CURRICULUM GUIDE 2026-2027 EDITION
TABLE OF CONTENTS All School Information.................................................. 4 Graduation Requirements............................................ 5 Course Load.................................................................... 6 Course Selection............................................................ 6 Curricular Offerings...................................................... 9 Course Description by Department.......................... 10 English.............................................................................. 10 Foreign Language.......................................................... 12 Science............................................................................ 13 Math................................................................................ 14 Social Studies................................................................ 16 English Language Learning......................................... 17 Fishburne Learning Center......................................... 18 Electives......................................................................... 18 Performing/Visual Arts................................................ 18 Outdoors........................................................................ 19 Other Offerings............................................................ 20
Blue Ridge School Curriculum Guide
ALL SCHOOL INFORMATION MISSION
Blue Ridge School’s faculty specifically focuses on helping boys reach their potential through personalized, structured, innovative learning practices in a college preparatory, allboarding community.
BACKGROUND
Blue Ridge School is an all-boys all-boarding college preparatory school for students in Grades 9-12. Originally founded in 1910 as the “Blue Ridge Industrial School’’, BRS has been operating with its current mission since 1962. Located outside the Shenandoah Valley in St. George, VA, Blue Ridge School has thrived because of its fidelity to its mission, passionate educators, and care and support for its students.
OUR CURRICULAR PHILOSOPHY
Perhaps nothing encapsulates the Blue Ridge School mission and our core educational philosophy better than the familiar proverb: It takes a village to raise a child. Our faculty fully embrace relational teaching and learning, engaging and challenging every boy through individualized care and support. To best facilitate these relationships, individualize our instruction, and give each boy opportunities to succeed, no class has more than 15 students, and our average class size is 11. Beyond the classroom, our teachers are deeply involved in student life. Nearly all live on campus and serve as coaches, advisors, and hall parents. As a result, every Blue Ridge Boy is known not only by his classroom teachers, but by a supportive network of mentors who play to his strengths and actively develop his growth areas. While college readiness is a top priority in our academic program, it is not the only thing we want for our graduates. Above all else we want them to grow into men of character who have developed the skills necessary for success in the 21st century. We want our curriculum and programs to produce young men who are confident in their scholastic abilities and who will use them to lead lives of purpose. Instead, our curriculum undergoes regular revision and evaluation so that it can be effective in achieving six important aims beyond just college readiness. After graduating from Blue Ridge our students will be:
A Global Citizen
He will want to learn not just about himself, but to actively seek understanding across lines of difference. Our curriculum strives to fuel increased curiosity, leading each student to pursue connections with people from different backgrounds and their stories, ideas, religions, histories, and cultures.
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A Critical Thinker
Our curriculum will teach students to use evidence to form and defend original arguments. They understand that not all information can be taken at face value, and that every source has a point of view to be understood in context. Graduates have learned the difference between summary and analysis because our curriculum emphasizes the importance of examining the “how and why” over simply the “what.” Students become adept at synthesizing information, asking thoughtful and relevant questions, and producing original ideas through formal writing assignments, classroom discussions, interpretation of sources, and the testing of hypotheses. Our students learn to make connections across disciplines, and between what they’ve studied and the world around them.
A Powerful and Effective Communicator
While thinking critically is the foundation of our academic vision, it is equally important that our students develop the skills to express what they think and what they have learned. Deliberate instruction on the art of presenting, and opportunities to rehearse and receive feedback, are components of units in all of the school’s academic departments. An effective communicator is more than just a good speaker, he is also a good listener and a skilled writer. By the time he graduates each student will be comfortable and able to communicate in a variety of settings whether that is presenting to a large audience, or sharing ideas with a partner or team.
Artistically and Culturally Literate and Appreciative
The visual and performing arts are essential forms of human expression that are critical in developing and cultivating creativity and cultural literacy. When a student graduates from Blue Ridge he will possess artistic literacy evidenced by his experience and participation in the programs we provide. These programs are designed to build an appreciation for the arts and require students to create, revise, analyze, connect, and respond through a variety of artistic endeavors.
An Environmental Steward
When a student graduates from Blue Ridge, he will be aware of current events that shape global, national, and local environmental concerns, and solutions that will alleviate them. He will have a deep appreciation for the natural world and an understanding of the impact that humans have upon it. During his time at Blue Ridge, each student will participate in service projects, grapple with solving real world environmental problems, and participate in the School’s wide array of outdoor education programs.
Empowered with Habits of Wellness & Independence
Wellness and independence at Blue Ridge is designed
to incorporate both the physical and emotional lives of students. Self-control is the foundation of both Wellness and Independence. Our graduates will be able to independently thrive with a wellness mindset. This begins with understanding what wellness is, followed by developing habits based on these understandings. Our goal is that students demonstrate the selfcontrol necessary to implement these habits in new environments.
DEIJ STATEMENT
Blue Ridge School is an all-boys boarding school where students thrive in an intentionally diverse community of faculty, staff, and students. Employees and students alike benefit from the experience of learning, living, teaching and working alongside others from a multitude of backgrounds. While remaining an all-boys boarding school, diversity at Blue Ridge School encompasses an array of ethnicities and races, family structures, socio-economic backgrounds, genders, ages, sexual orientation, abilities, countries of origin, native languages, traditions, religions, learning styles and differences and their intersections. To be an inclusivecommunity means that we respect and embrace each person’s values and understand the impact of these values. We recognize that simply existing in a diverse community will not automatically result in the inclusive culture we seek to create. Cultural engagement allows students and faculty to consider different perspectives and enriches both the teaching and learning experience. Cultural engagement also drives innovation and fosters creativity. Therefore, we purposefully promote inclusion across all of our programs and nurture a supportive, encouraging, and affirming environment that celebrates individuality. We seek to help our students become capable and engaged citizens. We are committed to diversity as an immersive experience
and encourage challenging conversations that promote growth and learning and that help us achieve our goal of graduating culturally competent students who will be equipped to act as leaders in advancing equity and justice. Ultimately, we endeavor to impart the fundamental truth that every person is valuable and worthy of respect.
ACCREDITATION
Blue Ridge School is accredited by the Virginia Association of Independent Schools (VAIS) and the Southern Association of Colleges and Schools (SACS). The School holds professional memberships in the National Association of Independent Schools (NAIS), the Council for the Advancement in Support of Education (CASE), the Association of Boarding Schools (TABS), the Small Boarding Schools ASsociation (SBSA), the Virginia Council for Private Education (VCPE), and the International Boys Schools Coalition (IBSC). Blue Ridge School successfully completed its 10 year VAIS reaccreditation in 2019.
GRADUATION REQUIREMENTS The following credits are the minimum academic requirements needed to graduate Blue Ridge School. English: (4 credits) including Composition and Literature Survey IV, taken at Blue Ridge School Social Studies: (4 credits) Mathematics: (4 credits) Math 1, Math 2, and Algebra II are required BLUE RIDGE SCHOOL 5
Science: (4 credits) including Biology and Chemistry Foreign Language: (3 credits) in the same language Electives: (3 credits) Must include credits in the Arts & Outdoors Total: A minimum of 18 credits must be earned within the core areas (English, ELL, Social Studies, Math, Foreign Languages, Science). Exceptions to the above requirements may be granted by the Registrar, and only after consultation with the Academic Team and Department Chairs. A minimum of 21 total credits are required to earn a diploma from Blue Ridge School. New incoming students will have their transcript and credits evaluated to best place them in classes on track to graduate. Additional graduation requirements: • Acceptance letter from a 4-year college. • 25 hours of community service • Credits in Outdoors and in Fine Arts may be met by: • Taking and passing a semester elective in these areas. • Satisfactory completion of a seasonal cocurricular program in these areas: Fall/Winter/ Spring Outdoors, Fall/Winter Drama, Spring Band.
ACADEMIC COURSE LOAD
Every student is required to take English, math, science and social studies each year he attends Blue Ridge. Furthermore, students are expected to carry a course load of six classes each semester. The Assistant Head of School may give special permission for a senior who has completed all graduation requirements to take five classes and a free period. The Registrar coordinates all matters pertaining to course selections and scheduling.
COURSE SELECTION
The Registrar and Dean of Academics will place all students into the appropriate courses for the upcoming year. They will base student placement primarily on each student’s transcript and the BRS graduation requirements. Incoming new students do not need to request courses ahead of time. Current teachers may recommend returning students for certain courses. Recommendations may be made based on the student’s performance in their course and their interests. For electives, the Registrar will send all students an elective request form before the start of the semester. All teachers and administrators at Blue Ridge School believe that students should be placed in courses where they can be successful and appropriately challenged.
GRADES
Blue Ridge School reports grades as letters A to F, which corresponds to the grading scale below, with A designating excellent work and F designating failing work. A final grade in the D range in any course may require administrative 6 BLUE RIDGE SCHOOL
and departmental approval in order to advance to the next level course in that discipline. Approval may be conditional on successful completion of summer work or other requirements.
GRADING SCALE
A+ = 97-100, A= 93-96, A- = 90-92, B+ = 87-89, B = 83-86, B- = 80-82, C+ = 77-79, C = 73-76, C- = 70-72, D+ = 67-69, D = 63-66, D- = 60-62, F = 59 & below
HONORS COURSES
Certain courses in our curriculum have one section with an honors designation. Honors courses are generally more challenging, going into more breadth and depth with heightened expectations that a typical course would provide. A teacher may recommend a student to an honors course, if the course is offered. Students must have successfully completed all prerequisites prior to enrolling in an Honors course. Teachers are encouraged to discuss with interested students whether or not an Honors course is appropriate. Generally, students are recommended to take Honors courses if their grade is within an A range (90-100), though recommendations are made with teacher discretion, in partnership with department chairs, advisors, the student, and their family.
AP COURSES
Advanced Placement (AP) courses are advanced classes with the opportunity for students to earn college credit. Students who enroll in an AP class are required to take the AP exam at the end of the year. For a student to be recommended for an AP class, they must demonstrate outstanding achievement in their pre-requisite courses to demonstrate readiness for a college-level course. This determination is made by previous teachers, in partnership with department chairs, advisors, the student and the family. Generally,
students are recommended to take AP courses if their grade is in the A range (90-100) and they demonstrate a high level of understanding of the pre-requisite courses.
FISHBURNE LEARNING CENTER
The Fishburne Learning Center distinguishes Blue Ridge School from other boys’ boarding schools by implementing individualized learning strategies and programs. Approximately 40% of our students leverage FLC services, which support a neurodiverse group of boys, including those diagnosed with ADHD, ASD, and SLDs (such as dyslexia, dysgraphia, and dyscalculia). Additionally, any student who might benefit from added learning support is welcome to enroll. The FLC offers two tiers of support. FLC 1 is a small setting of three students or fewer, focused on building executive functioning and academic skills. FLC 2 is conducted in a setting of five students and promotes more increased independence. Additionally, students enrolled in the FLC have a specialized study hall available to them in the evenings. Students with formally diagnosed learning differences are required to provide Blue Ridge School with current documentation. The Director of the Learning Center evaluates these findings to determine the best tier of support and can help arrange individual psychoeducational assessments through local providers if needed. From this documentation, the FLC staff produces a tailored strategy letter outlining the student’s strengths, needs, testing accommodations, and instructional strategies for his classroom teachers. To ensure we have the most accurate information to support your child, we strongly recommend that testing data be updated within the last three years
ENGLISH LANGUAGE LEARNING
Blue Ridge is a global community with students attending from all over the world. Students who are still developing their English language skills can take a leveled ELL course in place of their English course depending on their writing, speaking, and reading skills. Additionally, students can enroll in an English Language Learning Lab to receive additional English support while still enrolling in a mainstream English course.
DAILY SCHEDULE Monday, Tuesday, Wednesday Rising Bell Breakfast/Check in Period 1 Period 2 Assemby/Chapel/ Advisory/Hall Meetings Period 3 Period 4 Lunch Period 5 Study Hall Period 6 Athletics Dinner Baron Block In Rooms Lights Out
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Thursday Rising Bell Breakfast/Check in Period 1 Chapel Period 2 Flex Lunch Period 3 Faculty Meetings Athletics Dinner Baron Block In Rooms Lights Out
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Friday Rising Bell Breakfast/Check in Period 4 Assembly Period 5 Period 6 Lunch Flex Athletics Dinner In Rooms Lights Out
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Each week, the class period schedule will rotate. The first week of the school year will begin with 1st period, then 2nd period, etc. The second week of the school year will begin with 2nd period, then 3rd period, ending with 1st period. This rotation continues each week of the school year.
STUDY HALL
Blue Ridge School provides daily, structured study hall opportunities to ensure students have the time and resources needed to manage their workloads. During the academic day from Monday to Wednesday, students participate in a daytime homeroom study hall. Held in small groups of 7 to 10 with a classroom teacher, this 45-minute period allows students to complete daily homework and meet with other faculty members for extra help. Students may be required to attend extra help during this time at a teachers discretion. In the evenings from Sunday to Thursday, we have an additional designated quiet hour in the dorms from 7:30 PM to 8:30 PM. This evening time allows students to finish their remaining assignments and prepare for the following day’s classes. Faculty are always on duty in the residence halls to support students, and peer tutors are available to assist in the library every night. Students are also welcome to study in the library if they do not wish to study in their dorm.
ACADEMIC SUPPORT DURING STUDY HALL
Depending on a student’s academic standing and specific learning needs, they may be assigned to a structured evening supervised study hall instead of working independently in their rooms. This structure provides more accountability, additional teacher support, and subject-specific tutoring from senior students and faculty. Additionally, students in
the FLC may be required to attend FLC study hall. This provides a highly structured environment once a week for students enrolled in FLC Tier-1 or those assigned by the Director of the Learning Center. During this time, students work directly with their assigned FLC teacher for tailored support on homework and other projects.
COLLEGE COUNSELING INFORMATION
The College Counseling Office supports and encourages students as they navigate the college search and application process. College counseling and preparation is an essential part of the Blue Ridge School curriculum and experience, beginning in freshman year. Because students are more likely to succeed at colleges that are aligned with their capabilities and interests, we focus our college counseling program on discovering good matches between our boys and post-secondary institutions. Working together with parents, students, coaches, and teachers, our college counselors provide support and assistance as to the courses, decisions, and applications needed to pursue higher education. While the student steers the ship, sitting on the sidelines is not an option. We ensure every student leaves here with confidence, ambition, and vision—academically, socially, athletically, and artistically.
ONLINE CLASSES
At Blue Ridge, we have a conviction that our teachers create meaningful connections with their students, and can craft engaging and personalized curriculum for them, because our teachers know our kids best. There are occasionally times where it’s more appropriate for a student to take an online course rather than one offered in-person at Blue Ridge. For example, if a student would like to pursue an AP Course not offered at Blue Ridge. We partner with online institutions to
expand our course offerings and offer these as online course options that a student can take instead of a traditional class. There is an additional added payment for these courses.
NCAA ELIGIBILITY FOR STUDENTATHLETES
Students who plan to participate in Division I or Division II athletics in college must meet all NCAA eligibility requirements, as outlined by the NCAA. Eligibility is based on the successful completion of 16 NCAA approved core courses within eight academic semesters or four consecutive academic years starting in Grade 9. These core courses must be completed in the following subject areas: • English • History/Social Sciences • Natural or Physical Sciences • Mathematics • Foreign Language All core academic courses offered at Blue Ridge School are approved by the NCAA. Additionally, two Comparative Religion electives meet NCAA criteria and count toward the History/Social Sciences requirement. Courses that do not meet NCAA eligibility guidelines include: Money, Banking, and Investments; Entrepreneurship; Advanced Research Topics; Research 101; Music Fundamentals; Advanced Music; Studio Art; Advanced Art; Computer Art; Outdoor Leadership; Outdoor Expedition Skills; Environmental Ethics; Ornithology; Health and Wellness; Sports Psychology; Pathways Seminar: College and Career Planning; and all FLC courses. Blue Ridge School coordinates online courses through approved platforms that meet NCAA standards. If a student opts to enroll in an online course independently, it is their responsibility to confirm that both the course and the platform are listed as NCAA approved. For international students, the NCAA and most U.S. colleges and universities require official transcripts to be submitted in both the original language and a certified English translation if the student’s previous school did not use English as the language of instruction. Blue Ridge School will submit all official transcripts directly to the NCAA on the students behalf. Our college counseling team supports student-athletes throughout this process. For any student considering Division I or II athletics, counselors will review transcripts at admission and complete an NCAA Eligibility Worksheet. This worksheet is shared with students and families and updated annually to ensure continued compliance with NCAA standards.
CURRICULAR OFFERINGS 2026-2027 Some courses are offered with an Honors option, indicated by “(Honors)” English English 9 English 10 English 11 (Honors) English 12 (Honors) AP English Language & Composition Mathematics Math 1 Math 2 Algebra II Pre-Calculus (Honors) Statistics AP Statistics Calculus AP Calculus AB Social Sciences Human Geography & World Cultures Modern World History United States History & Government (Honors) Historical Ethics AP Human Geography AP Comparative Government & Politics AP Microeconomics AP Macroeconomics Money, Banking & Investments (Fall) Entrepreneurship (Spring) Science STEM 9 Biology BLUE RIDGE SCHOOL 9
Chemistry (Honors) Physics AP Physics Anatomy & Physiology Astronomy Environmental Studies Foreign Language Spanish I Spanish II Spanish III English Language Learning ELL Level 1 ELL Level 2 ELL Lab Fishburne Learning Center FLC Tier 1 FLC Tier 2 Performing Arts Music Fundamentals Advanced Music Visual Arts Studio Art Advanced Art Ceramics Computer Art Outdoors Outdoor Expedition Skills (Fall) Ornithology (Spring) Outdoor Emergency Response (Spring) Outdoor Appreciation (Fall) Appalachian Studies (Spring) Outdoor Leadership Other Electives Lifetime Wellness Pathway Seminar: College & Career Planning Advanced Research Topics (Spring) Research 101 (Fall) Comparative Religion: Introduction to Judaism (Fall) Comparative Religion: Introduction to Christianity (Spring) Shamanism I (Fall) Shamanism II (Spring)
SAMPLE STUDENT SCHEDULES
Student schedules will vary depending on completed prerequisites and elective selections. Students in ELL1 or ELL2 will take an ELL course instead of standard English. FLC students will meet with their learning specialist in lieu of a Foreign Language or Elective course.
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Grade 9: Composition & Literature Survey I (English 9) Human Geography & World Cultures Math 1 STEM9 Spanish I Studio Art Grade 10: Composition & Literature Survey II (English 10) Modern World History Math 2 Biology Spanish II Money, Banking, & Investments Grade 11: Composition & Literature Survey III (English 11) United States History & Government Algebra II Chemistry Spanish III Outdoor Emergency Response Grade 12: Composition & Literature Survey IV (English 12) History 12 Statistics AP Physics AP Microeconomics Introduction to Christianity
COURSE DESCRIPTIONS BY DEPARTMENT ENGLISH Overview The mission of the English Department is to foster critical thinking, creativity, communication skills, and an appreciation of diverse perspectives. The values we seek to instill in our students are integrity, respect, responsibility, discovery, excellence, brotherhood, empathy, and inclusion. We aim to rise to these standards in the following ways. In our classrooms, we explore writers, thinkers, and ideas from diverse cultural, ethnic, racial, and historical backgrounds. We seek to embrace civil discourse with classroom discussions that respect the individuality of each class member. We provide students with opportunities for argumentative & analytical writing as well as reflective and creative writing. Finally, we aim to strike a balance between encouraging the natural talent of each student and maintaining the same high expectations of every person in the room. Sequence Grade 9: Freshmen are required to take Composition & Literature Survey I
Grade 10: Sophomores are required to take Composition & Literature Survey II. They have the option to pursue an Honors designation. Grade 11: Juniors are required to take Composition & Literature Survey III. They have the option to pursue an Honors designation. Grade 12: Seniors are required to take Composition & Literature Survey IV. They have the option to pursue an Honors designation. *Students are provided with the opportunity to take AP Language & Composition in Grade 11 or 12 if they qualify for the course. *Students must have 4 English credits to graduate.
COURSES COMPOSITION AND LITERATURE SURVEY I Composition and Literature Survey I introduces students to the study of literature and composition through the essential question, “Who Will You Become?” The course explores how choices shape character through classic and contemporary fiction, poetry, short stories, and nonfiction centered on themes of courage, justice, leadership, integrity, and personal responsibility. Emphasis is placed on close reading, literary analysis, evidence-based writing, vocabulary development, grammar, and academic discussion. Students compose personal narratives, literary analyses, argumentative essays, research writing, and other forms of analytical and creative composition while developing the reading, writing, and critical thinking skills necessary for success in upper-level English courses. COMPOSITION AND LITERATURE SURVEY II Prerequisite: Composition & Literature Survey I Composition and Literature Survey II builds upon the reading, writing, and analytical skills developed in Composition and Literature Survey I through the thematic study of Truth, Power, and the Human Condition. The course examines Gothic literature, science fiction, historical fiction, dystopian literature, poetry, and nonfiction to explore how ambition, technology, fear, language, and authority influence individuals and society. Emphasis is placed on literary analysis, comparative reading, academic research, argumentative and analytical writing, and seminar discussion. The course prepares students for the increased rigor of upper-level English through sustained analysis of complex texts and sophisticated written communication. COMPOSITION AND LITERATURE SURVEY III Prerequisite: Composition & Literature Survey II This is a genre survey course that focuses on classic texts, short fiction, personal narrative, poetry as well as different essay types and some non-fiction. Literary analysis is the primary focus with the texts that are covered. As well, a significant part of the class will be focused on creative
writing and special projects. Students will work to develop their study & presentation skills and ability to work independently as they read & interpret different texts. In addition, a formative part of the first semester is to develop reading & annotation skills which will be a cornerstone for the rest of the year. Additional points of emphasis in the class are the development of critical thinking, logical reasoning and structure to their writing. HONORS COMPOSITION AND LITERATURE SURVEY III Prerequisite: Composition & Literature Survey II “Interpreters do not decode poems,” says legal scholar Stanley Fish, “they make them.” We’ll keep this controversial assertion in mind as we kick off the year with Yasmina Reza’s Art, a comic play about friends whose relationship is endangered by their different interpretations of a painting. We will ask whether the notion of “Good” art can be pinned down, then pose the same question about other supposedly fixed categories as we examine Herman Hesse’s Narcissus and Goldmund and a selection of Daoist literature - works that will make us very uncertain about the abstract judgements and groupings we take for granted in our daily lives. This uncertainty will equip us to study the stereotyping and scapegoating depicted in short stories by nineteenth-century Russian and twentieth-century American realists. At the same time, we will look at the craft of these stories as a woodworker looks at an antique chair: with an eye toward detail that makes an impression on the senses. COMPOSITION AND LITERATURE SURVEY IV Prerequisite: Composition & Literature Survey III In this course, the main aims are as follows: enhance students’ writing, analytical, verbal, and discussion-based skills, encourage students to work collaboratively and creatively, provide opportunities for students to think independently and introspectively, and most importantly, explore life through literature. Students in this course will be asked to read literature that is entwined with three main themes – what does it mean to be a good person, what does it mean to grow up, and how should we relate to the past. Students will work independently and in groups to grapple these life-long questions as they work to build and enhance English-based skills. Students can also be recommended for the Honors track. While it shares the same aims as the standard course, Honors students are expected to think, read, and write in greater depth. AP LANGUAGE AND COMPOSITION Prerequisite: Composition & Literature Survey III or IV The Advanced Placement course in Language and Composition offers students a challenging and rewarding introduction to college-level reading and writing. As articulated in the AP English Course Description, the purpose of this course is to “enable students to read complex texts with understanding and to write prose...to communicate effectively with mature readers” (The College Board 2010). Students will learn to analyze and interpret complex texts from a variety of genres and disciplines, focusing on rhetorical strategies, argumentation, and the BLUE RIDGE SCHOOL 11
relationship between author, audience, and purpose. The course emphasizes the development of sophisticated writing skills, with students producing essays that demonstrate strong thesis construction, logical reasoning, and effective use of evidence. Students will engage in regular writing assignments, including argumentation, rhetorical analysis, and synthesis essays, designed to improve their ability to communicate clearly and persuasively. In addition, students will focus on presentation, literary analysis, image analysis, and the development of critical thinking. Preparation for the AP Language and Composition exam is an integral part of the course.
FOREIGN LANGUAGE Overview The mission of the Blue Ridge School Spanish Department is to prepare students for communicative and cultural competence and to become informed participants in a multilingual and multicultural global society. The five goal areas in which students should learn and grow reflect those outlined in the World-Readiness Standards for Learning Languages: 1.
Communication – Students will learn to communicate effectively in more than one language, in a variety of situations and for multiple purposes. The three modes of communication are: a. Interpersonal b. Interpretive c. Presentational 2. Cultures – Students will learn to interact with cultural competence and understanding, by relating both cultural products and practices to perspectives 3. Connections – Students will connect with other disciplines in order to use language to function in a variety of academic and professional situations 4. Comparisons – Students will develop cultural and
linguistic insight in order to interact with cultural competence. This includes, in part, a reflection on comparisons between the language and cultures studied and their own. 5. Communities – Students will participate in multilingual communities at BRS and around the world, using the language to collaborate both within and beyond the classroom. Sequence In support of this mission, students must earn at least three credits in Spanish in order to graduate. Advanced courses beyond Spanish 3 will allow students to reach the “Superior” ACTFL proficiency level. Each Spanish course is a year-long 1.0 credit course. Course Sequence and Corresponding ACTFL Proficiency Levels Spanish 1 Spanish 2
Intermediate
Spanish 3 Spanish 3 Honors
Advanced
Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction. Can narrate and describe in all major time frames and handle a situation with a complication.
COURSES SPANISH I The goal of this course is to introduce students to the Spanish language and to the diverse cultures and communities throughout the Spanish-speaking world. Students will learn to think and communicate in Spanish in relevant, real-life situations, while also making comparisons between their own cultures and those of Spanish-speaking communities around the globe. Students will develop a foundational understanding of Spanish grammar while building their vocabulary. By the end of this course, students will have reached an Intermediate proficiency level and be fully prepared for success in Spanish 2. SPANISH II Prerequisite:Spanish I The goal of this course is to build upon students’ existing cultural and linguistic competence. Students will learn to think and communicate in Spanish in relevant, real-life situations, while also making comparisons between their own cultures and those of Spanish-speaking communities around the globe. Students will expand their repertoire of Spanish grammar while building upon their vocabulary. By the end of this course, students will have reached the high Intermediate proficiency level and be fully prepared for success in Spanish 3.
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SPANISH III Prerequisite: Spanish II The goal of this course is to build upon students’ existing cultural and linguistic competence. Students will learn to think and communicate in Spanish in relevant, real-life situations, while also making comparisons between their own cultures and those of Spanish-speaking communities around the globe. Students will expand their repertoire of Spanish grammar while building upon their vocabulary. By the end of this course, students will have reached the Advanced proficiency level and be fully prepared for upperlevel Spanish classes at Blue Ridge and beyond.
SCIENCE Overview The Blue Ridge School Science Department’s mission is to equip students with the skillset of a scientist. We have defined eight core scientific skills where all students should learn and grow: 1. 2. 3. 4.
5. 6.
7.
8.
Critical Thought - Students will be able to think “like a scientist” about complex scientific problems. Asking Questions - Students will build their curiosity and ask questions that get to the heart of a phenomenon. Experimentation - Students will be able to plan and carry out investigations using a variety of technology and lab equipment. Sourcing Information - Students will be able to use technology for background information. They should discern the difference between a reliable and unreliable source. They will be able to read and use information from primary and secondary sources. Using Representations - Demonstrate skill at applying representational tools commonly used in science to solve problems. Data Analysis - Students will be able to interpret and analyze collected data. They will be able to read and interpret different ways to represent data, like tables and graphs. Effective Communication - Students will be able to communicate ideas by supporting claims with evidence and reasoning. They will be able to create and reference data tables and graphs that support their explanations. Citizens of Science - Students will have an awareness of their role in societal issues of science and knowledge of how to contribute to positive change.
Sequence To accomplish this mission, students must earn at least four science credits to graduate. Two courses must be Biology and Chemistry (or Honors Chemistry). Students must take at least one science course a year, though they are encouraged to take more if they are interested. Every science course is a year-long 1.0 credit course.
Grade 9: STEM Grade 10: Biology Grade 11: Chemistry or Honors Chemistry Grades 11 & 12 Electives: Anatomy & Physiology, Astronomy, Environmental Studies, Physics, AP Physics
COURSES STEM Science is everywhere and is happening all around us, just waiting to be explored! The goal of this course is to spark curiosity and get students thinking like scientists while making science exciting and approachable. Rather than specific content matters, we will explore concepts across chemical, biological, and environmental sciences to aid in the development of skills pertaining to scientific literacy, scientific inquiry, research, experimentation, and data analysis. I hope to use this course to explore student curiosities and expect students will leave this class as confident citizens of science. If you come to class with an open mind, lots of questions, and ready to learn, you are guaranteed to succeed! BIOLOGY Prerequisite: STEM9 The purpose of this course is for students to develop the essential skills of a scientist by learning about biological problems and phenomena that are relevant to their lives and communities. Through engaging topics such as curing genetic disorders through CRISPR, how humans impact ecosystems, and the emerging problem of antibiotic resistant bacteria, students will explore how biology connects to real-world challenges. They will practice critical thinking, data analysis, and problem-solving while investigating how living systems function, adapt, and interact. This course emphasizes inquiry-based learning and collaboration, encouraging students to ask meaningful questions, design experiments, and communicate their findings effectively. By the end of the course, students will have a deeper understanding of biological principles and their applications in addressing global and local issues. CHEMISTRY Prerequisite: Biology The course aims to introduce the students to the fundamental aspects of chemistry while providing them the tools to apply that knowledge to various fields of STEM. A mix of theoretical instruction for core knowledge, lab work for hands-on experience and application-based learning, and self-guided projects to demonstrate their scaffolded learning will be used to instill their learning. The honors chemistry class will expand upon this with a more challenging curriculum closely aligned with the AP chemistry syllabus. Critical thinking and scientific writing will be more highly prioritized. PHYSICS Prerequisite: Biology & Chemistry Conceptual Physics will focus on the language, tools, and skills of physics, particularly building, testing and applying BLUE RIDGE SCHOOL 13
models to investigate the real world. The theme for this exploration will be “how do we know” and we use an experimental approach to investigate how knowledge of the physical world builds upon fundamental questions such as how things move and why they move. Topics may include some combination of the following: kinematics, dynamics, conservation laws, electricity and magnetism, light and optics, astrophysics, modern physics, and more. AP PHYSICS Prerequisite: Biology & Chemistry, Physics recommended The AP Physics 1 course is conducted using inquiry-based instructional strategies, explorations, and labs that focus on experimentation to develop students’ conceptual understanding of physics principles. Throughout the course, the students construct and use multiple representations of physical processes, solve multi-step problems, design investigations, and reflect on knowledge construction through a set of rubrics. This course is equivalent to one semester of college physics for health science majors (note engineering and adjacent majors are required to take calculus-based physics). Though exam scores are typically low, even internationally, on this exam, this course is highly correlated with success in college physics, and great preparation for the future. ANATOMY & PHYSIOLOGY Prerequisite: Biology & Chemistry Anatomy & Physiology is an elective course designed to give every student the basic tools and background knowledge to begin their pursuit of a health or medicine-related field. The course will follow a systems based approach to studying the human body, and students will be expected to apply their knowledge to patient case studies and lab based investigations. This course will give students a taste of as many aspects of the medical field as possible so they are equipped to make informed choices about their interests in college and their careers. ASTRONOMY Prerequisite: Biology & Chemistry recommended Following the path of historical developments in the science of Astronomy and the applications of Physics to Astronomy, students will gain a better understanding of the universe and our place in it. ENVIRONMENTAL STUDIES Prerequisite: Biology & Chemistry recommended The goal of Environmental Studies is to provide students with foundational understanding of the environment and environmental issues by investigating characteristics of the ecosystem of the Blue Ridge School and beyond – developing essential skills in three primary areas: observation in, research of, and reflection on the natural world.
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MATH Overview The mathematics department at the Blue Ridge School aims to support students in gaining skills in mathematical manipulation, problem solving, and confidence by providing multiple modes of engaging with the content and receiving feedback. Learning goals include building student proficiency in manipulating and solving mathematical expressions, helping students develop confidence and perseverance in solving problems through an informed approach, fostering self-efficacy and self-reliance in solving and understanding mathematical problems, developing abstract and quantitative reasoning skills, encouraging critical-thinking and analytical creativity, and helping boys feel comfortable communicating and working together to solve problems. Sequence The math sequence at Blue Ridge School begins with Math 1, where students build foundational skills in algebraic manipulation, equations, and functions. Following this, Math 2 introduces spatial reasoning and the study of shapes, proofs, and properties of two- and three-dimensional figures. Algebra II expands on the concepts from Math 1 and 2, diving deeper into advanced equations, functions, and introductory topics in trigonometry and logarithms. Precalculus serves as the bridge to higher-level mathematics, combining advanced algebraic techniques, trigonometry, and an introduction to limits and other calculus concepts. From there, students can pursue Calculus to explore differential and integral calculus or choose Statistics to focus on data analysis and probability. Students must take a math course every year they are at Blue Ridge.
COURSES MATH 1 Blue Ridge School’s Integrated Math 1 course provides foundational mathematical knowledge and reasoning in algebra, geometry, and statistics. After building on their understanding of variables, expressions, and equations, students will explore the behavior and characteristics of linear and exponential functions and equations. Students will then build upon this groundwork by approaching geometric problems algebraically, such as utilizing the coordinate plane to compute perimeters and verify geometric properties of shapes, as well as exploring the properties of lines and their slopes. Math 1 concludes with an introduction to statistics in which students learn to represent, interpret, and model quantitative data. MATH 2 Prerequisite: Math 1 or Algebra 1 Building upon the lessons from Math 1, Blue Ridge School’s Math 2 course further deepens students’ understanding of algebraic, geometric, and statistical concepts. Beginning with geometric topics related to symmetry, congruence, dilation, similarity, and proof, students then apply these geometric principles analytically to the study of quadratic
serious about learning the underpinnings of higher-level math. Instead of just learning “what” happens in math, they will learn “why” it happens. This method will be evident when the students study logarithms and trigonometry, two of the foundations of higher-level math. The course is also intended for those students who expect to later be in AP-level calculus. CALCULUS Prerequisite: Precalculus This course serves as an option for students who wish to learn the basics of calculus for applications without having to worry with the more esoteric parts of the AP curriculum. The course begins with a thorough review of precalculus and trigonometry, and then it continues with differential calculus. While this is the bulk of the material in the class, near the end of the year the course will serve as an introduction to integral calculus, with applications like the area under a curve.
functions and equations. After studying quadratic equations, students are introduced to square root functions, and the curriculum concludes with the study of probability, providing the mathematical foundation for advanced statistical reasoning. ALGEBRA II Prerequisite: Geometry The goal of this Algebra II course is for students to become more self-reliant and confident in their mathematical abilities. The structure of lessons and class time is designed to support this growth. Every student can achieve success by challenging themselves; our curriculum emphasizes a deep understanding of function families, with a focus on quadratics, and develops skills in graphical, analytical, verbal, and numerical analysis. Function transformations are a central theme woven throughout the course, and a more detailed description of each unit. PRECALCULUS Prerequisite: Algebra II Precalculus is an exciting math course where you move from manipulating equations to thinking about what the functions mean and how they behave. The course includes a broad spectrum of function types that are foundational for careers in mathematics, physics, biology, health science, business, social science, and data science, and so forth. Students do a significant amount of group work on open-ended problems at whiteboards, and consider many applications of functions including polynomials, rationals, exponentials, logarithms, and trigonometric functions. HONORS PRECALCULUS Prerequisite: Algebra II Honors Precalculus is a course for students who are more
AP CALCULUS AB Prerequisite: Precalculus This course provides students with a comprehensive understanding of differential and integral calculus, focusing on the core concepts of limits, derivatives, and integrals. Students will learn how to apply these concepts to solve real-world problems, including analyzing rates of change, optimizing functions, and calculating areas and volumes under curves. The course prepares students for the AP Calculus AB exam by emphasizing both the conceptual understanding and technical skills necessary to succeed in calculus and future mathematical studies. STATISTICS Prerequisite: Algebra II Statistics is a course designed to help students become confident, self-reliant mathematicians who can apply their knowledge beyond the classroom. The curriculum focuses on essential topics such as collecting and analyzing data, probability, normal distributions, hypothesis testing, and confidence intervals. Students will develop skills in collaboration, critical thinking, and data-driven decisionmaking while learning practical tools like spreadsheets. Assessments are designed to provide ongoing feedback and encourage mastery, with semester exams focused on applying learned concepts. AP STATISTICS Prerequisite: Algebra II The following is from the AP Central website for Statistics: “The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from patterns 2. Sampling and Experimentation: Planning and conducting a study 3. Anticipating Patterns: Exploring random BLUE RIDGE SCHOOL 15
phenomena using probability and simulation 4. Statistical Inference: Estimating population parameters and testing hypotheses Students use technology, investigations, problem solving, and writing as they build conceptual understanding.”
SOCIAL STUDIES Overview The Social Studies Department at Blue Ridge School offers a dynamic and comprehensive curriculum designed to prepare students for engaged citizenship, critical thinking, and a nuanced understanding of the world. Courses span foundational studies in Human Geography and World Cultures to advanced examinations of history and government through AP-level offerings. Students gain essential skills in historical research, source analysis, and evidence-based argumentation, while also exploring diverse cultural, geographical, and political perspectives. With an emphasis on active learning, including projectbased activities, debates, and seminar-style discussions, the department equips students to navigate the complexities of the past and present with intellectual curiosity and civic responsibility. Sequence Grade 9: Human Geography & World Cultures Grade 10: Modern European History Grade 11: United States History & Government Grade 12: Contemporary Global Studies, AP Human Geography, AP Micro/Macroeconomics, or AP Government & Politics Elective Offerings: Money, Banking & Investments, Entrepreneurship (Elective Offerings cannot be used as a replacement for core courses)
COURSES
modern world. Beginning in the Renaissance, this course will allow students to understand the immense role that Europe has played in shaping the world, while also learning of historical developments in the Americas and the East. Focusing on artistic movements, prominent figures, and pivotal moments, students will be reintroduced to the core competencies of historical research and analysis. UNITED STATES HISTORY & GOVERNMENT Prerequisite: Modern World History The United States History and Government course will aim to prepare students for life as adult citizens and residents of this nation. In providing an overview of the nations founding principles, growth, and development, students will be prepared to maturely respond to the demands of citizenship. They will also be able to meaningfully discuss the role the United States has played in shaping the world both in the past as well as the present. Additionally, students will continue to grow in their skills as historians, doing the real work of historical analysis, generating claims, and arguing them with the assistance of both primary and secondary sources. HISTORICAL ETHICS Prerequisite: United States History & Government This course is designed to examine the concept and development of human rights, as well as the enforcement of these rights. Students will investigate the violation of human rights doctrines through crimes against peace, genocide, war crimes, and crimes against humanity. The course will examine historical examples, as well as current public policy issues that impact international criminal justice and world peace. Students should be able to use critical thinking, factual inquiry, and the scientific approach to solve problems. Upon completing this course, students should develop an understanding of the legal, political, and policymaking processes that affect international criminal justice in various jurisdictions.
HUMAN GEOGRAPHY & WORLD CULTURES This course will equip students with both the fundamental skills and content necessary to begin doing the work of a historian. Students will learn the process of analyzing sources, evaluating evidence, and developing claims whilst gaining an understanding of the origins of human civilization. From there, the course will move into topic studies of human geography and cultures. Students will develop cultural awareness and understanding through these units of study. Additionally, students will become equipped to identify geography’s roles in shaping history, as well as crucial map reading and identification skills that will serve them in future years of studies in social sciences. Students will be instilled with the value of active listening and note-taking, and make their first forays into ProjectBased Learning.
AP HUMAN GEOGRAPHY AP Human Geography is an engaging, real-world social science course that explores why things are where they are and how human activities shape the planet. Rather than focusing on memorizing historical dates or naming physical features on a map, this class uses a spatial lens to examine how societies operate, covering topics such as population shifts, cultural diffusion, political borders, agriculture, urbanization, and economic development. By analyzing demographic charts, geographic models, and modern headlines, students learn to connect local patterns to global trends. Ultimately, the course provides a practical framework for understanding current events, global diversity, and the complex relationship between human societies and the environments they inhabit.
MODERN WORLD HISTORY Prerequisite: Human Geography & World Cultures The aim of the Modern World History course will be to trace the impacts of major historical periods and events on the
AP COMPARATIVE GOVERNMENT AND POLITICS Prerequisite: US History, Teacher Recommendation This course provides an in-depth study of the structure, principles, and functions of the United States government. Students explore foundational documents, political beliefs,
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behaviors, and the roles of institutions such as Congress, the presidency, and the judiciary. The course examines the processes of policymaking, the impact of political parties, interest groups, and the media, as well as the principles of civil rights and liberties. Through analysis of real-world scenarios and Supreme Court cases, students develop critical-thinking and analytical skills, preparing them for the AP exam and fostering a deeper understanding of American democracy and civic engagement. AP MICROECONOMICS & AP MACROECONOMICS Prerequisite: Algebra 2, Pre-Calculus Preferred AP Microeconomics and AP Macroeconomics are rigorous college-level economics courses. They are each one semester and must be taken consecutively. Students who sign up for AP Microeconomics in the fall are required to take AP Macroeconomics in the spring. In these classes students cultivate their understanding of the principles that apply to the functions of both individual economic decision-makers and an overarching economic system by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data. In AP Micro we explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market efficiency and public policy. In AP Macro we cover economic measurements, markets, macroeconomic models, and macroeconomic policies. MONEY, BANKING & INVESTMENTS A foundational understanding of money, banking, and investments helps to ensure one’s future financial success. In this class we expose boys to the basics of finance and investments as well as the economic forces that drive these topics. In the first quarter we study core economic principles and the advantages and disadvantages of various economic systems. We also devote a significant portion of the first quarter to retail banking and investments via the Stock Market Game. In the second quarter we shift to personal finance and conclude with a brief study of microeconomic concepts like supply, demand, and prices. Boys considering these topics at the collegiate level should elect to take this challenging project based class.
ENTREPRENEURSHIP This course is a writing-intensive and presentation-focused elective centered on comprehending the various aspects of entrepreneurship. Students will identify an opportunity to create and deliver a new product or service and brainstorm realistic ideas and methods to bring this opportunity to fruition using the Business Model Canvas. During this development they will learn and take the steps necessary to develop aims and objectives to ensure an effective, financially feasible solution, nurture ideas into a business model, test the business model, and pitch the ideas to the Baron Tank, our alumni committee who will sponsor the development of the best ideas of the year.
ENGLISH LANGUAGE LEARNING Overview The English Language Learner (ELL) program at Blue Ridge School is designed to support non-native English speakers in developing the language skills, cultural understanding, and academic competencies necessary for success both at BRS and in American life. The program consists of ELL 1, ELL 2, and ELL Lab, each with specific learning goals tailored to students’ language proficiency and academic needs. Students are placed into the appropriate course based on their English proficiency and academic needs.
COURSES ELL LEVEL 1 ELL 1 is designed to create conversational fluency in students, the ability to use English in academic settings, core understanding of syntax and grammar, basic academic writing competency and a foundational understanding of grammar and syntax for writing. The overarching goal of this course is to prepare students for ELL 2. American cultural lessons will be a constant fixture to help students integrate to BRS as well as life in America. Study skills & motivation will also be a daily part of the course in order to help students maintain the focus and momentum needed to BLUE RIDGE SCHOOL 17
learn English and achieve a higher level of functionality in the community. ELL 1 is also used as a support for students’ subject/ancillary class load as well.
less individualized support. These classrooms have a maximum of five students in a class. For juniors and seniors, college-readiness is a significant focus, along with selfadvocacy.
ELL LEVEL 2 ELL 2 course is designed to develop the necessary classroom skills, conversation & academic language acquisition, literary analysis skills, understanding of the writing process, reading & annotation and oral presentation skills to be successful in a mainstream English class at Blue Ridge. Throughout the year, we will study American culture as a means of assimilating to BRS as well as life in America. Ideally, students will begin in the second semester of the year doing some mainstream work as a means of acclimating themselves for their junior/senior year in a mainstream class.
ELECTIVES
ELL LAB ELL Lab provides students with additional English language support specifically for their mainstream English classes. In this setting, students receive targeted instruction to help them better understand the content, assignments, and expectations of their English coursework. The lab focuses on reinforcing reading comprehension, academic writing, grammar, vocabulary, and study skills to ensure students are successful and confident in their mainstream classes. ELL Lab serves as a bridge, offering personalized support to help students meet the demands of the curriculum while continuing to build their English proficiency.
FISHBURNE LEARNING CENTER Overview: The Fishburne Learning Center (FLC) supports students by crafting individualized learning strategies and programs for those who learn differently. Using a two-tier approach, the FLC offers instruction in such areas as organization, time management, homework support and completion, assessment preparation, project completion, and other executive functioning skills. The FLC serves the needs of approximately one third of the students at Blue Ridge who typically have specific learning disabilities and/or ADHD, although not all students in the FLC have a diagnosed learning difficulty. Students enrolled in the FLC will meet with their learning specialist at least four times a week through the course of their normal academic schedule. The learning center addresses particular learning challenges as well as support networks to help students succeed in other Blue Ridge classes. The ultimate goals of the FLC are to help each student become a strong advocate for himself and to increase the level of academic independence, both at Blue Ridge and beyond. FLC TIER 1: Tier 1 students are generally those who require additional, more individualized support. These classrooms have a maximum of three students in a class. FLC Tier 2: Tier 2 students are generally those who require 18 BLUE RIDGE SCHOOL
Our elective offerings are the keystone piece that provides our students with opportunities to develop their cultural and artistic literacy, as well as giving them an appreciation for the uniquely beautiful setting of our school, so that they can become better stewards of their environment and communities at large. Our electives are a large part of what makes our school unique as we engage with the natural environment and learn how to communicate both through traditional artistic methods and the use of current technology.
COURSES
PERFORMING ARTS MUSIC FUNDAMENTALS Music Fundamentals class provides students with a foundational knowledge of music concepts and will stimulate good individual habits around practicing. The student will learn how to read music and musical notation, as well as investigate what instrument or singing style the student would like to focus on. The class will also explore technique, ear training, basic music theory and will facilitate an understanding and appreciation of different composers, players, and styles of music in history. Group singing and ensemble playing will take place, as well as playing recorder or tin whistle. Students will explore simple improvisation to get them used to tapping into their creativity. The computer application Musescore will be used to write short pieces of music to further creativity and understanding. Garageband will be introduced so students can experiment with recording live instruments and vocals.
ADVANCED MUSIC Prerequisite: Music Fundamentals and/or Teacher Approval Required Advanced Music is for students who have prior musical experience. It is designed to help students strengthen their music reading and ensemble playing skills, deepen their knowledge of music theory, and develop a more trained ear and better practice habits. Throughout the course, we will focus on good playing technique for each student’s specific instrument(s), ear training, and general professionalism. We’ll cover skills in intonation, tone, rhythm, tempo, dynamics, articulation, harmony, phrasing, style, and improvisation. Students will also learn to appreciate different composers, players, and musical styles throughout history. The class will emphasize not only individual performance but also ensemble playing, which may include performing rock/pop, bossanova, jazz, and international music. Students will be encouraged to develop improvisational skills, and we will conclude the semester with a final performance. To further creativity and understanding, students will use the computer application Musescore to write short pieces of music. We will also use Garageband to experiment with recording live instruments and vocals.
VISUAL ARTS STUDIO ART Studio Art is an introductory course that examines the disciplines of art making, art history, art criticism and art appreciation. Over the course of the year, students are challenged with learning both the fundamentals of art making processes and the more essential process of creative problem solving. They will also be tasked with examining and critiquing the work of other artists and their peers. The students will explore various art forms, media and modes of expression. While progression in skill is expected, the focus of this course is exploration, expression and learning. ADVANCED ART Prerequisite: Studio Art and/or Teacher Approval Required The second full year of art at Blue Ridge School is designed for the advanced student who has an explicit interest in the arts and has gained the knowledge to succeed while working towards the higher level of demands and standards associated with the course. In order to enroll and have success, it is strongly recommended a student have completed the first full year of study with at least a B average, or have a portfolio review with the instructor to approve admission into the class. Advanced Art allows for a deeper exploration of materials and techniques while dealing with more difficult subject matter and concepts. The students are required to learn how to describe, interpret and evaluate their own work and the work of others in an effective manner. Art history is more comprehensively studied to include, but not limited to, quizzes, tests and research papers. More independent creative thought is expected of the advanced student as he develops an individual style and modes of expression.
CERAMICS Ceramics offers students a creative and hands-on introduction to the art of working with clay and creating both high quality pottery and works of art. In this course, students will learn techniques for hand-building, wheel throwing, glazing, and creating functional and decorative pieces. The class emphasizes artistic expression and craftsmanship, providing opportunities to experiment with different styles and methods. Through individual projects and group critiques, students will develop their skills and gain an appreciation for the process of ceramic arts.
OUTDOORS OUTDOOR EXPEDITION SKILLS The goal of this course is to develop awareness and interest in both outdoor adventure and backcountry travel. Students will collectively participate in a variety of activities - with a focus on safe facilitation and skill development - that introduce leadership principles, provide opportunities to work together creatively with peers, develop outdoor appreciation, and encourage healthy habits. This course takes full advantage of the Outdoor Education Program’s equipment and facilities right on campus. ORNITHOLOGY Ornithology is a hybrid class paired with the visual arts department that explores the process of careful observation. Both within the art studio, and outside exploring our unique campus and its varied habitats, the boys will use the skills they learn to become both better artists and keen observers of the natural world. Over the course of the semester the students will spend a great deal of time observing the changing seasons and behavior of birds as they migrate through our campus. They will create writing regarding their observations and research regarding birds at large, paying special attention to the native bird populations. BLUE RIDGE SCHOOL 19
Additional projects include placing bird boxes, contributing to larger research projects through the Cornell Lab of Ornithology, field trips to rivers and preserves, and a culminating project where they will create an illustrated field journal inspired by the work of local artist Suzanne Crane. OUTDOOR EMERGENCY RESPONSE The goal of the course is to provide students with the knowledge, skills, and abilities to respond to those in need during an emergency situation. The content specifically focuses on emergencies that take place in a wilderness, remote, or delayed-help environment but the skills are transferable to any common venue. Skills include: thorough assessment of an injured/ill person, CPR, AED, wound management, splinting, addressing environmental hazards, care for shock, risk management, and much more. Extra accommodations can be made available to students seeking formal certification (CPR/AED or Wilderness and Remote First Aid) from the American Red Cross. APPALACHIAN STUDIES In this course, students will explore a range of topics related to the Appalachian Mountain Chain. Students will research and discuss Cherokee culture, the history of the Blue Ridge School, the Appalachian Trail, environmental challenges, and the unique mountain culture of the region. Join us for an engaging journey through the rich heritage and important issues of Appalachia. OUTDOOR LEADERSHIP This course introduces students to the fundamentals of leadership theory, outdoor living skills, and risk management. The leadership component emphasizes developing strong expedition behavior, effective communication, sound judgment and decision-making, tolerance for adversity and uncertainty, and self-awareness. Through workshops and experiential learning, students will build practical skills in equipment selection and care, food rationing and outdoor cooking, navigation, campsite selection, and Leave No Trace principles. Risk management topics include identifying and mitigating both subjective and objective hazards, group decision process, and creating emergency procedures. The course culminates in a final project in which each student designs a complete overnight backpacking trip plan. By the end of the course, students will have the foundational skills to lead their own backcountry expeditions in service to themselves, their community, and the environment.
OTHER OFFERINGS RESEARCH TOPICS Do aliens exist? Is AI dangerous or beneficial? Can you tell if someone is lying? What makes people laugh? Is nuclearbased energy safe? In this course we dive into a variety of interesting topics in order to develop your research skills. You will also be given the opportunity to pick topics of your choice and create your own research projects. Throughout 20 BLUE RIDGE SCHOOL
the course, you will enhance your knowledge and skills related to academic-level research; these skills include source reliability and analysis, research methods, data analysis, and research products and presentation. ADVANCED RESEARCH TOPICS Prerequisite: Research Topics Preferred, Capstone Thesis Application Required This course is designed to support the development of a Capstone Thesis, a unique opportunity for academically motivated seniors to deeply engage in research and study a topic of their choosing that extends beyond the traditional Blue Ridge School curriculum. Researching, writing, and presenting a Capstone Thesis offers numerous benefits. It promises to be a challenging yet deeply rewarding journey that will effectively prepare students for the authentic, advanced coursework they may encounter in college. By the end of the fall semester, students will complete a full research project on a topic of their choice. They will then present their findings early in the second semester in a way that best highlights their topic, skills, and creativity. This could include a traditional research paper, a presentation, a creative writing piece, an exhibit, a documentary, a digital product, an experiment, or another form. PATHWAYS SEMINAR: COLLEGE & CAREER PLANNING This course will equip students with the knowledge, tools, and confidence needed to navigate the college process and explore career paths. Through a mix of self-reflection, practical skill building and guided research, students will develop a clearer understanding of their goals and how to achieve them. Students will explore career interests and learn how to effectively market themselves to colleges and employers, preparing them to capitalize on future opportunities. Whatever goals they may have, students will leave the course with a strong foundation and actionable next steps. INTRODUCTION TO CHRISTIANITY In this course on Christianity, you will be studying different aspects of Christian beliefs, teachings, practices and lifestyles. Many of the beliefs and teachings are from the New Testament (and the Jewish Bible) which is the main written authority in Christianity. The first half of the semester will be spent learning about the life of Jesus as recorded in the four Gospels. Other authoritative texts and historical figures which combine to form the foundation for Christianity will also be covered. The second half of the trimester will be spent relating these texts, stories, and characters to modern day Christianity. We will look at how the Christian communities of today practice their religion by learning about their festivals, familial and personal lifestyles. INTRODUCTION TO JUDAISM In this introductory course on Judaism, we will be studying different aspects of Jewish beliefs, teachings, practices and lifestyles. The course will begin with a study of the Torah (first 5 books of the Jewish Bible) which is the main written authority in Judaism. It will then progress into the
Conquest of Canaan, Judges, Kings and Prophetic writings. The last quarter of the trimester will be spent relating these texts, stories, and characters to modern day Judaism. We will look at how the Jewish communities of today practice their religion by learning about their festivals, familial and personal lifestyles as well as Israel’s relationship with its neighboring countries. SHAMANISM I This course covers material passed on by “Stalking Wolf” a Lipan Apache to Tom Brown Jr.. It is narrowly based in Native American philosophy, but also teaches the many Truths common to all mankind. Unlike other classes this is a very experiential class in that we do not so much study the material, but rather put it to use. This class will likely change the way you view God, nature and yourself. Part I of this class will focus on gaining a new “baseline” of understanding how we understand ourselves, our relationship with nature, and transcend the demons of distraction and self-doubt. I encourage any student interested in their own selfdevelopment and spirituality to take this class regardless of whether you have a faith background or not. SHAMANISM II Part II of the Shamanism class focuses on the world of the “Spirit that Moves in and Through All Things” as well as the world of “Spirit.” We will be taking what was taught in the first semester and applying it to everyday life. The life of the Shaman is spent healing and that is the overarching theme of this class. This applies not just to ourselves, but also to the world around us. This class will take students to a new level of understanding just how important they are in this process and can give meaning to what often seems meaningless.
LIFETIME WELLNESS What makes for a life well lived? What does positive masculinity look like in 2026? How much money is enough money? What exactly is mental health, and how can I take care of mine? In Lifetime Wellness, students will strive to come up with their own answers to these questions, and more, in pursuit of outlining a personal lifestyle that will be productive, holistic, and personally fulfilling through their time at Blue Ridge and beyond. Topics touched upon will include mental health hygiene, archetypal masculinity, personal finance, and Buddhist philosophy, including the theory and practice of mindfulness. INTRODUCTION TO EXERCISE SCIENCE Introduction to exercise science explores nutrition, exercise programming, sports psychology, and many other subdivisions of the field. Students taking this course should express curiosity in an exercise-related career, ranging from athletic training to exercise physiology. TEACHER’S ASSISTANT Junior and senior students who are otherwise on track to meet their graduation requirements have the unique opportunity to serve as a Teacher Assistant (TA) in place of an elective course. Designed for academically motivated upperclassmen, TAs will work directly alongside faculty to co-teach classes, lead small group instruction, tutor peers, and prepare learning materials. This hands-on program allows students to deepen their mastery of a subject, build practical leadership skills, and directly support their Baron Brothers! To apply, submit the TA application form when you choose your elective preferences, marking TA as one of your choices. Note that while you will list your preferred teachers within the application, specific placements cannot be guaranteed. Please fill out the required additional application here.
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CURRICULUM REVIEW PROCESS Blue Ridge School is committed to a continuous, thoughtful review of its curriculum to ensure that courses, programs, and learning experiences remain aligned with the School’s mission, Graduate Outcomes, and the evolving needs of our students. ANNUAL DEPARTMENT REVIEW Each department reviews its curriculum annually through a review of course scope and sequence. Department chairs work with their faculty to examine: • Alignment of courses with departmental and schoolwide learning goals • Vertical alignment and progression of skills and content from year to year • Course content, rigor, and instructional practices • Student performance and areas of strength or need • Redundancies, gaps, and opportunities for interdisciplinary connections • Alignment with our Graduate Outcomes and current college expectations Department chairs document recommended changes and bring significant curricular revisions to the Dean of Academics and/or the Curricular Operations Team (COPS) for review and approval. This annual process allows departments to make responsive adjustments while maintaining a coherent long-term scope and sequence. GRADUATE FEEDBACK Blue Ridge also gathers feedback from graduates to evaluate the effectiveness and relevance of the curriculum beyond their time at the School. Graduate surveys are conducted periodically to gather perspectives on how well students feel Blue Ridge prepared them for college, careers, and life. 22 BLUE RIDGE SCHOOL
Feedback is reviewed by school leadership and faculty and used to identify strengths, gaps, and areas for curricular growth. PERIODIC PROGRAM REVIEW In addition to the annual department review, Blue Ridge conducts more comprehensive reviews of academic programs on a rotating basis. These reviews provide an opportunity to examine curriculum, student outcomes, graduate feedback, and emerging educational needs in greater depth and to consider larger programmatic changes. Blue Ridge School is currently undergoing a curriculum audit for the 2026-2027 school year which will include a review and update of the past academic vision document. As part of this revision process, a comprehensive curriculum audit will be done to identify, evaluate, and prioritize opportunities that better align current academic offerings with student parent interests, as well as future college and career pathways. Through this ongoing cycle of review, reflection, feedback, and revision, Blue Ridge seeks to ensure that its curriculum remains purposeful, coherent, and responsive to the needs of the young men we serve.
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BLUE RIDGE SCHOOL 273 Mayo Drive St. George, VA 22935 admissions@blueridgeschool.com www.blueridgeschool.com 434.992.0654
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