BFS: Upper School 2022–23 Curriculum Guide by Brooklyn Friends School

CURRICULUM GUIDE Upper School, 2022-2023

Photo by: Cyrah Joseph, Class of 2021

Dear Friends, As I think about our curriculum and the courses we develop for you each and every year, the following quotation comes to mind: “You think your pain and your heartbreak are unprecedented in the history of the world, but then you’re ready. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive or who had ever been alive.” — James Baldwin We are on this educational journey with you, sharing our knowledge, our curiosity, and our practice in the hopes that the process of learning together will connect us all in our human experience. Love, Kamaya Head of Upper School

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INTRODUCTION TO THE UPPER SCHOOL PROGRAM The Upper School strives to develop a curriculum that at once expands students’ experiences, while also allowing them to delve into their passions. In grades 9 and 10, our students explore their interests through elective options in arts and language. Ninth grade uses our seminar courses to draw connections to identity, as well as their own health and mindfulness. Tenth graders have the opportunity to select more elective options to pursue and explore their interests. In grades 11 and 12, our students choose between either an Open Pathway or Baccalaureate Pathway. Either path is a commitment to one’s self and academics.

US Guiding Principles ●

Reflection

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Seek joy in learning

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Supportive environment grounded in relationships

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Value practice and mistake-making

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Develop own world view and consider multiple perspectives

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Reciprocal and parallel learning: teacher as learner; learner as teacher

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Nurture collaboration

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Leave room for inquiry

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Integrity

GRADE 11 and 12 PATHWAYS PROGRAM During the junior and senior years, students have innovative opportunities to complete their educational journey at BFS. Pathways is a new approach to education in the Upper School; an attempt to allow young people to construct meaning, deepen their curiosity, and master essential academic skills.

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In the Upper School, students write to inquire and read to understand, and they connect lived experiences with studies of science, technology, art, and mathematics. How? By making their own choice of which pathway to take. Below is an overview of the Pathways Program. If you would like even more information, please contact the Upper School Administrative Assistant or the Assistant Head of Upper School.

Baccalaureate Pathway Fully aligned with the International Baccalaureate Diploma Program, students will enroll in two-year long courses in each of the six academic departments: English, history, world languages, science, the arts, and mathematics. Students also enroll in the Theory of Knowledge course and complete the Creativity, Activity, Service, or “CAS” requirements and a 4,000-word Extended Essay. The IB is recognized throughout the world and in the United States as an excellent college preparatory program. Evaluation involves a range of “IB Assessments”, mostly made of a series of exams during May of Grade 12, but also includes required written papers, oral examinations, and projects throughout the two years of the program. Students who successfully complete the Baccalaureate Pathway receive a BFS diploma and an IB Diploma.

Open Pathway Aligned with the “open curricula” of many selective liberal arts colleges, students who choose the Open Pathway may take International Baccalaureate (IB) courses as a part of a larger, individualized academic program focused on a student’s social and intellectual interests and personal passions. In Grade 11, students participate in courses that address their interests and curiosities while fulfilling BFS graduation requirements and plan their Grade 12 Pathway experiential program. During both semesters of Grade 12, students continue to take courses that are of most interest to them. Students who successfully complete the Open Pathway receive a BFS diploma and IB Course Certificates for any IB courses they successfully complete.

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Electives Semester electives are selected according to interest in order to meet the semester credit requirements. Note that electives will run based on a minimum enrollment.

Graduation Requirements Students are required to complete 28 credits in four years and must take a minimum of six (6) classes each semester. Additionally, students are required to complete all requirements of the Creativity, Activity, and Service (CAS) Program. Regular class attendance is an expectation for course credit. Specific course and departmental requirements are below:

General Course Requirements for the Class of 2026 Academic Program ❏ 4 Years of English (4 credits) ❏ 3 Years of History (3 credits) ❏ 3 Years of Math (3 credits) ❏ 3 Years of Science (3 credits) ❏ 3 Years of World Language/Classical Language (3 credits) ❏ 2 Years of Visual and Performing Arts (2 credits) ❏ Physical Education (4 credits) ❏ Health (0.5 credit) ❏ Course in Identity, Equity, and Inclusion (0.5 credit) ❏ Theory of Knowledge or Philosophy (0.5 credit) ❏ Creativity, Service, Activity (CAS)

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Requirements by Grade Level (reflects 2021-2022 year by grade) Grade 9

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One Semester of Health and Wellness (0.5 Credit) One Semester of Identity, Equity, and Inclusion Course (0.5 Credit) One Semester of Quakerism (0.5 Credit) Physical Education (or Exemption) (1 Credit) Either one year of Visual Arts or Performing Arts (1 Credit)*

Grade 10

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Physical Education or Athletic Team Participation Exemption (1 Credit) Either one year of Visual Arts or Performing Arts (1 Credit)*

○ Grade 11

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Grade 12

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One Semester of Theory of Knowledge or Philosophy (0.5 Credit)** Physical Education or Athletic Team Participation Exemption (1 Credit) Creativity, Activity, and Service (CAS) Physical Education or Athletic Team Participation Exemption (1 Credit) Creativity, Activity, and Service (CAS)

*students must take one Visual Arts and one Performing Arts course **students may complete Philosophy in grade 10, 11 or 12.

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ENGLISH

Grade 9 English 9: Love, Loss, and Longing In this foundational survey course, students are introduced to the fundamentals of high school writing and literature study. We begin with writing and sharing in response to summer reading. We then study a variety of longer texts including F. Scott Fitzgerald’s The Great Gatsby and Shakespeare’s Romeo + Juliet before examining the literature of the Harlem Renaissance. The course also includes Emily Wilson’s translation of Homer’s The Odyssey and Bret Easton Ellis’ novel Less Than Zero. Our close reading, journaling and annotating will spark creative, personal and analytical writing experiences as we explore the foundations of writing and the elements of literature.

Grade 10 English 10: Identity, Society, and the Self In this deeply reflective course, students are asked to engage with a variety of perspectives in order to better understand and engage with the world around them. To establish a foundation in thematic analysis and interpretation, students begin with a short story unit before examining Tommy Orange’s novel There There. The essays of DuBois are then paired with the postcolonial novel of a contemporary Black author, followed by a critical feminist lens in the study of Henrik Ibsen’s “A Doll’s House.” The course also features an examination of the work of poets such as Vincent Toro, Joy Harjo, and Gwendolyn Brooks, and an in-depth analysis of the essay as a genre. The coupling of self-reflective and analytical writing and study allows us to build on foundational literature skills while also developing a more engaged lens as citizens of the world.

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Grade 11 IB English Literature I SL or HL: The Strange and Surreal This course investigates how writers have approached existential themes such as desire, power, revenge, jealousy, betrayal, and alienation, paying close attention to the rhetorical strategies writers employ to write clearly, engagingly, and persuasively, while establishing a specific voice. Through close analysis of literary texts, including Kafka’s The Sons, Shin’s Please Look After Mom, Shakespeare’s Macbeth, Garcia Marquez’s Chronicle of a Death Foretold, and Oyeyemi’s Boy Snow Bird, students will consider their own interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped by cultural belief systems and how meanings are negotiated within them. Students will be involved in processes of critical response and creative production, which will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.

Grade 12 IB English Literature II SL or HL: Transformation and Representation This course investigates how writers have engaged with the ancient and consistent human tradition of telling stories of transformation in order to understand the ways in which we grow, desire, strive, rebel, and change, both individually and as larger communities. Paying close attention to the rhetorical strategies writers employ to write clearly, engagingly, and persuasively, while establishing a specific voice, students will explore the texts including, selected essays of James Baldwin, Ovid’s Metamorphoses, Maclaughlin’s Wake, Siren, Carter’s The Bloody Chamber, Butler’s Bloodchild, Shelley’s Frankenstein, Gilgamesh, and excerpts of The Mahabharata, through both analytical writing and creative

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writing assignments. Building on their first year of the IB course in 11th grade, students will continue to cultivate greater variety and precision in their own writing by reviewing fundamental components of persuasive essays and commentaries. In addition to extensive written work, students will also respond orally to the texts in class discussions and formal presentations. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.

HISTORY AND SOCIAL STUDIES

Grade 9 History 9: United States History & Civics The United States History and Civics course is a foundational survey course that seeks to examine American history through the lens of civics. Beginning with colonial and revolutionary America and moving into the 20th century, the course is guided by the following essential questions: What is the role of the citizen in American society? and How does our role as citizens impact the development of the United States? Also considered are the purpose of government, the responsibilities of the citizen to their nation and vice versa, the balancing of individual rights and freedoms with the collective good, and more. We are led in our inquiry by the words of W.E.B. DuBois, “Nations reel and stagger on their way; they make hideous mistakes; they commit frightful wrongs; they do great and beautiful things. And shall we not best guide humanity by telling the truth about all this, so far as the truth is ascertainable?” Our purpose is to be curious about the truth of our nation’s history, to grapple with it critically and carefully, and ultimately to examine and identify our role as citizens in its future.

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Grade 10 History 10: World History This course is a survey of significant trends and developments throughout world history. Topics of study include the following: an introduction to historical thinking skills, the emergence of early humans, the migration of humans throughout the planet, and more. and the transition from foraging to farming communities. The course then focuses on the themes of increasing complexity and transition as early agrarian societies develop into empires and states which rise, fall, and restructure themselves after catastrophe. Students will explore the enduring influences of major civilizations and consider the factors that enabled them to expand, administer their territory, flourish, and decline. Throughout the course students will examine the social structure, economic foundations, political organization, military might, philosophical and religious beliefs that comprised each civilization. Students will develop the essential skills historians use in their work and apply these skills throughout the units by identifying historical context, critically evaluating texts, analyzing multiple perspectives, contributing thoughtfully to class discussions, collaborating on cooperative group projects, and forming well-crafted verbal and written arguments that are guided by a strong thesis, evidence, and analysis.

Grade 11 IB History I: 20th Century World SL or HL The first year of IB History will be devoted to the main events and developments of the world since 1945. The effects of these events and developments will be studied in the context of the following themes and topics: ●

Conflict and Intervention: Rwanda and Kosovo

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Origins and Development of Authoritarian and Single Party States: Some of the leaders that will be covered include Hitler, Stalin, Mao and Castro.

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Newly Independent States: Focus will be on the experiences of Ghana and Vietnam.

The year will culminate with students writing a research paper that will be graded by the IB. Students will garner a comprehensive knowledge of historical time periods based on an awareness of multiple perspectives. Throughout this process, students will analyze cause and effect relationships, bearing in mind multiple causation. Students’ ability to craft coherent and well-organized essays will be particularly stressed.

IB Economics I SL or HL Economics is the study of how individuals, businesses, and societies allocate their scarce resources in order to satisfy people’s unlimited wants. It’s not just about money, though this course certainly will help you understand it better. Economics is about human nature, how the world works, and how we can use incentives to make it work better. Economists use theoretical models of behavior and statistical analysis to predict responses to market and government policy changes. In addition to learning the economic language and diagrams that economists use to communicate their ideas, IB economics also heavily focuses on teaching you the skills of analysis and evaluation. This will improve your ability to judge the merits of government policies (and even recommend your own). Year 1 of the course is divided into two parts: ●

Microeconomics — how markets work, what happens when they fail, and what governments should(n’t) do about it.

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Macroeconomics — how we measure the overall health of an economy, diagnose what makes it sick, and prescribe policy solutions to keep it healthy and vibrant.

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Grade 12 IB History II HL: Americas This class examines two eras: the Emergence of the Americas in global affairs (1880–1929) and the Cold War and the Americas (1945–1981). The Emergence of the Americas focuses on the impact of modernization in the region on foreign policy, including an exploration of the region's involvement in the First World War. Modernization shaped the new nations, and its effects created the basis for a significant shift in the foreign policies of the region. For example, by the end of the 19th century, the United States played an active role in world affairs, particularly in Latin America. The impact of the First World War radically altered participating countries' economic, social, and foreign policies. The Cold War section focuses on the development and impact of the Cold War on the region as it instigated the global conflict. Within the Americas, some countries closely allied with the United States, and some took sides reluctantly. Many remained neutral or sought to avoid involvement in Cold War struggles. A few, influenced by the Cuban Revolution, instituted socialist governments. No nation, however, escaped the pressures of the Cold War, which had a significant impact on the domestic and foreign policies of the countries of the region.

IB History II HL: Asia This course will primarily focus on the countries of East Asia. The first two topics will cover developments in China, Japan, and Korea. The last topic will deal with a variety of countries in Southeast Asia and Afghanistan. The following are the three topics that will be covered over the course of the year: Challenges to Traditional East Asian Societies (1700-1868) This theme focuses on developments in China and Japan as they responded to the arrival of the Western powers and their demands for trade and diplomatic representation. Western intrusion coincided

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with domestic social and economic changes that challenged the status quo and placed the existing regimes under strain. Some of the key events that we will focus on will include the White Lotus Rebellion, Opium Wars and Taiping Rebellion in China; and the fall of the isolationist Tokugawa Shogunate in Japan. China and Korea (1900-1950) This section focuses on China and Korea between 1900 and 1950. Major themes will include the rise of nationalism and the communist movement in China; the nature of the Japanese occupation in Korea; World War II in China and Korea; victory of the Communists in China in 1949 and the partition of Korea. Cold War Conflicts in Asia This topic focuses on the impact of the Cold War and communism on Asia after the Second World War. It examines the reasons for these conflicts in Malaysia, Korea, Vietnam, Cambodia, and Afghanistan. Considerable attention will be devoted to the nature of these conflicts, the significance of foreign involvement, and the impact of these conflicts.

IB History II HL: Europe This course will focus on three pivotal themes in European history that have resonated throughout the world. Here are the three topics that we will cover: The Renaissance (c1400–1600) This section examines the origins and characteristics of Renaissance government and society in Italy in the 14th century, and its later spread throughout Europe. The wealth and cultural vitality of the Italian cities played a crucial role in the Renaissance. Powerful princely and ecclesiastical patrons promoted art for a range of reasons— economic, political and dynastic. This period also saw the advent of new ideas on the nature of authority and the state. The French Revolution and Napoleon I (1774–1815) This section deals with the origins, outbreak, course and impact of the French Revolution. It focuses on the social, economic, political and intellectual challenges confronting the Ancien Régime and the stages of the revolutionary process during this period,

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culminating in the rise and rule of Napoleon Bonaparte. The section requires investigation of the impact of the French Revolution, as well as Napoleon’s domestic and foreign policies, upon France and its European neighbors. Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924) This section deals with modernization and conservatism in tsarist Russia and the eventual collapse of the tsarist autocracy, as well as the revolutions of 1917, the Civil War and the rule of Lenin. There is a focus on the concepts of change and continuity, with examination and consideration of the social, economic and political factors that brought about change.

IB Economics II SL or HL Economics is the study of how individuals, businesses, and societies allocate their scarce resources in order to satisfy people’s unlimited wants. It’s not just about money, though this course certainly will help you understand it better. Economics is about human nature, how the world works, and how we can use incentives to make it work better. Economists use theoretical models of behavior and statistical analysis to predict responses to market and government policy changes. In addition to learning the economic language and diagrams that economists use to communicate their ideas, IB economics also heavily focuses on teaching you the skills of analysis and evaluation. This will improve your ability to judge the merits of government policies (and even recommend your own). Year 2 of IB economics involves the global economy. We’ll discuss topics related to: ●

Free trade, protectionism, and trade wars

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Exchange rates

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Economic integration

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The economics of poverty and inequality

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Why some countries are more developed than others

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What we can do to promote sustainable development that improves living standards and preserves our planet

In the final year you will submit your final internal assessment portfolio (three 800-word commentaries on current events news articles) and the course will culminate in end-of-the-year external assessment exam papers.

MATHEMATICS

Grade 9 Integrated Algebra I and Geometry This course helps students focus on specific algebraic and geometric concepts that form the foundation for success in Integrated Algebra 2 and Geometry, prior to IB Applications and Interpretations SL. This course is designed for students to further develop their skills and build a stronger foundation in Algebra. Students learn how to think and reason more effectively as they study inductive and deductive reasoning. Persistence and strategic thinking are emphasized throughout the course to promote the growth of each student’s ability to solve problems independently. Topics of study include: Number and Algebra Basics, Sequences and Series, and Geometry.

Advanced Integrated Algebra and Geometry This course helps students focus on more advanced algebraic and geometric concepts that form the foundation for success in PreCalculus, prior to IB Applications and Interpretations HL. This course is designed for students who have mastered Algebra 1 topics. Both algebraic and geometric models are introduced and are further developed as students use geometry and trigonometry to model a variety of real-world situations.

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Problem-solving is emphasized throughout the course to promote the growth of each student’s ability to solve problems in novel situations. Topics of study include: Measurement and Accuracy, Exponents & Logarithms, Functions, Sequences and Series, Geometry and Trigonometry. This course is recommended for students who have successfully completed Algebra 1 with a grade of B or higher and who achieve a score of 80% or higher on the BFS Math placement test.

Grade 10 Integrated Algebra 2 and Geometry This course follows Integrated Algebra I and Geometry. It helps students focus on specific algebraic and geometric concepts that form the foundation for success in IB Applications and Interpretations SL. The goal of this course is to develop students’ mathematical skills, problem solving ability and to support them in becoming confident, resilient and capable mathematicians. The content of this course will expand on concepts learned in Integrated Algebra I and Geometry. Topics of study include: Measurement and Accuracy, Exponents & Logarithms, Systems of Linear Equations, Sequences and Series, Compound Interest, Geometry, Trigonometry, and Modeling

PreCalculus This course follows the successful completion of Advanced Integrated Algebra and Geometry and forms the foundation for success in IB Applications and Interpretations HL. The goal of this course is to develop students’ mathematical skills, and problem-solving ability and to support them in becoming confident, resilient, and capable mathematicians. The number system will be extended to include imaginary and complex numbers. Students will investigate the surface area and volume of three-dimensional objects. Students will explore both right triangle and analytical trigonometry. Incorporated

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throughout the course, students will simplify and solve expressions and equations related to all of the topics listed above. Topics of study include:Measurement and Accuracy, Logarithms, Geometry and Trigonometry, Complex Numbers, Matrix Algebra, Vectors and Modeling. This course is recommended for students who have successfully completed Advanced Integrated Algebra and Geometry with a grade of a B+ or better.

Grade 11 IB Mathematics: Applications and Interpretations I SL This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures. Students who choose this subject should enjoy seeing mathematics used in real-world contexts and solving real-world problems. Topics of study include: Modeling Real-Life Phenomena, Descriptive Statistics, Bivariate Analysis, Probability, Intro to Differential Calculus

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IB Mathematics: Applications and Interpretations I HL This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures. Students who choose this subject should enjoy seeing mathematics used in real-world contexts and solving real-world problems. Topics of study include: Descriptive Statistics, Probability, Graph Theory, Differential Calculus, Probability Distributions This course is recommended for students who have successfully completed PreCalculus with a grade of a B+ or better.

Math Modeling The focus of this course will be on using math to represent and analyze relationships between variables, make predictions, and draw useful conclusions about real-world problems. Here are some examples of problems we might be interested in: ●

“How are Steph Curry’s shots so accurate?”

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“How can you maximize your return on a $10,000 investment in the stock market?”

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“How much single-use plastic is discarded at BFS in a given week?”

This course will feature a strong focus on building students’ computing skills. Students will explore the use of spreadsheets and programming languages to model different scenarios and process data. Students will also build skills in communicating their findings,

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whether through the writing of a paper or the creation of a poster presentation. Students will show their work in this course mainly through individual and group projects. This course is recommended for students who have successfully completed Integrated Algebra 2 & Geometry or PreCalculus with a passing grade.

Grade 12 IB Mathematics: Applications and Interpretations II SL This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and often using technology to justify conjectures. Students who choose this subject should enjoy using mathematics in real-world problems. These students should be excited to approach challenging math problems and be comfortable using calculator and spreadsheet technology to solve those problems. Topics of study include: Further Differential Calculus, Integral Calculus, Probability distributions, Statistical Analysis

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IB Mathematics: Applications and Interpretations II HL This course follows IB Applications and Interpretations HL I. It recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and often using technology to justify conjectures. Students who choose this subject should enjoy using mathematics in real-world problems. These students should be excited to approach challenging math problems and be comfortable using calculator and spreadsheet technology to solve those problems. Topics include Integral Calculus, Inferential Statistics, and Bivariate Analysis.

IB Mathematics: Analysis and Approaches SL II The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Topics of study include Differential Calculus 2, Integral Calculus 1, Probability Distributions. This course is a continuation of SL 1 taken the previous year.

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IB Mathematics: Analysis and Approaches HL II The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Topics of study include Differential Calculus 2, Integral Calculus 1, Probability Distributions, Integral Calculus 2. This course is a continuation of HL 1 taken the previous year. Topics of study include: Differential Calculus 2, Integral Calculus 1, Probability Distributions, Integral Calculus 2

SCIENCE

Grade 9 Physics Physics is the study of matter and energy, and the interaction between them. The course exposes students to major concepts in physics that they will encounter in a post-secondary physics course of study. The course will incorporate algebra, geometry, trigonometry, and mathematical analysis into daily lessons. Students will complete an inquiry lab every two weeks. The course gives students the opportunity to develop skills and understanding of course concepts through discussions, experiments, and collaborative learning activities. It allows students to develop strategies to enable and direct their own learning. Moreover, the scope and sequence align with IB Physics in 11th and 12th grade. Topics will include kinematics, dynamics, impulse and momentum, conservation of energy, atoms, heat and

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temperature, wave energy, electricity and magnetism, the atoms and quantum physics, the atomic nucleus and radioactivity, and Nuclear Fission and Fusion.

Grade 10 Chemistry General Chemistry encourages students to take their conceptual understanding for science and apply these principles to specific problems of the physical world. The course attempts to follow the organizational structure of the text which places emphasis on the principles of chemistry and includes advances in chemistry made over the years. The laboratory experiments assist the student motivationally and supplement the understanding of the chemistry principles involved.

Grades 11 & 12 IB Environmental Systems & Societies SL I & II This fascinating course provides students with a relevant examination of the interrelationships between environmental systems and societies. This will encourage the student to adopt a highly informed personal response to the huge number of crucial environmental issues facing us today. Key topics include the structure and function of ecosystems, the utilization of resources by humans, as well as the environmental effects of this use. A major focus of this course will be the examination of one’s personal relationship with the environment and the significance of choices and decisions that we make in our daily lives in relation to the environment. IB ES & S will assist the student in the development of an understanding of the interrelationships between environmental systems and societies. A unique feature of this course is an interdisciplinary project carried out with the Biology and Physics students.

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IB Biology I & II SL or HL This course is designed to be the equivalent of a college introductory course usually taken by biology majors during their first year. The course is taught with the emphasis on preparing students for the Higher Level (HL) or Standard Level (SL) IB examinations. The course aims to provide students with the conceptual framework, and analytic skills necessary to critically deal with the rapidly changing science of biology. A molecular approach is used to study topics in cell biology, molecular biology, biochemistry (with emphasis on organic chemistry), reproduction, energy in living systems, genetics, transport, respiration and photosynthesis, evolution, and ecology. The course has a required laboratory component in which emphasis is placed upon quantitative and qualitative analysis of derived data. Students will develop a global perspective for analysis of biological issues such as emerging diseases, global ecology and interdisciplinary aspects of responses to and consequences of world biological problems. Students will be asked to design, implement, and analyze several experimental investigations during the year.

IB Physics I & II SL or HL This course is the equivalent of a first year college physics course. It is designed to further the students' understanding of the physical world while also helping the students advance their problem-solving strategies under the principles of the IB philosophy. The program is geared to install a lifelong quest for knowledge and inquisitiveness of how and why things happen. Our aim, as it is that of the IB program, is to develop in each student a “need to know” what will lead to the questioning and ultimately the understanding of the whys and hows of phenomena. Students will learn how the world was examined and described by the early philosophers and will refine that understanding as we progress from the Macroworld to the Microworld, from the observable experiments to thought experiments. We will go from the mechanics of motion to the study of electromagnetism and an introduction to relativity and modern physics. Topics include: Mechanics; Thermal physics; Electricity and Magnetism; Circular motion and Gravitation; Atomic, Nuclear and Particle Physics; and Energy Production. In addition

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to the core topics above, students in HL will also complete four additional units, including Wave Phenomena, Fields, Electromagnetism, quantum, and Nuclear physics. Finally, both SL and HL students will conclude the two-year program with an introduction to Astrophysics.

WORLD LANGUAGES

French French I French I is an introductory course that centers primarily on the acquisition of the French Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of French speaking countries. We use a communicative approach centered in the functional use of the language. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. At the end of this level, students will be able to i) understand and use very frequently-used everyday expressions as well as simple phrases to meet immediate needs ii) introduce themselves and others and ask and answer questions about personal details iii) interact in a simple way.

French II French II is a year-long course for advanced beginners. The course develops students’ linguistic abilities through the development of receptive, productive and interactive skills by providing them opportunities to respond and interact appropriately in a defined range of everyday situations. The textbook, “Contacts,” is one of the main sources of activities and provides opportunities to master discrete points of grammar and to practice realistic speech using the vocabulary in each lesson.

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French III French III is a year-long course in which students with an advanced beginner foundation in French will review and further develop their language skills as well as explore and learn about the culture and history of French speaking countries. The students will continue to work on their speaking, reading, writing, translating and comprehension skills.

IB French B I SL or HL Language B I is the first part of a language-learning course designed for students with some previous learning of that language. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and is related to the culture(s) concerned. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The language B syllabus approaches the learning of language through meaning. Through the study of the core (communication and media, global issues, social relationships) and the options (cultural diversity, customs and traditions, health, leisure, science and technology) at SL and at HL, through the study of two literary works, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.

IB French Ab Initio I & II SL IB French Ab Initio is a two-year course intended for students who have completed French 2. It centers primarily on the acquisition of the French Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of French-speaking countries. We use a communicative approach centered in the functional use of the language. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence.

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French is used as a means of communication in the classroom. The content can be divided in three areas: ●

The production and reception of written and oral language

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The constitutive elements of the linguistic system, its operation and interrelations

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The social and cultural dimension of the French-speaking world.

This course boasts a thematic approach based on the following topics: -Individual and society: (Daily routines; Education; Food and drink; Personal details, appearance and character; Physical health; Relationships; Shopping) -Leisure and work: (Employment; Entertainment; Holidays; Media; Sport; Technology; Transport) -Urban and rural environment: (Environmental concerns; Global issues; Neighborhood; Physical geography; Town and services; Weather) These themes serve as a focus for the students’ growth in productive, receptive and interactive skills. Grammar, vocabulary, and communicative functions, pragmatics, idioms etc. will be reviewed and taught directly and indirectly through the study of these topics.

IB French B II SL or HL This is a two-year course intended for students with an intermediate-level foundation in French. It centers primarily on the acquisition of the French Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of French-speaking countries. We use a communicative approach centered in the functional use of the language. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. French is used as a means of communication in the classroom. This course boasts a thematic approach based on the following five topics: identities, experiences, human ingenuity, social organization and sharing the planet. These themes serve as a focus for the students’ growth in productive, receptive and interactive skills. The students of French will further develop their interactive, productive and receptive skills in French while at the same time gaining intercultural understanding of the French speaking world.

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During the second year of study, students will prepare to complete the IB examinations, which includes an oral component, a productive skills component (writing) and a receptive skills component (reading and listening). Higher and standard levels are differentiated by teaching hours, the depth of syllabus coverage, the required study of literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. (IB)

Spanish Spanish I Spanish I is an introductory course that centers on the acquisition of the Spanish Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of Spanish speaking countries. We use a communicative approach centered in the functional use of the language. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. Students will develop basic competency for productive and receptive language skills by the end of this course. At the end of this level, students will be able to: understand and use frequently-used everyday expressions as well as simple phrases to meet immediate needs, and interact in a simple way.

Spanish II Spanish II is a year-long course in which students with a basic foundation in Spanish will review and further develop their language skills as well as explore and learn about the cultures and history of Spanish speaking countries, and Latinos in the United States. The students will work on their speaking, reading, writing and comprehension skills in every class period with individual and small group work and will review all new material with at-home activities that must be completed before the next class.

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Spanish III Spanish III is a year long course in which students with an advanced beginner foundation in Spanish will review and further develop their language skills as well as explore and learn about the culture and history of Spanish speaking countries, and Latinos in the United States.The students will continue to work on their speaking, reading, writing and comprehension skills in every class period. By the end of the course, students will be able to understand the main points of clear standard input on familiar matters regularly encountered in school, leisure, etc. ii. deal with some situations likely to arise whilst traveling in an area where the language is spoken. Iii. produce simple connected text on topics, which are familiar, or of personal interest Iv. describe experiences and events and briefly give reasons and explanations for opinions and plans. (based and adapted from CEFRL)

IB Spanish ab initio I & II SL IB Spanish ab initio is a two-year course intended for students who have completed Spanish 2. The course is organized into three themes: the individual and society; leisure time and work; and the urban and rural environments. These themes comprise topics that provide students with many opportunities to practice and explore the language and to develop intercultural understanding The ab initio 11th grade course is designed to meet students where they left off in previous language study. This course allows for additional and more focused examination of topics already observed, while also providing time for students to explore specific new areas of study relating to the language and many cultures within the Spanish speaking world. Much of this course is project-based and allows for a wide variety of perspectives to be evaluated as the language skills are acquired. While using the target language in speaking, reading, writing and listening, an appreciation for different products, practices and perspectives is the aim of the course.

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The ab initio 12th grade course continues to develop the students’ language skills and appreciation of the many cultures within the Spanish-speaking world. This course more acutely develops many practical applications for the language outside of the classroom. Students learn to write letters, emails, speeches and more. This course is largely project-based and requires that students take the IB tests throughout the academic year.

IB Spanish B I & II SL or HL This is a two year course intended for students with an intermediate level in Spanish. The students will further develop their interactive, productive and receptive skills in Spanish while at the same time gaining intercultural understanding of the Spanish speaking world. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. Spanish is used as a means of communication in the classroom. This course boasts a thematic approach based on the following five topics: identities, experiences, human ingenuity, social organization and sharing the planet. These themes serve as a focus for the students’ growth in productive, receptive and interactive skills. During their second year, students will prepare to complete the IB examinations, which includes an oral component, productive skills (writing) and receptive skills (reading and listening). We use a communicative approach centered in the functional use of the language. Higher and standard levels are differentiated by teaching hours, the depth of syllabus coverage, the required study of literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. (IB)

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Mandarin Mandarin I 9th grade Mandarin begins with a review of material covered in 8th grade Mandarin and switches to Chinese language used in the classroom more and more. The foundation of tonal pronunciation built in 8th grade Mandarin is reinforced through the drilling and practicing of new vocabulary and grammar, including a continuation of their study of Chinese characters. Thematic lessons in an age-appropriate text and workbook series provide incremental introduction of new words, sentence building blocks, key structures, conversational models, and spoken presentations. Lessons are organized around topics including animals, birthdays and calendars, speaking and studying Chinese, and food and drink in China. All four language skills (reading, writing, listening, and speaking) continue to be emphasized, with a gradual shift from reading and writing with the Pinyin Romanization system to reading and writing with Chinese characters. Like 8th grade Mandarin, the course is designed to continue to build confidence through real-life situational use and to provide familiarity with day-to-day Chinese cultural customs and traditions.

Mandarin II 10th grade Mandarin begins with a review of material covered in 9th grade Mandarin and switches to Chinese language used in the classroom more and more. The foundation of tonal pronunciation built in 9th grade Mandarin is reinforced through drilling and practicing while students progress into the acquisition of new vocabulary and grammar, including a continuation of their study of Chinese characters. Thematic lessons in an age-appropriate text and workbook series provide incremental introduction of new words, sentence building blocks, key structures, conversational models, and spoken presentations, like “the Weather”, “Chinese Food”, “Shopping”, “Sports”

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“Transportation”, and ”Clothes”. All four language skills (reading, writing, listening, and speaking) continue to be emphasized, with a gradual shift from reading and writing with the Pinyin Romanization system to reading and writing with Chinese characters. Like 9th grade Mandarin, the course is designed to continue to build confidence through real-life situational use and to provide familiarity with day-to-day Chinese cultural customs and traditions.

IB Mandarin Ab Initio I This course is the first of the two-year IB Mandarin program. It centers primarily on the acquisition of the Mandarin Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of Mandarin speaking countries and areas. We use a communicative approach centered in the functional use of the language. The Textbook we use focuses on the IB topics and themes, like “the Weather”, “Chinese Food”, “Shopping”, “Sports” “Transportation”, and ”Clothes”. All these lessons help the students build up their vocabulary sentence structures for the IB Exams. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. Mandarin is used as means of communication in the classroom.

IB Mandarin Ab Initio II This course is the second of the two-year IB Mandarin program. It centers primarily on the acquisition of the Mandarin Language and the development of linguistic skills through the study of diverse oral and written materials related to the culture of Mandarin speaking countries and areas. We use a communicative approach centered in the functional use of the language. The axis of the curriculum is constituted by procedures designed to help students attain an effective oral and written communicative competence. Mandarin is used as a means of communication in the classroom.

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Latin Latin 1 Latin 1 is a year-long course that emphasizes Latin grammar studies. The current textbook introduces students to the culture of the Roman Empire, including the city of Pompeii, in the year before it was destroyed by the eruption of Mt. Vesuvius. In this context, students learn vocabulary pertaining to family structure, work, and leisure activities through stories of one particular Pompeiian family. Latin grammar is taught through reading and translating stories of this family, Roman mythology, and short plays. Linguistic connections are made between Latin and English, as well as with French and Spanish.

Latin 2 Latin 2 aims to review the key grammar points covered in Latin 1. We will use the Cambridge Latin Course (CLC) to further explore and learn additional parts of speech. Finally, in the last portion of the course, we will move from ancient Egypt to Imperial Rome in our stories, exploring the Roman army, the life of an Emperor, and how life changed in Roman provinces. This course is open to 9th graders who have completed or come close to completing the first two books (19 chapters) of the CLC or equivalent.

Latin 3 In Latin 3, we will begin with a sustained review of the key grammar points covered in the previous years of study: nouns in all cases; verbs, active and passive, in the present, imperfect, perfect and pluperfect tense, as well as the 5 subjunctive constructions. Through this course of study, students will achieve greater confidence in virtually all of Latin grammar. We will read original Latin Literature from Vergil’s Aeneid and conclude our studies of imperial Rome, considering what it was like to be a writer during the 1st century CE. This course is open to 10th graders who have completed Latin 2.

IB Classical Languages: Latin I SL or HL In the first part of the year we will review all of Latin grammar. We will read both Vergil’s Aeneid and Livy’s History of Rome, authors the students will be expected to know for the

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Latin IB exams. Students will also spend time working on their internal assessments, a student-led project completed during the year with the teacher’s supervision. They will select an area of the ancient world that interests them, find and analyze ancient sources on this topic, and submit their work before the end of the year. This course is open to 11th graders who have completed Latin 3.

IB Classical Languages: Latin II SL or HL We will start this final year of Latin completing our studies of Vergil and Livy and reading supplementary literature designed to broaden the students’ knowledge of Latin literature, genres, and context. Students will practice for the exam and work on their essay writing and analytical skills while also maintaining their linguistic ability. Students taking the HL course will have extra time throughout this year to work on their English to Latin composition. This course is open to 12th graders who have completed Latin IB 1.

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THE ARTS Students are required to take one visual and one performing art over the 9th and 10th grade years. Students may also choose to take an additional arts elective in 10th grade.

9th & 10th Grade Courses Visual Arts: Studio Art Foundation This course is designed to provide the student with a basic knowledge and understanding of the fundamentals of Art: examining art elements and principles, using a variety of media and tools with emphasis on visual perception and problem solving. We will create artwork and projects that utilize observational skills, research, brainstorming, idea development, and problem solving skills. In addition to studio projects we will be thoughtfully examining a variety of artists throughout global history and cultural contexts. Throughout this course students will become more confident in their own studio practice and learn to further their critical thinking skills.

Performing Arts: Instrumental Music Performance Prerequisite: Previous musical experience or departmental approval

This innovative and collaborative course is open to instrumentalists in grades 9-12 and allows students to study and perform a diverse collection of instrumental music together. In addition to building fundamental techniques, all students will receive supplemental music theory grounded in classical and jazz music to navigate the various pieces they will be engaging with. The class aims to immerse students in a musically holistic perspective, where the students are not only learning classic instrumental repertoire, but also have a hand in creating and bringing in music they are passionate about for the class. Instrumental music students perform in multiple settings on and off campus throughout the school year.

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Performing Arts: Dance 1 Please note: Priority for student choreography in the Dance Concert is given to those enrolled in IB Dance and Dance 1. In this course, students delve into the many ways that dance moves - and moves us through our worlds. Together we generate individual and collective expression, connection, and empowerment in three interconnected ways: as performers, creators, and theorists. Students develop physical and performance skills through the study of diverse dance forms. They investigate the historical, cultural, and political components of different dance traditions. They create collaborative choreography, exploring the use of dance elements and developing our vocabulary for detailed and supportive artistic reflection and feedback. Students perform a class piece choreographed by a guest artist for the Dance Concert.

Performing Arts: theater 1: Introduction to Theater Open to all 9th graders and 10th graders who have not taken theater previously. This course serves as an introduction to theater for students who have never taken theater before and a refresher for students with Middle School theater experience in either classes or productions. In this course students develop an understanding of the theater by investigating and experiencing the roles of actor, director, designer, technician, and theater creator. Students will work to build an ensemble with their classmates and will participate in games, vocal and physical exercises, scene work, and play analysis. Students will be required to read and discuss texts, conduct research, memorize scenes, create original pieces, and reflect on their theater experiences through writing and group discussion. Students will also directly participate in the technical work of putting on a production through hands-on experiences in the theater. This course exposes students to multiple world theater traditions and ways of making theater.

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11th and 12th Grade Courses IB Theater I & II SL or HL Students who wish to take a one-year theater elective in 11th or 12th grade may register for theater 3, which meets in the same section as the first year of IB theater. IB theater students investigate the histories and texts of various theatrical traditions from around the world and strive to understand the historical and cultural contexts that produced these traditions. Students also engage the writings and practices of theater theorists, delving into the question of why we make theater. In class, students experience the theater through the roles of actor, director, dramaturge, designer, and spectator. Students will devise new work and stage written play texts individually and in small groups. Throughout the course, students reflect on their own work and the work of their peers in writing.

Performing Arts: IB Dance I & II SL or HL Students who wish to take a one-year dance elective in 11th or 12th grade may register for Dance 2, which meets in the same section as the first year of IB Dance. Please note: Priority for student choreography in the Dance Concert is given to those enrolled in IB Dance and Dance 1. In IB Dance, students explore different approaches to movement by studying the use of “the core” in Limón Modern, Haitian & Cuban Folkloric, partner work & Contact Improvisation, and West African dances. They also learn and perform an original piece by a guest artist in the Dance Concert. Students define their aesthetic preferences, leadership and decision-making skills, gaining expertise in choreographic structure, craft and the use of compositional elements. After choreographing solos on themselves, the dancers then create original work on each other. Through reflection and discussion they develop

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sophisticated means for analyzing dance through an in-depth exploration and comparison of two dance styles: one familiar and one unfamiliar to them.

IB Music I & II SL or HL This class is open to instrumental and vocal musicians as well as digital music creators and composers. Prerequisite: Previous musical experience and departmental approval. In IB Music SL/HL, students explore diverse musical material focused through the lens of four areas of inquiry: music for sociocultural and political expression, music for listening and performance, music for dramatic impact, movement and entertainment, and music technology in the digital age. They will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local, and global contexts. Students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Students will practice and prepare finished pieces that will be performed or presented to an audience throughout the school year. In working towards completed musical works, they expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators, and performers. In addition, HL students will complete a multimedia project focused on a musical area of interest utilizing their skills and experience as a musician and critical thinker and involving community members in an artistic collaboration.

IB Visual Arts I & II SL or HL The focus of this two-year course is to develop a serious body of work that is individually meaningful. Students integrate the techniques and processes of art, the visual elements and the principles of design, and the continued acquisition of knowledge of artists and art movements as they work on evolving connections and themes in their own art. Students are introduced to a variety of materials and techniques as well as art traditions from around the globe and throughout history, which they may choose to explore within their individual bodies of work. Over the two-year course, students may explore a variety of

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mediums including but not limited to, drawing, painting, printmaking, sculpture, and installation. Students are expected to develop a deeper relationship with art through museum visits and independent research. Assessments for the course include studio practice, a sketchbook/journal, and the successful completion of all IB requirements. The course culminates in an exhibition of each student’s body of work.

Visual Arts Intensive This is a two-year visual art exploration in which each student will venture on their own individual path to develop a coherent body of work. Students will create artwork and projects that utilize observational skills, technique, research, brainstorming, idea development, and problem-solving. They will be making art, thinking about art, writing about art and talking about art. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of historical and contemporary practices and media.

9TH GRADE SEMINAR Health and Wellness Required semester seminar for Grade 9 Health and Wellness for 9th grade focuses on acquiring knowledge and skills that reflect a personal understanding of what it means to be healthy; including decision-making, relationship building, communication, and advocacy. The class is guided by the teacher and informed by student interest and inquiry. Areas of focus include social power dynamics, accessibility of health services, sexuality, gender, substance use, and physical and mental well-being. Lessons include activities and projects that encourage critical reflection and active participation.

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The “I” in Equity, Inclusion, Belonging and Justice Required semester seminar for Grade 9 Youth will engage in building means to be a learning community accountable for each other and they will learn key concepts of power, privilege, justice, identity and co-conspiratorship. Through video, historical artifacts, narratives and arts based activities, the class co-creates a personal understanding of these concepts and their applicability to practice and community. This course will amplify perspectives and ignite students' actionable connection between what is learned and what they do as agents of change. Social justice, health, wellbeing and global and civic engagement influence and work in concert to elevate and amplify a 9th grader's understanding at a foundational time of their high school experience which will endure through their journey and beyond. The course culminates in a self designed project reflecting a social justice theme that students seek to build awareness about in the community.

Quakerism Required semester seminar for Grade 9 This course will introduce students to Quakerism. Students will research Quaker history, discuss Testimonies, and engage in Quaker practices that they will utilize through their Upper School experience. Throughout the course, students will connect Quakerism to their own lives and communities. Students’ understanding of the course will be assessed through written essays, oral presentations, and their ability to plan and follow through a service project connected to their advisory, grade, or whole-school community.

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ELECTIVES Chorus Grades 9, 10, 11, 12; no previous music experience is required, and the course can be repeated. This course in ensemble vocal performance is open to singers of all levels in grades 9-12. Students will learn choral repertoire from various musical genres and styles, including jazz, pop/rock, musical theater, American and international folk music, and Western classical music. A particular emphasis is placed on community building through music, as students explore music through the lens of identity, culture, meaning, and collaborate with musicians from inside and outside the school. The curriculum includes individual vocal and group choral techniques, fundamental music theory and sight-reading, ear-training, and musical culture study of the choral repertoire covered. Chorus students perform in multiple settings on and off campus throughout the school year.

Theater 2: Focus on Directing and Acting Grades 10, 11, 12 Year-long course Recommended prerequisite: Theater 1 / Introduction to Theater. Theater 2 is highly recommended for students considering IB theater. This advanced course is designed for students who wish to deepen their understanding of theater as an art form and are interested in intensive opportunities to expand their experiences as theater makers through the roles of actor and director. As the course requires collaboration, students must commit to consistent active participation. In the directing portion of the course students will focus on script analysis, dramaturgical research, concept development, visual storytelling through blocking and design, and communicating effectively with actors. Using scripts of varied styles, students will explore

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ways to develop both big-picture understandings of complete works and nuanced, detailed understandings of scenes and small moments of theater. The acting portion of the course focuses on script analysis, character choices, blocking and stage-business. Emphasis is placed on making appropriate emotional, physical, and vocal, text-supported choices. Through varied acting exercises, acting techniques, and the study of contemporary and classical scenes, actors explore their abilities in a safe and playful environment, identifying strengths and challenges with the assistance of an experienced director.

Ceramics I Grades 9, 10, 11, 12 semester course This one-semester course introduces students to the basics of "throwing" on the potter's wheel. Students will learn how to center, throw, and trim pots of various sizes. These techniques are explored in the context of ceramic art history and in its contemporary concerns. Repetition of form is key to enhancing technical skills. Cylinders and bowl shapes will be the first projects. Students progress at their own pace. All the glazes are high fired stoneware and safe for use.

Ceramics II Grades 9, 10, 11, 12 semester course This is an intermediate class for all students who have had at least one semester of Upper School Ceramics. Students will have the opportunity to explore more “in-depth” technical and artistic skills with the wheel. In addition, the wheel throwing course will feature the Japanese method of “throwing off the hump”. This discipline will allow students to produce a similar series of shapes from one large piece of clay. All the glazes are high fired stoneware safe for use.

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Painting Grades 9, 10, 11, 12 semester course This course will introduce students to a variety of painting and drawing techniques, artists and ideas. Throughout the course, students will be gaining confidence in their technical skills and will be encouraged to develop their artistic voice and vision. Students will learn the basics of color theory as well as various techniques and approaches to painting. Throughout the course, we will also examine and discuss the work of various artists in an effort to become more thoughtful viewers and makers of art.

Digital Photography I Grades 9, 10, 11, 12 semester course This course is an introduction to the basics of digital photography. Students will learn the basics of composition and be exposed to a range of techniques and processes. Students will study and draw inspiration from a range of historical and contemporary photography.

Digital Photography II Grades 9, 10, 11, 12 semester course In this course, students build on the skills and techniques learned in digital photography I. In addition to continuing to understand shutter speed, ISO, and aperture, this course will focus heavily on controlling light through various lighting techniques and digital printing. Students will learn to balance the technical aspects of digital cameras with creative methods to develop individual photographic practices. Through in and out of class photo shoots and excursions throughout the neighborhood, students experiment with light and composition to create still life, portrait and street photographs. Students strengthen use of visual language by discussing photographs by artists in history, their peers and themselves. Digital images editing and printing.

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Printmaking Grades 9, 10, 11, 12 semester course This course will be an introduction to the basics of fine art printmaking. Students will learn about a variety of materials and printmaking techniques, including relief, intaglio, monotype, and silkscreen, through a series of lectures, demonstrations, and hands-on training. Students will be challenged to experiment with these techniques while exploring and expanding their creative thought processes. To that end, they will create their own editions of prints. Apart from their studio practice, students will also be introduced to the print-based art work of contemporary and historical artists.

Sculpture Grades 9, 10, 11, 12 semester course Students will explore a wide range of approaches to three-dimensional space, and its unique ability to communicate through form, volume, scale, texture and materials, as well as be introduced to time-based media. Traditional sculptural materials and techniques will be investigating and drawing techniques, artists and ideas. Throughout the course, students will be gaining confidence in their technical skills and will be encouraged to develop their artistic voice and vision. Students will learn the basics of color theory as well as various techniques and approaches to painting. Throughout the course, we will also examine and discuss the work of various artists in an effort to become more thoughtful viewers and makers of art.

Advanced Studio Art Grades 10, 11, 12 semester course This is an advanced studio art course where students will explore a variety of media and techniques that focus on experimentation and discovery in the studio. Projects may include mixed media and collage techniques, printmaking, stop motion animation,

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gesture and figure drawing and/or sculptural installations. Students will be introduced to artists working in a range of media from diverse cultural contexts and time periods. This serves as a source of inspiration as well as a means to develop a deeper connection to art. Prerequisite - Studio art foundation

Art History: From the Renaissance to Realism Grades 9, 10, 11, 12 semester course This course will explore the path of western art between the 14th and 19th centuries, and will approach art as a means of understanding the evolution of philosophy, theology, politics and science. We will look at the western canon with a critical eye, and ask questions such as: What determines an artist’s importance? How is value defined? Who gets to have a voice in shaping culture? Who looks and who gets looked at? Why have women artists been underrepresented? When does art reinforce conventions and when does it challenge them? Over the course of the semester, we will explore the Renaissance in Italy and Northern Europe, the Baroque, Rococo, Neoclassicism and Romanticism, and Realism. Through inference, students will develop the ability to approach art, both familiar and unknown, with a critical eye and a sense of understanding.

Art History: Modernism and Postmodernism Grades 9, 10, 11, 12 semester course The 20th and 21st centuries have been a time of rapid social change. In this course, we will examine the interconnectedness of philosophy, politics and art, focusing on such milestones as the industrial revolution, the emergence of a middle class, the world wars, Communism and the Cold War, the shift in global power, psychoanalysis, feminism and multiculturalism, AIDS, and the information age. We will begin by tracing the development of Modernism from its origins in the late 19th century until World War II, highlighting such movements as Impressionism, Fauvism, Cubism, Futurism, Dada and Surrealism and Abstraction. Next, we will look at the shift from Europe to the United States in the post-war era with the emergence of Abstract Expressionism, Minimalism and Pop. We will also explore the emergence of Modern Art in Africa. This course will conclude with a look at

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post-modern and contemporary art with its shift toward the political and its emphasis on divergent voices, looking at the art of today and investigating how we arrived here. Throughout the course, we will ask questions such as: What determines an artist’s importance? How is value defined? Who gets to have a voice in shaping culture? Who looks and who gets looked at? When does art reinforce conventions and when does it challenge them? Through inference, students will develop the ability to approach art, both familiar and unknown, with a critical eye and a sense of understanding.

World Religions Grades 10, 11, 12 semester course This semester-long course explores the vast variety of religious beliefs and practices found throughout the world, and it addresses religious traditions such as Islam, Hinduism, Christianity, Buddhism, Judaism, Taoism, Yoruba, and African Diaspora Religion. Students consider not only central doctrines and rituals, but also aspects of the cultural and historical contexts in which each religion is embedded. The focus is on how people live their religion day-to-day, as well as on the larger questions that encountering such experiences may raise for us as individuals. Such questions include: Is there a conflict between faith and a scientific worldview? Is religious experience a universal part of being human? How can we explain the existence of evil in the world? How does religion relate to morality and social justice? Students read and interpret religious texts, discuss related moral and philosophical issues, and engage in some independent research.

Philosophy Grades 10, 11, 12 semester course This course will introduce us to philosophical questioning by considering different aspects of what it means to be a person. Are we extremely complex physical machines? Are we inherently social members of communities? Are we minds or souls or personalities or socio-cultural constructions? What do these words mean? Are we free to choose what we

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will become? How can we determine what it means to live a good life? In addition to perspectives from the “western” philosophical tradition, we plan to consider various religious views, non-western and postcolonial theories, as well as the contributions of fields such as psychology and neuroscience to these questions.

INTERNATIONAL BACCALAUREATE (IB) CORE Course Offerings: 11 & 12: Theory of Knowledge, Creativity, Activity, Service Creativity, Activity, Service (CAS) Creativity, Activity, Service (CAS) is a core component of the Upper School program. This service-based program, developed by the IB, CAS encourages students to share their energies and talents while developing awareness, concern and the ability to work with others within the school community and beyond. Students are encouraged to become involved in projects that allow them to share their talents and energies while at the same time reflecting on the experience. CAS has a broad focus: it includes service learning as well as participation in athletics, the arts, civic organizations, school committees, and extracurricular activities. All 11th and 12th graders are required to complete meaningful and sustained CAS activities.

IB Theory of Knowledge Theory of Knowledge (TOK) is a three-semester course required for the IB Diploma. Rather than having its own subject matter parallel to those of the other IB courses, TOK provides tools and a framework for reflecting on and integrating the learning that students do in their other classes, as well as outside of school. We tackle questions such as: How do we come to know what we know? Is there a difference between how knowledge is defined,

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produced, and used in mathematics, the arts, and history, for example? How do our socially and culturally conditioned perspectives affect our knowledge? Where is the line between subjectivity and objectivity? What are the practical and ethical implications of our activities as knowers? In asking these kinds of questions, we develop critical thinking skills in order to understand and use the higher-order facts, theories, and analytical frameworks that will certainly be encountered in college courses.

Extended Essay (EE) The extended essay is an in-depth study of a focused topic. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. This course has been created to support students who are pursuing the IB Diploma in writing an extended essay. Students will explore how to select a topic that interests them, frame a research question and learn to identify sources that support their arguments. Students will also learn how to structure their essay, write in an academic style and manage their time effectively.

COLLEGE COUNSELING Junior Seminar Junior Seminar is a non-graded but required course that meets weekly during the spring semester of 11th grade. In small groups of five to eight students, students learn about the variety of educational options available to them after graduation, from small colleges to large universities, from liberal arts programs to schools of fine arts and engineering, and everything in between. They reflect on their aptitudes, interests, and dreams, and begin to research and plan visits to colleges and universities that they may wish to attend, with the goal of compiling a thoughtful, appropriate preliminary college list by May. Students also learn about the application process: what information, test scores, and materials are required, how to assemble applications that highlight their strengths, and how college admissions offices evaluate applications. Students visit colleges on their own and on

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school-organized trips, and attend a major college fair. Students begin drafting a personal essay that can be used as part of their college applications, and request recommendation letters from teachers. The goal of the Junior Seminar is that students be knowledgeable about their options, and enter 12th grade prepared to apply to colleges where they can be happy and successful.

PHYSICAL EDUCATION ________________________________

Course Offerings: Grades 9-12 10th, 11th and 12th Grade students can earn an exemption from PE class for the season when participating on an athletic team or in a BFS fitness program. The Physical Education (PE) curriculum enables students to enjoy and succeed in many kinds of physical activity. After choosing a pathway to follow for the academic year, they develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. They think about what they are doing, analyze the situation, and make decisions. They also reflect on their own and others’ performances and find ways to improve. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. Competence, performance, creativity, and healthy, active lifestyles are key concepts that underpin the study of PE. The goal is for students to be able to move effectively in a range of activities, empowered with the knowledge, skills and understanding to be able to enjoy health-promoting physical activities. The PE Department strives to allow each student to nurture the athlete within, not only for a high school career, but for a lifetime. The concept of "pathways", not "electives", originated from electives appearing like a patchwork quilt of activities with no real consistent link. In our PE Pathways program a

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student enters in 9th grade and for their upper school academic years will be guided through a pathway in:

General PE & Advanced General PE General PE introduces a wide spectrum of sports, games and activities. Each activity is categorized into one of four areas of content: Outwitting Opponents: This includes activities in which the concept of success is to overcome an opponent or opponents in a face-to-face competition. For example: Invasion games (eg basketball, soccer, netball, rugby, American football, lacrosse, ultimate frisbee and hockey) Net/wall games (eg volleyball, badminton, tennis, and table tennis), Striking/fielding games (eg softball, baseball, and cricket). Accurate Replication: This includes activities in which success is judged on the ability to repeat actions, phrases and sequences of movement as perfectly as possible. Examples include: gymnastics and skateboarding. Performing at Maximum: This includes activities in which success is measured by personal best scores or times, and in competition by direct comparison with others scores or times. Examples include racing in a track event or on a skateboard, or having a low score in golf or a high score in archery. Identifying & Solving Problems: This includes activities in which success is judged on how collaboratively, efficiently and safely challenges are overcome. Eg. orienteering.

Yoga In yoga class, the students learn the postures of hatha and vinyasa yoga. We begin with Surya Namaskar A and B and slowly learn to embody a variety of standing and seated postures including: triangle, extended side angle and warrior poses. As students gain more body awareness, strength and endurance, we learn to perform more advanced postures and become accustomed to the Sanskrit names for these poses. We express this wide variety of postures through themed classes such as chest opening, hip opening, back bending, inversions, arm balancing and forward folding. In addition to the cardiovascular stimulation, each class explores a message and focus meant to teach the arts of concentration, introspection and self reflection.

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Functional Fitness In this course, students learn and apply various training methods and principles to a Personal Exercise Program (PEP) using the new BFS Fitness Center. The development of the PEP underpins the study of weight training in PE. The PEP is a series of exercises put together for each individual student. The exercise sessions follow all the guidelines for the principles of training to make them safe and suitable for the performer. Students also explore skill-related fitness and the components that define ‘fitness’. The PEP will be performed regularly and modified when the activities become too easy to have an effect on the performer. The PEP is submitted as coursework.

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Photo by: Cyrah Joseph, Class of 2021

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