Middle and upper School curriculum guide
Middle School and upper school curriculum guide
Middle School Curriculum.................... 4 Distinctive Academic and Signature Programs.................................................. 4 Grade 6............................................................................................................................. 7 Grade 7...........................................................................................................................10 Grade 8...........................................................................................................................12 Athletics..........................................................................................................................15
Upper School Curriculum................... 16 Distinctive Academic and Signature Programs................................................16 Creative Arts.................................................................................................................29 Humanities.....................................................................................................................35 Mathematics..................................................................................................................45 Science............................................................................................................................48 STEAM.............................................................................................................................50 Technology....................................................................................................................52 World Languages........................................................................................................55 Health and Wellness..................................................................................................59 College Counseling....................................................................................................60 Athletics..........................................................................................................................62 General Information...................................................................................................63
Middle School curriculum guide
Middle School Your Curiosity Will Be Your Superpower At Brimmer, students are given real This is a time for individuals and classes to problems to wrestle with, real teammates to set goals for the upcoming year and to gain a think alongside, and the freedom to follow level of comfort and familiarity with risk-taking an idea wherever it leads. and collaborative learning. Middle School faculty members chaperone the trip, and the The Sixth, Seventh, and Eighth Grade years are camp provides staffing. a time of transition; more importantly, these The Middle School camp trip has several years are a time of significant growth. It is in specific goals: these crucial years that students experience • To begin to build healthy, safe, and trusting a broadening of their intellectual powers as relationships among students and between they learn to think abstractly and to synthesize students and faculty; information and ideas. • To provide students with an opportunity Brimmer’s Middle School curriculum to take risks and challenge themselves in a provides students with knowledge of historical supportive environment; contexts and literary works, an appreciation • To provide individual students and class of ancient and modern cultures, skills in groups with an opportunity to reflect upon computation and communication, techniques their previous experiences and their hopes in problem-solving and reporting on scientific and expectations in order to set goals for the topics, proficiency in English grammar and coming school year; writing skills, a solid foundation in a modern • To enjoy an active, fun, and unanxious start world language, and exposure to the arts. to the new school year for all Middle School students; and DISTINCTIVE ACADEMIC AND • To celebrate the Eighth Grade’s culmination SIGNATURE PROGRAMS of Middle School and to promote a sense of leadership, responsibility, and reflection in Middle School Clubs individuals and within the class. On Monday afternoons from 3:30 to 4:15 p.m. in the fall and winter, students have an opportunity to Community Service participate in activities such as creative technology, To nurture a sense of social responsibility and math and science clubs, Makerspace Club, promote a commitment to others through service, photography, dance, chess, book clubs, culture Brimmer’s Middle School has Community Service clubs, and others. Faculty leaders advise these Days throughout the academic year. The goal is to groups, but students are encouraged to develop have students experience the joy and satisfaction activities from among their interests, assume of moving beyond their own personal, immediate leadership roles, pursue personal interests, needs to meeting the needs of others in their and explore new areas. Students can change community and the world. their activity selection for each activity period. Providing our students with structured Participation in activities and clubs is optional. opportunities to be global citizens is essential in creating and maintaining a community service Middle School Camp program in the School—one with depth and Each year following the opening days, Grades meaning is of utmost importance. Students 6-8 spend two days at camp. Students are work with charitable organizations including housed in cabins and spend the days getting Cradles to Crayons. to know their peers and their teachers as they participate in a variety of activities, including Grade 8 Honors Program outdoor initiatives, ropes course elements, The Grade 8 Honors Program is a program for sporting events, field games, collaborative our current 8th grade students. This program challenges, and class meetings. is designed to offer students an intellectual extension to the required classwork with
additional focus on creative problem-solving, independent thinking, extended research skills, and application of learned content and is offered in Algebra, English, History, Science, and World Languages. The offerings require reading, projects, and the exploration of additional material. This work is done individually, and the teacher acts as a coach. To qualify, a student must have earned a B+ or higher in both the first and second quarters of the year. The student, their parent or guardian, and the teacher are all required to sign the enrollment form for each class in which the student plans to do Honors work. We recommend that students do not enroll in the Honors Program for more than two subjects, and we do not allow for more than three. This is an exciting opportunity for students to delve deeper into a subject, and it has proved to be a rewarding experience for our eighth graders in the past. Exploration Week Exploration Week is a signature Middle School experience designed to take learning beyond the classroom walls. Through experiential learning focused on a particular city, students engage directly with the historical, cultural, scientific, and artistic resources available in our region and beyond. The week is intentionally structured to be developmentally appropriate, building students’ independence and confidence as they progress from local day-based exploration in Grade 6 to extended travel opportunities in Grades 7 and 8. This continuum of experiences also prepares students for future school travel programs in Upper School, such as the domestic and international Winterim offerings.
Students participate in interdisciplinary activities that allow them to make authentic connections across subjects as they explore Boston’s neighborhoods, museums, cultural landmarks, and natural spaces. Grade 7 Trip to Washington, D.C. Each year, students in Grade 7 Humanities study US history and American literature. To augment their studies and provide them with an experiential learning opportunity, the School plans a four-day trip to Washington, D.C. Students explore the historical, cultural, and social aspects of our nation’s capital in order to highlight many of the themes of the SeventhGrade Humanities program. All students in the class attend this wonderful learning and social experience. Teacher chaperones accompany the students, and a tour guide provides insight into the city’s historical sites. The group flies from Boston to Washington, D.C., and the tour company provides a bus for transportation on the ground, as well as evening security guards at the hotel where the students and faculty stay. On recent trips, students have visited: • The White House • The Senate • The House of Representatives • The Library of Congress • The Lincoln, Jefferson, FDR, World War II, Vietnam Veterans, and Korean War Veterans Memorials • The National Archives • The Smithsonian Institute museums • The Kennedy Center • Arlington National Cemetery • Mount Vernon, and • Harpers Ferry.
Grade 6: Exploring Boston Grade 6 students engage in a week of The trip presents students with an opportunity experiential learning and field trips in and to learn about US government and culture and around the Boston area. This Exploration Week to develop self-confidence and self-discipline program is designed to introduce students to during this unique group experience. navigating and understanding a major city while keeping the experience accessible and without requiring overnight travel.
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Middle School curriculum guide
Grade 8 Trip to New York City Students in Grade 8 travel to New York City on a trip that augments their studies across content areas and provides another experiential learning opportunity. The trip, which serves as a culmination of the student’s academic journey in the Middle School, includes experiences tied to all academic disciplines, including visits to: • The Museum of Jewish Heritage and the 9/11 Memorial (history) • The American Museum of Natural History (science) • The Metropolitan Museum of Art (art) and • a Broadway show (drama). All students in the class attend this wonderful learning and social experience. Five faculty chaperones accompany students on the trip. Inspiration Speeches Inspiration Speeches are presentations given by every Eighth Grade student on a topic or person that inspires the student and creates passion in his or her life. Inspiration Speeches are a chance to come together as a community to celebrate the lives of the eighth graders, support the School’s commitment to character education, and interact with the Core Values that we teach. Inspiration Speeches are a special experience for eighth graders as they move toward a more developed sense of identity. It allows for creativity, reflection on what is important to the individual, and a structured public speaking experience. In preparation, students study speech writing, rhetoric, and the art of public speaking. Family members and the individual who is the subject of the Inspiration Speech often attend. The supportive atmosphere created by the audience is uplifting and another example of how a sense of community is built in the Middle School. Outdoor Education The Middle School Outdoor Education program has several goals: to provide students with personal and group challenges outside the classroom, to integrate fitness and problemsolving with outdoor educational experience,
to provide students an alternate arena for appropriate and safe risk-taking, and to develop student leadership skills. The Outdoor Education program commences with the trip to camp at the beginning of the year and continues throughout the year. One full school day twice a year is dedicated to activities that include, but are not limited to, hiking, canoeing, working on a community farm, and ropes courses. Creative Arts Program Middle School Creative Arts classes focus on exploration: developing individual skills, building self-confidence, and cultivating a creative voice. A wide variety of media and concepts are introduced and become vehicles for each student’s discovery and artistic growth. Students in Grades 6 and 7 attend classes in Music, Drama, and Visual Art each week throughout the school year. Grade 8 students concentrate in depth on one subject each quarter, preparing them for the rigor and engagement of Upper School arts classes. In all grades, collaboration within the arts and with other disciplines further enhances the curriculum. May Chorale May Chorale is a mixed-grade chorus, open to singers in Grades 6 through 8. This ensemble is an elective course that has a yearlong commitment. May Chorale rehearses two times per week as an entire group and primarily performs three-part works. Singers develop vocal technique and study sight-reading, solfege, and music theory. Performances include the Thanksgiving, Holiday, and Spring Concerts and appearances at several School functions. Attendance at all rehearsals and concerts is required. Students in Grades 6 and 7 must participate in either May Chorale or the Middle School Band. See Middle School Band prerequisites below.
Middle School Band Prerequisite: Students must be able to read music or currently be taking private instrument lessons. The Middle School Band focuses on developing ensemble skills for those students committed to learning one of the standard band or orchestra instruments. Students learn and perform a wide range of pieces taken from the classical, jazz, and pop repertoires. The Middle School Band performs in a concert at the end of each semester, as well as in occasional in-School performances during the academic year. Middle School Play Within the first few weeks of each new year, students audition to participate in the fall play. Auditions are open to students in Grades 6, 7, and 8. Each student who auditions is cast in a role that suits both their availability and the production’s needs. The rehearsal schedule is constructed not to conflict with Athletics and other after school Brimmer opportunities. Students work with professional sound, lighting, and costume designers, and the opportunity to work backstage is available to students who show interest. The production is performed in early December. Middle School Musical At the end of January, students may choose to participate in the spring musical. Auditions are open to Grades 6, 7, and 8. Each student who auditions is cast in a role that suits both their availability and the production’s needs. Students who are interested in working backstage are given responsibilities commensurate with their experience and commitment. The rehearsal schedule begins after March break and is designed in coordination with the Athletic calendar and other Brimmer after school opportunities. The production is performed in late May.
Grade 6 Curriculum The Journey Begins with a Deep Dive
Sixth Grade at Brimmer is an invitation to dive in and discover. We know our sixth graders are arriving at the start of a meaningful transition in their lives, and we meet them there with warmth, the right amount of structure, and curiosity that goes two ways: we want to learn about them, and we want them to learn about the world around them. Our goal is to build a solid academic foundation across every discipline while giving each student the tools to understand who they are as learners. Our small class sizes and faculty-to-student ratio give us the time and space to ensure each student is known, supported, and challenged. COURSE LISTINGS
English 6 In English, Sixth Grade students begin to transform from passive readers enjoying a text into active, analytical readers who understand how writers create meaning in their work. Students explore texts across cultures and genres to appreciate not only the differences between styles of writing and the perspectives of authors but also what similarities unite them. Students read poetry, prose, and graphic novels whose authors reflect Brimmer’s commitment to diversity, equity, and inclusion. To develop personal agency, sixth graders select independent reading books for creative and analytical assignments. To build a strong foundation for later grades and beyond, classes also continue to develop their understanding of grammar and expand their vocabularies. Texts include New Kid (Craft), One Crazy Summer (Williams-Garcia), Mulan: Before the Sword (Lin), and an adaptation of The Odyssey.
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Middle School curriculum guide
History 6 In history, sixth graders study ancient civilizations of China, Mesopotamia, and Greece and the origins of the major world religions. Parallel themes across the different civilizations are emphasized throughout the year. The year culminates with an in-depth unit on Ancient Greece. Throughout the course, students explore government structure, religion, and culture. Students also examine how ancient civilizations have influenced modern society. Geography and map skills are emphasized throughout the year. Certain units of this class are integrated with English reading assignments, creative arts projects, science, and math. Throughout the year, students have opportunities to participate in a variety of exhibitions to demonstrate their mastery of content and skills. Math 6 Students in Math 6 use the Illustrative Mathematics Accelerated curriculum, which develops a deep understanding of important ideas and helps students grow in their ability to reason effectively. Math 6 provides ongoing practice and assessment of important concepts, skills, and algorithms. Major course topics include area, ratio, rates, percentages, operations with fractions and decimals, and pre-algebra. Collaboration and group work are highly emphasized. Grade 6 Accelerated Pre-Algebra (Optional) Accelerated Pre-Algebra is an optional twoperiod-per-week course taken alongside Math 6 for students seeking an advanced math pathway. The course introduces key pre-algebra concepts at an accelerated pace, emphasizing algebraic reasoning, problem-solving, and readiness for Algebra 1. Placement is based on demonstrated readiness, and students must maintain strong performance in both math courses and earn a B or higher on the final assessment to continue in the accelerated sequence. Integrated Science 6 Science 6 explores the theme of rivers from the perspectives of earth, physical, and life sciences. The course begins with a unit on the physics and
engineering of bridges and includes a STEAM project where students design, build, and stress test a bridge. The second unit of the year explores geology, including soil formation, erosion, and the geomorphology of rivers. The geology unit culminates with a STEAM project, which requires students to design an erosion control system that they then build and test in a stream table model, replicating the complex processes of river erosion in a laboratory classroom setting. The final unit focuses on ecology of river ecosystems, including microscopic aquatic organisms and the other animals that make rivers their home. Throughout the course, students learn how to collect data using various laboratory and field techniques, explore data through charts and graphs, and make effective written and verbal evidence-based arguments. Creative Arts 6 In Drama 6, students work to recognize connections between theater and the world in which they live. Students use ensemble building, story creation, and elements of performance to practice collaboration and presentation skills and accomplish project-based learning assignments. Sixth Grade drama culminates in a crosscurricular exhibition with Art, English, History, and Math known as Greek Fest. Students begin Music 6 by learning what makes a piece of music effective, answering the question “What are basic elements of a song?” Students learn to read Western musical notation through engaging activities designed to develop musical literacy. Students apply their skills to piano, guitar, ukulele, and songwriting units. Art 6 provides creative opportunities for students to explore various media such as drawing, painting, printmaking, and sculpture. Projects are designed to introduce foundational skills and concepts in visual art to help each student find success in their own creativity and self-expression. Growth Education 6 This course helps students develop essential skills as they transition to Middle School. It starts by helping students to understand their unique learning profiles, then delves into various study
and organizational techniques tailored to their individual strengths. Additionally, the course covers interpersonal skills, including online communication, teamwork, and advocating for oneself and peers. It also encourages students to recognize and address their own biases and the biases of others in the media and texts. Finally, the course concludes with a focused unit on public speaking, refining students’ ability to communicate effectively in various contexts.
skills at a novice level. This course uses the textbook Traveling in China (Chinese in Focus) with supplementary materials. In addition to using the textbook, students will be exposed to selected authentic materials, such as songs, poems, rhymes, stories, cartoons, and movies, to explore the language and culture. The course serves as a precursor to a more formalized study of the language, which will foster the development of writing skills in the following year.
Technology 6 Tech 6 is a bi-weekly course that spans the entire year. This course equips students with essential technology skills for success in other academic courses and beyond. Students learn skills in a range of different areas, such as email composition, word processing, spreadsheets, file organization, keyboarding, and coding. Additionally, the course covers generative AI, exploring both how it works and the importance of responsible use. Students will also explore tech companies, gaining insights into the technology industry’s landscape. The goal of the course is to build a diverse range of digital skills that students can apply in their other classes and further develop in Tech 7 and Tech 8 courses.
Grade 6 Spanish: Topics in Culture and Communication Spanish 6 initiates students into the study of a new language. The course helps students develop a sense of the Spanish language in their initial studies, combining investigation of cultural topics with lessons on language mechanics. Students will build a basic vocabulary, understand basic linguistic structures, and learn about and appreciate the cultures of the countries where the target language is spoken. An equally important goal is the acquisition of the skills necessary for effective reading and writing in Spanish by learning about types of words. Student participation, both in and out of class, is emphasized.
Grade 6 French: Topics in Culture and Communication This course introduces students to the French language and Francophone cultures. The emphasis of the course is on developing listening, oral communication, reading, and writing skills on a basic level. Students learn greetings, introductions, and ways to describe themselves and others. Current events and cultural topics of interest in the target regions are introduced, explored, and reinforced. The course serves as a precursor to a more formalized study of the language, which will foster the development of writing skills in the following year.
English Language Support This course provides students with a solid foundation for success in a mainstream classroom setting by developing their writing, reading, speaking, and listening skills. The ELS teacher works closely with Humanities teachers to provide ELS students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English: history and English. As students become increasingly adept at approaching and successfully completing projects, the ELS classroom becomes a place for enrichment—where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill building, and grammar are stressed alongside active participation in discussions and the development of presentation skills. Students are strongly encouraged to use the Writing Center.
Grade 6 Mandarin: Topics in Culture and Communication This is an introductory-level course of Chinese, which engages the students in the study of both the language and culture. The emphasis is on developing listening and oral communication
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Middle School curriculum guide
Physical Education/Sports 6 Students in Grade 6 participate in a PE class that meets weekly during the school day. Students are required to wear appropriate sneakers. Students in Grade 6 also have the option but are not required to participate in the Middle School sports program for each of the three seasons (fall, winter, and spring). If students choose to participate in the Middle School sports program, they are required to attend practices and games. Practice is from 2:30 to 4:15 p.m. Tuesday through Friday throughout the season. Games are scheduled Tuesday through Friday, have various start and end times, and are played at a variety of locations.
In addition to creative writing assignments, students work on crafting thesis statements and incorporating textual evidence in analytical essays. In an interdisciplinary exhibition through History, English, Art, Science, and English, Seventh Grade students research the past and present states of Indigenous societies, explore archaeological ethics, and create their own folktale stories. Texts include When You Trap a Tiger (Keller), Brown Girl Dreaming (Woodson), American Born Chinese (Yang), and Nimona (Stevenson).
History 7 Students in History 7 explore the themes of democracy, citizenship and civics, freedom and oppression, justice and injustice, race and racism, individual and group identity, and activism through a series of case studies from American history. Students act as historians, analyzing primary and secondary sources, developing guiding research questions, and forming their own Seventh Grade is where our students begin thesis statements, which they back up with to step into their own as thinkers. Our textual evidence and cogent reasoning. They curriculum invites them to wrestle with big examine a variety of historical texts, working ideas like justice, identity, democracy, and the to hone their reading comprehension, active stories that shape us, across every subject. reading, annotating, research, and writing skills. Students keep a writing portfolio Our students think like historians, analyzing throughout the year, as they practice skills primary sources and forming their own that will enable them to compose their own arguments. They learn how writers develop written original historical analyses. They share meaning, and they practice doing it themselves their findings through several types of class with ideas of their own. discussions, individual and group projects, structured historical simulations, exhibitions, COURSE LISTINGS interdisciplinary work, and formal essays. Throughout the year, students explore the English 7 myriad links between history and other academic Students in English 7 work to develop the ability to subjects, as they seek to understand how the access layers of meaning in texts across different world they live in has been and continues to be genres and mediums. English is a living language, shaped. These connections help students think and the meanings of words, styles of literature, critically about the way they read and write history and conventions of communication change and the importance of considering multiple dramatically over time and vary greatly by context. perspectives and voices left out of traditional With this understanding in mind, students explore narratives to improve our understanding of the texts collectively in class and through independent past and strive for a better future. reading to understand the techniques writers use to affect their audiences. They also develop their voices as both analytical and creative writers.
Grade 7 Curriculum Big Ideas Just Keep Getting Bigger
Math 7 Students in Math 7 utilize the Illustrative Mathematics Accelerated curriculum, which develops a deep understanding of important ideas and helps students grow in their ability to reason effectively. Math 7 provides ongoing practice and assessment of important concepts, skills, and algorithms. The major course topics explored are scale, similarity and slope, equations and inequalities, linear functions, and exponents. Throughout the year, students are encouraged to collaborate effectively, to adopt a disciplined approach to their work, and to seek support when necessary.
Creative Arts 7 Drama 7 explores improvisation in all its forms. Students develop and hone basic drama skills, including risk-taking, listening, accepting, following, and initiating inside improvisational exercises. Short- and long-form improvisations are introduced as students expand their ensemble skills and learn to develop stories and characters in the moment and build upon their skills in cooperation, collaboration, and negotiation. Music 7 sees students continue to explore the art form from a variety of perspectives. Students learn rhythm fundamentals by forming a bucket drumming ensemble and piano skills by taking up keyboard. Students are introduced Grade 7 Accelerated Algebra 1 (Optional) to and explore many different music traditions, Accelerated Algebra I is an optional course taken including Western classical, Indian classical, alongside Grade 7 Pre-Algebra for students qawwali, gagaku, and gamelan music. They pursuing an advanced math pathway toward also learn how the complex history of the United Geometry in Eighth Grade. The course covers States shaped the development of jazz and the full Algebra I curriculum at an accelerated hip-hop. pace, including linear equations, systems of Art 7 continues to engage students with a equations, and quadratic relationships, with an variety of visual art media, techniques, and artistic emphasis on algebraic reasoning and problemstyles. Students continue to develop and articulate solving. their understanding of visual concepts through Placement is based on demonstrated more advanced techniques. The emphasis of this readiness, and students must maintain strong course is to help each student to find success in performance in both math courses and earn a B their own creativity and self-expression. or higher on the final assessment to continue in the accelerated sequence. Growth Education 7 Growth Education 7 is a bi-weekly course Integrated Science 7 that spans the entire year. The class delves The Seventh-Grade science course takes an into essential social themes, such as anti-bias inquiry-based approach to learning about the practices and strategies for navigating peer diversity of life in the natural world, as well as relationships and social media dynamics. new frontiers of engineering design. Through a Students engage in discussions and activities combination of hands-on experimentation and aimed at fostering a deeper understanding project-based learning, students engage in topics of social issues while promoting positive such as the definition of life, evolution, genetics interactions. and inheritance, archaeology, and plants and hydroponics while learning about the scientific Technology 7 method, lab techniques, and report writing. Tech 7 is a bi-weekly course that spans the entire The course also includes a STEAM design unit year. This class focuses on enhancing digital using biomimicry to develop potential solutions literacy skills, with an emphasis on practical to climate change, as well as a unit exploring the applications such as CAD modeling, augmented engineering design process culminating in a reality, and coding. Through hands-on exercises, robotics unit using VEX IQ robots. students explore digital tools and technologies essential for utilizing Makerspace equipment, including 3-D printers and laser cutters. brimmer.org 10|11
Middle School curriculum guide
Middle School French 1A Middle School French 1A serves as a formal introduction to the French language and Francophone cultures. Students learn to conjugate regular and irregular verbs, use more advanced vocabulary in a wide range of activities, and increase their listening and reading comprehension. Students also begin to learn helpful rules for pronunciation in French, to create sentences verbally and in written format, and to have simple conversations in French. Middle School Mandarin 1A This introductory-level Chinese course engages students in the study of both language and culture, with an emphasis on developing listening, speaking, reading, and writing skills. Students are introduced to topics such as greetings, families, school, countries and nationalities, food, daily routines, sports, and personal introductions. Through a variety of activities, students expand their vocabulary, begin forming more complex sentences, and improve their comprehension. Middle School Spanish 1A Spanish 1A is a formal introduction to the language and cultures of the Spanish-speaking world. Students build on basic, high-frequency structures to develop proficiency in producing and interpreting both written and spoken Spanish. Students expand their vocabulary and enhance their skills by engaging in a variety of interactive and communicative activities with a real-world focus. Reading comprehension skills are developed via a short Spanish novel. Students also begin interacting with authentic target language resources such as articles, infographics, music, and videos. English Language Support This course provides students with a solid foundation for success in a mainstream classroom setting by developing their writing, reading, speaking, and listening skills. The ELS teacher works closely with Humanities teachers to provide ELS students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers
of English: history and English. As students become increasingly adept at approaching and successfully completing projects, the ELS classroom becomes a place for enrichment, where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill building, and grammar are stressed alongside active participation in discussions and the development of presentation skills. Students are strongly encouraged to use the Writing Center.
Grade 8 Curriculum This Is What You’ve Been Training For
Eighth Grade is the time when our students draw on everything they’ve built and use it in meaningful ways. Our curriculum tackles profound questions: How do individuals maintain identity under oppressive regimes? How do communities let injustice happen, and how do they resist that injustice? Our students read Shakespeare; study the Holocaust, the Cultural Revolution, and the British Raj; and write thesis-driven analytical essays that reflect genuine intellectual maturity. COURSE LISTINGS
English 8 In conjunction with the History curriculum, students in English consider the critical choices individuals make and how the decisions of communities and nations can affect entire populations. Class discussions explore how writers share and create perspectives in an effort to better understand our own views of the world. Texts include Macbeth (Shakespeare), Night (Wiesel) and Aristotle and Dante Discover the Secrets of the Universe (Saenz). These texts continue the theme of exploring identity that is prominent throughout the Middle School English curriculum. Students study speech writing, rhetoric, the art of presentation, and writing formal analytical
essays that incorporate textual evidence using MLA formatting. Weekly routines include writing workshops and vocabulary and grammar lessons. The year’s culminating assessment is a multi-genre project in which students demonstrate skills gleaned from their year’s work to highlight an important social changemaker. History 8 The History 8 curriculum focuses on essential questions concerning identity, othering, leadership, responsibility, and power dynamics. Using these questions as a guide, students explore the Holocaust, the Cultural Revolution in China, and the British Raj in India. Through these lenses, students examine how leaders of these events in history obtained, abused, and lost power; how the people in these societies reconciled who they were as individuals with the sociopolitical context in which they lived; and how power dynamics have impacted and continue to impact culture and history. Students in History 8 use various resources to explore these historical time periods and make connections between present-day events and those that happened decades ago. Assessments, thesis-driven essays, and various discussion formats allow for opportunities to practice extracting pertinent themes from history and making connections between the events discussed. Algebra I Algebra I is the heart of the sequence of the School’s secondary mathematics curriculum. The curriculum follows a traditional course sequence of Algebra I, Geometry, Algebra II, Precalculus, and Calculus. The topics covered in Algebra I include solving equations and inequalities; graphing lines and inequalities; solving systems of equations; adding, subtracting, and multiplying polynomials; and finding zeros of quadratic equations by factoring and using the quadratic formula. Problem-solving techniques are also emphasized throughout the course through real-life applications and projects.
Integrated Science 8 Science 8 is the final year in a three-year sequence of science classes that integrates physical, life, and earth sciences. Students explore matter and energy, examining how these two phenomena help explain the universe across a range of scales from subatomic particles to the structure of planets and stars, and build on previous years through laboratory experiments, report writing, and project-based learning. The year begins with an experimental design project, providing students with a holistic understanding of the scientific method and the habits of mind required for scientific inquiry. Through this project, students learn how to ask testable questions, identify independent and dependent variables, establish controls, collect and analyze data, and draw evidencebased conclusions. Next, students engage in a physical science unit that is a laboratory-based introduction to chemistry, in which students learn about the atomic theory of matter. The following unit explores the physics of several types of energy. The earth science unit builds on the material from the previous two units to examine how matter and energy help explain the composition of stars, the formation and internal structure of the earth, and plate tectonics. In each of the three units, students learn how to use laboratory equipment to conduct experiments and collect data that they analyze through graphs, charts, and written lab reports. Creative Arts 8 Students in Drama 8 work to understand the elements of what makes a good story, inspired by Aristotle’s Poetics. By exploring thought, diction, character, plot, technical theater, and spectacle in various modalities, including performance and project-based learning, students connect to the world of theater. Through projects like tableaux exploration, character creation, and technical theater study, students have the opportunity to express and better understand themselves as artists through exploring ideas that are motivated by choice. Students in Music 8 continue to strengthen their understanding of Western musical notation and apply their skills to more challenging piano brimmer.org 12|13
Middle School curriculum guide
exercises and compositions. Lessons also explore non-Western cultures and the central role that music plays in everyday life around the globe. Students in Art 8 explore a variety of media and techniques with an emphasis on observation, exploration, and skill development. Diverse historical references, advanced visual concepts, and critiques provide the framework for each student’s development while preparing them for the Upper School. In the fourth quarter, the class explores cross-curricular collaboration. Growth Education 8 In this course, students continue to build the essential digital and interpersonal skills that will help them find success as they transition to the Upper School. The course also examines topics such as securing personal data online, recognizing biases in the media, and navigating online and in-person peer relationships. Students also explore strategies for maintaining a healthy balance in their use of technology and managing stress. Technology 8 Tech 8 is a weekly course that spans the entire year. Building on the skills learned in Tech 7, students apply their digital literacy skills by creating projects that complement the Eighth Grade curriculum. These projects incorporate 3-D printing, vinyl cutting, laser cutting, augmented reality, and AI, allowing students to expand on their work in Humanities and Science classes. Middle School French 1B Students continue to hone and expand their knowledge of grammar and vocabulary. Proficiency in speaking and writing is emphasized, and reading comprehension is further developed through dialogues and short cultural readings. Students who complete this course continue with Upper School French II. Middle School Mandarin 1B Students continue to hone and expand their knowledge of grammar and vocabulary. Upon completion of the textbook and workbook in the spring, students will engage in a capstone project where they bring their language skills together to
create a Chinese museum. Students will have a field trip to the Peabody Essex Museum to learn about Asian art and how galleries and exhibits are put together. Proficiency in speaking and writing is emphasized, and reading comprehension is further developed by reading a short leveled reader. Students who complete this course continue with Upper School Mandarin II. Middle School Spanish 1B Students deepen and strengthen their knowledge of the language, working to make their speech and writing more fluid. Students will work towards maintaining 90% of the class in the Spanish language. Students expand their knowledge of grammar and vocabulary and work to improve their proficiency with speaking and writing through classroom activities and various projects. Reading comprehension skills are developed via a short Spanish novel. Students who complete this course successfully continue to Upper School Spanish II. English Language Support This course provides students with a solid foundation for success in a mainstream classroom setting by further developing writing, reading, speaking, and listening skills. The ELS teacher works closely with Humanities teachers to provide students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English: history and English. As students become increasingly adept at approaching and successfully completing projects, the ELS classroom becomes a place for enrichment—where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill building, and grammar are stressed alongside active participation in discussions and honing presentation skills. Students are strongly encouraged to use the Writing Center.
Athletics Character and Camaraderie Come First
Our Athletics program focuses on teaching fundamentals while always making sportsmanship and teamwork our first priority.
TEAM SPORTS FOR GRADE 6
Fall • Soccer • Cross country • Recreational tennis • Volleyball • Recreational fitness Winter • Basketball • Recreational skiing and snowboarding • Recreational fitness Spring • Softball • Baseball • Recreational lacrosse • Recreational ultimate frisbee • Recreational fitness Students participating in interscholastic sports must commit to attend all practices and games and maintain good academic standing. Students must provide appropriate equipment (cleats, softball or baseball glove, basketball sneakers, etc.) for each interscholastic sport. Students may choose, but are not required, to participate in one, two, or three seasons of interscholastic sports.
TEAM SPORTS FOR GRADES 7 AND 8
The sports requirement for Seventh and Eighth Grade is a minimum of one season of a team sport. If students play only one season of a team sport, they must choose an activity for the other two seasons. If they play two seasons of a team sport, they may take one season off. The Middle School sports program requires practice from 2:30 to 4:15 p.m. Tuesday through Friday throughout the season and participation in interscholastic games. Games are scheduled Tuesday through Friday, have various start and end times, and are played at a variety of locations. Students participating in interscholastic sports must commit to attend all practices and games and maintain good academic standing. Students must provide appropriate equipment (cleats, softball or baseball glove, basketball sneakers, etc.) for each interscholastic sport. Fall • Soccer • Cross country • Volleyball • Recreational tennis • Recreational fitness Winter • Basketball • Recreational skiing and snowboarding • Recreational fitness Spring • Lacrosse • Softball • Baseball • Tennis (varsity level with tryouts) • Recreational ultimate frisbee • Recreational fitness *Programs must meet minimum enrollment to run.
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upper School curriculum guide
Upper School Our Students Are Ready for What’s Next Every Upper School student at Brimmer is heading into a future full of possibilities. New careers, new technologies, new problems in need of solutions, and opportunities we can’t yet envision are on the horizon. Our graduates will be ready. We empower our students to weave ideas across subjects and disciplines, equipping them with the skills needed to work together to solve realworld problems and to lead with confidence and empathy.
• World Languages (3 consecutive years) • Creative Arts (2 credits) • Technology (1 credit) • Technology 9 (required) • Community Service (40 hours total) • Athletics/Physical Education (see athletics requirement)
An additional 3 credits are obtained by enrolling in classes (offered in various departments) that are above and beyond the required course of study. A minimum number of students may be Upper School Curriculum necessary for a course to be offered. Some Our Upper School program presents a courses have limited enrollment. Courses are challenging and engaging curriculum that subject to change by departmental decisions. balances specific course requirements with a If a course cannot be offered due to student wide range of electives and global and travel enrollment, students may have the option to experiences, which gives students increasing take a similar course through One Schoolhouse choices as they prepare for post-secondary study. (refer to the “One Schoolhouse” section on The program offers ways for students to grow page 26 for more information). intellectually, focuses on local and global issues, Students who transfer into the Upper School and supports students’ growth as adolescents after Grade 9 may meet the requirements through Wellness offerings. Students are given with comparable courses or may have opportunities to pursue their interests and proportionately reduced elective requirements. passions through courses, clubs and activities, DISTINCTIVE ACADEMIC AND SIGNATURE and after school programming such as athletics PROGRAMS and theater productions. Upper School students are expected to take the equivalent of five full-credit academic Brimmer and May Upper School provides courses each year. A total of 22 credits is students with the opportunity to pursue required for graduation, although most excellence through three Signature Diploma students earn more. Programs: Creative Arts, Global Studies, and The four-year course of study for students STEAM. These programs are designed to offer a in Grades 9 through 12 must include the rigorous curriculum paired with the intellectual following credits: and creative freedom for students to delve • English (4 credits) deeply into areas they are passionate about. • World Literature I (required) Through intensive and rewarding coursework, • World Literature II (required) students engage in advanced, hands-on • History (3 credits) learning experiences that prepare them for • World History I (required) success in college and beyond. Graduates of • World History II (required) these programs earn a specialized diploma, a • US History (required) prestigious academic distinction that sets them • Mathematics (3 credits) apart in the college admissions process. • Geometry (required) • Algebra II (required) • Science (3 credits) • Biology (required) • Physics (required)
Creative Arts Diploma Program (CAP)
The Creative Arts Diploma Program provides students who demonstrate a determined • interest in the arts with the opportunity to focus on a chosen art form, the tools to create a portfolio documenting their work, cultural connections to the Boston arts community, and a venue for participants to share their talents with the larger community. A minimum • two-year commitment is required, including participation in the Twelfth Grade Seminar. There is an annual field trip fee for the CAP evening field trips. • CAP is composed of students in Grades 10–12 who have a deep commitment to visual arts, music, dance, theater, video, or creative writing; have already developed considerable skill in • that area (called a “concentration”); and have a strong inner drive to pursue further study. Each CAP Diploma student works out a personal program with the Director of CAP and members of the Creative Arts Department yearly. These plans vary widely and are tailored to each student’s interests and needs.
Application Process Upper School students may apply for admission to CAP toward the end of their Ninth or Tenth Grade year. The application materials are released in the winter each year. Completed applications are due on the first of May. Application materials are reviewed by the Director of CAP and members of the Creative Arts Department. Upon review, applicants are interviewed by the director and appropriate members of the Creative Arts Department. Program Requirements All Creative Arts Diploma Program students must: • maintain a minimum B average in all CAPrelated courses. • document a minimum of 7-10 hours a week of work in the chosen concentration, beyond school time, in their CAP journal. This can consist of lessons, practice time, rehearsal,
studio time, research, viewing, reading, meeting with a mentor, journal keeping, etc. Bi-weekly CAP lunches are held to share and review journal progress with Creative Arts faculty and the CAP cohort. participate in all master classes and field trips arranged for CAP students, unless excused due to illness or other School commitments. This is approximately 12 events per year, distributed across all concentrations, both at Brimmer and in the Boston metropolitan area. prepare and participate in CAP juries each semester, outlining achievements and future goals in the chosen concentration and defending work to Creative Arts faculty and the CAP Director. participate in the yearlong Twelfth Grade CAP Seminar, culminating in planning for and performing in the CAP Exhibition in April. demonstrate a commitment to sharing work with the School community with increasing frequency and complexity as students move through the program. CAP students must initiate and complete five hours of Community Connections each year they participate in the program. (See the following section for suggestions.)
CAP Concentrations and Requirements Students must select a concentration when applying to CAP. A concentration is a focus of study that can be individually tailored to suit specific student interests. Common concentrations are as follows: Studio Arts Concentration Required courses: • Drawing or Painting (1/2 credit) • Advanced Drawing and Painting (1/2 credit) • AP® Studio Art (1 credit) Community Connection suggestions: • Curate an exhibit • Review an exhibit • Shadow an arts professional • Participate in Admissions events
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Photography Concentration Required courses: • Drawing or Painting (1/2 credit) • Darkroom Photography (1 credit) • Digital Photography (1/2 credit) • Digital Photography II (1/2 credit) • AP® 2-D Design (1 credit) Community Connection suggestions: • Curate an exhibit • Review an exhibit • Shadow an arts professional • Participate in Admissions events 3-D Concentration Required courses: • Drawing or Painting (1/2 credit) • Ceramics (1/2 credit) • Sculpture (1/2 credit) • Advanced Ceramics (1/2 credit) Community Connection suggestions: • Curate an exhibit • Review an exhibit • Shadow an arts professional • Participate in Admissions events Music Performance Concentration Required courses: • The Gator Scales or Greenline (2 credits) • Two music electives (1 credit) • Strongly Encouraged: • Weekly lessons Community Connection suggestions: • Organize and execute a recital or public performance • Perform with an outside group • Offer lessons • Shadow an arts professional • Participate in Admissions events Theater Concentration Required courses: • Digital Cinema (1/2 credit) • Acting or Improvisation (1/2 credit) • Stagecraft or Production (1/2 credit) • Additional theater elective (1/2 credit) • Participation in 2-3 US productions annually Community Connection suggestions: • Direct Student Directed Play • Perform with an outside group
• Offer lessons • Shadow an arts professional • Participate in Admissions events Musical Theater Concentration Required courses: • Greenline (2 credits) • Acting or Improvisation (1/2 credit) • Additional music elective (1/2 credit) • Participation in US Musical and US choral concerts Community Connection Suggestions: • Direct Student Directed Play • Perform with an outside group • Offer lessons • Shadow an arts professional • Participate in Admissions events Digital Cinema Concentration Required courses: • Digital Cinema I & II (1 credit) • Adv. Digital Cinema I & II (1 credit) • Darkroom Photography (1 credit) • Acting or Improvisation (1/2 credit) • Independent study in digital cinema (1/2 credit) Community Connection suggestions: • Organize and execute a screening • Attend a film festival • Shadow an arts professional • Participate in Admissions events Requirements for Earning a Creative Arts Diploma with Distinction In addition to completing the coursework required, students who seek to graduate from the program with distinction must demonstrate: • Consistent grade of A in each grading period • Proof of consistent leadership in the Creative Arts Department • Participation above and beyond the program requirements • Excellence in both performance/execution and scholarship in chosen concentration • Creative Arts Department faculty vote of earned distinction
Global Studies Diploma Program
The Global Studies Diploma Program is specifically designed to engage students intellectually in international and global studies and prepare them to be informed, involved, ethical citizens in a global society. The program entails concentrated and advanced coursework in history, geography, world politics, economics, art, culture, world languages, media, and science. Offering experiential learning opportunities and community engagement, the program promotes students travel, public speaking, and community service opportunities and features learning experiences outside the classroom through university lectures, author book talks, gallery and museum exhibitions, and independent study.
Application Process Upper School students may apply for admission to the Global Studies Diploma Program at the end of Ninth or Tenth Grade. Students submit an application and a plan of study for their Tenth, Eleventh, and Twelfth Grade years. Applications are reviewed by the Global Studies Program Supervisory Board, composed of the Director of Global Studies, several Upper School faculty members and department heads, and the Head of Upper School as needed. The Supervisory Board reviews student status in the program at the end of each year.
Program Structure In their application for the program, students choose a major and minor concentration in combination among these five disciplines: Economics, Journalism, Political Science/History, Science, and World Languages. To receive a Global Studies Program Diploma, students must meet all the following criteria: • Complete all required coursework (see below) • Earn 3.5 credits in concentration/minor coursework • Earn a total of 650 points through cocurricular activities, including one Winterim trip abroad • Maintain a B average in all Global Studies coursework • Complete the Senior Capstone Project Program courses cover a broad range of global education topics, from Marine Science to Global Art History to International Relations. Throughout the program, students earn points in three key categories: Global Action, Cultural Engagement, and Student Choice (see below). The program culminates with the program’s Senior Capstone Project, where students write a self-reflection essay on their experiences in the program and share their thoughts in a presentation to their fellow students in the Upper School. Program Requirements General coursework requirements (7 credits): • World History I (1 credit) • World History II (1 credit) • US History (1 credit) • World Language (4 credits) For World Languages, 4 years of study in one world language is required: Spanish, French, or Mandarin (4 credits). Exceptions may be made for international students who study English as a second language and take an additional language. Also, students may petition the board to pursue a language not offered at the school. Options for diversified coursework may be made for students who reach the AP® level of a language by Eleventh Grade and students who are language-exempt. brimmer.org 18|19
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Concentration Requirements (2.5 credits) • Economics: Principles of Economics, AP® Microeconomics, AP® Macroeconomics • Journalism: 5 semesters of Journalism* • Political Science/History: International Relations + 1.5 GSP Political Science/History credits • Science: AP® Environmental Science + 1.5 GSP Science credits • World Languages: 3 years of study in a second language or two years (2 credits) and a summer course or immersion program
*Additionally, Journalism concentration students will focus on globalized content each semester. These stories should explore local issues through a global lens or examine global phenomena with local relevance.
Minor Requirements (1 credit) • 1 full credit or 2 half credits in a nonconcentration discipline*
*Students may appeal to pursue this credit in multiple disciplines.
Global Studies Course List Economics • Principles of Economics • AP® Microeconomics • AP® Macroeconomics • Recommended but not required: International Business and Cultural Intelligence, AP® Statistics, Calculus, or AP® Calculus
Journalism • Journalism I and II; Current Events Political Science/History • 20th Century: Resistance and Imprisonment • AP® Human Geography • AP® US Government • The Cold War • Current Events • Global Diplomacy • Global Art History • Global Social Justice • International Business and Cultural Intelligence • International Relations • Latin American History • The Middle East • Women’s Studies: A Global Perspective • World Religions Science • AP® Environmental Science • AP® Human Geography • Marine Science • (AP® Statistics, Calculus or AP® Calculus recommended but not required) World Languages • French I / AP® French Language and Culture • Mandarin I / AP® Chinese Language and Culture • Spanish I / AP® Spanish Language and Culture Some courses may be pursued to meet requirements in more than one concentration.
Additional Requirements In addition to coursework, students must earn 650 credit points toward the Global Studies Diploma once accepted into the program. Credit points are required in the following categories: • Global Action—200 credit points—global travel, service learning either internationally or domestically with a global focus, or other global activities (may include Winterim travel abroad, Model UN, international exchange programs, global leadership conferences, volunteering with the local chapter of a global NGO, etc.) • Cultural Engagement—200 credit points— experiences that are not necessarily serviceor travel-related but that contain a global focus (may include activities such as movies, museum exhibits, lectures, plays, etc.) • Student Choice—200 credit points—may include community activities such as planning a trip, taking a leadership role in planning and running an assembly, taking Global Studies courses above and beyond their concentration requirements, completing Honors work in a Global Studies course, etc. • Senior Capstone Project (required for all Twelfth Grade students before completing the program)—50 credit points
Requirements for Earning a Global Studies Diploma with Distinction In addition to completing the required coursework, students who seek to graduate from the program with distinction are required to earn at least 850 credit points. Distinction is considered for, but not limited to, the following options: • Grade of A- or higher or a score of 4 or higher on AP® exams in all Global Studies Program coursework • Proof of consistent leadership in the Global Studies Diploma Program • Participation above and beyond the program requirements • Global Studies Diploma Program Supervisory Board vote of earned distinction Once accepted into the program, students are assigned a Global Studies Diploma Program advisor who provides guidance and monitors each student’s progress.
Point values earned for activities within the Global Action, Cultural Engagement, and Student Choice categories vary depending on the length of time involved, degree of student preparedness, and overall commitment level. Point values are determined and approved by the Global Studies Director and/or Global Studies Diploma Program Supervisory Board.
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upper School curriculum guide
Sample Schedules for Global Studies Diploma Program ECONOMICS GRADE 10 English II World History II Physics/Science Electives Math World Language Foundations Elective Principles of Economics Art or Tech Electives
GRADE 11 English Elective/AP® English US History Chemistry/Science Electives Math World Language AP® Economics Foundations Elective Art or Tech Electives
POLITICAL SCIENCE GRADE 10 GRADE 11 English II English Elective/AP® English World History II US History Physics/Science Electives Chemistry/Science Elective Math Math World Language World Language Foundations Electives Global Studies Pol. Sci. Electives Art or Tech Electives SCIENCE GRADE 10 English II World History II Physics/Science Electives Math World Language Foundations Electives
GRADE 11 English Elective/AP® English US History Chemistry/Science Electives Math World Language Global Studies Science Course AP® Environmental Science Art or Tech Electives
WORLD LANGUAGES GRADE 10 GRADE 11 English II English Elective/AP® English World History II US History Physics/Science Electives Chemistry/Science Electives Math Math World Language 1 World Language 1 World Language 2 World Language 2 Foundations Electives
GRADE 12 English Elective/AP® English AP® Economics Science Electives Statistics or Math Elective World Language Humanities Elective Art or Tech Electives
GRADE 12 English Elective/AP® English Global Studies Pol. Sci. Elective Science Elective Math Electives World Language Art or Tech Electives
GRADE 12 English Elective/AP® English Global Studies Pol. Sci. Electives Global Studies Science Course Math: AP® Statistics World Language Art or Tech Electives
GRADE 12 English Elective/AP® English Elective Course Foundations Elective Math Elective World Language 1 World Language 2 Art or Tech Electives
Program Requirements Science, Technology, Students must: • maintain a B average in all STEAM-related Engineering, Art, and courses • complete at least two AP® courses in Math (STEAM) Diploma Science, Technology, Art, or Mathematics • complete four years of science and math Program • achieve Honors or take an additional AP® The STEAM Diploma Program provides students with the opportunity to participate in interdisciplinary coursework, drawing together its five core subject areas. The primary objective of the program is to inspire students and prepare them for the rigor of following a demanding program in a STEAM field in college. Students are challenged to draw on their knowledge of all core disciplines and to synthesize innovative solutions to problems. Completion of the program leads to a special STEAM Diploma.
Application Process Upper School students may apply for admission into the STEAM Diploma Program at the end of their Ninth or Tenth Grade year. The application materials are released prior to March break each year. Applications are reviewed by the STEAM Diploma Supervisory Board, composed of the Director of the STEAM Diploma Program, the Director of Innovation and Design, and members of the Science, Technology, and Math Departments. The Supervisory Board reviews student status in the program at the end of each year. Students who do not meet these academic requirements may be placed on probation or may no longer be eligible for the program.
class within the STEAM discipline • complete at least one engineering course. • take STEAM Lab during Twelfth Grade • select a concentration in either Biomedical and Life Sciences, Architectural and Industrial Design, Technology and Robotics, or Engineering and Physical Sciences and complete at least 3 credits in the chosen concentration Coursework in Biomedical and Life Sciences Concentration (at least 3 credits required): • AP® Biology (1 credit) • AP® Environmental Science (1 credit) • Anatomy & Physiology (1 credit) • Biotechnology (1 credit) • Chemistry (1 credit) • Marine Science (1 credit) • Neuropsychology (1 credit) • Statistics or AP® Statistics (1 credit) Coursework in Architectural and Industrial Design Concentration (at least 3 credits required): • AP® 2-D Design (1 credit) • AP® Studio Art (1 credit) • Architectural CAD Modeling (1/2 credit) • Advanced Architectural CAD Modeling (1/2 credit) • Digital Fabrication (1/2 credit) • Fashion Design (1/2 credit) • Graphic Art (1/2 credit) • Problem-Solving Through Design I & II (1/2 credit each) • Stagecraft or Production (1/2 credit)
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Coursework in Technology and Robotics Concentration (at least 3 credits required): • AP® Computer Science Principles (1 credit) • AP® Computer Science A (1 credit) • Computer Science: App Development (1/2 credit) • Computer Science: Introduction to Artificial Intelligence (½ credit) • Computer Science: Programming I (1/2 credit) • Engineering: Robotics (1/2 credit) • VEX Robotics Team (1/2 credit - nontranscript program credit) (after-school/ weekend activity) Coursework in Engineering and Physical Sciences Concentration (at least 3 credits required): • AP® Calculus (1 credit) • AP® Physics II (1 credit) • Architectural CAD Modeling (1/2 credit) • Advanced Architectural CAD Modeling (1/2 credit) • Chemistry (1 credit) • Digital Fabrication (1/2 credit) • Engineering I (1/2 credit) • Engineering II (1/2 credit)
Additional Requirements • Students must complete one collegelevel online course within their STEAM concentration. It must be approved by the Director of the STEAM Diploma Program. • Students must complete one internship (40 hours minimum) in a STEAM field. It is strongly recommended that students do an internship in the summer prior to their twelfth grade. It must be approved by the Director of the STEAM Diploma Program. • Students must participate in Admissions events specific to the STEAM Diploma Program.
Sample Schedules for STEAM Diploma Program BIOMEDICAL & LIFE SCIENCES GRADE 10 English II World History II Physics Algebra II (Honors) World Language Digital Fabrication Art or Tech Electives
GRADE 11 English Elective/AP® English US History Chemistry (Honors) Precalculus World Language Anatomy & Physiology Art or Tech Electives
GRADE 12 English Elective/AP® English Marine Science AP® Biology AP® Statistics World Language STEAM Lab Science of Food
ARCHITECTURE & INDUSTRIAL DESIGN GRADE 10 GRADE 11 English II English Elective/AP® English World History II US History Physics Chemistry/Science Electives Algebra II (Honors) Precalculus World Language World Language Digital Fabrication Problem Solving I & II Architectural CAD
GRADE 12 English Elective/AP® English AP® 2-D Design Science Electives AP® Calculus World Language STEAM Lab Modeling
TECHNOLOGY & ROBOTICS GRADE 10 English II World History II Physics (Advanced) Algebra II (Honors) World Language AP® Computer Science Art Elective
GRADE 12 English Elective/AP® English Elective Course AP® Physics II AP® Calculus World Language App Development STEAM Lab
GRADE 11 English Elective/AP® English US History Chemistry/Science Electives Precalculus World Language Engineering: Robotics Introduction to Artificial Intelligence
ENGINEERING & PHYSICAL SCIENCES GRADE 10 GRADE 11 English II English Elective/AP® English World History II US History Physics (Advanced) Chemistry (Honors) Algebra II (Honors) Precalculus World Language World Language Digital Fabrication Engineering I Art or Tech Elective Art or Tech Elective
GRADE 12 English Elective/AP® English Elective Course AP® Physics 2 AP® Calculus World Language STEAM Lab
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upper School curriculum guide
Upper School Courses Your Curiosity Has Met Its Match Program Supervision Signature Academic The Honors Program is overseen by the Head of Upper School. Programs HONORS PROGRAM
The Honors Program is designed to offer students an intellectual extension to the required classwork with an additional focus on creative problem-solving, independent thinking, extended research skills, and the application of learned content and skills. The teachers offering this program do not offer one-on-one instructional support and expect students not to engage a tutor to complete the work assigned. Each teacher participating in the Honors Program requires quarterly projects and additional material for the students to learn. Honors work may differ across departments, but students should expect a similar experience within a specific academic department. The quarterly Honors work correlates to approximately 8-10 hours of additional work outside of the regular class, which is just over an hour of additional work weekly. Qualifications A student must have earned a grade of B or higher in the previous year’s course or gained the permission of the instructor in order to enroll in the Honors Program for a chosen discipline. In addition, the student must demonstrate a high level of independence in accomplishing assignments and classwork outside of the scheduled class time. Throughout the year, students must achieve a B or above in the required coursework and a B or above in the Honors work for the semester. Semester grades that meet this grading standard are required in order to receive Honors distinction for the course. Honors status is indicated on a student’s transcript at the conclusion of the school year. Withdrawing from the Honors Program incurs no penalty at any time; no partial distinction is conferred. Honors Program information is shared during the spring course sign-up and at the start of each school year.
SCHOLAR SOCIETY
The Scholar Society comprises Twelfth Grade students who have maintained a high academic average, have a history of academic interest and scholarship, and are actively involved in the life of Brimmer and May. Membership is by application, and members are determined by a vote of the Scholar Society Committee, which is made up of department chairs, the Director of College Counseling, and administrators. Students who apply to the Scholar Society are evaluated on academic achievement, contributions to Brimmer and May, and their adherence to Brimmer and May’s Code of Ethics. Violation of the Code of Ethics or disciplinary action taken by the Judicial Board will cause a student’s status in the Scholar Society to come under committee review. Students are invited to apply in February of their Eleventh Grade year, and the inductees are announced at Opening Convocation of the next school year. Students who are not selected or are not eligible have the opportunity to apply in September of their 12th-grade year. Eleventh Grade transfer students must wait until the September application cycle to apply. Eligibility Requirements Academic: Students who are interested in applying for membership in the Scholar Society must have an unweighted GPA of 3.66 and must maintain that GPA in order to stay in good standing. School involvement: Students must be actively involved in the School community, which looks different for each student. AWARDS AND RECOGNITION
Each year Brimmer recognizes exceptional student work in the academic program, athletic program, and creative arts program. • Faculty nominate and determine academic and community involvement honors to be awarded at Honors Convocation and Commencement. These include endowed scholarships; University and College Book
Awards such as the Harvard, Yale, Columbia, and Williams Book Awards; and Brimmer Departmental Awards. • Student athletes are recognized during endof-season and end-of-year athletic awards assemblies. Athletic awards are determined by coaches, faculty, and the Athletic Department. • Creative Arts awardees are nominated by the Creative Arts Department and honored during the annual Brimmer Academy Awards. Student awards are determined by members of the Brimmer Academy, which comprises faculty, staff, parents, and students who have attended the specified performances. INDEPENDENT STUDY
1/2 CREDIT PER SEMESTER Independent study is available to eleventh and twelfth graders in specific subject areas. A student who is interested in pursuing such a project should discuss the proposal with the appropriate member of the faculty and then present a written proposal of the plan to the Head of Upper School for consideration. Students with GPAs of 3.33 or higher and a B+ average in the discipline of the proposed independent study are given the greatest consideration in their applications. Students may choose to do an online class for a course that is not offered at Brimmer. This must be approved by the department chair and Head of Upper School. ONE SCHOOLHOUSE/ONLINE COURSE OPPORTUNITIES
Brimmer has developed a relationship with an online school, One Schoolhouse, to provide asynchronous classes. Students may enroll in a One Schoolhouse course through Brimmer in the following ways: • Interest in an additional course that is not offered at Brimmer. There is a course fee associated with this option. • A Brimmer course that is unable to run due to low enrollment and the One Schoolhouse course is provided as an option for students who require the course for a specific diploma program or graduation requirement.
Depending on the circumstances, the School may cover the cost or a portion of the cost of the course in this case. If a student drops a course that has been paid for by the School, they may be required to pay the course fees that cannot be refunded. Completion of a One Schoolhouse course is reflected on a student’s Brimmer transcript. COURSE-LOAD RESTRICTIONS
The goal of our program is to support students in their academic pursuits. Students have a significant amount of choice in their courses of study, and the advisor program helps students determine which courses meet their needs during their Brimmer academic career. In order to promote student success, the School has established certain requirements to ensure that students are fully focused on their courses while supporting their overall wellness. For this reason, students may not take more than a total of seven academic and elective courses in any given semester. For students pursuing AP® coursework, the School recommends that students take up to a total of five AP® courses during their Eleventh and Twelfth Grade years. The College Counselors provide this information to colleges to provide a clear understanding of the School’s objectives and policies, which seek to reduce student pressure to take on too much academically. Additionally, the number of academic courses a student takes may be restricted based on the number of AP® courses they are enrolled in in a given year. If a student would like to petition to take an additional AP® course, they must meet with the Head of Upper School to discuss their request. TWELFTH GRADE AUTHOR STUDY AND THESIS DEFENSE
In the late winter and early spring, twelfth graders in English electives and AP® English classes delve into a single author’s writing. Students form their own theses based on individual reading and research and write papers in which they present evidence for their theses from both primary and secondary sources. After completing their brimmer.org 26|27
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research papers, all Twelfth Grade students present their semester’s work to four faculty members and two students, each of whom have read the paper. During a 20-minute presentation period, the panel assesses each student’s thesis defense according to a comprehensive rubric. In this time, students explain their theses, support their arguments with the evidence found during the research process, and leave time for questions from the panel. Students are graded in their respective courses for their work on both the written and oral portions of this task. TWELFTH GRADE PROJECT
During the final four weeks of the second semester, twelfth graders participate in the Twelfth Grade Project. Students have the option to develop an independent project or secure an internship that allows them to explore occupational fields of interest. They work for two hours a week under the direction of an on-site supervisor and are also monitored by faculty advisors. The Twelfth Grade Projects are also monitored by the Twelfth Grade Project Director. Students return to campus regularly for meetings with their advisors, and they are required to share their work experiences at a special exhibition at the end of the project period. WINTERIM
Winterim is an Upper School program that takes place every other year (odd years) during March and allows students the opportunity to travel both abroad and domestically and learn about people, cultures, customs, history, language, science, and the environment. Each Winterim, new travel opportunities are introduced to students. Domestic program offerings have included visits to Los Angeles, the American Southwest, and Puerto Rico. A week of local day trips in Boston is offered as well. All programs offer a variety of activities that enhance students’ learning from several angles, whether it be from a multidisciplinary examination of a theme, a service-learning program, or an opportunity to help them attain goals toward graduation or diploma program requirements.
All Upper School students are required to participate in a Winterim program. More information about Winterim, including the program’s mission statement, may be found on the webpage www.brimmer.org/winterim UPPER SCHOOL CAMP
Upper School students spend two days at the beginning of each academic year at an outdoor camp. This overnight trip allows Upper School students and faculty to get to know each other, learn how to work together effectively, and have some fun. The School trips provide an excellent introduction to the school year. The programming for the camp is designed by student leaders with the support of the Upper School Student Life Coordinator and Head of Upper School. The camp experience is a tradition at Brimmer and is designed to facilitate community building. (In years when religious or other holidays fall during the annual camp trip, alternate programming may be scheduled.) All Upper School students are required to attend camp. WELLNESS PROGRAM
Upper School students participate in wellness programs designed to support their social, emotional, and physical well-being. Brimmer strives to develop students who go on to be successful in the world and educate them in areas that allow them to be prepared to make informed decisions when faced with challenging situations. Ninth and Eleventh Grade students participate in the monthlong Sexual Health and Education program with the IMPACT curriculum. Ninth and Eleventh Grade students work with the Wellness Collaborative over the course of a month to learn about stress management techniques and substance use and abuse. Ninth and Tenth Grade students take Ninth Grade Wellness and Tenth Grade Wellness classes. When possible, the School offers parent workshops as well.
Upper School Creative Arts
Brimmer’s Creative Arts program develops students as thoughtful artists and confident performers, with offerings in the visual arts, theater arts, media arts, and music. Students explore technique and craft, practice critique and reflection, and learn to take creative risks as they bring ideas from concept to finished work. For graduation, students complete four semesters of Creative Arts. Many take additional credits and continue into advanced electives and portfolio-based pathways. VISUAL ARTS
Students new to the School wishing to pursue the visual arts are encouraged to take one semester of either Drawing or Painting in their Ninth Grade year, as this is a prerequisite for many visual arts classes. Serious students of visual arts should consider the following course path: • Drawing, Painting, Advanced Drawing and Painting, AP® Studio Art Serious students of photography should consider the following course path: • Darkroom Photography (full year), Digital Photography I or Digital Photography II, AP® 2-D Art and Design (Photography) Drawing SEMESTERS I AND II, 1/2 CREDIT This course is designed for students who want to explore personal vision through the medium of drawing. The course explores various tools and processes of drawing and encourages students to experiment with how to convey ideas through mark-making and drawing applications. Projects emphasize the importance of observation, expression, and imagination through a series of skill-building projects. In addition, students are introduced to the skills of foreshortening, portraiture, value, and perspective. Students also study relevant art history and learn and practice art criticism techniques.
Painting SEMESTER I, 1/2 CREDIT This course is designed for students who want to explore personal vision through the medium of painting. The course explores the theory of color and encourages students to experiment with how to convey ideas through mark-making and the processes of painting. Projects emphasize the importance of observation, expression, and imagination through a series of skill-building projects. In addition, students are introduced to the skills of foreshortening, portraiture, value, and perspective. Students also study relevant art history and learn and practice art criticism techniques. Advanced Drawing and Painting SEMESTER II, 1/2 CREDIT Prerequisite: Drawing or Painting or permission of the department.
This course is designed for students who would like to further develop their drawing and painting skills. Students refine their understanding of working through observation, expression, and imagination. Building on foundational skills, projects are designed with expanded creative choice and expression, as students develop their skills of foreshortening, portraiture, value, perspective, and color theory. Various ways of seeing the subject are introduced, as well as thematic development of a visual subject. Students also study relevant art history and practice art criticism techniques. Students may also repeat this course to continue their study of the studio arts. AP® Studio Art GRADES 11 AND 12, FULL YEAR, 1 CREDIT Prerequisites: Drawing, Painting, and Advanced Drawing and Painting as well as permission of the department.
This full-year course is designed for eleventh and twelfth graders who wish to focus on their art and develop their technique for post-secondary study. Following the guidelines for assignments set by the College Board, students create an extensive portfolio of 16 pieces of art. Students explore different materials and techniques to develop their artistic voice and develop a series of works exploring a single theme called a Sustained brimmer.org 28|29
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Investigation. During this course, students showcase their portfolio, exhibiting and sharing their work in a professional manner. In the spring semester, this digital portfolio is submitted to the College Board for Advanced Placement® scoring. Advanced Studio Art Seminar GRADE 12, FULL YEAR, 1 CREDIT Prerequisites: Completion of AP® Studio Art, as well as permission of the department.
This full-year course is designed for students who have completed AP® Studio Art and wish to add to their portfolio with advanced independent work. Students in this course can create largescale, long-term, or in-depth projects building on their artistic style preferences. Presentation and the development of an online presence are emphasized. The first semester focuses on student-proposed project work as well as portfolio preparation for college applications. The second semester focuses their art practice on community engagement through installation and exhibition of their work in public settings. Darkroom Photography FULL YEAR, 1 CREDIT Students use the camera as a tool to increase their observational skills and work toward developing personal imagery in their photographs. They study black-and-white photography by developing and printing their own film and prints. Camera orientation and darkroom techniques are introduced. Regular class critiques and written assignments help further develop students’ critical observations and photographic vision. Digital Photography I SEMESTER I, 1/2 CREDIT Digital photography may seem like a snap when we post photos on social media, but there’s a lot more to it! In this semester-long course, students are introduced to the technical and aesthetic aspects of digital photography. Building on the principles and elements of design, students learn how to operate a digital camera and manipulate images using Adobe editing software. Assignments aim to introduce students to the fundamentals of visual literacy
so that making photos becomes an extension of their expression and communication. Digital Photography II SEMESTER II, 1/2 CREDIT Digital Photography II builds the technical and aesthetic skills of digital photography, such as camera settings, image composition, image quality, and using the camera as a tool for the expression of ideas. This course will have four segments: documentary photography, landscape photography, portrait photography, and a personal photography project. Students review (or learn) how to operate a digital camera and edit and share their images using Adobe® editing software. Assignments aim to build visual literacy so that making photos becomes a creative extension of expression and communication. AP® 2-D Art and Design (Photography) FULL YEAR, 1 CREDIT Prerequisites: Darkroom Photography, Digital Photography, as well as permission of the department.
This full-year course is designed for students who wish to focus on their photography and develop their craft for post-secondary study. Following the guidelines for assignments set by the College Board, students create an extensive portfolio of 15 pieces of art guided by inquiry and exploration. During this course, students also create and maintain a website showcasing their portfolio development. A final digital portfolio is submitted to the College Board for Advanced Placement® scoring in the spring semester. NEW IN 2026–2027
Advanced Photography Seminar GRADE 12, FULL YEAR, 1 CREDIT Prerequisites: AP 2-D Art and Design (Photography) as well as permission of the department.
This full-year course is designed for students who have completed AP 2-D Art and Design (Photography) and wish to add to their portfolio with advanced independent work. Students in this course can create large-scale, long-term, or in-depth projects building on their photographic style and preferences. Presentation and the development of an online presence are required. The first semester focuses on student-proposed
project work as well as portfolio preparation for college applications. The second semester focuses their art practice on community engagement through the exhibition of their work in public settings. Architectural CAD Modeling SEMESTER I, 1/2 CREDIT From idea to modeling, this course moves students through a full design sequence. An emphasis is placed on the creative thought process involved in conceptualizing architectural form in new and innovative ways. Moving from idea to concrete structure design, students acquire advanced modeling skills through the use of computer aided design (CAD). The course concludes with a final project that encompasses all the concepts covered throughout the year along with augmented reality integration using Apple Vision Pro. Advanced CAD Modeling SEMESTER I, ½ CREDIT Prerequisites: Architectural CAD Modeling and permission of the instructor.
In this advanced course, students will further their understanding of 3-D modeling as it relates to architecture and engineering. Students enrolled in this class must demonstrate a high proficiency with Onshape®, providing the structure for independent exploration and project development. With each project, students will be encouraged to explore their own modeling objectives within a provided framework. This project-based course will utilize 3-D printing and augmented reality. Fashion Design I SEMESTER II, 1/2 CREDIT Prerequisite: Drawing or Painting.
This course applies the concepts of the design process to the exploration of fashion and textile construction. The course covers sewing and fabrication techniques, which include patterning and the use of sewing machines, laser cutting, and embroidery machines. Students work both individually and in small groups to design original garments and collections and then execute their vision through the variety of
fabrication methods within the Sewing Studio. Drawing and design skills are emphasized throughout the course in the form of sketches and vision boards. Exploration of notable fashion designers and iconic designs is woven into the curriculum as a source of inspiration. Fashion Design II SEMESTER II, 1/2 CREDIT Prerequisite: Fashion Design I and permission of the instructor.
This course continues to develop the design skills and sewing techniques introduced in Fashion Design I. Students develop a deeper understanding of their own artistic vision as well as more sophisticated fabrication methods as they work to create a collection of garments. Drawing and design skills continue to be emphasized throughout the course in the form of sketches and vision boards. Exploration of notable fashion designers and iconic designs is woven into the curriculum as a source of inspiration. Graphic Art SEMESTER II, 1/2 CREDIT, credit: art or technoloGy Prerequisite: Drawing or Painting or permission of the department.
This course explores the concepts of graphic design, digital illustration, and 3D modeling. The elements of design are emphasized through the use of Adobe Illustrator and Blender as the primary means of creating original digital graphics. Additional focus is placed on the various applications of these digital skills, including website design and augmented reality with the use of Apple Vision Pro. Problem-Solving Through Design I SEMESTER I, 1/2 CREDIT, credit: art or technoloGy This course explores the concepts of design and innovation by helping to find creative solutions to real-life problems and needs. The class aims to create a job-like environment where project solutions are the result of collaborative brainstorming and research, experimentation, design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D printing. Concepts of industrial design and product brimmer.org 30|31
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design are also incorporated into the curriculum. Problem-Solving Through Design II SEMESTER I, 1/2 CREDIT, Credit: art or technology Prerequisite: Problem-Solving Through Design I and permission of the instructor.
This course continues to develop the design habits of mind introduced in Problem-Solving Through Design I. Students develop a deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design. Topics are not limited to physical products but also include the creation of intangible designs.
Ceramics SEMESTER I, 1/2 CREDIT This course explores the various methods of creating functional and sculptural ceramic pieces through hand-building and wheelthrowing techniques. Students also become well acquainted with the ceramics equipment and materials, ranging from clay’s properties to the decorative applications of glaze and texture. Regular class discussions and critiques help further develop students’ understanding of three-dimensional design and fuel each student’s personal exploration. Advanced Ceramics SEMESTER I, 1/2 CREDIT Prerequisite: Ceramics and permission of the instructor.
This course meets at the same time as the Ceramics class. Advanced Ceramics students will develop independent projects using both wheelworking and hand-building techniques to further their exploration and practice of the craft. They will do more complex work, research construction and glaze methods, do a presentation on a ceramic artist, and submit a selection of their work to both Scholastic and SISAL competitions. Advanced Ceramics students will have extended access to the Ceramics studio and be trained in aspects of its management. There is limited space in Advanced Ceramics.
Sculpture SEMESTER II, 1/2 CREDIT This course explores the principles of design through the construction of threedimensional sculptures. Projects explore the physical properties of various materials in the construction of assembled, modeled, or shaped artworks. Students are introduced to different techniques and tools of sculptural artmaking, including the processes of addition and subtraction of visual space. The course also addresses installation and how an object’s placement and context affect its meaning. Projects emphasize creative problem-solving as the foundation for exploring students’ own creative vision. Regular discussions and critiques help further develop spatial understandings and critical observations. Advanced Sculpture SEMESTER II, 1/2 CREDIT Prerequisite: Sculpture and permission of the instructor.
This course meets at the same time as the Sculpture class. Advanced Sculpture students will participate in class projects with the option to adapt assignments to be more challenging and satisfying to their goals. Over the semester, they will develop independent projects using materials and tools used in Sculpture, as well as research methods to build their envisioned work. A presentation on a material, method, or artist will be made to the class, and selections of each student’s work will be submitted to competitions. This is a class for self-directed creators. There is limited space in Advanced Sculpture.
Production SEMESTER II, 1/2 CREDIT The Production class works on two projects. First, the students produce the Upper School Musical in March. They research the play and where it fits in the genre of the American musical. Working with guest artists in costuming, lighting, set design, set construction, and sound design, students experience the production process as both dramaturges and technicians. In the second portion of the class, students work from a script and design a play production of their own.
Acting and Scene Study OFFERED IN 2027–2028, SEMESTER II, 1/2 CREDIT Students gain the tools to analyze, rehearse, and present scenes while exploring an eclectic variety of characters. Students begin the semester building trust with one another and learning to feel comfortable with risktaking within the ensemble through improv games. Students then segue into exploring contemporary realistic scenes. After being assigned scenes from full-length plays, students use techniques adapted from Stanislavski, Meisner, and other schools of naturalistic acting to build the psychological and physical world of their characters. Students present their scenes to the class three times for feedback, and the class offers supportive and critical comments. In the second half of the semester, students tackle characters and situations more removed from their own experiences, studying and performing either contemporary farce or classic scenes from Shakespeare’s plays. Either of those units is prefaced with a brief “style boot camp” where they do exercises that address the intricacies and specific difficulties of performing in these heightened theatrical forms.
FUTURE THEATER ARTS COURSES
MEDIA ARTS
Improvisation OFFERED IN 2027–2028, SEMESTER I, 1/2 CREDIT Students in this class explore the key ingredients to successful improvisational comedy. Students begin the year by getting to know one another as performers and collaborators while they learn the basic rules of improv, as well as the challenge of quickly and clearly establishing the who, what, where, and when in an improvised scene. Students then segue into specifically exploring short-form improv, consisting of hilarious and quick games and scene prompts focused on achieving immediate goals. Finally, they dive into the world of long form, a more advanced and open-ended brand of improv comedy.
Digital Cinema I SEMESTER I, 1/2 CREDIT, Credit: Art or Technology This course begins with a practical series of class activities and starter assignments designed to introduce students to cameras, sound recording systems, and editing software in Brimmer’s Digital Media Center. Students also view an eclectic selection of screened materials and are tasked with learning the vocabulary and basic techniques that filmmakers use in practice. Over the course of one semester, students learn to use Final Cut Pro. They will also create an original video project, write a short screenplay, or work in small groups to experiment with the creation of fictional narratives, documentaries, and experimental works. Digital Cinema may be taken as a technology credit based on the prior approval of the Creative Arts and Technology Departments.
THEATER ARTS
Stagecraft SEMESTER I, 1/2 CREDIT This hands-on course explores the basics of theater technology and the process of creating the physical environment of a play. The course focuses on scenery construction and theatrical lighting. Costumes, sound, props, and other aspects of technical theater are discussed. The course includes a practicum in which students are assigned responsibilities for the theater’s fall season.
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Digital Cinema II SEMESTER II, 1/2 CREDIT, Credit: Art or Technology. The second semester of Digital Cinema builds on class activities and starter assignments designed to introduce students to cameras, sound recording systems, and editing software. Each of these areas becomes more sophisticated as students take on an intermediate level of complexity in both production practice and their criticism of an eclectic selection of screened materials. Over the course of one semester, students refine their skills in Final Cut Pro, learning key editing techniques. Students also create or continue with original video projects and short film screenwriting and work in small groups to collaborate and produce fictional narratives, documentaries, and experimental works. Advanced Digital Cinema SEMESTERS I AND II, 1/2 CREDIT Prerequisites: Digital Cinema I and II and permission of the instructor.
This project-based course assumes successful completion of both Digital Cinema courses. It is an opportunity for students to produce short films, with an emphasis on process, screenwriting, editing, color correction, and sound design. This course functions much like an independent study, as students are expected to work independently and bring progress reports to weekly workshop meetings. Films created in this class are screened for the Brimmer community and may be submitted to competitions and festivals. There is limited space available in this class. MUSIC
The Gator Scales SEMESTERS I AND II, 1/2 CREDIT PER SEMESTER Prerequisite: Students must be able to read music and play an instrument at an intermediate or advanced level.
The Gator Scales, Brimmer’s Upper School Instrumental Ensemble, offers an opportunity for students to develop their musical skills as members of a band. The Scales meets three times per week to rehearse and perform music drawn from a variety of styles, including jazz, rock, and pop, among others. Ensemble members are expected to play from sheet music
and by ear. In addition, students are challenged to improvise, to work together as a team, and to develop their instrumental technique. Students have several opportunities to perform over the course of the year, including appearances in formal concerts, School events, and outside gigs. Greenline (Choral Ensemble) SEMESTERS I AND II, 1/2 CREDIT PER SEMESTER Greenline, Brimmer’s Upper School Choral Ensemble, teaches music literacy, healthy singing technique, and choral ensemble etiquette through daily vocal warm-ups, aural skills training, and rehearsal of repertoire. Musical selections span a variety of styles, from Renaissance polyphony to contemporary arrangements, while being vocally appropriate and musically fulfilling. Greenline performs at several School programs and concerts throughout the year in which participation is required. Although Greenline is offered as a semester course, students are strongly encouraged to participate in both semesters. No prior musical experience is necessary. Music of Video Games SEMESTER I, 1/2 CREDIT This class examines the music of video games, from golden age arcade classics like Donkey Kong to major modern titles like The Legend of Zelda: Breath of the Wild. Students learn about music appreciation paradigms and apply them to video game music, all while surveying how advancements in music technology have changed the medium. Students read scholarly articles on ludomusicology (the study of game music) and play games themselves while applying analytical play techniques. Through the lens of video game music, students learn about the history of music technology, traditional music from Japan, India, and the Middle East, popular music of all genres, and much more. No prior knowledge of music or experience playing games is required.
Berklee College of Music Offerings SEMESTERS I AND II, 1/2 CREDIT PER COURSE Prerequisite: Permission of the department required. Berklee courses entail an additional fee.
Brimmer is pleased to join with the Berklee College of Music in offering online courses at a discounted rate to Brimmer students. Course offerings include classes in guitar, bass, drums, and voice, as well as arranging, music theory, harmony, and ear training, among others. Consult the Berklee online catalog for more details: https://online.berklee.edu/. To register for courses, speak to the Creative Arts Department Chair. FUTURE MUSIC COURSES
Music Technology OFFERED IN 2027–2028, SEMESTER I, 1/2 CREDIT, CREDIT: ART OR TECHNOLOGY Music Technology is a project-based course in which students will learn the basics of audio editing and music composition in a Digital Audio Workstation (DAW) and recording techniques for voices and instruments. Students will compose loops and beats, create soundscapes with captured audio, and participate in listening sessions of each other’s work. The DAW used for this course will be Logic Pro, a Mac-only software, but the fundamental skills of audio production can be applied to other platforms (FL Studio, Cubase, ProTools, etc.) with ease.
Upper School Humanities Humanities courses help students become powerful readers, writers, and discussion leaders while exploring enduring questions about culture, identity, power, and change. Through literature, historical inquiry, research, and evidence-based argument, students learn to analyze complex ideas and express their thinking with clarity and purpose. Students also deepen their understanding of the world by taking additional electives in the Humanities in
both history and English. For graduation, students complete four credits of English and three credits of History, World History I, World History II, and US History, though most students take at least four credits in History. ENGLISH
English I: World Literature I GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT, OFFERED WITH HONORS In Ninth Grade, students study several works of European literature in conjunction with their World History I class. As they encounter European readings such as Beowulf, excerpts from The Canterbury Tales, Romeo and Juliet, and Cyrano de Bergerac, students also examine more modern literature with similar themes such as Born a Crime. Reading, discussing, and writing about each work, they also take into consideration the role and influence of the text’s historical background and setting, pondering such issues as connections between the Christian and Muslim worlds and the revolutionary consequences of Enlightenment ideas. Students approach their many writing assignments—which include journals, book reviews, analytical essays, reflective essays, and assorted creative writing assignments— as a process involving pre-writing, drafting, revising, evaluating, and peer editing. Students are expected to develop listening skills and leadership ability in discussions. Students also participate in an intensive vocabulary and grammar study in an effort to build a stronger foundation for their high school years. Students wishing to explore more literature may opt into the Honors Program for English I. Honors is connected to extra-credit independent reading. Students are required to read a book from a selected list in a time-bound period (usually four weeks) and then do a different assignment with each book, such as a book talk, a short essay, or a creative project. English II: World Literature II GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT OFFERED WITH HONORS In this course, students ask essential questions: brimmer.org 34|35
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What is education? What should I be learning in school? Why do we have both reason and imagination? Why do our imaginations sometimes conflict with our reason? How do we learn to do the right thing? Students consider answers to these questions as they appear in works by William Shakespeare, Margaret Atwood, Alain Mabanckou, Charles Soule, and a variety of other writers. Students in English II continue to develop their academic voices through essays, structured Harkness discussions, and project-based exploration of the texts. Students wishing to deepen their learning in Tenth Grade English may enroll in the Honors Program. Students engage in extra independent thinking and reading on issues that the class is considering and present that thinking in one-onone discussions with the instructor. AP® English Language and Composition GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT Prerequisite: Students must have earned a year grade of B+ or better in English II or have the permission of the instructor. The Advanced Placement® English Language and Composition course approaches reading and writing from a rhetorical rather than a literary perspective. Students read and analyze a wide variety of texts, many of them nonfiction, from a variety of genres and disciplines. The aim of the course is to familiarize students with writing situations and purposes. Students practice textual analysis using three simple questions: who is writing, to whom, and for what purpose? Students write regularly and revise intensively, paying strict attention not only to content but also to grammar and style. One central focus of the class is developing an effective and authentic voice in, as the College Board describes it, “Standard Written English, the preferred dialect for academic discourse.” AP® English Literature and Composition GRADE 12, ELECTIVE, FULL YEAR, 1 CREDIT AP® English Literature and Composition is an alternative course for all twelfth graders who qualify. Students must have earned a year grade of A- or better in eleventh grade English or have the permission of the instructor.
AP® English Literature and Composition is an intensive study of literature and is intended to be the equivalent of a college-level English course. Students engage in significant amounts of reading, writing, critical thinking, and discussion as they confront important works of fiction, nonfiction, poetry, and drama. Students investigate the thematic and structural connections within literature such as Paradise Lost, Angels in America, and Frankenstein. In the second semester, students write the Major Author Study Paper, an independent research paper in which students analyze in depth the work of a particular writer. Academic English for Nonnative Speakers I FULL YEAR, 1 CREDIT This course provides students with a strong foundation for success in a mainstream classroom setting by helping them develop their writing, reading, speaking, and listening skills. The ELS teacher works closely with Humanities teachers to provide ELS students with the support to best understand course content, organize their time, and follow through on assignments in these subject areas that are most difficult for nonnative speakers of English: history and English classes. As students become adept at approaching and successfully completing projects, the ELS classroom becomes a place for enrichment where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill building, and grammar are stressed alongside active participation in discussions and the development of presentation skills. Students are strongly encouraged to use the Writing Center. Academic English for Nonnative Speakers II, III FULL YEAR, 1 CREDIT This course, for advanced students in ELS, focuses on further developing English language skills to ensure success in the mainstream classroom. It is for students who still need to build upon their developing English language skills to find success in a rigorous mainstream humanities program. Special attention is given to improving academic language in written and oral work and to careful reading of texts.
The teacher works closely with Humanities teachers to provide nonnative English-speaking students with the support to best understand assignments, organize their time, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English—history and English classes. ENGLISH ELECTIVES
In Grades 11 and 12, students must take a fullyear English elective or AP® English course. Asking the Big Questions GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED WITH HONORS We will ask some of the big questions (What is the good? If there is a God, why is there evil? What is the best way to live my life? What does it mean to know something? Does the moral arc of the universe bend toward justice?) and look at some of the big answers by writing in a variety of genres, doing projects, and reading some philosophy, some religion, and a lot of literature along the way. Possible texts include: The Prime of Miss Jean Brodie, Muriel Spark; The Phantom Tollbooth, Norton Juster; Song of Solomon, Toni Morrison; Candide, Voltaire; Erasure, Percival Everett; and assorted poems, essays, and excerpts. NEW IN 2026–2027
Money and Me GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED WITH HONORS This course will investigate the history and literature of New York as it became the global financial capital from 1880 to 1980. Along the way, we will consider wealth and its enjoyments, entrapments, and consequences. The literature we read and movies we watch will consider various aspects of wealth and money: for example, old money versus new money in The Great Gatsby and the movie Quiz Show or the pernicious effects of class, race, and status distinctions in Quicksand and The Street. Possible texts include: The Great Gatsby, F. Scott Fitzgerald; Jazz, Toni Morrison; The Street, Ann Petry; Passing, Nella Larsen; Quiz
Show, dir. Robert Redford; Death of a Salesman, Arthur Miller; Ripley’s Game, Patricia Highsmith; “Bartleby the Scrivener,” Herman Melville; and various essays, poems, and historical documents. NEW IN 2026-2027
These Violent Delights: How Literature Defines and Depicts Violence OFFERED WITH HONORS GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT This class will be a study of how violence is depicted in literature as both a physical response to danger and a means of oppression perpetuated through systems. Most importantly, we will inquire why people seem inexorably drawn towards violence as a solution to realworld problems, as well as for entertainment. We will also explore the questions of whether or not violence is inescapable for humanity and if it should be portrayed in literature and film intended for entertainment. Possible texts include: Medea, Euripides; Gone Girl, Gillian Flynn; Battle Royale, Koushun Takami; Watchmen, Alan Moore; Kindred, Octavia Butler; Gladiator, dir. Ridley Scott; Pulp Fiction, dir. Quentin Tarantino; A History of Violence, dir. David Cronenberg. NEW IN 2026–2027
Come at the King OFFERED WITH HONORS GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT “If you come at the king, you best not miss.” So says The Wire’s Omar Little. If you want to take out the top dog, you better make sure you succeed. Or else. In this class, we will read texts that feature conflicts between those in power and those who want to knock them off of their throne. We will think about power in a variety of contexts, including political, economic, social, and physical, to allow us to consider what it really means to “be in charge.” We will also examine how to oppose those at the top and ask ourselves if some methods of opposition are more ethical than others. Possible texts include: V for Vendetta, Alan Moore; 1984, George Orwell; The Power, Naomi Alderman; A Play of Giants, Wole brimmer.org 36|37
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Soyinka; Riot Baby, Tochi Onyebuchi; Julius Caesar, William Shakespeare; Mean Girls, dir. Mark Waters. Previous English electives: Bad Women; Dangerous Desires; Crime and Punishment: Criminality in Literature; What Is Africa to Me: A Survey of African American Literature; Short Stories; Asking the Big Questions NEW IN 2026–2027
Creative Writing I elective HALF SEMESTERS I & II YEAR, 1/2 CREDIT In this workshop-based course, students will have the opportunity and freedom to explore a wide range of creative writing. Classwork will be a mix of writing exercises, independent time to write, reading of mentor texts for inspiration, and structured workshops to revise and offer feedback on each other’s work. This class will be a great fit both for students who already have ideas or projects they are working on and for those who are new to creative writing or are not sure where to start. Students will practice techniques to generate ideas, get started, work through writer’s block, and add flavor and voice to their work. Students will have ample opportunity to work on pieces in a variety of styles and genres of their choosing, and they will be encouraged and supported to submit their work to scholastic writing contests where appropriate. As the goal of this course is to foster passion for writing, students will be graded for effort and engagement. This course is repeatable for credit. Possible texts include: What It Is, by Lynda Barry, and selected short stories and poems NEW IN 2026–2027
Creative Writing II ELECTIVE, SEMESTERS I & II YEAR, 1/2 CREDIT In this workshop-based course, students will have the opportunity and freedom to explore a wide range of creative writing. Classwork will be a mix of writing exercises, independent time to write, reading of mentor texts for inspiration, and structured workshops to revise and offer feedback on each other’s work. This class will be a great fit both for students who already have ideas or projects they are working on and for those who are new to creative writing or are not sure where
to start. Students will practice techniques to generate ideas, get started, work through writer’s block, and add flavor and voice to their work. Students will have ample opportunity to work on pieces in a variety of styles and genres of their choosing, and they will be encouraged and supported to submit their work to scholastic writing contests where appropriate. As the goal of this course is to foster passion for writing, students will be graded for effort and engagement. This course is repeatable for credit. Possible texts include: What It Is, by Lynda Barry, and selected short stories and poems. HISTORY
World History I GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT OFFERED WITH HONORS Students in World History I examine the expansion and evolution of civilizations throughout the greater Mediterranean region, beginning with the rise and fall of Ancient Rome and continuing with the development and expansion of Islamic empires into the seventeenth century. The course focuses on the interchange of cultures, ideas, languages, religions, and technologies among civilizations and analyzes how the resultant layering of these elements has added to the richness of societies and influenced the modern world. The course incorporates critical thinking and writing, discussion, and the use of films, digital resources, and readings about historical and current events to gain an understanding of the connections between the past, present, and future. The Honors Program in this course allows students to learn more about the historical topics examined in the curriculum. There are a variety of assignments and projects each marking period, and students who participate in the program create work that requires independent critical thinking outside of the classroom.
World History II GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT OFFERED WITH HONORS World History II investigates societal relationships in the post-Napoleonic world. The first semester focuses on the developing power dynamics of the nineteenth century. Using the Industrial Revolution and the Age of Imperialism as a backdrop, students look critically at economic, political, racial, and gender relationships among Europeans and those in countries touched by an ever-increasing European global influence. The semester ends with an introduction to Marxism as an alternative to capitalism. The second semester examines ethics and morality in pre–World War II societies and assesses the role of education in combating totalitarianism. Finally, if there is time, students examine the concept of a “just war” to close the year. United States History GRADE 11, REQUIRED, FULL YEAR, 1 CREDIT OFFERED WITH HONORS Through greater emphasis on race and gender, students will first examine the many promises and contradictions of America’s founding ideals. From there, students assess the origins of the Civil War before delving into how forced labor continued to flourish during Reconstruction. Students will also investigate women’s roles during the sectional conflict, including those who served as spies, soldiers, and nurses. Next, students investigate the continued extermination, enslavement, and forced relocation of Native Americans. From there, we dive into how industrialization, westward expansionism, and imperialism cemented America as a blossoming actor on the world stage. Then, the class studies the nation’s renewed isolationism leading up to World War I, followed by an evaluation of racial, gender, and socioeconomic divisions in the 1920s and 1930s. The class culminates with an inspection of World War II, the Civil Rights Movement, the Cold War, and the rise of conservatism in the 1980s. The course is designed to help students assess how and to what extent the nation has lived up to its founding promises and ideals, especially regarding race and gender.
HUMANITIES ELECTIVES
Full Year Electives AP® Human Geography GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT Credit: History AP® Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. The course is structured according to the course outline found in the most recent AP® Human Geography Course and ExamDescription published by the College Board. Specific topics include examination of patterns and processes in population and migration, culture, politics, agriculture and rural land use, cities and urban land use, and industrial and economic development. This course will emphasize critical thinking, analysis, reading, and writing, research, and discussion in the context of human geography. Latin American History GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT Credit: History This yearlong course provides an overview of the historical, economic, and sociopolitical processes that have shaped Latin America. The first semester covers ancient America to emancipation from colonial powers; the second semester covers neocolonialism to the present. Focusing on the cases of Mexico, Argentina, Brazil, El Salvador, and Cuba, the class covers such topics as national identity, political instability, populism, military dictatorship, revolution, ethnicity, and religion. Special emphasis is also placed on the historical relations between the region and the United States—as well as on the political shifts undertaken by many countries to gain geopolitical autonomy from hegemonic powers. Students strengthen their skills in critical reading and analysis through the interpretation of primary and secondary brimmer.org 38|39
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sources and the use of films and documentaries. AP® Macroeconomics GRADES 11 AND 12, FULL YEAR, 1 CREDIT Credit: History Prerequisites: Principles of Economics grade of B+ or higher and Algebra II grade of B or higher, or permission of the instructor.
For those in search of intellectual ammunition for arguments about why society should or should not change the way it does its business, about how the “haves” and “have-nots” interact, or about the role the United States should play in dealing with global problems, economics is a must-take course. Economics, the study of how goods and services are produced, allocated, and consumed, offers a powerful tool for better understanding the world. AP® Macroeconomics begins with the basics of economics—supply and demand, marginal analyses, laws of the free market—and then moves to macroeconomic issues surrounding the role of governmental monetary and fiscal policy in the workings of national economies. Although economic theory drives the course, students apply what they learn to real-world situations and engage in debate on controversial issues of the day. In addition to the work they do in regularly scheduled class meetings, twelfth graders must dedicate a portion of their Twelfth Grade Project time to preparing for the Advanced Placement® Exam in May. Semester I Electives NEW IN 2026–2027
The Holocaust and Human Behavior GRADES 10, 11, 12, SEMESTER I, 1/2 CREDIT Credit: History Holocaust and Human Behavior leads students through an examination of the catastrophic period in the twentieth century when Nazi Germany murdered six million Jews and millions of other civilians, in the midst of the most destructive war in human history. This course will focus on the choices of individuals who experienced this history as victims, witnesses, collaborators, rescuers, and perpetrators. In doing so, students will come to recognize our shared humanity—which, according to historian Doris Bergen, helps us to see the
Holocaust not just as part of European or Jewish history but as “an event in human history.” Following the unique methodology of Facing History and Ourselves, we will utilize curated readings, primary source material, short documentary films, interviews, artifacts, visual media, and more to examine the challenging history of the Holocaust and prompt reflection on our world today. By affirming the relevance of this history in our lives and actively reflecting on the consequences of our actions and beliefs in the present day, we can work together to build a more just and unified world. NEW IN 2026–2027
Constitutional Law GRADES 10, 11, AND 12, SEMESTER I, 1/2 CREDIT Credit: History This foundational course explores the structure, principles, and interpretation of the United States Constitution as the cornerstone of American legal and political life. Students will examine the development of constitutional doctrine through landmark Supreme Court decisions, focusing on the allocation of powers among the branches of government, the relationship between federal and state authority, and the protection of individual rights. Through close case analysis and Socratic discussion, the course introduces students to key topics including judicial review, separation of powers, federalism, and the Bill of Rights. Emphasis is placed on understanding how constitutional interpretation evolves in response to historical, political, and social change. Students will learn to engage critically with competing theories of constitutional interpretation—such as originalism, textualism, and the living Constitution—and will develop analytical skills essential for case briefing, argumentation, and constitutional reasoning. NEW IN 2026-2027
Current Events: Americans in the World GRADES 10, 11, AND 12, ELECTIVE, SEMESTER I, ½ CREDIT Credit: History Giving students a chance to grapple with stories “ripped from today’s headlines,” this course will look at the role the United States—its government,
its military, its corporations, its everyday citizens— plays on the global stage by looking at current events and building an understanding through tracing their historical roots. Essential questions include: How well is the United States fulfilling its self-identified role as a “city on a hill”? What role should a developed, wealthy nation play during times of increasing interconnectedness and globalization? Why is media literacy essential to becoming a responsible and informed citizen of the world? A combination of in-class discussion and debate, independent research, and written analysis will push students to improve their analytical and argumentative skills while also giving them a more complete understanding of their place on the global stage. International Business and Cultural Intelligence: Theory, Practice, and Communication GRADES 10, 11, AND 12, SEMESTER I, 1/2 CREDIT Credit: History How does one’s cultural awareness and sensitivity impact their relationships and ability to foster mutual understanding between colleagues as well as a collaborative and culturally intelligent business culture? This course will delve into verbal and nonverbal communication and intercultural and corporate manners specific to some regions. Students will study business culture in several countries around the world. This will permit students to understand better the cultural impact of communicating and acting with clarity, tact, and cultural sensitivity. In addition, we will delve into more sensitive topics such as financial transactions, navigating international business laws, and gift exchange versus bribery. International Business and Cultural Intelligence: Theory, Practice, and Communication has as a goal to infuse intercultural understanding and cultural intelligence into each student. This semester includes an overview of cultural intelligence as a concept on par with I.Q. or E.I. (Emotional Intelligence). We will discuss cultural cues and contexts for international relations and international business practices around the world.
Journalism I SEMESTER I, 1/2 CREDIT Credit: Elective Prospective students must speak with the instructor prior to course sign-up.
This course produces regular online editions of The Gator, the multi-award-winning student newspaper. The classroom operates as a newsroom where students participate in weekly staff meetings and engage in the dissection and analysis of current events, in-class debates, publication inventory, composition, article critiques, and team presentations. Students consistently devise and revise the aesthetic layout of the paper and continually strive to include YouTube and blogging in their coverage to reach a wider audience. This course is repeatable for credit. Semester II Electives Global Art History SEMESTER II, 1/2 CREDIT Credit: Art or History How has art changed the course of history, and how have individuals and cultures influenced art? What does art reveal about historical reality and the human condition? This survey of art throughout the ages explores art through the lenses of history, culture, and global exchange. Students become well versed in the major movements of art throughout history and develop the skills to be conversant in global art. Essential questions include: how does better understanding the history of the times enable us to understand art in each time period, and what does the art of the times reveal to us about humanity? Journalism II SEMESTER II, 1/2 CREDIT Credit: Elective Prospective students must speak with the instructor prior to course sign-up.
This course produces regular online editions of The Gator, the multi-award-winning student newspaper. The classroom operates as a newsroom where students participate in weekly staff meetings and engage in the dissection brimmer.org 40|41
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and analysis of current events, in-class debates, publication inventory, composition, article critiques, and team presentations. Students consistently devise and revise the aesthetic layout of the paper and continually strive to include YouTube and blogging in their coverage to reach a wider audience. This course is repeatable for credit. NEW IN 2026-2027
International Law GRADES 10, 11, AND 12, SEMESTER II, 1/2 CREDIT Credit: History The International Law course introduces students to the legal and political frameworks that govern relations among states, international organizations, and other global actors. Drawing on landmark treaties, major conflicts, human rights developments, and current events, students examine how international law is created, interpreted, and enforced and how diplomacy operates in practice to manage crises and advance national interests. The course integrates foundational international law (sources of law, jurisdiction, treaties, international courts and tribunals), international relations theory, and diplomatic practice, with sustained attention to issues such as the use of force, humanitarian intervention, human rights, global trade, climate change, and international criminal accountability. The course is designed for students who are interested in law, politics, history, or global affairs and want a rigorous college preparatory experience in international law and diplomacy. The Cold War: Rivalries, Alliances, and the Quest for Global Dominance GRADES 10, 11, 12, SEMESTER I, 1/2 CREDIT After the shaky alliance of the United States, Great Britain, and the Soviet Union dissolved at the end of World War II, the world became divided between nations favoring capitalism (the First World), those favoring communism (the Second World), and those who chose not to align with either (the Third World). This course will explore the events leading to these divisions; how they were deepened by propaganda; how the US and the USSR went from hostile aggression to respect for the possibility of mutual assured destruction
(MAD); the impact of soft power and proxy wars in satellite nations; the formation of NATO and the Warsaw Pact; and how the fall of the Berlin Wall, the Polish Solidarity movement, and Mikhail Gorbachev’s glasnost and perestroika policies ushered in the end of the Cold War. How did this historical period impact the world, and what elements led to its end? Students will examine scholarly writings, primary sources, and media resources to look critically at this crucial period in global history. Principles of Economics GRADES 10, 11, AND 12, SEMESTER II, 1/2 CREDIT Credit: Elective This course focuses on basic economic principles and terminology like factors of production, the basic economic questions that all societies must answer, the importance of scarcity, production possibilities frontiers, the roots of international trade, and the laws of supply and demand applied in free markets. These core concepts lay a foundation that can be applied in AP® Macroand AP® Microeconomics. Additionally, students explore other aspects of the American economic system including entrepreneurship, trademarks and patents, and the balance between protecting the environment and encouraging economic growth. FUTURE HISTORY COURSES OFFERED IN 2027–2028
International Relations GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT CREDIT: HISTORY This course introduces students to the concepts and theories used to understand and analyze the international system and critical issues in contemporary world politics. Topics examined include international relations theory, the rise of the nation-state and sovereignty, the function of international law, international and regional organizations, non-state actors, world trade and economic development, peace and security, and concerns for the global environment. This course offers an overview of the discipline of international relations with an aim to prepare students with the foundational understanding and thinking skills to
pursue international studies in college courses. Readings include those by classical and modern historians, theorists, and scholars. AP® Microeconomics GRADES 11 AND 12, FULL YEAR, 1 CREDIT Credit: History Prerequisites: Principles of Economics grade of B+ or higher and Algebra II grade of B or higher, or permission of the instructor.
Water, perhaps the single most important resource we have for the sustenance of life, is virtually free. Jewelry-quality diamonds, a completely useless commodity in all but an aesthetic sense, cost hundreds or even thousands of dollars for a fraction of an ounce. Why? Economics, the study of how goods and services are produced, allocated, and consumed, attempts to explain this apparent incongruence. AP® Microeconomics begins with the basics of economics—supply and demand, marginal analyses, laws of the free market—and then moves to more microeconomic issues surrounding monopoly, oligopoly, and free market competition. Although economic theory drives the course, students apply what they learn to real-world situations and engage in debate on controversial issues of the day. Students should be very comfortable using charts and graphs as a way to express information. In addition to the work they do in regularly scheduled class meetings, twelfth graders must dedicate a portion of their Twelfth Grade Project time to preparing for the Advanced Placement® Exam in May. AP® US Government and Politics
This course is open only to Eleventh and Twelfth-Grade students who are currently enrolled in or have completed American History.
Credit: History This course provides a comprehensive introduction to the US government and political system, equipping students with a strong foundation to excel on the AP® Exam in May. Key themes include constitutional principles, liberty versus order, civic engagement, policy priorities, and political analysis through data and text-based sources. Students also engage rigorously with landmark Supreme Court cases that have shaped US law and politics, requiring them to memorize
and analyze significant information. Throughout the year, online tools for learning and assessment foster an engaging and dynamic educational experience. A spring semester project bridges the gap between theoretical government principles and real-world applications, offering students practical insights and a deeper understanding of modern issues. Semester I Electives America’s Greatest Lawyer and America’s Most Important Trials GRADES 10, 11, AND 12, SEMESTER I, ½ CREDIT Credit: History The American courtroom has provided a venue through which Americans have grappled with moral panics, political tensions, celebrity scandal, and mass violence. High-profile prosecutions have had a powerful hold on American culture. And although these trials rarely had a significant effect on the law, they remain potent cultural touchstones, their stories told and retold through movies, television shows, podcasts, songs, and souvenirs. Clarence Darrow, as a lawyer in many of these famous trials, was a master of the courtroom stage who possessed an uncanny understanding of human character. In fact, Darrow was arguably the greatest trial lawyer of the twentieth century. He lived and practiced law during a period of unprecedented upheaval and profound change in the United States. We will focus largely on the twentieth century—a period of multiple “Trials of the Century”—to see how each trial crystallized broader political and social tensions over ethnicity, gender, race, religion, politics, sexuality, and social status. We will also examine how and why we return to such stories, how they endure in historical memory, and what tensions they help us think about today. Global Diplomacy: History, Types, Practice GRADES 10, 11, AND 12, SEMESTER I, 1/2 CREDIT Credit: History Diplomacy remains a crucial skill in our globalized world society: How can we as individuals, communities, and states contribute brimmer.org 42|43
upper School curriculum guide
toward peaceful resolutions regarding conflict? How can we work toward mutual understanding and cooperation? In this semester course, students study the history and theories of global diplomacy. They also study cultural diplomacy, economic diplomacy, citizen diplomacy, and defense and intelligence diplomacy. Students study the routes taken by traditional professional diplomats, such as those in the State Department or ministries of foreign affairs, from embassies to the United Nations. Case studies involving successful and less successful attempts at using diplomacy to solve international problems are studied to gain critical knowledge of world events and the actors that shape them both publicly and behind the scenes. The class also delves into new trends in global health diplomacy. This elective is great for those doing Model UN and counts for Global Studies credit. Semester II Electives Twentieth Century: Resistance and Imprisonment GRADES 10, 11, AND 12, SEMESTER II, 1/2 CREDIT CREDIT: HISTORY The twentieth century brought about new political and social movements that led to the rise of both resistance movements and totalitarian responses. Resistance to Nazism, for example, included many lesser-known German resistance movements as well as those from other nationalities. Resistance to totalitarianism, fascism, and communism also came to the forefront during this time. This course explores the relationship between freedom of speech and thought versus political suppression, as well as the concepts of both theoretical and actual resistance and imprisonment. It touches on major movements and prisons: from the S-21 jail in Phnom Penh during the reign of Pol Pot in Cambodia to the infamous gulag system in Russia, the “disappeared” in Argentina, and, of course, the concentration and extermination camps of Nazi Germany. The class avails itself of documentaries on these important topics and excerpts of readings from those imprisoned during these times.
We also cover nonviolent resistance movements in the latter half of the twentieth century. Far from focusing only on the negative, this course delves into the heroic acts that permitted some not only to survive, but also to make a change after their imprisonment. Students’ choices of independent reading are integral to our classroom enrichment. Law, History, and Wrongful Convictions GRADES 10, 11, AND 12, SEMESTER II, ½ CREDIT CREDIT: HISTORY This course will focus on systemic errors in our criminal justice system that lead to the conviction of innocent people. Students will learn about the causes and consequences of wrongful convictions, as well as about legal remedies available for correcting wrongful convictions and policy reforms for preventing them. Students will also be introduced to innocence case investigation and post-conviction procedure. Specific learning goals include: • exposure to all aspects of post-conviction innocence claims, including substantive causes of wrongful convictions and procedural mechanisms for litigating those claims; • introduction to essential and transferrable lawyering skills, such as investigative methods, fact development, persuasive storytelling, identification of legal issues, and fact and theory development; and • basic understanding of laws and policy reforms aimed at improving the accuracy and reliability of the criminal justice process. We will rely on websites such as: • www.innocenceproject.org (Innocence Project); • www.law.umich.edu/special/exoneration/ Pages/about.aspx (National Registry of Exonerations): • www.survivorservices (Healing Justice); and • texts such as Actual Innocence by Jim Dwyer, Peter Neufeld & Barry Scheck; Convicting the Innocent: Where Criminal Prosecutions Go Wrong by Brandon Garrett; Surviving Justice, edited by Lola Vollen & Dave Eggers; and Just Mercy by Bryan Stevenson.
Upper School Mathematics
The Mathematics program builds strong quantitative reasoning and problemsolving skills through a sequence of courses from Algebra through advanced electives and AP® options. Students learn to communicate mathematical thinking clearly, connect concepts across topics, and apply skills to real-world modeling and decision-making. For graduation, students complete at least three credits of mathematics, though most students take four credits in mathematics. Preparation for the SAT is incorporated into courses for Tenth, Eleventh, and Twelfth Grade students. Students work on practice problems and develop effective test-taking strategies. Algebra I FULL YEAR, 1 CREDIT Algebra I is the heart of the sequence of the School’s secondary mathematics curriculum. Topics covered in Algebra I are solving equations and inequalities; graphing lines and inequalities; solving systems of equations; adding, subtracting, and multiplying polynomials; and finding zeros of quadratic equations by factoring and using the quadratic formula. Problem-solving techniques are also emphasized throughout the course through real-life applications and projects. Geometry FULL YEAR, 1 CREDIT OFFERED WITH HONORS Geometry is a practical field of mathematics; it is fundamental to many crafts and professions, including carpentry, building, architecture, and design. The essence of geometry is looking for patterns and drawing conclusions. This course explores the various dimensions of geometry: measuring and visualizing, the properties and nature of deduction, the many uses of geometry, and algebraic and numeric representations of geometric concepts. Students use the Onshape software for investigating properties of triangles
and geometric transformations. Students interested in the Honors Program are required to work on problems and geometric proofs that involve a high level of thinking and logical reasoning. Students are also required to explore several topics independently. Topics include dilations, angle measures in polygons, areas of regular polygons, perimeters and areas of similar figures, arc lengths and areas of sectors of circles, and surface area and volume of solids. Algebra II FULL YEAR, 1 CREDIT OFFERED WITH HONORS Students in Algebra II develop their skills in solving systems of equations and manipulating linear, quadratic, exponential, and logarithmic expressions and sentences. A yearlong emphasis is placed on essential skills of solving, graphing, and simplifying a variety of different problems. The mathematical ideas are studied within the context of their applications to real-life situations. Students interested in the Honors Program are expected to independently cover a mix of topics not covered in the text, challenge problems, and SAT prep. Algebra II Foundations FULL YEAR, 1 CREDIT This course is a continuation of the concepts developed in Algebra I and Geometry, emphasizing the building blocks of algebra, including order of operations, solving equations and inequalities, and graphing linear functions. Once students have a solid foundation, they move on to examining various polynomial functions, using symbols, learning to simplify expressions, and making connections to daily life with algebra topics. Successful completion of this course is not a prerequisite for Precalculus. Precalculus (Non-Trigonometry) FULL YEAR, 1 CREDIT Prerequisites: B- or better in Algebra II Foundations and C or better in Algebra II.
This course expands upon the concepts studied in Algebra II. It is designed for students who need to fine-tune their algebraic skills. The topics brimmer.org 44|45
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covered in this course are linear, rational, and polynomial functions and their graphs. Algebraic skills are used in a wide variety of applications. Students work to develop concrete problemsolving skills and take ownership of their own learning. Advanced topics such as exponential and logarithmic functions are introduced. Successful completion of this course is not a prerequisite for Calculus. Students wishing to move on to Calculus from this course will be required to independently complete coursework not covered in this class. Precalculus FULL YEAR, 1 CREDIT OFFERED WITH HONORS Prerequisite: B in Algebra II.
The concept of function is one of the most important in mathematics. Students in this course develop the problem-solving skills needed for calculus through the study of linear, quadratic, exponential, logarithmic, polynomial, circular, and trigonometric functions. Students apply trigonometry to a variety of real-world problems. Throughout the course, they make connections between geometry and algebra as they use graphs to solve polynomial, rational, exponential, and logarithmic inequalities. Students interested in the Honors Program are expected to independently work on problems that extend the mathematics from the text and problems with a mix of advanced topics not covered in the course. Completion of Honors work will be a prerequisite to taking AP® Calculus BC. Calculus FULL YEAR, 1 CREDIT Prerequisites: C+ in Precalculus and permission of the department.
This course is designed to introduce students to differential and integral calculus with substantial experience in modeling and solving real-world problems through application exercises from business, economics, life sciences, and social sciences. Almost all the mathematics learned up to this point comes into play in Calculus. Students finally see what it is good for and learn to appreciate the power of continuous mathematical models. Topics studied include
elementary functions, limits, derivatives, continuity, antiderivatives, integrals, and differential equations. This course is paced differently from AP® Calculus. AP® Calculus AB FULL YEAR, 1 CREDIT Prerequisites: A- in Precalculus and permission of the department.
This course is designed to provide students with a college-equivalent course in early transcendentals single-variable calculus. It is a very challenging and fundamentally different subject from the mathematics that students have studied previously. The course focuses on conceptual understanding of secant and tangent lines, limits, continuity, derivatives, applications of differentiation, related rates, optimization, integrals, applications of integrations, the intermediate value theorem, Rolle’s theorem, the mean value theorem, Newton’s method, and the fundamental theorem of calculus. Graphing calculators are used to manipulate and compare ideas that are represented graphically, numerically, and algebraically. At the same time, students master the skills and techniques needed to solve problems by hand. AP® Calculus BC FULL YEAR, 1 CREDIT Prerequisites: A in Precalculus, successful completion of the Honors Program, and permission of the department.
This is an extensive, rigorous course which focuses on conceptual understanding and thinking skills and follows the content stated in the College Board Advanced Placement® Calculus BC syllabus. It extends the study of differential and integral calculus to power series, polar coordinates, and parametric equations. NEW IN 2026–2027
Linear Algebra FULL YEAR, 1 CREDIT
Prerequisite: AP Calculus AB (B+ or better) or AP Calculus BC (B or better)
This course is designed for students who want to develop a fundamental understanding of linear algebra. The main topics covered include systems of linear equations, row reduction and echelon forms, vector equations and spaces, matrix equations and operations, linear transformations,
inverse of matrices, determinants, vector spaces and subspaces, bases, eigenvectors and eigenvalues, diagonalization, Markov chains, the Gram-Schmidt process, least squares, diagonalization of symmetric matrices, and singular value decomposition. Students will develop problem-solving skills and learn how to apply linear algebra to real-world situations. The course promotes critical thinking and focuses on both computational skills and theoretical knowledge, equipping students for higher-level math courses. AP® Computer Science A OFFERED IN ALTERNATING YEARS GRADES 11 AND 12, FULL YEAR, 1 CREDIT Credit: Technology or Math Prerequisites: Grade of B or better in Algebra II, previous Computer Science course (AP®Computer Science Principles, Programming, or Application Development), and permission of the instructor.
AP® Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming and design using the Java programming language. AP® Computer Science Principles GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT Credit: Technology or Math Enrollment in this course requires the approval of the instructor. No prior computer science knowledge or experience is necessary.
AP® Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP® Computer Science Principles also gives students the opportunity to use current technologies to create computational artifacts for both self-expression and problem-solving.
Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science. AP® Statistics FULL YEAR, 1 CREDIT Prerequisites: A- in Algebra II or B- in Precalculus, B in English II or electives, and permission of the department.
This course is divided into four major themes: exploratory analysis using graphical and numerical techniques to study patterns and departures from patterns; planning and conducting a study involving collecting, organizing, and summarizing data; using probability to anticipate what the distribution of data should look like under a given model; and statistical inference to guide the selection of appropriate models. There is an emphasis not only on calculations but also explaining their meaning in a real-world context. Graphing calculators are used for a variety of statistical tests and graphs. Elementary Functions with Financial Applications GRADES 11 AND 12, FULL YEAR, 1 CREDIT Prerequisite: Algebra II.
This course is designed to strengthen students’ understanding of functions and their representations, exponential growth and decay, and inverse functions through various mathematical modeling. Real-world financial applications are woven throughout the course. In addition, students will learn how to budget, invest, improve credit score, and do taxes while using mathematical equations, models, and trends. Statistics GRADES 11 AND 12, FULL YEAR, 1 CREDIT Prerequisite: Algebra II.
This is an introductory course in the study of statistics. It introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The major themes are the exploration of distributions and relationships between data, using data for decision-making, probability, and planning and undertaking a study. Excel is used to support the statistical concepts. brimmer.org 46|47
upper School curriculum guide
Upper School Science
Science courses emphasize curiosity, experimentation, and evidence-based reasoning, helping students think and work like scientists as they investigate the natural world. Through hands-on lab experiences and data-driven analysis, students learn to design experiments, evaluate evidence, and communicate scientific conclusions with clarity. For graduation, students complete three credits of science, and many students extend their study through advanced electives and higher-level coursework. Most students take at least four credits in science. Biology GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT OFFERED WITH HONORS Biology is the study of life. True comprehension of life involves understanding interrelatedness: from cells to biosystems, from extinct organisms to the living, from the working of body systems to the onset of illness and disease, from human impact on our planet to stewardship of the Earth, and from technology to ethics. Classes are activity based, student motivated, and student driven. The major focus in biology is to empower the students to think, act, and question like scientists. Students complete work in their textbook as well as lab work, case studies, and project-based activities. The curriculum is enhanced by outside readings, presentations, activities, and current events. Physics GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT Students explore the fundamental concepts and theories of physics. Major topics of study include mechanics, forces, Newton’s laws of motion, projectiles, energy, sound and light, and electricity and magnetism. Although calculations are inevitable in the study of physics, the course is designed to focus on using concepts and theories to explain natural phenomena. Students work on developing keen observation skills, measurement, analysis, and critical thinking. Much of the course involves student presentation of findings and discussion to develop a comfort with scientific discourse.
Advanced Physics GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT Prerequisite: Permission of the Physics Department Chair.
In Advanced Physics, students explore the fundamental concepts and theories of physics. Major topics of study include mechanics, forces, Newton’s laws of motion, projectiles, energy and energy resources, sound and light, and electricity and magnetism. The course moves at a faster pace than the regular Physics offering and requires the use of more advanced math skills, including trigonometry and quadratic equations. The course has a significant hands-on lab component, which emphasizes inquiry-based investigations. These investigations foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems. This course receives the same weighting as a course with Honors. Chemistry GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED WITH HONORS This course allows students to examine fundamental concepts such as atomic structure, chemical bonding, molar ratios, and chemical reactions. Qualitative and quantitative skills are developed and used as students engage in class discussions, projects, and experimentation. Everyday phenomena are examined in light of students’ increasing knowledge and understanding. Successful completion of this course equips students with relevant background to support them as they take courses such as AP® Biology, AP® Environmental Science, Neuropsychology, and Human Anatomy and Physiology. AP® Biology GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT Prerequisites: Permission of the department and Chemistry with a B or better. Students must complete the assigned summer work.
The Advanced Placement® Biology course explores in depth the fundamental concepts of biology. Students gain insight into macroscopic and microscopic levels of the fundamental processes of life and are encouraged to develop an appreciation for living things and their interaction with their environment. Students who
are taking AP® Biology are expected to master topics in the following areas: scientific method, cells, genetics, evolution and the diversity of life, microbiology, and ecology. Each student is expected to develop skills in the subject by participating in class and working to complete projects and class activities. These activities can include written work, oral work, laboratory exercises, homework assignments, tests, and quizzes. Students who take AP® Biology are expected to complete a significant amount of work outside of class. Students are also expected to continue to meet as a class after Twelfth Grade Project begins and until they take the exam. AP® Environmental Science GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT Prerequisites: A grade of B or better in all previous Upper School science courses or permission of the department. Must have taken Biology and a physical science. Chemistry is highly recommended but not required. AP® Environmental Science students are expected to complete a significant amount of summer work.
AP® Environmental Science provides students with topics that would normally be covered in a one-semester college course and prepares them for the College Board exam. Environmental science draws from several different scientific disciplines, including geology, biology, chemistry, earth science, and geography. The course’s emphasis is on scientific principles and contains a laboratory component. Important themes include the scientific process, energy flow through systems, human alteration of natural systems, root causes of environmental problems, and possible solutions to these problems. AP® Physics 2 GRADES 11 AND 12, FULL YEAR, 1 CREDIT Prerequisite: Physics with a grade of B+ or better, Advanced Physics with a grade of B or better, or permission of the department.
Advanced Placement® Physics 2 is the equivalent to a second-semester college course in algebra-based physics. The course covers fluid mechanics; heat and thermodynamics; electricity and magnetism; the electromagnetic spectrum and optics; and atomic and nuclear physics. The course includes a significant hands-on lab component, where inquiry-based investigations are emphasized. These investigations foster
student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting. Students are expected to complete a significant amount of work outside of class and over the summer. Human Anatomy and Physiology GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT OFFERED IN ALTERNATING YEARS This course is an introduction to the structure and function of the human body. Topics include biochemistry, cells and tissues, and the major body systems. Emphasis is placed on relating topics studied to current scientific advances. Due to the nature of this class, lab work includes a significant number of dissections. NEW IN 2026-2027
Astronomy GRADES 10, 11 AND 12, FULL YEAR, 1 CREDIT OFFERED IN ALTERNATING YEARS During this yearlong elective, students gain a broad understanding of the mysteries of the universe, including the story of astronomy from prehistoric times up to general relativity, exoplanets, and the detection of gravitational waves. Students will engage in research and discussion of current events through reading and analysis of articles on recent discoveries. Students will further develop communication skills with written assignments and project presentations. Neuropsychology GRADES 11 AND 12, FULL YEAR, 1 CREDIT This yearlong course is split into two major components. The first examines the neuroscience of the brain; the second is a basic introduction to psychology, focused through a neuroscience lens. In the first semester, the course starts by exploring the anatomy and chemistry of the brain. In the second semester, the class explores the psychology of the brain, including injuries, memory, sleep, disorders and dysfunctions, and addiction. Many units are based around case studies, allowing students to gain real-life insight into the discipline. brimmer.org 48|49
upper School curriculum guide
FUTURE SCIENCE COURSES
The following courses are offered in alternating years. Marine Science GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED IN 2027–2028 OFFERED IN ALTERNATING YEARS During this yearlong elective, students gain a broad understanding of the ocean. This multidisciplinary approach to studying the world’s oceans examines the geological, chemical, physical, and biological forces that shape our oceans. Laboratory activities are used to help further the students’ laboratory skills and their understanding of course material. Furthermore, there are ample opportunities for students to take advantage of Boston’s location on the coast. The Science of Food OFFERED IN 2027–2028 GRADES 10, 11, 12, FULL YEAR, 1 CREDIT Eating is something that we do every day. But have you thought about the science that underlies all eating and food production? This course explores the science of food from multiple scientific angles. From the molecules that make up food and the chemistry of food to what happens to our food when we eat. What types of food are truly healthy, and what does the human body need for nutrients? To how our food is produced, and what is its effect on the environment? What are food inequities, how did they develop, and what can be done to solve them? This class will delve into these questions and more as we explore the science of food.
STEAM
STEAM coursework integrates science, technology, engineering, arts, and mathematics to strengthen interdisciplinary thinking, creativity, and design-based problem solving. Students engage in project-based learning that often includes prototyping, iteration, and reflection— building the habits of mind needed to move from an idea to a tested solution. STEAM courses are offered as electives that complement the science sequence; students who pursue STEAM deepen their learning through additional electives and advanced opportunities. Architectural CAD Modeling SEMESTER I, 1/2 CREDIT From idea to modeling, this course moves students through a full design sequence. An emphasis is placed on the creative thought process involved in conceptualizing architectural form in new and innovative ways. Moving from idea to concrete structure design, students acquire basic drafting and modeling skills through the use of computer aided design (CAD). The course concludes in a final project that encompasses all the concepts covered throughout the year. Advanced Architectural CAD Modeling SEMESTER I, 1/2 CREDIT Prerequisites: Architectural CAD Modeling and permission of the instructor.
In this advanced course, students will further their understanding of 3-D modeling as it relates to architecture and engineering. Students enrolled in this class must demonstrate a high proficiency with Onshape, providing the structure for independent exploration and project development. With each project, students will be encouraged to explore their own modeling objectives within a provided framework. This project-based course will utilize 3-D printing and augmented reality.
Engineering: Robotics GRADES 11 AND 12, SEMESTER I, 1/2 CREDIT Prerequisite: Computer Science elective or permission of the department.
Students will learn how to build, code, and pilot a robot. They will use Vex software and hardware, which are the same components used in the high school level competitions. The course will emphasize using sensors and actuators to help accomplish a task such as detecting and moving an object. Engineering I SEMESTER II, 1/2 CREDIT Prerequisite: B in Physics or permission of the department.
This course will give students the opportunity to explore some topics not yet discussed during their high school career and will put to use many concepts students have already learned. It will introduce some of the basic concepts behind engineering and go into depth on such topics as structural engineering and flight. Students will get hands-on experience building a balsa glider using an engineering design process approach. Engineering: Digital Fabrication GRADES 9, 10, AND 11, SEMESTER I & II, 1/2 CREDIT Credit: Technology or Engineering for STEAM Diploma Build. Make. Create! But where do we start? Through a series of small projects, students are introduced to some of the tools and skills for maker labs. From new makers to experienced makers, students learn vinyl cutting, laser cutting, 3-D modeling, 3-D printing, basic circuitry, soldering, and persistence. At the end of the course, students complete a culminating project that utilizes new skills. Through this course, students are trained to use digital tools outside of class. Problem-Solving Through Design I SEMESTER I, 1/2 CREDIT Credit: Art or Technology This course explores the concepts of design and innovation through finding creative solutions to real-life problems and needs. The class aims to create a job-like environment where project solutions are often the result of collaborative brainstorming and research, experimentation,
design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D printing. Concepts of industrial design and product design are also incorporated into the curriculum. Problem-Solving Through Design II SEMESTER I, 1/2 CREDIT Credit: Art or Technology Prerequisite: Problem-Solving through Design I.
This course continues to develop the design habits of mind introduced in Problem-Solving Through Design I. Students develop deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design. Topics are not limited to physical products but also include the creation of intangible designs. STEAM Lab FULL YEAR, 1 CREDIT Prerequisite: Permission of the instructor.
In this course, students are exposed to a number of the fields represented within the interdisciplinary term STEAM. The fields studied through hands-on activities include computer numerical control (CNC), electronics, graphic design, manufacturing systems (additive and subtractive), materials science, and robotics using the Arduino microcontroller. Students also study entrepreneurship through the lens of a start-up. Students run the STEAM Lab as a small business, using the available manufacturing systems to produce and sell products. Note: STEAM Diploma Program students must take this course in Twelfth Grade. Although this course is a requirement for STEAM Diploma students, it is open to students in Grades 11 and 12 who meet the prerequisite.
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upper School curriculum guide
Upper School Technology
The Technology program prepares students to use digital tools thoughtfully and responsibly, building fluency in platforms that support academic work while also exploring how technology shapes society. Students develop skills in areas such as digital organization, privacy and cybersecurity, computational thinking, and emerging topics like AI through coursebased projects and problem solving. For graduation, students complete one credit of technology, including Technology 9 and at least one additional semester-long technology elective. Many students choose to take more than one required credit in Technology. Engineering II SEMESTER II, 1/2 CREDIT Prerequisite: B in Physics or permission of the department.
As with Engineering I, this class will focus on solving problems with an engineering design process approach. Additionally, we will consider the budget, scope, and schedule for each project. The class will go into depth on topics such as modeling an object’s trajectory and then applying this knowledge to build a trebuchet. AP® Computer Science A GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED IN ALTERNATING YEARS Credit: Technology or Math Prerequisites: Grade of B or better in Algebra II, previous Computer Science course (AP® Computer Scinece Principles, Programming, or Application Development), and permission of the instructor.
AP® Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes
object-oriented programming and design using the Java programming language. AP® Computer Science Principles GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT Enrollment in this course requires the approval of the instructor. No prior computer science knowledge or experience is necessary.
Credit: Tech or Math In this course, students explore the central ideas of computing and computer science. The course is centered around five big ideas: creative development, data, algorithms and programming, computer systems and networks, and impact of computing. The course emphasizes computational thinking practices. Students are expected to connect computing to other disciplines, create computational artifacts and communicate their purpose, use abstraction and analysis to develop models for solving complex problems, and work effectively in teams. This course prepares students for the end-of-course AP® exam, as well as the throughcourse assessment that requires students to both explore the implications of computing innovations and create a computer application. Computer Science: Application Development SEMESTER I, 1/2 CREDIT Prerequisite: Programming or permission of instructor.
This course provides students with a foundation in application design and development. Students learn to design and program several different application types with a focus on the iOS environment. The topics covered include Xcode, the Swift programming language, the model-view-controller architecture model, user interface, and Cocoa Touch frameworks. At the end of the course, students have skills sufficient to design and deploy applications capable of leveraging advanced features such as GPS, accelerometer usage, and other onboard sensors of modern computing devices.
Computer Science: Artificial Intelligence GRADES 10, 11, and 12. GRADE 9 WITH PERMISSION OF INSTRUCTOR. SEMESTER II, 1/2 CREDIT Artificial Intelligence, or AI, enables computer systems to perform tasks that normally require human intelligence, such as visual perception, speech recognition, and decision-making. In this class, students will explore how and what types of data can be collected for AI systems and how computers can “learn” from these data and use what is learned to help interpret the world and make decisions. Students will identify and explore the implications of AI systems currently in everyday use in areas such as social media, mapping software, and financial institutions and consider the emerging areas where AI will be applied. Topics also include how AI has been portrayed in popular culture, how AI systems interact with humans, and the ethical considerations surrounding potential societal harm from inappropriately designed, trained, and/or applied AI systems. Students have opportunities to experiment and compute as they explore and solve problems associated with AI. This semester-long course will concentrate on an overview of this rapidly evolving topic, and while a programming unit is covered, this is a foundational introduction to the study of the field. Technology 9 REQUIRED, GRADE 9, FULL YEAR, 1/2 CREDIT Tech 9 is a full-year course that begins by ensuring that students are fluent in the use of the technology tools relevant to their academic success at Brimmer: Office365 and Canvas. The year continues with discussion and activities related to current technology topics seen in the news, such as data privacy, cybersecurity, and the Internet of Things. Second semester is divided into a sequence of studies, which can include a combination of the following: an introduction to programming (using Processing), an introduction to AI, and an overview of the discipline of computer science. Course assessment is based upon a combination of in-class work, class discussion/ participation, short term projects, and an end of semester project.
Engineering: Digital Fabrication GRADES 9, 10, AND 11, SEMESTERS I & II, 1/2 CREDIT Credit: Technology or Engineering for STEAM Diploma Build. Make. Create! But where do we start? Through a series of small projects, students are introduced to some of the tools and skills for maker labs. From new makers to experienced makers, students learn 3-D printing, laser cutting, 3-D modeling, basic circuitry, soldering, programming, and persistence. At the end of the course, students complete a culminating project that utilizes new skills. Through this course, students are trained to use digital tools outside of class. Graphic Art SEMESTER II, 1/2 CREDIT Credit: Art or Technology Prerequisite: Drawing or Painting or permission of the department.
This course explores the concepts of graphic design, advertising, and digital illustration. The elements of design are emphasized through the use of Adobe Photoshop and Adobe Illustrator as the primary means of creating original digital graphics. Additional focus is placed on the power of visual messaging in terms of sharing information, telling stories, and influencing society, for better or for worse. Music Technology SEMESTER I, 1/2 CREDIT Credit: Art or Technology Music Technology is a project-based course in which students will learn the basics of recording techniques for voices and instruments, as well as audio editing and music composition in a digital audio workstation (DAW). Students will work both individually and in pairs to create audio content that will then be shared with the entire Brimmer community. Problem-Solving Through Design I SEMESTER I, 1/2 CREDIT Credit: Art or Technology This course explores the concepts of design and innovation by helping to find creative solutions to real-life problems and needs. The class aims to create a job-like environment where project solutions are often the result of collaborative brainstorming and research, experimentation, brimmer.org 52|53
upper School curriculum guide
design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D printing. Concepts of industrial design and product design are also incorporated into the curriculum. Problem-Solving Through Design II SEMESTER I, 1/2 CREDIT Credit: Art or Technology Prerequisite: Problem-Solving Through Design I and permission of the instructor.
This course continues to develop the design habits of mind introduced in Problem-Solving Through Design I. Students develop deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design. Topics are not limited to physical products but also include the creation of intangible designs. FUTURE TECHNOLOGY COURSES
The following courses are offered in alternating years. Computer Science: Programming I OFFERED IN 2027–2028, SEMESTER I, 1/2 CREDIT Prerequisite: Permission of the instructor.
In this course, students learn the foundations of a programming language. While this introductory course focuses on Python, students explore the similarities and differences of a variety of common languages. Topics include variables, conditionals, functions, and classes. These acquired skills allow students to explore a variety of computer science topics such as image manipulation, data science, and text processing. Students spend roughly 75% of the course time learning core concepts of Python and 25% of the course developing a project to demonstrate mastery. This project serves as the major assessment for this course. Computer Science: Programming II OFFERED IN 2027–2028, SEMESTER I, 1/2 CREDIT Prerequisite: Permission of the instructor.
Programming II introduces students to more advanced programming concepts using Python. Students will learn to create more
powerful programs using functions, strings, data structures, file I/O operations, and objects. Once students complete this course, they will have learned material equivalent to the second half of a semester-long college introductory course in Computer Science and be able to program Python 3 programs. Computer Science: Game Design OFFERED IN 2027–2028, SEMESTER II, ½ CREDIT GRADES 10, 11, AND 12. GRADE 9 WITH PERMISSION OF INSTRUCTOR. In this course, students will gain a solid foundation in working with the Unity engine, a powerful cross-platform development engine to create video games and other amazing immersive and interactive experiences. Students will learn to use the engine to program, design, and prototype their own video games from the ground up. No programming or game design experience is required. In addition to creating one’s own unique games, students will learn about video game history, theory, and production, including current trends in digital games and gaming. Music Technology OFFERED IN 2027–2028, SEMESTER I, 1/2 CREDIT Credit: Art or Technology Music Technology is a project-based course in which students will learn the basics of recording techniques for voices and instruments, as well as audio editing and music composition in a Digital Audio Workstation (DAW). Students will work both individually and in pairs to create audio content that will then be shared with the entire Brimmer community.
Upper School World Languages
World Languages courses develop communication skills and cultural understanding, helping students engage thoughtfully with people, texts, and ideas beyond their own experience. Through listening, speaking, reading, and writing, students build proficiency while exploring the cultures and contemporary contexts of the languages they study. For graduation, students complete three consecutive credits in a single world language, though most students complete a four-year study of a single language. Students in Global Studies may opt to do a World Language concentration and take a second language. Students who complete Brimmer’s course of study may enroll in an additional advanced class offered through One Schoolhouse or a local college or university. FRENCH
French I FULL YEAR, 1 CREDIT This course is an introduction to the French language and Francophone cultures. It is an accelerated course designed primarily for entering students with little or no language background. The curriculum concentrates on developing fundamental skills in listening, speaking, reading, and writing. Essential grammar, vocabulary, and expressions—as well as cultural topics of interest—are introduced, explored, and reinforced. Throughout the year, students are challenged to compare the languages and cultures they study to their own languages and cultures, to make connections with other fields of study, and to explore the Francophone resources in their School and neighborhoods. Students finishing this course move on to French II.
French II FULL YEAR, 1 CREDIT OFFERED WITH HONORS The French II course aims to reinforce and expand upon vocabulary, grammatical points, and expressions introduced in the beginning year(s) of language study. Students deepen their knowledge of France and other Francophone countries via short readings, videos, films, and musical samples used to supplement the curriculum. By the end of the year, students develop an intermediate level of proficiency, paving the way for class discussions conducted primarily in French. The French II Honors Program provides opportunities for students to explore independent work that supplements or extends beyond the curriculum. Sample projects include presentations, blogs, translations, and video summaries completed in the target language. French III FULL YEAR, 1 CREDIT OFFERED WITH HONORS This course aims to complete the formal study of grammar, expand vocabulary, and deepen the understanding of French and Francophone cultures. To foster communicative proficiency, students are encouraged to express themselves willingly and creatively in the target language. They read short stories, literary excerpts, and magazine articles from authentic sources. The writing required of French III students ranges from expository to creative in nature. Throughout the year, emphasis is placed on communication skills and comprehension. French III Honors students complete presentations, essays, and research projects on a variety of subjects using only French. French IV FULL YEAR, 1 CREDIT OFFERED WITH HONORS This course is an overview of French history, art history, literature, and grammar. Students focus on their presentation skills in French, reinforce previously studied grammar, and expand their vocabulary through reading about French society and culture. The overview course brimmer.org 54|55
upper School curriculum guide
is designed to leave students with a more sophisticated understanding of French history, culture, and language. The French IV Honors Program provides opportunities for students to embark upon independent work that supplements or extends beyond the curriculum. Sample projects include presentations, blogs, translations, readings, and video summaries completed in the target language. Advanced French Seminar FULL YEAR, 1 CREDIT The first quarter of this course is devoted to a review of grammar and vocabulary and honing reading skills. Throughout the remainder of the year, the focus of the class is on expanding writing, reading, and conversational skills. To this end, students read selections of French and Francophone authors, similar to the ones described below for the AP® curriculum. Finally, students view and discuss several Frenchlanguage films. AP® French Language and Culture FULL YEAR, 1 CREDIT Prerequisite: B+ or better in French IV or permission of the department.
This class, which is conducted entirely in French, provides intensive review and preparation for the AP® French Language and Culture Exam. Students read French and Francophone literature and French language periodicals. Some of the literary pieces studied come from the following authors: Dadié, de France, Rimbaud, Ponge, Diallo, Roy, Diop, Tirolien, and Gratiant. In addition to analyzing the thematic content of these readings, students contextually learn the grammatical structures and vocabulary they encounter. Assessments include essays, compositions, discussions, debates, oral presentations, tests, and quizzes. Students are encouraged to take the AP® Exam in May.
MANDARIN
Mandarin I FULL YEAR, 1 CREDIT This introductory Mandarin Chinese class enables students to build a novice level of proficiency in the basic skills of speaking, reading, listening, and writing. Students learn essential grammar and approximately 300 vocabulary words. Students study various topics such as the geography and people of China, greetings, numbers, identifying people and objects, family and pets, countries and nationality, sports, making friends, and food. Chinese culture is introduced via music, art, dance, and history to further enhance the classroom experience. Mandarin II FULL YEAR, 1 CREDIT OFFERED WITH HONORS By using a wide variety of materials and concentrating on the creative use of Chinese in class discussions and written compositions, students significantly expand their comprehension skills, as well as their knowledge of Chinese vocabulary. Students are exposed to new lexical fields and topics such as school subjects, taking transportation, clothing, and making phone calls. At this level, students acquire a deeper understanding of the Chinese culture. Short readings, videos, and musical samples supplement the Mandarin II curriculum. Students read a leveled storybook in Chinese, which bolsters their interest and strengthens comprehension skills. The Mandarin II Honors Program is designed for students who are willing to extend their knowledge of Chinese language and culture. The Honors Program provides students with creative problem-solving, independent thinking, and extended research skills. In Upper School Mandarin II, students are required to finish the classwork and the extra work outside of class. Presentations, translations, research projects, reading summaries, essays, and oral presentations are completed in the target language.
Mandarin III FULL YEAR, 1 CREDIT, OFFERED WITH HONORS This course aims to continue the formal study of grammatical patterns, expand vocabulary, and deepen the understanding of Chinese culture. To foster communicative proficiency, students are encouraged to express themselves willingly and creatively in the target language. Students are exposed to new lexical fields and topics such as eating at a restaurant, the weather, getting to places, leisure activities, celebrations, health, and traveling. Throughout the year, emphasis is placed on communication skills and comprehension. Students read a leveled storybook in Chinese, which bolsters their interest and strengthens comprehension skills. The Mandarin III Honors Program expands on the knowledge and mastery attained in the Mandarin III curriculum. Students conduct research on Chinese culture, history, literature, geography, food, arts, dance, games, and music. Students have the opportunity to explore Chinatown, cook authentic Chinese food, review Chinese films, explore modern Chinese culture, and listen to traditional Chinese music. Pronunciation of Chinese Mandarin and conversational speaking are also emphasized in the Honors Program. The program helps to prepare students for Brimmer travel programs to China if they choose to participate. Mandarin IV FULL YEAR, 1 CREDIT, OFFERED WITH HONORS This advanced-level course reviews previously studied grammar before focusing on listening and reading comprehension, thus engaging students through participation in classroom discussions on selected topics and travel locations in China. Students also extend their vocabulary and deepen their cultural knowledge while being exposed to new topics such as school-based interests and activities, health concerns, adolescence, work, relationships, technology, and environmental issues. The course provides students with the opportunity to express themselves further and discuss various themes as a group. Students read a leveled storybook in Chinese, which bolsters their interest and strengthens comprehension skills. The Mandarin IV Honors Program expands
on the knowledge and mastery attained in the Mandarin IV curriculum. The program is designed to provide students with varied opportunities to further develop their proficiencies across the three communicative modes: interpersonal (speaking, listening, reading, and writing skills), interpretive (listening and reading skills), and presentational (speaking and writing skills). The program does this by expanding students’ understanding of Chinese culture, history, literature, geography, food, arts, dance, games, and music. Students have the opportunity to compare and contrast modern Chinese culture with Western culture. Advanced Mandarin Seminar FULL YEAR, 1 CREDIT This course is intended for students who wish to continue with Chinese learning after Mandarin IV. It provides additional preparation for the Advanced Placement® Language curriculum or college study. Students focus on deepening their language skills, including speaking, listening, reading, and writing, as well as expanding their knowledge and understanding of Chinese culture and history. The immersion method is implemented in this class. By the end of the course, students have learned about 1,500 regularly used Chinese characters. They are able to read, discuss, and write compositions based on everyday situations, current events, and short stories in literature. AP® Chinese Language and Culture FULL YEAR, 1 CREDIT Prerequisite: B+ or better in Advanced Mandarin or permission of the department.
This course, which is conducted mostly in Chinese, provides specific preparation for the AP® Chinese Language and Culture Exam. Students are immersed in the language and culture of the Chinese-speaking world to further develop their skills of listening, speaking, reading, and writing in Chinese. In addition to using the textbook, students work with selected authentic materials such as newspaper articles, novels, poems, songs, and clips of television series and movies. This is a college-level course with a significant workload. Assessments include brimmer.org 56|57
upper School curriculum guide
essays, compositions, discussions, debates, oral presentations, tests, and quizzes. It is the expectation that students take the AP® Chinese Language and Culture Exam in May. SPANISH
Spanish I FULL YEAR, 1 CREDIT This course is an introduction to the Spanish language and Hispanic cultures. It is designed primarily for entering students with little or no language background. The curriculum (guided by the text) concentrates on developing fundamental skills in speaking, writing, reading, and listening. At this level, the emphasis is on learning essential grammar and vocabulary. Moreover, students begin to gain international awareness as they are introduced to the cultures of Spain and Latin America. Upon successful completion of the course, students are prepared to enter Spanish II. Spanish II FULL YEAR, 1 CREDIT OFFERED WITH HONORS In Spanish II, students build upon the skills they learned in Seventh and Eighth Grade Spanish or Spanish I and continue to develop their Spanish vocabulary and learn increasingly more complex grammatical structures. Students further develop their listening comprehension through maintaining a goal of 90% Spanish language in the classroom. At this level, students delve deeper into the cultures of Spain and Latin America. Upon successful completion of the course, students are prepared to enter Spanish III. For students who seek an extra challenge in Spanish, the Upper School Spanish II Honors Program provides this opportunity. Students who choose to participate in this program read novels and participate in cultural activities that promote comprehension and mastery in four key areas: reading, writing, listening, and speaking. Work for the Honors Program is largely completed outside of the classroom during an additional meeting time, and other homework may be assigned in addition to work from the regular class.
Spanish III FULL YEAR, 1 CREDIT, OFFERED WITH HONORS As with Spanish II, this course uses a wide variety of materials and focuses on the increased use of Spanish for instruction, class discussions, and written work. The overarching goal of this class is to foster communicative proficiency by encouraging students to express themselves willingly and creatively in the target language. To this end, students are expected to maintain a goal of 90% Spanish language in the classroom. In addition, students’ core knowledge of grammar is expanded by adding more complex structures and uses in context. Cultural and literary readings are presented from authentic target language resources. Upon successful completion of the course, students are prepared to enter Spanish IV. For students who seek an extra challenge in Spanish, the Upper School Spanish III Honors Program provides this opportunity. Students who choose to participate in this program read an intermediate-level novel and participate in cultural activities that promote comprehension and mastery in four key areas: reading, writing, listening, and speaking. Work for the Honors Program is completed outside of the classroom, and additional homework is assigned quarterly. Spanish IV FULL YEAR, 1 CREDIT, OFFERED WITH HONORS In Spanish IV, students continue to develop their proficiency in the three modes of communicative competence: interacting with other speakers of the language, understanding oral and written messages in Spanish, and making oral and written presentations in Spanish. The course maintains its focus on communication about students’ immediate world and everyday life experiences and is conducted exclusively in Spanish. Selected readings, music, and feature films serve as additional sources for class discussion, vocabulary enrichment, and contextual grammar instruction. This class will cover advanced Spanish topics and develop the foundation for the Advanced Spanish Seminar and AP® courses. The Spanish IV Honors Program is for students who are highly motivated in the language and eager to learn and explore more aspects of the Spanish culture. The students read an
intermediate-level novel and participate in cultural activities that promote comprehension and mastery in four key areas: reading, writing, listening, and speaking. Work for the Honors Program is completed outside of the classroom, and additional homework is assigned quarterly. Advanced Spanish Seminar FULL YEAR, 1 CREDIT The class is conducted entirely in Spanish, and students are expected to take a proactive role in the selection and development of conversational topics. Students learn how to access Spanish Internet sites and learn about a variety of cultural topics while relating them to their own community and experience. Although some classroom time is devoted to expanding vocabulary through class discussions, grammar is reviewed and reinforced in cultural and literary readings, focusing on contemporary issues. Students will produce multiple long- and short-term projects and presentations using advanced Spanish and appropriate academic register. AP® Spanish Language and Culture FULL YEAR, 1 CREDIT Prerequisite: B+ or better in Spanish IV or permission of the department.
This class, which is conducted entirely in Spanish, provides targeted and intense preparation for the AP® Spanish Language Exam. Among the instructional materials used is the virtual text of Temas (VHL). This is a college-level course with a significant workload, and students will be expected to keep up with a rapid pace and may need to do additional significant preparation and study outside of class. It is expected that students take the AP® Spanish Language and Culture Exam in May.
Upper School Health and Wellness
There is much more to students’ lives than academics. Brimmer strives to develop students who go on to be successful in the world and also seeks to help educate students in areas that allow them to be prepared to make informed decisions when faced with challenging situations. Upper School students participate in wellness programs geared to support their social, emotional, and physical well-being. Each grade has weeklong workshops on sex education, stress management, or substance use and abuse. When possible, the School offers a parent workshop as well. Wellness Program In addition to the classes offered, Brimmer invites in special speakers to lead School-wide presentations and discussions on other topics that are relevant to adolescents. Ninth Grade Wellness This course provides students with the skills to be healthy and successful members of the Brimmer community. Students are exposed to a core set of skills and approaches to manage the potential stressors they face as adolescents. Topics covered include mindfulness, DEI and cultural competency, academic skills (time management, self-advocacy, and research skills), social-emotional learning, stress management, physical health, sexual and reproductive health through IMPACT, addiction prevention through the Wellness Collaborative, digital citizenship, and media literacy. Ninth Grade Core Through Ninth Grade Core, students develop and build upon the foundational academic skills needed to be successful high school students. Students will develop strong study skills, hone their research skills, learn more about effective collaboration, and develop other critical skills identified by Upper School teachers. Students will meet once a week in Semesters I and II. brimmer.org 58|59
upper School curriculum guide
Tenth Grade Wellness The Semester I Tenth Grade wellness curriculum focuses on healthy relationships with the help of instructors from IMPACT. The 10-week curriculum culminates with a social awareness campaign geared at teaching the community about topics learned during the course. IMPACT’s healthy relationships program teaches skills and concepts to help students identify safe and positive connections as well as recognize warning signs for unhealthy and unsafe relationships. Topics include healthy decisionmaking, boundaries, online safety, online bullying, bystander intervention, coercion in intimate relationships, and abuse in intimate relationships. Semester II Tenth Grade wellness builds upon the topics in Semester I and includes topics in digital citizenship, mindfulness, addiction and substance use prevention, and diversity, equity, inclusion, and belonging (DEIB) and cultural competency. Students also become CPR- and first aid-certified through the course. Eleventh And Twelfth Grade Wellness Eleventh and Twelfth Grade Wellness occurs during specific class periods during the course of the year. Eleventh Grade students have a four-week Sexual Health and Education course taught by IMPACT. They also complete the curriculum covering alcohol, substance, and vape use, along with stress management with the Wellness Collaborative. In Twelfth Grade, students have the option to sign up for IMPACT self-defense program. IMPACT self-defense curriculum teaches practical safety skills by placing students in realistic simulations of potentially unsafe situations. Trained instructors play the role of would-be assailants and students have the opportunity to practice responding effectively to threats, intimidation, and harassment. Due to the extensive training and relevant professional backgrounds of IMPACT instructors, the material is presented in a way that is trauma informed and consistent with best practices for social-emotional learning. The IMPACT curriculum presents scenarios that range from safety awareness in public places to sexual
assaults perpetrated by familiar people. Students learn skills to protect themselves and to speak up when someone else’s safety is at risk. Assemblies and Cocurricular Programming Each year, the School invites speakers to deepen students’ understanding of local, national, and global issues, as well as expose them to new ideas. These are mission-oriented programs that help students learn about relevant topics, develop an appreciation for new ideas, and engage in conversations. Presentations in the past have ranged from visiting artists to conversations on diversity to the Syrian refugee crisis. Speakers are brought in to deepen student engagement and connect to the school year theme.
College Counseling At Brimmer, we approach the college process in an individualized way and seek to match students with the best possible college choice for their specific goals and qualifications. Upper School students work closely with their advisors and the College Counselors to plan a strong program of study commensurate with their ability, interests, and future college plans. Although we recognize that some families are eager to begin the college process as their students enter the Upper School, we believe that the best foundation for success sees students focusing on their studies and exploring their interests throughout Ninth and Tenth Grade. Thus, there is limited formal college programming for Ninth and Tenth Grade students, although all Upper School students and their families are invited to many of the college counseling events held throughout the year. The College Counseling team is available at grade-level breakfasts, Back-to-School Night in the fall, and informal college coffees throughout the year to engage with parents and answer questions, and Tenth Grade students attend a College Night in the spring.
Eleventh Grade students are assigned to a college counselor over the summer and Eleventh Grade College Night is held in January and is considered the formal “kick-off” to the college process. Students and parents are presented with a College Guide (also available on the College Counseling web page), a planning calendar, and overarching guidance about the year and a half to come. Eleventh Grade students begin weekly College Counseling classes in the second semester. As the principal advocate for each Brimmer student in the admissions process, the College Counseling team strives to get to know each student well through individual meetings and in and out of the classroom. In the fall, Brimmer welcomes more than 100 college admission representatives to campus to meet with students. We also host a College Night in May with an annual rotation of programming, from case studies to panelists on various college topics. In addition, Brimmer’s College Counselors travel to numerous college campuses and attend professional conferences throughout the United States. Practice for standardized testing begins with the PreACT in tenth grade and the PSAT in Eleventh Grade. Brimmer frequently partners with the Summit Educational Group to offer test prep classes for the SAT or the ACT. In addition, each year we invite a representative from Summit to Brimmer to present an evening program for students and parents to explain the standardized testing landscape. Twelfth Grade students continue with the College Counseling class once a week during the first semester and continue to receive personalized support as they finalize applications and essays. While the classes end in January, the College Counselors remain active advisors through the selection and enrollment process and the spring.
In conjunction with the College Counseling Office, the Career Readiness and Leadership Program helps students develop pivotal skills and begin thinking about their futures beyond Brimmer. The Leadership Institute gives students tools to add to their repertoire and use in a variety of leadership experiences through a series of monthly workshops. Future-focused thinking and brainstorming exercises are woven throughout advisory meetings, prompting students to think about what future pathways could exist. Eleventh Grade College Counseling GRADE 11, REQUIRED, SEMESTER II College Counseling is a one-semester course required for all Eleventh Grade students, who meet weekly in small groups to learn about the college admissions process. Classes are focused on the use of Scoir as a research tool, completing the Common Application and the college essay, and discussing topics such as campus visits, interviewing, and building a balanced college list. Twelfth Grade College Counseling GRADE 12, REQUIRED, SEMESTER I College Counseling is a one-semester course required for all Twelfth Grade students. Students meet once a week in small sections. The focus at the beginning of the semester is on finalizing their college lists and working on their applications and essays. Students receive individual help from the counselors as needed. The latter part of the semester is devoted to discussions and exercises related to the transition to college.
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Athletics
The Athletic Department is located in the new Recreation & Wellness Center. The Athletic Directors oversee the School’s athletic and physical education programs. The School’s on-site Athletic Trainer facilitates emergency care and implements injury prevention and injury management programs for student athletes. Athletic Requirements All Brimmer students are required to participate in our athletic program each school year. In order to participate in the athletic program, all students must provide medical forms and complete the concussion baseline test. Upper School Athletics and Upper School Activity Credit Students are required to be active participants in after school life. This includes participating in athletics, the theater program, or the Robotics team. After school activities are broken into three seasons: fall, winter, and spring. Students are asked to participate in the following ways: • Students who participate in one team sport are required to do two seasons of another activity, such as Fitness. • Students who participate in two team sports are allowed to take a third season off. • Students who participate in Brimmer’s after school theater program receive after school credit in the following way: • Students who participate in the fall Upper School play may receive a fall activity credit. • Students who participate in the Upper School Musical receive a winter activity credit. • Students who participate in the fall Upper School Play and the Upper School Musical may earn a team sport credit. • Students who participate in the after school Robotics team may receive team credit for the September-March commitment. These students must also attend Fitness one day a week and do an additional season of Fitness or a team sport.
Sports Not Offered at Brimmer Students who excel in an athletic activity not offered at the School may apply for permission to pursue their sport outside of school. An application must be completed for each season. Exemption from participation in the Brimmer Athletic program is determined on a case-by-case basis by the Athletic Director. Details on how to apply for exemption can be found in the Family/Student Handbook. All students are strongly encouraged to participate in the School’s Athletic program. Interscholastic Competition All Upper School teams compete against other independent schools. Varsity teams are part of the New England Prep School Athletic Council (NEPSAC). At the end of each season, teams that have qualified compete in their respective NEPSAC tournaments. The varsity boys cross country, soccer, basketball, baseball, and tennis teams compete in the Massachusetts Bay Independent League (MBIL). The varsity girls soccer, volleyball, basketball, softball, tennis, and lacrosse teams compete in the Independent Girls Conference (IGC). Curling competes in an independent league hosted by The Country Club. Sports schedules and game results are posted on the School website and in Veracross. 2026–2027 Athletic Offerings for Upper School FALL
Team Sports • Junior varsity and varsity soccer • Varsity cross country • Varsity volleyball Activities: Recreational tennis, strength training/conditioning WINTER
Team Sports • Junior varsity and varsity basketball • Curling Activities: Strength training and conditioning, yoga
SPRING
Team Sports • Varsity lacrosse • Varsity softball • Varsity baseball • Varsity tennis • Varsity ultimate frisbee Activities: Strength training and conditioning, ultimate frisbee
General Information ACADEMIC MATTERS
Academic Support Academic Support at Brimmer includes the Academic Support Center, Math Lab, Writing Center, Peer to Peer Tutoring, and Advisor Program. In addition, Brimmer and May has its own Tutoring Program. (See “Tutoring” on page 64.) The Learning Center is available to students in Grades 6-12 to receive small group and individualized support in the areas of time management, executive functioning, and study skills. Students may have standing appointments or drop in throughout the day. Advisor Program Grade 6 students are assigned a member of the Grade 6 faculty as their advisor when they enter Middle School. Each student in Grades 7–12 selects a member of the adult community at Brimmer to serve as an advisor. The two meet regularly to discuss the student’s academic progress and individual concerns. Advisors oversee the educational performance of their advisees throughout the school year and meet with parents on report card conference days at midyear to review progress and grades. The advisor is the parents’ primary contact at the School. Advanced Placement® Advanced Placement® (AP®) is a program of college-level courses and exams that gives high school students the opportunity to receive academic college credit. Each AP® course ends with a comprehensive examination. These exams are graded on a scale of 1 to 5. Many colleges and universities offer academic credit awards for scores of 3, 4, or 5. AP® courses at Brimmer are offered to qualified Eleventh and Twelfth Grade students. Examples of AP® courses that may be offered include: • Biology • Calculus • English Literature and Composition • English Language • French Language
• • • • • • •
Macroeconomics Microeconomics Physics 2* Spanish Language Statistics Studio Art 2-D Studio Art
Twelfth Grade students may opt out of taking AP® exams. Students must complete a form that is signed by their parents/guardians. *Physics 2 is offered to Eleventh and Twelfth Grade students.
Exams and Exhibitions Periods There is an exam, project, and exhibition period prior to the December vacation for students in Grades 9-12. There is an exam and exhibition week at the end of the second semester for students in Grades 8-11. Exams are two hours in length. The nature and length of exhibitions vary; some exhibitions have taken the form of oral presentations, mock trials, debates, computer projects, and artwork critiques. Grading and Reports: Middle School In the Middle School, under the quarter system, official grades are issued four times yearly. Teachers’ comments accompany grades at the end of the second and fourth quarters. Middle School parents come in for conferences with teachers at the end of the first and third quarters. At the end of the second quarter, parents receive grades and comments and conference with advisors. All conferences give parents an opportunity to discuss student progress. Final grades and comments are emailed to parents at the end of the school year in mid-June. Grading and Reports: Upper School In the Upper School, under the semester system, official grades are issued twice yearly. Only semester and year-end grades are recorded on Upper School transcripts. While they are not entered on the transcript, midsemester and progress report grades are given to all students in Grades 9-12. All semester, midsemester, and progress report brimmer.org 62|63
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grades are posted online in the parent portal. Parents may request to conference with a teacher or advisor to review grades and develop a plan for improvement.
student’s educational testing on file to provide a nonstandard test administration. Testing must be up to date. Students testing accommodations are determined by the standardized test company.
Honor Roll An Honor Roll is announced at the end of each marking period (at the end of each quarter for Grades 6-8 and at the end of each semester for Grades 9-12).
Tutoring Supplementary academic help is available (for an additional fee) through the School’s Tutoring Program supervised by the Director of Academic Services. A team of highly trained tutors work with Middle and Upper School students on a one-onone basis both during and after school. Tutoring is available in most subjects. Families and students seeking tutoring services work directly with the Director of Academic Services.
In Middle School • To earn Honors, a student must have a B average, with no grade below a B-. • To earn High Honors, a student must have an A- average, with no mark lower than a B+. In Upper School • To earn Honors, a student must have a 3.0 GPA, with no grade lower than a B-. • To earn High Honors, a student must have at least a 3.67 GPA, with no mark lower than a B. Promotion Policy A student must have at least three grades of C- or above and not more than one F in the academic disciplines to be promoted in Grades 6-12. The F must be made up in an approved summer school course or through tutoring and an exam given by the School. D is a conditional grade, and summer work may be recommended. Standardized Tests Standardized tests are administered at Brimmer to help students practice test-taking skills and strategies, to assess individual student achievement and ability, and to aid in determining programmatic needs at the School. The PreACT is administered in the fall to tenth graders, the PSAT is administered in the fall to eleventh graders, and the ERB test is given each spring to students in Grades 6, 7, and 8. Eleventh and Twelfth Grade students work extensively with their College Counselor to make decisions about the ACT or SAT. Students with documented learning disabilities may apply for extended time consideration through the Director of Academic Services. The School must have a copy of the
THE ARTS
After School Music Program The After School Music Program offers private lessons in voice and many musical instruments. There is a formal recital in the spring. This is a fee-based program. Guest Artist Series In addition to regularly scheduled performing artist visits to our assembly periods, the Creative Arts Department hosts brief residencies in the visual arts, music, and theater. Workshops offered have included printmaking, sculpture, bookmaking, theater design, world music, stage carpentry, and improvisation. Theatrical Productions Brimmer presents theatrical productions throughout the school year. Currently scheduled productions: Fall • Middle School Play • Upper School Play Winter • Upper School Musical Spring • Middle School Musical • Student-directed productions (depending upon interest) Additional exhibitions and special theatrical events may be presented throughout the school year.
Music Concerts and Events Winter • Winter Concert • Middle School Coffeehouse • Upper School Coffeehouse • Winter Instrumental Concert Spring • Spring Choral and Instrumental Concert • The Gator Scales at The Street
School Life
ACTIVITIES (UPPER SCHOOL)
Clubs Extracurricular activities allow students to pursue personal interests or explore new areas. Students with common interests are encouraged to form new clubs. Groups meet during lunch or an activity period. Additional meetings take place when needed. Recent activities offered include the following: • Chess Club • Community Service Club • Diversity Club • Environment Club • Gender and Sexuality Alliance (GSA) • Stock Market Club • Maker Club • Quiz Bowl • Strategic Games • Model UN Assembly Program Assembly periods scheduled regularly throughout the school year provide opportunities for students to hear outside speakers, enjoy performances (either by professional groups or by members of the School community), and participate in educational discussions or activities that involve both teachers and students. Assemblies are scheduled for Thursdays at 10:00 am. Community Meetings Middle and Upper School students gather two times a week in division- and grade-level meetings. It is a time for student and faculty announcements, athletic updates, and special activities. All Upper
School Meetings are conducted by the Upper School Senate president. Grade-level meetings are conducted by grade-level representatives. Division-level meetings frequently end with a moment of silent reflection. DIVERSITY, EQUITY, INCLUSION, AND BELONGING
Affinity Groups and Student Diversity Clubs Brimmer prides itself on its diverse student body, which includes students of varying races, ethnicities, family structures, personal identities, religions, neighborhoods, countries of origin, and learning styles. Student friendships and support networks span across this diversity, and those bonds enrich our community. In an effort to support our students, promote our Core Values, and respond to the world around us, Brimmer maintains a range of student diversity clubs and affinity groups that meet weekly. These include Students of Color affinity groups and GSA Club (Gender and Sexuality Alliance) in both the Middle and Upper Schools. Topics discussed in those groups range from celebrations of identity to history lessons to politics and current events to microaggressions. These groups may change yearly in response to our community’s needs. Brimmer is committed to educating and empowering all its community members to be social justice leaders. Throughout each academic year, we hold internal events that celebrate culture and differences. We also bring in speakers and hold workshops for our students and faculty on a range of topics addressing diversity, equity, and inclusion. These programs are meant to give each participant the tools to be meaningful contributors to Brimmer and to the larger world around them. Brimmer students help develop internal diversity programming at the Lower, Middle, and Upper School levels and are active in opportunities offered off campus. Our students attend the NAIS Student Diversity Leadership Conference (part of the NAIS People of Color Conference) each year as well as AISNE Students of Color Conferences for Middle and Upper School students. brimmer.org 64|65
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These conferences address topics of race but also cover in-depth issues surrounding socioeconomic differences, gender identity, and sexual orientation, among other things. Students also participate in smaller, more local programs when opportunities arise. Judicial Board (Upper School) The Brimmer Upper School Judicial Board— composed of students, administrators, and faculty members—is committed to strengthening our community by developing and maintaining a tone of decency and sense of responsibility in our daily interactions. The Judicial Board seeks to promote honesty, ethical behavior, equity, and equality in the School community. It strives to be impartial, to uphold the rules and values of the School, to maintain confidentiality, and to respect an individual’s right to a fair disciplinary process. Leadership Opportunities (Upper School) Students provide leadership in the following areas of the School: • Activities and Clubs—Officers • Admissions—Tour Guides • Athletics—Team Captains • Diversity and Inclusion—AISNE Diversity Conferences, NAIS Student Diversity Leadership Conference • Gator-Aides Peer Mentor Program • Judicial Board—Elected Representatives • Peer Tutors • Scholar Society • Student Athlete Leadership Training • Student Senate (See “Student Senate.”) • Upper School Camp Planning Committee
Outdoor Education Program (Upper School) Outdoor Education trips are offered during the fall, winter, and spring seasons. Trips may focus on hiking, backpacking, rock climbing, fishing, skiing, snowshoeing, camping, or other outdoor activities. Students learn practical skills in campcraft and outdoor living, outdoor cooking and menu preparation, emergency wilderness first aid, minimum-impact camping, and environmental preservation. There is also an emphasis on developing leadership skills, communication, trust, and cooperation. Enrollment is limited to 15 students and to one season of participation unless space allows. Social Innovators (Upper School) The Social Innovators Program is a partnership between the University of Pennsylvania’s School of Social Policy & Practice, Brimmer, and Schoolyard Ventures, an organization that develops university-level, real-world learning opportunities for ambitious high school students. Developing an entrepreneurial mindset while in high school gives students substantive differentiation from their peers, better insight into their future educational and career opportunities, and more grit and resilience to accomplish their goals. Student Senate Student Senate is a group of elected student leaders (and two faculty advisors) who meet weekly to discuss School issues, plan School events, and represent student concerns, suggestions, and ideas. Middle School Senate and Upper School Senate have their own officers and meet separately. Student members on Middle and Upper School Senate include the president, vice president, and secretary/treasurer, as well as two representatives from each grade.
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