebra II or Honors Algebra II (Other options available based on completion of prerequisites)

● Science (1 credit): Environmental Science, Biology or Honors Biology, Chemistry or Honors Chemistry (Other options available based on completion of prerequisites)

● Social Studies (1 credit): Global History or AP World History: Modern

● World Language (1 credit): Various levels in Chinese, French, Latin, and Spanish

● Elective Course(s) (1credit): Based on interests

● Health and Wellness (⅓ credit)

● Physical Education 2 after school extracurricular activities, 1 of which must be an athletic credit

Eleventh Grade

● English (1 credit): English III, AP English Language and Composition or Advanced American Humanities Seminar - AP English Language/AP US History

● Math (1 credit): Algebra II or Honors Algebra II, Advanced Algebra and Trigonometry, PreCalculus with Data Analysis, or Honors Functions (other options available based on completion of prerequisites)

● Science (1 credit): AP Biology, AP Chemistry, Physics or Honors Physics (other options available based on completion of prerequisites)

● Social Studies (1 credit): U.S. History or AP US History or Advanced American Humanities Seminar – AP English Language/AP US History

● World Language (1 credit): Various levels in Chinese, French, Latin, and Spanish

● Elective Course(s) (1 credit): Based on interests

● Athletics/Activities (2 trimesters): Based on interests

Twelfth Grade

● English (1 credit): English IV or AP English Literature and Composition

● Math (1 credit): PreCalculus with Data Analysis, Calculus, AP Calculus AB or BC, Statistics, or AP Statistics

● Science (1 credit) AP Biology, AP Chemistry, Physics or Honors Physics, AP Physics C and/or other science courses

● Social Studies (1 credit): AP Comparative Government, AP Psychology, American Government, AP African American Studies, Law, Culture & Society,, or three trimester electives (Contemporary Global Issues and Holocaust and Genocide Studies)

● World Language (1 credit): Various levels in Chinese, French, Latin, and Spanish

● Elective Course(s) (1 credit): Based on interests and uncompleted graduation requirements

● Athletics/Activities (2 trimesters): Based on interests

COURSE SELECTION

Faculty and administrators work closely with students during the course selection process to build student academic schedules, ensuring that they are on track to meet graduation requirements, pursuing coursework that meets their personal academic goals, and achieving overall balance and wellness in their schedule. A student works in partnership with their current teachers to determine course eligibility for the subsequent year in consideration of student interests, goals, and readiness. Any student may complete an appeal in pursuit of enrolling in a course for which they were not originally noted as eligible.

A student may choose to make changes in their schedule during the designated drop/add period. Given available course sections and enrollment, this may result in changes to the student schedule for more than one class.

Teachers, in consultation with Department Chairs, may use their discretion during the first trimester of the academic year to move a student to a more appropriately-leveled class using predetermined, department-specific criteria to evaluate whether a move is warranted. This criteria may include quality and rate of completion of assignments, assessment performance, and ability to support the course/class goals A move may be to a lower-level or more advanced course Sectioning and enrollment considerations may impact a student’s schedule for more than one class

HONORS AND ADVANCED PLACEMENT COURSES

Bullis offers a wide range of Advanced Placement (AP) and Honors courses for Upper School students and supports students who want to accept the challenges of an advanced class. The opportunity to be in AP or Honors classes carries certain prerequisites for eligibility, as well as certain expectations about the capabilities and maturity of students who will be doing advanced or college-level work.

Students in Advanced Placement/Honors classes are expected to:

1. Be independent learners in a rapid-paced course, willing to read, learn, ask questions, pursue outside research, and integrate and discuss material from diverse sources.

2. Spend, on average, approximately five hours per week on homework for each AP/Honors class (45-55 minutes per night).

3. Understand and fulfill prerequisite coursework and assignments, including summer work.

4 Accept that enrollment in an AP/Honors course does not guarantee a specific grade, understanding that AP/Honors courses receive a five-point weight in a student’s cumulative grade point average

5 Thoughtfully select their course load To ensure a balanced approach to learning, it is recommended that students limit themselves to four Honors and/or AP courses Students who wish to exceed this number need permission from the Assistant Head of Upper School for Academics

6 Uphold the Bullis Honor Code and act with academic integrity

Additionally, all AP courses offered at Bullis are rigorous courses presented at the college level, graded in a manner that reflects the College Board’s grading policies, and designed to successfully prepare students to take the Advanced Placement Examinations. All sophomores and juniors in AP courses are required to take the AP Exam. The AP Exam is optional for seniors in most cases; however, those not taking the Exam must continue to attend class and must take a graded final exam or complete a graded project as determined by their teacher. Bullis School’s AP Coordinator will be in touch with students and parents in the fall of each academic year with more details about Exam payment and administration.

Upon request, Bullis is willing to consider administering AP Exams for courses we do not offer but for which students are prepared (ex. German Language, Italian Language). However, we do not administer Exams for courses we offer in which a student is not enrolled. If we offer the course at Bullis, the student must be enrolled in the course to take the AP Exam.

SIGNATURE PROGRAMS

Bullis Upper School offers planned courses of study in three Signature Program areas The Signature Program model entails opportunities for interdisciplinary study, experiential education, research-based culminating/capstone experiences, and student choice among curricular offerings Students participating in Signature Programs also engage in a formalized mentor relationship during their capstone experience

The K-12 Signature Programs include:

● Entrepreneurship

● Science, Technology, Engineering, and Math (STEM)

● Visual and Performing Arts

Entrepreneurship

The Entrepreneurship Signature Program prepares students to become innovators and leaders in a global marketplace that requires creativity, critical thinking, collaboration, communication, and resourcefulness. Students experience engaging courses based on real-world challenges as they develop the necessary flexibility for an evolving entrepreneurial landscape. Students hone presentation skills, learn to revise and test their ideas, analyze current and future trends,

become comfortable with basic business principles, and apply mathematics to fiscal models

Seniors participate in a capstone experience that culminates in a Shark Tank competition

Program Goals

● Foster entrepreneurial thinking

● Develop personal leadership traits, including resilience and perseverance

● Establish a strong grasp of business fundamentals

● Develop confidence and skill set to think innovatively

● Encourage ethical decision-making

● Develop team-building skills

Required Credits and Courses*

See Entrepreneurship Credit Distribution Requirements for a full list of courses.

To earn the Entrepreneurship Signature Program denotation, students must complete four credits of approved courses The Entrepreneurship Signature Program strongly encourages the inclusion of four years of study in a world language Entrepreneurship students are required to complete the following:

● Entrepreneurship Principles

● Honors Entrepreneurship Capstone Lab

● Design Process course

● Communications course

● Entrepreneurship electives that include Finance and Leadership (1 ⅔ credits)

● Optional: a related, approved internship ⅓ credit

Science, Technology, Engineering, and Mathematics (STEM)

Our science, technology, engineering, and math (STEM) vision is built upon Bullis’s core values Our approach encourages students to dive deeply into their passions through design challenges, experiments, and hands-on projects Ultimately, students explore their passions by developing an entirely self-driven year-long research project through the capstone experience in which students specialize in the STEM topic of their choosing.

Program Goals

● Develop critical thinking skills

● Explore design concepts

● Specialize in areas of interest

● Develop adaptability

● Problem solve

● Pose productive questions

Required Credits and Courses*

See STEM Credit Distribution Requirements for a full list of courses.

To earn the STEM Signature Program denotation, students must complete four (4) credits of approved courses beyond graduation requirements in science, technology, engineering, and math STEM students are required to complete the following:

● Research, Design and Methods (⅓ credit prerequisite for STEM Capstone or approval from Director of STEM)

● Honors STEM Capstone (1 credit)

● Technology course: ⅓ credit

● Engineering course: ⅓ credit

● Additional STEM courses: 2 credits (Often this is a 4th year of math and science)

Visual And Performing Arts

The Bullis Visual and Performing Arts Program inspires and engages every student, from beginner to those who dream of a career in the arts The program provides a foundation for life-long enjoyment and appreciation of the arts, while also inspiring students with higher aspirations by providing preparation and rich experiences to help them reach their artistic goals.

One of the area’s most robust programs, the Bullis Visual and Performing Arts Department provides students with a wide array of academic classes and after-school activities in theater, dance, visual arts, and music. From cultivating skill and technique to building creativity and confidence, the arts provide all students a chance to find something special in themselves and a window for understanding the world.

For students who choose to pursue a Signature Program designation, the course of study culminates in a capstone course in which the student is expected to produce an advanced body of work. Capstone students will work closely with an arts mentor who will guide and support them through their creative process.

Program Goals

● Provide a personalized, challenging, engaging, comprehensive, and dynamic

● learning experience

● Energize student creativity through the unique application of artistic and interdisciplinary skill sets

● Expose students to a mixture of the masters in each discipline and contemporary working artists

● Develop a student’s abilities for appreciation, understanding, and application

● Complement students’ education as a whole, while creating a niche for distinguished visual and performing arts students

Required Credits and Courses*

See VPA Credit Distribution Requirements for a full list of courses.

To earn the VPA Signature Program denotation, students must complete 5 credits of approved courses beyond the 1 credit graduation requirement in the Arts (6 credits in all). Bullis Arts Activity or Production Credits (⅓ each, up to 1 credit total) may also be applied.

2024-25 COURSE LISTINGS

(Quick Reference Guide)

Each year, all students must take a minimum of six classes per trimester EXCEPT for seniors who can opt for two study halls for ONE trimester in their senior year.

ENGLISH

Year-long Courses

● English I (Honors option)

● English II (Honors option)

● English III

● AP English Language and Composition

● Advanced American Humanities Seminar (2 credits: AP English Language and AP US History)

Trimester Elective Courses

● Classical Mythology I, II III

● Publications I, II, III

● Public Speaking

HEALTH

● Health and Wellness

MATHEMATICS

Year-long Courses

● Algebra I

● Geometry (Honors option)

● Algebra II (Honors option)

● Advanced Algebra and Trigonometry

● PreCalculus with Data Analysis

● Honors Functions

● Calculus

Trimester Elective Courses

● Introduction to Data Science

● English IV

● AP English Literature and Composition

● English Intensive (ESOL students only)

● Asian American Literature

● Advanced Publications (not in 24-25)

● Literary Editing and Publishing (not in 24-25)

● Creative Writing I, II, III

● Visual Narratives

● AP Calculus AB

● AP Calculus BC

● Honors Vector Calculus and Linear Algebra (Post-AP course)

● Statistics

● AP Statistics

● History of Mathematics

SCIENCE

Year-long Courses

● Biology (Honors option)

● AP Biology

● Environmental Science

● Chemistry (Honors option)

● AP Chemistry

● Physics (Honors option)

Trimester Elective Courses

● Advanced Topics in Environmental Science

SOCIAL STUDIES

Year-long Courses

● Human Geography

● Global History

● AP World History: Modern

● United States History

● AP United States History

● Advanced American Humanities Seminar (2 credits: AP English Language and AP US History)

Trimester Elective Course

● Holocaust and Genocide Studies

WORLD LANGUAGES

Year-long Courses

● Chinese I

● Chinese II

● Chinese III

● Chinese IV

● Chinese V

● AP Chinese Language and Culture

● French I

● French II

● French III (Honors option)

● AP Physics C

● Anatomy and Physiology

● Astronomy

● Honors Molecular Biology

● Food Science

● Kinesiology and Rehabilitation

● Introduction to Engineering*

* Cross-listed with Tech & Engineering

● Epidemiology

● Marine Biology

● AP Comparative Government and Politics

● AP Psychology

● AP African American Studies

● American Government

● Law, Culture, and Society

● Contemporary Global Issues

● French IV (Honors option)

● AP French Language and Culture

● Latin I

● Latin II

● Latin III (Honors option)

● Latin IV

● AP Latin

● Latin V (Honors option)

● Spanish I

● Spanish II

● Spanish III (Honors option)

● Spanish IV (Honors option)

● Spanish V

ENTREPRENEURSHIP

Year-long Courses

● Economics*

● AP Microeconomics*

● AP Macroeconomic*

Trimester Elective Courses

● Entrepreneurship Principles*

● Introduction to Financial Analysis

● Personal Finance

● Leadership

● Principles of Marketing

● AP Spanish Language and Culture

● Honors Latin American Studies

● Honors Spanish Communication and Culture

● Honors Entrepreneurship Capstone

* Cross-listed with Social Studies

* Prerequisite for Honors Entrepreneurship Capstone

STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH) SIGNATURE PROGRAM

Year-long Courses

● Honors STEM Capstone

Trimester Elective Courses

● Research, Design, and Methods (prerequisite for the Honors STEM Capstone)

TECHNOLOGY AND ENGINEERING

Year-long Courses

● AP Computer Science A

● AP Computer Science Principles

● Introduction to Engineering *

● Advanced Video Production

Trimester Elective Courses

● Audio Engineering*

● Computer Music I & II*

● Creative Coding*

● Cyber Security Foundations

* Cross-listed with Science

● Fashion Technology*

● Introduction to CAD and 3D Printing*

● Game Design

● Maker Lab I & II*

● Making for Social Good

● Mobile Apps for Social Good

● Robotics I & II

● Introduction to Video Production*

VISUAL AND PERFORMING ARTS

PERFORMING ARTS

Year-long Courses

● Foundations of Dance

● Dance Ensemble*

● Advanced Dance Ensemble*

● Concert Band/Jazz Ensemble*

● Concert Band/Jazz Workshop*

● Orchestra*

● Concert Choir

● Music Theory

● AP Music Theory

Trimester Elective Courses

● Introduction to Dance

● Introduction to Theatrical Production

VISUAL ARTS

Year-long Courses

● Foundations of Studio Art

● Explorations of Photography

● Advanced Studio Art

● Advanced Studio Art II

Trimester Elective Courses

● Sculpture

● Drawing

● Painting

*Counts as an Arts credit

● Theatrical Production and Design

● Advanced Theatrical Production and Design

● Acting Methods

● Theatre Workshop

● Honors Visual and Performing Arts

Capstone

*Audition required

● Introduction to Acting

● AP Art and Design

● Honors Visual and Performing Arts

Capstone

● Ceramics I & II

● Advanced Darkroom Photography

● Digital Art and Design I & II

ATHLETICS/ACTIVITIES

Fall

● Bulldog Productions (coed)

● Varsity Crew (coed)

● Varsity Cross Country (coed)

● Dance (coed)

● Fall Play (coed)

● Varsity and JV Field Hockey (girls)

● Varsity and JV Football (coed)

● Team Managers (coed)

● Open Music Studio (coed)

● Open Studio Art (coed)

● Theater Tech Crew (coed)

● Varsity Rock Band (coed)

Winter

● Varsity and 2 levels of JV Basketball (boys)

● Varsity and JV Basketball (girls)

● Community Service (coed)

● Varsity and JV Ice Hockey (boys) (coed)

● It’s Academic (coed)

● Varsity Indoor Track (coed)

● Team Managers (coed)

● Musical (coed)

● Open Studio Art (coed)

Spring

● Varsity and JV Baseball (boys)

● Bulldog Productions (coed)

● Community Service (coed)

● Varsity Crew (coed)

● Varsity and JV Golf (coed)

● Varsity and JV Lacrosse (boys)

● Varsity and JV Lacrosse (girls)

● Logos literary magazine (coed)

● Maker Studio (coed)

● Varsity, 2 levels of JV, and Developmental Soccer (boys)

● Varsity and JV Soccer (girls)

● Varsity, JV, and Developmental Tennis (girls)

● Varsity, JV, and Developmental Volleyball (girls)

● Yearbook (coed)

● Student Athletic Trainers (10th - 12th grade with completion of prerequisites)

● American Mathematics Competition

● Open Music Studio (coed)

● Pit Orchestra (coed)

● Robotics (coed)

● Rock Climbing (coed)

● Varsity Swimming & Diving (coed)

● Theater Tech Crew (coed)

● Varsity Wrestling (coed)

● Yearbook Editor (coed)

● Yoga (coed)

● Debate Team (coed)

● Team Managers (coed)

● Varsity Softball (girls)

● Spring Play (coed)

● Theater Tech Crew (coed)

● Varsity, JV, and Developmental Tennis (boys)

● Varsity and JV Track and Field (coed)

● Student Athletic Trainers (10th - 12th grade with completion of prerequisites)

ENGLISH

The Bullis Upper School English program encourages students to develop broad cultural perspectives, independent thinking skills, the ability to navigate an ever-changing world and communicate effectively across a variety of media. The department exposes students to diverse literary genres and teaches students to apply critical reading skills to focused written argumentation across writing styles. Graduates of Bullis leave the English classroom with strong voices and convictions. The major skill components across the 9-12 curriculum are reading, writing, listening, and speaking

English Honors and Advanced Placement Requirements

Text selection, reading pace, and level of analysis distinguish Honors and AP courses from non-Honors. Overall, Honors and AP courses require a sophisticated level of writing and textual analysis, as well as the ability to engage with challenging supplemental texts. Honors courses assume strong reading comprehension across genres. AP and Honors placement requires a fall and winter trimester average of 90 and department approval. Students must maintain an average of unweighted 85 in order to remain in an Honors and AP class. New and transfer students complete an English placement exam.

YEAR-LONG COURSES

English I

Focus: Universal Voices

In English I, 9th grade students explore archetypes in both western and global literature in order to identify moments of cross-cultural experience. Through the study of mythology, including Homer’s Odyssey, and texts such as Haroun and the Sea of Stories and Macbeth, students analyze characters’ quests for identity and meaning in the larger world. Students consider such questions as: How does literature reflect universal experiences? How do literary forms, devices, and structures help authors impart meaning in stories and aid our understanding? How do elements within and beyond our control shape personal identity? Throughout the course, students develop active reading and analytical writing skills while deepening their understanding of narrative structure, figurative language, and symbolism. Additional texts may include: The Lady in Black, Purple Hibiscus, select short stories (Stockton, Bradbury, Henry, etc.), and poems (Collins, Hayden, Hughes, McKay, etc.).

Credit: 1

Honors English I

Focus: Universal Voices

Prerequisites: 90 in English 8 and departmental approval or placement exam for new students

English II

Focus: Individual and Society

In English II, 10th grade students develop their analytical skills both by executing close readings of passages and by drawing connections between the world in which they live and texts such as The Strange Case of Dr. Jekyll and Mr. Hyde, Persepolis, The Nickel Boys, The Tempest, and Home. In addition to these core texts, students explore poetry, short stories, nonfiction, drama, film and/or other short novels. Students will consider such questions as: How does literature explore the complex conversation between the self and society? How do individuals respond to feeling both a part of and apart from a community? How can individuals act as agents of change to influence their communities? The course continues to focus on writing strategies, including the ability to develop and sustain longer and more complex arguments. Throughout the year, students hone their mastery of vocabulary, grammar, and literary devices Additional texts may include: The Handmaid’s Tale, Frankenstein, archetypal fairy tales, select short stories (Boll, Freeman, Hayden, Lessing, etc ), and poems (Yeats, Merriam, Heaney, Sandburg, etc )

Credit: 1

Honors English II

Focus: Individual and Society

Prerequisites: 90 in English I and departmental approval or 85 unweighted in Honors English I

English III

Focus: American Visions

In English III 11th grade students turn their focus to the diverse voices that construct and continually redefine American literature. The course texts provide students with an opportunity to analyze such concepts as implied social hierarchies and rebellion against traditional and political structures. Texts have included early Puritan essays and poetry, the American Transcendentalists, The Great Gatsby, Kindred, and The Interpreter of Maladies. Students will consider such questions as: Where, why, and how do we read the visions of America that continue to shape our lives today? How do the founding ideologies of the United States influence contemporary literature? What is the role of writers in changing and/or conserving American values and ideals? Throughout the year, students work toward fluency, clarity, and critical thinking in both written and verbal expression. Additional texts may include: The Crucible, Narrative of the Life of Frederick Douglass, select short stories (Bierce, Chopin, Gilman, etc.), and poems (Bradstreet, Wheatley, Whitman, Dickinson, Hughes, etc.).

Credit: 1

AP English Language and Composition

Prerequisites: 90 in English II and departmental approval or 85 unweighted in Honors English II

AP English Language and Composition fulfills the junior year English requirement and will prepare students to take the Advanced Placement Language and Composition Exam Students will consider such questions as: Where, why, and how do we read the visions of America that continue to shape our lives today? How do the founding ideologies of the United States

influence contemporary literature? What is the role of writers in changing and/or conserving American values and ideals? Students will examine the literary heritage of the United States through a combination of primary documents, interpretive secondary sources, and representative works of American literature Close, critical analysis, responsible oral discourse, and expository writing are emphasized Texts may include: early Puritan essays and poetry, the American Transcendentalists, Narrative of the Life of Frederick Douglass, The Great Gatsby, The Crucible, Behold the Dreamers, Extremely Loud and Incredibly Close, select short stories (Bierce, Chopin, Gilman, etc.) and poems (Bradstreet, Wheatley, Whitman, Dickinson, Hughes, etc.).

Credit: 1

Advanced American Humanities Seminar: AP English Language and Composition and AP United States History

Prerequisites: 90 in English II and departmental approval or 85 unweighted in Honors English II and 90 in Global History and departmental approval or 85 unweighted in AP World History

This interdisciplinary course combines AP English Language and Composition and AP United States History. The course fulfills both the junior English and social studies requirements, and will prepare students for both the Advanced Placement Exam in United States History and in Language and Composition. In a team-taught double period, students examine the social, economic, political, and cultural heritage of the United States through a combination of primary documents, interpretive secondary sources, and representative works of American literature, art, and music. Close, critical analysis, responsible oral discourse, and expository writing are emphasized. Though the topics in this course are by design “American,” students train to become “Global” thinkers. Texts may include: early Puritan essays and poetry, the American Transcendentalists, Narrative of the Life of Frederick Douglass, The Great Gatsby, The Crucible, Behold the Dreamers, Extremely Loud and Incredibly Close, select short stories (Bierce, Chopin, Gilman, etc.) and poems (Bradstreet, Wheatley, Whitman, Dickinson, Hughes, etc.).

Credits: 2

English IV

Focus: Constructions of Identity

This seminar course provides 12th grade students with a variety of critical approaches to concepts including race, class, and gender. Students explore relevant texts from various genres including poetry, short stories, nonfiction, drama, film, and novels. Texts have included Ceremony, The Metamorphosis, and The God of Carnage. Students will consider narrative structure and how it intersects with socio-historical contexts in ways that connect the personal and the literary critical. The class will consider such questions as: How does literature represent and explore otherness? How does the human capacity to imagine a perspective other than one’s own offer the possibility of overcoming the gulf between others and ourselves? How do language, form, and narrative structure deepen our experience of literature and further create meaning? Students are also challenged to hone their writing in a variety of modes that offer greater creative and research-based opportunities to develop their individual written voices. Additional texts may include: The Penguin Book of Modern American Short Stories, 100 Great Poems of the Twentieth Century, Waiting for Godot, and poems (Shakespeare, Donne, Blake, etc.).

Credit: 1

AP English Literature and Composition

Prerequisites: 90 in English III and departmental approval or 85 in AP Language and Composition or AHS

AP English Literature and Composition fulfills the senior year English requirement, will prepare students to take the Advanced Placement Literature and Composition Exam, and provides opportunities for students to grapple with a variety of critical approaches to issues of race, class, and gender. Students explore relevant texts from various genres, including poetry, short stories, nonfiction, drama, film and novels, and literary periods ranging from the Elizabethan age through the present day. Texts have included: The Stranger, Hamlet, Wide Sargasso Sea, Invisible Man, and The Brief, Wondrous Life of Oscar Wao, along with numerous companion pieces. Students will consider narrative structure and how it intersects with socio-historical contexts in ways that connect the personal and the literary critical. The class will consider such questions as: How does literature represent and explore otherness? How does the human capacity to imagine a perspective other than one’s own offer the possibility of overcoming the gulf between others and ourselves? How do language, form, and narrative structure deepen our experience of literature and further create meaning? Students are also challenged to hone their writing in a variety of modes that offer greater creative and research-based opportunities to develop their individual written voices Additional texts include select short stories (Oates, Welty, Hawthorne, Hemingway, Joyce, Walker, Beattie, Atwood) and poems (Addonizio, Brooks, Donne, Frost, Dunbar, Shakespeare, Spencer, Herrick, Milton, Plath, Walcott, etc )

Credit: 1

YEAR-LONG ELECTIVE COURSES

Asian American Literature

Prerequisite: Open to juniors and seniors and concurrent enrollment in the grade-level appropriate core English course

This year-long course provides an introduction to a growing body of Asian American literature Students in the course will explore Asian American works of literature selected from but not limited to American ethnic subgroups including Chinese, Filipino, Indian, Japanese, and Korean The course will focus on contemporary literary works and topics that pertain to Asian Americans’ lived experiences in the United States today Topics will include questions of personal and public identity formation, "model minority" stereotypes, and the depiction of family relationships in Asian American novels and short stories. This course offers students an opportunity to expand their study of literature, further develop reading and writing skills, and deepen their understanding of diverse cultural experiences in the United States.

Credit: 1

Advanced Publications: Online and Print Production (will not be offered in 2024-25)

Prerequisite: Open to juniors and seniors, completion of Publications I and II, and departmental approval. Also required is concurrent enrollment in the grade-level appropriate core English course

This year-long course is intended for those students interested in attaining leadership positions in campus publications. The course will cover the skills required to develop and maintain the online edition of The Bulldog (the online upper school Bullis newspaper), the print edition of the yearbook, Roll Call, and some aspects of the print edition of the literary magazine, Logos. Student leaders will edit copy and will manage a team of writers while applying the principles of layout and media design, further studying the importance of journalism in a democracy, and writing articles on a weekly basis. Students will collaborate on the brainstorming and selection of a theme and cover design for the yearbook, and the creation of the page ladder to determine content Students will further collaborate on the coverage of first- and second-trimester events for the yearbook and will also assist with the yearbook distribution events Homework for students in Advanced Publications will consist of editing their section of the online paper and the print yearbook, planning a pitch session, or researching and writing articles of their own Students will be expected to complete their assigned pages for the yearbook

Credit: 1

Literary Editing and Publishing (will not be offered in 2024-25)

Prerequisite: Open to juniors and seniors who completed at least two of the following: Creative Writing I, II, and III. Also required is concurrent enrollment in the grade-level appropriate core English course

This year-long course is intended for students who are interested in leadership positions on the Logos Literary Art Magazine staff. Student leaders will manage submissions, editing, and applying the principles of layout and design, while continuing to hone their own creative writing skills and perfect their portfolio of writing. Students will also read first-hand accounts of editors in the profession to challenge them to read like an editor and consider how literary magazines contribute to literary culture.

Credit: 1

TRIMESTER ELECTIVE COURSES

Classical Mythology I

Prerequisite: Open to sophomores, juniors, and seniors

In this course, students will examine ancient attitudes regarding the worship of deities and will read and discuss the creation and afterlife myths of various ancient cultures Students will write using multiple forms and explore themes, topics, and questions found in ancient mythology

Overall, the course will support students in understanding the universal nature of these stories.

Credit: ⅓

Classical Mythology II

Prerequisite: Open to sophomores, juniors, and seniors

In this course, students will examine ancient attitudes towards heroism, monsters, and battles. Through a close reading of hero myths from ancient Greece, Russia, Scandinavia, and the epic poem Beowulf, students will examine ancient attitudes towards war and heroism and analyze modern attitudes towards the same. Students will write in a variety of forms and will explore themes, topics, and questions found in ancient mythology. Overall, the course will support students in understanding the universal nature of these stories.

Credit: ⅓

Classical Mythology III

Prerequisite: Open to sophomores, juniors, and seniors

In this course, students will examine modern interpretations of ancient myths through novel study In addition, they will create their own modern interpretation of ancient myths Students will be expected to write in a variety of forms around themes, topics, and questions found in ancient mythology Overall, the course will support students in understanding the universal nature of these stories. Students are encouraged to have some background knowledge of ancient mythology before enrolling in Classical Mythology III.

Credit: ⅓

Creative Writing I: The Short Story

Prerequisite: Open to sophomores, juniors, and seniors

This single trimester course focuses on the traditional and contemporary short story, taking a (mostly) chronological approach, with an emphasis on providing both historical and biographical information about each writer. From American short story writing pioneers, such as Edgar Allan Poe, to Harlem Renaissance era writers, such as Zora Neale Hurston, to contemporary writers such as Jacqueline Woodson, students will study short works from authors who represent a wide range of narrative and cultural perspectives, including authors who came to define literary movements. As students encounter several well-known stories as well as discover lesser-known texts, they will also work on their own short pieces of fiction and participate in workshops and critiques. Each student will be expected to develop one final piece of short fiction with the goal of submitting to Logos Bullis School’s Literary Art Magazine for publication.

Credit: ⅓

Creative Writing II: Traditional and Contemporary Poetry

Prerequisite: Open to sophomores, juniors, and seniors

This single trimester course focuses on reading and writing poetry from traditional to contemporary forms. Following discussion of selected readings, students will work on their own poems, in both traditional and contemporary formats, and will participate in workshops and critiques. Students will learn the importance of the revision process while developing a final

collection of poems with the goal of submitting to Logos Bullis School’s Literary Art Magazine for publication

Credit: ⅓

Creative Writing III: Drama/Screenwriting & Creative Non-Fiction

Prerequisite: Open to sophomores, juniors, and seniors

In this single trimester course, students will examine their own experiences and the importance of sharing their stories while analyzing the stories of others While examining many subgenres of creative nonfiction (from the lyric essay to the comic-book memoir), students in this course will explore both classic and contemporary models of non-fiction and drama. Students will build on a basic understanding of various forms of nonfiction and develop their craft through a series of writing exercises. In a workshop setting, students will evaluate each other’s work and improve their own. Each student will build on original drafts of their work to develop one final piece of full-length nonfiction with the goal of submitting to Logos for publication.

Credit: ⅓

Publications I: Newswriting and Reporting

Prerequisite: Open to sophomores, juniors, and seniors

This trimester course focuses on the fundamental skills necessary for journalistic writing After an introduction to the history of journalism, the first amendment, and journalism ethics, students will learn news writing and reporting basics and craft news stories of their own. Students will collaborate on the selection of a theme and cover design for Roll Call, the Bullis yearbook, and the creation of the page ladder to determine content for the current year's publication. Through interactive exercises and published submissions to the online version of Bullis’s newspaper, The Bulldog, and Bullis’s yearbook, Roll Call, students will learn the structure and style of a news story and hone their interviewing skills. Towards the conclusion of the trimester, students will also be introduced to the forms and styles of opinion, feature writing, and caption writing. Students will then collaborate on editorial and feature coverage of first-trimester events for the yearbook. Developing journalistic integrity through a consistent focus on fact-checking and avoiding bias will be at the center of the course. Throughout the trimester, students will be expected to keep apprised of current events and to give at least one presentation on an important current event Students will be required to complete their assigned pages for the yearbook

Credit: ⅓

Publications II: Editorial and Feature Writing

Prerequisite: Open to sophomores, juniors, and seniors

This trimester course offers a continuation of Publications I but can be taken independently. Students will begin by focusing on more specific news writing, such as editorials, captions, and columns, and will move on to writing movie, event, and art reviews, as well as articles that cover

sporting events They will collaborate on editorial and feature coverage of second-trimester events for the yearbook, as well Throughout the trimester, students will have opportunities to analyze editorial cartoons, practice photojournalism, and engage in further media studies, including multimedia storytelling Students will be expected to submit at least four contributions to The Bulldog and Roll Call, complete their assigned yearbook pages, keep apprised of current events, and give at least one presentation on an important current event

Credit: ⅓

Publications III: Human Interest Stories, Satire, and Documentaries

Prerequisite: Open to sophomores, juniors, and seniors

This trimester course is a continuation of Publications I and II but can be taken independently Students will begin by focusing on more specific news writing, such as political coverage, and will then hone their skills as editorial and feature writers, specifically crafting the human interest story and the satirical piece The course will also focus on examining social media as a news source and what makes a documentary an effective piece of journalism. Students will collaborate on the selection of a theme and cover design for the following year’s yearbook, as well as on the creation of the page ladder to determine its content, and will assist with the current yearbook’s distribution events. Throughout the trimester, Students will be expected to submit at least four contributions to The Bulldog and/or Logos, the upper school literary and arts magazine, keep apprised of current events, and give at least one presentation on an important current event.

Credit: ⅓

Public Speaking

Prerequisite: Open to sophomores, juniors, and seniors

In this course, students will be asked to deliver a variety of speeches, including the following types: informational, persuasive, and personal. Students will study successful speeches from the past and use video analysis to enhance their work. Students will learn about the speech-writing process and will spend a significant amount of time addressing the importance of composure and purpose before an audience. Students will also learn tools and techniques to engage their audience. A major component of the course will be peer feedback in a workshop atmosphere.

Credit: ⅓

Visual Narratives

Prerequisite: Open to sophomores, juniors, and seniors

How do humans tell stories without writing them down or speaking them? As it turns out, we do this all the time and all around us through visual narrative This trimester-long English elective will consider the ways that human beings have, can, and do tell stories in visual formats Though there will be some reading for this class (examples of literary narrative and criticism), most of the class will be spent exploring non-literary, visual narrative and storytelling genres including, but not limited to: ballet and dance, opera, visual arts (painting, sculpture, multimedia installations), visual poetry, film and television (including music videos), and social media (GIFs, reels, TikTok). Students will have at least one off-campus experience (museum, walking tour, etc.) exposing them to a specific form of visual narrative. Students will also collaborate with peers in other

disciplines on campus, examining how, for example, students engaged in the Visual and Performing Arts create narratives in visual genres that they are studying In addition to weekly formative assessments, students will be asked to deliver a mid-trimester informational presentation on a visual narrative of their choosing For the final assessment, students will express themselves creatively in a form of visual narrative that welcomes all artistic skill levels

Credit: ⅓

HEALTH

Instruction in Health supports our mission of encouraging excellence through balance for each Bullis student. We use a skills-based approach that includes project-based learning and collaborative group work to investigate topics related to personal health, health and safety, mental health, and global health. The primary goal of each health course at Bullis is to positively influence the knowledge, attitudes, and behaviors of students in order to promote a healthier lifestyle during adolescence and beyond.

TRIMESTER COURSES ONLY

Health and Wellness

Health and Wellness is a skills-based course that examines a variety of topics that fall within the curriculum strands of personal health, mental health, health and safety, and public health Small group discussions, media resources, projects, and educational technology are used to engage student learning Students investigate a range of topics including mental and emotional health, alcohol, tobacco and drug use, abuse and prevention, nutrition, fitness, and human sexuality A variety of topics related to human sexuality are discussed and analyzed with a focus on prevention, protection, and a broader understanding of sexuality orientation and identity The knowledge and skills from this course are intended to positively influence critical thinking and adolescent decision-making in order to promote a healthier lifestyle now and in the future. This course is a graduation requirement.

Credit: ⅓

Online Health and Wellness (Summer 2024)

This four-week course covers the same amount of material and requires the same expectations as the Health and Wellness course taught during the school year; however, it is completed entirely online This course is open to rising sophomores, juniors, and seniors who prefer to fulfill this graduation requirement outside the regular school year On average, students can expect ten hours of work per week, which includes a three-hour mandatory lecture on Tuesday mornings. The fee for this class is $100.

Credit: ⅓

MATHEMATICS

The Bullis Mathematics Department approaches the teaching and learning of mathematics through the lens of building connections, developing communication, and dealing with the unique. Students often work together to explore new problems that build on previous understanding. Bullis mathematics students will be encouraged to learn productive strategies to develop a deeper theoretical and practical understanding of mathematical concepts. In the classroom, students will learn to appreciate meaningful and appropriate struggle as they extend their grasp of applications collaboratively with classmates and their teacher With an engaged and proactive approach, students will become more resourceful and independent thinkers who are able to persevere longer in problem-solving Through responsibility and a focus on growth, students will be able to build mathematical confidence and enthusiasm for mathematics with the understanding that all students can learn math at a high level

YEAR-LONG COURSES

Algebra I

Students in Algebra I develop a deep understanding of real numbers, algebraic expressions, linear, exponential, and quadratic functions, polynomials, and data analysis by discussing mathematical ideas, practicing independently, using technology, and analyzing problems. An emphasis is placed on linking algebraic and geometric representations to prepare students for higher-level mathematics courses.

Credit: 1

Geometry

Prerequisite: Completion of Algebra I

Students build on their algebraic skills by writing and solving equations while learning about parallel lines, triangles, and quadrilaterals The three main ideas of volume, surface area, and trigonometry are developed and repeated throughout the year Students make connections and build decision-making skills by tackling a variety of problems Collaborative exploration projects and activities are used throughout the course to emphasize student understanding of concepts By learning to analyze basic theorems, students develop their logical reasoning skills, which prepares them for further mathematical study.

Credit: 1

Summer Geometry

Prerequisite: This course is only open to current Bullis US students who have completed Algebra I

Students build on their algebraic skills by writing and solving equations while learning about parallel lines, triangles, and quadrilaterals. The three main ideas of volume, surface area, and trigonometry are developed and repeated throughout the course. Students will regularly use those main ideas to make connections and build decision-making skills by working on a variety of

problems By learning to analyze basic theorems, students develop their logical reasoning skills, which prepares them for further mathematical study This course is a condensed version of the year-long Geometry course Students should expect daily homework, daily quizzes on that homework and weekly cumulative assessments to support students in staying current with the material in the shortened time period The fee for this class is $1,750

Credit: 1

Honors Geometry

Prerequisite: Completion of Algebra I and departmental approval

In this course, students weave their previous algebraic knowledge with new geometrical concepts. Students are challenged to solve multi-step algebraic problems, analyze theorems, solve problems using multiple methods, and develop their proof skills. With an emphasis on collaboration and discovery, students use a variety of technologies to explore the fundamentals of geometry including polygons, circles, similarity, congruence, right triangle trigonometry, area, and volume. Development of logical reasoning skills allows students to connect concepts and communicate their ideas, which prepares them for higher-level mathematical thinking.

Credit: 1

Algebra II

Prerequisite: Completion of Geometry/Honors Geometry

In Algebra II, students improve their level of algebraic sophistication by building on the strong conceptual foundations established in Geometry and Algebra I. Through the study of linear, quadratic, exponential, logarithmic, and trigonometric functions, students expand their mathematical knowledge so that they have the confidence to work through the material numerically, algebraically, and graphically. Calculator fluency is introduced as students use the TI-83/84 calculator and Desmos to facilitate understanding and discovery of the behavior, transformations, and inverses of functions Students develop their understanding of mathematical language by making connections between topics and applying their knowledge to model concrete situations

Credit: 1

Honors Algebra II

Prerequisite: Geometry/Honors Geometry and departmental approval

In this course, students deepen their understanding of linear, exponential, and quadratic functions with an emphasis on modeling natural phenomena with mathematics. Students are introduced to logarithmic, power, and trigonometric functions with an emphasis placed on terminology and notation. Students learn to move fluently between verbal, numeric, graphic, and formulaic representations of functions and use the TI-83/84 calculator and Desmos to facilitate understanding. Discussions of inverses and transformations challenge students to connect their knowledge of various functions. Development of problem-solving skills and exposure to unique situations prepares students to access higher-level mathematical thinking.

Credit: 1

Advanced Algebra and Trigonometry

Prerequisite: Completion of Algebra II

In Advanced Algebra and Trigonometry, students review and deepen their understanding of linear, exponential, and quadratic functions from previous mathematics courses. An emphasis is placed on connecting these topics to current events. Students utilize spreadsheets to solve percent growth problems which allows them to visualize and present data. Students use these skills to solve real-world application problems, such as predicting future college costs and housing prices. Through exposure to multiple-choice questions, students gain valuable practice for standardized tests. This course prepares students for further mathematical study, both academic and practical applications.

Credit: 1

PreCalculus with Data Analysis

Prerequisite: Completion of Algebra II or Honors Algebra II and departmental approval

In PreCalculus, students solidify their algebraic skills and prepare for the challenges of calculus

Students further their exploration of linear, quadratic, polynomial, rational, trigonometric, exponential, and logarithmic functions through combinations and composition of functions. Multiple functions are considered daily. Students regularly work in groups on new combinations of functions. Understanding of more abstract mathematical patterns that apply to all functions is emphasized. Collaborative projects and the utilization of technology allow students to make connections between concepts and strengthen their knowledge of mathematical notation. The curriculum in PreCalculus prepares students for continued mathematical study in a variety of courses.

Credit: 1

Honors Functions

Prerequisite: Completion of Algebra II or Honors Algebra II and departmental approval

In Honors Functions, students continue their exploration of functions with an emphasis on exposure to unique situations. Students quickly learn PreCalculus concepts, dive deep into the intricacies of the material, and are introduced to the foundational ideas of calculus. In addition to traditional PreCalculus concepts, students explore slant asymptotes, complex numbers, limits and sequences, and series. In this fast-paced, highly algebraic course, students build their problem-solving skills by independently engaging with new content throughout the course and utilize technology to visualize, check, and understand their results. The rigorous and challenging curriculum in Honors Functions prepares students for continued fast-paced mathematics study.

Credit: 1

Calculus

Prerequisite: Completion of Honors Functions or PreCalculus with Data Analysis and departmental approval

Students study function applications and are introduced to differential and the concepts of integral calculus in this course. An emphasis is placed on strengthening student understanding of

mathematical modeling, rates of change, and logarithmic and exponential functions through a calculus lens Students learn the graphical representation and numerical approximation of the derivative, differentiation, optimization, anti-differentiation, initial value problem, and the fundamental theorem of calculus Students develop an intuitive understanding of these concepts and enhance their mechanical manipulation skills, which prepare them for further calculus study

Credit: 1

Advanced Placement Calculus (AB)

Prerequisite: Completion of Honors Functions or PreCalculus and departmental approval

This rigorous course is presented at the college level and is designed to successfully prepare students to take the Advanced Placement Examination. Students focus on understanding calculus topics such as limits, derivatives, antiderivatives, indefinite and definite integrals, and basic differential equations. Students learn to instantaneously move between graphical, numerical, analytical, and verbal calculus approaches. Application problems deepen students’ understanding of these concepts. Development of communication skills allows students to explain their methods, reasoning, justifications, and conclusions This course is designed to be equivalent to the first semester of college calculus

Credit: 1

Advanced Placement Calculus (BC)

Prerequisite: Completion of Honors Functions and departmental approval

This fast-paced and rigorous course is presented at the college level and relies on previous strong academic skills and student willingness to independently approach new problems. Students learn all of the content and skills from AP Calculus AB and further explore integration techniques and applications. Applying concepts to parametric and polar functions allows students to challenge themselves and deepen their understanding. Throughout the course, students study sequences and series, such as Taylor Polynomials. Students learn the test-taking strategies necessary for successfully applying their knowledge on the AP Exam. Approximately 30% more material is covered in AP Calculus BC than in AP Calculus AB.

Credit: 1

Honors Vector Calculus and Linear Algebra

Prerequisite: Completion of Advanced Placement Calculus AB or BC and departmental approval

In Honors Vector Calculus and Linear Algebra, students advance their calculus studies by exploring various high-level topics Students are introduced to linear algebra topics, such as matrices, vectors, and dot and cross products Using these new skills, students explore multivariable calculus topics, including tangent and normal planes and conic curves Collaboration allows students to approach these challenging problems and construct models. Students utilize technological programs to computationally solve problems and visualize solutions. This course prepares students for continued mathematical study after high school.

Credit: 1

Statistics

Prerequisite: Completion of Algebra II

This course provides students with the tools to process and analyze quantitative data to make rational decisions and intends to demonstrate the pervasiveness of statistical concepts in a variety of career paths. Throughout the year, students participate in cooperative learning projects that explore topics such as gambling, standardized testing, and opinion polls. Topics include: data collection methods, univariate and bivariate data analysis, probability, estimation using confidence intervals, and basic hypothesis testing. This course emphasizes application rather than proof or theory and is not designed to cover all of the required topics in the AP College Board curriculum.

Credit: 1

Advanced Placement Statistics

Prerequisites: Completion of or concurrent enrollment in PreCalculus with Data Analysis or Honors Functions and departmental approval

In this rigorous course, students are introduced to tools for data collection and methods of statistical analysis as a means of making sense of the inherent uncertainty in the world around them. In addition to exploring study planning for data collection, they develop skills to be critical consumers of existing information by accessing current datasets in order to observe patterns and departures from patterns. Students apply models and methods of inference, aided by technology, to properly summarize, analyze and draw ethically responsible conclusions. Through a combination of collaborative and independent activities that build interdisciplinary connections, students develop a sophisticated understanding of statistical techniques. By developing communication skills, students will be able to apply these concepts to the AP Statistics Exam as well as to a wider audience.

Credit: 1

TRIMESTER ELECTIVE COURSES

Introduction to Data Science

Prerequisite: Completion of Algebra II

Introduction to Data Science will introduce students to solving problems using data, statistics, and computer programming. Students will learn basic programming in R and statistical concepts such as mean, variation, and regression. Students will apply their growing knowledge each week to small data sets and put their cumulative understanding together in an end-of-trimester project.

Credit: ⅓

History of Mathematics

Prerequisite: Completion of or concurrent enrollment in Algebra II

Starting with the history of mathematics in ancient Egypt and Mesopotamia, students will learn about pivotal math discoveries and the historical figures who contributed to them. We will also explore the mathematical principles underpinning these discoveries. We will look at these discoveries in the context of other important events during that time.

Credit: ⅓

SCIENCE

Science instruction is driven by students' natural curiosity about the world. Our inquiry-based approach is founded upon engagement in the process of scientific investigation. We prioritize solving problems, thinking critically, using evidence to support claims, and applying findings to practical and real-world situations Students appreciate the beauty and wonder of science and how it relates to their everyday lives Cross-cutting concepts unify the study of science through their common application across fields By the 12th grade, active learning involves students practicing the skills needed to pursue careers of their choice including but not limited to careers in science, engineering, and technology Since math knowledge and skills play such a significant role in most science courses, students’ science placement will be based on their math level

Bullis requires students to take three credits in Science, including two of the following courses: Biology, Chemistry, and Physics It is highly recommended that students complete four credits/years of science during their time in the Upper School

Recommendations and Alternative Options

To maximize choice, students may elect to take courses other than what they have been recommended to take. Students are eligible for the alternative courses listed on the following page because they will have fulfilled any prerequisites.

Geometry

Honors Geometry

Algebra II

Honors Algebra II

PreCalculus, Statistics or Advanced Algebra and Trigonometry

Honors Functions

AP Calculus AB or higher

● Environmental Science

● Biology

● Honors Biology (Department approval required)

● Environmental Science

● Biology

● Honors Biology (Department approval required)

● Chemistry

● Biology

● Honors Biology (Department approval required)

● Environmental Science

● Honors Chemistry (Department approval required)

● Chemistry

● Biology

● Honors Biology (Department approval required)

● Environmental Science

● Physics

● Honors Physics (Department approval required)

● Astronomy

● Introduction to Engineering

● Chemistry

● Biology

● Honors Biology (Department approval required)

● Honors Physics (Department approval required)

● Astronomy

● Introduction to Engineering

● Chemistry

● Honors Chemistry (Department approval required)

● Biology

● Honors Biology (Department approval required)

● AP Physics C (Department approval required)

After completing Biology and Chemistry or with Departmental Approval, students can take the following:

● Kinesiology and Rehabilitation

● Food Science

● Anatomy and Physiology

● Astronomy

● Introduction to Engineering

● Advanced Topics in Environmental Science (⅓ credit)

● Marine Biology (⅓ credit)

● Epidemiology (⅓ credit)

● Honors Molecular Biology (Departmental approval required)

YEAR-LONG COURSES

Anatomy and Physiology

Prerequisite: Completion of Biology AND Chemistry or departmental approval

Anatomy and Physiology provides an overview of cellular structure and cell types found in the human body. The major systems skeletal, muscular, nervous, endocrine, cardiovascular, immune, digestive, respiratory, urinary, and reproductive will be covered, with an emphasis on how all of the systems work together to maintain homeostasis. Throughout the course, students will apply their knowledge of human anatomy to the field of sports medicine. Students will participate in dissections, build a simulation of the human body using 'Anatomy in Clay' and will participate in web discussions with professionals in the medical field. Anatomy and Physiology is a lab science course

Credit: 1

Astronomy

Prerequisite: Completion of Algebra II and completion of Biology AND Chemistry or departmental approval

Astronomy is an exploration of the current state of knowledge regarding major bodies in our solar system, as well as stars, galaxies, and the origin and evolution of the universe. This includes significant geologic and atmospheric processes at work in the solar system, basic orbital mechanics, a history of the exploration of these bodies, and the surfaces, interiors, origins, and related processes for those bodies. Techniques for observing and analyzing both the night sky and deep space will be introduced, discussed, and applied, both in hands-on and virtual situations. Astronomy is a laboratory science.

Credit: 1

Biology

Students will make observations, pose questions, and design investigations. Collaboration, scientific inquiry, laboratory explorations, and discovery are central to this course. Activities include designing controlled experiments and laboratory investigations to examine how living things function and interact with their environment. Course topics include evolution, cell biology, biochemistry, genomics, biotechnology, biodiversity, environmental science, and ecology, and how these topics inform advances in medicine and the sustainability of our planet. Biology is a laboratory science.

Credit: 1

Honors Biology

Prerequisites: Departmental approval

Honors Biology emphasizes independent work with a focus on developing laboratory skills. Assignments and activities include more open-ended inquiry requiring the ability to independently research information to support observations. Students are expected to engage with challenging supplemental sources, as well as demonstrate strong reading comprehension and fluency in fundamental math skills This course is a fast-paced, technical, and rigorous study of life science Specific laboratory techniques will be introduced to prepare students for advanced work in the life sciences Topics include ecology, environmental science, biochemistry, cell biology, energy transfer, evolution, gene regulation, molecular genetics, heredity, and taxonomy Honors Biology is a laboratory science

Credit: 1

Advanced Placement Biology

Prerequisites: Completion of Biology and Chemistry, departmental approval, and a summer assignment

AP Biology is an introductory college-level biology course and is geared toward students with a strong interest in studying the sciences in college. Students must have prior knowledge of biology as the course dives deeper into the topics covered in intro-level biology courses. Students will cultivate their understanding of biology through inquiry-based investigations as they explore a range of topics, including evolution, cellular processes, molecular genetics and gene control, and ecology. Students will learn advanced laboratory techniques that will prepare them for various college lab courses. AP Biology is a laboratory science.

Credit: 1

Honors Molecular Biology

Prerequisites: Completion of Honors Biology and one other lab science, or departmental approval

Honors Molecular Biology utilizes a hands-on approach to learning microbiology, molecular biology techniques, and DNA analysis software Students will focus on common aspects of life on earth with an emphasis on DNA replication Students will learn how to mine genome databases for information, use software to analyze downloaded genetic data, and plan experiments

Laboratory experiments will be a primary focus and two lab books will be utilized: one for

methods and one for experiments The lab books will be kept in a manner similar to a typical academic research laboratory Students will learn a wide variety of molecular biological techniques, including cloning and gene expression in bacteria during the second trimester Analysis of expressed proteins by western blotting and SDS-PAGE will be the focus of the third trimester A laboratory practicum is given in place of a final exam Honors Molecular Biology is a laboratory science

Credit: 1

Chemistry

Prerequisite: Concurrent enrollment in Algebra II or higher Chemistry explains the subatomic world of chemical properties and behaviors An introduction to environmental chemistry will provide students opportunities to practice laboratory skills and design experiments to solve real-world chemical problems Students will explore topics in periodic trends, bonding, stoichiometry, solutions, as well as acids and bases. Students will utilize a wide range of learning experiences, including investigation, experimentation, simulation, model building, and calculations to earn a deep understanding of chemistry as well as develop laboratory skills, including identifying unknowns. Chemistry is a laboratory science.

Credit: 1

Honors Chemistry

Prerequisites: Completion of or concurrent enrollment in Honors Algebra II and departmental approval

Honors Chemistry prepares students for college-level chemistry, AP Chemistry, and to be knowledgeable citizens who can interpret how chemistry affects our lives, our community, and our world Topics covered in this course include matter, atomic theory, chemical formulas, reactions, bonding, moles, stoichiometry, solution chemistry, gas laws, energetics, and acid-base chemistry Understanding chemical principles through hands-on activities and labs is a fundamental part of this course Honors Chemistry is a laboratory science

Credit: 1

Advanced Placement Chemistry

Prerequisites: Completion of Honors Chemistry and departmental approval; concurrent enrollment in PreCalculus or higher; and completion of a summer assignment

This course is geared toward students with a strong interest in pursuing chemistry, physics, biology, medicine, or chemical engineering in college. The focus of this course is on chemical principles and relationships with a strong emphasis on laboratory investigation. Topics include the structure of matter, bonding, states of matter, thermodynamics, equilibrium, kinetics, electrochemistry, quantitative chemistry, and chemical reactions The topics are covered deeply, quickly, and very quantitatively Students are required to keep a comprehensive lab notebook

Taking the AP Chemistry Exam is expected AP Chemistry is a laboratory science

Credit: 1

Environmental Science

Open to freshmen and sophomores

Environmental Science is a year-long study of the living world. Students will gain a deep understanding of the scientific method as well as how science is conducted and apply this knowledge to the study of the biosphere and its inhabitants. Topics for investigation include biochemistry, biomes, water and water quality, the atmosphere and weather, climate and the Greenhouse Effect, forestry, energy and energy resources, and organism interactions and symbiosis. Environmental Science students will use their analytical and critical thinking skills to design solutions to environmental problems such as water and air pollution, energy sources and consumption, deforestation, invasive species, and climate change. Environmental Science is a laboratory science.

Credit: 1

Introduction to Engineering

Prerequisites: Open to sophomores, juniors, and seniors; completion of Algebra II

Introduction to Engineering is a year-long survey course that exposes students to some of the major concepts in engineering. Through hands-on activities, problems, and projects, students explore a broad range of engineering topics, including mechanisms, energy and power, the strength of structures and materials, and automation. Students develop skills in problem-solving, research, and design while learning strategies for design process documentation, collaboration, and presentation Students may apply for dual enrollment through the University of Texas to earn college credit in engineering Work for this program is completed concurrently and is delivered online directly from the University of Texas system

Credit: 1 (Cross-listed with Tech and Engineering)

Food Science

Prerequisite: Completion of Biology AND Chemistry or departmental approval

Where does your dinner really come from? We eat food every day, but we don’t often think about its origins. This year-long course will explore the topic of food from all angles: molecular, agricultural, and ethical. Students will learn about how food is grown and raised, its nutrition, the chemical reactions involved in its cooking, and how it is distributed around the world. Through inquiry-based labs, students will learn about the science of taste and flavor, design and prepare their own meals, and create a food product for the future. By the end of the course, students will understand where their food comes from, how they can make it into a delicious meal, and what happens when they digest it. Food Science is a laboratory science.

Credit: 1

Kinesiology and Rehabilitation

Prerequisite: Completion of Biology AND Chemistry or departmental approval

This course is designed especially for students who are interested in pursuing future study and careers in fields such as medicine, physical therapy, athletic training, nursing, physician

assistants, and occupational therapy It introduces the profession of athletic training and the basic principles of preventative care commonly used in the profession Topics will include athletic training facility organization and procedures Areas to be studied include basic anatomical terms, the role of the sports medicine team, sports psychology, injury physiology, mechanisms of athletic injuries, signs and symptoms of injury, rehabilitation techniques, blood-borne pathogens, and emergency procedures Because hands-on training is important in this field, students must observe a Certified Athletic Trainer providing care for athletes at practices and games for up to 10 hours per trimester. Other coursework combines practical training, analysis of research journal articles in the field of athletic training, research presentations, lab assignments, and written exams. At least one day per week is online. Kinesiology and Rehabilitation is a laboratory science.

Credit: 1 Physics

Prerequisites: Concurrent enrollment in PreCalculus with Data Analysis, Statistics, Advanced Algebra & Trigonometry, or higher Physics is an algebra-based investigation of classical physics topics Students will cultivate their understanding of physics and general science applications through hands-on laboratory exercises and activities while studying kinematics, Newton’s laws, circular motion and gravitation, simple harmonic motion, impulse and momentum, work and energy, rotational motion, electrostatics, DC circuits, and mechanical waves and sound Physics is a laboratory science

Credit: 1

Honors Physics

Prerequisites: Concurrent enrollment in PreCalculus with Data Analysis, Statistics, Advanced Algebra & Trigonometry, or higher, AND departmental approval

Honors Physics is a year-long, algebra-based study of physics principles that covers a broad range of topics. Students will cultivate their understanding of physics and general science practices while studying kinematics, Newton’s laws, circular motion and gravitation, simple harmonic motion, impulse and momentum, work and energy, rotational motion, electrostatics, and DC circuits. Students will enhance their understanding through inquiry-based laboratory investigation throughout the year Honors Physics is a laboratory science

Credit: 1

Advanced Placement Physics C

Prerequisites: Honors Physics (or departmental approval); concurrent enrollment in AP Calculus AB or higher math

AP Physics C is a calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in one of the physical sciences or engineering. Students cultivate their understanding of physics through classroom study and activities as well as hands-on laboratory work as they explore concepts like change, force interactions, fields, and conservation (Mechanics) as well as electrostatics; conductors, capacitors, and dielectrics; electric circuits;

magnetic fields; and electromagnetism (Electricity and Magnetism or E&M) All students will be expected to take the AP Physics C: Mechanics Exam At the start of trimester 2, students will choose to either allocate classroom time to refine their understanding of Mechanics or pursue content in Electricity and Magnetism Students who choose to pursue E&M content will take both AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Exams Introductory differential and integral calculus is used throughout the course AP Physics C is a laboratory science

Credit: 1

TRIMESTER ELECTIVE COURSES

Advanced Topics in Environmental Science

Prerequisite: Completion of Biology AND Chemistry or departmental approval

Advanced Topics in Environmental Science introduces students to the current issues facing our environment. Through readings and labs, students will learn about our air, land, and water, and how humans are impacting them. Students will conduct investigations in the Aquatics Lab, outside on the Bullis campus, as well as on a field trip to the C&O Canal. Students will learn current lab techniques in environmental science, as well as hone their observation skills in weekly nature walks. Advanced Topics in Environmental Science is a laboratory science.

Credit: ⅓

Epidemiology

Prerequisites: Completion of Biology AND Chemistry or departmental approval

Epidemiology uses the scientific method to investigate, analyze and prevent or control a health problem in a given population. Students will gather data and apply statistical concepts to evaluate interventions to control and prevent public health issues such as chronic diseases, environmental problems, behavioral problems, injuries, and infectious diseases. Students will experience an interdisciplinary course that combines biology, technology, sociology, psychology, medicine, and statistics concepts. Epidemiology is a laboratory science.

Credit: ⅓

Marine Biology

Prerequisite: Completion of Biology AND Chemistry or departmental approval

Marine Biology focuses on the study of the ocean, marine life, and ecosystems, including the impacts of humans on marine environments. Labs, including dissections, will familiarize students with specific marine ecosystems and organisms. Students will study and maintain an aquatic ecosystem using the tanks in our Aquatic Lab. Topics include oceanography, marine ecosystems, and the anatomy and physiology of various marine organisms. Marine Biology is a laboratory science.

Credit: ⅓

SOCIAL STUDIES

The Bullis Social Studies program provides students with opportunities to develop an in-depth understanding of their communities and the world, past and present, in order to become responsible and empathetic global citizens We affirm Bullis’s commitment to diversity, equity, and inclusion (DEI) and strive to reflect these themes in our curriculum and program.

Social Studies Advanced Placement Requirements

Advanced Placement (AP) courses are designed to prepare high school students for the rigor of study at the college level. These courses require students to have a strong work ethic, time management skills, and an understanding of key content and concepts. New and transfer students will complete a Social Studies placement activity/interview

Teachers will make recommendations for AP based on the following criteria:

● GPA in current year social studies course 90% (85% unweighted in current AP)

● Demonstrated critical thinking skills

● Readiness for college-level reading

● Demonstrated writing skills

● Demonstrated ability to be an independent learner

● Demonstrated time management and organizational skills

● Demonstrated interest in the subject matter at an advanced level

YEAR-LONG COURSES

Human Geography

Prerequisite: Open to freshmen

Human Geography is the study of the diverse experiences that have shaped human understanding, use and alteration of the Earth and its resources. Students explore the major themes of Human Geography including basic concepts, population, migration, culture, political, economic development and industrialization, and rural and urban land use. Students apply these themes to evaluate how human systems impact their surrounding environments and vice versa. Students learn to evaluate data, analyze, and make comparisons to key concepts throughout the course. Incorporating project-based learning, students use the methods and tools of geographers to examine human social organization and its environmental consequences, while also developing core research, reading, writing, and critical thinking skills Core texts include a course textbook and a current novel as part of a book club in which students do small group work examining issues around culture and/or other course themes Numerous additional text and non-text media resources are used throughout the course

Credit: 1

Global History

Prerequisite: Open to sophomores

Global History is the thematic study of the human experience from 1200 CE to the present. The course includes an examination of major world regions: Africa, Asia, Europe, and the Americas. Each world region’s identity is explored in-depth while also paying close attention to the way it interacts with the other regions. The course shifts to focus on the globalization of the world from 1750 to the current day. The course encourages students to analyze similarities and differences among civilizations, which have taken place over time. A great emphasis is placed on learning history through primary and secondary sources and includes the writing of a persuasive, thesis-driven research paper. All skills and concepts learned are intended to provide foundational knowledge for future global studies and college-level coursework. Core texts include a course textbook, as well as numerous additional text and non-text media resources used throughout the course

Credit: 1

Advanced Placement World History: Modern

Prerequisites: Open to sophomores; departmental approval required

This course requires students to master major developments that illustrate or link to six thematic areas with major civilizations in Africa, the Americas, Asia, and Europe: interactions between humans and the environment; development and interaction of cultures; governance; economic systems; social interactions and organization; and technology and innovation The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence of global issues from 1200 to the present A great emphasis is placed on learning history through six historical thinking skills including developments and processes, sourcing and situation, claims and evidence in sources, contextualization, making connections, and argumentation The course ends with the writing of a persuasive, thesis-driven research paper Core texts include summer reading, a course textbook, primary source collection, and numerous additional text and non-text media resources used throughout the course. Additionally, students are required to sit for the AP World exam in May 2025.

Credit: 1

United States History

Prerequisite: Open to juniors

Students identify, investigate and analyze the people, issues, and events that have shaped United States history while stressing the development of democratic ideals and the creation of a participatory government. The course mixes a traditional chronological study with a contemporary thematic approach centered on essential questions, which provide the focus points for discussions and research assignments Thus, students discover the relevancy of the history behind the many challenging issues the country faces today Individual research, primary document analysis, and group projects augment in-class activity as students develop an

understanding of United States History Core texts include a course textbook, as well as numerous additional text and non-text media resources used throughout the course

Credit: 1; Graduation requirement

Advanced Placement United States History

Prerequisites: Open to juniors; departmental approval required

The Advanced Placement United States History course focuses on teaching American history content by developing critical thinking skills such as analyzing evidence and sources, making historical connections, chronological reasoning, and historical argumentation Students examine U S history through eight themes: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures Core texts include summer reading, a course textbook, and numerous additional text and non-text media resources used throughout the course Additionally, students are required to sit for the AP US History exam in May 2025.

Credit: 1

Advanced American Humanities Seminar: AP English Language and Composition and AP United States History

Prerequisites: 90 in English II and Global History and departmental approval or 85 unweighted in Honors English II and AP World History

This interdisciplinary course combines AP Language and Composition and AP United States History. The course fulfills both the junior English and social studies requirements, and will prepare students for both the Advanced Placement Exam in United States History and in Language and Composition. Students examine the social, economic, political, and cultural heritage of the United States through a combination of primary documents, interpretive secondary sources, and representative works of American literature, art, and music. Close, critical analysis, responsible oral discourse, and expository writing are emphasized. Though the topics in this course are by design “American,” students train to become “Global” thinkers. Texts may include: early Puritan essays and poetry, the American Transcendentalists, Underground Railroad, Extremely Loud and Incredibly Close, The Crucible, The Narrative of Frederick Douglass, The Great Gatsby, and SEVERAL short stories, poems, song lyrics, and works of art centered on the themes and time periods covered within the course.

Credits: 2

Advanced Placement Comparative Government and Politics

Prerequisites: Open to juniors and seniors; departmental approval required

In this year-long course, students investigate fundamental concepts used by political scientists to study the processes and outcomes of politics in six countries: Iran, Mexico, Nigeria, China, Russia, and Great Britain. Students compare the history, sources of power, political institutions, citizen participation, economic and political changes, and problems within each country and the global community Students also partake in an in-depth study of supranational organizations

such as the United Nations, the International Monetary Fund, and the World Bank Core texts include summer reading, a course textbook, and numerous additional text and non-text media resources used throughout the course

Credit: 1

Advanced Placement Psychology

Prerequisites: Open to juniors and seniors; departmental approval required

This year-long course in psychology is the systematic and scientific examination of the behavioral and mental processes of human beings and other animals Students explore the theories, principles, and focus of the major subfields of psychology During their course of study, students identify, investigate and apply the methods psychologists use to explore the processes involved in normal and abnormal thinking and behavior Core texts include summer reading, a course textbook, and numerous additional text and non-text media resources used throughout the course

Credit: 1

Advanced Placement African American Studies

Prerequisite: Completion of or concurrent enrollment in a United States history course; departmental approval required

The Advanced Placement African American Studies course focuses on teaching African American history content by developing historical thinking skills such as analyzing historical evidence and sources, making historical connections, chronological reasoning, and historical argumentation; it aims to integrate African American experiences into all academic subjects Students examine the history, politics, culture, and economics of North American people of African descent Students explore key topics that extend from early African kingdoms to the slave economy to the civil rights movement, and from the blues to hip-hop African Americans have had a huge role in shaping American society and culture AP African American Studies covers their achievements Students will examine the hardships African Americans faced during their history, and dive into the difficult issues, such as unequal educational opportunities, which are still present today This course foregrounds a study of the diversity of Black communities in the United States within the broader context of Africa and the African diaspora Core texts include numerous text and non-text media resources used throughout the course.

Credit: 1

American Government

Prerequisite: Open to sophomores, juniors, and seniors

This year-long course explores the roles, responsibilities, and limitations of the legislative, executive, and judicial branches of the United States federal government. In addition, students explore voting, polling, elections, lobbying, campaigns, and political parties. Students will read foundational American documents, such as the Articles of Confederation, Declaration of Independence, and the Constitution, and analyze how they influence the organization and branches of our American government An emphasis on current events and legislation will encourage students to apply their understanding and interpretation of the Constitution Lesson

formats include individual and group presentations, student and teacher-led discussions, case studies, and deliberations

Credit: 1

Law, Culture, and Society

Prerequisite: Open to juniors and seniors

Law, Culture, and Society will analyze the meaning and importance of legal principles fundamental to democracy in the United States Students will apply the framework of the United States Constitution to contemporary situations and understand how key documents and Supreme Court cases protect citizens Students will gain a comprehensive understanding of the principles, history, and applications of Constitutional Law The curriculum will explore legal interpretations of the Bill of Rights and other Constitutional amendments, including freedom of speech, freedom of religion, and the meaning of equal protection under the law Students will engage in deliberations, debates, and mock trials as they develop their critical thinking skills

Credit: 1

TRIMESTER ELECTIVE COURSES

Holocaust and Genocide Studies

Prerequisite: Open to sophomores, juniors, and seniors

The Holocaust is one of the most horrific periods in human history. In this seminar, students will explore the elements of human nature and human behavior to gain an understanding of such issues as prejudice, discrimination, and racism. After exploring examples of resistance, intervention, and non-action in the Holocaust, students will assess the lessons learned and relate them to other genocidal atrocities committed in Armenia, Cambodia, Sudan, and Bosnia. The goal is to prepare students to analyze contemporary political situations, think critically about ethical responsibility, and respond actively to injustice today. The course will be taught with a high degree of student participation and will include the use of film, literature, guest speakers, and a visit to the Holocaust Museum. Core texts include numerous text and non-text media resources used throughout the course

Credit: ⅓

Contemporary Global Issues

Prerequisite: Open to sophomores, juniors, and seniors

The trimester-long Contemporary Global Issues elective builds on the 9th grade Human Geography curriculum, but allows the opportunity for students to investigate modern global issues in greater depth. Students will examine modern-day topics of concern and importance, ranging from human rights to foreign policy, and will be given intellectual freedom to research a topic in greater depth. Drawing on curriculum developed by the Asia Society’s Center for Global Education and the United Nations Global Issues, students will develop skills as they investigate and research the world and formulate possible solutions to modern problems: identify key global

issues, investigate the world, recognize perspectives, communicate ideas, and take action This course seeks to bring to life one key aspect of our mission statement, to develop global citizens

Credit: ⅓

WORLD LANGUAGES

The mission of the World Languages Department at Bullis is to educate, motivate, and inspire all students to develop into linguistically proficient and culturally competent lifelong learners who communicate effectively and appreciate diverse perspectives. As students increase their proficiency in the interpretive, interpersonal, and presentational modes of communication, they also develop an awareness and appreciation of other cultures; cultural sensitivity and respect by engaging with those cultures; and critical thinking skills through comparisons between target cultures and their own.

As the World Language program is focused on proficiency and assessed on performance, students must demonstrate minimum proficiency at each level before they may progress to the next. Any student who wishes may enroll in a Level I language course without recommendation or invitation, as Level I courses are for Novice Low language users and anyone who is new to a language Students must earn at least a 70 for the year in their current class in order to be invited to enroll in the next level of the same language Students who demonstrate that they are not merely meeting but also exceeding the proficiency goals at a level may be invited to enroll in Honors or AP courses

YEAR-LONG COURSES

Chinese I

This course aims to develop student proficiency in reading, listening, writing, and speaking Chinese to the Novice Mid/High level Students will build and develop basic comprehension in listening tasks, provided with both controlled and authentic audio materials They will build a more extensive vocabulary in daily life situations as well as develop reading comprehension in short passages After the successful completion of this course, students will be able to ask and answer questions about themselves and their surroundings, grasp main ideas from authentic texts, and be able to write simple sentences in Chinese Students who successfully complete Chinese I will be prepared to proceed to Chinese II

Credit: 1

Chinese II

World Language Department approval required

In Chinese II, students will continue to develop their proficiency in all areas of Chinese to the Novice High/Intermediate Low level. Students will increase their proficiency in both speaking and reading by means of continued vocabulary expansion, listening, reading, and conversations. Some of the topics covered at this level may include education in China, travel, and the various

ecosystems in China Students who successfully complete Chinese II will be prepared to proceed to Chinese III

Credit: 1

Chinese III

World Language Department approval required

Chinese III will be more intensive in developing skills in the language including communication in writing and speaking, with a goal of reaching Intermediate Low/Mid proficiency in all areas Students will learn to express themselves in greater depth and detail Classroom texts will be supplemented with readings from Chinese language cultural magazines and movie clips This course will be taught mostly in Chinese, and students will be expected to speak in the target language Topics covered include travel, shopping, and other aspects of being a young person in China today Students who successfully complete Chinese III will be prepared to proceed to Chinese IV.

Credit: 1

Chinese IV

World Language Department approval required

Chinese IV will be more intensive in developing skills in the language including communication in writing and speaking, with a goal for students to reach Intermediate Mid proficiency. Students will learn to express themselves in greater depth and detail. Classroom texts will be supplemented with readings from Chinese language magazines and movie clips that highlight cultural similarities and differences between the US and China. This course will be taught almost exclusively in Chinese and students will be expected to speak in the target language with appropriate support. Students who successfully complete Chinese IV will be prepared to proceed to Chinese V.

Credit: 1

Chinese V

World Language Department approval required

Chinese V offers students an opportunity to continue developing their proficiency in all areas of Chinese, with a goal of reaching Intermediate Mid/High by the end of the course. Students will use the Chinese language as a tool to explore and investigate Chinese cultural practices and perspectives. Authentic resources, such as podcasts, blogs, new articles, and more, will serve as the basis for discussion and reflection in addition to curated materials developed by the instructor. Topics for the class might include personal relationships, attending school in China, the geography of China, the Internet in China, or other topics determined by the students and instructor.

Credit: 1

AP

Chinese Language and Culture

World Language Department approval required

The AP Chinese Language and Culture course in Mandarin Chinese emphasizes communication by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. To best facilitate the study of language and culture, the course is taught almost exclusively in Chinese. Course themes include: Public and Personal Identity, Contemporary Life, Family and Community, Beauty and Aesthetics, Science and Technology, and Global Challenges. Authentic resources included in this course include articles, websites, written correspondence, podcasts, and videos. This course prepares students to take the Chinese Language and Culture Advanced Placement Exam in May.

Credit: 1

French I

This course aims to develop student proficiency in reading, listening, writing, and speaking in French to the Novice High level. Students will be introduced to the language, history, and culture of France and the diverse French-speaking countries around the world. Our focus will be on personal topics, such as family, school, and pastimes. Throughout the year, we will read French novellas and magazines to serve as a springboard for class discussions and cultural comparisons Students are encouraged to commit to communicating primarily in the target language while in class Students who successfully complete French I will be prepared to proceed to French II

Credit: 1

French II

World Language Department approval required

French II students aim to further develop proficiency in speaking, writing, and comprehension to the Intermediate Low level Students will continue to focus on describing themselves, others, and real-life scenes, such as family, school, and pastimes We will continue developing our comprehension of the spoken language using authentic sources such as texts, videos, and real-life interviews We will also continue to use more common expressions and enrich our vocabulary Lastly, we will also work to develop more cultural awareness through the exploration of Francophone cultures Students who successfully complete French II will be prepared to proceed to French III and may be invited to enroll in Honors French III

Credit: 1

French III

World Language Department approval required

French III continues to develop student proficiency in all areas, with the goal of moving students to Intermediate Low/Mid in all four areas of language study: listening, speaking, reading, and writing. The course primarily focuses on developing student’s ability to express oneself (orally and written) and absorb material (aurally and reading) on a range of contemporary issues. To reach this goal, we will read short articles, watch short video clips, and have class debates and discussions in order to keep up with issues affecting the French-speaking world today. Students

who successfully complete French III will be prepared to proceed to French IV and may be invited to enroll in Honors French IV

Credit: 1

Honors French III

World Language Department approval required

Honors French III continues to develop student proficiency in all areas, with the goal of getting students to Intermediate Mid in all four areas of language study: listening, speaking, reading, and writing The course’s primary focus is to be able to express oneself (orally and written) and absorb material (aurally and reading) on a range of contemporary issues To reach this goal, we will read short articles, watch short video clips, and have class debates and discussions to keep up with issues affecting the French-speaking world today Students who successfully complete Honors French III will be prepared to proceed to French IV and may be invited to enroll in Honors French IV.

Credit: 1

French IV

World Language Department approval required

French IV continues to develop student language proficiency, aiming solidly at Intermediate Mid in all four areas of language study. We will continue to use articles and video clips to keep ourselves abreast of issues in the Francophone world as well as discuss and debate these topics. We will also read Le Petit Prince and have a creative writing project based upon a contemporary global challenge. Students who successfully complete French IV may elect to explore Independent Study opportunities in French or may be invited to join AP French Language and Culture.

Credit: 1

Honors French IV

World Language Department approval required

Honors French IV continues to develop student proficiency in all areas, with a goal of attaining Intermediate High in listening, speaking, reading, and writing. Building upon the skills developed in previous levels our primary focus is to articulate oneself skillfully in speaking and writing on contemporary issues, as well as participating in interpersonal dialogue both in class debates and in written responses. Specific topics have included the Second World War, involvement in politics, and immigration and diversity. We will continue to use articles and video clips that get longer and more complex as the year progresses to keep ourselves abreast of issues in the Francophone world. We will also read Le Petit Prince and have a creative writing project based upon a contemporary global challenge. Successful students will be prepared to tackle the AP French Language and Culture course next year Students who successfully complete Honors French IV will be prepared to proceed to AP French Language and Culture

Credit: 1

French V

World Language Department approval required

French V continues to develop student proficiency in all areas, with a goal of students reaching Intermediate Mid/High proficiency levels in reading, speaking, listening, and writing across all the modes of communication Students will use authentic resources including novels, poems, articles, podcasts, songs, artworks, film, and video as ways to deepen their understanding of the culture and history of various parts of the broader Francophone world Students who successfully complete French V may be invited to join AP French next year

Credit: 1

AP French Language and Culture

World Language Department approval required

AP French Language and Culture is an intensive college-level course that reinforces the four skills of language study listening, speaking, reading, and writing through interpersonal, interpretive, and presentational communication, with the goal of attaining Advanced Low proficiency by year’s end. This course is based upon six themes: Public and Personal Identity, Contemporary Life, Family and Community, Beauty and Aesthetics, Science and Technology and Global Challenges. For each theme, students will be exposed to authentic audio and video recordings, newspaper and magazine articles, and literary texts. Students will work to articulate themselves skillfully in speaking and writing on contemporary issues, as well as participate in interpersonal dialogue both in class discussions and in written responses This course is conducted entirely in French and prepares students to take the May AP Exam administered by the College Board Students who successfully complete AP French Language and Culture may elect to explore Independent Study opportunities in French

Credit: 1

Latin I

Latin I introduces students to the language, history, and culture of Rome and the larger Latin-speaking world This course specifically aims to develop students’ proficiency in reading and listening to Latin at the Novice High/Intermediate Low levels Learners will also develop their proficiency in speaking and writing Latin to the Novice High level With Latin as the primary language used in the classroom, students will investigate notable Greco-Roman myths and legends, the Roman family (including the ancient institution of slavery), and life in the Roman Empire Students will compare, contrast, and reflect upon ancient and modern cultures, hold simple conversations on a variety of familiar topics, and comprehend increasingly challenging written and spoken Latin Students who successfully complete Latin I will be prepared to proceed to Latin II.

Credit: 1

Latin II

World Language Department approval required

Latin II expands students’ understanding of the history and culture of ancient Rome and the Mediterranean world with the Latin language. This course aims to develop students’ proficiency in reading and listening to Latin to the Intermediate Low level. Students will also develop their proficiency in speaking and writing Latin to the Novice High/Intermediate Low levels. As students read passages of increasing difficulty, they will explore topics pertaining to the Roman family and relationships, ancient school life, and Roman class structure. Students will use Latin to access the content of the course, in order to make comparisons between products and practices of the Romans and their own culture to better understand the perspectives of ancient people. Students who successfully complete Latin II will be prepared to proceed to Latin III and may be invited to enroll in Honors Latin III

Credit: 1

Latin III

World Language Department approval required

Latin III reinforces students’ understanding of Greco-Roman culture and mythology through reading select novellas in Latin This course aims to develop students’ proficiency in reading and listening to Latin to the Intermediate Mid-level Students will also develop their proficiency in speaking and writing Latin to the Intermediate Low/Mid-level As students read novellas of increasing difficulty, they will explore and discuss Greco-Roman origin and succession myths, as well as the gods’ actions and their effect on mankind Students will use Latin to access the content of the course, in order to make comparisons between products and practices of the Romans and their own culture to better understand the perspectives of ancient people Students who successfully complete Latin III will be prepared to proceed to Latin IV and may be invited to enroll in AP Latin

Credit: 1

Honors Latin III

World Language Department approval required

Honors Latin III continues to develop student proficiency in all areas, with a goal of getting students to the Intermediate High proficiency in reading and Intermediate Mid proficiency in speaking and writing. Our primary focus in this course will be on the major myths and legends of the ancient Roman world and we will explore Roman attitudes towards the gods, what duties and obligations were owed to them, and how a Roman would expect the gods to behave towards mankind. To that end we will read a trilogy of novellas about ancient Roman mythology (Familia Mala, Duo Fratres, and Pandora) followed by a novelization of an episode from Vergil (Camilla) before diving into adapted and unadapted excerpts from Vergil’s Aeneid. Students who successfully complete Honors Latin III will be prepared to proceed to Latin IV and may be invited to enroll in AP Latin.

Credit: 1

Latin IV

World Language Department approval required

Latin IV hones student understanding of Greco-Roman culture through reading select novellas in Latin with myth and legend as their subject matter. This course aims to develop students’ proficiency in reading and listening to Latin to the Intermediate Mid/High level. Learners will also develop their proficiency in speaking and writing Latin to the Intermediate Mid/High level. As students read novellas of increasing difficulty, they will examine ancient attitudes regarding heroism and the role of gender in the Greco-Roman world. Learners will use Latin to access the content of the course, in order to make comparisons between products and practices of the Romans and their own culture to better understand the perspectives of ancient people. Students who successfully complete Latin IV will be prepared to proceed to Latin V and may be invited to enroll in AP Latin

Credit: 1

AP Latin

World Language Department approval required

AP Latin offers advanced students the opportunity to develop their language proficiency and skills through rich and rigorous exposure to Latin poetry and prose Students will read excerpts of Caesar’s Gallic War and Vergil’s Aeneid, accessing the texts through tiered readings, online resources, and in-class discussion, and will explore themes including leadership, war and empire, views of non-Romans, humans and the gods, and more Students will hone their skills in reading, translating, analyzing, arguing, and contextualization in preparation for the AP Latin Exam in May Students who successfully complete AP Latin will be prepared to proceed to Latin V and may be invited to enroll in Honors Latin V

Credit: 1

Latin V

World Language Department approval required

Latin V gives students an opportunity to continue to develop their proficiency in all areas of Latin, with a goal of getting students to Intermediate High in reading and listening and Intermediate Mid/High in speaking and writing Students at this level have the opportunity to drive the class and select topics and readings of interest; in the past, topics have included mythology, history, philosophy, ancient gladiators, and such. Students often produce work that is used in other Latin classes, such as short videos, original stories, or retellings of history, myth, etc. This class is frequently taught concomitantly with Honors Latin V. Students who successfully complete Latin V may be invited to enroll in AP Latin or Honors Latin V.

Credit: 1

Honors Latin V

World Language Department approval required

Honors Latin V allows students who have completed Latin V or the AP Latin course to continue developing their proficiency while working at a high level, aiming to reach Advanced Low in reading and listening and Intermediate High in speaking and writing. Students at this level have

the opportunity to drive the class and select topics and readings of interest; in the past, topics have included mythology, history, philosophy, ancient gladiators, and such Students often produce work that is used in other Latin classes, such as short videos, original stories, or retellings of history, myth, etc This class is frequently taught concomitantly with Latin V

Credit: 1

Spanish I

This course aims to develop student proficiency in reading, listening, writing, and speaking in Spanish to the Novice High level Students will explore the topic of self-identity while exploring authentic songs, celebrations, stories, and texts that reveal the lifestyles and traditions of Spanish speakers throughout Spain and Latin America In addition, students will investigate cultural practices to introduce a new perspective to their daily lives Students are encouraged to commit to communicating primarily in the target language while in class Students who successfully complete Spanish I will be prepared to proceed to Spanish II.

Credit: 1

Spanish II

World Language Department approval required

This second-year course continues to develop students’ language skills across all modes of communication towards an Intermediate Low proficiency level. Students are exposed to increasingly complex resources to support their growing comprehension and their ability to communicate more independently. Cultural comparisons explore school, family and community, personal wellness, and traditions and travel. After successful completion of this course, students will be able to sustain longer conversations, use more complex sentences for communication, and interpret authentic resources with increased ease and understanding of detail. Students who successfully complete Spanish II will be prepared to proceed to Spanish III and may be invited to enroll in Honors Spanish III.

Credit: 1

Spanish III

World Language Department approval required

Spanish III continues to develop all areas of student proficiency with the goal of getting students to Intermediate Low/Mid proficiency in reading, writing, and speaking. The main objective of this course will be to expand the student’s ability to discuss the world around them, including global issues and cross-cultural identity. In addition, students will learn to develop and express personal opinions as well as understand those of others. To facilitate this process, students will read two novels designed to build proficiency, explore articles and infographics, and view documentary segments and commercials. Students who successfully complete Spanish III will be prepared to proceed to Spanish IV and may be invited to enroll in Honors Spanish IV

Credit: 1

Honors Spanish III

World Language Department approval required

Honors Spanish III continues to develop student proficiency in all modes, with a goal of Intermediate Mid proficiency in reading, speaking, listening, and writing This course begins a scaffolded introduction to the AP themes by incorporating topics like environmental challenges, personal well-being, the working world, arts and culture, and current events into daily activities Students will encounter more, and more challenging, authentic resources including video, audio, and brief literary selections including fables and short stories included in the Senderos textbook with robust online support Students who successfully complete Honors Spanish III will be prepared to proceed to Spanish IV and may be invited to enroll in Honors Spanish IV.

Credit: 1

Spanish IV

World Language Department approval required

Spanish IV continues to develop student proficiency in all areas of communication with a goal of getting students to the Intermediate Mid/Intermediate High proficiency in reading, writing, and speaking. Our primary focus is interpreting and exploring the experiences of Hispanic populations in the United States, the role of baseball on adolescents in the Dominican Republic, a deeper understanding of Mexico’s history and its current relationship with the United States, and an exploration of social issues affecting parts of Central America. Furthermore, the students will learn to compare these interpretations against their own experiences. In order to accomplish these tasks we will read texts to gain stronger foundations of our topics, watch videos and documentaries to understand experiences and perspectives, and practice formal writing to develop a more connected message. Additionally, we will develop conversational skills to further express opinions and compare perspectives. Throughout the course, we also have opportunities to partner with the BITLab so that students have additional venues to express and demonstrate their understanding Students who successfully complete Spanish IV will be prepared to proceed to Spanish V

Credit: 1

Honors Spanish IV

World Language Department approval required

Honors Spanish IV continues to develop and deepen students’ proficiency in all areas with a goal of helping students reach Intermediate High proficiency Building upon the skills developed in previous levels, our primary focus is to aid students as they develop their ability to write and speak with more complexity, depth, and detail Students will work to articulate themselves skillfully in speaking and writing on contemporary issues, as well as participate in interpersonal dialogue both in class debates and in written responses Topics throughout the year include Spanish-speaking world examples of modern heroes, travel and adventure, education and educational systems, definitions of interior and exterior beauty, architectural styles, personal and societal health and wellness, and the environment Authentic resources in this course include articles, websites, written correspondence, podcasts, and videos on our course themes. Students who successfully complete Honors Spanish IV will be prepared to proceed to Spanish V and may be invited to enroll in AP Spanish Language and Culture.

Credit: 1

AP Spanish Language and Culture

World Language Department approval required

The AP Spanish Language and Culture course continues to develop and deepen students’ proficiency in all areas, with the goal of attaining Advanced Low proficiency by year’s end. The course follows six themes and focuses on cultural comparison between our own culture and that of the Spanish-speaking world. Course themes include: Public and Personal Identity, Contemporary Life, Family and Community, Beauty and Aesthetics, Science and Technology and Global Challenges. Students will work to articulate themselves skillfully in speaking and writing on contemporary issues, as well as participate in interpersonal dialogue both in class discussions and in written responses. Authentic resources included in this course include articles, websites, written correspondence, podcasts, and videos This course is conducted entirely in Spanish and prepares students to take the Spanish Language and Culture Advanced Placement Exam in May Students who successfully complete AP Spanish Language and Culture may be invited to enroll in Honors Latin American Studies or Honors Spanish Communication and Culture

Credit: 1

Honors Latin American Studies

World Language Department approval required

Honors Latin American Studies is a course conducted entirely in Spanish and designed to give students an opportunity to explore Latin America more deeply through an interdisciplinary approach. The initial focus of this course is to explore the physical boundaries and cultural identities of Latin America, study the economic and social impacts of the modernization boom, and examine the role of the varied stages of immigration in the development of Latin America. Additionally, we utilize case studies to analyze the impact of the Cold War and of dictatorship in six different Latin American nations. Throughout the course, students use advanced sources so that the students continue to develop their Spanish language proficiency in the form of formal presentations, advanced writing assignments, and group discussions.

Credit: 1

Spanish V

World Language Department approval required

Spanish V continues to develop student proficiency in all areas, with a goal of students reaching Intermediate Mid/High proficiency levels in reading, speaking, listening, and writing across all the modes of communication Students will use authentic resources including novels, poems, articles, podcasts, songs, artworks, film, and video as ways to deepen their understanding of the culture and history of the Spanish-speaking world Students who successfully complete Spanish V may be invited to join AP Spanish, Honors Latin American Studies, or Honors Spanish Communication and Culture

Credit: 1

Honors Spanish Communication and Culture

World Language Department approval required

The Honors Spanish Community and Culture course allows students to further their reading, listening, speaking, and writing skills with the aim of sustaining an Intermediate-High proficiency while gaining a deeper understanding of the culture of Spanish-speaking communities around the world. The course centers around the reading of two authentic novels: Antes de ser libres by Julia Alvarez and La Casa en Mango Street by Sandra Cisneros. As students progress through each novel they will frequently discuss global challenges and their impact on cultural identity, as well as form opinions and structure arguments that relate to the course material. Communication is at the heart of this class. As such, each day, students can expect to exchange information in discussion, debate, interviews, and written exchanges

Credit: 1

ENTREPRENEURSHIP

In the Upper School, students are exposed to the world of entrepreneurship and the theories that drive it. We offer multiple classes in entrepreneurship, economics, international business, leadership, and finance. Students experience entrepreneurship by working with established entrepreneurs, brainstorming business ideas, developing business models, and solving real-world challenges. After completing the required prerequisites, 12th grade students have an opportunity to participate in an experiential Capstone where they are placed into teams to develop and launch their business idea. Their year culminates with the teams competing in a Bullis hosted pitch competition where the winning team receives seed money to be used for their business.

YEAR-LONG COURSES Economics

Prerequisites: Open to sophomores, juniors, and seniors; concurrent enrollment in Algebra 2

This year-long course covers issues associated with basic microeconomic and macroeconomic principles and how they are involved in our current economy The first half of the course explores the fundamentals of microeconomics; in particular, we will focus on theory of consumer behavior, theory of the firm, and the application of microeconomics principles to other topics The second half of the course covers macroeconomics Here we examine the goals and issues associated with achieving a prospering economy We will look at the interaction and behavior of the consumer sector, the business sector, and the rest of the world The end of the course will focus on International trade and business and how it affects the global economy In addition to understanding theory, we will be applying the principles to economic, social, and political problems.

Credit: 1 (Cross-listed with Social Studies)

Advanced Placement Microeconomics

Prerequisites: Open to juniors and seniors; 88 in Algebra II or 83 unweighted in Honors Algebra II; departmental approval required

AP Microeconomics is an introductory course that applies the principles of economics to individual economic decision-makers such as the household and the firm Particular attention is paid to demand and supply analysis and evaluating the efficiency of microeconomic outcomes such as price and quantity Students evaluate different market structures, such as competition and monopoly, in terms of society’s welfare They learn how the government plays a role in achieving efficiency and equity in the economy Students will use data and graphs to analyze and explain economic concepts

Credit: 1 (Cross-listed with Social Studies)

Advanced Placement Macroeconomics

Prerequisites: Open to seniors; 88 in Algebra II or 83 unweighted Honors Algebra II; completion of US History is strongly recommended; Departmental approval required

AP Macroeconomics is an introductory course that applies the principles of economics to the economy on an aggregate level. The course focuses on the interaction and behavior of the consumer sector, the government, the business sector, and the rest of the world Students will learn the role these sectors play in attaining desirable economic outcomes Particular attention is paid to performance measures such as Gross Domestic Product, Unemployment, and Inflation Students will learn how these measures are constructed and apply them to evaluate the economic well-being of an economy Students will use data and graphs to analyze and explain macroeconomic concepts

Credit: 1 (Cross-listed with Social Studies)

TRIMESTER ELECTIVE COURSES

Entrepreneurship Principles

Prerequisite: Open to sophomores, juniors, and seniors; Recommended for juniors

Entrepreneurship Principles is a course for those students interested in understanding the framework required to start a business. The course focuses on the theory of the Business Model Canvas as the foundation for modeling the various components involved in a start-up enterprise. Different types of business models will be introduced as well as how to design them and develop a strategy on how to ascertain the best models for a business idea. The course uses real-life scenarios and discusses past and present models to validate business successes and failures. Students will also be given helpful tools to begin to formulate their own business ideas and validate them through the study of the customer development process. This course is a prerequisite for the Honors Entrepreneurship Capstone course

Credit: ⅓

Personal Finance

This course will teach students how to make practical financial decisions throughout their lives. The focus of the course will be on how to develop a financial plan, manage their liquidity, finance themselves for big purchases like buying a house or a car and protecting their assets through the understanding of various types of insurance. They will also have a fundamental understanding of how to invest and be introduced to the various concepts related to retirement planning. Students will also gain practice in practical financial life skills such as balancing a checkbook, opening a bank account, developing their own budget and personal balance sheet, and understanding credit cards.

Credit: ⅓

Leadership

Prerequisite: Open to sophomores, juniors, and seniors

Leadership will teach students to develop good work habits, build and grow teams, identify leadership opportunities, build business life skills, and teach leadership initiative for college and the business world. The course will follow case studies on leadership, teams, and ethics and will culminate in a leadership-in-action opportunity for students.

Credit: ⅓

Principles of Marketing

Prerequisite: Open to sophomores, juniors, and seniors

The Principles of Marketing will provide students an overview of the field of marketing Students will be given the tools to do market research, learn to analyze data, research and analyze consumer behavior patterns, and explain how competition sets prices The class will cover the 4 P’s of Marketing - Product, Place, Price, and Promotion

In addition, students will practice using technology in marketing and how to understand the process of product development, packaging, branding, and product positioning At the end of the course, students will be able to develop a promotion plan for a product or service and present their plan using the information acquired during the course

Credit: ⅓

Introduction to Financial Analysis

Prerequisite: Open to sophomores, juniors, and seniors. Completion of or concurrent enrollment in an Algebra II course required

The Introduction to Financial Analysis course is designed to introduce students to financial thinking, tools, and techniques that investors and business professionals need to analyze a business. The course will teach students the skills necessary to interpret and analyze financial information, make informed investment decisions, and how to understand the financial health of a business. Students will learn how to read and understand financial statements, do ratio analysis, and be introduced to different types of investments. The goal is for students to understand the skills and knowledge to make financial decisions and give them a basis for future

studies in finance or related skills This course is strongly recommended for students who are interested in pursuing a career in finance and interested in taking the Entrepreneurship Capstone

Credit: ⅓

TECHNOLOGY AND ENGINEERING

Technology and engineering students learn design processes through an inquiry and project-focused curriculum Students learn making, engineering, video production, and coding skills by first imitating what they admire, then modifying to better suit their needs, and finally innovating to realize their unique vision Throughout each step in the process, students document their progress, communicate their ideas to classmates for feedback, and reflect on the iterative steps they took to complete a project The project-focused approach creates authentic learning experiences for students who have access to a wide array of digital and physical tools to help them explore and increase their understanding. Our goal is to prepare students for success in an evolving world where they can apply the skills they have learned.

Exploring

Engineering/Making Maker Lab

Making for Social Good

Robotics I

Introduction to CAD and 3D

Printing

Fashion Technology

Computer Science

Creative Coding

Mobile Apps for Social Good

Game Design

Cyber Security

Digital Media

Intro to Video Production

Computer Music I

Progressing/Advancing

Maker Lab II

Robotics II

Intro to Engineering

AP Computer Science Principles

AP Computer Science A

Advanced Video Production

Computer Music II

Audio Engineering

YEAR-LONG COURSES

Advanced Placement Computer Science A

Prerequisites: Open to juniors and seniors; requires departmental approval

This intensive, year-long course focuses on advanced programming concepts and techniques. Students will develop imagination, abstract thinking, and logic in addition to learning about object-oriented program design, program implementation, program analysis, standard data structures, and algorithms. The course is designed for students who have significant interest in computer programming; the most successful students will be those who have previous coding experience or have completed one of the trimester technology courses By means of programming exercises, labs, and projects, students further learn about conditional statements, iteration, relational and logical operators, abstract data types, interfaces, polymorphism, inheritance, searching, sorting, and recursion The course culminates with a detailed review of a large-scale program Students will also have the opportunity to take the AP Computer Science A Exam in May, which can grant college credit

Credit: 1

Advanced Placement Computer Science Principles

Prerequisites: Open to sophomores, juniors, and seniors; requires departmental recommendation or approval

AP Computer Science Principles is intended to introduce students to concepts and impact of computer science, including the fundamentals of programming This is a project-based course in which students will demonstrate their knowledge by completing unit projects. As part of this course, students will have the opportunity to take the AP Computer Science Principles Exam in May, as well as one AP in class project assessments throughout the year totaling 20 hours.

Credit: 1

Advanced Video Production

Prerequisite: Completion of Introduction to Video Production

Students who are interested in filmmaking, animation, video marketing, screenwriting, or social messaging will explore each step in the video production process and create their own films Each student may choose to work in a group or individually to create one long-form film

throughout the year, a web series, or a collection of videos about a wide variety of topics that interest them Throughout the year, students will learn how to record video using a variety of camera systems, create cinematic lighting, edit and animate using pro tools, and structure a story to communicate a message clearly Assignments and workflows will be tailored to each student or group, but each week, students will present their progress to the class for feedback Students will also connect with filmmaking professionals and have an opportunity to visit a Hollywood TV or movie set By the end of the course, students will have created a portfolio of projects that demonstrate their ability to communicate through video. Camera equipment and editing software are provided.

Credit: 1. Counts as Arts credit.

Introduction to Engineering

Prerequisites: Open to sophomores, juniors, and seniors; completion of Algebra II

Introduction to Engineering is a year-long survey course that exposes students to some of the major concepts in engineering Through hands-on activities, problems, and projects, students explore a broad range of engineering topics, including mechanisms, energy and power, the strength of structures and materials, and automation Students develop skills in problem-solving, research, and design while learning strategies for design process documentation, collaboration, and presentation Students may apply for dual enrollment through the University of Texas to earn college credit in engineering Work for this program is completed concurrently and is delivered online directly from the University of Texas system

Credit: 1 (Cross-listed with Tech and Engineering)

TRIMESTER ELECTIVE COURSES

Audio Engineering

In this media age, people are both creating and consuming media on a daily basis Tools for media production have become readily accessible by phone, PC, iPod, etc Though convenient, such tools do not necessarily create a high-level product This trimester course provides students with the tools to process and analyze auditory data and to make rational decisions in editing, collecting and sharing data aurally. Throughout the trimester, students will work with a variety of necessary audio equipment, as well as their peers and artists within the Bullis community. The students will learn recording in the classroom and may assist the community with live recording for events such as the Jazz Café, senior portfolios, recitals, and student work. This course emphasizes critical thinking and collaborative effort, while insisting on excellence in creativity. Students should expect to spend an average of two hours per week on outside review of terms and vocabulary, concepts, and project research.

Credit: ⅓ Counts as Arts credit

Computer Music I

Computer Music I is designed to develop the individual student’s knowledge of and expand their appreciation for Computer Music. At the conclusion of the course, students will be equipped to create original compositions with the knowledge of a variety of necessary skills. In the first half of the trimester, students focus on developing skills, such as; pitch, time and volume manipulation; panning, mixing and stacking and FX, to create original compositions. In the second half of the trimester, students focus on the art of editing and develop proficiency in remixing popular music. Students will be familiar with universal shortcuts for sound software and also prepared for Computer Music II.

Credit: ⅓ Counts as Arts credit

Computer Music II

Prerequisite: Completion of Computer Music I

Computer Music II is designed to develop the individual student’s knowledge of and expand their appreciation for Computer Music at an advanced level At the conclusion of the course, students will be equipped to create original compositions with the mastery of a variety of necessary skills used universally in the Computer Music field. Students use a direct, hands-on approach, exploring MIDI and Beat Pads; along with all applicable tools relating to FX, compression and EQ. Students will be familiar with universal shortcuts for FL Studio 11 sound software and also prepared for use of other similar software types.

Credit: ⅓ Counts as Arts credit

Creative Coding

Prerequisites: Completion of Algebra II

Students will create visually engaging programs with engrossing stories. This trimester course is built upon the use of coding to explore different areas of creative work, learning event-driven programming, basic control structures, and object-oriented programming (OOP) along the way. It is best suited for students seeking an introduction to higher-level programming and digitally created art, as well as those wanting to further explorations into the basics of computer science.

Credit: ⅓ Counts as Arts credit

Cyber Security Foundations

The Cyber Security Foundations course will familiarize students with the seven layers of the OSI (Open Systems Interconnection) model and the protocols that facilitate host interaction.

Students will be introduced to Firewall features and configurations as well as current Operating Systems (OS) and how to configure them to access networks Students will learn to identify threats and vulnerabilities and the security tools used to mitigate them

Credit: ⅓

Introduction to CAD and 3D Printing

This course teaches students the essential skills for communicating technical designs using computer-aided design (CAD) software commonly used in industry Students will use CAD software to create 3-dimensional for prototyping and 3D printing. This course is well suited to students considering a career in engineering or product design, and for those students who wish to become more effective in visually communicating technical information in any profession. The final project is an original design of a functional object that can be 3D printed successfully.

Credit: ⅓ Counts as Arts credit

Fashion Technology

Fashion is a multi-billion dollar industry that utilizes a multitude of design tools and technologies in innovative ways. In this course, students will get an opportunity to express themselves with a variety of technologies and materials to fabricate clothing, accessories, jewelry, and more. Students will get an opportunity to learn traditional techniques like sewing as well as new techniques like 3D printing and coding to experience how technology can be used for creativity and self-expression.

Credit: ⅓ Counts as Arts credit

Game Design

Prerequisite: Open to sophomores, juniors, and seniors

Game Design is intended to introduce students to a basic overview of the key concepts needed to successfully design and develop a video game. Students will develop games which can be embedded into a web page or shared online easily. They will be introduced to basic concepts of game development, programming, and art, as components of taking an idea from inception to realization.

Credit: ⅓

Maker Lab

Students in this trimester course learn a variety of digital and manual tools in order to accomplish projects that are selected based on their individual or group interests. Students will learn to sketch, plan and prototype for a successful project, develop the skills needed to successfully accomplish their chosen project, document and reflect upon their work, and present it to their classmates and beyond. Students may learn digital fabrication tools like 3D printing, laser cutting, CNC machining, and microcontrollers as well as manual processes such as hand tools, power tools, sewing, and soldering. Students will leave the course with a strong sense of the creative process from start to finish, skills developed to use tools in the BITlab, and finished projects that they designed and built themselves.

Credit: ⅓ Counts as Arts credit

Making for Social Good

In this course students will make a valuable, positive, and concrete contribution to a community by utilizing the design thinking process and making skills. Students will develop and implement empathy, a key element of the design thinking process, to address a need within a community (local, regional, or global) rather than a personal need or desire. Students will use the tools of the BITlab to make a product or service that can positively affect the lives of others, will understand the impact they can have on the world, and learn the skills necessary to act upon that knowledge.

Credit: ⅓

Maker Lab II

Prerequisite: One Trimester of Maker Lab, Making for Social Good, or Fashion Technology; or departmental approval

Truly great ideas do not arise completely from a flash of inspiration; an original inspiration must be pursued in a systematic and progressive way. In this course students will identify an idea or a project to pursue and, over a series of reviews (self/peer/teacher), they will improve, adjust or rethink it through a series of iterations. This process will involve self-evaluation and reflection, development of deep skills and knowledge, and persistence and grit to achieve goals. Using the tools in the BITlab, students will develop a design for an object through successive stages to improve it with each step Students may work with high or low tech tools, wood, metal, plastic, coding, microcontrollers and/or robotics to develop their project

Credit: ⅓. Counts as Arts credit.

Mobile Apps for Social Good

Prerequisite: Completion of Algebra I

Students are introduced to foundational programming concepts while also creating their own societally useful programs and implementing them on phones and tablets Using the block-based programming language App Inventor, students learn about event-based programming and delve into the use of location services, web server communication, and internal databases This course allows students to pursue topics they are passionate about and address a need they see in the world

Credit: ⅓

Robotics I

Students enrolled in this course will learn the fundamentals of building and programming robots through a hands-on, project-oriented curriculum They will explore simple programming language and structure Students will complete a series of projects to explore using sensors as inputs and motors and servos as outputs These projects are ordered so that each builds upon the last, and they will range from simple tasks to complex obstacle courses or games for robots to compete with each other

Credit: ⅓

Robotics II

Prerequisites: Open to sophomores, juniors, and seniors who have completed Robotics I

This course will build on the skills and knowledge that students gained in Robotics I and is designed to guide and direct students through increasingly complex challenges Students will design and build appendages and manipulators to accomplish a variety of robotic tasks Students will learn and apply the engineering design process to solve problems. This course culminates in a project that demonstrates both hardware design and software skills.

Credit: ⅓

Intro to Video Production

Intro to Video Production students will work together to plan, shoot, and edit a series of videos like a cinematic scene, a music video, and a short documentary By the end of the course, students will be able to watch video content critically, record high-quality footage, and edit a dynamic video story Whether students hope to pursue filmmaking beyond this course, they will gain practical communication skills that can be applied in a wide variety of fields from marketing to journalism, activism, and social media management. Camera equipment and editing software are provided.

Credit: ⅓. Counts as Arts credit.

VISUAL & PERFORMING ARTS

PERFORMING ARTS

Bullis Performing Arts Program inspires and engages every student, from any beginner to those with dreams of a career in the arts and all students in between The program provides a foundation for life-long enjoyment and appreciation of the performing arts, while also inspiring students with higher aspirations by providing preparation and rich experiences to help them reach their artistic goals

YEAR-LONG COURSES

Foundations of Dance

This year-long course is designed for the interested beginning or advanced beginning-level dancer. Students will explore and practice the principles of dance technique while developing greater awareness, freedom, and control in the use of the body as an instrument of expression In addition to building the skills of coordination, balance, body alignment, flexibility, strength, endurance, musical awareness, phrasing, precision, and rhythmic accuracy, students will also learn advanced beginner techniques and vocabulary in the areas of jazz, modern, and Hip Hop dance This course is designed for students who have completed Introduction to Dance or have mastered basic dance techniques in ballet, jazz, modern, and Hip Hop This course can be repeated until skill mastery.

Credit: 1

Dance Ensemble

Prerequisites: Audition and departmental approval

This course is designed for the intermediate-level dancer with a strong interest in the art of dance. Intermediate students will learn technique and vocabulary in the areas of jazz, modern, and Hip Hop dance. Technical expertise and artistic expression are enhanced through reflective practice, study, and evaluation of one's own work. Emphasis will be placed on increasing strength, balance, flexibility, rhythmic training/musicality, quick-slow movement dynamics, and the head-tailbone connection. Students will also focus on mastery of turns, leaps, jumps, falls and recovery, partnering, and floor work. In addition, students will also gain valuable experience in structuring movement from simple phrases to complex organizational units and exploring the visual components of dance production. This class can be repeated for up to four credits.

Credit: 1

Advanced Dance Ensemble

Prerequisites: Audition and departmental approval

This year-long course is designed for the advanced-level dancer with a strong interest in the art of dance. Advanced dance students will continue to develop a broad movement vocabulary while learning choreography in jazz, contemporary, modern, and Hip-Hop dance. Emphasis will be placed on mastery of turns, leaps, jumps, falls and recovery, partnering, and floor work. In addition, students will also gain valuable experience in structuring movement from simple phrases to complex organizational units and exploring the visual components of dance production. This class can be repeated for up to four credits.

Credit: 1

Concert Band/Jazz Ensemble

Prerequisites: Audition and departmental approval

Upper School Concert Band class helps students progress toward the attainment of intermediate to advanced woodwind, brass, and percussion objectives through an emphasis on large ensemble playing. Upper School Jazz Ensemble enhances student growth toward the attainment of intermediate to advanced woodwind, brass, and percussion objectives through the musical study of Jazz. Each of these ensembles meets two days per week in the same class block. Instrumentation of the groups will be at the discretion of the instructors. Students are expected to buy or rent their own instrument and private lessons are required for all students in these courses. Percussion students will need to purchase a stick bag containing several kinds of sticks, mallets, etc., and the appropriate equipment for use at home. Attendance at evening concerts, occasional extra-instruction time sectionals, several evening rehearsals, and weekly individual practice is expected in this year-long course This class can be repeated for up to four credits.

Credit: 1

Concert Band/Jazz Workshop

Prerequisites: Audition and departmental approval

Upper School Concert Band class helps students progress toward the attainment of intermediate to advanced woodwind, brass, and percussion objectives through an emphasis on large ensemble playing. Upper School Jazz Workshop enhances student growth toward the attainment of advanced woodwind, brass, and percussion objectives through the musical study of Jazz. The Workshop group is intended to provide the advanced student with additional playing and performance opportunities, as well as the development of small ensemble and improvisational skills. Each of these ensembles meets two days per week in the same class block. Instrumentation of the groups will be at the discretion of the instructors. Students are expected to buy or rent their own instrument and private lessons are required for all students in these courses Percussion students will need to purchase a stick bag containing several kinds of sticks, mallets, etc , and the appropriate equipment for use at home Attendance at evening concerts, occasional extra-instruction time sectionals, several evening rehearsals, and weekly individual practice is expected in these year-long courses This class can be repeated for up to four credits.

Credit: 1

Orchestra

Prerequisites: Audition and departmental approval

Orchestra is designed to assist students in the development of advanced string objectives. Students perform a variety of works written for smaller ensembles with the goal of developing greater independence, facility, and group skills. Participants will need to purchase or rent an instrument, and private lessons will be required for all students enrolled in this class. Attendance at evening concerts, occasional extra-instruction time sectionals, several evening rehearsals and a minimum of weekly individual practice averaging is expected in this year-long course. Instrumentation of the group will be at the discretion of the instructor. This class can be repeated for up to four credits.

Credit: 1

Concert Choir

Concert Choir is a mixed vocal ensemble devoted to the study and performance of music from a wide range of traditions. Students will learn to express and respond to different musical styles while also developing sensitivity to the relationship between harmonized vocal lines The curriculum also focuses on cultivating vocal technique, expanding vocal range, and emphasizing ensemble skills Singers will work to improve music reading, sight-singing, basic ear training, and part-singing skills at a more challenging level than in the Middle School This class can be repeated for up to four credits.

Credit: 1

Music Theory

Prerequisites: Open to sophomores, juniors, and seniors

Music Theory is a course that explores the foundation and constructs of music and musicianship established in Western European traditions. Students enrolled in the course utilize online resources to develop basic skills and develop their knowledge and understanding of core concepts and topics such as notation, ear training, chord analysis, and composition. In addition to instructor guidance, digital resources allow the opportunity for students to work at their own pace, provide enrichment in areas of strength, and support in areas of weakness. Previous musical experience is recommended.

Credit: 1

AP Music Theory

Prerequisites: Open to sophomores, juniors, and seniors; departmental approval

AP Music Theory is an introductory college-level music theory course intended to prepare students to sit for the AP exam Students enrolled in the course cultivate advanced skills and deepen their knowledge and understanding of core concepts and topics such as notation, ear training, chord analysis, part writing, and aural dictation In addition to instructor guidance, digital resources allow the opportunity for students to reinforce and provide enrichment in areas of strength and further support areas of weakness

Prerequisite: minimum two years of formal music study and permission of the instructor

Credit: 1

Theatrical Production and Design

In this year-long course, students will delve deeply into the varied elements of theatrical design and production. Touching on cross-curricular disciplines of history, script analysis, engineering, physics, architecture, scenic, lighting, and sound design, students will discover, refine, and produce a unique vision of standard dramatic works. While taking dramatic works from the page to the stage, students will gain experience in scenic construction, scenic painting, lighting design, electrical concepts and theory, computer aided drafting, and model making. Designers will also collaborate with peers in order to create a unified vision of a preselected script.

Credit: 1

Advanced Theatrical Production and Design

Prerequisites: Completion of Theatrical Production and Design and/or departmental approval

This year-long course continues the work introduced in Theatrical Production and Design with additional focus on design theory, practicality, and theatrical engineering. Topics include set, light and sound design, and technical direction of all elements. Students develop and present projects consisting of complete designs and working CAD drawings of scenery and lighting from selected works of theater. The emphasis is on the implementation of concepts and ideas in

physical production Students build a finished resume and portfolio including scenic designs, CAD drawings

Credit: 1

Acting Methods

This intermediate, year-long class will cultivate and reinforce basic acting techniques. Students will explore the many different methods of actor training, including Stanislavski, Adler, Hagen, Meisner, and many others. Exploring these techniques in character development will allow students to distill a personal system that enables them to create and communicate unique characters. Particular emphasis will be given to ensemble-building, cultivating personal responsibility; selecting and developing suitable material for auditions; preparing and analyzing a monologue or scene; using observations and personal experiences to create believable characters; searching for the truth in an action, a situation, or a character; memorization technique; strategies for collaborating successfully

Credit: 1

Theater Workshop

Prerequisites: Audition and/or departmental approval

This advanced-level class will cultivate and reinforce acting techniques and allow for further application of skills developed in earlier theater classes. Specific goals include: the study and understanding of Theatre Arts and its impact on our culture and history; increasing the theatrical performance opportunities for those students who show both interest and aptitude; exploration of dramatic literature and playwrights. Theatre Workshop will participate in staged productions, and advanced students will also participate in local theater competitions.

Credit: 1

TRIMESTER ELECTIVE COURSES

Introduction to Dance

This trimester course is designed for students who have little or no dance background Students will explore and practice the principles of dance technique while working towards developing awareness, freedom, and control in the use of the body as an instrument of expression Students will learn basic technical skills and creative aspects relative to a variety of dance styles Students will focus on building the skills of coordination, balance, body alignment, flexibility, strength, endurance, musical awareness, phrasing, precision, and rhythmic accuracy

Credit: ⅓

Introduction to Theatrical Production

This exciting and challenging course gives students a behind-the-scenes look at what it takes to bring theatrical entertainment into being with a unique “behind-the-scenes” perspective

Introduction to Theatrical Production takes theatrical productions from the page to the stage as

we will touch on a range of topics: script analysis, scenic, lighting and sound design, stagecraft, electrical theory, engineering and physics, color theory, psychology, history, and many more Beyond just theatrical production, this course will also demonstrate how a broad range of academic disciplines have practical application within the modern world

Credit: ⅓

Introduction to Acting

This trimester course provides students the opportunity to develop an appreciation and respect for the craft of acting as well as for the collaborative effort of all involved in producing works of theater/film. Attention is also given to the improvement of personal and interpersonal skills through collaborative work and dramatic activities including improvisation, monologues, and scene work.

Credit: ⅓

VISUAL ARTS

Visual Art students are given the fundamental knowledge to realize their artistic potential. Our educators support all students from beginner to advanced, encouraging creativity, visual expression, and artistic growth through portfolio development. Provided with time and space to create art, students are empowered to discover a personal connection between work and self.

YEAR-LONG COURSES

Foundations of Studio Art

Foundations of Studio Art students will explore a variety of exciting opportunities and materials to inform the art-making process Students will investigate personal interests while developing skills in the areas of drawing, painting, printmaking, sculpture, and mixed media. They will learn to think conceptually and realize their potential as creative and critical thinkers. Course content includes art production, art appreciation, and connections to art history and visual culture.

Credit:1

Explorations of Photography

Prerequisite: Open to sophomores, juniors, and seniors

Students will learn historical photographic processes, from making exposures to creating final prints in the darkroom Film and black & white photography are utilized to explore the visual world as a medium of personal expression Once technical skills have been mastered, the students are guided in discovering their own aesthetic in order to build a personal portfolio that also demonstrates proficiency in the Elements and Principles of Art The students will explore different ways of creating and manipulating photographs in both the darkroom and art studio

Credit: 1

Advanced Studio Art

Prerequisite: Completion of Studio Art or departmental approval

Advanced Studio Art students continue to develop their skills in drawing, painting, sculpture, printmaking, and digital media. Students make artistic choices that enable them to develop skill and mastery and create work that speaks to an individual point of view. Regular group critiques help students improve their work as well as their artistic vocabulary, communication, and visual analysis skills.

Credit: 1

Advanced Studio Art II

Prerequisite: Completion of Advanced Studio Art or departmental approval

Advanced Studio Art II students engage in art-making through the use of a variety of techniques, materials, and guided prompts Students participate in discussions about art history, modern and contemporary influences, in addition to frequent constructive peer critiques Emphasis is placed on the creation of a body of work that conveys a sense of exploration, investigation, growth, and discovery Students develop a strong personal voice and a portfolio of work suitable for college submission and/or the selected works portion of the AP Art and Design portfolio.

Credit: 1

Advanced Placement Art and Design

Prerequisites: Open to seniors; completion of Advanced Studio Art II or departmental approval

Advanced Placement students develop an independent body of work that conveys artistic sensitivity and demonstrates a high level of technical proficiency and mastery. Through various studio projects, students develop their own voices, utilizing skills attained in earlier art courses

Emphasis is on the creation of a body of work that conveys the student’s investigation, growth, and discovery Artwork utilizes a variety of techniques and materials in the areas of drawing, painting, collage, digital imaging, and mixed media Students develop and submit a portfolio based on the requirements of the College Board Students will engage with a variety of readings, including The Blank Canvas: Inviting the Muse, by Anna Held Audette

Credit: 1

TRIMESTER ELECTIVE COURSES

Sculpture

Prerequisite: Completion of Foundations of Studio Art or departmental approval

Sculpture students explore the foundations of three-dimensional form through the study of relief sculpture and sculpture in the round Students are introduced to a variety of media and techniques while gaining experience in construction and modeling methods Through exposure to historical traditions and ideas, students focus on conceptual, personal, and visual expression through three-dimensional media

Credit: ⅓

Drawing

Prerequisite: Completion of Foundations of Studio Art or departmental approval

Drawing students will develop observational skills as they progress through classroom assignments Students will work from still life, perspective, figure drawing, and their own imagination A wide range of media is used: such as graphite, ink, charcoal, conte, and pastel Students apply their learned knowledge of the elements and principles of design to compose their drawings Regular classroom critique allows students the opportunity to develop their artistic vocabulary and visual interpretation skills

Credit: ⅓

Painting

Prerequisite: Completion of Foundations of Studio Art or departmental approval

Students will develop their painting skills as they progress through classroom assignments This course involves learning about painting tools and materials, color mixing, and paint application through the use of a variety of materials and techniques A range of media will be used: ink, acrylic, watercolor, as well as surface preparation Students will apply their knowledge of the elements and principles of design to their paintings Using knowledge of vocabulary and art history, students will participate in classroom critiques

Credit: ⅓

Ceramics I

Ceramics is an introductory course where students work entirely with clay. Students learn and use hand-building techniques to strengthen their understanding of form, creating both functional and decorative three-dimensional objects. Ceramics I also includes a unit focused on the basic skills on the pottery wheel.

Credit: ⅓

Ceramics II

Prerequisite: Ceramics I

Ceramics II is an advanced-level course for students who have already completed Ceramics I Building upon prior knowledge, students work with clay in a more sophisticated and complex manner. The initial six weeks of the course are dedicated to hand-building and throwing medium/large pieces on the pottery wheel. The remainder of the trimester is focused on in-depth explorations of various glazing techniques and firing methods. The design and function of each piece will be determined by the student and their artistic aesthetic.

Credit: ⅓

Advanced Darkroom Photography

Prerequisites: Open to sophomores, juniors, and seniors; completion of Introduction to Photography

Advanced Darkroom Photography expands on the techniques and processes taught in the intro class Students will use traditional 35mm film cameras to investigate a variety of prompts and ideas, which they then develop in the darkroom Students will explore different ways of creating and manipulating photographs, both in the darkroom and the art studio Throughout the course, students also use their phone cameras to develop a portfolio of images that explore a range of compositional prompts and ideas

Credit: ⅓

Digital Art and Design I

Students will explore the basics of Adobe Photoshop and Adobe Illustrator as they create their own independent artworks. Students will learn how to create and manipulate shapes and text in Illustrator as they build characters, images, and logos. Students will learn how to manipulate photos as they recolor, cut, and merge images in Photoshop. Students will discuss effective design strategies which they will apply to their work

Credit: ⅓

Digital Art and Design II

Prerequisites: Completion of Digital Art and Design I

In this course students will build on the skills developed in Digital Art and Design I as they continue to explore Adobe Photoshop and Adobe Illustrator Students will create their own independent artworks through photo manipulation and vector design Students will also apply their skills to real-world situations and partner with Entrepreneurship Capstone students to design product logos and brands

Credit: ⅓

SIGNATURE PROGRAMS

ENTREPRENEURSHIP SIGNATURE PROGRAM

Entrepreneurship Principles

Prerequisite: Open to sophomores, juniors, and seniors; Recommended for juniors

Entrepreneurship Principles is a course for those students interested in understanding the framework required to start a business. The course focuses on the theory of the Business Model Canvas as the foundation for modeling the various components involved in a start-up enterprise. Different types of business models will be introduced as well as how to design them and develop a strategy on how to ascertain the best models for a business idea. The course uses real-life scenarios and discusses past and present models to validate business successes and failures. Students will also be given helpful tools to begin to formulate their own business ideas and validate them through the study of the customer development process. This course is a prerequisite for the Honors Entrepreneurship Capstone course.

Credit: ⅓

Honors Entrepreneurship Capstone

Prerequisites: Open to seniors; completion of Entrepreneurship Principles; recommendation from Entrepreneurship Principles teacher; and an interview with the capstone instructor

This course provides the tools and structure for students to build and launch repeatable and scalable business models The students learn the latest theories of entrepreneurship such as lean methodology, customer development, jobs to be done and design thinking to apply to their entrepreneurship startups Students enter their startups into a pitch competition with seed money available to the winning business team

Credit: 1

STEM SIGNATURE PROGRAM

Research, Design, and Methods (STEM)

Prerequisite: Open to juniors

This is an advanced course for junior students with the maturity, independence, ability to collaborate, and motivation necessary to conduct research As the prerequisite course for the STEM Capstone, the course curriculum is designed to provide students with the skills necessary for success in the STEM Capstone The course focuses on allowing students to develop research skills by investigating personal areas of interest, which also allows students to form bonds with their peers Additionally, students work in teams on a mini-capstone project in which they experience modified versions of the capstone assignments and rubrics These assignments focus on developing research, design, experimentation, and presentation skills Both verbal and written communication skills are developed in this course Students will leave RDM with the skills necessary to thrive in the STEM Capstone

Credit: ⅓

Honors STEM Capstone

Prerequisites: Open to seniors; completion of Research, Design, and Methods or STEM Director approval

As the culmination of their STEM experience, students embark on a self-driven, year-long research project designed to mimic the experience of an undergraduate researcher. Students choose a topic about which they are passionate and research until they have developed a question worth answering. Students may pursue these projects independently or as a team. Then, students go through a formal proposal process, which includes elements of scientific writing, experimental design, and managing a budget. Students spend months solely focused on executing the experiment from their proposal. The last portion of the course is spent building communication skills both written and verbal. The culminating experience of the STEM Capstone is the Signature Program Symposium in which students will present their findings to their peers,

Bullis faculty, and external experts Each student or team is supported through the process by an additional internal Bullis mentor

Credit: 1

VISUAL AND PERFORMING ARTS SIGNATURE PROGRAM

Honors Visual and Performing Arts Capstone

Prerequisites: Completion of four credits in the arts/approved electives by the end of junior year and departmental approval

Students' participation in the Visual and Performing Arts Signature Program Capstone will culminate with the presentation/performance of year-long, independent projects which are student-designed, developed, and implemented Although topics will vary widely, this course will provide the necessary structure and guidance for the creation of a body of individual work and the possibility of an original, collaborative interdisciplinary project. Each student will employ acquired academic and artistic skills to see these respective projects through from the beginning, proposal stage to a final, public presentation/performance, and a defense delivered to a panel comprised of teachers, administrators, and mentors from their chosen field(s). Throughout, students will elicit the regular feedback and critique from a group of peers and adult mentors, will communicate with professionals in their field, and will regularly document the creative process.

Credit: 1

HONORS INTERDISCIPLINARY CAPSTONE

Honors Interdisciplinary Capstone

Prerequisite: Open to Seniors; Two Signature Program Directors' Approval

In the Honors Interdisciplinary Capstone, ambitious students are given the opportunity to partake in a blended curriculum from two of the Capstone experiences: STEM, VPA, and Entrepreneurship The curriculum from the capstone courses will be modified to fit the interests of the student and supplementary materials will be added to ensure that the student experiences the real-world connections between the disciplines This is a course that requires students to be motivated, independent, and self-driven Assignments will be graded by the Signature Program Directors of both disciplines Additionally, prerequisites are determined by the Signature Program Directors of the two disciplines

Credit: 1

Credit Distribution Requirements for Entrepreneurship Signature Program Denotation

Entrepreneurship

Signature Program

Courses (Required) Finance (⅓ credit required) Design Process (⅓ credit required) Communications (⅓ credit required) Leadership (⅓ credit or sport season required)

*Entrepreneurship Principles Intro to Financial Analysis Intro to CAD and 3D Printing Public Speaking Leadership

*+Honors Entrepreneurship

Capstone Personal Finance Creative Coding Publications I-III Varsity Sport Captain

+Economics +AP Computer Science A or AP

Computer Science Principles Acting Methods Student Government Officer

+Calculus Intro to Video Production

+Statistics or AP Statistics Digital Art and Design I & II

+AP Microeconomics

+AP Macroeconomics

+Theatre Workshop Club Leader

+Foreign Language Level IV or Above Community Service Activity Coordinator

Making for Social Good Principles of Marketing Approved Leadership Role

Game Design

Maker Lab I & II

Robotics I

Fashion Tech.

MUN Officer

Peer Tutor

Intro to Eng.

To earn the Entrepreneurship Signature Program denotation, students must complete four credits of approved courses from the above table 1 credit from the Honors Entrepreneurship Capstone, ⅓ credit from Entrepreneurship Principles, ⅓ credit from Finance, ⅓ from Design Process, ⅓ from Communications, and ⅓ from Leadership. The remaining credits are student choice.

*Required

+Full year course (1 credit)

Credit Distribution Requirements for STEM Signature Program Denotation

STEM Signature Program Courses (Required)

*Research, Design, and Methods

Science Technology (⅓ credit required)

Engineering (⅓ credit required) Math

Marine Biology Mobile App Development Robotics I, II +PreCalculus

*+Honors STEM Capstone Advanced Topics in Environmental Science Creative Coding Intro to CAD and 3D Printing +Statistics

Epidemiology Audio Engineering +Introduction to Engineering +AP Statistics

+Astronomy Computer Music I, II Maker Lab & II +Honors Functions

+AP Physics C Game Design Making for Social Good +Calculus

+AP Chemistry Intro to Video Production Fashion Technology

+AP Biology

Cyber Security Foundations

+AP Calculus AB

+AP Calculus BC

+Honors Molecular Biology

+Anatomy and Physiology

+Advanced Video Production

+Honors Vector Calculus and Linear Algebra

+AP Computer Science Principles

+Food Science +AP Computer Science A

+Kinesiology and Rehabilitation Musical Coding

+Honors Physics

To earn the STEM Signature Program denotation, students must complete 4 credits of approved courses beyond graduation requirements in STEM 1 credit from the STEM Capstone, ⅓ credit from RDM, ⅓ from technology, and ⅓ from engineering The remaining credits are student choice

*Required

+Full year course (1 credit)

Credit Distribution Requirements for Visual and Performing Arts Signature Program Denotation

⅓ - 1 Arts Elective(s)^ based on focus

1-2 Arts Elective(s)^ based on focus

1-2 Arts Elective(s)^ based on focus

Honors VPA Capstone and 1 Arts Elective^ based on focus (2 credits total)

To earn the VPA Signature Program denotation, students must complete 5 credits of approved courses beyond the 1 credit graduation requirement in the Arts (6 credits in all)

^ Bullis Arts Activity or Production Credits (⅓ each, up to 1 credit total) may also be applied

Visual Arts Focus (6 total credits)

● 4 credits of Core Visual Arts Courses

○ Foundations of Studio Art

ORG

○ Advanced Studio Art

● 1 credit of Additional Electives from the following list:

○ Sculpture

○ Drawing

○ Painting

○ Ceramics I, II

○ Digital Art & Design I, II

● 1 credit of Honors VPA Capstone

Digital Media Focus (6 total credits)

● 4 credits of Digital Media Courses

○ Audio Engineering

○ Intro to CAD & 3D Printing

○ Creative Coding

○ Computer Music I, II

○ Digital Art & Design I, II

● 1 credit of Additional Electives from the following list:

○ Any performing arts or other approved electives

● 1 credit of Honors VPA Capstone

Performing Arts Focus (6 total credits)

● 4 credits of Performance Ensemble Courses

○ Advanced Studio Art II

○ AP Studio Art

○ Explorations of Photography

○ Any performing arts or other approved electives

○ Bullis Arts Activity Credits (⅓ each, up to 1 credit total)

○ Game Design

○ Intro to Video Production

○ Mobile Apps for Social Good

○ Advanced Video Production

○ Bullis Arts Activity Credits (⅓ each, up to 1 credit total)

(includes Dance, Music, Theatrical Performance, and Technical Theater)

○ Intro to Dance

○ Foundations of Dance

○ Dance Ensemble

○ Adv. Dance Ensemble

○ Intro to Theatrical Production

○ Theatrical Production & Design

○ Adv. Theatrical Production & Design

○ Intro to Acting

○ Acting Methods

○ Theater Workshop

○ Concert Choir

○ Concert Band / Jazz Ensemble / Jazz Workshop

○ Orchestra

● 1 credit of Additional Electives from the following list:

○ Music Theory

○ AP Music Theory

○ Audio Engineering

○ Computer Music I, II

● 1 credit of Honors VPA Capstone

○ Any visual arts or other approved electives

○ Bullis Arts Activity Credits (⅓ each, up to 1 credit total)

Design Your Own Program: Personalized Arts Capstone or Interdisciplinary Experience (6 total credits)

● 3-4 credits of Core Discipline Arts Courses (selected from trimester and year-long arts electives)

● 1-2 credits of Additional Electives from the following list:

○ Relevant and approved STEM, Entrepreneurship, or other electives

○ Bullis Arts Activity or Production Credits (⅓ each, up to 1 credit total)

● 1 credit of Honors VPA Capstone

INDEPENDENT STUDY

Juniors and seniors with specialized interests may request approval to explore, under the supervision of a faculty advisor, topics outside of those available in the published curriculum Though specific arrangements and expectations will vary, all independent study will include a final project To request approval for independent study, students must submit a written proposal (following the guidelines provided) to the assistant head of upper school for academics a minimum of four weeks in advance of the trimester or two months in advance of the year of proposed study.

SUMMER STUDY

Upper School students are encouraged to pursue summer work in areas of interest Summer courses MUST have approval from the school if the course is being used to advance the level of coursework at Bullis or if Bullis is requiring completion of the summer course Prior to enrolling in a summer course, the student should meet with the respective Department chair to verify that the course will fulfill the

prerequisite requirements for the advanced coursework the student wishes to pursue in the following academic year The course must also be approved by the Assistant Head of US for Academics prior to enrollment The receipt of an official institutional transcript indicating successful completion of the course may be sent to colleges along with the student's Bullis transcript Please note: non-Bullis courses taken electively do not result in credit and are not included on the Bullis transcript Additionally, they do not count towards the student's GPA or towards graduation requirements

ATHLETICS/ACTIVITIES

The Athletic Department offers programs that foster values of integrity, respect, responsibility and participation that are embodied in the classroom. An experienced coaching faculty fosters a positive attitude about learning and challenges our athletes to achieve their highest potential in all aspects of their development. The lessons learned from athletic participation are invaluable and help in the overall development of the individual. Lessons in sportsmanship, teamwork, competition, and how to win and lose gracefully are an integral part of each team in our athletic department.

Athletic participation plays an important role in helping the individual student develop a healthy self-image, as well as a healthy body. In addition, participation in interscholastic teams adds to school spirit and helps all students, spectators, and participants develop pride in their school. The following sports and activities are usually offered to Upper School students. Students interested in joining a team should contact the appropriate coach or teacher.

View the list of athletics and activities under section: 2024-25 Course Listings.