Our Curriculum

Through an introduction to the literary genres of short story, epic, drama, and novel, students learn to read for literal as well as figurative meaning. Class discussions encourage sharing of ideas and impressions based on evidence from the text. Students work with literature-based vocabulary to enable and foster clear communication and enhance reading comprehension skills. The course includes formal sequential instruction for writing paragraphs and short essays and augments the students’ fundamental understanding of grammar. Based on a solid grasp of the structure of language, students learn to elevate oral and written communication. Extensive writing practice occurs throughout the year to foster the ability to write strong essays, developing clear theses with logical topic development and clearly analyzed textual evidence.

Literary Genres II presents a genre study of literary forms: short fiction, drama, novel, poetry. Grammar, vocabulary, and literary terms enhance and enrich the student’s communication and reading skills. Such assignments as comparative essays, poetry explications, and literary analyses challenge students as they continue to develop clear, fluid writing skills. Students learn and develop research skills to enrich their understanding of literature in context as well as to prepare them to evaluate the style and reliability of various sources and types of writing.

More rigorous than Literary Genres II, this course encourages students to take risks with their thinking and writing as they study works from all genres - short story, novel, drama, and poetry. In addition, students engage in daily grammar practice and continue to learn new vocabulary. This Honors course also includes an introduction to the rudiments of classical rhetoric and debate, through which they will get a glimpse of the AP Language course offered junior year. In addition to core reading selections for all sophomores, students analyze speeches and satire and a wide variety of poetry and prose.

American Literature traces the chronological development of American literature from the 19th century Transcendentalist works through 20th century modernism. Students will consider distinct literary periods and recurrent themes peculiar to American literature. In addition, juniors will refine critical writing and research skills culminating in the composition of a major research paper. Short story and poetry study will familiarize students with many authors and allow us to reinforce literary terms and devices.

More intensive than American Literature, this course offers a thorough exploration of American literature. Working at a rigorous pace, students will hone critical writing skills by drafting a variety of essays, including a comprehensive research paper, which will adhere to Modern Language Association guidelines. In addition, honors students will study collegiate-level vocabulary. To sharpen their critical reading skills, students in this course will delve into diverse works of American literature, including novels, nonfiction, short stories, and poetry. While studying these various genres, students will explore prominent thematic topics in American literature and society such as race, wealth, religion, and gender.

With a focus on both rhetoric and American Literature, AP English Language challenges students to read closely, recognizing nuances and underlying meanings, as well as to write cogently, employing a concise and sophisticated style. Different from the English courses in the freshman and sophomore years, AP Language explores the rhetorical strategies writers use to convey their messages effectively through rhetorical and stylistic devices, also expecting students to use those strategies in their own writing. Students write an interdisciplinary research paper inspired by their summer reading assignment, and they write numerous shorter essays, both timed in class and at home. Besides the study of rhetoric, students read fiction to examine the artists’ critique of American society and its ever-present moral conflict between the individual and conformity. Students confront the real-life challenges of American life and history as reflected in both fiction and non-fiction. Students should enter the course with strong critical reading skills and well-developed writing skills, ready for the rigor of a college-level course. All students will take the College Board’s A.P. English Language exam in May.

Through close reading of both classic and contemporary fiction, the British Literature course examines how virtue affects the pursuit of a good and happy life, how we define such a life, and how that definition relates to our own humanity. We also continue to work on skill development –both oral and written—focusing on elevating vocabulary, grammar, and rhetorical skills. The works selected focus on developing sharp critical reading and clear fluid-writing skills to prepare students for the demands of college.

Honors British Literature engages students in a rigorous study of master works of British Literature and contemporary nonfiction. Coming into the course with sound reading comprehension skills as well as a strong foundation in mature, scholarly analysis of prose, poetry, and drama, students will be challenged to develop more nuanced thinking and writing, as they explore the nature of happiness and questions of how our desires and pursuits shape who we are. This course is best suited to those who desire to hone their critical reading and analytical writing skills while making important connections to their own lives, current events, and the world in which they live.

The College Board suggests the following guidelines for an AP English course: “An AP course in Literature and Composition is a course emphasizing the skills in critical reading of imaginative and discursive literature and in writing about literature and related ideas. It is for students capable of doing college level work in high school. Students must be willing to devote the energy necessary to complete a course more rigorous and demanding than other English courses for the college-bound student.”

This AP course provides students the opportunity for in-depth study of selected masters of English literature and of World literature. The selections should present a challenge to the student who reads with knowledge, sensitivity, and skill. This course also encourages independent study in areas related to the course. Students read full-length works of fiction, both novel and drama. Furthermore, they engage in an in-depth study of poetry from a variety of literary eras.

This course presents basic grammatical structures in an integrated program aimed at developing the four language skills of listening, speaking, reading, and writing. Students are also introduced to French geography, culture, traditions, and customs.

This course continues the work of French I with increasing emphasis on communication in the target language. The parallel development of the four language skills is stressed. The course includes a review of French I structures, an introduction to an application of second-year grammar, and the expansion of active and passive vocabulary. Students will also gain knowledge and understanding of the cultures of the Francophone world.

During the year, all grammatical structures and verb tenses introduced in French I and II are reviewed, and new structures are learned. The student learns to use a wide range of vocabulary and, at the end of the course, should be able to communicate in French in a variety of situations. The student continues to build on her knowledge of French culture through readings, videos and project research. The student is required to write paragraphs and short compositions and to make oral presentations in French. The course is conducted primarily in French.

This is a rigorous course intended to prepare a highly motivated student for a fourth-year Honors course in French culture and literature or the Advanced Placement course in French language and culture. To that end, the grammar of French I and II is reviewed while remaining intermediate-level structures are acquired. The student improves pronunciation, intonation and rhythm of speech in reading and free expression, and she works to perfect spelling and composition. The student expands her active vocabulary and learns to paraphrase in order to avoid the use of English. The class is conducted entirely in French.

This is an elective course designed for self-motivated students who wish to work at the college level. Students will take an active role in the learning process as they continue to develop in all skill areas: listening comprehension, speaking, reading and writing. Emphasis is placed on mastery of grammar and expansion of vocabulary and their application to original expression. Students will gain further insights into French-speaking cultures by engaging with authentic language materials from a variety of sources. There are opportunities for both individual and collaborative work. The class is conducted primarily in French.

This course is designed for the highly-motivated student who wishes to prepare herself to do work at an advanced level. The course is an introduction to the highlights of French history and francophone literature. The student reads to understand and appreciate the literature, writes on literary as well as non-literary topics, and works toward oral fluency in class discussions and formal presentations. Grammar structures from French II and III are reviewed and more advanced points of grammar learned. The class is conducted entirely in French.

This course presents basic grammatical structures in an integrated program aimed at developing the four language skills of listening, speaking, reading and writing. This course is intended to develop the ability to communicate in the Spanish language as well as an understanding of the various Spanish-speaking cultures. The student is expected to learn to pronounce all the sounds correctly, to use and write the forms of simple verb tenses in sentences and short paragraphs, and to develop fundamental speaking skills needed to communicate with a native speaker.

This course continues the work of Spanish I with increasing emphasis on oral and written communication in Spanish. The parallel development of the four language skills is stressed as is the continued study of Hispanic culture. The course includes a review of Spanish I structures, the presentation of new verb tenses and other structures of grammar, and the expansion of active and passive vocabulary.

During the year, all grammatical structures and verb tenses introduced in Spanish I and II are reviewed; and new structures are learned. The student learns to use a wide range of vocabulary and, whenever possible, she learns synonyms and antonyms for the vocabulary listed in the texts. The student continues to build on her knowledge of Spanish culture through readings, listening exercises, videos, and project research. Students will create video speaking samples on their iPads each trimester. At the end of the course, the student should be able to communicate in Spanish in a variety of situations. The course is conducted in Spanish.

This rigorous course is meant to prepare the highly-motivated student for a fourth-year Honors course or the Advanced Placement course in Spanish language and culture. To that end, the grammar of Spanish I and II is reviewed while remaining intermediate structures are acquired. The student expands her active vocabulary and learns to paraphrase in Spanish. She furthers her knowledge of Hispanic culture through readings, short films, videos and songs in Spanish. IPads will be used for virtual visits to museums and cities and for video speaking samples. Students will make individual oral presentations to the class each semester. The class is conducted entirely in Spanish.

This is an elective course designed for the self-motivated student who plans to continue her study of Spanish at the college level. Students will take an active role in the learning process as they continue to develop in all skill areas– listening comprehension, speaking, reading, and writing. Students will gain further insight into Spanish-speaking cultures by engaging with authentic language materials from a variety of sources. This course is conducted primarily in Spanish and is not designed for native speakers of Spanish.

This course is intended for the highly motivated student who wishes to work at an advanced level. The course presents an overview of major topics in Spanish literature and culture, both Peninsular and Latin American. This includes poetry, short stories, films, and excerpts from novels, and plays. The students will review grammatical structures and learn more advanced points of grammar as well as more advanced vocabulary. Students work toward oral and written fluency in class discussions and by writing on literary as well as non-literary topics. The class is conducted in Spanish.

The College Board suggests the following guidelines for an Advanced Placement course in French/Spanish language: “The students who enroll should already have a strong command of grammar and vocabulary and have competence in listening, speaking, reading, and writing. Most will be in the final stages of their secondary school training.” The course emphasizes the use of language for active communication through the study of six overarching themes and has as its objectives the development of:

1. The ability to understand the spoken language in a variety of contexts;
2. A vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings; and
3. The ability to express oneself coherently, resourcefully, and with reasonable fluency and accuracy in both writing and speaking.

The AP French/Spanish Language and Culture courses are designed to achieve proficiency at the high intermediate level.

This course offers students the ability to reflect upon and refine their own moral and political values and assumptions by introducing them to key philosophers and ethical decision making models. Students will build strong critical thinking skills and sharpen their moral reasoning by engaging with ethical dilemmas.

(Single Semester)

Evidence of attempts to treat mental illness dates to prehistoric times, however throughout human history, the theoretical cause of mental illness and the resulting proposed treatments have been constantly shifting and evolving. From Plato & Hippocrates to Freud & Skinner, this course traces the historical roots of the ever-changing theories and perspectives on mental illness.

(Single Semester)

Students in this introductory-level course will trace the historical circumstances that provided the foundation for contemporary global issues. A thematic approach enables students to compare how diverse societies interact with the environment, navigate religious diversity, participate in global exchange, and evaluate models of citizenship and government. By studying the enduring legacy of the Transatlantic Slave Trade, students will examine the significance of race and structural racism in the Americas and explore efforts to build pluralistic democracies. Students will also consider the impact of urbanization and governmental policies on the environment in Brazil, China, and Nigeria. Throughout the year, students will analyze a variety of primary and secondary sources, construct and support historical arguments, and develop information literacy skills.

This sophomore-level course examines key developments in modern history from a global perspective. Major topics include the Atlantic revolutions of the late eighteenth century, the industrialization of Europe and Asia, nineteenth-century imperialism and its legacies, the twentieth-century rise of fascism and communism, and the consequences of globalization. Skills development focuses on evaluating data and diverse sources of information, identifying recurring themes and patterns, and constructing evidence-based arguments. By exploring connections between current events and their historical roots, students are prepared for the demands of global citizenship.

This college-level course examines key developments in modern history from a global perspective. Major topics include the Atlantic revolutions of the late eighteenth century, the industrialization of Europe and Asia, nineteenth-century imperialism and its legacies, the twentieth-century rise of fascism and communism, and the consequences of globalization. This course entails a high volume of reading and requires students to grapple independently with a college-level textbook. Strong reading comprehension skills and a well-developed vocabulary are essential. Students who have mastered the synthesis required in the ninth-grade document-based essay will be pressed to examine more complex documents and to raise their analytical thinking skills to the next level. Considerable attention is given to developing the ability to construct historical arguments in oral discussion and presentation and to write thorough, well-organized and well-informed essays. Primary sources are used extensively. By exploring connections between current events and their historical roots, students are prepared for the demands of global citizenship.

This required junior-level survey course is organized chronologically, from the arrival of European explorers and settlers through the Trump Administration. Its main themes include American exceptionalism, the role of religion and race in American life, regional differences, and the idea of the frontier in shaping American identity and self-image. Students develop an understanding of key constitutional provisions and economic factors that have influenced American history. The course considers  the impact of demographic, social, and geographic forces and analyzes the effects of watershed events and laws. In addition to the textbook, students use primary sources, databases, and independent research in their studies and in writing a springtime research paper. Students begin to analyze the current character of America, based on their studies of the events, trends, and personalities in her past.

This College Board designed course provides a survey of American history from the pre-Columbian period to the present in preparation for the required Advanced Placement exam. In addition to exploring key topics in government, economics, culture, and foreign relations, students will trace the “peopling” of the North American continent, Americans’ interactions with their environment, the evolution of a unique American identity, and the consequences of technological change. This course entails a high volume of reading and requires students to grapple independently with a college-level textbook. Strong reading comprehension skills and a well-developed vocabulary are essential, as is the ability to think conceptually in order to construct the “big picture.” Students who have excelled at composing the traditional five-paragraph essay will be challenged to master more complex writing formats. Primary and secondary sources are used extensively.

This College Board designed curriculum encompasses the study of the founding, institutions and political processes of American government along with the basic concepts of the discipline of political science. The founding and principles of American government will be examined and analyzed using primary source documents such as the Federalist Papers. Issues of civil liberties and civil rights will be examined in the context of the U.S. Constitution, as well as in the current context of minorities and gender. Key institutions of American government—Congress, the President, the Judicial branch and the Bureaucracy—will be examined in the context of checks and balances and separation of powers. Students will evaluate the role of the citizens in the political process, including elections, political parties, the political culture and the role of public opinion and they will study the complexity of the policy process especially with regard to economic and foreign policy. Throughout the year, students will learn to accurately identify, define and apply political terms in preparation for the mandatory AP exam. Finally, the issue of American democracy or “Who rules to what ends?” will serve as a theme throughout the course. Beyond preparation for a successful national exam result, the student will become an astute observer of the American political system and elections. Two college texts and a reading of daily news stories are required.

This College Board designed curriculum encompasses the study of government and politics of United Kingdom, Mexico, Russia, China, Nigeria, and Iran. General political science concepts will be used to interpret the key political, social, and economic relationships found in virtually all nation-states. Students engage in the comparative method to formulate ideas, test theories, and evaluate the dynamics of public policy. Particular attention is devoted to the application of political reality, thus daily and/or weekly readings of The Economist, The Washington Post, and/or The New York Times are assigned. The impact of globalization is studied through the domestic and foreign affairs policies of each nation. The ever increasing role and impact of supranational organizations such as the World Trade Organization and the European Union upon nation-states is studied. The AP exam is mandatory for all students. Beyond preparation for a successful national exam result, the student establishes herself as an astute observer of various regimes systems and global politics.

This College Board designed curriculum introduces students to the scientific study of the behavior and mental processes of human beings. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students will learn to critically evaluate research relevant to each content area and to explore how research design drives the reasonable conclusions that can be drawn in each field. Projects that allow students to apply content first hand will be assigned each quarter, allowing each student to take an active part in forming her own questions and analysis in preparation for the Advanced Placement exam in May.

Prerequisite: Completion of Algebra II

This course is a study of algebraic concepts and their applications with emphasis on skill development and problem solving. Students are encouraged to develop precise and accurate habits of mathematical expression.

Postulates and theorems are studied in the context of formal proof. Applications of postulates and theorems in problem solving involving points, lines, planes, triangles, quadrilaterals, circles, and 3-dimensional shapes are emphasized. Statistics topics such as data analysis and basic probability will be studied as well.

This is the second year of the Accelerated Algebra I, Geometry, Algebra II and Data Analytics sequence. Data analytics uses statistical methods to draw conclusions from data, including the foundations of statistical inference and probability theory. The remainder of the course focuses on Algebra II topics, including functions, systems of equations, inequalities, polynomials, rational expressions, radicals, logarithms, complex numbers, and matrix operations.

This course covers a full year of geometry topics in the first two-thirds of the year. The final three months of the course includes studies of functions, systems of equations, inequalities, and polynomials.

Prerequisite: Teacher recommendation from Algebra; a grade of A- or higher in Algebra

Note: A student with a final grade lower than a B- will be placed in Algebra II junior year.

This course is a comprehensive program preparing students to use advanced algebra skills and concepts that will be required for Pre-Calculus/Calculus. It includes a study of functions, systems of equations, inequalities, polynomials, rational expressions, radicals, logarithms, complex numbers, and matrix operations.

This is the first course in the Math Honors Program. It treats the elementary functions which are differentiated and integrated in Calculus. These include the polynomial, exponential, logarithmic, rational, irrational, and algebraic functions. The course also covers systems, higher degree functions, complex numbers, and sequences and series. There is an emphasis on using the functions as mathematical models for real-world applications.

Prerequisite: Teacher recommendation from Accelerated Geometry; A placement test is required as part of the advising process for this course.

This is the second course in the Accelerated Geometry & Algebra II - Accelerated Functions & Trigonometry sequence. The first two-thirds of the year will complete the concentrated study of algebraic, exponential, and logarithmic functions. In the second semester, students will study trigonometry, emphasizing the advanced concepts required for success in calculus.

Prerequisite: A grade of B or higher in Accelerated Geometry and Algebra II

The first semester continues the work of the Algebra II sequence; the emphasis is the study of trigonometry. Understanding is enhanced through the extensive use of the graphing calculator. The second semester includes a review of exponential and logarithmic functions, graphing techniques, a study of conic sections, and sequences and series.

Prerequisite: A grade of B or higher in Algebra II

This is the second course in the Honors Program sequence. Its objective is to provide the student with a thorough grounding in pre-calculus mathematics, as well as to introduce the student to other topics which are pursued in non-calculus college mathematics courses. The first semester is devoted to trigonometry. The second semester topics include advanced function theory, polar and parametric functions, analytic geometry, probability, sequences and series, and an introduction to calculus.

Prerequisite: A grade of B or higher in Honors Elementary Functions or teacher recommendation from Accelerated Math II. A placement test is required as part of the advising process for this course.

AP Calculus is the third course in the Honors Program sequence for those highly motivated students who have completed Pre-Calculus in their junior year. The AP Calculus AB course covers topics from limits and continuity of functions through derivatives and integrals, both with applications.

Prerequisite: A grade of A or higher in Pre-Calculus with teacher approval or a grade of B+ or higher in Honors Pre-Calculus

Note: Visitation offers three different calculus classes; students may take any one for which they have completed the appropriate prerequisites since the courses are not sequential.

This covers all the same material from AP Calculus AB and goes further with methods of integration, infinite sequences and series, and parametric, vector, and polar functions. Both courses emphasize a multi-representational approach to calculus, with concepts, problems and results being expressed graphically, numerically, analytically, and verbally.

Prerequisite: A teacher recommendation in Honors Pre-Calculus

Note: Visitation offers three different calculus classes; students may take any one for which they have completed the appropriate prerequisites since the courses are not sequential.

This course is offered to seniors who completed Pre-Calculus or Algebra II/Trigonometry in their junior year. The course includes a brief review of elementary functions and an introduction to limits. The study of differential calculus includes techniques of differentiation, analysis of functions, and applications of the derivative. In integral calculus, the course covers techniques of integration and applications of area and volume.

Prerequisite: A grade of B- or higher in Pre-Calculus or Accelerated Functions/Trig

Note: Visitation offers three different calculus classes; students may take any one for which they have completed the appropriate prerequisites since the courses are not sequential.

AP Statistics is an honors course for students who have completed or are concurrently taking a course that includes trigonometry. The course involves extensive use of graphing calculators to analyze data with histograms, regression lines, and statistical procedures. Computer web applications will be used to simulate long-run probabilities and distributions. Solutions to statistics problems include numerical computations as well as thorough verbal explanations.  Several units of study include cooperative learning and labs/projects.

Prerequisite: Passing Accelerated Functions and Trig, passing Honors Pre-Calculus, or Calculus; earning a grade of B+ or higher in Pre-Calculus or Algebra II; or teacher recommendation. A version of Pre-Calculus is required to be taken before or concurrently with this course.

Multivariable Calculus is a first course in a collegiate sequence. The focus will be on functions of two and three variables and on using calculus to analyze the geometry of curves and surfaces in three-dimensional space. Topics covered include: Parametric equations and polar coordinates, Vectors in 2- and 3-dimensional Euclidean spaces, Partial derivatives, Multiple integrals, Vector Calculus, Green’s and Stoke’s Theorems, and Divergence Theorem. The course is weighted as an AP course.

Prerequisite: Successful completion of AP Calculus BC

This freshmen curriculum offers students an introduction to Salvation History as it is revealed in Sacred Scripture. Through their study of the Scripture students encounter the living Word of God, Jesus Christ. Students pay particular attention to the Gospels, they are introduced to what it means to be a disciple of Christ and what life as a disciple entails. In this course, students are first introduced to our Salesian heritage through a study of our founders, St. Jane de Chantal and St. Francis de Sales and an exploration of the Little Virtues and the Universal Call to Holiness.

The sophomore curriculum expands upon students’ introduction to Christology, focusing on how the Church was established by Christ to continue His saving work on earth. Students receive an overview of salvation history. This study culminates in an exploration of Christ’s passion, death, and resurrection and ascension and its implications for the life of a believer. The course continues with a study of Ecclesiology, focusing on how the Church was established by Christ. Ecclesiology topics and doctrinal teachings are contextualized in their historical emergence over time. Students are introduced to the foundational elements of the Church’s identity: one, holy, catholic, and apostolic. The course explores the role of the Church in the world, and how it evaluates “signs of the times,” with significant attention paid to dialogue within the Church, with the state, and with other religions.

Sophomores contextualize Salesian spirituality in the larger narrative of the history of the Church. Students explore the spirituality of St. Francis de Sales and St. Jane de Chantal as well as the charisms of other Catholic religious orders and their founders throughout our study of Church History. 

The junior curriculum focuses on encountering Christ in the sacraments, and in service and advocacy for others. There is an emphasis on sacramental theology and the social doctrine of the Church. Students examine the scriptural foundations for justice, followed by an historical overview of the Church’s social teaching, with a special emphasis on surveying the social encyclicals of the last 100 years and the recent pastoral letters of the U.S. bishops. Domestic and global issues of justice are then examined in light of Catholic social teaching. Using St. Jane de Chantal as a model, students connect the Universal Call to Holiness and the Salesian call to live in the present moment to their own lives, as they explore ways to use their gifts in service to others.

The senior curriculum focuses on ethics and moral decision-making. There is a primary emphasis on bioethics, which introduces students to the ethical and social implications of recent scientific advances in the fields of biology, medicine, and technology. Students are challenged to confront conventional attitudes on freedom, suffering, personhood, and dignity from a Catholic perspective. Students are given the opportunity to examine bioethical issues in the framework of the Gospels, philosophical ethical systems, Salesian spirituality, and the social sciences. They examine moral decision-making and explore their own values and responsibilities as they grow as women in the Church.

This course is designed to provide an engaging and hands-on introduction to physics. Emphasis will be on understanding physics concepts rather than on mathematical computations. Topics covered will include classical mechanics, energy, heat, sound and light, electricity and magnetism, and properties of matter. The scientific method, problem solving strategies, and use of technology will be reinforced in the laboratories. Students will develop skills in taking, recording, and analyzing data. This course will provide a foundation for the continued study of science in chemistry and biology.

The aim of this general biology course is to understand life and the life processes by learning the unifying principles and concepts applicable to all life forms. Areas of study will include biochemistry, genetics, physiology, evolution and ecology. In a laboratory setting, the student is encouraged to independently set up her investigations and draw conclusions.

Prerequisite: Chemistry

Honors Biology is an accelerated survey course for the dedicated science student. Students are expected to read, take notes, and be prepared to ask questions in advance of in-class lecture presentations on material. They must be willing to guide their own learning; class time is used to expand on topics from assigned reading. Students will study topics in-depth at all levels of biological organization, beginning with the molecule and progressing to the world biome. Lab work is a major component of the class requiring students to apply classroom and textbook knowledge with problem-solving skills. Additionally, students will use their acquired skills and knowledge to complete a student-led research project.

Prerequisite: Completion of Chemistry and a grade of B+ or higher in current non-Honors/non-AP science course or B or higher in current Honors/AP science course

This course is designed to highlight an area of special interest to all who have taken the Biology I course, the human body. The study of human anatomy and physiology is made coherent and logical by the use of three integrating themes. These are: the interrelationships of body organ systems for regulatory purposes; homeostasis, which involves the normal and most desirable condition of body functioning; and the prerequisite study of an organ, tissue, or cell followed by the comprehension of its function. The course will also explore many current issues that impact the body’s functions.  

Genetics is a rapidly advancing field which has become increasingly important in medicine and everyday life. Through this course, students learn how diseases and traits are inherited and how DNA controls life processes. In the part of the course dealing with inheritance, students will learn how the probability of having children with specific traits or diseases depends on the parent’s genetic composition. In the DNA section of the course, students will gain insight into how these genes work at the molecular level. This section will emphasize the various lab techniques used to manipulate DNA in order to clone or isolate genes. The role of mutations in causing disease will be used to show how DNA directly affects our health and characteristics. The internet will play an integral part of the course, in addition to the class notes and the text. This course is recommended for students considering a career in the health services.

Prerequisite: Biology

This course is designed as an introduction to the concepts of chemistry, including atomic structure and bonding, states of matter, stoichiometry, the periodic table, kinetics and equilibrium, redox and electrochemistry, acids and bases, and nuclear chemistry. It is experimentally oriented and emphasizes the use of theory acquired in lecture to draw valid conclusions in lab.

Prerequisite: Conceptual Physics

This course covers the same concepts as Chemistry, but it is more mathematically challenging and moves at a faster pace. In addition, there is an introduction to organic chemistry. The course emphasizes quantitative laboratory experimentation and discovery methods.

Grade Prerequisite:  B+ in Conceptual Physics and B+ in Algebra I or B in Accelerated Math I/Accelerated Geometry

The AP Physics C course is designed to be the equivalent of a college introductory physics course for science and engineering students. Students will become familiar with the content and the process of the scientific method through laboratory experiments, hands-on activities, problems, and demonstrations. The general area of study covered will be Newtonian Mechanics.  Students will take the AP Physics C exam.

Co-requisite: Calculus
Grade Prerequisite: B+ in non-Honors Science course or B in Honors/AP Science course; B+ in Pre-Calculus or B in Honors Elementary Functions or B in Honors Pre-Calculus

The College Board-designed curriculum is a rapidly paced, intensive course designed for students who are self-motivated independent learners with excellent reading comprehension skills and a keen interest in biology. Students with strong analytical skills and a desire to learn complex details of scientific processes are encouraged to apply. Three areas of study will be covered: molecules and cells, heredity and evolution, and organisms and populations. The lab component uses an inquiry-based approach and students will be expected to use reasoning skills to collect and analyze data, apply mathematical formulas and integrate learned concepts. Students will take the AP Biology exam.

Prerequisite: Chemistry

Grade Prerequisite: A grade of B+ or higher in current non-Honors/non-AP science course or B or higher in current Honors/AP science course

This course is equivalent to a college-level General Chemistry course. The following topics will be stressed: descriptive inorganic chemistry, atomic and molecular structure, acid-base reactions, oxidation-reduction reactions, chemical bonding, stoichiometry, solution chemistry, chemical equilibrium, chemical kinetics, electrochemistry, and states of matter. An introduction to organic and nuclear chemistry will be given. Students will take the AP Chemistry Exam.

Prerequisite: Chemistry
Grade Prerequisite: B+ in Chemistry or B in Honors Chemistry; B+ in Pre-Calculus or B in Honors Elementary Functions

This course will take an interdisciplinary approach to exploring the inner workings of our nervous system. Beginning with a molecular and cellular perspective, we will examine the development and complex operations of cellular components of our nervous system, from the molecules within specialized cells, synaptic connections and communication within neural circuits and the physiological and behavioral outcomes of these interactions. Also discussed is the concept of neuroplasticity and its influence on the expression of our unique individual differences. In addition, we will explore how genetic and environmental influences contribute to diversity as a human species.

Prerequisite: Biology

Environmental Science is the interdisciplinary study of how humanity interacts with the natural world – Earth’s life support systems. This AP course is designed to be the equivalent of an introductory college-level course in environmental science with a regular investigative component. Students will employ scientific concepts and methodologies to understand the natural world; analyze complex environmental issues from an interdisciplinary perspective; and examine innovative solutions to environmental problems that promote sustainability. Topics include ecology, earth systems, food and agriculture, population dynamics, energy, urbanization, consumer society, global climate change, natural resources (e.g. water, air, soil, land, minerals), biodiversity, pollution, wastes, health and toxicology. Students will take the AP Environmental Science exam.

Prerequisite: Biology or concurrent course in AP Biology (seniors)
Grade Prerequisite:  B+ in current non-Honors/AP science course or B in current Honors/AP science course

WELLNESS I                                                                                                                   

Wellness I is a program designed to enable the student to develop an understanding of how health relates to her physical, mental, social, spiritual and intellectual well-being. She will increase her understanding and knowledge of nutrition, wellness and body systems. The student will also be able to describe how eating disorders affect ones total wellness. By the conclusion of the course, each student will have demonstrated and applied the data presented in the course outline to everyday life.

PHYSICAL EDUCATION I                                                                        

This course is designed to develop the student’s understanding of the basic skills needed to participate in various activities, sports and lifetime fitness. The student will demonstrate a proficiency of skills in relation to the class activities and have an understanding of the rules and strategies for each of the activity components. As well, she will have an opportunity to apply different skills to design new games and activities that can be pursued on her own or with others.

WELLNESS II                                                                                                                 

Personal Development II is a program designed to enable the student to continue her understanding of how health relates to her everyday life. She will have an in depth look at the immediate and long-term effects of alcohol, tobacco and drugs on the mind and body. The student will also develop a basic understanding of the male and female reproductive systems, sexually transmitted infections, and fetal growth and development.

PHYSICAL EDUCATION II                                                                      

The second phase of physical education is designed to guide each student towards attaining a balanced level of physical fitness and health. She will be able to identify ways to maintain life-long fitness through individual activities and cardiovascular conditioning. With an emphasis on lifetime fitness, the student will learn a variety of individual sports and activities to help maintain a level of fitness after high school. They will develop an understanding that wellness is more than being physically fit. In addition, students will receive instruction on responding to emergencies and emergency preparedness.

AP Computer Science Principles is an introductory course that covers various aspects of computing and technology, including programming. The course is suitable for students with any level of computer programming experience.

The curriculum is divided into two halves. In the first half, students will explore the theoretical and practical aspects of computing, such as representation of digital information, Internet functionality, data visualization and analysis. Additionally, students will learn about the societal impacts of technology, including cybersecurity and AI.

The second half of the course focuses on programming. Students will learn how to read, write, and analyze code and collaborate with others to develop algorithms that solve problems. The primary language used in coding units is Python.

Students will complete an AP Create Task that meets specific criteria set by the College Board. The task accounts for 30% of their AP score, while the multiple-choice AP exam makes up the remaining 70%.

Prerequisites: Successful completion of a first-year high school algebra course is required to enroll in this course.

Introduction to Art History is a course that teaches the basic elements of art. It is designed to develop the visual skills of the student. It includes exploring various mediums from several art movements. This is achieved by viewing works of art through slides, videos, movies and film clips, the internet, and a field trip to The National Gallery.

In Studio Art I, students explore a variety of techniques used by artists and designers in many areas of art and design. Important principles and concepts are discussed, and projects are assigned to give the students experiences using these principles and concepts. Various media are explored as the course progresses. Basic techniques of drawing, painting, ceramics, and other techniques are demonstrated and then practiced by each student. Emphasis is on good design, creative imagery, and skillful technique.

Basic concepts and techniques covered in Studio Art I are further developed. Some new media is explored. Emphasis is put on originality, creativity, quality, and special interest projects. Preparation for a portfolio is discussed and organized.

This course is ideal for artists who want to build a body of work and have it catalogued and ready for review for art schools. The class will meet four days a week and is a year-long course. Using the latest technology, students will photograph their works digitally and make slides as well as photographs. Students will meet with 2-3 representatives from art schools.

The AP program in Studio Art is intended for highly motivated students who are seriously interested in the study of art. The AP work involves significantly more commitment and accomplishment than the typical high school course and is not for the casually interested. The primary objective of this course is the completion of a portfolio of student work which can be used for college admission and Advanced Placement credit. In addition to the portfolio, students will develop a visual journal, recording their thoughts about art, both in and out of the classroom. Homework and the ability to work outside of class time are crucial to the success of this course.

The foundation and prerequisite for this course is Aesthetics of Art, which is a one semester course taken freshman year. This course will cover various art movements and themes spanning from the Stone Age to 20th century. This is a one-year course that will develop critical thinking skills, build a strong art vocabulary and develop a visual perception. It is expected that students take various trips to local museums at least twice a semester.

This course requires a prerequisite of musical studies in voice or orchestral instrument. The basic understanding of music note reading must be established and a pre-test maybe required to enroll in this course. The syllabus includes the study of the structure of music, form and analysis as well as aural skills training.

Each freshman participates in weekly counseling group sessions that focus on social and academic adjustment issues, friendships, healthy relationships, peer pressure, making responsible choices, identity, racial literacy, body imagine, and mindfulness among other relevant adolescent topics. Students also cover time management and study-skill strategies designed to enhance their academic performance. We emphasize self-advocacy and gaining a better understanding of self and relationships to others.

Sophomores meet in small groups every seven days to build on the skills and knowledge gained in freshman counseling groups and tackle other developmentally appropriate topics. Discussions include handling increased academic expectations, time management, identity development, coping strategies, standardized test strategies, and specific issues related to high school life. All sophomores take a three-day training using the Adolescent Depression Awareness Program (ADAP) curriculum developed by Johns Hopkins University. Students also begin to explore career choices, a task facilitated by personality inventories, which provides individual feedback about interests and preferences as girls prepare to explore college options the following year.

During the admissions process, select students are identified as learners who would benefit from Learning Support and Strategies, a class that focuses on executive functioning skills and academic preparation. This freshman-year course takes the place of another academic course, with students choosing to defer French/Spanish, Conceptual Physics, or Global Patterns until sophomore year. In Learning and Support Services, students develop effective strategies for success. Topics of the course include: time management, organizational techniques, study skills, outlining, note-taking, efficient study methods, reading for comprehension and mastery, text annotation, test preparation, and self-advocacy. Students also learn how to use technology responsibly to support their academic performance. The instructor presents and the students practice each skill and strategy within the context of the student’s curriculum. Support and instruction is offered in all curriculum areas. 

College Counseling classes begin in December of junior year. The classes focus on teaching students how to search for a college match that best suits their needs – academic, personal, and social. Topics include self-assessment, standardized testing, research tools, interview skills, understanding financial aid, essay writing, resumes, and the application process.