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BRIDGES ACADEMY ONLINE BAO High School Curriculum Guide 2026-2027

CORE CURRICULUM ENGLISH ENGLISH 9

In English 9, students will build their reading, writing, speaking, and critical thinking skills by exploring the tension between the individual and society. Through the study of literature, short stories, poetry, and non- ction texts, students will learn to read closely, identify central ideas, and use evidence to support their analysis. They will practice interpreting gurative language, examining word choice, and considering how structure shapes meaning. Students will also develop their writing through arguments, informative pieces, and narratives, revising and re ning their work for clarity and purpose. Along the way, they will engage in thoughtful discussions, collaborate with peers, and make connections across texts and ideas.

ENGLISH 10/11 In this course we’ll read three groundbreaking novels: Dracula, Frankenstein, and The Hound of the Baskervilles. We’ll also read some American law (really!) and learn about criminal and civil liability. Respectively, these three novels established vampire stories, science ction, and mystery as literary and artistic genres (horror more broadly predates Dracula, but it’s our chosen horror novel because of its accessibility and in uence). We’ll learn about: Literary genre: what it is and why it matters Literary theory: historicism and formalism Inference (a necessary skill in literature and life!) and structure Criminal and civil liability The way that stories and language re ect and create culture Each novel is fairly short, so expect to also watch tv/ lm (in whole or in part),and to read some short ction and/or poetry

ENGLISH 12 In this course, we will lean into academic reading and writing in preparation for your transition to college. Since you’re going to college in the era of cloud-based writing and ChatGPT, a LOT of the “rules” and conventions are changing —rapidly.

Because of this, a lot of the work in this course is going to be unconventional, at least for an English class. You will read and analyze academic and internet texts and ction; but you’ll also investigate for yourselves the uses (and misuses) of AIenhanced writing and web-based writing tools. You’ll visit a

college library and put together an academic research bibliography; but you’ll present your work and cite your sources in a form that’s appropriate to your purpose and audience. Finally, we’ll wrap up the course by agreeing on a topic or genre that we’re all interested in, selecting our own texts, and creating “Research Library Acquisition Requests” in order to convince a librarian that your chosen text is one the (imaginary) library should add to its collection.

HISTORY WORLD HISTORY World History 9 is organized by themes and addresses the ways leadership, trade, innovation, religion and philosophy impacted ancient and medieval societies. There will be a clear and consistent inclusion of non-western cultures so that the cultural pluralism of our present world can be better appreciated.

ECONOMICS + GOVERNMENT 10/11

Welcome to Economics and Government, a course where we’ll be examining two of the largest intersecting systems that impact your everyday life. This course will be focusing on foundational principles of Economics, how material resources move through our society, and Government, the system that determines the distribution of said resources, and so many other facets of our lives. From cowrie shells to crypto, and from warlords to district administrators, we’ll examine how humans have bartered, bargained, and sometimes swindled their way to accumulation of power and resources; and how you can go about securing your own nancial assets.

Welcome to The ART of War, a course where we’ll be looking at the utilization of media through Western History. This class will be focusing on hierarchies of power and systems of information, and how said powers have used information in order to in uence the behaviors of populations. Through media such as government propaganda, religious doctrines, and ne arts, all the way to commercial advertisements, a war of information is being waged as an undercurrent to human history. Understanding this battle eld, and the in uence it has had on our society, is key in navigating our contemporary, information driven world.

MATH STUDENTS PLACE INTO ANY OF THE FOLLOWING COURSES:

ALGEBRA 1 This class will focus on the key topics of Algebra 1. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be ve units, each broken down into roughly six week sections to cover the entire year. Each unit will focus on a di erent area of Algebra.

GEOMETRY

The focus of Geometry is for students to understand the core mathematical concepts of the discipline by learning vocabulary, signs, expressions, and applications in preparation for advanced high school mathematics.

ART OF WAR

Additionally, students will learn to ask appropriate and insightful questions; develop resourcefulness and problemsolving skills across the curriculum by using multiple methods; and become more comfortable with expressing their ideas through using the language of mathematics.

ALGEBRA 2 This class will focus on the key topics of Algebra 2. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be six units, each broken down into roughly ve week sections to cover the entire year. Each unit will focus on a di erent area of Algebra.

CALCULUS 1

A typical problem-solving technique involves formulating a problem, simulating it with a mathematical model, solving it in the context of the model, and then reinterpreting the solution in the original context. Mathematical models often take the form of functions or equations and solutions are often accessible by using the techniques of calculus. The fundamental tools of calculus are the derivative and the de nite integral. Derivatives are used to solve problems involving rates of change, e.g., problems dealing with velocity, acceleration, or marginal cost. De nite integrals are used to solve problems involving entities that can be subdivided into in nitesimally small but tractable parts. In this course students are expected to develop a working knowledge of di erential calculus, an understanding of the basic principles of integral calculus, and an appreciation of the signi cance of the surprising relationship that exists between these two segments of calculus.

PRECALCULUS This course will focus on key topics of Precalculus. It will introduce high level algebra concepts as well as covering trigonometry. The primary focuses will be a deep dive on trigonometric functions, and the resulting proofs and properties that can be shown because of them.

SCIENCE BIOLOGY

Biology will be studied through the lens of living systems and the interactions that allow life to persist, change, and diversify over time. During the course, students will investigate populations and ecosystems, the cycling of carbon and ow of energy, photosynthesis and cellular respiration, evidence for evolution and natural selection, mechanisms of inheritance, DNA and protein synthesis, and the genetic variation that drives evolutionary change. Emphasis will be placed on using scienti c models, laboratory investigations, data analysis, and evidence-based explanations rather than simply memorizing biological facts. Students will regularly connect processes occurring at the molecular, organismal, population, and ecosystem levels to understand how changes in one part of a living system can in uence the system as a whole.

With an emphasis on developing skills in reading, writing, research, and problem solving, students engage with chemistry-focused learning prompts, questions, readings, laboratories, and challenges. The majority of students’ written work is in the form of a re ection upon the learning process with an emphasis on applied chemistry. Laboratories are completed bi-weekly to reinforce learning of concepts. The laboratories take place during Friday classes.

PHYSICS

A calculus-based approach to understanding classical mechanics and electricity/magnetism is taken for honors students. Remaining students will apply concepts from algebra, geometry, and trigonometry to approach and solve physics problems. Prior knowledge of calculus isn’t required before taking this course; students are introduced to applications of derivatives, integrals, and di erential equations in problem solving and describing physical phenomena. The topics range from translational kinematics, static and dynamic equilibrium, conservation of energy and momentum to electric forces and elds, basic circuits, and magnetic forces and elds. At least four laboratories are conducted per semester to further reinforce the learning of theory. Weekly problem sets will help bolster students' understanding of the concepts discussed in class and students are invited to collaborate with one another on these.

CHEMISTRY

WORLD LANGUAGE JAPANESE 1 This is the introductory course. Students identify that Japanese and English have di erent systems of language. They mimic and understand Japanese pronunciation, intonation, and rhythm. Exploring language features of Japanese, students will notice similarities and di erences between Japanese and English as well as the connection between language and culture.

SPANISH 1

Spanish 1 is an introductory course designed to build students’ con dence and foundational skills in listening, speaking, reading, and writing in Spanish for meaningful, realworld communication. Through music, lm, art, history, current events, and authentic materials, students will explore the diverse cultures and perspectives of Spanish-speaking communities while making connections to their own experiences and the world around them. Students will develop essential vocabulary and language structures, including sentence formation, grammar, and regular and irregular verb conjugations, while learning to interpret and create increasingly complex messages in Spanish. Interactive activities such as conversations, role plays, games, collaborative projects, and discussions will encourage students to communicate with others, take risks with the language, and develop cultural awareness. By the end of the course, students will be able to participate in basic conversations, understand and respond to simple spoken and written Spanish, present information about familiar topics, and recognize and compare cultural perspectives.

SPANISH 2 Spanish 2 builds on the foundational skills developed in Spanish 1 and supports students as they progress toward an early intermediate level of pro ciency. Students strengthen their communication skills through interpersonal, interpretive, and presentational activities that integrate speaking, listening, reading, and writing while expanding vocabulary and developing more complex sentence structures. Throughout the year, students deepen their understanding of grammar and apply regular and irregular verbs across present, past, and future tenses in meaningful contexts. Cultural exploration remains an essential part of the course as students engage with the traditions, arts, history, and contemporary life of diverse Spanish-speaking communities through authentic materials, projects, discussions, and collaborative activities. By the end of the course, students will communicate with greater con dence and accuracy, interpret increasingly complex texts and media, and express and present their ideas in Spanish.

SPANISH 3

Spanish 3 is an intermediate-to-advanced course for students with approximately two years of Spanish instruction. The primary goal is to build con dence in understanding, communicating, and expressing yourself while deepening appreciation for Spanish-speaking cultures. Students engage in conversation, reading, listening, writing, and authentic media. Complex grammar including indicative and subjunctive moods across past, present, and future is integrated as a tool for real-world communication rather than isolated study.

SPANISH 4

Spanish 4 is an advanced course focused on literature, authentic texts, and cultural inquiry. Students analyze ction, poetry, and non ction by Spanish and Latin American authors while building advanced communication skills. Grammar and vocabulary are integrated through meaningful context to develop spontaneous communication, personal voice, and cultural awareness.

TALENT DEVELOPMENT BADGES/YOUNG EXPERT PROGRAM The Young Experts Program (Badges) is a highly personalized learning model that invites students to explore a chosen topic as they develop skills in critical thinking, communication, collaboration, and creativity. The scope of all Badges work is interdisciplinary and asks students to: gain comprehensive knowledge of a topic; consider sources; replicate experiments, make logical connections, and verify results; synthesize points of data to create new theories or inventions; generate recommendations.

SEMINARS JUNIOR SEMINAR In Junior Seminar, students will learn important life and adulting skills. They will discover more about self and each other through career exploration, social-emotional guidance, and Socratic discussions. Further, they’ll start preparation for college and/or job applications, discuss college essay(s), recommendation letters, resumes, work permits, and other important information about employment. Lastly, students will begin to plan for their post-secondary transition, college, and gap year applications.

SENIOR SEMINAR

Senior Seminar is designed to prepare students for life after high school by o ering structured support, individualized guidance, and practical tools. Throughout the course, students will create resumes, draft personal essays, and complete applications for college, jobs, scholarships, or gap year programs. They will also learn about nancial aid, community resources, and disability/accessibility services while exploring di erent postsecondary pathways, from fouryear college to careers and technical training. By the end of the seminar, each student will have a personalized transition plan, stronger self-advocacy skills, and the con dence to take their next step after graduation.

ELECTIVES COMPUTER SCIENCE BAO Computer Science is a hands-on course where students learn how to think like programmers and create interactive digital projects. Students explore algorithms, computational thinking, sequencing, events, movement, loops, conditionals, user interaction, variables, lists, modular design, testing and debugging. Throughout the course, students plan, build, test, and revise programs while learning how to break complex ideas into smaller, manageable parts. The course emphasizes creativity, problem-solving, and iterative design, culminating in original interactive projects and showcases.

CREATIVE WRITING

In this course, we will learn about di erent kinds of creative writing and draft our own long- or short form creative pieces. We’ll workshop our own and others’ writing – which means learning to think of ourselves and each other as both writers and readers. Further, we’ll create development plans for one of our writing projects; learn where and how to submit work for publication; and create an online journal to showcase our work and the creative projects of other BAO students

DESIGN PRINCIPLES The Design Elective, or Design Principles, focuses on a multifaceted introduction to the types of ideas, processes and skills within a couple of the main design disciplines. We will thus develop an understanding of, and skills within, the Graphic Design and Architectural Design disciplines, spending approximately one half on 2D study and one half on 3D study. Students will learn how to think both analytically and creatively within each discipline, utilizing inventive problem solving to come up with unique ideas and unique methods for execution. Though students will build concrete and highly measurable technical skills, a great deal of openended design challenges will be posed to them that will require a high level of self-direction, resourcefulness, selfteaching, cognitive exibility, self-regulation and perseverance. Developing these important social-emotional skills in tandem with the technical and creative ones will form the backbone of the program.

FILM STUDIES

Welcome to Film Studies, where we’ll be doing a deep dive into the structure of cinema. In this class students will gain aesthetic literacy skills, dissecting the stories they love, learning to recognize tropes, cues, and indicators in lm, and how those relate to the context in which the piece was created. We’ll be examining how lm connects to human psychology, in uences culture, and helps us grow as individuals. Also, it’s just a ton of fun, let’s watch some movies!

FOUNDATIONAL DRAWING This is the class for taking your technical and observational drawing abilities to the next level. From the very essential basics of line weight, edge control, and visual rhythm, all the way through still lifes, life drawings, and landscapes, this class is a skill-accelerator for anybody who wants to know their way around a concept and composition better. This class is predominantly traditional art focused, with most drawings able to be completed with pencil and paper (other supplies will be recommended at the start of the term). If students would like to work digitally they may (utilizing software such as photoshop, as well as a graphical interface tablet such as a Wacom), but technical support will not be provided. This class is a great starting point for beginner artists looking to get their bearings, or experienced illustrators who want to improve upon their core skills, with an emphasis on individual growth.

SUPPORT ACADEMIC SUPPORT + ADVISORY All students need support. Whether it is to promote growth in a speci c area, to help navigate complex social interactions, or to cultivate strengths, interests, or gifts, our Academic and Advisory (ASA) program provides students with the support they need to reach their full potential. Students meet in ASA with their advisor regularly each week for guidance related to their workload, social and emotional development, and other critical aspects of their educational experience.

AFTER-SCHOOL MATH SUPPORT

After school math support o ers personalized assistance and skill development in mathematics for all BAO students. Held Monday through Thursday, this ungraded class provides oneon-one support tailored to individual needs, including homework assistance, concept clari cation, and reinforcement of fundamental skills. Students bene t from dedicated time to address math assignments, strengthen their understanding of key concepts, and enhance their problem-solving abilities.