2026-27 Upper School Course of Study

Upper School Course of Study

Table of Contents

Graduation Requirements

CORE ACADEMIC

English 4 credits (0.5 credit per semester in English IV)

History and Social Sciences

Language

Mathematics

3 credits (Global History I, Global History II, and US History required)

3 or 4 credits (Class of 2029+: 3 consecutive credits in one language or 2 consecutive credits in one language and 2 consecutive credits in a second language)

3 credits (Geometry and Algebra II required)

Science 3 credits (Physics, Chemistry, and Biology required)

Visual and Performing Arts

1½ credits (one must be a 1-credit course)

Electives Varies (addition of electives to total required 20 credits)

Total credits needed to graduate 20 total credits required for graduation; 5 credits/year for full-time status

in 9th and 10th

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General Guidelines for Course Selection

The Agnes Irwin School offers a rich and diverse curriculum that provides a deep foundation in the humanities, mathematics and sciences, visual and performing arts, wellness, and athletics.

Students are required to study a wide variety of subjects yet also have the flexibility to pursue individual interests and curiosities.

The decision about which courses to take each year is a balancing act involving many factors. As you look ahead, you should think both about the immediate future and your long-term goals. Considering the following factors may help in your decision-making:

REQUIREMENTS AND THE FUTURE

• Pay attention to the requirements, making sure that you will be able to complete them by graduation.

• Think about your future academic plans. When you complete a requirement, do you want to continue in that subject or concentrate on another?

• What are your interests? What courses are exciting to you?

BALANCE CHALLENGING AND REALISTIC CHOICES

Students are encouraged to:

• Use experiences to inform choices about the level of course challenge, number of courses, and other activities you choose to do.

• If you have needed regular tutoring in a course, consider whether you can handle the next level of coursework. Students should not need to be tutored regularly to succeed in a class, with the exception of temporary or chronic medical situations. If students rely on tutoring, they are generally “over-placed” in their current level.

• Think about the many demands on your time, both academic and non-academic, which include:

— school activities (any plans to increase your involvement, pursue leadership?)

— outside commitments (music/drama lessons, sports teams, religious/cultural affinity groups, job?)

— family situation (do you hold significant responsibilities at home?)

— travel time to and from school — time for sleep and time for fun

Making complex decisions about your priorities is an important part of the educational process, and the faculty and administrators at Agnes Irwin are invested in helping you to make these choices wisely. Your advisor will work closely with you to develop the course of study that best meets your academic goals.

DROP/ADD PERIOD

A student may drop a first-semester or year-long course without impacting their transcript, beginning on the first day of classes until a specific deadline.

Similarly, a student may drop a second semester course after the start of the second semester but before a specific deadline. After this deadline, but before the end of the quarter, a withdrawal-with-record period is in effect, where students may withdraw from courses, provided that they remain enrolled in at least five academic classes and receive the permission of the appropriate course instructor, department chair, advisor, and Upper School Director.

An indication of withdrawal will be listed with the course on the student’s transcript. Ordinarily, a student may not withdraw from a course after the end of the first quarter except for medical reasons or other circumstances of similar seriousness, as determined by the Upper School Director.

Students may add a first-semester or year-long course until a specific deadline in the first semester, provided their course load does not exceed six courses per semester and they meet the prerequisites and/or are recommended for the course. Similarly, a student may add a second-semester course by a specific deadline in the second semester.

How to Plan Your Courses

This planner allows you to look ahead at what courses you may want to take in the future and to plan prerequisites now, including having an understanding of the grades necessary to be able to move to an Honors level. When planning ahead, have multiple course options in mind, as electives change from year to year.

FAQS ABOUT COURSE SELECTION, ANSWERED BY AIS COLLEGE COUNSELORS

How can I be sure that the courses I select at AIS will lead toward a successful college outcome?

1. AIS’s minimum requirements meet, and usually exceed, college entrance requirements in terms of both depth (number of years studied) and breadth (number of areas covered). Other than art courses, all are NCAA-approved [no art courses at any school are approved by the NCAA; our recruited athletes have not found this to be a problem in the past].

2. AIS’s system of departmental recommendations and individual course prerequisites have been designed and reviewed extensively to ensure students’ success in our coursework. Careful attention is paid every year to each student’s progress in order to determine the next step in coursework; then, that progress is double-checked at the end of the academic year by individual teachers, department chairs, and the Upper School Director. The college counselors are brought into any discussion where there is any concern.

What are colleges looking for?

The best path to getting into college is to let the student’s growth develop as organically as possible within the structure of AIS’s course requirements and comprehensive offerings, both academic and cocurricular. Each college looks for different things, which can change on a yearly basis, so to try to emulate a perceived ideal is not useful. Colleges want interesting people who have taken advantage of opportunities that matter to them personally and intellectually, all measured within the context of what is offered by a school.

How do I balance between rigor and breadth?

Usually the student knows the answer to this question intuitively, in terms of what is manageable in her life and priorities. The best path toward present and future success, including college prospects, is for the student to challenge herself, while balancing all aspects of her life — academics, activities, fun, and sleep.

What do I do if I want to accelerate or upgrade from the program I have been recommended for?

1. Acceleration in either level (moving from grade-level to Honors) or breadth (adding an additional course or Independent Science Research) should be carefully discussed with all appropriate parties (advisor, teacher, department chair) to determine feasibility. A review of a student’s past work, as well as other students’ management of the AIS curriculum, help determine the probability of success. For example, in nearly every case when students have jumped a level against AIS’s advice, especially in math, the student has struggled in that next year and sometimes beyond, with negative impact on self-esteem, grades, and college prospects.

2. What if regular external tutoring has been necessary for a student to cope with an existing course? In this case, the need or reliance on regular tutoring could indicate that the student is overstretched in that course, and, thus, acceleration in that subject is risky in terms of time needed and grades earned.

What about summer work?

When thinking about taking courses for the summer, it is important to consider all four years in high school, arts and PE requirements, and co-curricular activities.

Sometimes it makes sense to take a required AIS course in the summer in order to move ahead; other times this idea is a potential mistake in terms of possibly jeopardizing future performance in the next required course. For example, if someone is not a top math student, taking a foreshortened, intensive summer math course may jeopardize the next year’s course, as not only is it important to master the content, but it is also equally important to practice, an opportunity lost in an abbreviated summer class.

If someone wants to do summer work, it may be more advantageous to take an unusual elective to broaden one’s program and explore/develop new interests. If a student decides to take a summer course that will impact their course of study, they will need to complete the summer course work form and get departmental and administrative approval, in advance.

HONORS CAPSTONE

Students in 11th and 12th grade who are intrinsically motivated and eager to dive deeper into a discipline and extend their learning beyond what is covered in the curriculum may apply for Honors Capstone in the discipline. Students may enroll in only one Honors Capstone per academic year. Honors Capstone is Pass/Fail.

Students must complete an application for Honors Capstone at the beginning of the school year. Completion of the application does not equate to enrollment in the Honors Capstone program.

Students will learn to craft a research question, analyze scholarly sources in a specific discipline, to draw and present conclusions of the research conducted, and to design a proposed solution to a related contemporary local or global problem. Students in the Honors Capstone cohort will receive regular feedback throughout the semester and, upon completion, the coursework is graded as pass/fail and will appear on the transcript as Honors Capstone.

The “*” designation following a course title in this book indicates that students may apply to take the course for an Honors Capstone.

SOME IMPORTANT NOTES ABOUT COURSE RECOMMENDATIONS, REQUESTS, AND SCHEDULING

• Each department makes course recommendations based on grades and faculty recommendation; students requesting to change their course level must meet with their current instructor and advisor, and pursue either a course recommendation or the application process.

• All Honors courses have prerequisites or an application process, and placement is determined by department.

• It is important to note that scheduling is a complicated process and not all students will be placed in their first-choice courses. Courses with low enrollment may not be offered. Some courses may have a limit on enrollment, and preference is given to rising 12th graders. However, all students are ensured options that will prepare them well for the college admissions process. The College Counseling team is involved in course planning, including meeting one-on-one with rising 12th-grade students, as well as meeting with rising 11th-grade students, and is consulted as needed.

• Please be advised that the standard five-course load will equal about three hours of homework a night. If a student enrolls in Honors, they may experience a significantly longer time commitment to homework. It is best to consider all commitments the student is making, including co-curricular activities both in and outside of school, when planning an advanced course load.

• Students may not enroll in more than six courses per semester.

• Students may delay their Art requirement. However, it is recommended that the Art requirement be fulfilled by the end of 10th grade.

2026-2027 Course Offerings

English

Classical Language

Modern Language

English I English I Honors

Ancient Greek I Latin I, II

Electives: History of Pseudoarchaeology (f or s)

French I, II

French II Honors

Mandarin Chinese I, II

Spanish I Foundations

Spanish II

Spanish II Honors

History and Social Sciences

English II English II Honors

Ancient Greek II

Latin II Latin III Honors

Electives: History of Pseudoarchaeology (f or s)

French I, II, III

French II, III Honors

Mandarin Chinese II, III Honors

Spanish II Foundations

Spanish III

Spanish II, III Honors

Global History I Global History II

Global History II Honors

English III English III Honors

Ancient Greek I

Ancient Greek III, IV Honors

Latin I Latin III, IV Honors

Electives: History of Pseudoarchaeology (f or s)

French III, IV

French III, IV Honors

Mandarin Chinese II, III Honors

Spanish III, IV

Spanish III, IV Honors

United States History

United States History Honors

Electives:

American Constitution (s)

Beyond the Civil Rights Movement*

Economics & Entrepreneurship*

History of Women’s Protest and Human Rights*

International Relations*

Introduction to Political Science* (f)

The Third Reich & the Holocaust* (f)

The World Before & After 9/11* (s)

English IV (semester electives)

English IV (semesterHonorselectives)

Ancient Greek I, II

Ancient Greek III, IV Honors

Latin I, II Latin III, IV Honors

Latin V Honors

Electives: History of Pseudoarchaeology (f or s)

French IV, V French IV, V Honors

Mandarin Chinese IV Honors

Spanish IV, V Spanish IV, V Honors

Electives: American Constitution (s)

Beyond the Civil Rights Movement*

Economics & Entrepreneurship*

History of Women’s Protest and Human Rights*

International Relations* Introduction to Political Science* (f)

The Third Reich & the Holocaust* (f)

The World Before & After 9/11* (s)

4 credits (Eng. I-III & 0.5 cr./sem. Eng. IV)

3 or 4 credits (3 consec. or 2 consec. in one lang. & 2 consec. in 2nd lang.)

3 credits (Global I, II, & US Hist.)

Math

Algebra I

Algebra IB

Geometry

Geometry Accelerated

Algebra II Accelerated

Algebra II Honors

Precalculus Honors

Geometry

Geometry Accelerated

Algebra II

Algebra II Accelerated

Algebra II Honors

Precalculus Accelerated

Precalculus Honors

Calculus I Honors

Algebra II

Algebra II Accelerated

Precalculus

Precalculus Accelerated

Precalculus Honors

Calculus

Calculus Accelerated

Calculus I Honors

Calculus II Honors

Electives:

Statistics and Probability

Statistics and Probability Honors

Precalculus

Precalculus Accelerated

Precalculus Honors

Calculus

Calculus Accelerated

Calculus I Honors

Calculus II Honors

Electives:

Statistics and Probability

Statistics and Probability Honors

3 credits &(Geometry Algebra II)

Science

Physics I Physics I Accelerated

Physics I Honors

Electives:

Computer Science I

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Chemistry I Chemistry I Honors

Electives:

Computer Science I, II

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Adv. CAD Applications

Physics II: Circuits, Waves, & Beyond

Biology I Biology I Honors

Electives: Bioethics

Biological Anthropology (s)

Chemistry II Honors: Advanced Topics (f)

Chemistry II Honors: Organic (s)

Computer Science I, II

Computer Science III Honors

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Adv. CAD Applications

Environmental Sustainability (f or s)

Paleontology* (f)

Physics II: Circuits, Waves, & Beyond

Physics II Honors: Astrophysics (f)

Physics II Honors: Elec. & Magnetism (s)

Psychology (f or s)

Electives: Bioethics

Biological Anthropology (s)

Biology II: Emerging Infectious Diseases

Biology II: Honors: Anatomy & Physiology (f)

Biology II: Honors: Neuropsychology (s)

Chemistry II Honors: Advanced Topics (f)

Chemistry II Honors: Organic (s)

Computer Science I, II

Computer Science III Honors

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Adv. CAD Applications

Environmental Sustainability (f or s)

Paleontology* (f)

Physics II: Circuits, Waves, & Beyond

Physics II Honors: Astrophysics (f)

Physics II Honors: Elec. & Magnetism (s)

Psychology (f or s)

Research in Microbiology

3 credits (Physics, Chemistry, & Biology)

Visual and Performing Arts

Ceramics I

Media Arts I

Musical Theatre I, II

Photography I

Piano Lab I (f)

Piano Lab II (s)

Studio Art I

Theatre I

Ceramics I, II (f or f+s)

Media Arts I

Media Arts II (f or f+s)

Musical Theatre I, II

Photography I, II

Piano Lab I (f)

Piano Lab II (s)

Studio Art I

Studio Art II (f or f+s)

Textile & Design

Theatre I, II

Ceramics I, II (f or f+s)

Media Arts I

Media Arts II (f or f+s)

Musical Theatre I, II

Photography I, II, III

Piano Lab I (f)

Piano Lab II (s)

Studio Art I

Studio Art II (f or f+s)

Textile & Design

Theatre I, II

Ceramics I, II (f or f+s)

Media Arts I

Media Arts II (f or f+s)

Musical Theatre I, II

Photography I, II, III, IV

Piano Lab I (f)

Piano Lab II (s)

Studio Art I

Studio Art II (f or f+s)

Textile & Design

Theatre I, II

1½ credits 1 credit via class; ½ credit via options on page 31

*Course may be taken for an Honors Capstone (open to students in grades 11 and 12 and requires application and approval of committee) Courses are year-long unless noted; (f) denotes fall semester course, (s) denotes spring semester course

Course Descriptions

English

English I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

What does it mean to be a girl in today’s world? In this course, students consider the expectations, opportunities, and challenges that young women encounter in today’s society. In conversation with each other and a variety of authors from different times and cultures, they cultivate individual perspectives on how to navigate the question of gender in our contemporary world. Through reading, research, and various writing opportunities, students develop and refine their skills in reading, writing, and conversation in an academic setting.

English II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: Successful completion of English I. This course explores central questions of human life. How do we find our place in society? What is justice? How do we relate to power? And in what ways can we enrich our lives through our engagement with culture? Throughout the year, students engage in conversations with each other and authors from different times and cultures to formulate answers to these questions. They also develop writing projects that ask them to practice the arts of analysis, storytelling, and poetic expression

English III

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: Successful completion of English II. How does literature address the American experience? What is the American experience? In this survey course, students learn about the major literary forms throughout American literary history. The curriculum features literature from a wide range of genres, voices, and time periods, which are often supplemented with readings that provide historical and critical contexts. Writing assignments vary from analytical to creative, and studies integrate art, literature, and music.

Honors Sequence

English I Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: By application and recommendation of the English Department.

The course centers on the development of the English language through three key texts and moments, Beowulf (1000), The Canterbury Tales (1400) and Othello (1600); students chart how English has changed and what historical forces expand and contract the way we use language. Students contrast the English literature tradition with translations of texts from other cultures, and the course ends by looking at the ways in which English is the subject of experimentation in contemporary literature. Students hone reading, writing, speaking, and analytical skills throughout the course with a range of prompts that require sophisticated reading and synthesis

English II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: By application or successful completion of English I Honors and recommendation of the English Department.

This course explores developments in English and global literatures of the Modern Era. It moves from the 13th century and the beginning of the Renaissance in Europe to the post-colonial period. As students read works from major movements from this era, they examine literary texts as expressions of the cultures that produce them and consider them in light of changes in artistic practice, technological achievement, economic systems, and political structures. To this end, students seek to analyze literature as part of the intellectual history of a globalizing world.

English III Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: By application or successful completion of English II Honors and recommendation of the English Department.

How does literature engage with creating and critiquing a national identity? By reading works from a variety of genres, voices, and time periods, each student evolves her own understanding of the ways that different strands of

American identity developed, were reinterpreted by others, and continue to influence our understanding of American identity today. Students make connections between themes in American literature and topics studied in their United States History course. Writing assignments range from analytical to creative to personal.

ENGLISH IV (Grade Level)

Credit: 0.5

Length: Semester

Grade Level: 12

Prerequisite: Successful completion of English III.

Semester 1 (fall)

Classic and Contemporary Drama

Why has drama remained an enduring form of storytelling, and what does its evolution reveal about the human experience? This course invites students to examine dramatic literature across a wide range of styles and eras. By pairing classic and contemporary works, students explore how playwrights engage with recurring themes, experiment with form, and respond to cultural contexts.

Students study tragedies, comedies, realist dramas, absurdist works, and experimental plays, analyzing how each reflects ideas about identity, conflict, community, and the human condition. Emphasis is placed on close reading, literary interpretation, and analytical writing, with attention to structure, language, character, and theme. Through engagement with both foundational and innovative works, students gain insight into drama’s adaptability, ongoing relevance, and enduring power as a literary art form.

Creative Writing Across Genres

This multi-genre creative writing course introduces students to the techniques and process of writing nonfiction, poetry, and fiction. This class guides students through each genre’s core craft concerns as they explore how writers use language to shape form, voice, narrative, and texture in their writing. Students also begin to situate their own work within a broader literary and cultural context. The class includes workshops that require students to revise their own work and to read their peers’ work closely. By the end of the semester, students have a corpus of work from which they curate into a polished portfolio.

Philosophical Inquiry

Through this introductory course, students develop an understanding of the methods and goals of philosophical thinking by practicing the process of forming and addressing critical questions. In dialogue with each other, as well as with influential thinkers who have addressed the questions before them, they engage with some of philosophy’s essential questions in areas such as epistemology, metaphysics, and ethics. Through reading, research, seminar discussions, and a variety of writing opportunities, students enhance their skills in reading, writing, and conversation in an academic setting. They synthesize information from primary and secondary texts, as well as other disciplines and modern society to establish individual positions on the key issues of human life.

Semester 2 (spring)

Dystopia

Why do writers imagine future worlds marked by danger, restriction, or radical possibility? This course examines dystopian and utopian literature as a lens for understanding social, political, and technological concerns. Students analyze how authors construct speculative societies, use world-building and themes to critique the present, and challenge or inspire their audiences.

Through texts from diverse periods and cultures, students practice close reading, annotation, discussion, and analytical writing. They also evaluate how speculative fiction shapes public understanding and consider the ethical responsibilities of imagining the future. The course culminates in an original dystopian narrative in which students apply genre conventions, integrate social commentary, and engage fully in the writing process. In doing so, students explore why imagined futures matter and what they reveal about the world today.

Power and Place in Film

Have you ever considered how many ways you communicate on a daily basis? Do women and men communicate differently? What helps and hinders personal communication with family and friends? This seminar explores the answers to these questions and more. Emphasis is placed on the work of sociolinguist Deborah Tannen as students explore how language is influenced by social factors, such as class, gender, region, and culture. Students examine closely the language in literature, magazines, political speeches, and film in order to detect patterns in communication,

both spoken and unspoken, as well as construct and analyze case studies from their own experiences to track patterns and meaning in language.

Romantic Comedy

In the romcom, romance is a resolution to not just conflict, but the plot itself. This genre is usually considered to be for and about women, as indicated by the phrase “chick-lit,” and the course examines the feminist implications of a genre directed at women as well as the ways in which society values or fails to value this female-centered genre. Students examine the ways this genre supports or corrodes our expectations of healthy relationships in the real world, including our expectations of gender roles. The course also includes a historical overview of the genre, looking back to Jane Austen’s “grumpy-sunshine” trope and Frank Capra’s “meet-cute,” all in an effort to understand why the interest in fiction about love persists and how it shapes peoples’ understanding of the world.

ENGLISH IV HONORS

Credit: 0.5

Length: Semester

Grade Level: 12

Prerequisite: By application or successful completion of English III Honors and recommendation of the English Department.

Semester 1 (fall)

Introduction to Critical Theory: Enlightenment, Freedom, and History

What is enlightenment? What does authentic freedom look like? How do we develop social structures that support us while allowing us to evolve as both individuals and collectives? This course explores “critical theory” as part of an intellectual tradition that stretches back to ancient Greece, focusing specifically on how that tradition addresses key political questions about the relationship between the individual and the society they occupy. By reading from a broad field of voices engaging these questions, students deliberate on the best ways to cultivate freedom for themselves and those around them.

Note: This is the first of two courses exploring critical theory. They can be taken individually or as a Fall-Spring sequence.

Sociolinguistics

Language is mobile, adaptive, contextual, and personal; it is not nor has ever been static. This course examines how language is affected by forces like age, gender, race, region, medium, and social construct through a combination of research and experimentation. Why do girls and boys misunderstand each other? Why do parents and children remember conversations differently? Why is it easier to get into fights over text than in person? This course examines just those questions, as well as other topics like the origin of cultural hierarchies of dialect, childhood language acquisition, and the potential for sexism and racism to exist within language itself. Students end the course by investigating a real-world question regarding language by designing and implementing a linguistic experiment with live subjects.

Writing the Self

Who is the self that writes? What is left hidden and what is shown? Who is the intended audience? Students encounter these questions through multiple genres of creative nonfiction, such as graphic novels, memoirs, live storytelling, solo performance shows, and biopics. In this course, students consider course materials as examples of art that invite analysis and as instructive examples of the craft. Students hone their skills at writing creative nonfiction in various genres. Students contribute to feedback on their peers’ work and share their own for the same.

Semester 2 (spring)

Historical and International Film Perspectives

This film course provides students with an overview of film history and the idea of film, like literature or painting, as a form of art. As such, the class introduces students to a wide range of films from various time periods and places in chronological order to assess the ways film has evolved over time. Students learn about a variety of filmic devices and techniques used to heighten suspense in Alfred Hitchcock’s Psycho or to dramatize a breakup in Wong kar-wai’s Chungking Express. By thinking of film as another medium to tell a story, students learn how to read beneath the surface of films to uncover alternative ways of thinking about art and the world around us.

Introduction to Critical Theory: Aesthetics and Cultural Analysis

What is art, and what is its relationship to human life? Is it an expression of freedom? Does it threaten it? This course begins from the assumption that the answers to these questions depend on the artist in question, their audience, and the societies in which the artist and audience live. In this class, students explore “critical theory” as part of an intellectual tradition that stretches back to ancient Greece, focusing specifically on ongoing conversations about the social value of art. By reading from a broad field of voices engaging these questions, students deliberate on how and in what contexts individuals and societies can have an empowering relationship with art.

Note: This is the second of two courses exploring critical theory. They can be taken individually or as a Fall-Spring sequence.

Poetry and Song

Emily Dickinson wrote, “If I feel physically as if the top of my head were taken off, I know that is poetry.” This class explores the forms, theories, histories, and practices of poetry, as well as its enduring relationship with music and other forms of art. With a special focus on the work of women poets from Sappho and Li Qingzhao to Amanda Gorman and Taylor Swift, students develop their own analysis, informed by research, of representative works from different cultural contexts. Through translation, explication, and writing their own poetry, they examine the limitations and possibilities of language as a tool for transcending the self.

History and Social Sciences

Global History I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

This course takes a regional approach to global history, studying all continents and a variety of cultures in order to provide students with foundational historical and critical thinking skills. The course begins by examining how identity and power have shaped events, individuals, and nations throughout history. The course then explores how major religions and ideologies have influenced societies, emphasizing how ideas “go viral” through trade, cultural exchange, and war. The course incorporates women’s history and considers how gender roles have shaped societies. The year concludes with a study of the global repercussions of liberal revolutions and links these revolutions to the formation of modern ideologies that are studied in Global History II

Global History II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Picking up where the ninth-grade course ends, Global History II examines the tumultuous 20th century through the lens of three themes: Influential Ideologies, Revolutions, and Global Conflict. The course begins by examining 18thand 19th-century ideologies. Students then explore the legacies of Imperialism and the Industrial Revolution. Major units also include analysis of the causes and outcomes of both World Wars and global revolutions. In addition to focusing on important events and eras in the 20th century, students continue to develop their historical thinking skills with an emphasis on research and how to utilize the historical record

Global History II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: By application and recommendation of the History and Social Sciences Department. In addition to the topics listed in Global History II, this honors-level course places a heavier emphasis on writing and source analysis, and includes an independent capstone project.

United States History

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

This course builds on the historical thinking skills developed in Global History I and II to study the cultural, economic, political, and social history of the United States from contact between Europeans and Indigenous People through the end of the 20th century. The course combines a traditional chronological approach with an emphasis on selected themes. Skill development plays a prominent role in this course with an emphasis on critical thinking, use of evidence, analysis, and interpretation through primarysource analysis.

United States History Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: By application and/or recommendation of the History and Social Sciences Department. This course is designed for students who are willing and able to undertake a most rigorous and independent course of study. The course focuses on the cultural, economic, political, and social history of the United States from contact between Europeans and Indigenous People through the end of the 20th century. Students are expected to read a variety of challenging primary sources and develop independent understanding and analysis. Building on Global History I and II, the course focuses on developing advanced historical thinking, analytical, and argumentative skills through challenging reading and writing assignments, including multiple research papers.

HISTORY AND SOCIAL SCIENCES ELECTIVES

The American Constitution: Theory, Law,

and Practice*

Credit: 0.5

Length: Semester (spring)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

The United States Constitution has shaped American society and provided a model for the rest of the world. But how and why does the Constitution work? Focusing

both on theory (how the Constitution should work) and practice (how it actually works), students in this course study how this over-200-year-old document continues to impact Americans’ lives, identities, and government. Students consider the conflicts between the Constitution’s promises of liberty and equality and the reality of continued inequality. Students investigate how social groups have used the Constitution to force the extension of liberty and equality in daily life. Finally, students study selective key cases that cover everything from marriage equality to the role of money in politics.

Beyond the Civil Rights Movement*

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

In this course, students trace the long, rich history of African American resistance to discrimination, segregation, and inequality that built up to the modern Civil Rights Movement as a framework for understanding the expansion of rights and the broader flowering of identity movements from the 1960s through today. Students anchor the course in the nonviolent movement for equality and justice for African Americans that gained momentum between the 1950s and 1970s and then use that history to study how the women’s movement, American Indian Movement, gay rights movement, fight for Mexican-American and Latino rights, Asian-American identity movement, and others adopted and adapted models of civil rights protest to pursue their own goals from the 1960s through today.

Economics and Entrepreneurship*

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School. We often assume that people act rationally. But what happens when they don’t? The study of economics is, among other things, the exploration of the choices people, businesses, and governments make and how they allocate resources. This course examines principles of microeconomics and macroeconomics with an emphasis on how they connect to daily life. The course explores several case studies, including the relationship between government and economics, the housing crisis of 2008, and current economic conditions. This course also engages

students on various aspects of entrepreneurship, such as start-ups, business plans, marketing, and more. While economics is a social science, the course also uses data and interprets models to explore issues on local, national, and global levels. Finally, a portion of the year is devoted to developing financial literacy skills and applying them in a real-world context.

History of Women’s Protest and Human Rights*

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

Movements are a primary agent of social and political change for nation-states, groups, and individuals. History of Women’s Protest and Human Rights challenges students to understand the ways in which women have sought to effect change across time, locally, nationally, and globally. The course is organized thematically to put different protests in conversation with each other: students are encouraged to make connections between events, as well as to consider whether women’s rights or human rights can ever be universal. Additionally, discussions center around the exclusionary aspect of many of these movements — across racial, gender, class, and sexuality lines. Examples of topics covered include: Black Lives Matter; suffrage; reproductive rights; worker rights; environmental activism; LGBTQ rights; the Equal Rights Amendment; disability rights movement. Classes are discussion-based seminars, and assessments are student-centered with student interest dictating the direction of the class.

International Relations*

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

Students study the transnational interactions among countries and key issues and problems impacting 21stcentury international politics and economics. Topics covered include national security, national sovereignty and the international system, the rise of China and its implications for the international system, the role of international institutions such as the United Nations, regional organizations such as the European Union, war, peace and conflict resolution, the role of international law,

environmental issues, and more. This course has a strong emphasis on collaborative learning, and includes many projects in which students work in teams to research issues and solve problems.

Introduction to Political Science*

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

How do we arrange and share power to make decisions on everything from speed limits to who will run our society? This introduction to political science takes on this question and the fundamental structures of how citizens organize and use power in society. Students study the foundations of political science, including American government, comparative politics (the comparison of different types of political organization), political theory, social and political protest, liberation movements, democracy, and more. The course draws on a variety of sources from textbooks and academic articles to films, literature, and artwork to illuminate how people get, exercise, and keep power.

The Third Reich and the Holocaust*

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

This course examines the rise of the Nazi Party, life under Nazi rule, and the implementation of the Final Solution. Among the issues considered are: how a movement like Nazism could come to power in 20th-century Germany; how the Nazis were able to create a totalitarian state so quickly and effectively; how and why Nazi anti-Semitism gradually evolved into genocide; how National Socialist philosophy impacted the German conduct of World War II, as well as the ultimate legacy of the Third Reich.

*Designated elective for Honors Capstone. See description on Page 4.

The World Before and After 9/11*

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Prerequisite: Successful completion of two years of history in Upper School.

Every generation has its turning points. From the Civil War to Pearl Harbor to Woodstock, we can point to an event or an era and define how culture and society have changed. For our modern world, that event was 9/11. This course explores major themes and historical episodes of the world before and after September 11, 2001. The course examines historical and political tensions and events such as the U.S. involvement in the Middle East during the Cold War, the ongoing repercussions and impacts of 9/11, both domestically and abroad, and finally the memorialization of 9/11. This course involves frequent discussions and research, and students use a variety of ways to communicate their understanding to peers and external audiences.

Classical Language: Ancient Greek

Ancient Greek I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Ancient Greek I introduces students to the grammar and vocabulary of ancient Greek, in either Attic or Homeric dialects. Students learn the Greek alphabet and approximately half of Greek morphological forms of nouns, verbs, and adjectives. Students also master the core of ancient Greek vocabulary. Students also learn the Greek roots of English vocabulary and the connection of Greek with other languages. Readings focus on Homeric epic, myth, history, and ancient Greek culture.

Ancient Greek II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: Successful completion of Ancient Greek I. Students continue learning of ancient Greek grammar and vocabulary. They learn advanced grammatical concepts such as the subjunctive and optative moods, participles, and complete the major grammar sequence in Greek. Students read adapted passages and original Greek authors. As students read, they also learn important topics in Greek myth, history, and culture.

Ancient Greek III Honors:

Introduction to Attic Literature

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: Successful completion of Ancient Greek II. Ancient Greek III Honors is designed to serve as a foundation for advanced study of Greek literature in Ancient Greek IV or in college. Students complete the study of Greek grammar and transition from reading adapted passages to reading prose and poetry in the original. Readings focus on epic poetry, history, and philosophy. Texts chosen vary by year and respond to student choice.

*Designated elective for Honors Capstone. See description on Page 4.

Ancient Greek IV Honors:

Advanced Readings in Greek Literature

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of Ancient Greek III Honors.

Students read selections from authors such as Lucian, Plato, Sophocles, and Homer in the original Greek. While students focus on translation of ancient Greek texts, they also address questions such as composition of these works, their dialect and meter, and the development of characters, rhetorical devices, poetic themes, and historical contexts. Students learn in seminar format, reading, translating and discussing texts, as well as engaging with secondary scholarly literature. Texts chosen respond to student choice.

Classical Language: Latin

Latin I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Latin I offers students an intensive introduction to Latin. No prior knowledge of Latin is expected. Students learn foundational Latin grammar and vocabulary. Students also become familiar with Latin derivatives in English and other languages. In addition to gaining familiarity with Latin grammar and vocabulary, students explore Roman myth, history and culture. Students gain an understanding of the impact of the Latin language and Roman culture in the world around them.

Latin II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

Prerequisite: Successful completion of Latin 8 or Latin I. Building on concepts learned in Latin I, Latin II students expand knowledge of Latin grammar and vocabulary. Students focus on developing reading skills, including the use of a dictionary and commentary as aids to translation. Students transition from reading simple sentences to complex passages. Class discussions and projects expand students’ knowledge of the literary, historical, and cultural themes found in their readings.

Latin III Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: Successful completion of Latin II. Latin III Honors guides students from reading adapted Latin stories to authentic Roman literature. Students learn complex grammatical constructs during the first half of the year. In the second half, students begin reading Latin literature, both prose and poetry. Students develop translation and critical reading skills while examining the historical, cultural, and literary significance of the works read in class. Students also begin to appreciate the rhetorical and figurative uses of the Latin language.

Latin IV Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Latin III Honors. Latin IV Honors hones students’ skills at reading Latin literature from a range of genres. Readings include both poetry and prose. Through close readings, students examine these works as literature and become familiar with Latin idioms and modes of expression. Students discuss the structure, style, and themes of texts and question authorial intent. In addition, the class develops an understanding of the influences these works have had on subsequent literature.

Latin V Honors: Advanced Themes in Latin Literature

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of Latin IV Honors. Latin V Honors is an advanced reading course, taught in seminar style. Students read a variety of prose and poetry authors, which change yearly and are often chosen thematically. Students work toward understanding the structure and themes of the works at hand, authorial style, and major Greek and Latin models. Attention is paid to the literary and cultural backgrounds of the works read. Students read works of modern literary criticism relevant to the Latin authors and discuss these arguments orally and in writing.

History of Pseudoarchaeology & Conspiracy Theories

Credit: 0.5

Length: Semester (fall or spring)

Grade Level: 9, 10, 11, 12

People sometimes hold apparently outlandish views. Did extraterrestrials shape human evolution and build the pyramids? Did the city of Atlantis vanish into the sea? Does the latest TikTok conspiracy theory hold any validity? This course examines some of these views and what motivates those who hold them by looking at pseudoarchaeology, hoaxes and conspiracy theories, especially as presented in popular culture. Students learn about the use (and misuse) of evidence, identifying biases and agendas, approaching ideas skeptically and critically, and examining assertions logically. Students read and view media critically, and write critically about what they have read.

Modern Language: Mandarin Chinese

Mandarin Chinese I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

This introductory Chinese course develops listening, speaking, reading, and writing skills through everyday themes such as school life, family, and food. Students gain confidence using Pinyin and begin learning Chinese characters through radicals that help them recognize structural patterns. Cultural experiences — including kung fu, tai chi, dance, song, painting, costume drama, and films — deepen cultural awareness. Cross-cultural discussions broaden students’ perspectives, while studentcentered activities provide opportunities to demonstrate communication skills, creativity, and leadership.

Mandarin Chinese II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: Successful completion of Mandarin Chinese I.

Students continue building essential communication skills in speaking and writing while strengthening intermediate reading and listening abilities. Grammar is taught through a communicative approach that emphasizes meaningful, real-world language use. Learners engage in interpersonal conversations and produce short presentational writing using increasingly complex sentences. Exposure to authentic cultural materials — current events, films, art, and music — helps students understand key aspects of contemporary and traditional Chinese culture and its connections with global cultures, fostering broader awareness and deeper cultural insight.

Mandarin Chinese III Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: Successful completion of Mandarin Chinese II Honors.

Mandarin Chinese III Honors is an intermediate course that expands students’ reading, listening, speaking, and writing skills through accelerated texts and multimedia activities. Emphasis is placed on practical, effective communication across various contexts. Students explore topics that highlight differences and similarities between Chinese and Western cultures, encouraging comparative thinking and deeper cultural understanding. Through meaningful discussions, targeted practice, and continued skill integration, learners strengthen proficiency and develop a greater appreciation for modern Chinese language, society, and cultural expression..

Mandarin Chinese IV Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of Mandarin Chinese III Honors.

Mandarin Chinese IV Honors is an intermediate-advanced course designed to refine language proficiency and cultural competency. Students engage with extensive reading materials, audio-visual content, and discussions on Chinese traditions, social issues, and daily life. Using a communicative and task-based approach, learners express opinions on a broad range of topics with growing fluency. While overall proficiency remains important, the course emphasizes developing students’ ability to clearly communicate personal ideas and viewpoints in Chinese with confidence and cultural sensitivity.

Modern Language: French

French I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

This is an introductory French course for students with little or no prior knowledge of French. Students use the Entre Cultures program and learn the language by exploring the lives of real people from the francophone world. Vocabulary and grammar are presented in context. The online material provides audio-visual resources and grammar reinforcement. Communication skills are developed through paired activities, presentations, and activities that encourage students to react to and interpret oral and print input.

French II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

Prerequisite: Successful completion of French 8 or French I.

This course provides students with a culturally rich set of tools that lead students to a greater understanding of the French language and interpersonal communication. Students have the opportunity to gain a solid linguistic and cultural foundation as well as an appreciation of the francophone world and enhance their listening, reading, writing, and speaking comprehension. The grammatical structures are embedded in authentic cultural contexts.

French II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

Prerequisite: B+ in French 8 Honors or A in French 8 or French I and recommendation of the Modern Language Department.

This course develops French language fluency and critical thinking by integrating grammar, vocabulary, and francophone culture. Using an original film shot in France, students cultivate interpretive and interpersonal communication skills through comparison and contrast, enabling them to complete real-life tasks in French. Interactive online media, including short films, podcasts, and news from TV5 Monde, explore contemporary francophone life. Students also experience language immersion through cultural events and exposure to authentic material and situations.

French III

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: Successful completion of French II. French III is an intermediate course focusing equally on developing the four skills: listening, speaking, reading, and writing. Students advance from sentence-level to more complex speech and master advanced grammatical structures. The curriculum integrates francophone culture, covering literary, historical, and modern themes. Using an integrated film, online media, and authentic sources (like TV5 Monde and podcasts), students enhance proficiency. Classes are conducted largely in French, including secondsemester readings and cultural projects on the Frenchspeaking world.

French III Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: B+ in French II Honors or A in French II and recommendation of the Modern Language Department.

Students delve deeply into acquiring enhanced language skills while developing and refining their interpersonal, interpretive, and presentational communication skills. Students not only develop their language skills, but they also gain an enhanced understanding of francophone cultures through reading and research. Classes are taught in the target language in a cooperative learning atmosphere that encourages risk-taking and creativity. Students encounter their first original texts of French literature in several genres.

French IV

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of French III. This course is designed to develop and refine interpersonal, interpretive, and presentational communicative skills in French. Students work toward reaching proficiency in all four language skills (listening, speaking, reading and writing). Emphasis is placed on interactive activities that further cultivate active verbal participation. The course incorporates authentic documents that encourage reflection, critical thinking, and problem solving. Classes are taught in the target language in a cooperative learning atmosphere that encourages risk-taking and creativity.

French IV Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B+ in French III Honors or A in French III and recommendation of the Modern Language Department.

This Honors upper-level French course, conducted entirely in French, thoroughly develops advanced reading, writing, listening, and speaking skills. Emphasis is placed on oral fluency in everyday situations and written communication through dialogues and compositions. Students master advanced grammar and vocabulary while analyzing diverse literary, historical, and contemporary texts. Course materials include works on WWII testimonies (e.g., La France Divisée, Lucie Aubrac), Amélie, Anna Gavalda, and Monsieur Ibrahim, supplemented by news articles and podcasts.

French V

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of French IV. This theme-based course taught in the target language provides students with the opportunity to integrate language and culture into their own expression. The major components of language, grammar, and vocabulary are taught in context so that students can use resources to convey meaning in interpersonal, interpretive, and presentational communication. This course focuses specifically on the study of films and literature, while examining a variety of political, historical and social themes experienced in modern francophone society.

French V Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: B+ in French IV Honors and recommendation of the Modern Language Department.

Students in this theme-based advanced Honors French course, conducted entirely in French, develop their language, problem-solving, and critical thinking skills as they make connections between the French-speaking community and their own. Major components of language, grammar, vocabulary, and idiomatic expressions are taught through literary passages, film, podcasts, blogs, and authentic internet sources. The course examines global challenges, the complexities of identity, and issues of diversity in French-speaking regions in the world.

Modern Language: Spanish

Spanish I Foundations

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

A beginner-level course for students entering with little or no Spanish. The focus is on core vocabulary, essential grammar structures, pronunciation, basic communication skills, and cultural foundations.

Spanish II Foundations

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: Successful completion of Spanish I Foundations.

This introductory course continues skill-building at a deliberate pace, expanding students’ mastery of foundational grammar and preparing them for entry into Spanish III the following year alongside peers who have just finished our grade-level Spanish II. At a different pace, the students who complete Spanish II Foundations are exposed to the same concepts and grammar covered by our Spanish II class.

Spanish II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Prerequisite: Successful completion of Spanish 8 or Spanish I.

Spanish II seeks to continue to motivate students to discover the importance of learning Spanish while becoming enthusiastic participants in the learning process. This class focuses on developing communication skills through writing and speaking practice, always in contextualized situations working individually or in groups. The course also introduces grammar and literature in Spanish through novelas such as Fiesta Fatal and La Clase de Confesiones. As future global citizens, students are asked to compare Spanish-speaking cultures to their own as they draw parallelisms and learn about relevant differences. The course also makes use of online resources (news clips, video clips, and articles) to expose the students to real Spanish in the real world. Assessments involve weekly written and oral quizzes.

Spanish II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Prerequisite: B+ in Spanish 8 Honors or A in Spanish 8 or Spanish I and recommendation of the Modern Language Department.

Spanish II Honors challenges motivated students to take their Spanish to the next level. In a Spanish-only classroom, students explore authentic materials (news articles, videos, and audio) and read engaging novellas. Learning comes alive through creative projects, video assignments, and regular assessments that strengthen fluency, critical thinking, and cultural understanding. This course combines rigor, real-world connections, and fun, helping students gain confidence and a deeper appreciation of the Spanish language.

Spanish III

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: Successful completion of Spanish II. Spanish III is designed to help students focus on the three modes of communication — interpersonal, presentational and interpretive — while encouraging them to become proficient in the target language and culture. For each unit, students work on a different project driven by varying topics presented in class. Students read Vida o Muerte en el Cusco as they learn about Andean culture and the indigenous peoples of Perú. They also view a set of short films, video clips, and music videos.

Spanish III Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: B+ in Spanish II Honors and recommendation of the Modern Language Department. This course builds intermediate proficiency in writing, reading, listening, and speaking, with strong emphasis on Latin American and Spanish culture, literature, and current events. Students strengthen advanced grammar through discussions and compositions while engaging with texts such as Vida o Muerte en el Cusco and La Guerra Sucia They also view a set of short films on contemporary social topics. Assessments include written and oral quizzes and class presentations.

Spanish IV

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Spanish III. In this course, students advance their Spanish proficiency in reading, writing, listening, and speaking while engaging with authentic materials such as films, news articles, videos, and music. They discuss themes including ideas, work, technology, leisure, and future challenges, using vocabulary and structures like perfect, conditional, and subjunctive tenses. Students also read La Guerra Sucia, exploring Argentina’s 1970s-80s upheavals, and complete a video project on a relevant cultural topic.

Spanish IV Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B+ in Spanish III Honors and recommendation of the Modern Language Department.

The Spanish IV Honors program offers an in-depth study of the Spanish language through cultural topics, current events, and essential grammar and vocabulary. Students work with authentic materials such as podcasts by native speakers, excerpts from popular Spanish media, and official documents from the Embassy of Spain, promoting values like inclusion, respect, and open-mindedness. The course also incorporates selected units from Aula Internacional 4 and includes reading the contemporary novel Invisible by Eloy Moreno, which addresses bullying and empathy.

Spanish V

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Spanish IV. Students discuss the influence of popular culture expressions such as music, cinema, television, literature, sports, technology, and food in the Hispanic world. Students “visit” different Spanish-speaking countries and are exposed to authentic current content. They participate in class discussions entirely in Spanish and create critical projects. Students read contemporary novels such as El Escape by A.C. Quintero and watch films such as Diarios de motocicleta in order to further develop their understanding of the different Hispanic cultures.

Spanish V Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B+ in Spanish IV Honors and recommendation of the Modern Language Department.

This advanced class helps students grow their fluency, confidence, and love for the language. It is conducted entirely in Spanish. Through discussions, debates, skits, and presentations, students explore literature and films while connecting language with culture and real-world topics. Authentic media and engaging activities make learning meaningful and fun. Students strengthen communication skills, critical thinking, and cultural awareness, gaining a deeper understanding of the Spanish-speaking world and the ways language, stories, and perspectives shape our view of it.

Mathematics

Algebra I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Algebra I provides a solid foundation for Upper School mathematics. Students investigate real-world problems by solving equations and analyzing graphs and functions. Topics include solving and graphing linear, absolute value, and systems of equations and inequalities, in addition to a study of quadratic, radical, and exponential functions with an emphasis on factoring and solving quadratic equations.

Algebra IB

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Algebra IB is the second half of the foundational course for Upper School mathematics. Students entering IB should have a solid understanding of early algebraic topics, such as solving linear equations and inequalities and graphing linear functions. Students investigate real-world problems by solving equations and analyzing graphs and functions. Algebra IB topics include properties of exponents and exponential functions, quadratics and other polynomials, factoring, radical and rational equations, and functions. Students are also introduced to basic geometry concepts in an algebraic framework.

Geometry

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

This Geometry course is a study of Euclidean geometry. Students learn about lines, angles, triangles, polygons, circles, solids, perimeter, area, and volume. Students develop inductive reasoning skills to help them ascertain geometric properties and deductive reasoning skills to help them write and follow valid geometric proofs and arguments. Students solve problems using the Pythagorean theorem and right-triangle trigonometry.

Note: Geometry is offered over the summer (virtual in summer 2026, in person beginning June 2027) and requires the approval of the Mathematics Department.

Geometry Accelerated

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

Prerequisite: B in Algebra I Part II, and recommendation of the Mathematics Department.

Geometry Accelerated covers the topics of geometry at an increased level of depth and rigor. Students explore geometric properties and theorems in geometric proofs. Strong emphasis is placed on logic and accurate justification of process, as well as spatial visualization.

Algebra II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11

Prerequisite: Successful completion of Algebra I or Algebra IB. Students who need to strengthen their algebra skills may be recommended for summer work. Algebra II expands upon many of the topics from Algebra I, but at a deeper and more complex level. Students examine topics such as systems of equations, quadratic and polynomial functions and equations, complex numbers, and radical, rational, exponential, and logarithmic functions.

Algebra II Accelerated

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11

Prerequisite: B in Geometry Accelerated and recommendation of the Mathematics Department.

Algebra II Accelerated involves a more rigorous dive into the topics of Algebra II, covering the content in greater depth and at a faster pace. The course covers additional topics such as transformations, sequences, combinatorics, probability, conic sections, and basic trigonometry.

Algebra II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10

Prerequisite: B in Geometry Accelerated and recommendation of the Mathematics Department. Algebra II Honors covers the topics of Algebra II Accelerated at a heightened pace and requires students to be more independent learners and thinkers in all aspects of the class. Students enrolled in this course should have a strong background in algebra and an ability to creatively problem-solve.

Precalculus

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Algebra II. Students who need to strengthen their algebra skills may be recommended for summer work.

Precalculus strengthens students’ algebraic foundations while introducing new and challenging concepts. Topics addressed include polynomial, rational, exponential, and logarithmic equations and functions, and unit circle trigonometry. Students also get a preview into the concepts of calculus.

Precalculus Accelerated

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: B in Algebra II Accelerated and recommendation of the Mathematics Department. Precalculus Accelerated offers a more rigorous approach to the topics of Precalculus, covering additional topics such as graphing trigonometric functions and inverse trigonometry.

Precalculus Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11

Prerequisite: B in Algebra II Honors and recommendation of the Mathematics Department. Precalculus Honors is a fast-paced and challenging course that prepares students for Calculus I Honors. The course covers transformations of functions, piecewise, polynomial, rational, exponential and logarithmic functions, a full study of trigonometry, polar equations, and limits and continuity.

Calculus

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Precalculus. Calculus begins with the concept of the limit and explores the techniques of differential and integral calculus. Students learn about the many applications of calculus. Unlike the Calculus Accelerated course, this does not include trigonometry.

Calculus Accelerated

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B in Precalculus Accelerated and recommendation of the Mathematics Department. Calculus Accelerated begins with the concept of the limit and explores the techniques of differential and integral calculus. Students learn about the many applications of calculus, including its use in business and physics. Students enrolled in this course should have a strong mastery of algebra.

Calculus I Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: B in Precalculus Honors and recommendation of the Mathematics Department. Calculus I Honors offers a more rigorous approach to the topics of differential and integral calculus, covering additional topics such as derivatives and integrals of inverse trig functions, differential equations, and various applications of integration. It is an intensive, collegelevel course intended to prepare students for advanced standing upon entering college.

Calculus II Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B in Calculus I Honors and recommendation of the Mathematics Department. Calculus II Honors completes the study of single-variable calculus, and covers topics in multivariable calculus. Students gain a deeper understanding of calculus, and the emphasis on proofs prepares them for a rigorous college course.

Statistics and Probability

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Algebra II. Students discuss the collection, analysis, and depiction of data, with a special focus on how one might use statistics to make claims and predictions that may be useful as well as misleading. Topics covered include combinatorics and probability and how probabilities can be used in conjunction with statistics to make decisions.

Statistics and Probability Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: B+ in Algebra II Accelerated or Precalculus Accelerated or B in Algebra II Honors or Precalculus Honors, and recommendation of the Mathematics Department.

Statistics and Probability Honors serves as a rigorous, college-level introduction to statistics. Students are introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.

Science

SCIENCE CORE COURSES

Physics I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

In Physics I, students learn the basic concepts of physics. This class covers topics that include Newton’s Laws of Motion, Energy, and Fundamental Forces. Students engage in labs throughout the course and a comprehensive project at the end of the year. Students utilize and reinforce the math skills learned in Algebra I, using minimal geometry concepts. Students gain an appreciation and understanding of how to analyze and solve multi-step word problems with appropriate scaffolding.

Physics I Accelerated

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Co-requisite: Geometry Accelerated and recommendation of the Science Department.

In Physics I Accelerated, students tackle similar content as Physics I, with increased depth and complexity in each topic. Students utilize important 2D geometric concepts for everyday problem solving. Students should expect to be able to solve more complex, multi-step problems with reduced scaffolding. Students engage in a moderate amount of independent learning appropriate with their mathematical and conceptual skills.

Physics I Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9

Prerequisite: B in Geometry Honors and recommendation of the Science Department.

In Physics I Honors, students should expect to comfortably utilize geometric concepts and formulae at the beginning of the year. The content is similar to Physics I Accelerated, with even more depth and complexity comparatively. Students are provided with little to no scaffolding for increasingly difficult multi-step problems. Students engage in independent learning and apply concepts across the curriculum.

Chemistry I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

In Chemistry I, students focus on expanding an understanding of the fundamental structures and properties of matter using the periodic table as a tool. Students explore atomic structure, chemical reactions, and the nature of matter. The primary goal of the course is to enhance an understanding of chemical concepts through the use of demonstrations, laboratory work, and analogies. Students engage in a moderate amount of independent learning with appropriate scaffolding.

Chemistry I Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10

Prerequisite: B in Physics I Honors, A- in Physics I Accelerated, or A in Physics I, and recommendation of the Science Department.

Co-requisite: Algebra II Accelerated or higher-level math course.

In Chemistry I Honors, students examine the structure, composition, and function of matter and the changes it undergoes. Students begin with nuclear and electronic organization of matter, and move on to cover atomic structure, phases of matter, solutions and their behavior, and chemical reactions. The laboratory activities put theory into practice and make chemistry come alive. Independent problem solving and critical thinking are required throughout the course.

Biology I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

In Biology I, students survey the foundations of biology, using a molecular approach that reflects recent developments in the field of biology. Students explore life processes and biochemistry, cell structure and function, genetics and genetic engineering, human body systems, and ecology. A component of practical microbiology is included, incorporating use and function of the microscope, in addition to other labs. Students increasingly engage in independent learning and connect large core concepts across units.

Biology I Honors

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11

Prerequisite: B in Chemistry I Honors or A in Chemistry I, and recommendation of the Science Department. In Biology I Honors, students cover biochemistry, cell biology and energetics, genetics, and evolution. Students move at a greatly increased pace and depth compared to students in Biology I. Not only do students relate overarching concepts between units, they also use the structures and themes they learn to predict upcoming trends and connections. Comfort with independent learning and engagement with the material is a hallmark of the students in this class.

SCIENCE LEVEL II HONORS ELECTIVES

Biology II Honors: Anatomy & Physiology

Credit: 0.5

Length: Semester (fall)

Grade Level: 12

Prerequisite: B+ in Biology I Honors or A in Biology I, and recommendation of the Science Department. Students pursue an in-depth study of the form and function of the human body as well as the fundamental mechanisms that regulate homeostasis within and among human body systems. Students investigate one body system at a time with an increasing emphasis on integration and coordination between systems as the semester progresses. There are several lab investigations and dissections for each system, and students need to be comfortable with this type of work. A high level of reading comprehension and scientific writing are hallmarks of this advanced course.

Biology II Honors: Neuroscience

Credit: 0.5

Length: Semester (spring)

Grade Level: 12

Prerequisite: B+ in Biology I Honors or A in Biology I, and recommendation of the Science Department. Students study the chemical and electrical mechanisms of brain function, from autonomic responses and reflexes to thought, emotion, and consciousness. Topics include

neuron structure and function, brain circuitry and gross anatomy, sensation and perception, sleep and circadian rhythms, and neuropharmacology. Students engage in multiple labs exploring these topics which include dissection of a mammalian brain and eye, as well as projects and topical discussions. The course integrates the questions and controversies that persist in the study of thought: what is the nature of consciousness, how much of us is innate biology and how much is influenced by our surroundings, and ultimately, how can we use what we know about the brain to improve our interactions with each other and the environment.

Chemistry II Honors: Advanced Topics

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Prerequisite: B+ in Chemistry I Honors or A in Chemistry I, and recommendation of the Science Department. Students delve further into principles covered in the Chemistry I Honors curriculum. Topics include thermodynamics, kinetics, and chemical equilibrium, all topics traditionally found in a college physical chemistry course. Students investigate experimentally through a variety of quantitative laboratory techniques in addition to standard lectures and problem sets. If time permits, students also pursue and investigate topics in current chemical research. A high level of independent, textbookdriven learning and reading comprehension are hallmarks of this advanced course. Students who want to take this course after completing Chemistry I may have to engage in independent learning prior to beginning this course.

Chemistry II Honors: Organic Chemistry

Credit: 0.5

Length: Semester (spring)

Grade Level: 11, 12

Prerequisite: B+ in Chemistry I Honors or A in Chemistry I, and recommendation of the Science Department. Students tackle the fundamentals typically studied by those hoping to enter health or engineering fields, focusing on carbon-based compounds. Students become familiar with the bonding, structure, nomenclature, properties, and reactivity of common organic compounds. This course places emphasis on the mechanisms of organic chemical reactions, common organic functional groups, and connections to biochemistry. This course encourages

a moderate level of independent learning and textbook interpretation. Students who want to take this course after completing Chemistry I may have to engage in independent learning prior to beginning this course.

Physics II Honors: Astrophysics

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Prerequisite: A- in Physics I Honors or A in Physics II: Circuits, Waves, and Beyond, and an A in Precalculus

Accelerated or A- in Precalculus Honors, and recommendation of the Science Department.

Students investigate the nature of space and time, and the behavior of celestial objects through the lens of both classic and modern physics. Topics include orbital mechanics, the nature and behavior of light, special and general relativity, and the origin, structure, and fate of the universe. Lab work includes hands-on experiments, computer-based labs, and analysis of astronomical data. This is a quantitative course with an emphasis on mathematical modeling and problem solving; students must be enrolled in or have completed Calculus and have a strong command of algebra, geometry and trigonometry.

Physics II Honors: Electricity and Magnetism

Credit: 0.5

Length: Semester (spring)

Grade Level: 11, 12

Prerequisite: A- in Physics I Honors or A in Physics II: Circuits, Waves, and Beyond, and an A in Precalculus

Accelerated or A- in Precalculus Honors, and recommendation of the Science Department. Students investigate electricity and its relationship with magnetism. Topics include electrostatics, electric circuits, Ohm’s Law, magnetic forces and fields, and electromagnetism. This is a quantitative course, supported by several interactive labs, with an emphasis on mathematical modeling and problem solving; students must be enrolled in or have completed Calculus and have a strong command of algebra, geometry, and trigonometry.

SCIENCE ELECTIVES

Bioethics

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Students grapple with dilemmas caused when the facts of medical/genetic research conflict with the norms and needs of society. They learn to appreciate the difficulty when the practice of ethical decision-making by individuals, communities, and nations conflict with unbiased biological facts. Students utilize a wide range of primary and secondary resources to educate themselves on both sides of these polarizing issues, engaging in role play, discussion, and debate to highlight various topics. There is an emphasis on independent work/research and frequent class participation in this course.

Biological Anthropology (s)

Credit: 0.5

Length: Semester (spring)

Grade Level: 11, 12

Students study the origins of humans through the study of humankind’s ancestors and evolution. Topics include the biological and evolutionary aspects of modern humans, our extinct human ancestors, and genetics, among others. Students also learn about the use (and misuse) of anthropological data in the classification and division of groups of people. Students undertake a range of activities including “field studies,” mock excavation, and museum visits.

Biology II: Emerging Infectious Diseases

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of Biology I or Biology I Honors.

Students study the emergence and spread of infectious diseases whose incidence has increased or threatens to increase in the near future. These diseases can emerge from the evolution or mutation of existing organisms, a breakdown in public health measures, a spread to new geographical areas or from the development of antimicrobial resistance. Topics include the history of infectious organisms and their pathogenesis, new diagnosis tools based on genetic engineering and nanotechnology,

the role of health protection agencies in prevention and treatment around the world, and development of new vaccines and drugs. This course is run in seminar format with an emphasis on research, student presentations, case studies, laboratory activities, and guest lectures.

Computer Science I: Introduction to Computer Science

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Students learn the basics of computer programming. Topics include data and control structures, algorithm development, and object-oriented programming. This course also emphasizes debugging recognition and techniques to resolve them. Students compile a digital portfolio of progressively more complex programs using the Python programming language. This course culminates with each student creating a custom video game from a basic template. Students do not need prior computer programming experience to find success in this course.

Computer Science II: Object-Oriented Programming

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Prerequisite: Successful completion of Computer Science I, or successful completion of an entrance test to qualify for placement in this class and recommendation of the Science Department. Students build on their introductory knowledge by utilizing this method of programming that simulates real-world entities within code. Using Python, students create a series of progressively more complex and challenging programs, beginning with finishing off their introduction to logic and functions, and moving towards projects that make heavy use of objects. This course is taken following Introduction to Computer Science or by any student with prior coding exposure/skills that they showcase on a placement test. This class assumes a baseline skill level, quickly moving through review of Introduction to Computer Science topics and starting new material.

Computer Science II: Web Application Programming

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Computer Science I or Computer Science II: Object-Oriented Programming.

Students expand on their knowledge of the Python programming language. Students learn the basics of the web-based markup language, HTML. The major focus of the course is to learn web application architecture, design, and development through project-based learning with the framework web2py. The ultimate goal is for students to produce their very own web applications throughout the year. In the professional world, programmers generally work in development teams, so there is a heavy emphasis on collaborative work and incremental development methodologies.

Computer Science III Honors: Advanced Topics

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Computer Science II and recommendation of Science Department.

Students expand their knowledge of web technologies to include javascript, CSS, and their respective frameworks (Bootstrap CSS, AngularJS). Students gain practical and authentic programming experience as they apply these technologies to one or more long-term projects. In addition to coding, emphasis is placed on the design process, including: requirements gathering, wireframing, and prototyping. Students also engage in alpha and beta testing of their applications, as well as the collection of user feedback in an effort to refine their prototypes into a polished, final product.

Engineering I: Drafting & CAD (f)

Credit: 0.5

Length: Semester (fall)

Grade Level: 9, 10, 11, 12

Students learn to utilize the tools that engineers use to rapidly produce and test prototypes. At the beginning of the semester, students learn the basics of drafting, which is technical drawing using third-angle projection and

isometric views. Then students move into computer-aided design (CAD), learning to create and print 3D models for prototyping. This course also teaches students to use laser cutters in addition to more traditional crafting tools. This course is a companion course to Engineering I: Principles of Design; both courses together provide a solid introduction to the breadth of the field of engineering.

Engineering I: Principles of Design (s)

Credit: 0.5

Length: Semester (spring)

Grade Level: 9, 10, 11, 12

Students engage in the engineering design cycle. This cycle helps engineers identify a problem, generate ideas and prototypes, and eventually produce viable solutions. Students engage in several long-term individual and group projects designed to encourage thinking outside the box. Principles of Design is designed to be a companion course to Engineering I: Drafting & CAD, as it encourages use of drawing, 3D modeling and printing, and laser cutting to produce models and prototypes, but it is not required.

Engineering II: Advanced CAD Applications

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Engineering I: Drafting & CAD.

Students build on the foundational skills and knowledge obtained from Engineering I: Drafting and CAD. Students utilize advanced tools and features within the CAD software to create complex models and assemblies, such as working gears and levers, or large, interconnected toy sets. This course also emphasizes creating models that must directly interact with real-world objects, elevating the significance of size, scale, and precision when creating models. Students reach out to community members to offer solutions to small needs the client may have. While 3D modeling itself is not a single engineering discipline, the skills learned are applicable across multiple engineering fields as an invaluable prototyping tool.

Note: This course will run in the 2026-2027 school year, and is offered every other year, alternating with Engineering II: Mechatronics.

Engineering II: Mechatronics

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Engineering I: Principles of Design.

Students learn how to integrate basic mechanical devices, sensors, motors, actuators, and microcontrollers into one creation. In order to utilize all of these components, students need to master several different skills: construction, 3D modeling, computer programming, and electrical wiring. Students engage in several smaller projects throughout the year, each progressively more challenging, prompting students to design solutions for problems or accomplish a certain task while honing their skills. The year culminates in a large group project that makes use of all of their practice and skills acquired over this course. Independent work and time management are essential to meeting project deadlines.

Note: This course will run in the 2027-2028 school year, and is offered every other year, alternating with Engineering II: Advanced CAD Applications.

Environmental Sustainability

Credit: 0.5

Length: Semester (fall or spring)

Grade Level: 11, 12

Prerequisite: Successful completion of Chemistry I and either Biology I or enrollment in Biology I.

Students discover that reduce, reuse, and recycle isn’t enough for the survival of humanity and the planet. Students rethink how we access and utilize natural resources necessary for sustainability. Through cooperative learning, students explore topics of their interest, including: how energy and matter cycle within the environment, how human population dynamics and global consumption have disrupted those patterns, and what challenges need to be addressed to reverse or repair them in the future.

Paleontology*

Credit: 0.5

Length: Semester (fall)

Grade Level: 11, 12

Students learn about the earth’s distant past. Students learn the fundamentals of geology, especially as regards the formation and development of continents, climate change, mass extinctions, and methods for dating events in deep time. Students also investigate ancient flora and fauna, with an emphasis on prehistoric megafauna such as dinosaurs and the megafauna of ancient North America. Students learn about evolution and the phylogeny of ancient organisms and their relation to modern life forms. Students engage in activities befitting a paleontologist in the field: fossil hunting, museum visits, sketching and identifying fossils, and casting plaster molds of fossils.

Physics II: Circuits, Waves, and Beyond

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Physics I, Physics I Accelerated, or Physics I Honors. Students explore the fundamental processes that power modern life. Students investigate the behavior of electric currents, how waves travel and interact, and how energy moves through systems in the form of heat. This course revolves around active, inquiry-based learning. Students build their understanding through hands-on labs, interactive demonstrations, and opportunities to design experiments with data collection and drawing conclusions. This course covers the basic physics topics not covered in Physics I, catering to those students who want to explore additional exciting physics content. This course is more conceptual than mathematical; but a solid foundation in Algebra I and readiness to learn new math skills is still important for this course.

Psychology

Credit: 0.5

Length: Semester (fall or spring)

Grade Level: 11, 12

Students explore the many complex factors that influence human behavior. Throughout the course, they will examine major topics such as the long-standing nature vs. nurture debate and the ways our biology, environment, and experiences shape who we are and how we act. Students will learn foundational principles of thinking, emotion, and behavior, while also gaining an appreciation for the incredible diversity that exists among individuals and across cultures. The course also introduces students to mental health disorders, the stigma often associated with them, and a variety of treatment approaches, including therapeutic methods and pharmacological options.

Research in Microbiology

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 12

Prerequisite: Successful completion of Chemistry I and Biology I.

Students engage with university-level research techniques with the goal of discovering and producing new antibiotics. This course is run in partnership with the Small World Initiative (SWI): an innovative program that encourages students to pursue careers in microbiology. Microscope and lab work are hallmarks of this class, as students collect soil samples, isolate diverse bacteria, and test bacteria against clinically relevant microorganisms. Students enhance their lab experience by learning about the microbiological world, mechanisms of antibiotic action, and the development of antibiotic resistance. Beyond microscope work, course activities include some lecture, student-led discussion, and lab-meeting style presentation of findings.

Note: Due to the growth time for microorganisms, any student missing class is expected to make up the time to work on cultures independently.

*Designated elective for Honors Capstone. See description on Page 4.

Visual and Performing Arts

VISUAL ARTS

Ceramics I

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 9 (Year only), 10, 11, 12

Students explore the basics of wheel throwing and handbuilding in an introductory ceramics studio course. The course includes a historical survey of functional and sculptural ceramic ware and an examination of clay, glaze, decoration methods, and the firing process. Students design a motif and create original tableware for daily use and make realistic and abstract sculptures.

Ceramics II

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of a full year of Ceramics I.

Students expand on their knowledge of ceramics, refining their wheel throwing and handbuilding skills, and take a deeper dive into ceramic surface treatments. Utilizing coil building, slab building, pinching and wheel forming methods, students begin to make more complex forms. Students have the opportunity to focus on personal interest projects. This course covers the use of special construction techniques for creating large-scale ceramic objects and forms and surfaces for architectural spaces. As part of the experience, mold making and slip casting techniques are taught. Students work with low fire and mid-range clays and explore finishing processes including underglaze, slip colored glazes, majolica, sgraffito, stenciling and cold finishes. Students learn to fire in an electric kiln and a pit fire kiln.

Media Arts I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Media Arts I is a foundation course that introduces the basic design elements of line, shape, texture, value, and color and illustrates how they are applied to the world of digital design. Students gain a basic knowledge of a variety of digital applications and their practical and aesthetic capabilities, developing unique and personal expressions in art and design. Emphasis is placed on creative problem

solving and independent thinking through sketchbook use to record their explorations and discoveries. Students are introduced to Adobe Photoshop, Adobe Illustrator, and Adobe InDesign.

Media Arts II

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of a full year of Media Arts I.

Students build on their skills and knowledge of design elements and principles developed in Media Arts I Each project explores real-world applications of core design concepts such as composition, typography, and imagery as they apply to practical visual solutions for commissions, editorials, web and app design, and identity branding systems. Students engage in conversations, experimentation, and hands-on applications of traditional and digital graphic design tools, materials and procedures employed in the communication art and design industry. Students continue to use sketchbooks, and deepen their knowledge of Adobe Photoshop, Illustrator, and InDesign.

Media Arts III

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of a full year of Media Arts II.

Students explore advanced graphic design projects and topics using digital 3D design, augmented reality design, animation, and web and app design/prototyping. This class expands on topics in visual marketing, emphasizing and studying diversity, equity, and inclusion in branding, product design, and advertising campaigns, demonstrating the importance and impact of DEI work in graphic design and art.

Photography I:

Introduction to Digital Photography

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Through photographing weekly, in-class demonstrations, lectures, and critique, students engage in the problems of digital photographic production and seeing. The course focuses on the technical and aesthetic issues of producing,

editing, and printing digitally captured files. Students leave this course with a comprehensive understanding of digital camera exposure, a working knowledge of digital workflow in Camera Raw and Photoshop, the skills to produce prints, a working knowledge of contemporary and historical photographers, and an in-progress body of photographic work. In addition, students learn to articulate the successes and failures in their own work and the work of others. Through regular discussions, writing assignments, and opportunities to lead a class, students develop and refine their individual abilities to analyze, understand, and decode visual information.

Photography II: Intermediate Black and White Photography

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Photography I. In this technical course, students learn to expose, develop and print 35mm black and white film. This course requires students to shoot 35mm film provided by the school, process negatives, print in the darkroom, and discuss their work and the work of their peers. Students leave this course with a technical understanding of film exposure, advanced darkroom printing techniques, and an in-progress body of photographic work. In addition, students learn to articulate the successes and failures in their own work and the work of others. Through regular discussions, writing assignments, and opportunities to lead a class, students develop and refine their individual abilities to analyze, understand, and decode visual information.

Photography III/IV

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Photography II or Photography III.

This course is an advanced photography class that starts with directed projects and concludes with self-designed projects that come out of student interest and can include digital or darkroom using knowledge from Photography I and II. It is a course designed to move students to create more conceptual work. Throughout the year, students work on assembling a cohesive and professional portfolio, conduct a major research project, develop critique technique, submit to outside exhibitions, and create a

website. A final showcase of work is displayed at the end of the year, and all seniors participate in the Senior Showcase.

Studio Art I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

This is a foundation course in which students work to create drawings and designs using the basic elements of art; line, shape, form, texture, value, perspective, color, and composition are all emphasized. Students develop foundational skills and work with a variety of techniques and media, which may include pencil, charcoal, colored pencils, pen, oil and chalk pastel, watercolor, acrylic paints, wire, cardboard and more. Through observational drawing, collage, pen illustration, mixed-media, painting, sculpture, etc., students gain important skills, solve problems and take pleasure in the creative process. Students participate in class critiques and discussions, as well as small pair and share groups, and study historical and contemporary artists and styles. Personal expression and experimentation with ideas and materials are emphasized in homework, sketchbooks, and various projects.

Studio Art II

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Studio Art I. This course provides an opportunity for students to advance and deepen their drawing, design, and painting skills. At the same time, this course introduces students to the study of sculptural design and merges the use of 3D media with observational and experimental drawing and painting. Students use both familiar and new and unusual materials, such as plaster, found objects, wood, and wire to create works that explore surface design and space.

Studio Art III / IV

Credit: 0.5 or 1.0

Length: Semester (fall) or Year (2 semesters)

Grade Level: 11, 12

Prerequisite: Successful completion of Studio Art II or Studio Art III.

Students have the opportunity to experience a sequence of classes that focus on and explore the fundamentals of visual art, two- and three-dimensional design and drawing by applying knowledge gained in previous years. Students

continue their work on individual portfolios developed in Upper School Studio Art classes. Students work on projects during class time, and in studio hours outside of class. During class sessions, students begin building a vocabulary for discussing their art as well as the work of others in a constructive and exploratory way. Students will understand art as an individual expression, as well as its impact on and response to social, cultural and political realms.

Textile & Design

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of a Visual Arts class. This course introduces students to foundational and creative practices in textile arts. Students explore embroidery and hand-sewing techniques, learning how to use stitchwork for both functional and decorative purposes. They study patchwork basics, combining the precision of measurement and sewing with the big-picture design of color and pattern mixing. The course also guides students through fundamental quilting methods, emphasizing pattern layout, construction, and finishing skills. In the final unit, students develop skills and confidence in garment construction and repair, gaining practical knowledge that supports both craftsmanship and sustainability. Throughout, students gain an appreciation for the ancient roots of this art, as well as its connection to contemporary feminism and women’s history.

PERFORMING ARTS

Piano I

Credit: 0.5

Length: Semester (fall)

Grade Level: 9, 10, 11, 12

Students learn the basics of piano technique, music theory, harmony, notation, and improvisation. Students develop effective practice habits and strategies as they prepare for class performances.

Piano II

Credit: 0.5

Length: Semester (spring)

Grade Level: 9, 10, 11, 12

Prerequisite: Successful completion of Piano I or by recommendation of the Visual and Performing Arts Department.

Students apply their growing piano knowledge and skills; each student progresses through an individualized curriculum designed around her own skills and musical interests. Effective practice habits and strategies continue to be developed. Students perform for each other as solo and in small groups.

Public Speaking

Credit: 0.5

Length: Semester (fall or spring)

Grade Level: 9, 10, 11, 12

Students focus on poise, articulation, and delivery as they analyze speeches and prepare their own speeches for an audience. Though within the theatre curriculum, this course highly benefits students who want to overcome anxiety and students considering careers reliant on public speaking. Students use acting approaches to better their speech and articulation skills as well as rhetoric and argumentation to hone their work for different audiences, contexts, and purposes. Students also engage in mock interviews and presentations, which help prepare them for work or college interviews. This course culminates in a TEDtalk-style presentation.

Theatre I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

This foundation course gives students an increased appreciation and experience in theatre as an art form. Students explore acting technique, voice, theatre history and criticism as well as script writing and technical theatre. There is a large emphasis on the basics of acting, allowing the opportunity for self-expression, self-discovery, and developing emotional intelligence.

Theatre II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: Successful completion of Theatre I or by audition.

This course continues and expands on theory and technique explored in Theatre I. Students are challenged to develop a deeper understanding of the principles presented in prior classes as they apply to writing, design, and production. Performance/design opportunities are identified and developed throughout the year.

Musical Theatre I

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Prerequisite: Successful completion of Theatre I or by audition.

Students explore the history of American musical theatre and expand their skills and repertoire by learning and performing songs from multiple eras and styles. Students focus on acting through song and, by the end of this course, will have a deeper understanding of the relation of text and music, as well as gaining performance experience and significant feedback. The work culminates in a cabaret performance, where students sing one solo song and may work on additional duets or group performances.

Musical Theatre II

Credit: 1.0

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Prerequisite: Successful completion of Musical Theatre I or by audition with teacher approval and educational background.

Students with a keen interest in the historical and artistic development of musical theatre enroll in this interdisciplinary course. They explore the history and development of American musical theatre from its inception to the present, progressing in reverse chronological order to build modern-to-foundational understanding. Students develop skills in acting, singing, character work, musicianship, and ensemble collaboration. Through deep analysis of text and music, students learn to interpret songs with nuance and intention. A new musictheory component strengthens students’ understanding of key signatures, rhythm, harmonic structure, and vocal arrangement. The course culminates in a fully studentdirected cabaret performance, showcasing each student’s individual growth and artistic voice.

MUSIC PERFORMANCE GROUPS

US Chorus

Credit: 0.5

Length: Year (2 semesters)

Grade Level: 9, 10, 11, 12

Any interested Upper School student is eligible to join this ensemble. Students perform at the annual All School Winter Concert, Winter Holiday Assembly, Haverford-BaldwinAIS Concert, and at other school assemblies and events throughout the year.

Bel Cantos

Credit: 0.5

Length: Year (2 semesters)

Grade Level: 10, 11, 12

Prerequisite: By audition and one year of participation in US Chorus.

This choral group performs mostly a cappella music. Consisting of approximately 20 singers, membership is by audition only. A Bel Canto requirement is participation in US Chorus. The Bel Cantos perform extensively throughout the school year at a variety of concerts, community events, schools, hospitals, interschool concerts, and winter holiday activities. Students should have at least one year of choral experience or equivalent and good music reading and singing skills.

HALF CREDIT OPTIONS FOR ARTS GRADUATION REQUIREMENT

At most, one-half credit toward the Arts graduation requirement may be one of the following options:

• Participate in Costume Crew for 1 fall production

• Participate in Stage Crew for 1 fall production

• Participate in Set Design for 1 fall production

• One year of US Chorus or Bel Cantos (including performances)

• Participation in one theatre production (including “tech” and/or acting)

• Participation in one Dance Motion production (including classes and rehearsals)

Athletics, Physical Education & Wellness

ATHLETICS

Our interscholastic teams are:

Fall Cross Country V

Field Hockey V/JV

Soccer V/JV

Tennis V/JV

Volleyball V/JV

Winter Basketball V/JV

Squash V/JV

Swimming V Diving V Track (club)

PHYSICAL EDUCATION

Fitness

Spring Crew V/JV & Novice

Lacrosse V/JV

Softball V Golf V Track V

Offered fall, winter, and spring seasons during the school day and AM office hours (must attend three classes/cycle)

Spin

Winter and spring; two days/week after school, 60 minutes/class

Yoga

Fall season only; two days/week after school, 60 minutes/class

Cardio Kickboxing

Winter season only; two days/week after school, 60 minutes/class

Zumba

Spring season only; two days/week after school, 60 minutes/class

Additional Offerings

Fall

Fall Crew, Independent Athletic Waiver, Musical/Stage Crew (10th, 11th, and 12th grades only)

Winter

Dance Motion, Winter Crew, Robotics, Independent Athletic Waiver

Spring Independent Athletic Waiver

Further Explanations

Musical/Stage Crew for 10th, 11th, and 12th grades only and may only be used for fall sports season.

Independent Athletic Waiver

Designed to provide credit to athletes who participate in a sport that AIS does not offer, participate in a sport at an elite level, practice and compete in a sport that exceeds ten hours of practice time per week. If an athlete is applying for an independent waiver in a sport offered by the school, this athlete must compete/play for the school team in order to receive the independent credit. All forms must be submitted and approved BEFORE the start of each season. A student may apply for an Independent Athletic Waiver if she meets three out of the five criteria listed below:

1. Participates on an AIS team for the sport for which she is applying.

Please note: If the student does not participate on the AIS sport team during the 2026-2027 school year, the PE/ Athletic credit for the Independent will not be accepted and the credit will need to be made up during another season.

2. Participates in a sport that AIS does NOT offer.

3. Received a current state, regional, or national ranking for her sport.

4. Practice time with sport meets or exceeds 10 hours per week.

5. Participates in competitions during the season for which she is applying.

An Independent Athletic Waiver will NOT be eligible for the following:

1. Fitness-based activities that are not associated with competition

2. During the season that AIS offers the same sport To obtain a waiver form, please contact the Physical Education Department Chair.

WELLNESS

The Wellness curriculum is continually changing based on student needs and current trends in health education. Classes are Pass/Fail and follow a discussion-based format.

Wellness I: 9th Grade

Topics covered but not limited to: Mental Health, Body Image, Bullying, Social Justice, Social Media, Drugs and Alcohol, Sexual Health & Gender, Consent, Healthy Relationships, Decision Making/Refusal Skills, and College Mythbusting.

Wellness II: 10th Grade

Topics covered but not limited to: Stress Management, Social Media, Environmental Wellness, Emotional Wellness, Nutrition, Sexual Health including preventing pregnancies and infections, and Women’s Health Issues. A highlight of the 10th grade program is the CPR/AED course.

Wellness III: 11th Grade

Topics covered but not limited to: Stress Management, Sexual Health & Consent, Healthy Relationships, Substance Abuse, Peer Pressure and Refusal Skills. Highlights of the 11th grade program include Self-Defense and Financial Literacy.

Wellness IV: 12th Grade

As the students begin their final semester of Wellness in Upper School, the main focus is College Preparation and decision making as it pertains to Relationships, Sexual Health, College Safety, Stress Management, Time Management, Money Management, Leaving Home, Drugs and Alcohol.

Other Required

COMMUNITY SERVICE (40 HOURS)

The purpose of the Community Service program mirrors the mission of The Agnes Irwin School to empower students to learn, to lead, and to live a legacy. Community service refers to students’ participation in the community outside of school and can consist of direct service to others as well as research or advocacy on an issue of significance to the community. Students benefit from volunteering by building on leadership, communication, problem solving, and decision-making skills, while also learning about themselves. Students are required to participate in a minimum of 40 hours of Community Service to graduate. There are a number of ways to do this, and most students complete the requirement by fall of their senior year. Hours can be earned through involvement in service-themed clubs, team outreach events, and programs sponsored by the Service Council. Many Special Studies Program (SSPs) have a community service component. Students are made aware of community service opportunities on a continuous basis throughout the school year, and it is their responsibility to act upon the information. Service is not limited to the options presented at school but must be approved by the Community Service Director prior to the activity. Students may not complete more than 50 percent of the required hours at the same organization.

FINANCIAL LITERACY

This three-year required course provides students with the essential knowledge, skills, and strategic perspective needed for lifelong financial goal setting, independence, and wealth creation. Beginning in 10th grade with foundational habits like budgeting, banking, and understanding financial psychology, the program progresses in 11th grade to focus on strategic income, taxation, and credit management, preparing students for real-world costs like college financing and career planning. The capstone experience in 12th grade concentrates on providing real-world application and long-term growth, covering investment strategies, major purchases, and culminates in a project where students build their own post-graduation financial plan.

MEDIA LITERACY

In an increasingly complex, information-driven world, the evolution of digital news, social media, and artificial intelligence demands a new kind of literacy. Media Literacy focuses on developing essential digital fluency

and academic preparedness skills for 9th graders. This curriculum focuses on four core areas of study, including academic student preparedness, library and research skills, news and social media analysis, and digital citizenship. Through discussions, in-class activities, and creative projects, students will learn how to effectively and responsibly navigate a data-dense, algorithm-driven society.

LEADERSHIP LEGACY

Education needs to not only prepare students for the workplace but also to be active, responsible, and engaged citizens. The Leadership Legacy class helps to facilitate that preparation by explicitly teaching leadership through a 5 component process, which can be utilized in a variety of contexts. Students reflect on their values, learn effective collaboration and communication strategies, develop systems thinking and project management skills, engage in a productive, generative feedback cycle and champion their ideas and initiatives to ensure they leave a positive mark on the community. This is a hands-on class that features multiple guest teachers, speakers, projects and forms of assessment. Students grow their capacity for leadership through thoughtful reflection and active engagement in all class discussions, activities, projects and experiences.

SENIOR ASSEMBLY

Each senior delivers a talk to the Upper School students, faculty and staff on a topic of personal significance. With support from faculty mentors, students conduct independent research, refine their writing, and develop public speaking skills.

SPECIAL STUDIES PROGRAM (SSP)

SSP is a hands-on experiential learning program where students are given the opportunity to dive deeply into a topic over the course of multiple days. Each year the Upper School faculty will offer programs that may be careeroriented, focus on service learning, explore topics related to DEIB, or are international immersion opportunities. Juniors and Seniors may complete an independent SSP, which they will design with the assistance of the SSP coordinator. Students are required to complete one local SSP per year, and one Global SSP during their four years in Upper School. Our Global SSP program is designed to help students investigate the world beyond their immediate environment, recognize their own and others’ perspectives, communicate ideas effectively with diverse audiences, and translate ideas and findings into actions.

Note: Please note that “Global” does not necessitate international travel. Domestic programs are also offered or can be created independently.

Course & Co-Curricular Planner