Upper School Curriculum

English 9 continues grammar study and its integration with composition skills. Through composition instruction, students will demonstrate competence in constructing five-paragraph expositions on various topics and literary essays involving reading comprehension and analysis. Literature studies expose the student to a genre study of the epic, the play, the short story, the poem and the novel. Students will participate in two Great Books projects encouraging reading of canon and popular works. Vocabulary enhancement includes studying a sequenced SAT-based vocabulary program and examining diction in a literary context. A major part of the year’s study is the entire research process, from topic selection through citation, emphasizing the avoidance of plagiarism as spelled out by the school’s Honor Code. Three guided research assignments will be completed throughout the year to reinforce the practice of the research process. Strategies for developing public speaking skills are interwoven throughout the course.

Semester-long course

The theme for English 10 is choice. Whether students analyze their own choices, a character’s choice or a writer’s choice, they revisit the theme of choice with every piece of literature. English 10 stresses applied grammar and composition skills, reading comprehension, critical thinking skills and vocabulary development for applications on the SAT. The course also focuses on an international genre study of the major literary types: drama, the novel, the short story and poetry. The structure of the course reinforces literary analysis and critical thinking skills. Students complete many short papers and essays to utilize various elements of style. Students build public speaking skills through presentations, classroom participation and literary readings. Students complete mini-research projects and papers throughout the year to reinforce the scholarly research process and mastery of the MLA format. In all of these assignments, students gain an understanding of the power of their own choices as they study the choices of others.

Semester-long course

This advanced world literature and composition course offers a challenging curriculum that requires advanced reading comprehension, presentation skills and writing ability. It will focus on skills necessary for analyzing poetry, drama and fiction. In its study of genres, this course parallels English 10; however, both selections and assignments are more numerous, sophisticated and demanding. This course emphasizes recognizing archetypal characters and themes in contemporary literature and society. Students in this course should demonstrate effective written expression to write essays with minimal grammatical and mechanical errors, independent reading comprehension skills, research literacy skills and the potential to develop advanced writing skills needed for the Advanced Placement course of study. This sophomore English course includes thoroughly reviewing research skills using databases and electronic sources, MLA format and strategies to avoid plagiarism. Students will engage in activities designed to build effective public speaking skills.

Semester-long course
Prerequisite: Teacher recommendation based on English 9 achievement

The goal of English 11 is to develop students’ reading and writing skills using expository, narrative, formal argument and literary analysis in relation to the study of American literature. A particular emphasis is placed on personal writing in preparation for college application essays. The course focuses on recognizing common errors, improving syntax through effective transitions and honing SAT/ACT skills. Vocabulary words gleaned from SAT lists and literary readings are reviewed throughout the year. This class includes thoroughly reviewing research skills using databases and electronic sources, MLA format and strategies to avoid plagiarism. Juniors are now held accountable for all forms of plagiarism, as outlined in the student handbook. Students will participate in class discussions, recitations and oral presentations to develop effective oratory skills.

Semester-long course

This course is designed for the junior English student with proven competency in reading, analytical thinking, composition and grammar. Course content consists of a survey of American literature from the 17th through the 21st centuries. Students will study the development of American literature over time, directly related to historical events and the literary periods that influenced an author’s body of work.  Students will develop composition skills to prepare them for advanced writing in Honors English 12 or AP English Literature. To that effect, students will write a variety of essays, including expository, narrative, formal argument and literary analysis, in addition to their writing a persuasive research paper. Students will participate in class discussions and oral presentations to develop effective communication skills. Additionally, vocabulary instruction, grammar practice and critical thinking skills will be emphasized.

Semester-long course
Prerequisite: Teacher recommendation based on English 10 or Honors English 10 achievement.

This course emphasizes the analysis and writing of rhetoric by examining an author’s purpose, audience and tone. Stylistic techniques, as well as critical reading strategies and the development of effective arguments, will be the focus throughout the year. Students will read, analyze and write numerous essays, including narrative, descriptive, process, cause and effect, comparison and contrast, classification and division, definition and argumentation. Students will read and examine various nonfiction literature - including editorials, print media and TED talks - in addition to American literature selections. The ultimate goal of the course is to develop critical thinkers with excellent time management and argumentation skills. Students will participate in class discussions, formal presentations and Socratic seminars to refine communication skills. In May, students will practice timed writing exercises and multiple-choice passages using previously released College Board examination materials as preparation for the AP examination.

Year-long course
Prerequisite: Teacher recommendation based on English 10 or Honors English 10 achievement

The goal of English 12 is to utilize literature to further develop student writing skills. Students will study the origins of British literature and how those origins inform us on the development of the English language itself. As students move through time, students will study short texts like essays, poems and short stories and draw connections between the language development, published works and historical events of the same period. The course studies language and literature as a force that develops alongside and in conjunction with the changes in the world the writers inhabit. In addition to studying British literature, students will master processing skills through writing argumentative text, explanatory text, personal narratives, foundational text and timed writing. With an emphasis on self-directed learning and writing, students' writing will improve and mature until they are fully prepared for the rigors of college writing.

Semester-long course

This course challenges students to engage critical skills (reading, thinking, writing, collaborating and speaking) in an intellectually provocative environment. The reading curriculum includes professional essays, selections from British literature and college-level readings in logic and philosophical perspectives. These essays and selected readings serve as material for critical reading and critical writing and evaluation. The professional essays cover the scope of college writing requirements: narrative, report, formal argument, evaluation, causal analysis, formal proposal, literary analysis, rhetorical analysis, the essay exam and the position paper. Students write numerous critical analysis papers based on professional readings each trimester. All essays require parenthetical documentation, works cited and a bibliography (if needed) using MLA style. Beyond the essay reading and writing focus, students engage in critical thinking, collaborating and speaking through special study units in logic and philosophical perspectives and group projects. The literature curriculum offers a study of literary analysis, critical analysis and readings that launch the students into a study of logic and philosophy as well as participation in Socratic Seminars.

Semester-long course

This college-level course is offered to a select group of advanced readers and writers. These students will take a nationwide examination at the end of the course that may qualify them for as many as six hours of college credit. Through intensive reading, class study, presentations, seminars and discussions, students will develop analytical reading and writing skills while exploring various important pieces of prose and poetry from British, American and world literature. Students will frequently write analytical and research-based essays both in and out of class, emphasizing close textual analysis and advanced research skills. Students will also be required to read additional books outside of assigned class reading to expose students to a wide variety of literature, honing close reading skills and sharpening writing, discussion and presentation skills.

Year-long course
Prerequisite: Teacher recommendation based on Honors English 11 or AP English Language Composition achievement

The assignments and selection of books in Survey of Literature endeavor to stimulate individual interests and abilities in reading. The emphasis is on the pleasure and enjoyment of reading with the additional benefits of expanding literary background, developing good reading habits, reinforcing communication skills, working toward competency in written expression and developing self-discipline. Assessments include individual and/or group discussions, creative/analytical writing assignments and creative projects. Students are not tested but are required to complete a final comprehensive assignment. Students enrolled in this course will earn one credit toward graduation and will be graded as a pass/fail course.

Year-long course

This cross-genre creative writing course will allow students to develop an authentic voice that reflects the individuality of the student’s style through a process-centered course. Using a portfolio approach in a workshop environment, students will analyze model essays, poems and short stories, practice creative thinking strategies, compose original stories, poems and plays and practice peer editing and reflective revision strategies. Students will have the opportunity to submit work to contests and literary journals. Projects may include creating an original short story, writing a memoir and compiling a theme-based poetry chapbook. With the permission of the instructor, this course may be taken for three years.

Year-long course

In this course, students will gain exposure and understanding of history, geography, economics and religions that shaped the cultures and governments of the world from ancient river civilizations through the seventeenth century. Using primary and secondary sources, students will examine historical events, cultural developments and changes in political and social structures of the time periods of study. Students learn through focused readings, document analysis, analytical and explanatory writing assignments, group and individual projects and class discussions. Students will learn to identify themes, apply analytical skills, practice causation, develop research skills, comprehend the interpretation and application of documents and utilize the tools of the geographer and historian.

Semester-long course

In this course, students will gain exposure and understanding of history, geography, economics and religions that shaped the cultures and governments of the world from the seventeenth century to modern day. Using primary and secondary sources, students will examine historical events, cultural developments and changes in political and social structures of the time periods of study. Students learn through focused readings, document analysis, analytical and explanatory writing assignments, group and individual projects and class discussions. Students will learn to identify themes, apply analytical skills, practice causation, develop research skills, comprehend the interpretation and application of documents and utilize the tools of the geographer and historian.

Semester-long course

In AP European History, students investigate significant events, individuals, developments and processes from approximately 1450 to the present. Students develop and use the same skills, practices and methods employed by historians: analyzing primary and secondary sources, developing historical arguments, making historical connections and utilizing reasoning about comparison, causation and continuity and change over time. The course also provides seven themes that the students explore throughout the course to make connections among historical developments in different times and places: interaction of Europe and the world, economic and commercial development, cultural and intellectual development, states and other institutions of power, social organization and development, national and European identity and technological and scientific innovations.

Year-long course
Prerequisites: English and history teacher recommendations based on classroom performance

Designed to provide students with a chronological and thematic view of American history, this course begins with the Native American migration throughout the Americas and concludes with the present. The course content focuses on major historical events and their effect on United States history, major themes throughout United States history and the analysis and interpretation of history. In addition, skill development will focus on critical thinking, writing and research. Finally, the course will both attempt to link past events with contemporary American issues and focus on the topics, themes and events with which students show the most interest and concern.

Semester-long course

A more rigorous version of U.S. History, this course will require more primary source reading, historical research and written analysis along with a variety of project-based assessments. Solid reading, writing and time management skills are necessary to succeed. The focus will be on the first interactions with the Indigenous peoples of North America through the 20th century. Students will investigate the various social and political factors that have shaped American democracy, the emergence of the United States as a world power, the economic problems caused by changing conditions and the various social forces and movements that have reshaped the basic fabric of American society.

Semester-long course
Prerequisite: History teacher recommendation based on classroom performance.

AP U.S. History is an introductory college-level U.S. history course. Students cultivate their understanding of U.S. history from c. 1491 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

Year-long course
Prerequisite: English and history teacher recommendation based on classroom performance

This course provides students the opportunity to take an in-depth look at American political institutions at all three levels of operation: local, state and federal. The course focuses on making connections between the theoretical and the practical by building upon the basic introduction to American political philosophy offered in U.S. History. Special emphasis is placed on understanding the workings of each of the three branches of government and on the citizen’s role and obligation within the democratic framework. The use of primary sources, contemporary media and technological sources will enhance the learning experience. Skill development will focus on sophisticated interpretation and synthesis, making value judgments from informed positions, research and writing.

Semester-long course

This course is designed for the senior government student who wants the challenge of longer and more advanced reading and writing assignments than in United States Government. Course content will include the constitutional underpinnings of the United States government, political beliefs and behaviors, political parties, interest groups, mass media, state and local government, the three branches of government, civil rights and liberties and institutional and policy processes. Instruction will be provided in advanced research skills and critical analysis of political readings and current events. Students will be expected to develop competency in these areas.

Semester-long course
Prerequisite: Teacher recommendation based on U.S. History/ Honors U.S. History classroom performance

Advanced Placement United States Government and Politics is a fast-paced course that will cover the following major content areas: constitutional underpinnings of United States government, political beliefs or political parties, interest groups, mass media, Congress, the presidency, bureaucracy, federal judicial system, institutional and policy processes, civil rights and civil liberties. In addition, emphasis will be placed on analyzing current events throughout the year related to the material. Students are expected to conduct most of their work individually in preparation for the AP exam at the end of the year.

Year-long course
Prerequisite: Teacher recommendation based on U.S. History/ Honors U.S. History classroom performance

This course introduces students to films and television programs that are culturally relevant in American history. The course will primarily focus on films and television programs post-World War II and how these two mediums have depicted and portrayed changes in American society through the depiction of historical events.  This course will have the students consider how American film and television programs interpreted sociocultural issues: lifestyle, masculinity/femininity/gender, sex, race, class, religion, national identity, family structure and cultures in the time they were created.

Semester-long course

This course will examine the relationship between the individual and society as well as the “universe of obligations.” Specific attention and analysis will be given to the study of the following: genocides of indigenous peoples, the Armenian Genocide, the Holocaust, the genocides in Cambodia and Rwanda, ethnic cleansing in the former Yugoslavia and other examples of mass violence (the Holodomor, Stalin’s purges, China under Mao). At the end of the course, students will reflect on memory and denial, justice and redress and strategies for intervention and prevention.

Semester-long course
Prerequisite: Successful completion of a modern world history

Presenting a broad overview of economic theory, history, development and application, this course introduces terms, definitions, policies and philosophies of market economies. It not only provides some comparison with other economic systems but also includes research and discussions related to microeconomic and macroeconomic concepts, as well as personal finance. In addition to discussing and writing about these topics, students will complete individual and group projects, presenting their research before an audience.

Semester-long course

This course provides a chronological and thematic overview of American military history from the Revolutionary War to the present day. The course asks students to consider the key role military history has played in shaping broader American history, including political, economic, technological and social histories. The course will address several main questions in helping to shape the student's understanding of American military history by specifically examining the following lenses: experiences of the American soldier, race and gender, governmental power and the media.

Year-long course

Sports and Society will allow students to gain a better understanding of the relationship that sports have on all aspects of society, including social, economic, structural and political forces that impact everyone worldwide. We will examine sports through a variety of lenses and explore how sports throughout history have been affected by, and in turn, affected, gender norms, race and ethnicity, the economy, media and social class and relationships.

Year-long course

A study of elementary algebra, this course includes traditional topics such as linear, exponential, quadratic and rational functions. With an emphasis on problem-solving, it is rigorous and challenging and demands daily preparation. The graphing calculator is used periodically in a controlled fashion for efficiency and exploration.

Semester-long course
Prerequisite: Successful completion of Introduction to Algebra I

This course content connects the physical and visual world with concepts learned in Algebra I. Emphasis is placed on activities designed to strengthen spatial skills and logical reasoning ability. These activities cover a wide range of topics, from points, lines, angles, planes, circles and polygons to similarity, transformations and area and volume, where formulas are developed and applied in real-world situations. Proofs are interspersed throughout the textbook, and trigonometry is introduced to give students a foundation for future study.

Semester-long course
Prerequisite: Successful completion of Algebra I

This accelerated geometry course requires motivated work at a fast pace. Course content includes all topics in the Geometry course with the addition of solid geometry, transformations and exploration of nontraditional topics. It also consists of an extended study of trigonometry to better prepare students for Honors Algebra II/Trig. Greater attention is given to writing proofs and using algebraic techniques to develop geometric concepts.

Semester-long course
Prerequisite: Teacher recommendation based on Algebra I achievement

In this course, students have the opportunity to develop a greater understanding of topics covered in Algebra I through a thorough review of algebra skills. From this point forward, familiar topics are expanded and new topics are presented. Included among new topics are matrix algebra, probability and transformations of functions. Throughout the course, emphasis is placed on problem-solving with the appropriate use of the graphing calculator.

Semester-long course
Prerequisites: Successful completion of Algebra I and Geometry or Honors Geometry

In this course, students will study, in greater depth, basic algebraic topics and also learn the fundamentals of new material, such as higher order polynomials, probability, transformations, imaginary numbers, logarithms, sequences and series and trigonometry. These expanded and new topics will be applied to model and solve real-life situations through algebraic techniques and the appropriate use of graphing calculators. Rigorous and challenging, this course demands consistent and focused daily preparation.

Semester-long course
Prerequisite: Teacher recommendation based on Geometry/ Honors Geometry achievement and Algebra I performance

This is a challenging and rapid-paced course that expands the depth and difficulty of standard Algebra II/Trig to include additional topics of conics and probability. Intended to stretch beyond the introduction of advanced fundamental algebra, this course will challenge students to apply and discover further and more complex applications. Students are expected to have a solid mastery of Algebra I concepts, recall geometry rules and formulas and graphing calculator facility.

Semester-long course
Prerequisite: Teacher recommendation based on Geometry/ Honors Geometry achievement and Algebra I performance

This course expands upon previous algebra material and includes a broad range of intermediate-level topics. The curriculum focuses on developing mathematical models tailored to real-world situations that demonstrate an application of the material learned. The graphing calculator is used to evaluate complex computations and assist in the graphical analysis of functions. After reviewing algebra skills, basic trigonometry is introduced, with the focus expanded to periodic functions and angle/distance measurements. Algebra topics include linear, exponential, logarithmic, quadratic, rational and higher degree functions, as well as probability and statistics.

Semester-long course
Prerequisite: Successful completion of Algebra II or Algebra II/Trig, with teacher recommendation

The purpose of Statistics with College Math Prep is to introduce students to the major concepts and tools for collecting, organizing, analyzing and drawing conclusions from data, as well as revisit key algebra concepts. Statistics topics include the design of observational studies and experiments, probability, random variables, sampling distributions and statistical inference. Algebra topics include factoring, exponential functions, logarithmic functions and trigonometry functions. Students also use the TI-84 Plus graphing calculator, Fathom™ statistical software and web-based Java applets to investigate statistical and algebraic concepts. Students are not required to memorize statistical formulas but are expected to use them proficiently.

Semester-long course
Prerequisite: Completion of Trg./ Algebra III or higher math
Corequisites: Algebra II/Trig, Honors Algebra II/Trig or higher math

This course is designed to prepare students for a college-level calculus course. A thorough study of the functions needed for calculus is provided, specifically trigonometric, logarithmic, exponential and polynomial functions. Although the graphing calculator is used extensively, the focus of the course is on algebraic problem-solving techniques and real-world modeling situations with math functions.

Semester-long course
Prerequisite: Successful completion of Algebra II/Trig or Trig/Algebra III, with teacher recommendation

This challenging and rapid-paced course builds on the topics presented in Honors Algebra II/Trig. It also extends the depth and difficulty of the standard Precalculus course to include a six-week introduction to the calculus topics of limit and differentiation. To develop the requisite analytical facility for Advanced Placement Calculus BC, relationships among topics are emphasized throughout the course.

Semester-long course
Prerequisite: Successful completion of Algebra II/Trig or Honors Algebra II/Trig, with teacher recommendation

While not intended to adhere to the Advanced Placement Calculus AB syllabus, this course is equivalent to a one-semester college course. Topics include analysis of functions, limits, differentiation and integration of algebraic and transcendental functions, with particular attention given to the use of calculus in problem-solving.

Semester-long course
Prerequisite: Successful completion of Precalculus or Honors Precalculus, with teacher recommendation

This college-level course in calculus and analytic geometry prepares students for the Calculus AB Advanced Placement exam. Calculus students study functions of real variables, limits, continuity, differentiation and integration of algebraic and transcendental functions. Applications of these topics are emphasized.

Year-long course
Prerequisite: Teacher recommendation based on Precalculus or Honors Precalculus achievement

In addition to the topics covered in the AB level course, students study parametric, polar and vector functions and improper integrals. Polynomial approximations and series are studied, including tests for convergence or divergence and the use of technology to explore these concepts. Taylor series and Maclaurin series are formally manipulated. Differential equations and logistic models are introduced at the AB level but studied more thoroughly in the BC course. Students will take the BC level AP exam, which includes an AB subscore.

Year-long course
Prerequisite: Teacher recommendation based on Honors Precalculus achievement

The course is equivalent to a college-level Calculus 3 course. Topics include vectors and spaces in 3D, vector functions, partial derivatives, LeGrange multipliers, double and triple integrals, polar coordinates, cylindrical coordinates, spherical coordinates, vector calculus, line integrals, Green’s Theorem, curl and divergence, Stoke’s Theorem and Divergence Theorem. Each week includes a live class meeting, several assignments and instructional videos to ensure students keep up with the material. There are weekly office hours for those students who are seeking additional support. The course runs as two semesters: four unit tests and a midterm in the fall and four unit tests and a final paper in the spring.

Year-long course
Prerequisite: Successful completion of AP Calculus BC, with teacher recommendation

Advanced Placement Statistics is equivalent to a one-semester introductory college statistics course. Its purpose is to introduce students to the major concepts and tools for collecting, organizing, analyzing and drawing conclusions from data. Topics include the design of observational studies and experiments, random variables, distributions, hypothesis testing confidence intervals, chi-square goodness of fit tests and regression analysis with lessons presented using the SMART Board. Students also use the TI-84 Plus graphing calculator, statistical software and web-based Java applets to investigate statistical concepts. Although they are not required to memorize formulas, they are expected to use them proficiently. This course should be particularly interesting to students planning a career in biological science, business, medicine, political science, education or the social sciences. While preference will be given to juniors and seniors, sophomores taking Honors Algebra II/Trig will be considered case-by-case.

Year-long course
Prerequisite: Math teacher recommendation based on analytical skills and work habits
Corequisites: Algebra II/Trig, Honors Algebra II/Trig or higher math

This lecture/laboratory course provides a strong background in the fundamentals of biology. The concepts are taught in biological order according to complexity, referencing current evolutionary theories. Topics include organic compounds, cell structures, cell transport, photosynthesis, cell respiration, genetics and a comparison of various life forms.

Semester-long course

This lecture/laboratory course covers molecular biology, cell biology, genetics and evolution. Major topics include organic molecules, cell structure and function, photosynthesis and cellular respiration and basic inheritance concepts, including how information encoded in DNA is expressed as physical traits. The student must be willing to assume responsibility for keeping up with the assigned work because of the class's depth and pace. It is required that a student planning to take AP Biology take this course.

Semester-long course
Prerequisite: Science teacher recommendation based on classroom performance

This lecture/laboratory science course provides a general background in chemistry with an emphasis on laboratory experience to reinforce key concepts and to develop lab safety and good laboratory techniques. Chemistry is the study of matter, its composition, structure and the changes it undergoes. Topics range from atomic structure (which forms the basis for understanding chemical bonding, composition, formulas and equations) to stoichiometry to phases of matter and the laws that govern them.

Semester-long course
Prerequisite: Biology or Honors Biology

This laboratory/lecture science course provides an extensive background in chemical theory with an emphasis on the mathematical computations and problem-solving that pertain to chemistry. This course covers the same topics as general chemistry but in greater depth, with an emphasis on laboratory experience to develop an investigative style of thinking as well as good laboratory techniques. In order to adhere to the pace of the course, students are required to develop independent study skills that will prepare them for advanced levels of study. Recommended for students planning to take Advanced Placement Chemistry, this course curriculum includes atomic theory, stoichiometry, physical and chemical properties, periodic relationships, thermochemistry, bonding, gas laws, solution chemistry, kinetics, equilibrium, acid/base chemistry and electrochemistry. Throughout the course, emphasis is placed on mathematics and problem-solving, theoretical concepts, practical applications and laboratory techniques.

Semester-long course
Prerequisites: Biology or Honors Biology, with science teacher recommendation based on classroom performance 

This lecture/laboratory science course introduces human anatomy and physiology, focusing on the structure and function of the human body. The course follows a systematic approach to studying the human body and includes an examination of tissue and organ structure and function. Students will also explore the pathology of aging and diseases. The pace and depth are suitable for those students whose scientific interests and background are basic but who wish to pursue greater knowledge in the area.

Semester-long course

This lecture/laboratory course is designed to expose students to the interdependence of organisms with each other and their environment. It will help students develop an appreciation for the environment, its growing problems and possible solutions to those problems. Students will study civic responsibility and environmental policies. Topics include general ecology, pollution, conservation, resource depletion and extinction.

Semester-long course
Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry

In this course, students will work in conjunction with today's technologies to employ science and math theories to solve problems in the various electrical, environmental and software engineering fields. Students will research, develop, design, produce, construct and test projects, including structures, machines, products, systems and processes. It is an excellent course to prepare students for the academic engineering program at a preparatory college or any other institution that enables students to soar to new heights. A student team will have the opportunity to create new products of their own design while defining the system's structure of a manufacturing enterprise in a Makerspace setting. This will be accomplished using new technologies (CNC, CAD and GEForce GTX1070 and Jumper T16) in conjunction with mold design, prototyping and production activities. An emphasis will be placed on aerospace engineering as students will learn the dynamics of principles of flight through a functional simulator.

Semester-long course

Introduction to Engineering Design is a high school engineering course in the PLTW Engineering Program. In Introduction to Engineering Design, students explore engineering tools and apply a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students progress from completing structured activities to solving open-ended projects and problems that require them to plan, document, communicate and develop other professional skills.

Through both individual and collaborative team activities, projects, and problems, students apply systems thinking and consider various aspects of engineering design, including material selection, human-centered design, manufacturability, assemblability and sustainability. Students develop skills in technical representation and documentation, especially through 3D computer modeling using a Computer Aided Design (CAD) application. As part of the design process, students produce precise 3D-printed engineering prototypes using an additive manufacturing process. Student-developed testing protocols drive decision-making and iterative design improvements.

Semester-long course

Principles of Engineering is a full-year course designed to be a high school student’s second exposure to the PLTW Engineering program and is appropriate for students in grades 9-12. In Principles of Engineering, students explore a broad range of engineering disciplines and careers and design and solve real-world engineering problems.

This course introduces students to engineering concepts that are applicable to a variety of engineering disciplines and empowers them to develop technical skills through the use of engineering tools such as 3-D modeling software, hands-on prototyping equipment, programming software and robotics hardware to bring their solutions to life. Students apply the engineering design process to solve real-world problems across a breadth of engineering fields such as mechanical, robotics, infrastructure, environmental sustainability and product design and development.

Using PLTW’s activity-project-problem-based (APB) instructional approach, students advance from completing structured activities to solving open-ended projects and problems that provide opportunities to develop planning and technical documentation skills, as well as in-demand, transportable skills such as problem-solving, critical thinking, collaboration, communication and ethical reasoning. The last is particularly important as the course encourages students to consider the impacts of engineering decisions.

Semester-long course
Prerequisite: PLTW: Introduction to Engineering

This lecture/laboratory science course is intended to provide a broad, practical base of concepts. Calculations will require strong algebra skills and some trigonometry. Major physics topics covered include mechanics of movement, wave motion and electricity. Throughout the course, emphasis will be placed on conceptual understanding, problem-solving and real-world applications. Group projects and laboratory experiences will reinforce these concepts.

Semester-long course
Prerequisites: Algebra II/Trig or Honors Algebra II/Trig

In the introductory course of the PLTW Biomedical Science program, students explore concepts of biology and medicine as they take on the roles of different medical professionals to solve real-world problems. Students are challenged in various scenarios, including investigating a crime scene to solve a mystery, diagnosing and proposing treatment to patients in a family medical practice, tracking down and containing a medical outbreak at a local hospital, stabilizing a patient during an emergency and collaborating with others to design solutions to local and global medical problems. This laboratory science course is designed for a student interested in the biomedical sciences or healthcare who wants exposure to laboratory skills and various career options in the healthcare field.

Semester-long course

In this lecture/laboratory course, students examine the interactions of human body systems as they explore identity, power, movement, protection and homeostasis in the body. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action and respiration; and take on the roles of biomedical professionals to solve real-world medical cases.

Semester-long course
Prerequisite: Successful completion of PLTW: Principles of Biomedical Science, with science teacher recommendation based on classroom performance

This lecture/laboratory science course is designed to create an awareness of career possibilities in health care and inform students of the educational options available for health science and health technology programs. The purpose of this course is to provide an overview of the prevention, management and rehabilitation of athletic-related injuries. Students will study basic anatomy as it applies to athletic injuries, protective taping and bracing and different theories of evaluation and rehabilitation techniques as they apply to athletic injuries. Other topics, such as nutrition, physical examination, wound care, environmental conditions and therapeutic modalities, will be discussed throughout the year. Students will have supervised access to NSA’s athletic training facilities during the year to work on projects. This course is designed for a mature junior or senior interested in health care.

Semester-long course

AP Biology is a college-level lecture/laboratory course covering a wide range of topics outlined by The College Board including biochemistry, molecular and cell biology, genetics, biotechnology, botany, human biology, ecology and evolution. The engineering of living systems based on their chemical structures is emphasized throughout all topics, and the efficiency of biological processes is analyzed through mathematical concepts, such as statistics. Students must be prepared to regularly do an extensive independent review and take responsibility for their learning. Critical thinking and problem solving, applying concepts learned in previous and other math and science classes, are essential to success.

Year-long course
Prerequisites: Honors Biology and Chemistry, with science teacher recommendation based on classroom performance.

Advanced Placement Chemistry is a college-level lecture/laboratory course that includes an in-depth analysis of the basic topics covered in introductory chemistry with advanced problem-solving techniques in stoichiometry, kinetics, equilibrium, qualitative and quantitative analysis, acid/base and buffer chemistry, oxidation/reduction reactions and electrochemistry, thermodynamics and gas laws. Students must be prepared to do extensive independent practice and take responsibility for their learning. Critical thinking and problem-solving are essential to success.

Year-long course
Prerequisites: Chemistry (Honors Chemistry suggested), with Chemistry teacher recommendation based on classroom performance
Corequisite: Precalculus, Honors Precalculus or higher math

To be successful in this difficult, fast-paced course, a student must be a disciplined and independent learner. Designed to serve as a first course in computer science for students with no prior computing experience, Advanced Placement Computer Science is equivalent to a one-semester college-level course. Because the development of computer programs to solve problems is a skill fundamental to the study of computer science, a large part of the course is built around developing computer programs or parts of programs that correctly solve a given problem. The course also emphasizes design issues that make programs understandable, adaptable and, when appropriate, reusable. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. Students taking this course will take the AP Computer Science A exam. This course is not considered a laboratory science in terms of graduation requirements.

Year-long course
Prerequisite: At the Honors Geometry or higher math level during sophomore year with science teacher recommendation based on facility with mathematical reasoning, comfort with algebraic functions and function notation and the ability to communicate thoughts clearly in written form.

This is a college-level lecture/laboratory course designed to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving and/or preventing them. Students must be prepared to do extensive independent practice and take responsibility for their learning. Critical thinking and problem-solving are essential to success. While preference will be given to juniors and seniors, sophomores taking Honors Chemistry will be considered if space is available.

Year-long course
Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry, with science teacher recommendation based on classroom performance

This college-level, algebra-based lecture/laboratory science course is intended to provide an extensive background in physics. Major topics include kinematics, waves and electricity. Throughout the course, emphasis is placed on mathematics and problem-solving, theoretical concepts, practical applications and laboratory techniques.

Semester-long course
Prerequisites: Concurrent enrollment in or successful completion of Honors Algebra II/Trigonometry, with science teacher recommendation based on classroom performance

In accordance with The College Board, this calculus-based lecture/laboratory science course is designed to be a student’s second physics course, taken after Honors Physics or AP Physics I. Comparable to a one-semester sequence course required of physical science, math and engineering students at the university level, AP Physics C is intended for qualified seniors who expect to pursue further study in these areas. Major topics include mechanics, electricity and magnetism. Throughout the course, emphasis is placed on theoretical concepts, problem-solving and practical applications, with about 20% of time spent on lab projects. Although mechanics topics will be covered, the AP Physics C Mechanics exam is optional; however, all students must take the AP Physics C Electricity and Magnetism exam.

Year-long course
Prerequisites: Honors Physics or AP Physics I, concurrent enrollment in or successful completion of Advanced Placement Calculus AB, with science teacher recommendation based on classroom performance

Through a variety of materials, French I students begin acquiring proficiency in reading, writing, speaking and listening to French while developing cultural sensitivity to the everyday activities of French-speaking people throughout the world. Students communicate in the target language with their peers in paired or cooperative learning groups on a regular basis. The textbook series offers online interactive activities and various listening activities to help students gain confidence in understanding native speakers from various regions in France and many different francophone countries. Students also practice grammar usage and vocabulary through student-centered activities, games and projects in class.

Semester-long course

In French II, students continue acquiring proficiency in reading, writing, speaking and listening to French while further developing an understanding of the culture of French-speaking people throughout the world. French II offers a more in-depth study of grammar while expanding vocabulary in the target language. Students continue to develop their communication skills through paired and group work. Students are expected to begin using the target language whenever possible in class.

Semester-long course
Prerequisite: Completion of French I, with teacher recommendation

Building upon the skills learned in French I and II, French III students continue to work towards proficiency in reading, writing, speaking and listening to French. They have a strong understanding of the culture and geography of the French-speaking world. More emphasis is placed on the details of vocabulary and grammar usage and applying those rules through readings, composition and conversation in the target language. The teacher and students make an effort to use the target language as much as possible. To finish the year, students read a mystery novel written in French.

Semester-long course
Prerequisite: Completion of French II, with teacher recommendation

This pre-AP advanced language course is designed for students who wish to gain proficiency in French and potentially take AP French Language and Culture the following year. Many of the AP themes will be introduced and explored through the analysis of authentic films, in-depth explorations of francophone culture and literature and writing using advanced vocabulary and grammatical structures. Various videos, news clips and other online sources are used to further the student’s understanding of native speakers. The year ends with an in-depth study of “Le Petit Prince.” The course will be conducted almost entirely in French, and individual and group oral participation by the student is mandatory.

Semester-long course
Prerequisite: Completion of French III, with teacher recommendation

Conducted mainly in the target language, this course provides an advanced study of the French language and culture through synthesis and analysis of written texts, videos and audio clips of native speakers from the various regions of the francophone world. Students will learn advanced grammatical structures and complex nuances of the language and will further their listening and speaking proficiency through exposure to authentic texts taken from various media sources such as radio, television and the internet. During each unit, students will write several essays and engage in lively conversations and debates relating to the theme of each lesson. Students are expected to speak only in the target language when in the classroom.

Semester-long course
Prerequisite: Completion of Honors French IV, with teacher recommendation

Conducted exclusively in the target language, this course provides an advanced study of the French language through the study of six different themes: family and communities, science and technology, beauty and aesthetics, contemporary life, global challenges and personal and public identities. The course develops the student’s proficiency in the target language and insight into francophone culture through exposure to authentic texts such as literary and artistic works, videos, music, interviews and podcasts. Review of grammatical structures and vocabulary practice is integrated into the course as are numerous essays, conversations and brief presentations. The course culminates in the students taking the AP French Language and Culture exam in May.

Year-long course
Prerequisite: Completion of Honors French IV, with teacher recommendation

Using the Cambridge Latin Course Unit One and Two textbooks, students learn the inflection of Latin forms and the fundamentals of grammar. Included in these grammatical topics are the cases of nouns and their basic uses and simple verb forms such as the present, imperfect, perfect and pluperfect indicatives and infinitives. Also taught are the comparison of adjectives and adverbs, prepositions and fundamental grammar terms and concepts. In Unit I, students read simple stories that present a continuous narrative about a Roman family living in Pompeii in the latter half of the first century A.D. In Unit II, the main character arrives in Britain and flashes back to his time in Egypt. Lessons include material on Roman civilization, such as the makeup of a Roman family, daily life and entertainment, the geography of the Roman Empire and the Romanization of Britain, as well as the practical appreciation and usefulness of Latin, including word study, derivatives and Latin phrases, abbreviations and mottoes often occurring in English.

Semester-long course

Students move into the Cambridge Latin Course Unit Three book, where they encounter more advanced Latin forms and grammar, word derivations and uses of prefixes and suffixes in the formation of both Latin and English words. Among the grammatical topics covered are an introduction to the subjunctive mood, gerundives and additional uses of nouns. Students continue to read the narrative of the Cambridge Latin Course, picking up in Britain where Unit II left off, and learn about Roman history and civilization. The main character of the text visits Aquae Sulis (modern-day Bath) and encounters the Roman military in its campaign to conquer the island, teaching students about how the Romans interacted with their subjects and providing further insight into everyday life in the provinces. Toward the end of the book, the narrative moves to Rome, where students are introduced to the eternal city and what life was like in a place where patronage meant everything.

Semester-long course
Prerequisite: Completion of Latin II, with teacher recommendation

Students complete the Cambridge Latin Course Unit Three textbook, move to more complex sentence structures and grammatical forms and begin the Unit Four textbook. They continue to translate the narrative begun in the Unit One book and study Roman history and civilization, as well as Latin connections with English. With the addition of the present and perfect subjunctive and supines, the students will round out their knowledge of verb forms. They will begin to read authentic Latin, first interspersed in the story as though it is being recited by the characters and later by itself in chapters devoted to authors or topics. Students will learn about the social and political climates in which the authors wrote and how those influenced their writing.

Semester-long course
Prerequisite: Completion of Latin II, with teacher recommendation

Students complete the Cambridge Latin Course Unit Four textbook, learning to translate selected passages from Roman writers such as Vergil, Catullus, Ovid, Pliny, Martial and Cicero. They are encouraged to put themselves in the shoes of various Roman authors to react to others’ writings or to historical events discussed in class. Upon the successful completion of the fourth year, students may be recommended to undertake the challenge of Advanced Placement Latin.

Semester-long course
Prerequisite: Completion of Latin III, with teacher recommendation

Students continue to study classical Latin literature and develop their skills in reading, translating, interpreting and analyzing passages. Course content includes works of Horace, Ovid, Cicero, Livy and Vergil. This course will be offered only with adequate enrollment and will be tailored to the students’ interests.

Semester-long course
Prerequisite: Completion of Honors Latin IV, with teacher recommendation

Students complete the AP syllabus, reading Vergil’s “Aeneid” and Caesar’s “De Bello Gallico.” They examine literary devices and meter, render literal translations and write interpretive essays. The students will draw on their prior knowledge of Roman history and customs to aid in their analysis of the selections being read. They will analyze the passages as they relate to the themes of leadership, human beings and the gods, Roman values, war and empire, history and memory and views of non-Romans. This course will be offered only with adequate enrollment.

Year-long course
Prerequisite: Completion of Honors Latin IV, with teacher recommendation

This introductory course emphasizes basic vocabulary and fundamental grammar skills of Spanish. Topics include subject pronouns, present tense conjugations of regular, irregular and reflexive verbs, adjective/noun agreement, ser vs. estar, possessive adjectives, present progressive tense and object pronouns. First-year students gain insight into the culture of Spanish-speaking countries and begin to learn basic conversational, listening and writing skills in the target language.

Semester-long course

This second-year course reviews the fundamental grammar skills studied in Spanish I and continues onward with the preterite tense (past tense) conjugations and using the present and past tense in written and spoken forms. Students continue to gain insight into the culture of Spanish-speaking countries and develop their basic conversational, listening and writing skills in the target language.

Semester-long course
Prerequisites: Completion of Spanish I, with teacher recommendation

The third year of Spanish is a continuation of the grammar and vocabulary building experienced in the first and second years. More emphasis, however, is placed on the details of grammar and usage. Grammar topics include object pronouns, reflexive verb conjugations, preterite tense conjugations of regular and irregular verbs and imperfect tense conjugations of regular and irregular verbs. Differentiation between the use of preterite and imperfect will be introduced and practiced via reading, writing and speaking activities.

Semester-long course
Prerequisites: Completion of Spanish II, with teacher recommendation

Honors Spanish III deals with advanced grammar and conversation as well as reading and interpreting short works of fiction and nonfiction. The subjunctive mood will be introduced and studied extensively. The students continue to develop their writing skills, which enable them to express their thoughts clearly and concisely in the Spanish language. It is recommended that students take Honors III if they intend to continue their study of Spanish.

Semester-long course
Prerequisite: Completion of Spanish II, with teacher recommendation

This advanced language course allows students to practice the major grammar structures previously studied, as well as more complex grammar concepts. Considerable emphasis will be given to enriching the students' active vocabulary and increasing their ability to comprehend and express themselves in spoken and written Spanish. Students will be required to speak in Spanish in various situations ranging from class discussions to oral presentations. In addition, students will read and interpret authentic cultural texts, both fiction and non-fiction, written by Spanish-speaking authors. Students will also be introduced to the art of debate and research skills both individually and in small groups.

Semester-long course
Prerequisite: Completion of Honors Spanish III, with teacher recommendation

Conducted exclusively in the target language, this course will provide an advanced study of the Spanish language through the study of six different themes: family and communities, science and technology, beauty and aesthetics, contemporary life, current worldwide events and personal and public identities. The course develops the student's proficiency in the target language and insight into Hispanic culture through exposure to authentic texts taken from different media (radio, television and the internet). A review of grammatical structures and vocabulary practice is integrated into the course.

Semester-long course
Prerequisite: Honors Spanish IV achievement, with teacher recommendation

This course will be conducted entirely in Spanish and is designed to improve written and oral communication skills needed to excel at a university level of study of the Spanish language. Six thematic units will provide a medium to refine these skills and assist in acquiring a strong knowledge of the history and culture of Spanish countries. Varied authentic resources, key texts, literary and artistic works; videos; music; grammar reviews; and a myriad of speaking opportunities will provide the foundation of the class. The course will culminate in taking the AP Spanish Language exam in May.

Year-long course
Prerequisite: Honors Spanish IV achievement, with teacher recommendation

The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, plays and essays) from Peninsular Spanish, Latin American and U.S. Hispanic literature. Students develop proficiencies across the three modes of communication (interpretive, interpersonal and presentational). Through careful examination of the required readings and other texts, students sharpen their critical reading and analytical writing skills. Literature is explored within the contexts of its time and place, and students gain insights into the many voices, historical periods and cultures represented in the required readings and other texts. The course also includes a strong focus on cultural, artistic and linguistic connections and comparisons, which is supported by the exploration of various media (art, music, film, articles and literary criticism).

Year-long course
Prerequisite: Honors Spanish IV achievement, with teacher recommendation

Art I invites students to discover their creativity with a variety of artistic techniques and art mediums. Imagination, creativity and innovation are the foundation of art. Two-dimensional and three-dimensional projects develop a comprehensive understanding of the elements and principles of art and design. Art history is regularly integrated into projects. Routine sketchbook assignments are also given as a way to improve basic drawing and design skills, as well as visual note taking.  Through this course, students learn to make independent choices and also learn how to think critically and develop a lifelong appreciation for the arts. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required.

Semester-long course

Students expand and build upon their prior Art I knowledge. Critiquing skills are developed and utilized. Drawing skills, design, watercolor, acrylic painting, portraiture and clay are studied and used to create projects. Art history and current events in art are discussed in every area of exploration. Routine sketchbook assignments will continue to be given. Participation in the NSA student art and photography show, Portfolio, and participation in regional art shows is required.

Semester-long course
Prerequisite: Art I

Based on art history, aesthetics and production, new projects and studies are explored annually. Periods of inquiry will include drawing, painting, pastels, printmaking, collage construction, fiber arts and three-dimensional design. In addition, students are encouraged to pursue personal interests and learn to engage in group collaboration. Through art history, students are introduced to contemporary artists along with past masters. Constant usage of a sketchbook is expected for brainstorming and design creation. Student critiques are consistently utilized. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required.

Year-long course
Prerequisite: Art II

This course is for students who are not ready for or interested in the independence of AP Art and Design. Advanced Art II provides a continuing in-depth exploration of art history, aesthetics and project production. New projects are explored annually in a studio setting, allowing students to advance and refine their skills in drawing, pastels, printmaking, collage construction, fiber arts and three-dimensional design. Continued usage of a sketchbook is expected for brainstorming and design creation. Student critiques continue regularly. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required.

Year-long course
Prerequisite: Advanced Art

This course is offered to seniors who have completed at least three years of art (Photography, and/or Digital Art) or by special permission of the instructor after a review of a portfolio. The course consists of work in observational drawing, design, color and three-dimensional forms. Students may choose from a drawing, 2D or 3D Art and Design portfolio to create. The culmination of the course is the submission of a two-part portfolio to The College Board: Sustained Investigation and Selected Works. The Sustained Investigation will consist of 15 digital images of art and design and process documentation. Typed responses to prompts will provide information about the questions that guided their investigation and how they practiced, experimented and revised during the art-making process. In the Selected Works section, students will submit five works of art and design and writing to demonstrate skillful synthesis of materials, processes and ideas. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required. Work will be necessary and expected beyond regular class time to fulfill the portfolio requirements. Strong time management skills are imperative due to the rigor of the AP curriculum.

Year-long course
Prerequisite: Advanced Art, with teacher recommendation

The purpose of this course is to learn how to create art and original graphics using computer software. Time spent in this course will be divided between learning Adobe Photoshop, Adobe Illustrator and concepts of digital photography. Students must successfully complete Art I before enrolling in this course. On the first day of class, students must have purchased and installed the Adobe Creative Cloud All Apps package. In addition, students must have a laptop compatible with the required programs, access to a digital camera (smartphones may be acceptable with the instructor’s permission). If a student does not have the required programs and/or equipment within the first week of class, he or she may be dropped from the course. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required.

Semester-long course
Prerequisite: Successful completion of Art I

This course is designed to help students discover and develop the skills required to use photography confidently and effectively. The course introduces students to traditional and contemporary photographic methods, the history of photography and basic photographic and artistic concepts. A major emphasis is placed on improving visual awareness and producing artistically engaging and technically competent images. Examining the work of professional photographers, using the internet to create and share photos and taking photographs in and outside of the classroom are all major elements of this course. The majority of assignments will be completed outside of class time. Strong time management skills are imperative. Participation in the NSA student art and photography show, Portfolio, and regional art shows is required.

Semester-long course

This course is designed to expose students to a wider range of musical experiences and literature from previous experiences in the Middle School Intermediate Band. These experiences aim to prepare students for a deeper appreciation of and ability to participate in musical experiences in college and beyond. Students will learn advanced concepts in music theory, musical literacy, critical listening and ear training and gain an appreciation for musical aesthetics regarding wind ensemble literature and various performance styles. Concert Band students are required to perform in the Marching Band as part of their curricula. Additional opportunities to perform are given to Upper School Band students in groups such as Upper School Jazz Band as well as small, student-led chamber ensembles, which are available upon interest. Skills and concepts learned in the various performing ensembles are showcased in multiple performances throughout the year.

Year-long course
Prerequisite: Participation in Middle School Band, prior instrumental experience or approval from the instructor

Intermediate Choral Music is designed to study in vocal production, music fundamentals and music appreciation. Students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. One of the goals of instruction is the development of correct vocal techniques, including proper posture, breathing, diction, a free and clear tone, accurate intonation and singing in unison and harmony. Music reading skills are encouraged through theory and sight singing, enhancing the student’s ability to understand the mechanics of a music score. Students will also learn to demonstrate the expressive qualities of music, evaluate music performances and contribute to the quality of the ensemble. Students participate in extended school day rehearsals, performances and activities that support and extend learning in the classroom.

Year-long course

Advanced Choral Music is designed to study vocal production, music fundamentals and music appreciation. Auditioned students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. Instruction encourages the development of proficiency in ensemble singing and competency in individual performance. Music reading skills are encouraged through increased levels of difficulty in theory and sight singing. Students will also learn to demonstrate refined, expressive qualities of music, evaluate more complex music performances and contribute to the quality of the ensemble. Students participate in extended school day rehearsals, performances and activities that support and extend learning in the classroom.

Year-long course
Prerequisite: Audition with teacher

The goal of this course is to instruct students with strong musical backgrounds in the fundamental concepts of tonal music theory: rhythm, pitch, simple and compound meters, scales, keys, intervals, triads, diatonic relationships and basic tonal harmony.

Semester-long course
Prerequisite: Current Chorus or Band student or passing score on the entrance exam.

The Stage Crafts and Theatre Arts course provides a comprehensive education of the theatre, including training for onstage work and behind-the-scenes crafts. First-year students are introduced to the skill of acting and design, while advanced students are trained for the rigorous, competitive world of college and community auditions. Acting training includes learning proper theatrical warm-up and diction, preparation and improvisation, monologue and scene study, as well as performance opportunities on campus and at local conventions. The stage crafts aspect of the class includes a study of production and stage design, color theory and lighting. Students will become well-versed in theatre history from Greek theatre to the present. All students are integrally involved in NSA productions, serving as leaders in stage management, lighting, costuming, props and house management while displaying their gifts on stage in our many diverse productions. Students who continue in the class will have extended opportunities to direct and stage manage to apply their skills at a higher level. Rehearsals after school are required.

Semester-long course

This course offers an intensive study of yearbook production using Josten’s web-based design program. In this course, students design and publish the school yearbook, “The Scroll.” The course offers instruction in beginning and advanced layout and design, copywriting and management skills. Instruction is given in beginning photography, including digital camera use. Students may be chosen to be editors of each section of the yearbook, sharpening leadership skills. Event photography is required of all students during after-school hours and on some weekends. After the book for the current year is sent to print, students will begin working on design, theme and content for the following year. Quality work, time management, maintaining confidentiality and the ability to self-manage and meet deadlines are skills that are essential for this course.

Year-long course
Prerequisites: Successful completion of 9th grade English

This course is a requirement for graduation, starting with the Class of 2028. Physical Education 9 will focus on developing proficient movement skills in the areas of team sports, fitness activities/testing and individual and dual sports/activities. This course will include both physical and written assignments. The students receive instruction in rules, skills and strategies associated with the different sports and activities. The fitness unit will focus on basic movement skills and demonstrations of locomotor, non-locomotor and manipulative skills. The program promotes the spirit of cooperation, leadership, fair play and friendly competition.

Health 9 is a component of the ninth grade Physical Education curriculum. Students in grade nine integrate a variety of health concepts, skills and behaviors to plan for their personal, lifelong health goals (self-management and responsible decision-making). These include awareness and consequences of risky behaviors, disease prevention, overall wellness and identification of community health resources (social awareness and responsible decision-making). Students demonstrate competence in their knowledge and skills. They see themselves as having an active role in creating a healthy lifestyle for themselves, for their families and for the community (relationship skills and responsible decision-making).

Year-long course

The purpose of this class is to teach and progress students in the area of strength training and development so the students can gain enough knowledge to continue their physical fitness journey after this class is complete. Time will be spent learning the fundamentals of proper positioning, grip, acceleration, breathing and the overall form of exercises that will be taught within the class setting to ensure student safety. By actively participating in the course, students will be in a better physical state than when they began the course. They will have a foundation of knowledge to take what they learn and continue to apply it to their fitness after the course is complete. Strength Training is a year-long non-academic, meaning grades earned during the school year are not included when calculating yearly GPAs.

Semester-long and year-long course

Students enrolled in this academic course will provide assistance to the school’s Office of Admissions. Under the guidance of the admissions team, students will work directly with prospective families and applicants in many aspects of the admissions process. Students will help facilitate the planning and execution of admissions events and will create sales tools and talking points. Interns will learn sales and marketing strategies, leadership, management and general business concepts. An interest in videography and editing is preferred. Preparation and participation in admissions events may include occasional attendance after academic hours. Throughout this year-long program, the student will routinely meet with and be evaluated by the director of admissions.

Prerequisite:  Administration recommendation under the direct guidance of the Director of Admissions 

Under the direct guidance of the Lower School teachers and administration, students enrolled in this academic course will provide instructional assistance to the teacher and students both in and out of the classroom. The student will assist in small and large group learning environments. Students will gain an understanding of educational practices and childhood development through observation and co-facilitation of student lessons and activities. Throughout this year-long program, the student will routinely meet with and be evaluated by the assigned teacher.

Prerequisite: Administration recommendation

Students enrolled in this academic course will provide assistance to those participating in the Innovation Lab or related programs/activities under the direct guidance and evaluation of the learning and innovation specialist. The student will assist in small and large group settings for students, teachers and community members during the academic day. This may include periodic attendance during non-class hours, such as after school or otherwise, after academic hours to co-facilitate tours and training. The student will learn to manage and process requests for lab equipment, assist with facilitating learning in the lab and solve technical equipment issues. Throughout this year-long program, the student will routinely meet with and be evaluated by the learning and innovation specialist. 

Prerequisite: Design Thinking and Innovation with administration recommendation

Under the direct guidance of the director of advancement, students enrolled in this academic course will provide assistance to the school’s Office of Advancement. The student will gain a greater understanding of the meaning and purpose of philanthropic support and nonprofit management. In this business-focused internship, students will learn concepts of sales, leadership, management, marketing, fundraising, grantmaking, event management and execution. Preparation and participation in fundraising events may include periodic attendance after academic hours. Throughout this year-long program, the student will routinely meet with and be evaluated by the director of advancement.

Prerequisite: Administration recommendation under the direct supervision of the Director of Advancement

Students enrolled in this academic course will assist the director of technology instruction and network administration in supporting the use of technology throughout the academic day. The student will assist in ensuring classroom and meeting space technology is functional and updated. Under the guidance of the director, the student will learn to troubleshoot common and advanced technology issues. Throughout this year-long program, the student will routinely meet with and be evaluated by the director of technology.

Prerequisite: Administration recommendation under the direct supervision of the Director of Technology

This course was created to help incoming international students adjust to life in the United States and at Nansemond-Suffolk Academy. Students participate in projects and discussions and receive differentiated assistance in subject areas. They will also develop language proficiency, hone specific academic/study skills, learn about the college process and practice mindfulness to reduce stress in what can be a difficult transition. Students enrolled in this year-long course will earn one credit toward graduation and will be graded as pass/fail, which means that grades earned during the school year are not included when calculating yearly GPA.

Year-long course