25-26 Curriculum Guide

2025 -2 0 2 6 CU RRI C ULUM GUI D E

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Bosque School challenges outdated models of education by: • Achieving academic excellence not through overscheduling and competition but through a rigorous college preparatory academic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 come 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 two-and-a-half-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 two-and-a-half-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.

4

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.

5

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

2-and-a-half-week Immersive Course

2-and-a-half-week Immersive Course

2-and-a-half-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 infuse their classes and electives with an energy and knowledge that sets the tone for younger students. In their College Seminar class, our team of college counselors supports and encourages seniors throughout the college application process and create space for seniors to explore the best options.

The senior capstone project allows students to synthesize their skills and interests through a yearlong research endeavor requiring college-level academic research.

After completing a 20-page thesis, and presenting their research at our spring Colloquium, seniors are well-prepared for college. Students whose capstone projects explore the creative arts often showcase their original art. Students whose capstone 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, seniors participate in the senior immersive program, known as the Senior Experience. This twoand-a-half-week-long course combines experiential education and service learning.

With the chance to have one last 12th-grade experience, the seniors bond, reflect, and look forward together as they prepare for life beyond upper school and what awaits them as Bosque School alumns.

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 globally and locally, and learn to lift their voices in more effective and thoughtful ways. By reading and responding to texts from around the world, Bosque School students develop a sense of the diversity of human cultures, and they consider whose voices are present in and 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, students 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 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, seventh-grade students research their own heritage using primary and secondary sources. After analyzing authors ranging from Sandra Cisneros and Kwame Alexander to Joy Harjo and Dave Barry, they produce a wide range of creative fiction and nonfiction pieces for a variety of audiences 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 evidence-based arguments.

They become versatile and confident communicators, ready to write and present for authentic audiences beyond the school community. In keeping with the upper school’s humanities approach, works of literature are taught alongside and in contrast or relation to historical primary texts. Texts read in upper school humanities classes may include Sophocles’ Antigone and Oedipus, Gilgamesh, the Ramayana, Sundjata, Cervantes’ Don Quixote, Defoe’s Robinson Crusoe, the Narrative of the Life of Frederick Douglass, Fitzgerald’s The Great Gatsby, Adichie’s Americanah, or Ishiguro, Never Let Me Go. Upper school students also deepen their understanding of how present-day challenges emerge from local, national, and global histories. They learn to use databases and to evaluate and interpret peerreviewed 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

Upper school humanities includes required courses that fulfill English and Social Studies expectations. In 9th grade, students also take a year-long seminar focused on developing their humanities-related research, writing, presentation, and collaboration skills. In 10th grade, students take a semester-long seminar and a semester of New Mexico history. These courses refine students’ ability to work with and analyze diverse sources, compose evidencebased arguments, and engage in constructive discourse about meaningful topics.

Students in 11th and 12th grade are given the opportunity to personalize their learning by choosing from an array of advanced special-topics courses in English or Social Studies that rotate by semester and/or year. Some recent classes include Environmental Literature, Creative Writing, Feminism and Gender, Comparative Politics, and Economics. By senior year, our students are thoughtful readers, careful listeners, and effective communicators in writing and speech. They understand the power of language to shape thinking and forge connections between individuals.

English 6: Place & 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.

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 fascinating realm of Shakespeare. An emphasis on evidencebased 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 yearend, 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.

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

Seminar 9: Our Stories, Ourselves — English

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.

In ninth-grade seminar, students cultivate critical and creative thinking skills, emphasizing the refinement and development of skills pertinent to the humanities.

They study both classical and contemporary texts and investigate the role of storytelling in our lives.

They discover the role of storytelling through various texts, including 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.

Social Studies 8: Ideologies & Influences 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 — History In this course, students investigate 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. This class examines these questions through five selected case studies dispersed across geographical space, strengthening skills in writing, argumentation, research, and critically analyzing primary and secondary sources. 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.

Humanities 10: The Early Atlantic World — English In this course, 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 foundational literary texts, such as the Malian epic “Sundjata,” Miguel Cervantes’ Don Quixote, and Daniel Defoe’s Robinson Crusoe, they investigate the intense and complex interrelated histories and stories of the region, the overthrow of European colonial powers, and the creation of new “American” identities and states. Students read and analyze literary and historical texts, hone critical thinking skills, and become more confident researchers and writers as they navigate the complex landscape of Early America and the Atlantic World.

Seminar 10: Discerning Scholars — English This semester-long course focuses on joining the past to the future through philosophy and literature and asking the essential question: What does it mean to live a good life? Students will engage with historical and modern texts and demonstrate their understanding through varied activities, including argumentative essays, research presentations, and digital projects designed to improve critical and creative writing skills.

They will strengthen their reading capacity through core texts and independent reading to develop more sophisticated discussion techniques. In coordination with the tenth-grade humanities curriculum, students will review MLA formatting, grammar, and essay structure, with an emphasis on improving clarity without sacrificing their unique voices.

10th-Grade New Mexico History — History In this semester-long course, students unravel the history of New Mexico from pre-European contact to contemporary times. Through lectures, readings, and classroom discussions, students learn about the Indigenous and Hispanic peoples who shaped New Mexican cultures and traditions, as well as later Anglo-Americans. Moreover, students explore New Mexico’s role in World War I, World War II, and the Cold War, as well as the African American, Hispanic American, and Native American civil rights movements of the 20th century. Students conclude by examining New Mexico’s shifting demographics and ideologies, its current role in domestic politics, and the state’s efforts to preserve both its cultural traditions and scarce resources.

Humanities 11: American Studies — History 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 — English 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.”

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 and 12th grade, students must take semester-long special topics courses. Students have the opportunity to select from several different thematic offerings.

Students need one English special topics class and one social studies special topics class. These courses vary by semester and year. Classes are capped at 18 students, and students are selected by lottery if necessary.

Additional credits can be earned. Most courses are one semester each (.5 credits), except economics (1 credit).

ENGLISH SPECIAL TOPICS Environmental Literature: Reading & Writing About Nature Grades: 11–12 In this class, students explore their relationship with nature through the lens of global nature writing.

In one of the class’s texts, The Narrow Road to the Deep North, Matsuo Bashō reminds us that, as both a part of and apart from nature, humans uniquely reflect on the natural world. Students will read works by well-known nature writers, examining how they describe and interpret nature and its meaning in human experience. Through reading, writing, and discussion, we’ll explore the genres of personal essay, narrative, scientific writing, and poetry. Our readings and writings will prompt us to ask: What is nature? How do humans change and become changed by it? How are literature, science, and spirituality informed by nature? This class is seminar-style, largely characterized by class discussions. Students should also expect to analyze and produce several writing assignments throughout the semester.

Chicano Literature: El Cucuy, Lowriders, & Storytelling Grades: 11–12 In this course, students explore Chicano literature and history and gain an appreciation of their Chicano heritage or a comprehensive understanding of another culture. Students study MexicanAmerican mythology, dramatic plays, film, poetry, and fiction to gain a holistic appreciation of the Chicano experience. Additionally, the course explores the avenues through which Chicanos have resisted oppression, focusing particularly on artistic expression. 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.

This class is seminar-style, largely characterized by class discussions. Students will also analyze and produce several writing assignments throughout the semester.

Creative Writing Grades: 11–12 The work of becoming a good writer begins with reading. In turn, this course uses short, engaging published works as models to inspire students to use the formal structures and techniques that are the foundation of poetry, fiction, memoir, and creative nonfiction to write their own stories.

Becoming a better writer depends on having a clear process: idea generation, drafting, cutting and editing, polishing, and then, sometimes, publishing. Becoming a great writer involves taking risks, one of which is offering and receiving serious feedback from other writers and readers with diverse perspectives and different talents and occasionally collaborating with others on group projects.

Students will leave this class with a deeper understanding of a variety of literary genres, greater skill in close reading, an appreciation for the craft of writing, and a portfolio of work that demonstrates their own unique literary voice.

Journalism Grades: 11–12 This course introduces students to a number of interrelated issues facing 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 personae 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.

World Literature: Fairy Tales Then & Now Grades: 11–12 In this class, students review familiar childhood stories and study their origins and their adaptations across continents and centuries. They study the process of storytelling and investigate the questions: What are fairy tales? What is their value? Why do we recycle these stories over and over again? Students reflect on the ways fairy tales shape our expectations about how stories work and how our own lives should unfold, and they teach us about social and cultural morals. In addition, they trace how constructions of gender, race, economic status, and nationality arise in the various tales and their later retellings. This class is seminar-style, largely characterized by class discussions. Students should also expect to analyze and produce several writing assignments throughout the semester.

SOCIAL STUDIES SPECIAL TOPICS Gender Studies Grades: 11–12 This course explores gender through the study of literary nonfiction and fiction, examinations of popular culture, and students’ critical analysis of their own observations and experiences. Students first contend with important theoretical concepts such as gender socialization, feminism, queer theory, and intersectionality and then use these lenses to understand historical and contemporary experiences of gender as they relate to masculinity, femininity, non-binary, transgender, music, film, and reproductive health, among other topics. Students also hone their skills in close reading and practice communicating in various formats and media, including personal written reflections, analytical essays, posters that integrate text with imagery, and video. Students complete the course with a creative project in the medium of their choice, drawing on their learning throughout the semester to imagine the future of gender.

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.

Economics I Grades: 11–12 (full year)

News about the economy dominates public discourse, and much of it is partisan and lacking nuance. It’s difficult to fi do about them. The purpose of this course is for students to develop the necessary vocabulary, habits, and analytical Students learn how to ask discerning questions and study the tools economists use to answer those questions. This c grapple intelligently with complex issues, and they will analyze the social science of economics, which involves econ and societal impacts. Over the year, students engage in various inquiry activities, debates, and discussions. They read economic philosophies. Students create budgets for themselves and the government and learn how personal values i

Economics II Grades: 11–12 (full year) How can economic analysis shed light on many real-world problems and issues faced by nations, societies, and individuals?

How can economic analysis be applied to a wide range of issues relevant to current or future economic well-being? Students research a wealth of topics from key economic areas, such as microeconomics, macroeconomics, development economics, public economics, international economics, and environmental economics. This class also strengthens students’ research, writing, and presentation skills.

History of Piracy Grades: 11–12 This course is designed to introduce students to the legendary bandits and mischievous scalawags who continue to capture our imagination: pirates. Although they reached their “golden age” in the seventeenth and eighteenth centuries, pirates are as old as maritime trade and continue to sail both the seas and the internet waves today. Students examine the roots of piracy in Ancient Greece and Rome and trace the varying forms of piratical activity up to the twenty-first century. With a global geographic focus, students study the peoples, cultures, and societies that fostered and prosecuted piracy over the millennia.

UPPER SCHOOL HUMAN

find two editorials that agree on the facts or what we should skills to understand and participate in public discourse. course aims to arm students with the skills and desire to nomic choices, human decisions, and eventual individual d several non-fiction sources—researching and discussing influence decision-making.

Humanities Capstone 12 Grade: 12 In Senior Capstone, students engage in a comprehensive yearlong senior thesis process designed to navigate the expansive realm of humanities. Under this broad umbrella encompassing 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 humanitiesfocused senior thesis, where students apply their acquired skills to delve deep into their chosen area of inquiry within the vast landscape of the humanities.

Some recent topics that demonstrate the broad range and interdisciplinary topics students engage in include: • Why Can’t We Print More Money? An Analysis of the Applicability of Modern Monetary Theory to Social Programs in the U.S. and Monetary Neutrality.

• Unique Factorization and Lagrange’s Four-Square Theorem.

• Solar Panels and Hydrogen Fuel Cells: The Power Combo of the future; a mathematical model.

• How Could Bitcoin Be Adopted and Regulated by Mainstream Finance?

• What Changes Does the EV Industry Need to Make to Be Marketable in New Mexico?

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 the goal of igniting and promoting creative passions, fostering innovative and design thinking, and preparing 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. As a state recognized for our national laboratories and groundbreaking STEMM industries, we connect our students to working professionals and foster meaningful community partnerships that help them 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 science curriculum le exemplary preparation for college-level science classes. Having already participated in scientific research throughout their middle and upper school years, our graduates in university research environments. Beyond their coursework, many of our graduat interning or working in research labs before or during their first year of college.

Bosque School is well known for its field and community science program, initially d partnership with the Bosque Ecosystem Monitoring Program (BEMP) and reflecting a between Bosque School and the University of New Mexico’s Department of Biology th to 1996. Bosque School also partners with many state-wide land management agenci of authentic research and skill development for our students through scientific inqui on learning. Students are immersed in chemistry and physics concepts and phenome real-world problems through labs and hands-on project-based investigations.

In addition to learning the science standards recommended in the Next Generation S Standards, our 6th-grade students become working community scientists as they gat analyze data about the Rio Grande. Middle school students learn about natural proces develop skills as problem solvers through our three-year integrated science curriculu provides extensive opportunities for frequent fieldwork. They measure leaf litter, inv changes in the water table, and track small mammal populations. They learn how to a questions, gather and analyze data, and work in field and lab settings.

All upper school students take a college-preparatory science curriculum that include chemistry, and at least one additional advanced course in physics, chemistry, biology & physiology, and other offerings. In addition, many high school students opt to take wildlife research or research methods courses and have opportunities to assume pee by teaching younger students, developing original research projects, collaborating o initiatives with working scientists, and presenting their research findings to state leg regional professional scientific and academic conferences.

Two-and-a-half-week-long immersive courses (offered each May) provide additiona for students to apply their scientific passions, skills, and knowledge through interdis coursework. Some recent STEMM-related immersives include Aguas Es Vida (middle Journey into Science and Medicine (middle school), Forensics (upper school), Medica Corps (upper school), Sports Psychology and Medicine (upper school), and RoboStem school).

For students interested in pursuing personal passions and potential professional goa medical field, Bosque School provides the opportunity to engage in our signature Em Response Team (ERT) and Junior Medical Reserve Corps (MRC) unit. Through our ER MRC program, our students dual enroll in a Central New Mexico Community College responder course as part of our immersive program. During the first responder cours learn everything from taking vital signs to spinal immobilization, anatomy to medica administration, supraglottic airway placement, and how to deliver a baby in an emer

Seniors with passions for science can choose to deepen their commitment, knowledg expertise in the sciences by grounding their yearlong senior capstone research in th department. Some recent related capstone research topics include:

• A Mammal Inventory of a Wetland Oxbow and DNA Analysis of the Hispid Cotton R • DNA: The Ethics of DNA Evidence and the Criminal Justice System.

• Open Source Humanity: Linux as a Model of Software Collaboration.

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Science 6: Energy — The Foundation of Life Students are immersed in an experiential journey where science transcends the classroom. Beyond conventional labs, Bosque sixth-graders 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, elucidating phenomena such as oil in precipitation gauges preventing evaporation and the impact of thermal energy on weather patterns. The culmination lies in 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 a newfound appreciation for ecosystem interactions, thermal energy dynamics, and human impact on the bosque and its environs, students depart with an eagerness to apply their knowledge as citizen scientists.

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Science 7: Watersheds of New Mexico 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 such as 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/environmental justice and to the increasing impact of climate change on our world.

Science 8: Our World of Systems Dive into the intricate web of systems that permeate our world in 8th-grade science. Systems, composed of interacting components that complete a defined set of objectives, span from cellular structures to the vast expanse of space. The curriculum examines the human body and the way that elemental properties allow for the formation of complex molecules. Students also explore 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.

Biology Grade: 9 In 9th grade, 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.

They 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. Students will track poachers through analysis of gel electrophoresis evidence from smuggled ivory. They will also further design experiments to examine the ecological impact of elephants, why they are keystone species, and how they shape the landscape. In this course, students ultimately explore biological concepts within the context of storylines about elephants, lions, sea otters, and melanin, and they learn the skills required to meaningfully engage in scientific inquiry.

Chemistry Grade: 10 Tenth-grade chemistry is a rigorous laboratory-based class in which students study the composition and properties of matter. Focused on the dynamic transformations of chemical substances, they 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.

Anatomy & Physiology Grades: 11–12 Delve into the interplay between the structures and functions of the human body in the Anatomy and Physiology (A&P) course. Students engage in an in-depth study of the nervous, cardiovascular, skeletal, muscular, and respiratory systems. Tailored for individuals with an inclination toward healthcare or medical sciences, the course integrates case studies and projects focused on diseases, disorders, and ailments. This course is designed for students who have completed biology and seek to deepen their understanding of both biology and certain chemistry concepts. The course incorporates a strong component of laboratory work.

Positioned at the intersection of biology and healthcare, this class not only imparts theoretical knowledge but also engages students in hands-on exploration of the intricacies of human anatomy and physiology.

Biology II: Unlocking the Secrets of Life Grades: 11–12 In Biology II, students dive deeper into the mysteries of life. Students 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.

Advanced STEAMM Grades: 11–12 Advanced STEAMM is an interdisciplinary, project-based class designed for students who wish to deepen their understanding and skills in the interconnected fields of science, technology, engineering, art, and mathematics.

Through hands-on experiences, students will explore complex real-world problems and engage in innovative thinking that blends technical proficiency with creative design. This course emphasizes collaboration, critical thinking, and problem-solving, and encourages students to approach challenges from multiple perspectives. Topics covered will include advanced concepts in physics, engineering design, data analysis, coding, digital art, and the integration of technology in creative fields. Students will use tools like 3D printing, robotics, CAD software, and multimedia design platforms to create and prototype solutions to pressing societal, environmental, and technological issues. It also exposes students to skills needed to succeed in New Mexico’s thriving and expanding target industries.

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Wildlife & Conservation Biology Grades: 11–12

Physics II: Mod Grade: 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 have the opportunity to present 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, resulting in a dynamic and immersive educational journey and a deeper understanding and appreciation for this place we call home.

Physics II expands on light, electricity and m applications of physic experiments, and app abilities, preparing th

Chemistry II: From Theory to Practice Grades: 11–12 This advanced chemistry course delves into thermochemistry, equilibrium, organic, and nuclear chemistry and 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 promotes 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.

Forensics: Investigating the Evidence Grades: 11–12 In this course, students cultivate their scientific inquiry skills as they explore the world of forensic science. The year begins with a study of investigative processes, laying a strong foundation for understanding how evidence is collected and analyzed. Students will examine various types of evidence, including fingerprints, hair and fiber samples, DNA, and blood evidence, as well as ballistics and arson. Each unit will provide hands-on experience in the techniques used to gather and interpret evidence. We will then focus on what the human body can reveal in forensic investigations. Topics will include toxicology, decomposition, and forensic anthropology, allowing students to understand the biological aspects of crime scene analysis. Through case studies and mock crime scene exercises, students will develop critical thinking and analytical skills essential for a forensic scientist.

By the end of the course, students will learn to solve crimes based on empirical evidence, emphasizing the importance of data-driven conclusions over assumptions.

Biomedical Eng Grades: 11–12

In biomedical engine challenges. The cour behind medical tech devices. Hands-on p a combination of lec engineering, prepari skills, and an unders in a thriving and exp

Wildlife Researc Grades: 11–12

In this guided indepe investigate. As stude high-tech labs and tr a meadow collecting findings alongside g this seminar, studen publication. This sem exposure to the scien

Medical & Publ Grade: 12

Leveraging student’ a medical or public h mentors that includ their research as the their research propo of humans and anim the opportunity to p alongside graduate s

Physics I: Force in Action Grades: 11–12 Physics I introduces students to the fundamental principles of mechanics through an inquiry-based, hands-on approach. Students will explore topics such as kinematics, forces, energy, and momentum by conducting experiments and analyzing real-world scenarios. Emphasizing critical thinking and problem-solving, this course encourages students to build a strong conceptual understanding of physics principles while applying mathematical techniques to describe and predict physical phenomena.

What we always lo accounta

–Dan Sha

dern Theories & Applications

n foundational physics concepts and promotes deeper a understanding of the principles of thermodynamics, waves and magnetism, and modern physics. This course emphasizes an inquiry-based approach, where students explore the real-world cs through hands-on labs, projects, and experiments. Students will complete real-life projects like building circuits, designing plying physics to solve real-world problems. Through lab work, students will gain scientific inquiry skills and critical-thinking hem for advanced studies and everyday life applications in science and engineering.

gineering

eering, students explore the intersection of engineering and biology, applying principles to solve real-world medical rse involves the fundamentals of human anatomy and physiology and emphasizes the engineering concepts hnologies. Students explore topics such as medical imaging, prosthetics, biomaterials, and the design of diagnostic projects could include constructing prototypes, conducting experiments, and analyzing biological systems. Through ctures, laboratory work, and collaborative projects, students gain insight into the innovative field of biomedical ing them for potential careers in healthcare technology and research. The class fosters critical thinking, problem-solving standing of the ethical implications in the dynamic landscape of biomedical engineering. It also exposes students to skills panding New Mexico target industry.

ch Seminar

endent study course, students engage in original wildlife research, selecting a wild creature or wildlife issue to ents conduct their research, they are exposed to a range of potential avenues of discovery that include testing DNA in rekking into the wilderness to track wildlife. Through their research, students are just as likely to find themselves in g plant samples as they are to be in a university laboratory conducting stable isotope research. Students present their graduate students and research scientists at professional conferences. Building on the professionalization inherent in nts can also elect to prepare a formal manuscript of their research findings for submission to a peer-reviewed scientific minar ultimately provides students with the opportunity to engage in professional, scientific research and to gain ntific writing and publication process.

lic Health Research Seminar

’s work in Bosque School’s Medical Reserve Corps(MRC), this course allows students to conduct original research with health focus. Students gain valuable research experience as their projects may involve collaboration with outside de medical doctors, university professors, or others with advanced expertise. Students in the seminar use findings from e basis of their senior capstone project. Building on the development of professional research skills, students submit osals to Bosque School’s Institutional Review Board, as appropriate, for consideration to ensure the ethical treatment mals in the research process. In addition to their senior capstone presentations, this seminar also affords students present their research to an authentic audience (such as at a professional, scientific conference), where they present students and research science.

are doing at Bosque School is science that matters beyond the classroom. So we are ooking for ways for our students to do authentic work—work that they have to be able for to somebody other than themselves.

aw, Science Teacher

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TECHNOL Computational Thinking & Design

Bosque School’s 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 School 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.

Coding I: 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.

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.

Coding II: Python Programming & Raspberry Pi Projects Grades: 10–12 Prerequisite: Coding I 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 toward 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

Coding III: Build Your Own Computer & Career-Ready Certification Grades: 11–12 Prerequisite: Coding II This course guides participants 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. 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. Crucially, 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 course, students are introduced to the foundational principles of mechanics, electronics, and programming within the realm of robotics. Throughout the year, students construct and program a variety of robots, using simple microcontrollers and block coding at first and advancing to Arduino-controlled robots programmed in C. As the robotic projects grow in complexity, students learn basic skills in circuit design, 3D printing, and computer-aided design (CAD). The culmination of the course involves the design and construction of battle-ready robots, ending with a robot combat tournament on the New Mexico Tech University campus.

Advanced Robotics II Grades: 11–12 Prerequisite: Coding I Advanced Robotics II is designed for students eager to take on more sophisticated engineering challenges after completing Advanced Robotics. In this course, students will design and build an exploration rover inspired

by NASA’s Mars missions. Through hands-on projects, students will master the integration of advanced mechanical, electrical, and control systems, gaining proficiency in motors, circuit design, wiring, and robotic arm construction. Once they complete their rover, students will apply their skills and creativity to design and construct their own custom robots, showcasing their expertise in engineering and design.

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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ENGINEERING

New Mexico is a hub for innovation in both the public and private sectors that provides students with an ideal setting to learn about the applications of engineering in the world that surrounds them. From Intel to 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 are infused into our science curriculum from 6th grade through upper school.

Beginning in 6th grade, students utilize foundational engineering concepts to build transportation devices for arthropods and continue to build on this skill set throughout upper school. For students interested in advanced engineering concepts, Bosque School’s 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 engage in hands-on learning that puts theory into practice as they study water flow in the Rio Grande and the thermodynamics of hot air balloons, Advanced STEAMM among other topics.

Grades: 11–12

Physics I: Forces in Action Grades: 11–12 Physics I introduces students to the fundamental principles of mechanics through an inquiry-based, hands-on approach. Students will explore topics such as kinematics, forces, energy, and momentum by conducting experiments and analyzing real-world scenarios. Emphasizing critical thinking and problem-solving, this course encourages students to build a strong conceptual understanding of physics principles while applying mathematical techniques to describe and predict physical phenomena.

Advanced STEAMM is an interdisciplinary, project-based class designed for students who wish to deepen their understanding and skills in the interconnected fields of science, technology, engineering, art, and mathematics. Through handson experiences, students will explore complex realworld problems and engage in innovative thinking that blends technical proficiency with creative design. This course emphasizes collaboration, critical thinking, and problem-solving and encourages students to approach challenges from multiple perspectives. Topics covered will include advanced concepts in physics, engineering design, data analysis, coding, digital art, and the integration of technology in creative fields.

Students will use tools like 3D printing, robotics, CAD software, and multimedia design platforms to create and prototype solutions to pressing societal, environmental, and technological issues. It also exposes students to skills needed to succeed in New Mexico’s thriving and expanding target industries.

Physics II: Modern Theories & Applications Grade: 12 Physics II expands on foundational physics concepts and promotes a deeper understanding of the principles of thermodynamics, waves and light, electricity and magnetism, and modern physics. This course emphasizes an inquiry-based approach, where students explore the realworld applications of physics through hands-on labs, projects, and experiments. Students will complete real-life projects like building circuits, designing experiments, and applying physics to solve real-world problems. Through lab work, students will gain scientific inquiry skills and critical-thinking abilities, preparing them for advanced studies and everyday life applications in science and engineering.

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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. In their junior or senior year, many students choose to “double up” in math by adding an elective math class beyond the regular or advanced course sequence. The various 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.

Students who participate in our most advanced math program graduate having completed Calculus II. Moreover, exceptional math students have the potential to dual enroll in math classes at CNM or UNM.

MATH

Motivated math students also deepen their immersion in math learning through extracurricular participation in the middle school and upper school math contest prep clubs, leading to local and national math contests, such as the UNM-PNM Statewide Math Contest and MATHCOUNTS.

Math 6: Fundamentals of Mathematics In 6th-grade math, students are immersed in Bosque’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 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 toward understanding.

Math 6: Advanced Mathematics 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 problem-solving, and strong academic behaviors are invited to join the Math 7 class after a careful evaluation process by the math department. Details of this process are sent to families midway through the fall semester.

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.

Advanced Geometry Grades: 8–10

Students in this course complete the curriculum basis for the concepts, while practicing more com expectation for them to work collaboratively and

Math 7: Transitions to Pre-algebra 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 the year progresses, algebraic thinking, language, and form are emphasized and developed. Students study material from earlier math courses in greater depth, such as fractions, ratios, percents, and geometry, and more abstract ideas are introduced. Throughout the year, students practice thinking symbolically and become comfortable 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 I, an upper school level course.

Math 8: Foundations for Upper-School Mathematics Math 8 prepares students to learn 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 I, 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.

Algebra 1 Grade: 7–9 Algebra I 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 algebra, focusing on skill-building and application to real-world problems. A strong focus of Algebra I 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 critical 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

Geometry Grades: 9–10 Students in this course investigate and explore a variety of geometric concepts while strengthening their algebra skills. The course begins with the development of careful definitions and notation conventions needed for students to understand the axiomatic system of geometry that explains the shapes that make up our world. Students then explore different ways of reasoning logically and the role they have in the overall structure of mathematics.

By developing conjectures and proving theorems, students develop linguistic, symbolic, and logical 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. Every unit is designed to demonstrate the natural intersection of geometric and algebraic concepts and give rise to interesting inquiries and applications.

m covered in Geometry, as described above. They also tackle more challenging inquiry tasks and explore the abstract mplex algebraic manipulations and using technology as a tool for deeper exploration. There is also a higher d present their individual problem-solving techniques to their peers.

Algebra II Grades: 9–11 In Algebra II, students continue to explore various algebraic and geometric topics with an emphasis on procedural fluency, formal articulation, and dynamic collaboration. By the end of the 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. They deepen their understanding of a wide variety of functions, including rational, polynomial, exponential, and logarithmic functions.

Students leave Algebra II with an ability to maneuver between different representations of functions in a way that supports smooth entry into Precalculus and/or Statistics and Applied Math. Students experience a unique mix of challenge and support that promotes risk-taking and collaboration.

Advanced Algebra II Grades: 9–11 Students in this course complete the curriculum covered in Algebra II, 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 using technology as a tool for deeper exploration. There is also a higher expectation for them to work collaboratively and present their individual problem-solving techniques to their peers.

Precalculus Grades: 10–12 Precalculus prepares students for college-level calculus. It focuses on deepening their 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 the 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. Students also begin to produce multi-page technical documents showcasing the results of extended investigations.

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 using technology as a tool for deeper exploration. There is also a higher expectation for them to work collaboratively and present their individual problem-solving techniques to their peers.

Statistics & 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 math applications 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 also 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, although students may also elect to take this class along with those courses.

Advanced Statistics & Applied Math (STAM) Grades: 11–12 Requiring a strong facility with functions, algebra, and mathematical notation, at least at the precalculus level, this course proceeds through the topics previously mentioned for STAM but at a significantly greater pace and depth. The statistics units are more complex, and 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 must demonstrate strong initiative, productive collaboration with others, and independence in their learning and must have successfully completed Precalculus or Calculus.

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. Students find optimal solutions for realworld situations, solve differential equations, and find areas of irregular two-dimensional regions. They also produce multi-page technical documents showcasing the results of extended investigations. 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, 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 using technology as a tool for deeper exploration. There is also a higher expectation for them to work collaboratively and present their individual problem-solving techniques to their peers.

Calculus II Grade: 12 Calculus II continues where Calculus leaves off. Students quickly review topics from the first course, but at a deeper Calculus II is designed for truly advanced students in mathematics. Students quickly review topics from Calculus at a deeper and more theoretical level. Extensions with derivatives arrive from exploring inverse trig and hyperbolic trig functions, and students study further applications of integrals, more sophisticated integration techniques, improper integrals, and numerical approximation techniques for solutions of differential equations. The course examines sequences and series, eventually leading to the creation of the Maclaurin and Taylor series for elementary functions.

Students may also study parametric equations, polar coordinates, and vectors. This course demands exceptional independence and a genuine enthusiasm for learning as students engage with complex mathematical concepts.

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

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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 engagement with real-world medical scenarios, professionals, and research, developing a level of medical confidence and competence that makes our students truly stand out in the college admission process.

Medical Reserve Corps (MRC) Recruit Training Grades: 10–11 This year-long program is an immersive and practical learning opportunity designed to empower participants with the skills, knowledge, and certifications essential for licensure as emergency medical first responders in New Mexico. MRC recruits meet weekly for skills training and to prepare for dual enrollment courses at Central New Mexico Community College. The college-level courses take place in two portions—as a two-week First Aid and BLS course in the early spring semester (taken as concurrent enrollment) and on the Bosque campus through our spring immersive course (three credit hours). These courses provide a comprehensive foundation in emergency medical procedures, with an additional focus on enhancing emergency scene response skills and understanding access and equity in the field of emergency medicine.

MEDICINE

Bosque School’s medical curriculum and related and applied experiences provide pathways to life-changing opportunities for those interested in a career in medicine while also developing leadership, research, and community engagement skills. Our signature Medical Reserve Corps (MRC) program gives students the opportunity to become licensed New Mexico first responders and operate as front-line medical care providers (alongside our school nurse) in the Bosque community. MRC students also engage with public health initiatives, from organizing vaccine clinics to supporting disaster relief efforts.

Medical Reserve Corps (MRC) Student Leadership Grades: 11–12 Students who successfully complete MRC recruit training and attain their New Mexico first responder medical licensure are equipped to provide care for patients 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. They also take shifts in the MRC medical facility during lunch and free blocks to assist our nurse with patient care and to receive hands-on training and supervision from our licensed EMT staffulty.

Anatomy & Physiology Grades: 11–12 In this course, students explore the relationship between the structures and functions of the human body by engaging in an indepth study of the nervous, cardiovascular, skeletal, muscular, and respiratory systems.

Tailored for individuals with an inclination towards healthcare or medical sciences, the 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, the course incorporates laboratory work. Positioned at the intersection of biology and healthcare, this class imparts theoretical knowledge and engages students in hands-on exploration of the intricacies of human anatomy and physiology.

Medical & Public Health Research Seminar Grade: 12 Leveraging student’s work in Bosque School’s Medical Reserve Corps(MRC), this course allows students to conduct original research with a medical or public health focus. Students gain valuable research experience as their projects may involve collaboration with outside mentors that include medical doctors, university professors, or others with advanced expertise. Students in the seminar use findings from their research as the basis of their senior capstone project. Building on the development of professional research skills, 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 also affords students the opportunity to present their research to an authentic audience (such as at a professional, scientific conference), where they present alongside graduate students and research science.

Biomedical Engineering Grades: 11–12 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 may 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. The 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.

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LANGUAGES

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

Latin I Grades:

Latin at Bosque School is a reading-based program in which students progressively build comprehension of Latin texts, vocabulary, and Latin I stu grammar. Our program emphasizes introducing students to original “compreh basic Lati Latin texts as early in their study as possible. Because Latin’s structure and well-know vocabulary share the foundations of many modern and classical languages, progress t Latin students have an advantage in learning almost any other language. that enha In addition, reading Latin texts builds problem-solving and systemic introduce thinking skills, providing students with cognitive cross-training. Because so many foundational texts of the modern world were written in Latin, Latin students participate in millennia-old conversations about philosophy, identity, politics, and art. Perhaps the most immediate benefit of learning Latin comes from the fact that the majority of advanced vocabulary in English, especiall comes directly from Latin.

Since Latin classes are electives at Bosque School, emphasis is placed on participation, co a workshop learning style. Students begin with introductory readings in Latin I, and by th they are reading influential Latin texts like the Aeneid and Ovid’s Metamorphoses.

Bosque School’s Spanish department is driven by two goals: to empower our students to write Spanish naturally and to broaden their understanding of and engagement with S communities at home and around the world. Our department is world-class—our teachers New Mexico and the Spanish-speaking world, and our curriculum reflects many diverse p

Spanish is a core academic subject for all Bosque School students, making our campu community where knowledge of Spanish is the norm, not the exception. All students ta Spanish in middle school. In upper school, two additional years of Spanish are required fo many students take Spanish all four years. Our Spanish for Heritage Learners program allo speak Spanish at home, have lived in a Spanish-speaking country, or have participated in program in elementary school to enrich their skills at an appropriate pace.

Bosque School’s Spanish department is known throughout Albuquerque for its contributio Spanish United Nations conference, at which our advanced students demonstrate both and global knowledge. In addition to the Spanish United Nations conference, Bosque Scho extracurricular enrichment through the Sociedad Honoraria Hispánica. Our Spanish stud known internationally for our decades-long intercultural exchange, during which previo and now upper school students participate in a two-week immersive experience with our p Mexico.

As our students progress from 6th-12th grade, they grow from learning simple vocabul confident speakers, readers, and writers who use their Spanish language skills to engage t the classroom and contribute meaningfully to the broader Spanish-speaking community our students have worked as translators to support migrant populations and have volu New Mexico Immigrant Law Center. Bosque’s has also partnered with dual-language sc educational support and curriculum design to elementary schools.

Immersive courses (offered each May) provide additional opportunities for students to ap skills and knowledge through interdisciplinary coursework. Some recent Spanish-rel include Pura Vida (upper school) and the intercultural exchange to Monterrey, Mexico (up

Seniors have the opportunity to deepen their commitment, knowledge, and expertise language and culture by grounding their yearlong senior capstone research in the Span Some recent capstone topics include:

• The Central American Diaspora: Causes, Consequences, and Cures of Guatemalan Migr • The Psychological Impact of Child Separation in Detention Centers.

• El Turismo Excesivo: The Tourism Drain in Spain.

Latin III Grades: 11–12

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udents are introduced to the language by reading hensible input” texts—interesting stories composed in in. From the first day of class, students read novellas on wn stories from Greek and Roman mythology. As they through these stories, students learn Latin vocabulary ances their reading comprehension. Grammar topics are ed slowly and in the context of the readings.

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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 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 narratives 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, students study 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. Each day’s work 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.

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Spanish 6: Foundations Sixth-grade Spanish introduces students to the Spanish language, starting with basic greetings and pronunciation, and builds toward recognition of sentence and question structures.

Students practice speaking, reading, writing, and listening with defined vocabulary sets, with a focus on the present tense and describing themselves and their immediate surroundings.

Students can expect to learn vocabulary, including the alphabet, numbers, days of the week and months, common places and objects, hobbies and activities, feelings and emotions, and vocabulary related to cooking, wellbeing, and goal-setting. Students engage in play-based learning with games, skits, and kinesthetic approaches to vocabulary retention. As the school year progresses, the interaction between teachers and students shifts toward instruction and participation exclusively in Spanish.

Heritage Learners 6: Cultura y Tradición This intermediate course invites students to explore and express their lived experiences, including interactions with animals and plants, and explore the diverse customs of Spanish-speaking countries. Through language-rich experiences, students navigate their Hispanic heritage, fostering awareness and appreciation for various perspectives through their authentic language expression.

The 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 this class inspires collaboration and creativity, creating a vibrant learning experience.

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Heritage Learners 7: Making Connections to Home & Beyond

In this course, students transport themselves virtually vivid cultural landscapes throughout Latin America, su as Mexico City’s Dia de los Muertos parade, highlightin solid Hispanic family traditions. Students also intervie their family members to uncover the artifacts and stories that connect them to their ancestors. Students also inquire about cultural products and practices, which foster connections, heightened awareness, and a profound appreciation for diverse perspectives. The exploration extends to the rich history and culture of N Mexico, weaving a tapestry that bridges personal herit with broader cultural landscapes.

Spanish 8: Historia y Cultura en Latinoaméri

In this course, students take a virtual journey through Lati America, immersing themselves in its vibrant cultural heritage, festivals, historic sites, music, and socially impactful art. Highlights include exploring the works of Carmen Lomas Garza, the Panamanian Molas, and engaging in short readings that strengthen reading and comprehension skills. Students also investigate cultural perspectives, ancient civilizations, and unique art forms.

Vocabulary and grammar are seamlessly integrated into th collaborative-based curriculum. By the end of the course, students have developed a solid foundation in the use of p tense, present-progressive, and reflexive verbs through an appreciation for the rich diversity of Latin America.

Spanish 7: Learning Spanish from the World Around Us

Learning from the world around them, 7th-grade Spanish students investigate the rich tapestry of foods, our school, and the diverse fauna of New Mexico. This class, conducted in Spanish, is a linguistic exploration where students expand their vocabulary and phrases, enhancing their ability to describe not only their lives but also the broader Spanish-speaking world. Throughout the year, students cultivate confidence as readers and speakers by collaborating with classmates, engaging with Spanish-language texts, and expressing opinions in Spanish. The course is designed to foster 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

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Students explore the rich and diverse cultures and histories of Mexico and Spain and their distinct ancient civilizations. Through historical, linguistic, and artistic iterations, students learn how people actively shaped their societies by studying stories, literature, major events, and long-time traditions. Students also examine how these national cultures influenced—and continue to influence—one another in the present day. Class materials include authentic videos, written texts, visuals of famous art pieces, field trips, and studentgenerated research presentations. In this course, conducted primarily in Spanish, language development focuses on strong proficiency in all present, past, and future verb tenses, preparing students to use the advanced grammar structures they will encounter in upper school Spanish courses.

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“Cuéntame un Cuento” focuses on telling stories about various characters in many settings from the Spanish-speaking world 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, along with key vocabulary, in a meaningful context. Emphasis is given to listening, speaking, reading, and writing.

Spanish III: Narrativas en el Presente y Pasado Grades: 9–12 Spanish III focuses on the art of the narrative.

Through personal experiences, short films, stories, documentaries, history, and world events, students learn new vocabulary and grammatical structures and improve fluency.

Emphasis is placed on narration in the present tense and the multiple past tenses. Throughout this class, students have the opportunity to gain cultural comprehension and develop confidence in their improved Spanishspeaking skills.

Spanish IV: La Experiencia Migrante Grades: 10–12

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Spanish II: Cuéntame un Cuento Grades: 9–12

Spanish I: Building Language Through Exploration Grades: 8–11 Spanish I provides students with exposure to the Spanish language and cultures in different Spanish-speaking countries and situations. It is intended for students who are new to speaking Spanish or who would benefit from an extra year to solidify basic skills. Through various projects and activities, students learn to tell stories, describe themselves and others, express likes and dislikes, and converse about daily activities. Students finish the year with increased confidence and skills, ready to move on to Spanish 2.

Spanish IV focuses on the theme of human migration. Students examine the nature of migration, the challenges migrants face in their journeys, and the existing policies about border control and paths to residency and citizenship.

Students will watch news clips, review articles, and read selected pieces, primarily from Latin American authors, about migration. Students will use their Spanish in conversation with the larger Spanish-speaking community in New Mexico and beyond. They will also engage in discussions, 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 are able to use the language naturally beyond the classroom.

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Spanish V: Cuentos y Culturas Grades: 11–12

This course continues to build on the foundations of Spanish I–IV, focusing on more advanced grammar and language through engaging narratives, poetry, songs, and film. While students review essential grammatical concepts, the cours emphasizes text analysis, expressing opinions, and exploring diverse perspectives on political issues in Spanish. Stude participate in Socratic seminars and student-led Harkness discussions, complete creative projects, and delve into the 2 history of the Spanish-speaking world. This course aims to enhance students’ skills and confidence, preparing them fo Seminario, college-level Spanish, and practical use of Spanish in global contexts.

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, the 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 these cultures and, conseque acquire the ability to articulate activities and narrate sequential events in present and past tenses. They will adeptly giv instructions and express intricate thoughts rooted in possibility and hypothesis. This course prioritizes the developme 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 migration movements, students analyze past and present trends, policy regulation, and the efforts to create more comp migration reforms. The students also examine migrants’ journeys and their contributions to society, and they explore m through discussions, readings, and research. They will focus on refining writing, reading, listening, and speaking thro of engaging topics and hands-on activities. In addition, students become activists by closely interacting with the Hispa community in Albuquerque through a series of projects and cultural activities. Students will also gain a better understa emigrant experience by virtually interacting with people from other countries and researching about life in different c

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 on magic realism and the enduring influence of dictatorships in these regions. Engaging in creative expressions, stude poetry and short stories, create presentations, and produce videos, all while gaining insights into how Latin American literature have significantly influenced Western thought.

Spanish VI-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 participate in community-based projects that allow them to interact meaningfully with Spanish-speaking people. Enga community-based projects further allows students to meaningfully interact with individuals from diverse background comprehensive understanding of the dynamic issues at play in the world that surrounds them.

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Our band, choir, drama collaborate effectively,

Performing arts are a vit Bosque School. As part o them for a life-long love through practice, and be including opportunities sense of pride in their ac

All middle school studen study band, choir, drama

Upper school students ar performing arts, and ma choose from, including t

Students in both middle the Mainstage drama pro ¡BOCÓN! Recent musical Students may also choos choir and strings, drama

The Bosque School choir Christ Church in Dublin consistently competed in Mexico Music Educators acts at the African Ameri has performed at Disney of our performing ensem to pursue successful care

Immersive courses (each knowledge through inte Go!, Showmakers (middl

Seniors have the opportu senior capstone research

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Many students also parti Society comprised of stu to perform at the VA hos School’s thespian society participated in the New M

Our students have also tr classes, workshops, and Theater tech students re outside of school suppor

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a, strings, and technical theater programs develop confident performers and students who exude joy, , and are willing to take risks to expand their skills.

tal part of our school community and play an essential role in the learning experience of all students at of the core curriculum, performing arts classes engage students in content, technique, and skills to prepare of learning in the arts. We provide students the opportunity to discover their passion, learn perseverance ecome well-rounded students. All performing arts courses at Bosque School involve live performances— to perform out-of-state and abroad—where students build self-confidence, learn teamwork, and develop a ccomplishments.

nts study a performing art of their choice each year. Students in sixth and seventh grade may choose to a, or strings. In eighth grade, students may also choose to study technical theater.

re required to take two art credits. Bosque School enjoys very high participation in the upper school any students choose to exceed the required number of credits. Upper school students have several options to technical theater, drama, Serenata, Intermezzo, wind ensemble, jazz band, Cantate, and voice class.

and upper school have the opportunity to participate in after-school performance opportunities, including oduction and a fully staged musical. Recent Mainstage productions include Macbeth, The Little Prince, and l performances include Les Miserables, Sweeney Todd, and The 25th Annual Putnam County Spelling Bee. se to participate in community blocks in middle school for advanced string players, All-State preparation for a games, jazz band, pep band, and jam band.

r has performed at Carnegie Hall, Disneyland, St. Peter’s Basilica in Rome, St. Mark’s Basilica in Venice, n, and Popejoy Hall right here in Albuquerque—all by invitation and audition. Our wind ensemble has n the Cavalcade Music Festival and earned superior ratings. Recent jazz combos have performed at the New s Association All-State Festival and the Saulkrasti Jazz Festival in Prague and have opened for live touring ican Performing Arts Center. Our strings program regularly commissions new works by local composers, yland, and traveled to Los Angeles to see performances led by the renowned conductor Gustavo Dudamel. All mbles have participated in the ISAS arts festivals with great success, and many of our students have gone on eers in the performing arts.

h May) offer additional opportunities for students to apply their performing arts passions, skills, and erdisciplinary coursework. Some recent performing arts-related immersive courses include Let’s New Mexile school), Filmmaking (upper school), and Pura Vida (upper school).

unity to deepen their commitment, knowledge, and expertise of the performing arts through their yearlong h. Some recent related capstone topics include:

mpact of Political Music on Public Perception.

here, All At Once: Generational Worldviews in Coming of Age Films.

Sound-Based Therapy: Sound Physics.

icipate in extracurricular performing arts events. Bosque School has a vibrant and active Tri-M Music Honor udents from all three music disciplines. This student-run chapter provides service opportunities for students spital at various medical centers throughout Albuquerque, and at venues for homebound patients. Bosque y includes students in the drama department and in the technical theater department. Members have Mexico State Thespian Festival with great success.

raveled and participated in the TVI Actors Studio in Hollywood, California, where they attended acting seminars with casting directors, talent agents, renowned actors, and drama educators in the industry. egularly attend the United States Institute of Theater Technology. Tech students also put in many hours rting our school-wide functions and have been invited to be the tech crew for TedX ABQ.

ING ARTS

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Band 6: Foundations

Sixth-grade band provides the first step for students in their journey to becoming proficient and confident musicians. fundamentals of instrument playing, music theory, and exploration of music history, students engage in a comprehen curriculum. Rehearsals and the anticipation of live performances foster a deep understanding of musical theory and p cultivate a lifelong love for music. Working collaboratively toward a shared goal, students refine their musical skills, lay for a lasting appreciation and enthusiasm for music.

Band 7: Intermediate Band

Seventh-grade band builds upon the foundations established the first year as students gain confidence and refine thei intricate musical pieces, students engage with more nuance in the realms of music theory, improvisation, and compos proficiency increases, so does their joy in performance, recognizing the remarkable potential of their musical abilities explore the realm of Jazz Band as an extracurricular endeavor, students work collaboratively to showcase their skills in This progression nurtures individual growth and encourages a collective passion for musical expression within the vib seventh-grade music.

Band 8: Advanced Band

In eighth-grade band, students showcase increased confidence, heightened ensemble awareness, and a willingness to their performances. The challenges increase, and students actively broaden their musical repertoire and deepen their c music theory, improvisation, and composition, effectively preparing them for future performances in the upper schoo

Wind Ensemble Grades: 9–12

Wind Ensemble epitomizes the notion that playing music is not just an activity but a journey of camaraderie and skill r students refine their skills and technique, they form more nuanced musical collaborations while tackling challenging Encouraged to participate in extracurricular ensembles and prestigious events, students showcase their musical prowe concerts and through various informal venues. Students become confident, joyful performers and begin to manifest a appreciation of music.

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. Rooted in the nsive music practice but also ying the foundation

ir technique. Playing sition. As their s. Encouraged to n live performances. brant community of

o embrace risks in comprehension of ol.

refinement. As musical pieces. ess in school a lifelong love and

Choir 6: Foundations In sixth-grade choir, students develop foundational skills that will lead them to become effective singers. They learn sight-singing through hand signs and solfège and study basic music history and theory. They engage in singing games to build their technique and confidence. The 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 not only cultivates a lifelong love for music but also fosters deep connections among participants. Live performances showcase students’ increasing skills and joy of singing.

Choir 7: Intermediate Students build on the foundations they learned in 6th grade as they continue to develop their skills in sight-singing, 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.

Choir 8: Advanced Eighth-grade choir students continually surprise themselves as they confront more challenging music and witness the simultaneous strengthening of their voices.

Building on the foundational skills of sight-singing, pitch, and harmonizing established in previous years, students further explore the nuances of vocal expression. Within the supportive structure of the classroom environment, they enhance their musical collaboration, fostering a sense of unity and shared musical achievement. Individual confidence grows alongside their strength as members of a vibrant and harmonious ensemble, well displayed through joyful live performances.

Voice Class Grades: 9–12

Cantate 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, the 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.

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.

Drama 6: Foundat

Students in sixth-grade through space and moti With a focus on ensemb collaboratively and crea

Drama 7: Interme

In seventh-grade drama for the stage by developi performance, where stud activities such as theater unleash their creative po

Drama 8: Advance

From unraveling the orig timeless works of Shakes learn the intricacies of ia prowess. The culminatio competence they have d

Upper School Dra Grades: 9–12

In upper school drama, s course advances technic the spectrum from mono students to study and ac passions on a broader st and skilled performers.

Technical Theater Grades: 8–12

Technical Theater is des production, covering set safely creating theatrical the intricate interplay of

Stage Combat Grades: 10–12 (semester)

“Fight Choreography” serves as an instructional framework for acquainting students with the fundamental tenets of sta their proficiency in the execution of offensive and defensive maneuvers, with a primary emphasis on safety protocols. sequences designed to convey a narrative. The array of weaponry encompassed by the course includes the single swor staged combat within a theatrical context. Risk management is a cornerstone of this curriculum.

tions

drama learn confidence, teamwork, and problem-solving as they explore what it means to effectively tell a story ion. This foundational course introduces students to theater through monologue, scene, and one-act performances. ble, the class creates a joyful culture of empathy and support among classmates and teaches students to work atively.

ediate

a, the spotlight shifts to the creation of original theatrical works, empowering students to craft their own narratives ing individual monologues and scenes. The culmination of their collaborative efforts results in a full-length spring dents merge their unique contributions into a cohesive and compelling theatrical production. Through engaging r games, improvisation, mime, and scene study, students nurture their confidence, cultivate critical thinking skills, and otential.

ed

gins of theater to exploring the nuances of ancient Greek theater, Italian Renaissance Commedia Dell’Arte, and the speare, students in eighth-grade drama embark on an exploration of the theater’s rich history and evolution. They ambic pentameter and study the nuances of Elizabethan language, surprising themselves with newfound linguistic on of the course is a live performance of one of Shakespeare’s great works, where students showcase the confidence and developed during their middle school drama journey.

ama

students develop and embody the essence of empathy, responsibility, and leadership. Rooted in the art of acting, this cal skills and fosters enhanced confidence. Each year’s content is shaped by the passions of the students, spanning ologues and scenes to the creation of one-act plays. The curriculum involves diverse acting methods, encouraging ctively contribute to the creation of plays and films. Students engage in theater festivals, showcasing their talents and tage. After four years of participation in Bosque School’s drama courses and productions, students emerge as poised

r

signed for those drawn to the magic behind the scenes. Students are immersed in the comprehensive realm of stage ts, props, lighting, sound, and stage management. Adopting the role of tech professionals, students master the art of l experiences while offering crucial production support for school events and the performing arts department. Through f lights, sounds, and sets, students discover the transformative power that turns a script into a captivating performance.

age combat and the art of stage choreographing. The curriculum immerses students in physical training, fostering . The course focuses on honing students’ capacity to sustain stage dialogue while engaging in choreographed rd, quarterstaff, and unarmed combat techniques, affording students comprehensive exposure to diverse aspects of

Strings 6 In this foundational course, students learn to play a stringed instrument, as well as study beginning string technique, ear training, music theory and history. They 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.

Strings 7 This course builds on the foundations established in sixth grade, allowing students to become more proficient and confident musicians. Students continue to build their string technique while 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 pieces and develop their ability to play confidently as solo players and together in an ensemble. Students refine their technical skills and foster a deeper sense of confidence and collaboration.

Strings 8 In this course, students increase mastery of basic technique, 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’s non-auditioned strings class challenges students to grow their prowess as musicians and collaborators. Students focus on improving technique by playing great music together. By exploring music theory, history, composition, and improvisation, students refine their skills and 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. They also have the option to take Intermezzo throughout upper school.

Serenata Grades: 9–12 Serenata is designed for those students ready for the challenge of being part of an auditioned string ensemble. In Serenata, students perform extensively, playing challenging music that spans genres and time periods. They engage in an advanced study of technique, theory, music history, form and analysis, composition, and improvisation, 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 Serenata students also have the option to work with the Wind Ensemble to perform with the pit ensemble 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 whatever college and career path they choose.

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 Foundations course, students pursue topics such as digital arts, ceramics, and 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 it 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.

Immersive courses(offered each May) provide additional opportunities for students to apply their visual arts passions, skills, and knowledge through interdisciplinary coursework. Some recent visual-arts-related immersives include Design Genius (middle school), Murals & Public Art (middle school), Voices & Images of New Mexico (upper school), Art & Social Justice (upper school), and Designing a More Sustainable Planet (upper school).

Seniors have the opportunity to deepen their commitment, knowledge, and expertise of the visual arts by choosing to ground their yearlong senior capstone research in the visual arts department. Some recent related capstone topics include: • Body Image and Societal Expectations: An Artistic Counterscript.

• People Cry, Laugh, and Get Angry in the Face of Art: A Deep Dive Into Humor Used in Art. • Not a Natural Disaster: An Artistic Exploration of Land, Culture, and Growth in Relation to the Effects of Nuclear Weapons Testing and Usage in New Mexico and Japan.

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

ARTS

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 diverse materials and mediums and learn to engage with them as tools to explore and expand their creative potential. Students tackle various projects, from calaveras for Día de los Muertos printmaking to watercolor paintings of migrating birds. 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.

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7th-Grade Art & Innovation Building upon foundational 6th-grade art skills, students explore the beauty and power of artistic expression.

The 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 by using coding and assisted technology such as 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.

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 giving and receiving feedback. 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 Intro to Studio Art class, focusing on learning to “see.” Students explore the elements of 2D design through still-life drawings and transforming photographs into acrylic paintings. They explore 3D design as they construct sculptures out of a variety of materials ranging from ceramics to recycled materials. Through a digital photography unit, they 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. Intro to Studio Art is 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 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 invites students to unlock the ancient secrets of art, focusing on creating natural pigments from the earth and the timeless technique of hot beeswax painting, as practiced by the Egyptians. Students dive into the rich history of these age-old methods, uncovering the mysteries behind their use in antiquity. With a modern perspective, they channel their creativity, breathing new life into these traditional practices. Through this unique journey, students not only hone their artistic skills but also gain a deep understanding of how art transcends time and connects cultures across the 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 Photoshop and Illustrator, and digital drawing tools. Through the lens of composition and design principles, they learn to craft digital pieces with dual roles—fine arts and commercial application. With photo shoots set amidst the beauty of Bosque’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, this class provides the perfect avenue to bring the school year to life. Students learn 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 many activities that define the school experience as they preserve the memories and spirit of each school year.

Advanced Portfolio Grade: 12 This course is designed for seniors who are deeply committed to advancing their skills in the visual arts. Advanced Portfolio provides a structured opportunity for the development of a substantial body of work that reflects 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 cultivating 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

PE 6: Quest fo to Wellness

Sixth-grade PE focu fostering positive r exploration of the j engaging games an Nitro Ball. Emphasi an appreciation for coordination, coop Beyond the immed skills, including car flexibility, and a nu being a great teamm positive sportsman

PE 8: Elevate Y Healthy minds thrive in healthy bodies.

Research demonstrates how crucial exercise and movement are for students’ physical and mental health, learning engagement, and retention; therefore, Bosque School students participate in physical education (PE) classes. Our middle school students complete three years of PE, where they are introduced to a variety of sports and skills, develop confidence, find joy in movement, become effective teammates, and learn how to fuel their bodies through nutrition, sleep, mindfulness, and healthy choices. In the upper school, students complete a twoyear PE requirement by taking additional PE classes, participating in Bosque School’s extensive interscholastic athletic teams, or through independent study in personal athletic passions.

In 8th grade, physi overall personal fitn skill development a promote their fitne The curriculum em and the essential sk strength, flexibility is designed to aid s between physical w encouraged to mak sustainable and act cultivate teamwork skills. The 8th-grad holistic approach t more vibrant future

In addition to our PE program, 6th graders have a 15-minute movement break between their morning and afternoon classes. During this time, they walk with their friends and teachers around campus, providing them the opportunity to laugh, connect, and prepa

Immersive courses (offered each May) provide additional opportunities for students to apply their at immersives include Food to Move (middle school), The Art of Hiking & Camping (middle school), Sports

Seniors have the opportunity to deepen their commitment, knowledge, and expertise in athletics throug

• Performance Anxiety: The Science of Neurological and Physiological Responses in a Performance Set • An Analysis of Red-S: Can the Bones of Affected Female Athletes be Saved?

• Emotional Effects of Multiple Consecutive Concussions.

PE works in alignment with Bosque School’s athletics program, which is committed to developing athle Our no-cut athletics program allows all students to explore potential passions and contribute to a team. T page to learn more about our athletics philosophy and offerings.

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

UCATION (PE)

or Vitality—Navigating a Path

PE 7: Active Life—Nourish, Thrive, & Connect

uses on nurturing a healthy body and relationships. Students embark on an joy in movement through an array of nd activities—think Human Stopwatch or izing process over outcome, students develop r physical activity. They cultivate skills in peration, and positive communication. diate benefits, the curriculum instills lifelong rdiovascular fitness, muscular strength and uanced understanding of the significance of mate, the value of teamwork, and modeling nship.

In 7th grade, students participate in a holistic exploration of physical activities—from running and jumping to throwing, catching, dancing, and rock climbing. The curriculum extends beyond the realm of mere exercise by encompassing content in nutrition, exercise physiology, stress management, and the cultivation of healthy relationships—pivotal skills needed for a sustained commitment to overall wellbeing. Through engaging fitness games and activities, students have fun and build confidence while laying the foundation for lifelong habits, promoting a healthy lifestyle and the value of teamwork and positive sportsmanship.

Your Wellbeing

Upper School PE Grades: 9–12

ical education focuses on enhancing students’ ness. Students engage in various exercises, activities, and knowledge acquisition to ess beyond the traditional gym environment. mphasizes the enjoyment of physical activity kills of cardiovascular endurance, muscular y, and balance. The 8th-grade curriculum students in understanding the strong link well-being and quality of life. Students are ke informed health choices that lead to a tive lifestyle. They will also continue to k, collaboration, and positive sportsmanship de physical education experience adopts a to wellness, equipping students for a healthier, e.

At Bosque School, upper school students can earn physical education credits through optional physical activity on and off campus. This program is an alternative to the regular physical education or athletics classroom and is designed to help students acquire the values, skills, and knowledge necessary for their overall development.

These credits can be obtained through participation in the school’s sports teams or by engaging in off-campus physical activities and sports not currently offered at Bosque School. With a low-pressure, high-fun ethos, students navigate a personalized journey toward healthy habits, ensuring a foundation for sustained physical activity and overall wellbeing throughout their lives.

are their minds and bodies to refocus for their next class.

thletic passions, skills, and knowledge through interdisciplinary coursework. Some recent PE-related Psychology & Medicine (upper school), and The Wild (upper school).

gh their yearlong senior capstone research. Some recent related capstone topics include:

tting.

etes who strive for the highest level of personal growth in an inviting, safe, and supportive environment.

Teams become more competitive as students move from middle to upper school. Please visit our athletics

al Reserve Corps, and the Outdoor Club.

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WELLBEING

WELLBEING (wellness, equity, leadership, life skills, belonging, engagement, inquir growth) is Bosque School’s signature student wellness program that is integral to our c child education. The WELLBEING Department delivers a holistic educational curricul Issues such as the increasing rates of adolescent mental health concerns, the consequen social media usage, and what it means to find shared humanity and collaboration in a div content of WELLBEING courses.

Through our WELLBEING curriculum, students gain authentic education in health an real-life skills in areas such as organization, time management, media and financial lite digital citizenship, and leadership. They experience meaningful service learning partner engagement. Students recognize that to be prepared for college, they need more than exc they also need competency in navigating student debt and credit card offers, engagi discourse, and a hearty toolbox of communication, conflict resolution, and coping skills.

Middle School WELLBEING

Beginning in sixth grade, our students delve into executive functioning skills, acquirin as effective homework planning, time management, and prioritization techniques for projects. The WELLBEING neuroscience curriculum focuses on skills related to emotional mental health, and mindfulness. In seventh grade, students focus on identity and commu We Conference, including completing their own research-based presentations. In eighth a year-long service learning partnership with kindergartners from a local Title I school, fos skills and nurturing the younger students’ confidence and enthusiasm for learning, parti early childhood literacy.

Throughout middle school, students also receive comprehensive wellness education curriculum embedded within their PE classes. This curriculum covers essential topics such healthy relationships, nutrition, exploring the physical effects of vaping and alcohol, and physiology.

The WELLBEING courses in middle school operate in a push-in model, with Wellness clas of the PE curriculum and one additional, grade-level specific class per eight-day rotatio Additional WELLBEING curriculum is also delivered during advisory lessons and on field Upper School WELLBEING

As our students progress to upper school, they build foundational understanding and exp wellness, identity and culture, leadership, life skills, service and advocacy, and healthy rel and seniors, they prepare for life beyond Bosque by participating in a range of courses an college preparation, finance, self-defense, and cooking skills workshops, providing the age-appropriate curricula tailored to their specific needs.

Ninth-grade students are required to take a year-long Foundations of WELLBEING course t skills such as productive study habits, wellness and self-care, emotional regulation, stress m community through respectful discourse, emotional intelligence, leadership qualities, b and job seeking skills.

After completing Foundations of WELLBEING, students will be able to select a semes elective requirement from a variety of offerings based on the area they are most interested offered may include Outdoor Adventure Leadership, ECC In Action: Community Activism Service Leadership.

In tenth or eleventh grade, students are required to take Health and Wellness, a semesterto healthy relationships, mental health, sexual health, and understanding their access and

In eleventh and twelfth grade, students will take one semester of College and Career Sem hands-on instruction and guidance from our college counselors on the college applicat lessons on a variety of beyond Bosque life skills, including financial literacy, investing, co media literacy, college health programs, and more.

ry, neuroscience, and commitment to whole lum for our students. nces of technology and verse world inform the

nd wellness and learn eracy, resume writing, rships and community cellent academic skills; ing effectively in civil .

ng valuable tools such r handling substantial regulation, adolescent unity through the Me/ grade, they embark on stering peer leadership icularly in the realm of through the Wellness as stress management, investigating exercise

sses happening as part on during core classes. d trips.

perience in health and lationships. As juniors nd seminars, including em with practical and

to teach them essential management, building basic financial literacy,

ster-long WELLBEING d in studying. Electives m, Fitness for Life, and

-long course dedicated d rights to healthcare.

minar, which includes tion process as well as ooking, meal planning,

Grade 6: Self-Management The start of middle school and the transition into adolescence is a time of incredible change. As students begin their Bosque School education, they learn about their growing brains and build skills for success in school and in their social lives. This class focuses on understanding basic clinical and functional neuroanatomy and executive functioning skills, including organization, time management, and the use of a planner. In addition, it covers the themes of emotional literacy (Yale’s RULER curriculum) and self-advocacy, identifying individual challenges and growing individual strengths, and how to utilize stress management techniques.

Wellness 6 Students learn about building community and connection, stress management strategies, the importance of healthy wellness habits, and sexual health topics, including the puberty toolbox, personal space and consent, and reproductive systems. The curriculum incorporates Stanford Medicine’s “You and Me and 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 to adolescents about the neurological consequences of alcohol consumption on the developing brain.

Grade 7: Know Yourself & Respect Others The seventh-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 to present during our annual Me/ We Conference. As part of their service learning curriculum, seventh 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.

Wellness 7 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 sixth-grade wellness curriculum, 7th-grade features an increased focus on sexual education, specifically the physiological processes of puberty and reproduction.

Grade 8: My Impact on Self & Others Rounding out the middle school WELLBEING curriculum, the 8th-grade program emphasizes the power we have over ourselves and the impact we can have on others with a focus on leadership, life skills, and service learning. Through this course, Bosque students 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 import of literacy and actions they can take to disrupt inequity. With this foundational knowledge, students become peer literacy leaders, forming mentorships with kindergarten and pre-kindergarten dual language reading partners from Armijo Elementary School.

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Wellness 8 This course emphasizes the development of individual coping skills and addresses complex issues such as selfharm and suicide prevention. Students also engage in a critical examination of media messages, cultivating skills to differentiate between factual information and potential distortions. They continue to build their knowledge around sexual health topics, including consent, boundaries, intercourse, STI prevention, contraception, and understanding what constitutes sexual assault and how to seek help in a harmful or abusive situation.

Foundations of WELLBEING Grade: 9 (required) This course is designed to guide students in the cultivation of 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, and fostering the development of robust perspectives and habits pertaining to personal, physical, and mental health. Emphasis is placed on the acquisition of self-advocacy skills, wellness, healthy relationship practices, developing leadership language and skills, financial literacy, and job-seeking skills.

It also includes an exploration of concepts related to service, identity, and culture. The course employs diverse modalities, including journaling, presentations, and discussions to facilitate comprehensive engagement with these multifaceted topics.

Health & Wellness Grades: 10 or 11 (required) This course entails an exploration of health and wellness topics, such as teen rights and responsibilities, the dynamics of healthy relationships, sexual and reproductive health, nutrition myths and realities, mental health considerations, and the intersection of personal and public health. Students will gain skills to help them develop a personal vision statement and establish goals for their post-Bosque lives. Through varied approaches, including journaling, discussions, and interactive methods, students engage in a comprehensive examination of these subjects.

Gender Studies Grades: 11–12 (elective) This course explores gender through the study of nonfiction and fiction literary works, examinations of popular culture, and students’ critical analysis of their own observations and experiences. Students first contend with important theoretical concepts such as gender socialization, feminism, queer theory, and intersectionality and then use these lenses to understand historical and contemporary experiences of gender as they relate to masculinity and femininity, non-binary and transgenders, music and film, and reproductive health, among other topics. Students also hone their skills in close reading and practice communicating in various formats and media, including personal written reflections, analytical essays, posters that integrate text with imagery, and video.

Students complete the course with a creative project in the medium of their choice, drawing on their learning throughout the semester to imagine the future of gender.

Service Leadership Grades: 10–12 (elective) In this course, students explore diverse approaches to service learning. Students learn how to cultivate community partnerships and support these partners through hands-on work. Additionally, they practice planning, coordinating, and communicating professionally with community partners, which could include local farms, food access organizations, education initiatives, and immigrant services. Throughout the semester, students will reflect on their relationship to service by identifying areas of interest and creating realistic, time-sensitive, and achievable goals with community partners. By fostering leadership and strategic planning while prioritizing time as the most valuable resource, this elective aims for students to participate in sustainable and meaningful service initiatives both on and off campus.

Outdoor Adventure Leadership Grades: 10–12 (elective) Students expand their leadership and outdoor living proficiency through experiential learning. The curriculum 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 in planning and executing a multi-day backpacking expedition mid-semester. 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 Outdoor Adventure Leaders and mentors on Bosque School Outdoor Adventure trips, including the 8th-Grade Expedition. Successful completion of this course also awards one semester of PE credit.

Fitness for Life Grades: 10–12 (elective) This course transforms how students think about health and fitness, making it exciting, personalized, and achievable for everyone. For students who are athletes or just aiming to feel healthier, this class combines heart-pumping activities with stretching, yoga, and relaxation techniques to support both mind and body. They create a wellness plan while learning the basics of nutrition, and building a toolkit for lifelong health. Guided

by New Mexico PE and health standards, this course supports students’ growth in strength, flexibility, and confidence. Successful completion of this course also awards one semester of PE credit.

Leadership & Community Engagement (Independent Study) Grades: 11–12 (elective) This course is for juniors and seniors who are engaged in a leadership role in a community service-focused school club or are participating in an approved service/community engagement project outside of school.

Examples of outside projects are a high-level scouting award like Eagle Scout or Gold Award, as well as continued service with a local non-profit organization. At the end of the semester, students will complete a project summary and a short 3-5 page reflection on their project and how it relates to their personal leadership development and their connection with community engagement. Students must receive approval from the WELLBEING department leader and academic dean to enroll in this independent study course.

Junior College Seminar 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.

Senior College Seminar Grade: 12 (required) In this 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 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.

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.