2024-2025 EDITION
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
Blue Ridge School offers an academic experience unmatched by any school. At the heart of our curriculum is our mission to prepare young men to thrive in college and in life. Students are challenged by a rigorous, but supportive and engaging college preparatory curriculum delivered by a passionate team of educators who know what their students need to be successful, and who embrace the philosophy of relational teaching and learning. While college readiness is a top priority, 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. Our teachers design engaging units that connect their content to real-world applications. Our curriculum undergoes regular revision and evaluation so that it can be effective in achieving six important aims beyond just college readiness. Our programming is regularly evaluated so that there’s a clear connection between our student outcomes and graduate aims and curricular offerings. By the time Blue Ridge School students graduate, they 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.
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 inclusive community 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
History: (4 credits)
Mathematics: (4 credits) Algebra I, Geometry,l and Algebra II are required
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, and Technology
Total: A minimum of 18 credits must be earned within the core areas (English, ELL, History, 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 history 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
Current teachers, in conjunction with the student and department chair, will recommend students for courses next year. Teachers will consider graduation requirements, the student’s performance, and the students requests and recommending courses for next year. All teachers at Blue Ridge School believe that students should be placed in courses where a student can be successful, while 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 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 (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. Students enrolled in the FLC will meet with their learning center at least four times a week through the course of their normal academic schedule. Although not all students in the FLC have a diagnosed learning difficulty. The learning center addresses particular learning challenges as well as support networks to help students succeed in mainstream Blue Ridge courses. 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.
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.
DAILY SCHEDULE
Monday, Wednesday, Thursday
Rising Bell
7:15 a.m.
Breakfast 7:30 a.m. - 8:10 a.m.
Assemby/Chapel 8:15 a.m. - 8:35 a.m.
1st Period 8:45 a.m. - 9:35 a.m.
2nd Period 9:40 a.m. - 9:35 a.m.
Break 10:30 a.m. - 10:45 a.m.
3rd Period 10:45 a.m. - 11:35 a.m.
4th Period 11:40 a.m. - 12:30 p.m.
Lunch 12:30 p.m. - 1:15 p.m.
Meeting Period 1:10 p.m. - 1:50 p.m.
5th Period 1:55 p.m. - 2:45 p.m.
6th Period 2:50 p.m. - 3:40 p.m.
Athletics 4:05 p.m. - 5:35 p.m.
Dinner 6:00 p.m. - 6:45 p.m.
Study Hall 7:30 p.m. - 9:00 p.m.
In Rooms 10:15 p.m.
Lights Out 10:30 p.m.
Tuesday and Friday
Rising Bell
7:15 a.m.
Breakfast 7:30 a.m. - 8:10 a.m.
Assemby/Chapel 8:15 a.m. - 8:35 a.m.
1st/4th Period 8:45 a.m. - 10:05 a.m.
2nd/5th Period 10:10 a.m. - 11:30 a.m.
3rd/6th Period 11:35 a.m. - 12:55 p.m.
Lunch 12:55 p.m. - 1:45 p.m.
Meeting Period 1:45 p.m. - 2:30 p.m.
Athletics 3:00 p.m. - 5:00 p.m.
Dinner 6:00 p.m. - 6:45 p.m.
Study Hall 7:30 p.m. - 9:00 p.m.
In Rooms (Tuesday) 10:15 p.m.
Lights Out (Tuesday) 10:30 p.m.
In Rooms (Friday) 11:30 p.m.
Lights Out (Friday) 11:45 p.m.
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.
MEETING PERIOD
Each day after lunch, students will have the opportunity to schedule appointments and meet with their teachers. This is a period where students can go for extra help, catch up on missing work, or receive extra practice and instruction. Students can be required to attend by individual teachers
depending on their performance in the class at the teacher’s discretion.
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.
CURRICULAR OFFERINGS 2024-2025
Some courses are offered with an Honors option, indicated by “(Honors)”
English
English 9
English 10 (Honors)
English 11 (Honors)
English 12 (Honors)
AP English Language & Composition
Mathematics
Algebra I
Geometry
Algebra II
Pre-Calculus
Statistics
AP Calculus AB
AP Calculus BC
History & Social Sciences
Human Geography & World Cultures
Modern European History
United States History & Government
Contemporary Global Studies
AP US History
AP Government & Politics
Economics
Entrepreneurship
AP Microeconomics
AP Macroeconomics
Introduction to Christianity
Shamanism I
Shamanism II
Science
STEM9
Biology
Chemistry (Honors)
Physics
AP Physics
Anatomy & Physiology
Astronomy
Environmental Studies
Foreign Language
Spanish I
Spanish II
Spanish III (Honors)
English Language Learning
ELL Level 1
ELL Level 2
ELL Lab
Fishburne Learning Center
FLC Tier 1
FLC Tier 2
Technology
Design Thinking
Computer Science Principles
Makerspace 101
Sports Broadcasting
Performing Arts
Guitar
Band
Piano & Music Theory
Music Appreciation & Songwriting
Percussion Ensemble
Visual Arts
Studio Art
Advanced Art
Independent Portfolio Development
Ceramics
Outdoors
Outdoor Expedition Skills
Ornithology
Wilderness First Aid
Other Offerings
Health & Wellness
Sports Psychology
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.
Grade 9:
Composition & Literature Survey I (English 9)
Human Geography & World Cultures
Algebra I
STEM9
Spanish I
Studio Art
Grade 10:
Composition & Literature Survey II (English 10)
Modern European History
Geometry
Biology
Spanish II
Design Thinking
Grade 11:
Composition & Literature Survey III (English 11)
United States History & Government
Algebra II
Chemistry
Spanish III
Wilderness First Aid
Grade 12:
Composition & Literature Survey IV (English 12)
Contemporary Global Studies
Statistics
AP Physics
Economics
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
The goal of this course is twofold: to give students the tools to (1) think critically and creatively about difficult questions, and (2) express themselves verbally and in writing in a structured, logical way. The course is divided into five units of study. In the first unit, Writing a Bestseller, students will explore texts such as “Hey-y, Come on Ou-t,” “The Lottery,” “The Telltale Heart,” “Liking What You See: A Documentary,” “The Nose,” “The Paper Menagerie,” “The Interlopers,” and “Slow Tuesday Night.” The second unit focuses on The Odyssey. In the third unit, How to Win an Argument, students will engage with selections from introductory logic and critical thinking textbooks and opinion pieces on contemporary ethical issues. The fourth unit, What Should the Purpose of Technology Be?, includes readings like Brave New World and “The Machine Stops.” Finally, the course concludes with an Independent Book Study where students can choose texts such as, Into the Wild, Ender’s Game, The Left Hand of Darkness, Ready Player One, Flowers for Algernon, and other studentgenerated options.
COMPOSITION AND LITERATURE SURVEY II
Prerequisite: Composition & Literature Survey I Literature Survey II (English 10) cultivates the reading, writing and critical thinking skills of its participants. The goal of the course is to help its students mature these skills from rudimentary levels towards more intermediate stages in their personal journey as readers, writers, and thinkers. Throughout the course students are required to participate in a literary space where they read, write and discuss critical philosophical questions through diverse mediums. The Honors section of this class has an added focus upon verbalizing understanding, and analytic skills commensurate with collegiate expectations.
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
This course will focus on enhancing students’ reading, writing & analytical skills. Students will read a number of novels, short stories, and plays across various genres, time periods, and authors. The year will be split into six units that each have their own theme. Within each unit, we will read one novel and several other short readings that focus on the specific theme. In the final unit, students will work as a group to produce a project that focuses on the themes and ideas of a novel. This focus on project based learning will enhance student’s abilities to work with each other and produce a unique final product. Through our various readings, students will partake in class discussions to discover themes and compare and contrast their ideas with their classmates. This course is discussion based, which will allow and encourage students to share their ideas freely. Students will also write a number of essays that will focus on these themes and connect them to their own lives and other stories. This course will be writing intensive as students will learn how to write in various ways. Essay structure and supporting strong arguments will be two main focus points of writing projects. Through the use of different media, students will analyze how authors, writers, actors, musicians express themselves through their work. This course will seek to expand students’ horizons on the art of expression through the English language.
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.
AP LANGUAGE AND COMPOSITION
Prerequisite: Composition & Literature Survey III or IV
AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like the rhetorical situation, claims and evidence, reasoning and organization, and style. Students will work with historical texts that present sophisticated topics, opinions, and perspectives that allow them to develop their critical thinking. Throughout the course, a focus is placed on preparing students for the test in the third quarter of the year.
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
Spanish 1 Intermediate
Spanish 2
Spanish 3 Advanced
Spanish 3 Honors
COURSES
SPANISH I
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.
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.
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.
HONORS SPANISH III
Prerequisite: Spanish II
This course will prepare students to communicate effectively in the Spanish language and to think critically about issues in the Spanish-speaking world, particularly through
engagement with authentic cultural materials such as literature, film, and visual arts; as well as the exploration of history, current events, and important global topics. Students in this course will learn advanced grammar, expand their vocabulary, and develop greater communication skills in Spanish. In addition to developing appropriate proficiencies in reading, writing, speaking, and listening, students will also need to use creativity, collaboration, and critical thinking skills in order to undertake projects and participate in class discussions. By the end of this course, students will have greater cultural awareness of the Spanish-speaking world, and they will be able to effectively engage in meaningful and spontaneous (unscripted) conversations in Spanish about a variety of topics.
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. Critical Thought - Students will be able to think “like a scientist” about complex scientific problems.
2. Asking Questions - Students will build their curiosity and ask questions that get to the heart of a phenomenon.
3. Experimentation - Students will be able to plan and carry out investigations using a variety of technology and lab equipment.
4. 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.
5. Using Representations - Demonstrate skill at applying representational tools commonly used in science to solve problems.
6. 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.
7. 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.
8. 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 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
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
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.
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 Algebra I, where students build foundational skills in algebraic manipulation, equations, and functions. Following this, Geometry introduces spatial reasoning and the study of shapes, proofs, and properties of two- and three-dimensional figures. Algebra II expands on the concepts from Algebra I, 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 AP Calculus AB or BC to explore differential and integral calculus or choose Statistics to focus on data analysis and probability.
COURSES
ALGEBRA 1
Algebra 1 introduces and challenges students to engage in critical thinking using essential algebraic techniques. This course centers on recognizing and analyzing
patterns, studying and representing relationships, making generalizations, and analyzing how things change. Students explore and gain proficiency in these concepts through dynamic group learning coupled with ample independent practice.
GEOMETRY
Prerequisite: Algebra I
This course explores the fundamental concepts of geometry and develops students’ geometric reasoning and problemsolving skills. Throughout this course, students will study reasoning techniques, properties of shapes, spatial relationships, and the properties of various geometric objects, increasing critical thinking, logic, communication, visualization, and mathematical reasoning skills.
ALGEBRA 2
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.
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.
AP CALCULUS BC
Prerequisite: Precalculus
AP Calculus BC extends the concepts of differential and integral calculus introduced in Calculus AB, covering additional topics such as parametric equations, polar
coordinates, sequences, and series. Students will deepen their understanding of limits, derivatives, and integrals while also exploring more advanced techniques such as integration by parts, partial fractions, and the fundamental theorem of calculus. This course prepares students for the AP Calculus BC exam and provides a solid foundation for higher-level mathematics and science courses.
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.
SOCIAL STUDIES
Overview
The History 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 Offerings: AP US History, AP Government & Politics
COURSES
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.
MODERN
WORLD HISTORY
Prerequisite: Human Geography & World Cultures
The aim of the Modern Historical Studies course will be to trace the impacts of major historical periods and events on the 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.
CONTEMPORARY GLOBAL STUDIES
Prerequisite: United States History & Government
The world has changed in drastic ways since the turn of the millennium, with the advent of the internet, the 9/11 terrorist attacks, and the increasingly disruptive force of globalization bringing change to many aspects of humanity. This course will aim to acclimate students to many of the issues facing a rapidly changing world and provide them with opportunities to engage with topics that are relevant. This seminar-style course will prepare students for the college classroom, requiring them to read and write carefully, evaluate and prepare arguments, and interact with digital content responsibly.
AP US HISTORY
Students will develop a thorough understanding of different historical periods, analyze and interpret key documents and events, and construct well-supported historical arguments. Preparation for the AP U.S. History exam involves a structured approach to review and practice, ensuring a deep grasp of the material and readiness for the exam. We will do this through various forms in class such as guided debate, socratic seminar, group and individual projects and
presentations, and speeches.
AP COMPARATIVE GOVERNMENT AND POLITICS
This course provides an in-depth study of the structure, principles, and functions of the United States government. Students explore foundational documents, political beliefs, 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.
ECONOMICS
The study of economics intimidates many people. The high stakes of economic success or failure in our political system and in our everyday life make its principles extremely important to learn. Economics is, simply, the study of how we fulfill unlimited wants with limited resources. In the first quarter, we will study the basic principles of economics and the advantages and disadvantages of various economic systems (including our own American system). We will also
devote a significant portion of the first quarter to personal finance, the concept of money, and the relationship between savers and borrowers in our financial system. In the second quarter, we will shift to a study of microeconomic concepts like supply, demand, and prices
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 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.
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. As much as possible,
this class will follow a 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.
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 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.
Goals:
ORGANIZATION:
Developing a method for keeping track of school & extracurricular activities
QUALITY OF WORK:
Finished product matches criteria and expectations; proofreads work before submission; strives for accuracy; learns from past experiences and feedback
EFFECTIVE COMMUNICATION:
Clear articulation and use of precise language to express thoughts and ideas orally, visually, through writing, or by multimedia means.
INDEPENDENT LEARNING:
Eagerness to learn new information even if additional effort is required; searches for new and better ways to adapt learning.
PLANNING & PRIORITIZINGTIME MANAGEMENT:
Use of a written or electronic time management system; completes assignments on time; use of a calculator; breaks assignments down into smaller chunks.
WORK ETHIC & PERSEVERANCE:
Use of class time; sustains problemsolving processes over time through self-direction.
USE OF TECHNOLOGY:
Steady and efficient work for long stretches of time without being distracted by computer or phone; strikes a healthy balance between digital and analog learning.
FLEXIBLE THINKING:
Ability to change direction or use different strategies with minimal guidance; extends learning to new situations.
CRITICAL THINKING:
Poses hypothetical problems and generates appropriate questions to acknowledge alternative points of view.
COLLABORATION UTILIZING UNDERSTANDING AND EMPATHY:
Empathetic listening and demonstrating understanding of another person’s point of view.
INTERDEPENDENT LEARNING— GROUP WORK:
Engagement in collaborative work; use of group dynamic skills; attempts various roles and assumes different responsibilities in group work.
ETHICAL BEHAVIOR:
Demonstration of a well-developed sense of right and wrong; accepts responsibility for making mistakes; willing to serve as a role model.
CONTROL OF EMOTIONS AND IMPULSIVITY:
Use of strategies to preempt negative emotions before they escalate; maintenance of emotions over time; independent goal setting.
ACADEMIC SKILLS REMEDIATION:
Collaborative work with learning specialists to remediate reading, math, and writing skills; employment of active reading strategies.
CIVIC RESPONSIBILITY:
Demonstration of the regard for peers and adults by keeping work areas and public areas clean and organized.
ELECTIVES
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
DESIGN THINKING
Design Thinking 1 aims to enable BRS students to develop and strengthen vital 21st century skills (communication, collaboration, creative and critical thinking) as they innovate, ideate, and create possible solutions to design challenges. The skills learned and applied in this course are transferable to other academic classes as well as to future life endeavors. Problem solving skills are always needed. Students will begin by exploring the design cycle in order to gain understanding of each component of the cycle and how each of these components are used in the creative process. Students will then be guided through the design cycle as they design and make a product from recycled materials. Finally, the students will find their own challenges to address and will design and create a solution to the challenge independently.
COMPUTER SCIENCE PRINCIPLES
CSP introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. The course will connect students to real-world issues by examining how computing and technology influence various aspects of life, such as communication, privacy, and decisionmaking. Students will explore the digital representation of information, the implications of data privacy, and the ethical
considerations surrounding technology. Real-life examples, such as data breaches or the role of social media in shaping public opinion, will enhance relevance and engagement. Students will delve deeply into the foundational concepts of computer science, including data representation (bits, compression), internet protocols, and data analysis. They will research how these concepts create both opportunities and challenges in our digital society. Encouraging questions such as “How does data visualization help us understand complex information?” and “What are the social implications of digital privacy?” will guide their inquiry.
MAKERSPACE 101
This is the introductory course for the Makerspace. Students who want to use the space are required to complete this course first. In this course, students will learn how to use the tools available in the Makerspace and the safety protocols for their use. They will use the tools to create their own personal brand and create products that reflect their concepts. Upon completion of this course, students will be prepared to take other Makerspace courses. Students will engage in a self-exploration process where they will research their interests, strengths, and values. They will investigate different branding strategies, including logo design, mascot creation, and multimedia storytelling. Students will be encouraged to ask questions about what makes a brand successful and how personal stories can enhance a brand’s identity.
SPORTS BROADCASTING
Students will learn and gain skills in Sports Broadcasting. Through in class instruction and real application outside of the class, students will learn how to be effective sports reporters. The purpose of this course is for students to improve their public speaking, writing and research skills through the medium of sports broadcasting. Students will gain real life skills in a unique environment. The class is responsible for running the Baron Sports Network, a sports program where students in the class will report, cover, and broadcast select Blue Ridge athletic home contests through our Livestream. The class will create the brand of the Baron Sports Network, run a social media site with the goal of covering our sports teams to be accessed by our community.
Students will be assigned to cover specific sports and/or games of our teams. Students are responsible for researching and preparing for each broadcast. Through these main projects, along with various in-class assignments, students will gain experience in group projects, writing skills, research and public speaking.
PERFORMING ARTS
GUITAR
Guitar class will explore technique, ear training, music reading, music theory and will facilitate an understanding and appreciation of different styles of music that the guitar is usually found in. Students can choose if they want to focus on steel-string acoustic, electric, or nylon-string classical guitar. Focus will be on both playing as an individual, and playing in an ensemble.
BAND
Explore a range of music styles, including jazz, rock/ pop, hip-hop, and bossa nova. It is preferable if you have some experience playing a musical instrument or singing. Additionally, the teacher will encourage the inclusion of non-guitar instruments to diversify our sound. Instruments available for this class are guitar, electric bass, banjo, dulcimer, mandolin, clarinet, trumpet, cello, violin, piano/ keyboard, drum set/percussion, alto/tenor sax, flute, and recorder. Plus you are welcome to bring your instrument!
PIANO AND MUSIC THEORY
This class is designed to accommodate three main groups of students: Serious pianists with advanced skills and a strong dedication to piano playing, dedicated musicians who wish to enhance their keyboard techniques and music theory knowledge while improving their piano skills, and beginning students who want to explore playing the piano. The course aims to be both engaging and valuable for everyone involved. The teacher will evaluate each student’s gaps in knowledge/needs and provide guidance tailored to their skill level. We will sometimes play pieces together, allowing advanced students to perform more complex parts while beginners work on simplified versions. The curriculum will focus on proper piano technique, music reading, and some music theory, as the keyboard provides a clear visual representation of theoretical concepts. This approach ensures that students at all levels gain both practical and theoretical insights, making the class a beneficial and enriching experience.
PERCUSSION ENSEMBLE
Tailored for inexperienced students in the field of music, this class introduces various percussion instruments and features ensemble playing. Drum sets, tom-toms, bongos, djembes, cymbals, triangles, wood blocks, tambourines, and shakers, are all part of the daily music-making in this class. There is also the option to play glockenspiel, xylophone, and piano since those are all classified as percussion instruments.
Students will learn how to read music and perform together in a group, sometimes improvising parts. Different sheet music will be available for different instruments, so it is possible to match music parts to the skill levels of students to some degree. Another feature of this course will be music appreciation. Classical, jazz, rock, and hip-hop will be lightly covered, and there will be opportunities to listen and respond to pieces of music. Instruments of the world and famous performers and composers will be briefly covered, to educate the student on very important figures in the world of music.
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
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.
COMPUTER ART
The computer arts elective is designed to both introduce students to the vast arena of computer based artwork and allow for in depth exploration into the uses and styles possible with the media. More than just a skills based class, the computer art class is designed to show students that while computers are a useful tool for creating work, they are only as useful as the creativity and ingenuity of the person utilizing their capabilities. As a single semester elective, several introduction sections are available to students so that they may learn the basics of the Photoshop and Illustrator software as well as the use of other technologies, like our laser cutter and 3d printer, to create works of art.
INDEPENDENT PORTFOLIO DEVELOPMENT
To facilitate preparations for students who would like to go on to art schools, or are considering an art major or minor, Independent Study has been created. Independent Study is less like a traditional class than a guided studio workshop. Students seeking admission into the course are required to have a formal portfolio review and have taken all of the other studio art courses, or their equivalents. Like an art school that divides its departments into fields of study, independent portfolio development focuses on individual students and their artistic strengths. The course allows for personal growth and development towards a body of work that is both comprehensive and specialized to that student’s unique talents. Independent study is individualized and, therefore, requires exemplary interest in the arts, the maturity to help develop and execute their own course design, and the internal motivation to put in long hours after class. Over the course’s duration, students will collect the best of their previous work and fill in gaps in their collection where fundamental pieces may be missing. The student’s final goal during this process is to have a body of work that will assist in gaining admittance to an art college and help them receive scholarships and awards while they gain a sense of the workload associated with a college art curriculum.
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. 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.
WILDERNESS FIRST AID
The goal of the course is to provide students with the knowledge, skills, and abilities to respond and provide care in an emergency situation. The content specifically focuses on emergencies that take place in a wilderness, remote, or delayed-help environment. Completion of all the material - lectures, discussions, participant manual, scenarios, and
exams - will earn two-year certifications in both Wilderness and Remote First Aid as well as CPR/AED 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.
OTHER OFFERINGS
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.
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.
HEALTH AND WELLNESS
Health and wellness is in everything we do. At the core of this subject is knowledge of self. Emerson said, “Trust thyself, every heart vibrates to that iron string.” In order to trust ourselves, we must know ourselves. Our class will begin with lessons in self exploration and reflection and will include both short-term and long-term goal setting. Students will also be asked to keep a journal which they will write in at the beginning of class.
SPORTS PSYCHOLOGY
This Sports Psychology course introduces high school students to the mental strategies and psychological principles that influence athletic performance and personal growth in sports. Through topics like motivation, goal setting, focus, stress management, team dynamics, and self-confidence, students will explore how the mind impacts success on and off the field. By applying techniques like mental imagery, visualization, and resilience-building, students learn to enhance their performance, communicate effectively with teammates, and handle pressure in competitive settings. Through discussions, case studies, and hands-on activities, students will gain practical tools to improve their own sports experiences and understand the psychology behind athletic success.
