2024–2025 Curriculum Guide

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INSPIRING ACADEMIC EXCELLENCE We design learning experiences that inspire students to explore challenging concepts and ideas and to be daring in their pursuit of deep understanding. Our academic program is grounded in inquiry and prizes curiosity, creativity, and critical thinking. Decisions of content and pedagogy reflect the diverse and changing world in which we live and offer a pathway to discovering individual passions and how to live ethically.

CONTENTS THE BOSQUE SCHOOL DIFFERENCE

1

THE MIDDLE SCHOOL EXPERIENCE

5

THE UPPER SCHOOL EXPERIENCE

9

HUMANITIES

13

STEMM Science Technology Engineering Math Medicine

21 23 29 31 33 37

LANGUAGES Latin Spanish

39 40 41

PERFORMING ARTS

45

VISUAL ARTS

53

PHYSICAL EDUCATION (PE)

57

WELLBEING

59

THE BOSQUE SCHOOL Our educational program is centered around our core value of inspiring academic excellence.

At Bosque School, we have reimagined academic rigor — and it works. We design learning experiences that encourage students to explore challenging concepts and ideas and to be daring in their pursuit of deep understanding. Our curriculum is grounded in inquiry, encourages curiosity, and reflects the diverse and changing world in which we live. Our students are confident, competent, and highly competitive in college admissions at the most selective schools. Today’s graduates are inheriting a complex world that yesterday’s model of education no longer supports. A Bosque School education prepares your child to tackle whatever challenges they may face.

Bosque School challenges outdated models of education by: • Achieving academic excellence not through overscheduling and competition but through a rigorous college preparatory academic curriculum that promotes self-awareness, intrinsic motivation, and connection to a healthy, joyful community.

• Seeing past the trap of teach-to-the-test standardization that serves efficiency, not education.

• Responding to research that proves hands-on learning supports the application and retention of core academic skills and knowledge.

• Creating a culture that encourages and supports students to take risks, experiment, and explore educational passions - recognizing this is where true growth and learning occur.

• Acknowledging that colleges and employers actively seek individuals who are curious, creative critical thinkers, communicators, problem solvers, and collaborators.

Bosque School’s advanced classes surpass the limits of a standardized curriculum, standardized testing, and standardized results through a rigorous educational model that helps students thrive in their journey from 6th through 12th grade. Authentic engagement and understanding comes from our commitment to unlocking relevance, meaning, and application in students’ learning, ultimately resulting in knowledge that is retained, not just repeated for a test.

Reimagining Rigor At Bosque School, “rigor,” as it relates to academic excellence, is defined by factors far beyond the amount of time a student passively sits at a desk listening to a lecture or enduring monotonous hours of homework. Our students acquire core academic skills in the classroom through meaningful fieldwork and opportunities to learn from community partners and industry leaders. Our curriculum promotes deep and applied learning, bringing new meaning to the concept of academic “rigor.”

Relevant & Relational Learning sticks best when students can relate it to the world around them. Our curriculum connects the dots between the lessons of the past and the current events shaping our students’ futures. In addition, building meaningful relationships between students and teachers deepens learning and helps our students feel safe taking healthy risks as learners, allowing them opportunities for true growth.

L DIFFERENCE

Inquiry-Based Core academic knowledge and skills deepen through teacher-led inquiry, focusing on essential content and skills and supporting students with rich opportunities to showcase their understanding and application of knowledge through in-depth projects. Bosque School’s commitment to inquiry-based learning deepens retention and application of information, unlocks intrinsic motivation, and helps students identify passions. Read more about what inquiry looks like in our classrooms here.

Great Teaching and Learning Learning is designed and led by Bosque School’s talented and expert faculty. A majority of our teachers have advanced degrees, and 100% of them are passionate, student-centered educators who are experts in their content areas. Our faculty develop and deliver a dynamic, engaging, and advanced curriculum that surpasses the rigor of standardized curriculum.

Ownership Ownership leads to engagement, and engagement leads to learning retention. At Bosque School, students are provided ongoing opportunities for autonomy, agency, and ownership of their learning as they move beyond simply learning core content and skills. This is fostered through our inquiry model, which provides pathways for students to engage in their education with curiosity and commitment.

Research-Based Our curricular decisions at Bosque School are guided by the most current research on teaching, learning, neuroscience, adolescent development, and social-emotional health. To read more about the research that guides our curricular and academic decisions, click here.

The inquiry model helps our students learn how to think — not what to think — and to apply that learning across disciplines and to the world around them.

Why You Won’t See AP Classes at Bosque School Bosque School challenges education by transcending the limitations of the standardized, teaching-to-the-test curriculum — epitomized by advanced placement (AP) classes — which prioritize efficiency over deep and retained learning. Our advanced courses empower students to cultivate essential skills such as critical thinking, analysis, agency, research, writing, and presentation — far surpassing the memorization and repetition emphasized by AP courses.

Our commitment to an independent curriculum dates back to our founding and aligns with other exemplary high schools and colleges across the country that have moved away from advanced placement courses. Over the decades, our alums have expressed how their Bosque School education effectively and meaningfully prepared them to be competitive in the college admissions process and thrive at college and in their careers.

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Immersives At Bosque School, the second semester of core academics concludes at the end of April, allowing space for our signature three-week-long immersive courses in May. Immersives provide enhanced opportunities for deep academic engagement as students apply their passions, skills, and knowledge through coursework that broadens learning beyond campus. Taught by an interdisciplinary teaching team, immersives are assessed and transcripted courses, uniquely different from those offered during the core schedule and are a powerful college differentiator.

Immersives are transformative — and college admissions departments know this.

Students who engage in immersives throughout their middle and high school years are independent critical thinkers who are exceptionally well-positioned for college success. They also have transcripts that reflect the creativity that comes from a three-week course that is unconstrained by the traditional school schedule. The rigor that comes with sustained immersion and dedicated focus on one academic topic accelerates and strengthens student learning and outcomes.

Students sign up for their immersive courses at the start of the winter semester, selecting from a diverse offering of classes from a unique course catalog that showcases the breadth and depth of academic offerings.

Immersives include courses related to science, technology, engineering, math, medicine, performing arts, visual arts, Latin, Spanish, humanities, and physical education. Some examples of some of our past immersive courses include: • Amazing Race New Mexico (middle school) • Forensics (upper school) • Robo-STEM (upper school) • The Rocks Tell Stories (middle school) • Medical Reserves Corps (upper school) • Sports Medicine & Psychology (upper school) • Let’s New-MexiGo! (middle school) • Design Lab (middle school) • Querencia: Connecting Self to the Land of Enchantment (upper school) • Art & Social Justice (upper school) • Imagining a Better Planet (upper school) • Intercultural Exchange to Monterrey, Mexico (upper school) • Gods and Heroes: Greek Language and Art (upper school) • Food to Move (middle school) • The Art of Hiking & Camping (middle school) • The Wild (upper school)

Equity, Community, & Culture (ECC) At Bosque School, we strive to create a learning environment that respects and dignifies the diverse identities and experiences of our students, their families, our colleagues, trustees, and our shared and individual communities. Our ECC guiding principles and best practices seek to inform all deliberations, decisions, and policies in our daily work both on and off campus.

In addition, Bosque School’s commitment to Equity, Community, and Culture (ECC) provides students with a developmentally appropriate curriculum (delivered through our signature whole-child education in the WELLBEING department) that equips them with skills in self-awareness, critical thinking, cultural humility, and constructive discourse; skills that help them thrive as learners, community members, and leaders in today’s interconnected world. We also provide ongoing professional development for our staffulty.

A Note About the Curriculum Guide The details provided in this guide are subject to modification, and offerings may be added, adjusted, or combined based on course enrollment or staffing changes.

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THE MIDDLE SCH Where curiosity becomes inquiry.

In middle school, students learn to harness their in

Beyond academic development, the goal of middle personal growth while nurturing them in ways that

The middle school experience at Bosque School ins lead to long-term success. Students are introduced and then support students with rich opportunities

As students acquire core academic skills in math, sc projects and fieldwork. To support the importance o course in each for all three years. All students engag their executive functioning and study skills, establi community. In addition, all of our middle school stu enhance their experience through an array of athle

Research indicates that optimal learning occurs wh vibrant, joyful, and evolving community. We are co upper school. From the 6th-grade takeover and the tradition of morning meeting, our dedication to cu

The 6th-Grade Experience

Our 6th-grade program meets students where th teaches them valuable academic and social skills challenges them to grow intellectually. We guide become compassionate individuals, discerning r critical thinkers, collaborative problem solvers, a scientists. We do this in an environment that val creativity and encourages students to get outdoo the school day, whether they are gathering data bosque, discussing a book under the cottonwood eating lunch with new friends in Sanchez Park.

The 8th-Grade Experience

In 8th-grade, we prepare students to transition time. The curriculum encourages students to e responsibilities, and engage meaningfully with are a rite of passage for the Bosque School stud Up ceremony.

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HOOL EXPERIENCE

nherent curiosity and translate it to questions that move far past core content and promote deep learning.

school is to shepherd our students through what can be very challenging years of physical, social, and t ensure that each student is seen, heard, and known.

spires students to take ownership of their education and establish the habits of academic excellence that to the inquiry model, in which teachers share a thoughtful and developmentally appropriate curriculum to showcase their understanding and application of knowledge through guided questions and projects.

cience, English, social studies, and Spanish, they integrate them across disciplines through engaging of developing creative skills, they receive a rich grounding in the visual and performing arts, taking a ge in our developmentally appropriate whole-child curriculum that develops their sense of self, builds ishes healthy habits and relationships, and responds to their desire to meaningfully contribute to their udents participate in physical education to support their health and well-being. Most students choose to etic and extracurricular offerings.

hen students forge strong connections with empathetic and attentive adults and actively participate in a ommitted to nurturing a sense of belonging that starts during the middle school years and carries through e 7th-grade camping expedition to the 8th-grade reading buddies service learning program and the daily ultivating a thriving community is evident at every turn.

hey are, s, and e them to readers, and citizen lues ors during in the ds, or

The 7th-Grade Experience Our 7th-grade program encourages students to engage with the world beyond our campus. One way in which students do this is by participating in monthly science field trips to collect data and conduct research on the Rio Grande watershed. Our 7th-grade curriculum pushes students to make connections across disciplines, such as studying and writing about the history and places of New Mexico both in English and social studies or blending science and service learning to deepen their understanding of the roots of food insecurity. By doing this, students learn that by combining the skills and knowledge they gain in one class with the work they are doing in another, they can grow as original thinkers.

n to upper school while also focusing on their unique needs during this developmentally critical expand on the academic skills they have already gained in middle school, increase academic h heftier topics. Throughout the year, 8th graders participate in capstone events and activities that dent, including Upper School Shadow Day, an 8th-grade Inquiry Project, and the Middle School Step

MIDDLE SCHOOL COURSE REQUIREMENTS 6TH-GRADE

7TH-GRADE

8TH-GRADE

ENGLISH

English 6: Place & Identity

English 7: A Bridge Made of Stories

English 8: Power, Prose, & Persuasion

IMMERSIVES

3-week Immersive Course

3-week Immersive Course

3-week Immersive Course

Math 6*

Math 7 or Algebra 1

Math 8, Algebra 1, or Advanced Year 1 (Geometry/Algebra 2)

PERFORMING ARTS

Choir 6 • Drama 6 • Band 6 • Strings 6

Choir 7 • Drama 7 • Band 7 • Strings 7

Choir 8 • Drama 8 • Band 8 • Strings 8 • Technical Theater 8

PHYSICAL ED (PE)

PE 6

PE 7

PE 8

SCIENCE

Science 6

Science 7

Science 8

SOCIAL STUDIES

Social Studies 6: World Studies

Social Studies 7: New Mexico Past & Present

Social Studies 8: Ideologies & Influences

SPANISH

Spanish 6 or Spanish for Heritage Learners

Spanish 7 or Spanish for Heritage Learners

Spanish 8 or Spanish for Heritage Learners

VISUAL ARTS

Visual Art 6

Visual Art 7

Visual Art 8

WELLBEING

Self Management

Know Yourself & Respect Others

My Impact on Self & Others

MATH

7

*Advanced math students may be moved to Math 7 in the spring semester at teacher discretion

MIDDLE SCHOOL LEARNING GOALS

Our middle school has moved away from traditional letter grades to grades based on learning goals in each class.

Let’s look at two sample students, Student A and Student B, to see why we have made this change. These were the grades in one of their classes: Assignment

Student A

Student B

#1

5 of 6 correct

6 of 6 correct

#2

5 of 6 correct

6 of 6 correct

#3

5 of 6 correct

3 of 6 correct

GRADE

B

B

Both students were earning a solid B in math class. In traditional grading, the matter would end there. Looking more closely, however, one notices that there are significant differences between them. Student A needs some refinement of each skill to gain complete mastery, while Student B has mastered all but the last one and needs to give some attention to that skill.

With assessment based on learning goals, what comes next for each student is really important. As this example demonstrates, a letter grade doesn’t tell the important parts of each student’s story. This is why we have transitioned to grading students based on learning goals. Students know at the start of a lesson which skills they will be studying and then are given ample opportunity to master them.

Most importantly, students know which skills need to be learned next at every point throughout the year.

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THE UPPER SCHOOL EXPERIENCE

9

Where inquiry becomes mastery.

In high school (we call it upper school), students further develop their sense of self as they gain academic mastery and identify their passions. The upper school experience positions our students to be highly competitive in the college admissions process and step confidently into the world.

The upper school experience at Bosque School ensures that each student masters a rigorous college-preparatory curriculum while exploring individual interests and taking ownership of educational choices. Through the inquiry model, first introduced in middle school, teachers share a thoughtful and developmentally appropriate curriculum and then support students with rich opportunities to showcase their understanding and application of knowledge through daily inquiry activities and extended projects.

All upper school students prepare for college through demanding core courses in math, science, Spanish, and the humanities (including English and social studies) and engage in at least two years of visual or performing arts. Students also choose from an array of advanced electives. In planning their academic path, students partner with a faculty advisor, trusted teachers, college counselors, and our student support team. Finally, each senior becomes an expert on a self-chosen topic by completing a year-long individual thesis project of authentic research and inquiry, presenting their findings to a public audience in our spring Colloquium.

Upper school students are also deeply engaged in finding their place both locally and globally. Our signature whole-child education program (WELLBEING Department) provides curriculum, skills, and guidance as students develop a critical and reflective understanding of self in relation to the community. Through the WELLBEING curriculum, they build and practice the leadership and life skills that will enable them to thrive in the complex world of adolescence, in college, and in life beyond school. Juniors and seniors engage in semester-long college seminar classes (alongside 1:1 college counseling support) that prepare them to navigate college admissions and the college experience with confidence and expert guidance.

Upper school extracurriculars provide further opportunities for academic engagement and for students to explore diverse passions. Leadership opportunities abound — Bosque School students captain sports teams, create and run clubs and service-learning groups, collaborate on school policies, serve on task forces, lead student government, and sit on the school’s Judicial Committee.

Research indicates optimal learning occurs when students forge strong connections with empathetic and attentive adults and actively participate in a vibrant, joyful, and evolving community. Our commitment to nurturing a sense of belonging is vividly showcased during the upper school years. From the 9th-grade retreat and senior whitewater rafting in Taos to Halloween advisory pumpkin launching competitions and the memorable juniors vs. seniors volleyball games, there are many beloved bonding traditions throughout the upper school experience. Interwoven with the daily tradition of morning meeting and a purposeful advisory program, our upper school cultivates a thriving community at every turn.

The heart of this sense of community is our upper school advisory program. Each 9th grader is paired with a peer group of 10-14 students and a faculty advisor who will follow them through all four years of high school. This provides a powerful relationship with an adult who walks alongside the student, supports them on the developmental arc of 9th to 12th grade, and who will write a deeply meaningful and rich college letter of reference.

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The upper school honors our students’ inherent need for increased independence and autonomy by providing increased academic choice and leadership opportunities, all within the structure of a very attentive and supportive community. By the time our upper school students graduate, they are confident learners and leaders with outstanding academics and a deep self-awareness that helps them identify their next step. As such, they are highly competitive in their college admissions process and ready to tackle the world.

The 9th-Grade Experience Ninth-grade students are ready to take on more responsibility and new challenges as they discover their evolving strengths and interests.

We focus on building a strong community, and developing the fundamental skills needed to succeed in the upper school. In this spirit, students are given both freedom to make their own decisions and the support to learn from these choices and experiences.

Every 9th-grade student takes six academic classes in the humanities, math, science, Spanish, and the arts, as well as completes 2 PE requirements. Some students also explore an elective in areas such as Latin, coding, engineering, or yearbook.

The 11th-Grade Experience By the time students reach 11th grade, they have hit their stride and are doubling down on their passions. Most students have completed their arts, Spanish, and PE minimum requirements by this point, freeing up space in their schedules for advanced and elective coursework and leadership positions in their extracurricular activities. As independent scholars, 11th-grade students fill classrooms with critical questions, creative solutions, and new ideas. Mid-year, students begin the formal college counseling process and start thinking strategically about their futures.

Eleventh-grade students are required to take at least six courses, five of which must qualify as academic (math, humanities, science, and many electives in areas such as Spanish, the arts, Latin, and coding). Each student also participates in College Seminar in the spring.

The 10th-Grade Experience By 10th grade, students are stepping confidently into new experiences. They are gaining momentum in their studies and becoming independent learners, taking responsibility for managing their time and assignments. Students are also stepping into leadership roles in clubs, arts productions, and sports teams.

Every 10th-grade student takes at least six academic classes in the humanities, math, science, Spanish, and art. They may also take electives in coding, engineering, Latin, the humanities, the arts, and other areas.

The 12th-Grade Experience By the time students enter 12th grade, the campus has become their second home.

Seniors enrich advanced classes and electives with their energy and knowledge and set the tone for younger students.

At the same time, they hear their future calling and are carefully supported through the process of applying for colleges and envisioning life beyond high school in their College Seminar class.

The Senior Thesis project also allows students to synthesize their skills and interests through a yearlong research endeavor requiring college-level academic research, a 20-page thesis, and a public presentation at our spring Colloquium.

Students whose thesis projects explore the creative arts often showcase their original art, and students whose thesis projects explore field sciences often generate valuable scientific data used by governmental organizations and university researchers to impact further research and policy decisions.

In their final weeks of upper school, the senior immersive program and senior retreat take students on a transformational experience, combining experiential education and service learning with the chance to have one last 12th-grade experience where they bond, reflect, and look forward together to the life beyond upper school that awaits them as alumni of Bosque School.

UPPER SCHOOL GRADUATION REQUIREMENTS: CREDITS (1 CREDIT = 1 YEAR-LONG COURSE) HUMANITIES

7.5 credits

SCIENCE

3 credits + 1 additional year of science or math

MATH

3 credits + 1 additional year of science or math

SPANISH

2 credits

SENIOR CAPSTONE

1 credits

VISUAL OR PERFORMING ARTS

PE/HEALTH

2 credits

Note: For performing arts, this requirement can be met by participating in an approved number of hours outside of the school day in performing arts productions and Theater Tech Club events.

2 credits

Note: This requirement can be met by participating in PE classes, approved outside activities, or in Bosque School’s athletic program — each season played counts as 0.50 credit.

WELLBEING

3 credits

COLLEGE SEMINAR

Spring semester junior year and fall semester senior year.

ELECTIVES

3 credits

IMMERSIVES

.50 credits/year

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HUMANITIES By integrating English, literature, history, and social studies, our humanities approach ensures that students are able to apply their academic skills in diverse contexts.

In their humanities courses, students study themselves and others, both far away and in their own communities, and learn to lift their own voices in more effective and considered ways.

Through reading and responding to literature from around the world, Bosque School students develop a sense of the myriad of human cultures, and they consider whose voices are present in — and whose voices are absent from — the historical and literary record. Through writing, they explore possibilities for their own lives and learn to express themselves with clarity and nuance.

Middle school English classes establish a foundation for the development of clear and effective writing. As readers, they analyze perspective, coming to understand how literature empowers us to know ourselves in relation to others. Middle school texts range from Shakespeare’s A Midsummer Night’s Dream to Gandhi’s My Life Is My Message and many other works of poetry, drama, memoir, and creative nonfiction.

In their middle school social studies classes, students consider stories in their real-world contexts. They practice analysis of primary sources and evaluation of secondary sources, coming to understand the role of evidence in history and the social sciences. They develop independence and confidence by tackling projects that showcase their knowledge and skills. For example, 7th-grade students research their own heritage using primary and secondary sources.

After analyzing mentor authors, the 7th graders produce a wide range of creative fiction and nonfiction pieces throughout the year.

In upper school humanities classes, students develop robust independent writing practices and learn to adapt their style to creative and persuasive genres, as well as to evidence-based arguments. They become versatile and confident communicators, ready to write and present for authentic audiences beyond the school community. Literature read in upper school humanities classes may include Gilgamesh, the Ramayana, Sundjata, Cervantes’s Don Quixote, the Narrative of the Life of Frederick Douglass, Stoker’s Dracula, Camus’ The Plague, or Adichie’s Americanah.

In keeping with the upper school’s humanities approach, works of literature are taught alongside and in contrast or relation to historical primary texts.

Upper school students also deepen their understanding of the way that present-day challenges emerge from local, national, and global histories. They learn to use databases and to evaluate and interpret peer-reviewed professional research. Through senior thesis projects across disciplines, they produce original research and write arguments that align with the professional expectations of the discipline they have chosen for their project — whether history, literary study, visual arts, or the sciences.

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S

English 6: Place and Identity How do places and our ideas of home shape us? In 6th-grade English, students read poetry, short stories, contemporary fiction, and historical fiction written by diverse authors. Keeping place and identity at the forefront, students analyze and annotate texts and participate in dynamic class discussions and group work. They practice writing across multiple genres, including creative writing and evidencebased paragraphs. Choice in texts and a culminating interdisciplinary project connected to Asia allows students to discover new passions all while practicing essential skills.

Social Studies 6: World Studies In Social Studies 6, students explore the transformative power of individuals in shaping the world. Throughout the year, students explore the lives of influential figures like Mahatma Gandhi, Cesar Chavez, and Martin Luther King, unraveling the complexities of human rights struggles and resilience. The curriculum emphasizes understanding the interconnectedness of past and present, with a particular focus on Africa and Asia.

Social studies intertwines seamlessly with English studies, culminating in student-led, cross-curricular seminars. Each unit is designed to enhance students’ proficiency in close reading, evidence-based writing, critical thinking, and effective communication. By examining the stories of impactful individuals, students not only gain historical insights but also cultivate essential skills for engaging with complex societal issues and contributing to positive change.

Social Studies 7: New Mexico — Past & Present In 7th-grade social studies, students develop skills to understand and manifest the role of historians and their influence in the world.

Students investigate how multiple perspectives influence our interpretation of events, how sources’ validity and reliability can vary, and how to read and write like a historian. Skills are developed through interactive, engaging studies of media, New Mexico’s pueblos, and exploring their own personal histories. By the end of the year, students will be practicing historians.

English 8: Power, Prose, & Persuasion Writing has the ability to open minds, build empathy, and touch the soul — but what’s the trick to powerful writing? In 8th-grade English, students critique contemporary fiction, classic dystopias, nonfiction, and Shakespeare in order to build genre fluency both as readers and writers.

Whether writing daily journals, creative letters to Romeo and Juliet, or presenting on Lord of the Rings, students seek to understand how writing can critique social problems and be a powerful tool for problem-solving. By the end of 8th grade, students will have developed research, analytical, presentation, annotation, argumentative, and creative writing skills to prepare them to be dynamic and persuasive leaders.

Social Studies 8: Ideologies & Influences English 7: A Bridge Made of Stories Throughout the year, students actively engage with diverse narrative forms, ranging from crafting poems, historical fiction, personal memoirs, and journalism pieces to exploring the profound realm of Shakespeare.

An emphasis on evidence-based writing hones students’ analytical skills, focusing on theme, character, and perspective analysis. The course structure emphasizes the writing process, incorporating precise feedback, repeated revision, and meticulous editing.

By year-end, 7th graders emerge as adept creators and discerning critics, attuned to the intricate connection between the stories they tell and their impact on the world at large.

How do beliefs shape and influence communities? Throughout the course of the year, students learn about religious beliefs and governing philosophies and how they can impact global populations, by investigating historical patterns of human migration, the “founding documents” of the United States, and periods of revolutionary change. As they dive into these topics, students are tasked to complete assessments that build on foundational skills such as research-based writing and source analysis, while also being challenged to develop their aptitude in preparation for high school social science fields such as global history, geography and political science.

Humanities 9: Humanity’s Beginnings Humanities 9 explores the foundational questions of how governments form, how power is grown and consolidated, how societies stratify, and the nuanced dynamics of resistance, assimilation, and resilience in the ancient world work. This class examines these questions through five selected case studies dispersed across geographical space. These units strengthen students’ skills in writing, argumentation, research, and critical analysis. Students learn to recognize that a comprehensive understanding of our contemporary world necessitates a profound exploration of humanity’s foundational roots and the unifying threads and distinctive features that shape human societies.

9th-Grade Seminar: Our Stories, Ourselves Within the 9th-grade seminar, students actively partake in the cultivation of critical and creative thinking, emphasizing the refinement and development of academic skills pertinent to the humanities. They study both classical and contemporary texts and investigate the role of storytelling in our lives through novels, short stories, poems, plays, films, nonfiction, and memoirs. They learn how to read critically and analyze the structure and plot of readings for deeper understanding.

Likewise, they practice communicating in different modalities, such as presentations, creative writing, research, and argumentative essays.

Humanities 10: The Early Atlantic World Students explore the diverse people, cultures, and literature of the early Atlantic World, including developments in Africa, Europe, the Caribbean, and Latin America from circa 1450 to 1820. Structured around biographical case studies, they investigate the intense and complex interrelated histories and stories of the region. Often divided by language and imperial borders, the class takes an expansive view of foundational moments in our hemisphere to understand better the lived experiences of people across the Americas and Atlantic World as well as the dynamic, multilingual, globallyconnected, and, at times, violent societies they created. Students read and analyze primary and secondary sources, hone critical thinking skills, and become more confident researchers and writers as they navigate the complex landscape of Early America and the Atlantic World.

10th-Grade Seminar: Discerning Scholars In the 10th-grade seminar, students engage in a rigorous exploration of databases and source assessments and cultivate critical reading skills.

They apply this knowledge to refine their individual voices as writers, master writing conventions of different genres, and practice revision. Students engage with historical and modern texts and demonstrate their understanding through varied media, including argumentative essays, presentations, and digital projects. Students not only build the essential skills required for their senior thesis but also cultivate a scholarly ethos for life beyond Bosque School.

Humanities 11: American Studies Through American Studies, students explore the interrelatedness of history, literature, the arts, and pop culture. They investigate the nature of our country and identity, the purpose of education, and explore the dynamics of storytelling power, civic engagement, and national identity formation.

The overarching objective is to cultivate a critical consciousness, empowering students to apply a discerning perspective to their position within the broader cultural framework. Through thoughtful inquiry, students navigate the complexities of American identity and societal constructs, fostering a nuanced understanding of the past and present.

Humanities 12: Past, Presents, & Futures In senior humanities, students investigate historical and current realities that help us understand the concept of truth and what we value as humans. This class prepares students to move beyond high school by immersing them in a rigorous collection of texts and writing assignments focused on how people of the past addressed these issues in order to understand our own standing in the present with a view toward imagining a future world in which students will become creators and leaders. In the words of George Saunders, the goal of this course is to help students acquire the means to “become defiantly and joyfully themselves.”

10th-Grade New Mexico History This course undertakes a comprehensive exploration of New Mexico’s modern history, spanning from statehood (1912) to the present.

Students engage in a multifaceted examination of our state’s past, incorporating reading, writing, and critical thinking to unravel the nuanced narratives. The investigation incorporates diverse perspectives, offering an in-depth analysis of how the definition of our identity has evolved over time. Through scholarly inquiry, this course aims to foster a greater understanding of New Mexico’s rich historical legacy, acknowledging its enduring impact on our present and its pivotal role in shaping our future.

Literature, writing, and student-driven research are integral in giving students an individualized and deeply challenging experience.

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UPPER SCHOOL HUMANITIES SPECIAL TOPICS

In addition to the required yearlong humanities course in 11th grade, students must take at least two semester-long English Special Topics courses. 12th graders must also take their yearlong humanities course and have the option of taking additional Special Topics courses. Most courses are one semester each (.5 credits), except economics (1 credit). Courses vary by semester and year.

Banned Books Grades: 11–12 Picture the wicked witch—is she young and beautiful or old and ugly? Does she have it all, or is she consumed with desire for what she lacks? Students in this class analyze the tales ancient authors told of witches and wizards, and they examine the material evidence for real-life magical practices to better understand these ancient outsiders, who made a living on the fringes of “normal” society.

El Cucuy, Lowriders, and Chicano Storytelling Grades: 11–12 This course is tailored for individuals intrigued by their Chicano heritage or those seeking a comprehensive understanding of another culture. The curriculum explores obscured facets of Chicano history, analyzing the reasons behind historical omissions, as well as the avenues through which Chicanos have resisted oppression, focusing particularly on artistic expressions. Students explore Mexican-American mythology, dramatic plays, film, poetry, and fiction to gain a holistic appreciation of the Chicano experience. This interdisciplinary approach not only unveils hidden aspects of history but also provides a nuanced understanding of the multifaceted ways in which Chicanos have used the arts to resist and assert their identity in the face of oppression.

Creative Writing Grades: 11–12 Dive into the realm of creative writing, where students explore the artistry of poetry, creative nonfiction, and fiction. This course immerses students in the study of published works as exemplary models, encouraging them to emulate various techniques and structural nuances. The collaborative environment fosters an exchange of creative endeavors as students share their work with peers to glean insights and learn from diverse perspectives. Through this exploration of multiple genres and the reciprocal sharing of creative expressions, students are poised to cultivate a nuanced understanding of the craft of writing and refine their own literary voices.

News & Fake News Grades: 11–12 This course introduces students to a number of interrelated issues facing both journalists and the wider public in the 21st century. We question the trustworthiness of various information sources, considering how media organizations choose what news deserves reporting and who benefits from those decisions. Students gain greater awareness of their responsibilities both as private citizens and as public persons on social media. This course equips students to navigate news consumption critically, identify misinformation, and gain insights into the complex interests influencing our news diet. Through case studies, we analyze instances of misinformation and hybrid warfare, fostering a nuanced understanding of the contemporary media landscape.

Shakespeare’s Afterlives Grades: 11–12 Shakespeare’s legacy is deep and wide. Renowned as one of the greatest authors of all time, Shakespeare’s influence continues to shape the modern imagination. Writers, movie-makers, artists, and musicians have used his work as inspiration to tell their stories, and while his plays are hundreds of years old, they often provide a valuable window into the present. Students compare his works to contemporary reimaginations to examine how Shakespeare’s characters, plots, motifs, and themes have been reinvented and how Shakespeare’s work has withstood the test of time.

Storytelling in Video Games Grades: 11–12 Great works of art force their audiences to grapple with fundamental questions of right and wrong, fate vs. free will, how best to lead our lives, and what our responsibilities are toward each other as human beings. Are video games works of art, by this understanding? Most video games are designed to be fun and addictive; should they also be thought-provoking? Should they frustrate you or force you to reconsider your beliefs and values? In what ways have video games engaged our superegos, and not just our ids? What matters more: frame rate performance and hitbox accuracy, or characters you care about and stories involving complex moral dilemmas? What are the unique potentials of this creative medium that developers still have yet to unlock? With this in mind, students will perform close reading analyses of video game “texts” combined with readings in critical reception writings. They will write essays, give research-based presentations, and engage in discussions.

Gothic Literature Grades: 11–12 This course is designed for enthusiasts of both visceral scares and in-depth explorations of the psychological underpinnings of fear, particularly in the realm of creative writing. Horror can be one of the most powerful windows into society and into ourselves. It transcends mere cinematic screams; it serves as a poignant lens revealing societal fears and reflecting cultural anxieties surrounding diverse social issues and cultural groups.

Consequently, horror emerges as a potent and evocative window into both the collective psyche of society and the intricacies of individual introspection.

Feminism & Gender Grades: 11–12 Feminism and Gender provides students the opportunity to explore the social constructs of gender through nonfiction and fiction written works, theory, and the media. Feminist and intersectional approaches will be used, looking at how classism, racism, sexism, ability, and appearance alter social stigmas. Students engage with the constraints of femininity and masculinity, gender non-conforming issues, toxic masculinity, and sexism. This class is seminar-style, largely characterized by class discussions. Students should also expect to analyze and produce several writing assignments throughout the semester.

Comparative Politics Grades: 11–12 In this challenging political science course, students engage in critical analysis and comparative study of contemporary and historical political institutions, ideologies, and processes. The course revolves around a set of essential questions: How do humans deal with scarce resources? Can we coexist and still maintain our diverse beliefs and conflicting interests? Can we figure out just ways to collectively navigate these realities? Students learn to apply political concepts, compare political systems, and analyze and interpret quantitative and qualitative data to unravel these questions and suggest solutions. At the conclusion of the semester, students demonstrate a nuanced understanding of the art of politics and government.

Cuba: The Pearl of the Antilles Grades: 11–12 Through an examination of Cuban history in global, regional, and local contexts, students gain an understanding of the island’s past and contemporary realities and the way it interacts with the rest of the world. Beginning with Cuba’s indigenous past, the class will follow a standard chronology from pre-contact to the 21st century. Students focus on the island under the Spanish regime, its road to independence, the Revolution, and the aftermath of 1959 to the present. They explore the Cuban experience through a series of lenses, such as enslavement or slave labor, communism and capitalism, isolation and international relations, and freedoms and restrictions. Using sources such as narratives, articles, film, and cultural material, students study the vibrant, fascinating island and culture of Cuba.

Economics I (Full Year) Grades: 11–12 News about the economy dominates public discourse, and it can be difficult to find two editorials that agree on the facts or what we should do about them. The purpose of this course is for students to develop the vocabulary, habits, and analytical skills needed to understand and participate in public discourse. They learn how to ask discerning questions and study the tools economists use to answer those questions. We analyze the social science of economics, which involves economic choices, human decisions, and eventual individual and societal impacts. Over the year, students engage in inquiry activities, debates, and discussions. We read several nonfiction sources — researching and discussing various philosophies in economics. Students create budgets for themselves and the government, learning how personal values influence decision-making.

Economics II (Full Year) Grades: 11–12 How can economic analysis shed light on many real-world problems and issues faced by nations, societies, and individuals? How can it be applied to a wide range of issues that are relevant to the current or future economic well-being? Students research a wealth of topics being drawn from such key areas in economics as microeconomics, macroeconomics, development economics, public economics, international economics, and environmental economics. This class strengthens students’ research, writing, and presentation skills.

Haiti in the Americas Grades: 11–12 In August 1791, enslaved Africans and Afro-Saint-Dominguans started the most sustained antislavery fight in modern history: the Haitian Revolution. This class seeks to unravel the motivations, participants, and outcomes of this pivotal revolution. Students explore how the history of modern-day Haiti is formative to our understanding of colonialism, anti-slavery, emancipation, citizenship, and freedom. They hone their ability to evaluate and analyze primary and secondary sources and appreciate the complexity and ambiguity of the past and its influence on the present. By the end of the semester, students demonstrate an understanding of Haitian history from approximately 1492 to the present and are able to place the cultural, social, and political events we explore in a larger hemispheric frame.

UPPER SCHOOL HUMAN

Humanities Thesis 12 Grade: 12 Students engage in a comprehensive year-long senior thesis designed to navigate the expansive realm of humanities. Under this broad umbrella that encompasses language, literature, philosophy, political science, sociology, history, anthropology, archaeology, law, religion, and music, among other topics, students embark on individualized inquiries and engage in original research to produce an article-length paper. While the specific humanities content is tailored to each student’s choice, the course primarily focuses on imparting the essential skills required to sustain a year-long research project and writing-based exploration.

This intellectual journey culminates in the crafting of a humanities-focused senior thesis, where students apply their acquired skills to delve deep into their chosen area of inquiry within the vast landscape of the humanities.

NITIES SPECIAL TOPICS

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STEM Bosque School’s Science, Technology, Engineering, Mathematics, and Medicine (STEMM) curriculum provides students with a comprehensive array of dynamic offerings with a goal to ignite and promote creative passions, foster innovative and design thinking, and prepare students with the confidence and competence to engage in STEMM programs in college and professionally. Classes develop critical thinking, problem-solving, and analytical skills readily applied across disciplines. Beginning in middle school, students engage in cross-departmental STEMM programs that include coding, robotics, digital arts, and more. Bosque School’s integrated approach equips students to visualize and apply the convergence of different STEMM skills as they apply to a variety of realworld scenarios.

Our STEMM classes, therefore, move far beyond the theoretical, providing students with extensive handson learning opportunities, authentic real-world applications, and an interdisciplinary approach that is deeply empowering and relevant. New Mexico is well known for its national laboratories and groundbreaking STEMM industries, and we connect our students to these working professionals and foster meaningful community partnerships that help our students apply their knowledge and envision future career paths.

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Bosque School’s science program actively engages students in authentic scie investigation. Our students don’t just learn science; they do science.

SCIENCE

Bosque School’s academic approach to teaching our signature scienc leads to exemplary preparation for college-level science classes. Havi participated extensively in scientific research throughout their midd school years, our graduates stand out in university research environm Beyond their coursework, many of our graduates begin interning or w research labs before or during their first year of college.

Bosque School is well known for its field and community science pro initially developed in partnership with the Bosque Ecosystem Monito Program (BEMP) and reflecting a collaboration between Bosque Scho the University of New Mexico’s Department of Biology that dates back Bosque School also partners with many state-wide land management in support of authentic research and skill development for our studen scientific inquiry and hands-on learning. Within the physical science are immersed in chemistry and physics concepts and phenomena an world problems through labs and hands-on project-based investigati

In addition to learning the science standards recommended in the Ne Generation Science Standards, our 6th-grade students become worki community scientists as they gather and analyze data about the Rio G Middle school students learn about natural processes and develop ski problem solvers through our three-year integrated science curriculum provides extensive opportunities for frequent fieldwork. They measu investigate changes in the water table, and track small mammal popu They learn how to ask scientific questions, gather and analyze data, a field and lab settings.

All upper school students take a college-preparatory science curricul includes biology, chemistry, and at least one additional advanced cou physics, chemistry, biology, anatomy & physiology, and other offerin addition, many high school students opt to take field-based wildlife r or research methods courses and have opportunities to assume peer l roles by teaching younger students about the bosque, developing orig research projects, collaborating on state-wide initiatives with workin and presenting their research findings before state legislators and at professional scientific and academic conferences.

For students interested in pursuing personal passions and potential p goals in the medical field, Bosque School provides the opportunity to in our signature Emergency Response Team (ERT) and Junior Medica Corps (MRC) unit. Through our ERT/MRC program, our students dual a Central New Mexico Community College first responder course as p three-week immersive program. During the first responder course, st learn everything from taking vital signs, spinal immobilization, and a medication administration, supraglottic airway placement, and how baby in an emergency.

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Science 6: Energy — The Foundation of Life Grade: 6 Beyond conventional labs, Bosque School 6thgraders actively engage in fieldwork, contributing to the study of the local riparian ecosystem’s health. Collaborating with UNM scientists, students meticulously record meteorological data, assess changes in leaf litter and water table depth, and investigate arthropod populations. This invaluable data informs state and federal decisions regarding the Rio Grande watershed. The course seamlessly intertwines classroom discussions on molecular energy with field experiences, such as how oil in precipitation gauges prevents evaporation and the impact of thermal energy on weather patterns. The course culminates with the 6th-grade Engineering Challenge, where students design a device to preserve arthropods during transport to the UNM School of Biology for data logging. Students acquire skills in posing scientific inquiries, executing investigations, problem-solving, graph utilization, and data analysis. Armed with an appreciation for ecosystem interactions, thermal energy dynamics, and human impact on the environment, students develop an eagerness to apply their knowledge as citizen scientists.

Our World of Systems Grade: 8 In 8th-grade science, students explore the intricate web of systems that permeate our world. Systems, composed of interacting components that complete a defined set of objectives, span from cellular structures to the vast expanse of space. The curriculum delves into the human body, examines the way that elemental properties allow for the formation of complex molecules, and explores the predictable interactions dictated by the laws of physics. Through research projects, laboratory experiments, field trips, and engineering endeavors, students navigate these systems, culminating in a comprehensive exploration of simple machine construction. This course provides a dynamic and engaging foundation of core content and prepares students for upper school science classes.

What we are doing at Bosque School is sci classroom. So we are always looking for w authentic work—work that they have to b other than themselves.

–Dan Shaw, Science Teacher

Watersheds of New Mexico Grade: 7

Biology Grade: 9

In New Mexico, the phrase “agua es vida” holds special significance. In Watershed Science, students investigate the essential role water plays in the desert Southwest.

Building on the 6th-grade focus on the bosque ecosystem, Bosque 7th graders explore the biological, chemical, and physical characteristics of the entire Rio Grande watershed. Through experiences both in the field and in the lab, students construct an understanding of topics ranging from the chemistry of water to the geologic forces forming the Rio Grande rift while further developing essential science skills: formulating research questions, analyzing data, drawing conclusions, and developing evidence-based arguments.

The capstone inquiry project challenges students to design, research, and present their findings on questions like “Why have trout disappeared from Las Huertas Creek?” and “How do wildfires affect the water chemistry of the Jemez River?” Throughout the year, students make connections to water as an issue of social and environmental justice and to the increasing impact of climate change on our world.

In 9th-grade biology, students learn by doing as a means to hone their critical thinking and scientific skills. Aligned with Next Generation Science Standards, this inquiry-based biology curriculum employs engaging storylines to deeply explore genetics, evolution, ecology, cells, and more. Students embark on virtual journeys to different places in Africa to determine relatedness among lions through their analysis of genetic evidence. Students explore evolution and physiology through an examination of animals’ diets and digestive systems. Hands-on analyses of dissected specimens allow students to complete comparative studies of digestive systems, dentition, and skull shapes in carnivores, herbivores, and omnivores. The course’s emphasis on learning by doing affords students real-life opportunities to track poachers through their analysis of gel electrophoresis evidence from smuggled ivory. Students further design experiments to examine the ecological impact of elephants, why they are keystone species, and how they shape the landscape (as an example of one unit).

Students ultimately explore biological concepts within the context of storylines about elephants, lions, sea otters, and melanin. Through this course, students are equipped with the skills required to meaningfully engage in scientific inquiry.

Chemistry Grade: 10 10th-grade chemistry is an immersive and rigorous laboratory-based class that explores the composition and properties of matter. Focused on the dynamic transformations of chemical substances, students unravel the intricacies of reactions, from bubbling phenomena to flashes and controlled explosions. Hands-on exploration equips students with the skills to discern patterns, conduct chemical calculations, and apply fundamental scientific principles to real-world problem-solving. Case studies emulate actual occurrences in forensics and engineering, providing a practical context for understanding. For instance, students leverage their knowledge of the periodic table to identify suitable replacement elements for electronic devices and navigate mysterious poisonings.

Grounded in experiential learning, this lab-intensive class develops theoretical understanding while cultivating the analytical and problem-solving abilities crucial for navigating the complexities of chemical transformations.

ience that matters beyond the ways for our students to do be accountable for to somebody

Anatomy & Physiology Grades: 11–12 The Anatomy & Physiology course examines the interplay between the structures and functions of the human body.

Students engage in an indepth study of the nervous, cardiovascular, skeletal, muscular, and respiratory systems. Tailored for individuals with an inclination toward healthcare or medical sciences, this course integrates case studies and projects focused on diseases, disorders, and ailments. Specifically designed for students who have completed biology and seek to deepen their understanding of biology and certain chemistry concepts, this course also incorporates crucial laboratory work. Positioned at the intersection of biology and healthcare, this class not only provides students with theoretical knowledge but also engages them in hands-on exploration of the intricacies of human anatomy and physiology.

Biology II: Unlocking the Secrets of Life Grades: 11–12 In Biology 2, students dive deeper into the mysteries of life. They explore science as a human process, studying genetics, engineering, and biochemistry at the cellular and subcellular levels. Biological principles of evolution, unity, diversity, and the idea that form fits function are woven throughout the course.

Building on this knowledge, students engage in comprehensive work on macromolecules, conduct a “crime scene” DNA investigation that incorporates forensic analyses, and become bioengineers in the lab. Students synthesize their understanding of these biology concepts through the composition of technical papers and lab reports, oral presentations, and through their application of scientific knowledge to solve new problems.

Biomedical Engineering Grades: 11–12 In the Biomedical Engineering course, students explore the intersection of engineering and biology, applying principles to solve real-world medical challenges. This course involves the fundamentals of human anatomy and physiology and emphasizes the engineering concepts behind medical technologies. Students explore topics such as medical imaging, prosthetics, biomaterials, and the design of diagnostic devices.

Hands-on projects could include constructing prototypes, conducting experiments, and analyzing biological systems. Through a combination of lectures, laboratory work, and collaborative projects, students gain insight into the innovative field of biomedical engineering, preparing them for potential careers in healthcare technology and research.

This class fosters critical thinking, problem-solving skills, and an understanding of the ethical implications in the dynamic landscape of biomedical engineering. It also exposes students to skills in a thriving and expanding New Mexico target industry.

Biology-Wildlife & Conservation Grades: 11–12 In this class, students become active, practicing wildlife biologists. They engage in ongoing field projects, ranging from small mammal trapping and bird banding to tracking porcupines with GPS telemetry collars and monitoring beaver activity in the bosque. Students collaborate with wildlife biologists and professors from the University of New Mexico, USFWS, and other agencies, gaining insights into cutting-edge field and lab practices. Students can elevate their experience by presenting results from their research, alongside college students and wildlife professionals, at the Joint Annual Meeting of the Arizona/New Mexico Chapters of the Wildlife and American Fisheries Societies. The Bosque School campus and the Rio Grande bosque serve as the classroom wherein theoretical concepts intertwine with practical fieldwork.

Chemistry 2: From Theory to Practice Grades: 11–12

Medical an Grade: 12

This advanced chemistry course, which explores thermochemistry, equilibrium, organic, and nuclear chemistry, caters to students passionate about exploring the intricate realms of this central scientific discipline. Integrating theory with practical application, students tackle real-world case studies and engineering practices, such as biofuel creation. The robust laboratory component cultivates critical thinking, authentic problem-solving, and collaborative skills. Beyond equipping students with a sophisticated understanding of chemical principles, this course fosters readiness to navigate the complexities of scientific challenges in the broader world. An interdisciplinary approach ensures students grasp the profound impact of chemistry on contemporary challenges.

Leveraging stu Health Researc research exper professors, or o Senior Capston to Bosque Scho animals in the opportunity to alongside grad

Physics I: Exploring Motion Through Engineering Grades: 11–12 In this class, students engage with the principles of physics with a focus on motion and kinematics. Students find themselves engineering mini-cars to race through tracks and decipher the secrets of velocity, acceleration, and Newton’s laws. They may build catapults to understand projectile motion and design and construct devices that investigate the forces at play. They dive into slow-motion analysis of high-speed collisions to better understand the concept of momentum. The curriculum emphasizes handson experiments, enabling students to become proficient in uncovering the underlying mysteries of motion and its governing laws while bringing physics to life.

Physics II: Engineering in Action Grades: 11–12 Blending practical learning and engineering applications, this class engages in a deep dive into New Mexico’s physics industries and landscape. Students uncover the state’s role in atomic and nuclear physics, envisioning its impact on future technology. They explore fluid dynamics using the Rio Grande River as a guide, understanding its everchanging behavior through dynamic experiments. They delve into thermodynamics via hot air ballooning, unraveling the science behind their graceful flight. Projects in electricity, magnetism, circuit design, and renewable energy empower future engineers to shape mobile technology sustainably. This course merges theory with hands-on learning, bridging physics concepts with local engineering practices.

Wildlife Research Seminar Grades: 11–12 In this guided independent study course, students engage in original wildlife research, selecting a wild creature or wildlife issue to investigate. As students journey through their research, they are exposed to a range of potential avenues of discovery that include testing DNA in high-tech labs to trekking into the wilderness to track wildlife. Through their research, students are just as likely to find themselves in a meadow collecting plant samples as they are to be in a university laboratory conducting stable isotope research. Students present their findings alongside graduate students and research scientists at professional conferences. Building on the professionalization inherent in this seminar, students can also elect to prepare a formal manuscript of their research findings for submission to a peer-reviewed scientific publication. This seminar ultimately provides students with the opportunity to engage in professional, scientific research and to gain exposure to the scientific writing and publication process.

nd Public Health Research Seminar

udent’s work in Bosque School’s Emergency Response Team Medical Reserve Program (MRC), the Medical and Public ch Seminar allows students to conduct original research with a medical or public health focus. Students gain valuable rience as their projects may involve collaboration with outside mentors that include medical doctors, university others with advanced expertise. Students in this seminar use the findings from their research as the basis of their ne project. Building on the development of professional research skills, students submit their research proposals ool’s Institutional Review Board, as appropriate, for consideration to ensure the ethical treatment of humans and e research process. In addition to their Senior Capstone colloquium presentations, this seminar affords students the o share their research with an authentic audience, such as at a professional scientific conference, where they present duate students and research scientists.

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TECHNOL

Computational Thinking & Design

Bosque School computational thinking and design classes foster students’ creativity and innovation while developing their problem-solving abilities, logical reasoning, and algorithmic thinking skills — all critical to navigating complex challenges. Students learn to break down problems into manageable components, develop step-by-step solutions, and gain an appreciation for the value of precision and efficiency. By integrating computational thinking and design into their skill set, students are better equipped to thrive in a digitally driven world and contribute to technological advancements.

The curriculum offers a spectrum of learning experiences, ranging from fundamental coding principles and programming languages to robot design, participation in the Congressional App Challenge (which Bosque students have won three out of the past five years!), and collaboration with industry professionals to acquire expertise and context in forward facing technology focused careers. Classes are thoughtfully aligned with the math and sciences departments, affording opportunities for interdisciplinary and applied learning.

Web Development Fundamentals Grades: 9–12 This immersive web development course introduces students to HTML, CSS, and JavaScript fundamentals, utilizing platforms like Codecademy within the instructional framework. Teachers guide students through a curriculum that reinforces core knowledge with strategic, hands-on assignments, cultivating proficiency in both front-end and back-end web development. The course structure ensures a scaffolded learning experience, seamlessly transitioning students from foundational concepts to practical applications in real-world scenarios.

Interactive modules foster a nuanced understanding of web development technologies, and the emphasis on hands-on assignments is paramount for comprehending theoretical constructs and gaining practical expertise.

This dual-pronged approach prepares students to confidently navigate front-end and back-end web development, fostering a holistic skill set applicable in real-world scenarios. By empowering students to apply their knowledge effectively, the course enhances competency and proficiency in the dynamic field of web development, aiming to equip students with the tools to contribute meaningfully to its evolving landscape.

Python Programming and Raspberry Pi Projects Grades: 10–12 Prerequisite: Web Development Fundamentals This course builds upon foundational web development skills, guiding students into Python programming and the integration of hardware and software using Raspberry Pi devices. The curriculum pivots towards exploring the Internet of Things (IoT), engaging students in hands-on projects that apply Python programming for innovative solutions. Structured for a seamless transition from web development to a comprehensive understanding of Python, the semester emphasizes its applications in hardware and software integration.

Through practical projects, students gain experience harnessing Python’s capabilities in the dynamic field of IoT. Raspberry Pi integration provides a tangible platform for applying programming skills in real-world contexts.

The module aims to deepen proficiency in Python and impart experiential knowledge, enabling students to address contemporary challenges and opportunities in hardware and software integration, particularly within the expansive landscape of the Internet of Things.

LOGY App Development Challenge Grades: 10–12 Prerequisite: Python Programming and Raspberry Pi Projects Students tackle the NASA Development Challenge or the Congressional App Challenge to create and present a mobile application to a national audience. Using the Android Studio IDE and Kotlin programming language, students develop a fully functional app aligned with the challenge’s objectives. The semester also introduces students to Ruby, integrating mathematical concepts into programming assignments for an enhanced learning experience. The curriculum intertwines mathematical concepts into programming assignments, emphasizing the interdisciplinary nature of the course. This dual emphasis challenges students to synthesize coding skills with mathematical understanding in the NASA Development Challenge. Through this multifaceted approach, students not only gain practical coding skills but also cultivate a nuanced appreciation for integrating mathematics into computational problem-solving.

Build Your Own Computer and Career-Ready Certification Grades: 11–12 Prerequisite: App Development Challenge This course guides students through the meticulous process of constructing a gaming computer, imparting expertise in selecting components, assembling the PC, and configuring essential software. Its comprehensive structure ensures a profound understanding of the entire gaming computer system, encompassing both hardware and software aspects. As a step-by-step guide, participants develop hands-on proficiency in every stage, gaining practical insights from component selection to assembly and software configuration. Upon successful completion, participants receive a certificate affirming their mastery of sought-after coding skills, attesting to their hardware construction proficiency and software configuration specialization — highly valued in the technology sector. This certification enhances participants’ resumes, showcasing a comprehensive skill set in both hardware and software domains. Engaging in this course not only imparts practical skills in building gaming computers but also positions participants as adept and well-rounded professionals in the dynamic realm of computer technology.

Advanced Robotics Grades: 9–12 In this collaborative venture with New Mexico Tech University, students are introduced to the foundational principles of mechanics, electronics, and programming within the realm of robotics. This class involves constructing robots capable of executing designated tasks, requiring a synthesis of knowledge in circuits, Arduino microprocessors, and controllers. Essential skills in circuit design, 3D printing, and computer-aided design are honed, empowering students to craft customized components for their robotic creations. The culmination of the course involves the design and construction of battle-ready robots, ending in a contest reminiscent of the Battle Bots format hosted at the New Mexico Tech University campus. This comprehensive exploration equips students with a multifaceted skill set essential in the dynamic field of robotics.

By integrating computational thinking and design into their skill set, students are better equipped to thrive in a digitally driven world and contribute to technological advancements.

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ENGINE

New Mexico is a hub for innovation that provides students with an ideal setting to learn about the applications of engineering in the world that surrounds them. From Intel and the National Labs to the region’s robust start-up industries, New Mexico holds amazing potential for careers in engineering, and the Bosque School curriculum prepares students to enter these fields. Engineering concepts infuse elements of our science curriculum from 6th grade through upper school experience. Beginning in 6th grade, students utilize foundational engineering concepts to build transportation devices for arthropods and continue to build their skills throughout upper school.

For students interested in advanced engineering concepts, the Bosque School physics sequence gives them the skill set to succeed in college and beyond. In Physics I and II, students not only gain theoretical knowledge to excel in engineering careers but also engage in hands-on learning that puts theory into practice as they study everything from water flow in the Rio Grande to the thermodynamics of hot air balloons.

Physics I: Exploring Motion Through Engineering Grades: 11–12

Physics II: Engineering in Action Grades: 11–12

In this class, students engage with the principles of physics with a focus on motion and kinematics. Students could find themselves engineering mini-cars to race through tracks and decipher the secrets of velocity, acceleration, and Newton’s laws.

They may build catapults to understand projectile motion and design and construct devices that investigate the forces at play.

They dive into the slow-motion analysis of high-speed collisions to better understand the concept of momentum. The curriculum emphasizes hands-on experiments, enabling students to become proficient in uncovering the underlying mysteries of motion and its governing laws while bringing physics to life.

Blending practical learning and engineering applications, this class engages in a deep dive into New Mexico’s physics industries and landscape. Uncover the state’s role in atomic and nuclear physics, envisioning its impact on future technology. Explore fluid dynamics using the Rio Grande as a guide, understanding its ever-changing behavior through dynamic experiments. Investigate thermodynamics via hot air ballooning, unraveling the science behind their graceful flight. Projects in electricity, magnetism, circuit design, and renewable energy empower future engineers in shaping mobile technology sustainably. This course merges theory with hands-on learning, bridging physics concepts with local engineering practices.

EERING

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In response to research about how students learn best, the Bosque School math department grounds core skill development in inquiry and exploration. Robust student engagement with mathematical thinking is essential to our approach.

In the mathematics department, our teaching emphasizes collaboration and creates an intentional balance between challenge and support. Our approach instills the confidence that leads to transformative math learning — in our classrooms, MATH stands for “Mistakes Allow Thinking to Happen.” Bosque School math students ask questions and take risks, becoming independent thinkers and resilient problem-solvers. Our intentional methodology arises from the most recent research and initiatives in mathematics education, such as YouCubed (initiated

by Jo Boaler at the Stanford Graduate School of Education), Illustrative Mathematics, the MidSchoolMath Conference, and Building Thinking Classrooms in Mathematics.

From 6th through 12th grade, students master technical skills and develop problem-solving strategies. All students are required to complete three years of math in middle school and at least three in upper school. Upper school students are required to add a fourth year of either math or science, and most students complete four years or more in math. The many entry points to our advanced math program allow students to be placed in the course that is best for them at each stage of their development. Our two-year, integrated Geometry/Algebra 2 program positions students to apply developing skills to solve real-world problems and prepares them to succeed in upper-level math courses. Students who participate in our most advanced math program graduate having completed Calculus 2. Many students choose to complete an elective math class beyond the regular or advanced course sequence.

MATH

Motivated math students also deepen their immersion in math learning through extracurricular participation in the Math Contest Prep Club, math contests, and MATHCOUNTS. Exceptional math students also have the opportunity to dual enroll in math classes at CNM or UNM.

Math 6: Fundamentals of Mathematics Grade: 6 In 6th-grade math, students are immersed in Bosque School’s culture of collaboration, curiosity, and exploration. Students engage in discovering the “why” behind the processes as they reinforce the basic skills of working with fractions, decimals, and proportions. Math 6 begins with a study of geometry, with an emphasis on thinking abstractly, as well as applying basic math to real-world situations. Then they move into a study of ratios, where they develop mastery of fractional math and proportional relationships. As the year continues, students are introduced to the idea of algebra and thinking symbolically. Students lose their fear and anxiety about learning math as they embrace the idea that making mistakes is an inevitable — even fun — part of the journey.

Math 6: Advanced Mathematics Grade: 6 At the beginning of the spring semester, 6th-grade students who demonstrate an exceptional facility with concepts and skills, deep curiosity and enthusiasm for math, willingness to explore the process behind solutions rather than just getting a quick answer, heightened aptitude for problemsolving, and strong academic behaviors are invited to join the Math 7 class after a careful evaluation process by the Math Department.

Students entering the advanced program in 6th grade then begin a challenging sequence of courses in middle school. They complete the first semester of Math 6 and the second semester of Math 7 during 6th grade, take Algebra 1 in 7th grade (an upper school level course), and then complete Advanced Year 1 (a challenging upper school course) in 8th grade. Therefore, the advanced program in 6th grade is suitable for only the most exceptional and eager students. Knowing that students develop at very different times, Bosque School offers additional pathways in middle and upper school for students to take calculus by their senior year.

Math 7: Transitions to Prealgebra Grade: 7

Year 1-Geometry/Algebra 2 Grades: 9–10

In 7th-grade math, students master more advanced concepts, such as exponents, the x-y coordinate plane, and the Pythagorean theorem, all while transitioning from the concrete world of arithmetic into the more abstract realm of algebra. As 7th grade progresses, algebraic thinking, language, and form are emphasized and developed. Students study material from earlier math courses, such as fractions, ratios, percents, and geometry, but in greater depth and through the introduction of more abstract ideas.

Throughout the year, students practice thinking symbolically and become comfortable with representing unknown quantities with variables.

At the end of the year, recommendations are made about whether a student could benefit from additional foundational work in the Math 8 course or if they are ready to proceed into Algebra 1, an upper-school level course.

In this first year of our blended Geometry/Algebra 2 curriculum, students investigate and explore various geometric and algebraic concepts and the connections between these two areas of study. This course focuses on building an understanding of both Euclidean and coordinate geometry from the ground up. Beginning with the building blocks of geometry, students develop an understanding of the axiomatic system of geometry that explains the shapes that make up our world. By developing definitions and conjectures and proving theorems, students develop language, notation, and symbolic ways of articulating the concept of shape. Students then transition to applications by investigating transformations, congruence, and similarity, which all provide the foundations for understanding trigonometry and indirect measurement.

Throughout the year, students deepen and expand their algebraic content knowledge and skills in the context of linear and quadratic functions.

Math 8: Foundations for UpperSchool Mathematics Grade: 8

Advanced Year 1-Geometry/Algebra 2 Grades: 8–10

Students in Math 8 prepare for learning algebra by working with two-variable equations, linear functions, inequalities, geometry, square roots, and the Pythagorean theorem. Students who take Math 8 develop a strong foundation for high school math as they practice skills they will use in Algebra 1, such as combining like terms and using the distributive property. Math 8 is also a class that allows space for students to build mathematical confidence by practicing fundamentals and solidifying procedural fluency with pre-algebra topics. Problem-based activities create a scaffold for abstract concepts, and mathematical discussions arise as students are challenged to collaborate and justify solutions.

Students in this course complete the curriculum covered in the first year of Geometry/Algebra 2, as described above. They also tackle more challenging inquiry tasks and delve deeper into the abstract basis for the concepts while practicing more complex algebraic manipulations and learning to use technology as a tool for exploration. There is also a higher expectation for them to work collaboratively and present their problem-solving techniques to peers.

The many entry points to our advanced math program allow students to be placed in the course that is best for them at each stage of their development.

Algebra 1 Grade: 7–9 Algebra 1 is a significant stepping stone into abstract thinking. It serves as a bridge between concrete applications and symbolic representations. Students in this class study the fundamental concepts of beginning algebra, focusing on skill-building and application to real-world problems. A strong focus of Algebra 1 is building flexibility in representing two-variable relationships. Topics include manipulating variable expressions, linear equations, and inequalities. Students also study powers, exponential growth and decay, quadratics, and more. Throughout, students are encouraged to work collaboratively and to develop thinking skills such as abstraction and generalization. This course marks a formal transition to upper school mathematics by coaching students in study habits that promote mathematical autonomy.

Year 2-Geometry/Algebra 2 Grades: 9–11 In Year 2 of our blended Geometry/Algebra 2 curriculum, students continue to explore various algebraic and geometric topics, emphasizing formal justification, procedural fluency, and dynamic collaboration. By the end of this course, students are mathematically literate problem solvers with a sophisticated grasp of complicated topics.

Students begin by revisiting and building on their understanding of quadratic functions and how they can be used to model problems involving area and projectile motion. They also continue to develop their understanding of right triangle trigonometry, exploring how trigonometric concepts can be extended to general triangles, quadrilaterals, and circles. Moreover, they deepen their understanding of a variety of functions, including rational, polynomial, exponential, and logarithmic functions.

Advanced Year 2-Geometry/Algebra 2 Grades: 9–11 Students in this course complete the curriculum covered in the second year of Geometry/Algebra 2, as described above. They also tackle more challenging inquiry tasks and engage with the abstract basis for the concepts while practicing more complex algebraic manipulations and learning to use technology as a tool for exploration. There is also a higher expectation for them to work collaboratively and present their problem-solving techniques to peers.

Precalculus Grades: 10–12 This course prepares students for college-level calculus. It focuses on deepening the conceptual understanding of functions through symbolic representations, graphs, numerical explorations, and applications. These generally include linear, quadratic, polynomial, rational, radical, exponential, inverse, logarithmic, and trigonometric functions. A central topic in this course is to go beyond basic right triangle ratios for trigonometry and develop the trigonometric functions from a unit-circle approach involving radian measures of angles — creating a connection to the entire set of real numbers necessary for calculus. In addition, a heavy focus on process and reasoning develops students’ abilities to communicate mathematical information.

Advanced Precalculus Grades: 10–12 Students in this course complete the curriculum covered in precalculus, as described above. They also tackle more challenging inquiry tasks and explore the abstract basis for the concepts while practicing more complex algebraic manipulations and learning to use technology as a tool for exploration. Moreover, students begin to produce multi-page professional technical documents showcasing the results of extended investigations. There is also a higher expectation for them to work collaboratively and present their problem-solving techniques to peers.

Statistics and Applied Math (STAM) Grades: 11–12 Math students often ask, “When am I ever going to use this?” In this class, students discover the answers to that question as they explore practical applications of math in fields as diverse as finance, science, sociology, and history. The primary topics are recursion and introductory statistics. Students investigate savings accounts, loans, and mortgages. They gather, analyze, and interpret data. Huge data sets are changing every field in the 21st century.

This course opens a door into that exciting world while introducing facilities in spreadsheets and coding. STAM is an engaging alternative to the abstract approach to math found in the precalculus/calculus path. However, students may also elect to take this class along with those courses.

Advanced Statistics and Applied Math (STAM) Grades: 11–12 Prerequisites: Precalculus or Calculus The traditional pathway to calculus bypasses a lot of other exciting mathematics. Because this course proceeds through the topics previously mentioned for STAM, but at a significantly greater pace and depth, students must have strong skills in functions, algebra, and mathematical notation at least at the precalculus level. In particular, the statistics units are more complex. Additional topics include applications of matrices, the beginnings of linear algebra (an important field for engineers) and abstract algebra. Students are encouraged to tackle explorations of personal interest, such as fractals, number theory, and the history of mathematics. Students in this course must demonstrate strong initiative, productive collaboration with others, and independence in their learning.

Calculus Grades: 11–12 How does a ladder falling down a wall lead to a whole new field of mathematics? Students in calculus learn the answer to that question as understanding converges and they realize what all those other years of math were for.

Students study limits, rates of change, derivatives, and definite and indefinite integrals. They find optimal solutions for real-world situations, solve differential equations, and find areas of irregular two-dimensional regions. By the end of the year, students are no longer people who have studied some math; they read, articulate, inquire, and think as true mathematicians.

Advanced Calculus Grades: 11–12 Students in this course complete the curriculum covered in calculus. They also tackle more challenging inquiry tasks and explore the abstract basis for the concepts, while practicing more complex algebraic manipulations and learning to use technology as a tool for exploration. Students produce multi-page professional technical documents showcasing the results of extended investigations. There is also a higher expectation for them to work collaboratively and present their problem-solving techniques to peers.

Calculus 2 Grade: 12 Calculus 2 continues where Calculus 1 leaves off. Students quickly review topics from the first course, but at a deeper and more theoretical level. This course then studies further applications of integrals, more sophisticated integration techniques, improper integrals, and numerical approximation techniques for solutions of differential equations. A significant portion of this course examines sequences and series, eventually leading to the creation of Maclaurin and Taylor series for elementary functions. As time allows, students also study parametric equations, polar coordinates, vectors, and two-dimensional motion. Calculus 2 is a challenging course intended for students who are exceptionally advanced in their understanding of mathematics and extremely proficient with algebraic manipulations. This class emphasizes theoretical perspectives, accurate notation, and increasing facility with proofs. Moreover, students are expected to demonstrate strong initiative and independence in their learning, while also working collaboratively with others to construct complex mathematical understanding.

We will never be able to teach students all the math they’re ever going to need…But if we can teach them how to learn math, then they’re set.

–TJ Middleton, Math Teacher

Bosque School’s signature Medical Reserve Corps (MRC) program provides students with the opportunity to become licensed first responders in the state of New Mexico and operate as front-line medical care providers (alongside our school nurse) in the Bosque School community. MRC students also engage with public health initiatives, from organizing vaccine clinics to supporting disaster relief efforts. The Medical and Public Health Research Seminar allows students to engage in cutting-edge research, partnering with industry experts, presenting at professional conferences, and even publishing in scientific journals.

Medicine at Bosque School is more than theory — students apply knowledge through hands-on engagement with real-world medical scenarios, professionals, and research, and they develop a level of medical confidence and competence that makes them truly stand out in their college admissions process.

Medical Reserve Corps (MRC) Recruit Training Grades: 10–11 This year-long program is an immersive and highly practical learning opportunity designed to empower participants with the requisite skills, knowledge, and certifications essential for licensure as emergency medical first responders in the state of New Mexico.

MRC recruits meet weekly for skills training and to prepare them for dual enrollment medical courses at Central New Mexico Community College. The college-level courses take place in two portions; a two-week, one-credit First Aid and BLS course (taken as concurrent enrollment) and a three-week immersive course block via an intensive, hands-on EMS first responder theory and lab (three-credit hours). These courses provide a comprehensive foundation in emergency medical procedures, with additional focus on enhancing emergency scene response skills and cultivating an understanding of access and equity within the field of emergency medicine. To achieve this, participants engage in experiential learning by visiting community health programs catering to a diverse range of individuals.

MEDICINE

Bosque School’s medical curriculum and applied experiences provide pathways to life-changing opportunities for students interested in a career in medicine. Through this curriculum, students will develop leadership, research, and community engagement skills.

Medical Reserve Corps (MRC) Student Leadership Grades: 11–12 Students who successfully complete the MRC recruit training and attain their New Mexico First Responder medical licensure are equipped to provide care for sick and injured patients both on the Bosque School campus in partnership with the school nurse, and in the broader community through public and community health initiatives. MRC responders take part in weekly training to review operational procedures, practice and maintain medical skills, and review their stated scope of practice, which includes medication administration, treatment guidelines, and continuing education to maintain their licensure. MRC responders meet monthly with our medical director to discuss case reviews as they pertain to best practices for patient care, treatment procedures, and quality assurance. MRC responders also participate in the MRC on-call system, which allows them to respond to medical situations on campus during the school day by performing primary assessments, providing basic treatments, and evaluating a patient’s need for a higher level of medical care. MRC responders also take shifts in the MRC medical facility during lunch and free blocks to assist our nurse with patient care and to receive handson training and supervision from our licensed EMT staffulty.

Anatomy & Physiology Grades: 11–12

Medical & Public Health Research Seminar Grade: 12

Investigate the interplay between the structures and functions of the human body in the anatomy and physiology course. This comprehensive journey encompasses an in-depth study of all body systems, including the nervous, cardiovascular, skeletal, muscular, and respiratory systems. Tailored for individuals with an inclination towards healthcare or medical sciences, this course integrates case studies and projects focused on diseases, disorders, and ailments. This course is for students who have completed biology and seek to deepen their understanding of biology and certain chemistry concepts.

Positioned at the intersection of biology and healthcare, this class imparts theoretical knowledge and invites students to engage in hands-on exploration of the intricacies of human anatomy and physiology.

Leveraging student’s work in Bosque School’s Emergency Response Team Medical Reserve Corp (MRC), the Medical and Public Health Research Seminar allows students to conduct original research with a medical or public health focus. Students will gain valuable research experience as their projects may involve collaboration with outside mentors that include medical doctors, university professors, and others with advanced expertise. Students in this seminar use the findings from their medical or public health research as the basis of their Senior Capstone project. Students submit their research proposals to Bosque School’s Institutional Review Board, as appropriate, for consideration to ensure the ethical treatment of humans and animals in the research process . In addition to their senior capstone presentations, this seminar affords students the opportunity to present their research to an authentic audience, such as a professional scientific conference, where they present alongside graduate students and research scientists.

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LANGUAGES

Bosque School offers two robust language progams — Latin & Spanish.

Latin I Grades:

Latin has always been a part of the Bosque School curriculum Half of the longest, m for many reasons. Because Latin’s structure and vocabulary broken do help form or share the foundation of many modern and classical unlock the languages, Latin students have an advantage in learning able to tra almost any other language. In addition, reading Latin texts origins. Fr Latin, and builds problem-solving and systemic thinking skills, providing thinking a students with a kind of cognitive cross-training. Because so many foundational texts of the modern world were written in Latin, Latin students participate in millenia-old conversations about philosophy, identity, politics, and art. Perhaps the most immediate bene Latin comes from the fact that the majority of advanced vocabulary in Engl in STEMM fields, comes directly from Latin.

Students focus on both language acquisition and the literary and cultural infl Classical world. Since Latin classes are electives at Bosque School, emphasi participation and collaboration. Students begin with introductory readings by the time they complete Latin IV, they are reading influential Latin texts l and Ovid’s Metamorphoses.

Bosque School’s Spanish department is driven by two goals: to empowe to speak, read, and write Spanish naturally, and to broaden their understa engagement with Spanish-speaking communities at home and around th department is world-class — our teachers hail from across New Mexico, and speaking world, and our curriculum reflects many diverse perspectives.

Spanish is a core academic subject for all Bosque School students, making o educational community where knowledge of Spanish is the norm, not the students take three years of Spanish in middle school. In the upper school, t years of Spanish are required for graduation, but many students take Spanish Our Spanish for Heritage Learners program allows students who speak Spa have lived in Spanish-speaking countries, or have participated in a dual-lang in elementary school to enrich their skills appropriately.

Bosque School’s Spanish department is known throughout Albuque contributions to the annual Spanish United Nations conference, at which students demonstrate both Spanish fluency and global knowledge. Bosqu offers Spanish extracurricular enrichment through the Sociedad Honora Our Spanish students are well known internationally for our decades-long exchange, during which students participate in a two-week immersive ex our partner school in Mexico.

As our students progress from 6th to 12th grade, they grow from learning simp to becoming confident speakers, readers, and writers who use their Spanish l to engage the world outside the language classroom and to contribute m the broader Spanish-speaking community. In recent years, our students h translators to support migrant populations and volunteered with the immigr Bosque School has also partnered with dual-language schools to provid support and curriculum design to elementary schools.

Latin III Grades: 11–12

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Latin II Grades: 10–12 After completing and reviewing the fundamentals of the Latin language, students in Latin II dive into original Latin literature, exploring texts that were composed two millennia ago and some that were composed in their own lifetimes.

Students continue their study of Latin vocabulary and grammar, while also reading stories and poems from mythology, history, and science. They learn the Latin foundations of terms and ideas in the sciences, and have an opportunity to explore elements of scientific Latin that are of particular interest.

In Latin III, students explore complex and sustained narrative in the Classical or Medieval tradition. Readings like Bonnie Catto’s Latin translation of the Iliad or Geoffrey of Monmouth’s 11th century narrative of King Arthur, the History of the Kings of Britain, provide students the opportunity to discern different styles and patterns of Latin literature and to explore important themes such as leadership, duty, fate, loyalty, love, and even life and death. In Latin III, students explore grammar as it appears in original texts, considering the ways linguistic structures build and influence meaning.

Latin IV Grade: 12 In Latin IV, we dive very deeply into some of the most significant and influential texts in Latin, looking at such authors as Julius Caesar, Ovid, and Vergil. Students have the opportunity to practice skills in literary analysis, as well as primary source analysis. Our work each day connects the Latin writings we’re studying to the problems and ideas of our own time and lives. While the material for Latin IV follows the AP Latin curriculum, students go far beyond the limitations of the AP course by using these important texts and mirrors to understand themselves and the world.

LATIN 40

Spanish 6: Foundations Grade: 6 The first year of Spanish launches students on a linguistic journey where they focus on building a robust foundation through the art of storytelling. Students hone their listening, speaking, reading, and writing skills using the Total Physical Response (TPR) methodology.

Beginning with individual words accompanied by movements, the students progress to skits and short stories, ultimately expanding to new applications and contexts. This immersive approach fosters a dynamic learning environment, with second-semester classes primarily conducted in Spanish. Students are encouraged to participate actively, employing movement, acting, singing, and storytelling to engage with Spanish as a second language. The course cultivates essential vocabulary, providing the linguistic groundwork for effective communication in Spanish.

Heritage Learners 6: Cultura y Tradición Grade: 6 This intermediate course invites students to reflect on and express their lived experiences, including interactions with animals and plants, and explore the diverse customs of Spanishspeaking countries. Through language-rich experiences, students navigate their Hispanic heritage, fostering awareness and appreciation for various perspectives through authentic language expression. This curriculum involves creating goals and rubrics to understand global Spanish culture, incorporating personal Hispanic traditions, current events, local community festivities, and student interests. By cultivating a shared passion for Hispanic culture within the Bosque School community, this class aims to inspire collaboration and creativity, creating a vibrant learning experience.

SPAN

Heritage Learners 7: Making Connections to Home & Beyond Grade: 7

To make connections to their homes and beyond, students transport themselves virtually to vivid cultural landscapes throughout Latin America, such as Mexico City’s Dia de los Muertos parade. Students immerse themselves in a “senseational” poem inspired by this experience. Students also embark on a familial journey, interviewing their family members to uncover the artifacts and stories that connect them to their ancestors. In this course, students inquire about cultural products and practices, fostering connection heightened awareness, and a profound appreciation for div perspectives. The exploration extends to the rich history an culture of New Mexico, weaving a tapestry that bridges pers heritage with broader cultural landscapes.

Spanish 8: Historia y Cultura en Latinoaméri Grade: 8

Students embark on a captivating virtual odyssey throug Latin America. With the thematic inspiration of “The Amazing Race Latin America,” students explore the language’s cultural nuances. Traveling virtually across th region, they explore diverse traditions, ancient civilizatio and artistic expressions. Language acquisition intertwine seamlessly with the travel narrative as students race from one cultural gem to another, deciphering clues and overcoming challenges. By the end of this course, studen have mastered foundational Spanish skills and gained a profound appreciation for the multifaceted richness and diversity of Latin American culture.

Spanish 7: Learning Spanish from the World Around Us Grade: 7

Learning from the world around them, students investigate the rich tapestry of street foods, our school, and the dive fauna of New Mexico. This class is a linguistic exploration where students expand their vocabulary and phrases, enhancing their ability to describe their lives and the broader Spanish-speaking world. Throughout the year, studen cultivate confidence as readers and speakers by collaborating with classmates, engaging with Spanish-language texts, and expressing opinions in Spanish. This course fosters a deeper understanding of language and culture while promoting a supportive and interactive learning environment.

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Heritage Learners 8: México y España Grade: 8 In this course, students explore Mexican and Spanish cultures as they consider the profound insights offered by literature, art, historical events, and cultural traditions. Students unravel the intricate threads woven through the fabric of these societies and learn how they shaped our contemporary world. Utilizing authentic videos, written texts, iconic artworks, field trips, and class presentations, students discover the cultural remnants that persist in our world. With the Spanish language as their guide, students decipher the fusion of diverse cultures, sometimes explosive, sometimes quietly marinating, yet always influencing who we are today. Drawing inspiration from Marcus Aurelius’ wisdom, students peer into the past to foresee the future. Each student’s cultural perceptions and language development are regarded as treasures, and this class endeavors to nurture and extend these, fostering a comprehensive understanding of the world and empowering meaningful interactions with others.

Spanish 1: Building Language Through Exploration Grades: 8–11 For students new to the Spanish language or seeking an additional year to strengthen foundational skills, Spanish 1 provides an immersive experience.

Through engaging projects and activities, students acquire the ability to narrate stories, describe themselves and others, articulate preferences, and participate in conversations about daily activities. The course is designed to instill confidence and proficiency, laying a solid groundwork for progression to Spanish 2.

Spanish 2: Cuéntame un Cuento Grades: 9–12 Spanish 2 is the perfect place to focus on telling stories about all kinds of characters in all sorts of settings. These stories will come from the Spanish-speaking world represented in the Americas and Spain. Students will also invent their own stories from their individual and shared experiences and read them to others in the community. Cuéntame un Cuento allows students to learn and use present and past tenses together in narration and key vocabulary in a meaningful context. This course places emphasis on listening, speaking, reading, and writing.

Spanish 3: Narrativas en el Presente y Pasado Grades: 9–12 Narratives take center stage for students in Spanish 3. Students explore into personal experiences, short films, stories, documentaries, history, and global events to expand their vocabulary, navigate new grammatical structures, and enhance fluency.

Emphasizing narration in the present and past tenses, the class provides a rich cultural context, fostering both cultural understanding and confidence in the refinement of Spanishspeaking skills.

Spanish 4: La Experiencia Migrante Grades: 10–12 Spanish 4 focuses on the theme of human migration. The students will examine the nature of migration, the challenges migrants face on their journeys, and the existing policies on border control and paths to residency and citizenship. Students will watch news clips, review articles, and read selected chapters about migration, mostly from Latin American authors. Students will use their Spanish in conversation with the larger Spanish-speaking community in New Mexico and beyond.

They will also engage in discussion, give oral presentations, and participate in projects on various current topics related to migration.

Throughout the year, students’ speaking skills become more advanced, and they use the language naturally beyond the classroom.

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Spanish 5: Cuentos y Culturas Grades: 11–12

This course employs narrative, poetry, songs, and film to facilitate advanced language development. While reviewing g concepts, the emphasis lies on text analysis, opinion expression, and exploration of diverse perspectives in the Spanish Students actively engage in discussions, undertake creative projects, and explore the historical facets of the Spanish-sp world. The overarching goal is to enhance students’ proficiency and confidence, preparing them for participation in Sp Seminario, college-level Spanish, and enabling effective use of Spanish in a broader global context.

Heritage Learners 9: Las Artes y Sociedad Grade: 9

In this course, students consider the impact of visual and performing arts on the development of societies. Beyond scr past cultures, this course helps students to comprehend the consequences of political, economic, and human developm throughout the Spanish-speaking world. Students will prepare and savor foods integral to the cultures under investiga Consequently, students will be able to articulate activities and narrate sequential events in present and past tenses. The will adeptly give instructions and express intricate thoughts rooted in possibility and hypothesis. This course prioritize development of skills in speaking, listening, writing, and reading.

Heritage Learners 10: Migración en las Américas Grade: 10

The complex and fascinating topic of human migration is the driving force of this course. Beginning with some of the major migration movements, the students will analyze past and present trends, policy regulations, and efforts in creati more comprehensive migration reforms. The students will also hone in on their heritage to examine migrants’ journey contributions to society. Students will explore migration through discussions, readings, and research. They will focus o writing, reading, listening, and speaking through engaging topics and hands-on activities. Students will become activ closely interacting with the Hispanic migrant community in Albuquerque through a series of projects and cultural acti Students will also better understand the emigrant experience by virtually interacting with people from other countries researching about life in countries different from the U.S.

Heritage Learners 11: Literatura, Cultura e Identidad Grade: 11

This course allows students to immerse themselves in the literary traditions of the Latin American countries that have their heritage. This class offers a concentrated exploration of Spanish and Latin American literature and history, shedd magical realism and the enduring influence of dictatorships in these regions. Engaging in creative expressions, studen poetry and short stories, create presentations, and produce videos, all while gaining insights into how Latin American literature have significantly influenced Western thought.

Spanish 6-Seminario Grade: 12

Seminario engages students in a study of the cultures and societies of Latin America through an analysis of history and events to better understand the region and its relationship to the rest of the world. In this class, students will explore La American culture and develop and implement community projects. Students will also enhance their debate skills, nego tactics, conflict resolution, and public speaking by participating in a Spanish-language version of Model United Nation will also participate in community-based projects that allow them to interact meaningfully with Spanish-speaking peo Engaging in community-based projects enables students to meaningfully interact with individuals from diverse backg fostering a comprehensive understanding of the dynamic issues at play in the world surrounding them.

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PERFORMI

drama, strings, and technical theater programs develop confident performers o exude joy, collaborate effectively, and are willing to take risks to expand

e a vital part of our school community and play an essential role in the learning tudents at Bosque School. As part of the core curriculum, performing arts classes n content and technique, and provide the skills needed to prepare them for a arning in the arts. All performing arts courses at Bosque School involve live ncluding opportunities to perform out-of-state and abroad — where students build arn teamwork, and develop a sense of pride in their accomplishments.

students study a performing art of their choice. Students in 6th and 7th grades may nd, choir, drama, or strings in a year-long course. In 8th grade, students may also chnical theater.

ents are required to take two arts credits. Bosque School enjoys very high e upper school performing arts, and many students choose to exceed the required Upper school students have several options to choose from, including technical renata (advanced auditioned string ensemble), Intermezzo (strings technique reading skills), wind ensemble (advanced auditioned wind ensemble), jazz band, oned advanced choral group), and voice class (a non-auditioned class that focuses ging).

middle and upper school may participate in after-school performance opportunities, nstage drama production and a fully staged musical. Recent Mainstage productions The Little Prince, and ¡BOCÓN! Recent musical performances include Les ey Todd, and The 25th Annual Putnam County Spelling Bee. Students may also ate in community blocks in middle school for advanced string players, all-state oir and strings, drama games, jazz band, pep band, and jam band.

ormed at Carnegie Hall, Disneyland, St. Peter’s Basilica in Rome, St. Mark’s Basilica hurch in Dublin, and Popejoy Hall right here in Albuquerque — all by invitation wind ensemble has consistently competed in the Cavalcade Music Festival and tings. Recent jazz combos have performed at the New Mexico Music Educators ate Festival, the Saulkrasti Jazz Festival in Prague, and opened for live touring American Performing Arts Center. Our strings program regularly commissions l composers, has performed at Disneyland, and traveled to Los Angeles to see by the renowned conductor Gustavo Dudamel. All of our performing ensembles in the ISAS arts festivals with great success, and many of our students have l careers in the performing arts. Many students also participate in extracurricular vents. Bosque School has a vibrant and active Tri-M Music Honor Society.

ING ARTS

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Band Foundations Grade: 6 6th-grade band provides the first step for students to become proficient and confident musicians. Rooted in the fundamentals of instrument playing, music theory, and exploration of music history, students engage in a comprehensive music curriculum. The process of rehearsal, coupled with the anticipation of live performances not only fosters a deep understanding of musical theory and practice, but cultivates a lifelong love for music. Working collaboratively toward a shared goal, students refine their musical skills while also experiencing the exhilaration of presenting live music.

Intermediate Band Grade: 7 7th-grade band builds upon the foundations established in the preceding year, providing students with a platform to enhance their confidence and refine their technique. With more intricate musical pieces, students engage more nuance in the realms of music theory, improvisation, and composition. As their proficiency increases, so does their joy in performance, recognizing the remarkable potential of their musical abilities. Encouraged to explore the realm of Jazz Band as an extracurricular endeavor, students work collaboratively to showcase their skills in live performances. This progression nurtures individual growth and fosters a collective passion for musical expression within the vibrant community of 7th-grade band.

Advanced Band Grade: 8 In 8th-grade band, students showcase increased confidence, heightened ensemble awareness, and a willingness to embrace risks in their performances. The challenges increase, and students actively broaden their musical repertoire and deepen their comprehension of music theory, improvisation, and composition, effectively preparing them for future performances in the upper school.

Wind Ensemble Grades: 9–12 The upper school wind ensemble epitomizes the notion that playing music is not just an activity but a journey of camaraderie and skill refinement. As students’ skills and techniques are refined, they form more nuanced musical collaborations while tackling challenging musical pieces. Encouraged to participate in extracurricular ensembles and prestigious events like New Mexico All-State, students showcase their musical prowess in school concerts and through various informal venues. Students become confident, joyful performers in the upper school and begin to manifest a lifelong love and appreciation of music.

Choir Foundations Grade: 6 In 6th-grade choir, students develop foundational skills that set them on their path to becoming effective singers.

They learn sight-singing through hand signs and solfège and study basic music history and theory. They also engage in singing games to build their technique and confidence. This class is structured to create an accepting environment where it is safe to try new things, take risks, and work together toward a shared goal. The choir experience cultivates a lifelong love for music and fosters deep connections among participants. Live performances showcase students’ increasing skills and joy of singing.

Intermediate Choir Grade: 7 Students build on the foundations they learned in 6th grade as they continue to develop their skills in sightsinging, pitch, and harmonizing. Students dive deeper into the study of music theory, building a more nuanced understanding as they tackle more intricate musical pieces. As students gain confidence, they become more inclined to take risks in their vocal performances. The classroom community is where students work collaboratively toward a shared musical endeavor that enhances individual student growth and creates a dynamic space for musical exploration and mutual support.

Advanced Choir Grade: 8 By the time students are in 8th-grade choir, they continually surprise themselves as they confront more challenging music and witness the simultaneous strengthening of their voices. Building upon the foundational skills of sight-singing, pitch, and harmonizing established in previous years, students further explore the nuances of vocal expression. They enhance their musical collaboration, fostering a sense of unity and shared musical achievement. Students’ individual confidence grows alongside their strength as a vibrant and harmonious ensemble members and is well displayed through joyful live performances.

Cantate Grades: 9–12 In this auditioned choir, students stretch their skills by learning a challenging repertoire and performing extensively around Albuquerque, as well as nationally and internationally. Students hone their sight-reading and harmonizing skills, understand basic music theory and composition, and become joyful, confident performers. “Spaghetti and Serenades,” a yearly highlight, offers students the opportunity to prepare dynamic solo and small group performances for family and friends in a casual dinner setting.

Cantate provides an authentic community experience for singers to become a part of something larger than themselves, creating a pure form of self-expression.

Voice Class Grades: 9–12 For those aspiring to discover the art of singing or seeking personalized guidance as soloists, this class offers an ideal learning environment. The course focuses on imparting vocal techniques applicable to a diverse range of genres and musical styles. Tailored to the individual student, this class accommodates all experience levels, ensuring a welcoming space for beginners and seasoned singers alike.

With a commitment to personalized instruction, students embark on a journey of vocal discovery, refining their skills, and gaining the confidence to express themselves through the transformative power of their own voices.

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Drama Foundations Grade: 6

Students in 6th-grade drama l space and motion. This found ensemble, this class creates a j

Intermediate Drama Grade: 7

In 7th-grade drama, the spotlig by developing individual mono students merge their unique co improvisation, mime, and scen

Advanced Drama Grade: 8

From unraveling the origins of works of Shakespeare, students intricacies of iambic pentamet this course is a live performanc over their middle school drama

Upper School Drama Grades: 9–12

In upper school drama, studen advances technical skills and fo monologues and scenes to the actively contribute to the creati Through four years of participa

Technical Theater Grades: 8–12

Technical theater is designed f production, covering sets, prop creating theatrical experiences interplay of lights, sounds, and

Stage Combat Grades: 10–12 (one semester)

Fight choreography serves as an instructional framework for acquainting students with the fundamental tenets of stag proficiency in the execution of offensive and defensive maneuvers, with a primary emphasis on safety protocols. More in choreographed sequences designed to convey a narrative. The array of weaponry encompassed by the course includ exposure to diverse aspects of staged combat within a theatrical context. Risk management is a cornerstone of this cur

learn confidence, teamwork, and problem-solving as they explore what it means to effectively tell a story through dational course introduces students to theater through monologue, scene, and one-act performances. With a focus on joyful culture of empathy and support among classmates and teaches students to work collaboratively and creatively.

ght shifts to the creation of original theatrical works, empowering students to craft their own narratives for the stage ologues and scenes. The culmination of their collaborative efforts results in a full-length spring performance, where ontributions into a cohesive and compelling theatrical production. Through engaging activities such as theater games, ne study, students nurture their confidence, cultivate critical thinking, and unleash their creative potential.

f theater to delving into the nuances of ancient Greek theater, Italian Renaissance Commedia Dell’Arte, and the timeless s in 8th-grade drama embark on an exploration of the theater’s rich history and evolution. Students engage with the ter and explore the Elizabethan language, surprising themselves with newfound linguistic prowess. The culmination of ce of one of Shakespeare’s great works, where students showcase the confidence and competence they have developed a journey.

nts develop and embody the essence of empathy, responsibility, and leadership. Rooted in the art of acting, this course osters enhanced confidence. Each year’s content is shaped by the passions of the students, spanning a spectrum from e creation of one-act plays. This class involves diverse acting methods, encouraging students to not only study but also tion of plays and films. Students engage in theater festivals, showcasing their talents and passions on a broader stage. ation in Bosque School’s drama courses and productions, students emerge as poised and skilled performers.

for those drawn to the magic behind the scenes. Students are immersed in the comprehensive realm of stage ps, lighting, sound, and stage management. Adopting the role of tech professionals, students master the art of safely s while offering crucial production support for school events and the performing arts department. Through the intricate d sets, students discover the transformative power that turns a script into a captivating performance.

ge combat and the art of stage choreographing. This course immerses students in physical training, fostering their eover, the course places a distinct focus on honing the students’ capacity to sustain stage dialogue while engaging des the Single Sword, Quarterstaff, and Unarmed combat techniques, thereby affording students comprehensive rriculum.

Strings Foundations Grade: 6 In this foundational course, students learn to play a stringed instrument, and they study beginning string technique, ear training, music theory, and history. Students explore their own musical expressions through improvisation and composition. The collaborative emphasis of the course teaches students the prerequisite skills to work with others toward a shared musical goal. Students have the opportunity to showcase their developing skills in live performances. By the end of this course, students will be well on their way to developing a lifelong appreciation of music and becoming confident performers.

Intermediate Strings Grade: 7 This course builds on the foundations established in 6th-grade strings to allow students to become more proficient and confident musicians. Students continue to build their string technique, while also diving deeper into music theory and history, ear training, and composition to improve their mastery of music. Students’ joy in performance grows as they tackle more challenging music and begin to develop their ability to play confidently as solo players and together in an ensemble. Students not only refine their technical skills but also foster a deeper sense of confidence and collaboration.

Advanced Strings Grade: 8 In this course, students increase their mastery of basic techniques, learn to play in unison and become increasingly confident in their ability to understand and play more complex pieces. Students become a more cohesive team of musical collaborators and encourage and support each other in their growth. By the end of the middle school sequence, students have become bold, confident performers who delight in playing music together. All students are encouraged to audition for the Albuquerque Youth Symphony program to further their musical experiences.

Intermezzo Grades: 9–12 Bosque School’s non-auditioned strings class challenges students to grow their prowess as musicians and collaborators. Students focus on improving their technique by playing great music together. Through an exploration of music theory, history, composition, and improvisation, students not only refine their skills but also deepen their understanding of the art form. Students develop a lifelong love of music and learn how to create as a team as they showcase their skills and collaboration through live concerts. This course prepares students to audition for Serenata and the Albuquerque Youth Symphony program. Students also have the option to continue in Intermezzo for the remainder of high school.

Serenata Grades: 9–12 Serenata is designed for those students who are ready for the challenge of being part of Bosque School’s auditioned string ensemble. In Serenata, students perform extensively, playing challenging music that spans genres and time periods. Students engage in an advanced study of technique, theory, music history, form and analysis, composition, and improvisation. They have the opportunity to play alongside professional musicians and are encouraged to audition for the Albuquerque Youth Symphony and the New Mexico All-State ensembles. Bosque School Serenata students also have the option to work with the wind ensemble to perform for the school musicals.

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VISUAL A Seeing the world with the eyes of an artist teaches students to think critically, develop empathy, unlock their creativity, and connect more deeply with their community.

The visual arts department at Bosque School teaches technical skills in a framework that includes creativity, artistic exploration, and personal growth.

In middle school, all students take three years of visual arts classes. We make this commitment because we recognize that the creative skills developed through the visual arts will serve our students well as they tackle big questions and challenges in their college and career paths.

In the upper school, all students complete two years of either visual or performing arts, with many opting to take additional elective courses. After completing our introductory visual arts Foundations course, students pursue topics such as digital arts, ceramics, and advanced painting and drawing. By the time they graduate, all students have learned the fundamental concepts of visual design while developing an appreciation for the importance of art as a means of understanding the world. Our most serious student artists complete a senior portfolio and display their portfolio work in a public venue. Many of our students continue their artistic studies in college.

Our campus has become home to many student art projects over the years, including our signature 7th-grade mosaics and ecologic and landscape murals that enhance our buildings. At Bosque School, our student artwork is not just displayed for a show but celebrated as part of the fabric of our community.

Extracurricular visual arts enrichments include travel to the ISAS Arts Festival, Pottery Club, The Oracle (Bosque School’s creative magazine), and the Distinguished Artists Guild.

6th-Grade Art & Innovation The goal of 6th-grade art and innovation is for students to connect with their inner artists and learn to express their voices. Students learn the foundations of painting, drawing, and digital mediums, such as stop-motion animation. They are introduced to a diverse variety of materials and mediums and learn to engage with them as tools to explore and expand their creative potential. Students tackle a variety of projects, from Calaveras for Día de los Muertos projects to printmaking. The integration of art and computational design allows students to solve artistic opportunities and problems and gain a deeper understanding of themselves and the world that surrounds them.

ARTS

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7th-Grade Art & Innovation Building upon foundational 6th-grade art skills, students delve deeper into the beauty and power of artistic expression. This course fosters a continuous exploration of various methods, subject matters, art movements, and avenues through integration with computational design and engineering. Students design monsters and toys and breathe life into them through Raspberry Pi, programming 3D printers, and creating robots. By interweaving artistic and technology skills, students explore the vast potential of art and innovation to unlock new possibilities for artistic and self-expression.

8th-Grade Art & Innovation This course empowers students to apply the elements of art and principles of design across various media.

By developing keen observation skills, students draw inspiration from life to inform their creations through the melding of drawing, painting, and sculpture, alongside digital mediums. Students further develop basic programming skills that can include Raspberry Pi, Computer-Aided Design (CAD), robotics, and 3D printing as they sculpt, imagine new architectural possibilities, and paint the world around them. Thoughtful critique sessions enhance their ability to discuss visual and digital design, fostering a safe environment for both giving and receiving feedback. By the conclusion of the course, students not only refine their artistic and technological skills but also gain increased confidence in expressing themselves through their creations.

Intro to Studio Art Grades: 9–12 Students begin their upper school art study in the Foundations class, where the focus is on learning to “see.”

Students explore the elements of 2D design through still-life drawings and by transforming photographs into acrylic paintings. They explore 3D design as they construct sculptures out of recycled materials and other unconventional materials. In the digital photography unit, they will experiment with digital collages in Photoshop. By the end of this course, students are able to express themselves creatively through art and see the world in a whole new way. The Foundations course serves as a prerequisite for all upper school visual arts courses, laying the groundwork for further artistic exploration.

Advanced Painting & Drawing Grades: 10–12 In this class, students inhabit the roles of artist, art critic, and intellectual to gain diverse perspectives on the complex art landscape, both regionally and internationally. This approach empowers students, informing their identity and fostering self-expression. Technical skills are honed, and students develop the language and capacity for critical thinking, enabling them to analyze their own work and engage thoughtfully with the creations of others. Through this immersive experience, students cultivate a richer understanding of art, transcending mere creation to become insightful contributors to the artistic dialogue.

Ceramics Grades: 10–12 This class offers students a holistic exploration of the ceramics process, covering design, construction, finishing, and firing. The delicate balance between form and function is practiced as students craft pieces that are not only visually engaging but also serve practical purposes. Assignments emphasize problem-solving and visual communication, fostering a deep understanding of the art. By the end of the year, students emerge with enhanced technical skills in both hand-building and wheel-throwing, having created sets of ceramic ware destined to adorn kitchen tables with beauty and utility.

Art Alchemy: Material Explorations Past & Present Grades: 10–12 This course focuses on the creation of natural pigments sourced from the earth and unravels the mysteries of hot beeswax painting, as practiced in ancient Egypt. Students gain insights into the historical roots of art and the methodologies employed in antiquity. Through a contemporary lens, they channel their creativity, expressing themselves using these time-honored methods. This exploration not only nurtures artistic skills but also fosters a rich understanding of the interconnectedness between cultures and ages.

Photography & Digital Media Grades: 10–12 Through the digital arts, students cultivate their creative voices using digital media, photography techniques, computer programs such as Adobe Illustrator, and digital drawing tools. Through the lens of composition and design principles, they learn to craft digital pieces with dual roles — fine art and commercial application. With photo shoots set amidst the beauty of Bosque School’s physical surroundings and engagement in the digital arts lab, students push creative boundaries and deepen their comprehension of artistic expression.

Murals Grades: 10–12 Students are exposed to the realm of murals and embrace the creation of impactful large-scale public works, both on and off campus. This course empowers students to cultivate their artistic ideas, fostering collaborative efforts to contribute to the school’s evolving murals and beyond. Building upon foundational skills and knowledge, students embark on a journey of artistic expression and community engagement, leaving a lasting mark through the vibrant language of murals.

Yearbook Grades: 10–12 For those with a passion for photography, graphic design, or journalism, the yearbook class provides the perfect avenue to bring the school year to life. Dive into the fundamentals of yearbook design and become the storytellers of Bosque School’s vibrant community. Throughout the year, yearbook students immerse themselves in various school events, from sports to the arts, meticulously capturing and documenting the rich tapestry of activities that define the school experience. This creative journey crafts a visual narrative that preserves the memories and spirit of each school year.

Advanced Portfolio Grade: 12 The advanced portfolio course is for seniors who are deeply committed to advancing their skills in the visual arts. This class provides a structured opportunity for the development of a substantial body of work characterized by students’ individual artistic and stylistic expressions. The primary focus is on refining technical skills while undertaking a comprehensive exploration of ideals significant to the student within their predetermined thematic framework. Central to the portfolio experience is student experimentation with chosen artistic media and techniques, which students utilize to articulate their voices. Class sessions are devoted to the cultivation of independent projects, accompanied by active participation in scholarly discussions and critiques. Students gain exposure to the works of established and emerging artists, fostering a deep understanding of the creative process. Additionally, students are exposed to the foundational concepts of professional artistic practice and exhibition. The portfolio experience culminates in an end-of-year art exhibition, where students display their portfolios during the all-school Arts Crawl, facilitating public appreciation of their artistic endeavors.

PHYSICAL EDU

Navigating a P Grade: 6

The focus of 6th-g nurturing a health relationships. Stu through various e Human Stopwatch over the outcome physical activity. T cooperation, and immediate benefi including enhanc muscular strength of the significanc teamwork, and m

Active Life: No Grade: 7

Healthy minds thrive in healthy bodies.

In the 7th grade, s of physical activit throwing, catchin This curriculum e encompasses con stress manageme relationships — p commitment to o fitness games and confidence while promoting a healt and positive sport

Research demonstrates how crucial exercise and movement are for students’ physical an complete three years of PE, where they are introduced to various athletic sports and skill how to fuel their bodies effectively through nutrition, sleep, mindfulness, and healthy ch additional PE classes, participating in Bosque School’s extensive interscholastic athletic riding, dance, and BMX racing.

In addition to our PE program, all 6th graders have two 15-minute movement breaks betw their friends and teachers around campus, allowing them to laugh, connect, and prepare

The PE program aligns with Bosque School’s athletics program, which is committed to d safe, and supportive environment. Our no-cut athletics program allows all students to ex students move from middle to upper school.

In addition to competitive sports, extracurricular offerings include the Sports Medicine C

UCATION (PE)

Path to Wellness

grade physical education is twofold: hy body and fostering positive dents explore the joy in movement engaging games and activities, such as h or Nitro Ball. Emphasizing the process e, students develop an appreciation for They cultivate skills in coordination, positive communication. Beyond the fits, this course instills lifelong skills, ced cardiovascular fitness, heightened h and flexibility, a nuanced understanding ce of being a great teammate, the value of modeling positive sportsmanship.

Elevate Your Wellbeing Grade: 8 Students enhance their overall personal fitness in 8thgrade PE. Beyond the conventional confines of the gym, students take part in exercises, skill development, and knowledge acquisition centered around personal fitness.

This curriculum focuses on fostering an enjoyment of physical activity and imparts essential skills in cardiovascular endurance, muscular strength, flexibility, and balance. Recognizing the profound connection between body care and quality of life, students are encouraged to make informed choices about their health, paving the way for a sustainable and active lifestyle.

Students continue to refine their skills in teamwork, collaboration, and positive sportsmanship.

ourish, Thrive, & Connect

Upper School PE Grades: 9–12

students dive into a holistic exploration ties from running and jumping to ng, dancing, and rock climbing. extends beyond mere exercise and ntent in nutrition, exercise physiology, ent, and the cultivation of healthy pivotal skills needed for a sustained overall well-being. Through engaging d activities, students have fun and build laying the foundation for lifelong habits, thy lifestyle and the value of teamwork tsmanship.

Upper School PE is designed for students not fulfilling PE credits through Bosque School sports teams or other approved activities outside of school. This class offers a spectrum of activities, from bosque trail hikes and disc golf to fitness center workouts and pickleball. Beyond fostering individualized engagement, this course prioritizes enhanced cardiovascular fitness, refined motor skills, and a nuanced understanding of lifelong physical well-being. With a low-pressure, high-fun ethos, students navigate a personalized journey towards healthy habits, ensuring a foundation for sustained physical activity and overall well-being throughout their lives.

nd mental health, learning engagement, and retention. Our middle school students ls, develop confidence, find joy in movement, become effective teammates, and learn hoices. In the upper school, students complete a two-year PE requirement by taking teams, or through independent study in personal athletic passions, such as horseback

ween their morning and afternoon classes. During this time, our students walk with e their minds and bodies to refocus for their next class.

developing athletes who strive for the highest level of personal growth in an inviting, xplore potential passions and contribute to a team. Teams become more competitive as

Club, the Medical Reserve Corps, and the Outdoor Club.

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WELLBEING

Bosque School’s signature WELLBEING department is integral to our commi child education and our recognition that to support our students properly, w nurture them as whole people, not just scholars. Thus, the WELLBEING depa a holistic educational curriculum in wellness, education, leadership, life sk engagement, inquiry, neuroscience, and growth.

Through our WELLBEING curriculum, students gain skills and awareness wellness, exploring increasing rates of adolescent mental health concer coping strategies to manage stress, exploring values-based decision-mak drugs, alcohol, and healthy relationships, and considering the consequence and social media usage. They develop life skills in executive functioning (org management, prioritization, etc.), financial literacy, resume writing, digi leadership styles, communication techniques, conflict resolution, and de They experience meaningful service learning partnerships and communi opportunities. Students also build cultural competency and civil discourse self-awareness, and consider what it means to find shared humanity and co diverse world.

Middle School WELLBEING

Middle school WELLBEING courses operate through a push-in model, with cla as part of students’ PE curriculum and once per 8-day rotation during on classes. Additional WELLBEING curriculum is also delivered during advisory field trips.

Upper School WELLBEING

As our students progress to upper school, they develop a more nuanced understanding and experience in the aspects of the WELLBEING curriculum. I students engage with a series of required and elective WELLBEING courses: Required Upper School WELLBEING Courses:

• In 9th grade, students are required to take a year-long WELLBEING Foundati

• In 10th or 11th grade, students are required to take a semester-long Wellness c to healthy relationships, mental health, sexual health, and understanding he

• In the spring of 11th and the fall of 12th grade, students are required to tak per year of College & Career Seminar, which includes hands-on instruction from our college counselors on the college application process as well a variety of “Beyond Bosque” life skills including financial literacy, investin meal planning, media literacy, college health programs and more.

Elective Upper School WELLBEING Courses:

After completing the required 9th-grade Foundations course, students in gra a one-semester WELLBEING elective requirement from a diverse list of offe may fulfill their elective requirements anytime between 10th and 12th g should be mindful that some electives are only offered one semester per ye therefore, not wait until their senior year to complete all of their elective Electives may include Expeditionary Leadership, ECC In Action: Commu Feminism and Gender, and Service Leadership. These credit requirements with the class of 2028. The class of 2027 needs to fulfill all course requirem the Foundations course.

itment to whole we must see and artment delivers kills, belonging,

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6th-Grade Self-Management The start of middle school and the transition into adolescence is a time of incredible change. Students gain a foundational understanding of the adolescent brain regarding executive functioning and emotional regulation skills. Using Yale University’s RULER program, students learn how to recognize, understand, label, express, and regulate their emotions. In addition, students learn the neuroscience of a fixed vs. growth mindset, as well as stress management techniques, and develop an understanding and ability to identify common adolescent mental health concerns. As part of their service learning curriculum, 6th graders volunteer at food banks and local farms to better understand the role sustainable food access plays in creating a healthy community.

6th-Grade Wellness The study of wellness allows students to develop foundational awareness and skills in stress management, interpersonal dynamics, nutritional principles, and exercise physiology.

This course incorporates Stanford Medicine’s You and Me, Together Vape-Free program, addressing pivotal aspects linked to youth e-cigarette usage. Additionally, students engage with the Ask, Listen, Learn initiative, which imparts knowledge about the neurological consequences of alcohol consumption on the developing brain. This academic approach integrates multifaceted modules that provide a comprehensive understanding of holistic wellbeing, encompassing physical health and substance education.

7th-Grade Know Yourself & Respect Others The 7th-grade WELLBEING curriculum focuses on students getting to know themselves and how they relate to others within a diverse and expansive community. Students engage in data-driven, inquiry-based research on topics related to identity and equity within the Bosque School community that they present during our annual Me/We Conference. As part of their service learning curriculum, 7th graders focus on food security and sustainability through fieldwork and partnerships with local organizations, such as Seed2Need, Rio Grande Food Project, ECHO Food Pantry, and Roadrunner Food Bank.

ions course.

course dedicated ealthcare rights.

ke one semester n and guidance as lessons on a ng, cooking and

ades 10-12 select erings. Students grade (students ear and should, requirements). unity Activism, s apply starting ments except for

7th-Grade Wellness This course centers on understanding the cognitive impacts of stress, the advantages of mindfulness, the defining attributes of strong mental health, and the importance and complexities of peer comparison (in person and online). Building upon the 6th-grade wellness curriculum, 7th-Grade Wellness features an increased focus on sexual education, specifically the physiological processes of puberty and reproduction.

8th-Grade My Impact on Self & Others Rounding out the middle school WELLBEING curriculum, the 8th-grade program emphasizes the power students have over themselves and others through a focus on service learning. They continue a long tradition of commitment to advancing early childhood literacy in collaboration with local Title I schools. Students study the data highlighting the societal importance of literacy and actions they can take to disrupt inequity. With this foundational knowledge, students become peer literacy leaders, forming year-long mentorships with kindergarten and pre-k dual language reading partners from Armijo Elementary School.

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8th-Grade Wellness This course further builds students’ mental health knowledge, emphasizing the development of individual coping skills and addressing complex issues such as self-harm and suicide prevention. Additionally, students engage in a critical examination of media messages, cultivating skills to differentiate between factual information and potential distortions.

Upper School Foundations of WELLBEING Grade: 9 (required) This course guides students in cultivating their holistic and authentic selves, serving as a conduit for personal and academic learning, practice, and growth. Central to the curriculum are principles of compassion, self-awareness, integrity, fostering the development of robust perspectives, and habits of personal, physical, and mental health.

Emphasis is placed on the acquisition of effective study habits, wellness practices, leadership skills, and life skills, as well as an exploration of concepts related to service, identity, and culture. This course employs diverse modalities, including journaling, presentations, and discussions, to facilitate comprehensive engagement with these multifaceted topics.

Upper School Wellness Grades: 10 or 11 (required) Upper School Wellness entails an exploration of health and wellness topics, such as teen rights and responsibilities, the dynamics of healthy relationships, sexual health, mental health considerations, and the delineation of identity and boundaries. Students will gain skills to help them develop a personal vision statement and establish goals.

Through varied approaches including journaling, discussions, and interactive methods, students comprehensively examine these subjects.

Feminism & Gender Grades: 11–12 (elective) Feminism and Gender affords students the opportunity to explore the social constructs of gender through nonfiction and fiction written works, theory, and the media. Feminist and intersectional approaches will be used, looking at how classism, racism, sexism, ability, and appearance alter social stigmas. We will engage with the constraints of femininity and masculinity, gender non-conforming issues, toxic masculinity, and sexism. This class will be seminar-style, largely characterized by class discussions. Students should also expect to analyze and produce several writing assignments throughout the semester.

Service Leadership Grades: 10–12 (elective) Tailored for students currently engaged in or aspiring to assume leadership roles within service learning clubs at Bosque School, this elective offers a comprehensive exploration of skills essential for proficient planning and execution of both on and off-campus service events. Throughout the semester, students will have the opportunity to refine their organizational abilities, focusing on formulating or enhancing their group’s mission and vision.

This course also emphasizes cultivating meaningful community partnerships. This course is particularly beneficial for students contemplating initiating a new service group at Bosque School or revitalizing an existing one.

By fostering leadership and strategic planning, this elective aims to empower students to drive impactful and sustainable service initiatives within the school community.

Expeditionary Leadership Grades: 10–12 (elective) In this immersive leadership course, students will elevate their leadership and outdoor proficiency through experiential learning. This course encompasses technical outdoor skills, including off-trail navigation, gear setup and repair, and emergency procedures. Additionally, participants acquire essential knowledge of wilderness risk management, conflict resolution, and effective communication within stressful situations.

Students will apply their skills by planning and executing a multi-day backpacking expedition preceding spring break. Students will also learn to teach these skills to others by building lesson plans and delivering micro-lessons. Upon course completion, students will have the opportunity to serve as expeditionary leaders and mentors for forthcoming Bosque School adventure education expeditions, including the 8th-grade backpacking trip. This course seeks to cultivate advanced leadership capabilities and instill a capacity for mentorship in challenging outdoor environments.

College & Career Seminar 1 Grade: 11 (required) In this spring semester course, students explore post-Bosque School life, guided by college counselors and WELLBEING educators, who provide hands-on assistance in comprehending and navigating higher education options and application processes. The curriculum includes essential career and life skills, such as budgeting, financial planning, understanding and building credit, stock market trading and investing, resume composition, and interviewing skills. This class meets twice per eight-day rotation, with the remaining two days allocated for discretionary use, allowing students flexibility in furthering their academic and personal pursuits.

College & Career Seminar 2 Grade: 12 (required) In this fall semester course, students undertake the completion of their college essays and applications under the professional guidance and mentorship of a college counselor. College counselors work individually with students to ensure they consider the best possible school or program to help them achieve their career aspirations, be that university, gap years, adventure semesters, or other post-graduation opportunities.

This class meets once per eight-day rotation, with the remaining days allocated for discretionary use or as additional time for their Capstone course, affording students flexibility to pursue additional academic and personal endeavors.

The WELLBEING department delivers a holistic educational curriculum in wellness, education, leadership, life skills, belonging, engagement, inquiry, neuroscience, and growth.

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Our mission is to create transformative learning experiences that empower a diverse community of students to lead lives of intellectual curiosity, personal integrity, and compassionate contribution to a more just world.