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Upper School Program of Studies 2026-2027 Classes of 2027-2030

www.collegiate-va.org

103 North Mooreland Road | Richmond, VA 23229 804-741-9735 | www.collegiate-va.org

Upper School Administration Head of Upper School ....................................Patrick Loach Assistant Head of Upper School .....................Matt Togna Upper School Dean of Students......................Mark Palyo Director of Student Life .................................Beth Kondorossy Director of College Counseling .......................Brian Leipheimer Personal Counseling ......................................Katie Finn, Taylor Mullen Director of Scheduling ...................................Linda Rouse Assistant to the Head of Upper School............Yasi Moshiri

Department Chairs Academic Services ........................................Katie Best English ..........................................................Vlastik Svab Health and Wellness ......................................Annie Richards History ..........................................................Suzanne Lewis Library ..........................................................Elizabeth Kerr Mathematics .................................................Karen Albright Performing Arts .............................................Mike Boyd Science.........................................................Stew Williamson Visual Arts ....................................................Pam Sutherland World Language.............................................Hannah Curley

Lead Advisors Freshmen......................................................Dave Privasky Sophomores ..................................................Beth Ann Bell Juniors ..........................................................Beth Savarese Seniors .........................................................David Kehlenbeck

Course Registration: All course offerings are subject to sufficient enrollment. Students may request a particular semester, but they may be placed in either semester.

Upper School Program of Studies 2026–2027

Classes of 2027–2030 A minimum of 21 credits distributed among the following disciplines: pages 5-14

English

4 credits one credit per year; juniors and seniors may not earn both required credits in one semester

15-19

Math

3 credits in the Upper School

20-30

World Language

3 credits of one language in the Upper School or 4 credits two credits each of two languages in the Upper School

31-38

History and Social Sciences

3 credits World History (1), Contemporary World History (!), U.S. History (1), Comparative World Religion (!)

38-48

Science

3 credits Chemistry, Biology, Physics* *Students who complete Algebra 1 in 9th grade are not required to take Physics.

48-55

Senior Capstone

! credit

Completion of approved Capstone course

55-65

Visual or Performing Arts

1 credit

visual arts, chorus, instrumental music, drama, dance, technical theater, and Private Lessons may be used to satisfy this requirement

65-66

Health and Wellness

1 credit

Health & Wellness I (!) & II (!), completed in 2 semesters

67-68

Independent Study

Graduation Requirements

Course Load: All students must take a minimum of five courses each semester. Students enrolled in Health and Wellness (H&W) must take a minimum of six courses, including H&W. No student may register for more than six academic credit hours in either semester without permission from the Head of the Upper School. Although three credits are the minimum required in the major disciplines other than English, four are recommended. Students should meet with their advisor to discuss the course selection process and direct any specific questions to the Assistant Head of the Upper School. As juniors and seniors, Collegiate students are enrolled in at least one English elective every semester. However, students who successfully complete a summer elective, offered at Collegiate through Summer Quest, may opt out of one semester of English during the academic year. Elective Courses: In addition to required coursework, students may choose to explore subject areas in greater depth through elective courses. Also, all Juniors and Seniors will take English electives; see the English section for more detail on the English elective system. For all elective courses, students will be asked to rank their choices among a group of electives. In the scheduling process, effort will be made to place the student in their top choices, but other courses may be substituted. Placement in Honors / AP Courses: Each year, teachers will evaluate a student’s readiness to take Honors or AP-level courses for the following school year. Teacher recommendations will be included in the Spring Comment. If a student is not initially recommended, a student may be approved for advanced coursework after the Spring Exam or through an appeal to the subject-area department. Weighted Credit: Recognizing the rigor of Honors and Advanced Placement courses, extra points are added to the final scale grades when calculating Grade Point Averages (G.P.A.). A weighted G.P.A. will be calculated by adding .5 to an Honors or AP course scale grade (except in the case of a failure) before averaging. The weighted G.P.A. does not alter any letter grade on the permanent record or on the transcript for college.

Graduation Requirements

Fitness Requirement: All students must satisfy a two-season fitness requirement each year in the Upper School. The requirement may be completed through participation on athletic teams, Outdoor Collegiate programs, or through satisfactory completion of after school fitness, after school yoga, or after school dance courses. Concurrent fitness credits cannot be earned in the same season. Fitness, yoga, and dance courses will be offered for 1 hour after school 5 days/week or 1.5 hours 4 days/week for the duration of the fall, winter, and/ or spring athletic seasons. After school activities are offered as follows, though may be changed according to facility, teacher, or student availability: Fall Fitness Outdoor Collegiate

Winter Dance Fitness Outdoor Collegiate Yoga

Spring Dance Fitness Outdoor Collegiate Yoga

In addition, students may apply for a waiver to receive credit for a supervised activity that occurs outside of Collegiate (see Family Handbook for details). If approved by the director of the play, juniors and seniors may receive one credit for substantial time commitment to the Fall and Spring theatrical productions. Sign-ups will occur through Course Registration in April, and again prior to each fall, winter, and spring season. Off-Campus Credit: Students who wish to receive academic credit for an off-campus course must complete a form indicating the dates and location of the program they will be attending prior to their enrollment. The form should be submitted to the Head of the Upper School for approval. Credit for pre-approved, off-campus coursework may count towards graduation requirements, but will not be included in the calculation of a student’s GPA, nor will it appear on the student’s transcript. When a required course is taken off-campus,

Graduation Requirements

the Upper School Head reserves the right to determine whether or not a student may advance in the curriculum sequence. Upon completion of approved off-campus coursework, students must arrange for a final transcript to be forwarded to Collegiate’s Registrar for inclusion in the student’s permanent record. Courses taken for credit in the summer either at Collegiate or through another pre-approved program will not reduce the minimum number of courses required each semester of the regular school year. Advanced Courses in Middle School: Upper School courses completed in Middle School are taken for advancement in the curriculum sequence and are not awarded credit toward graduation requirements, not used in the calculation of a student’s Upper School GPA, nor do they appear on the student’s transcript.

ENGLISH All Upper School students must complete four credits of English. All students will take English 9, English 10, and four semester-length English electives; juniors and seniors may not earn both required credits in one semester. 1001 ENGLISH 9 (1 credit) In English 9, students examine genre conventions and literary themes through close reading and analysis of stories, novels, poems, essays, and plays. Longer works may include The Crucible, Oedipus Rex, Macbeth, Lord of the Flies, and Purple Hibiscus, stories that invite consideration of topics such as moral leadership, abuse of power, self-actualization, and the dynamics of denial. Besides writing formal analytical essays, students explore writing in creative, descriptive, and narrative modes, and engage in seminar-style discussions that emphasize evidence-based dialogue and communication across differences. Vocabulary development and grammar skills are additional course goals. 1010 ENGLISH 10 (1 credit) As sophomores, Collegiate students concentrate on the wide-ranging body of literature that constitutes our American heritage. Reading a variety of traditional and recent texts – including works by Ralph Waldo Emerson, F. Scott Fitzgerald, Nathaniel Hawthorne, Zora Neale Hurston, Harriet Jacobs, Jamaica Kincaid, Jhumpa Lahiri, August Wilson, and many others – students discuss such key issues as the dynamic between the individual and society; the relationship between good and evil; the ramifications of ever-widening American frontiers; and the conflicts between races, classes, and genders that have been so significant in our democracy. Students learn to think about texts in relation to other texts, to think about texts as responses to cultural concerns, and to think about the ways in which texts present complex ideas. The processcentered approach to writing begun in English 9 continues; in addition to doing creative and narrative writing, students work on analytical essays and a research project. Teachers also share strategies for standardized testing.

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ENGLISH 11 & 12 (! credit each of four semesters) As juniors and seniors, Collegiate students are enrolled in at least one English elective every semester. Alternatively, students who successfully complete a summer elective, offered at Collegiate through Summer Quest, may opt out of one semester of English during the academic year. Each junior/senior elective course offers Honors designation to qualifying juniors and seniors. To be eligible, students must have earned a semester grade of A- or better in their two previous semesters in English or an A- or higher final year average in the English 10 course. Distinguishing themselves not only by a record of high achievement but also by the commitment to pursue independent research or exploration, Honors students design and produce a project approved, supervised, and evaluated by the elective teacher. All students who commit to Honors English can expect common deadlines for the submission of the Honors prospectus and Honors project. 1034 ENGLISH: FICTION WORKSHOP (! credit) Fiction Workshop focuses on contemporary literature, culture (TV, film), and fiction writing. In some ways, the class will resemble the prototypical English class: you will read and you will write. We will study a number of evocative and meaningful stories and cinema in an array of genres (comedy, tragedy, documentary, farce, horror, and hybrid). The majority of the writing you produce will be creative rather than critical. Learning from professional authors and talented peers, you will learn how to craft vital and dynamic fiction. During the final month, you will write a multi-chapter novella in a self-selected style and genre. Along the way, we will create improvisations and play games to enhance our creativity and to see how, by creating three-dimensional characters and a vivid atmosphere, we can see the world from radically different points of view. This course will be offered through Summer Quest and in the Fall semester. 1035 ENGLISH: AFRICAN-AMERICAN LITERATURE (! credit) The alarm clock ringing at the beginning of Richard Wright’s Native Son. Frederick Douglass’s rise from slavery. Suzan-Lori Parks’s and Adrienne Kennedy’s postmodern theatrical explorations. Toni Morrison’s masterful blending of history, reality, haunting, memory, and love. The powerful ideas for African-American life articulated by Douglass, Washington, DuBois, Malcolm X, and Martin Luther King, Jr. In this course, we will investigate the beautiful blending of word and culture that reveal African-American life while continuing to stretch and pull at the threads of what literature “should be.” The texts we will read have been selected to introduce students to African-American Literature as it has developed and changed over time. As we examine each new writer and period, students will learn and discuss how each text we read follows or ignores or stretches the historical, social, and cultural concerns of African-Americans during that period. This course will be offered in the Fall semester.

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1036 ENGLISH: MULTI-ETHNIC AMERICAN LITERATURE (! credit) This course will examine the diversity of literature written by non-white Americans. We will analyze the basic themes and concerns of contemporary, multi-ethnic American writers, and discuss the social/political roles played by Americans of different backgrounds. Students will read texts by African-American, Asian-American, Native American, and Latinx writers, primarily through the lens of mythology. The writers we will study all use myths common to their cultures to convey larger themes to their readers. While readers unfamiliar with these myths and their larger cultural implications can read and understand the thematic concerns of the texts, knowing the myths underpinning the writing (being more of a cultural insider) adds analytical depth. The texts have been chosen to introduce students to the mythology of other cultures as well as to the larger concerns of the communities represented by these writers. This course could be offered in either semester. 1037 ENGLISH: LITERATURE OF THE WILD WEST (! credit) What happens at the frontier is as explosive as any gunfight. Tradition and possibility collide. Custom fractures and disperses, broken by the landscape and the reality of the environment. What purpose do the stories and legends of shootouts, ten gallon hats, cattle drives, boots, campfires, mining towns, and the myths of the fresh “promised land” of the West serve in the imagination of American literature and film? A primary question of this class will examine how the reality of the West and the people there has been shaped and imagined through literature and film. We will investigate the myth of the “Wild West” and what happens to the West once civilization arrives. This course will be offered in the Fall semester. 1040 ENGLISH: RHETORIC AND COMPOSITION (! credit) In this elective course, students will strengthen their communication skills through focused practice in writing and public speaking. They will consider structure, diction, and style as they compose personal narratives, persuasive essays, analytical responses, and comparison and contrast pieces, while also learning how to adapt original ideas for live audiences through speeches, discussions, presentations, and debates. Expect a fast-paced, high-production environment where experimentation is encouraged and revision may require rethinking the entire approach, both on the page and at the podium. We will also read and study a wide range of essays and speeches by influential contemporary and classical writers and speakers to examine how effective arguments are shaped. By the end of the course, students will have a clear sense of what it means to communicate with purpose, confidence, and style in both written and spoken forms. This course will be offered in the Fall semester.

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1041 ENGLISH: STUDIES IN THE NOVEL (! credit) Novels open up worlds. Novels demand attention. Novels invite belief. Novels expand time. Whether reading across cultures or digging deeply into the works of a single author, students will experience full immersion in the imagined worlds and realms of the course. Students will conduct an in-depth study of several celebrated works, canonical in the genre, experiencing a variety of forms, characters, and themes. In addition to nightly reading, students will debate and discuss, in informal group discussions as well as in several papers. This course could be offered in either semester. 1045 ENGLISH: CONTEMPORARY SCANDINAVIAN FICTION (! credit) Scandinavians are intellectuals and readers—they read more books per capita than anyone else in the world—and their output is eclectic and compelling. Norwegians, Swedes, and Danes are currently creating some of the new century’s most innovative artworks. We will read a lyrical and rebellious “nonfiction novel” by Karl Ove Knausgaard, who, in meticulously reassembling the pieces of his life, has been called “the Scandinavian Proust.” In Through the Night by Stig Sæterbakken, we will witness an unforgettable “mash-up” of realism, confessionalism, and horror. We will examine examples of “Nordic Noir,” gray-skied tales of corruption and crime that have transfixed readers since Stieg Larsson’s The Girl with the Dragon Tattoo. We will wade into a highly acclaimed recent Netflix mystery series, Borderliner. In films by Joachim Trier (Reprise and Oslo: August 31st), we will see what it means to be young and brilliant in a Scandinavian metropolis. In Dorthe Nors’s novella Minna Needs Rehearsal Space, we will track the witty recollections of a musician struggling to move on after her journalist boyfriend breaks up with her on Twitter. Finally, we will examine the fierce wit that informs Northern European cinema, in the hands of auteurs such as Ruben Østland and Lars Von Trier. This course will be offered in the Spring semester. 1047 ENGLISH: SHAKESPEARE (! credit) This course allows students to encounter Shakespeare from a position of experimentation and exploration, furthering their understanding of how “the Bard” is both a brilliant writer of comedy as he is tragedy, writing the complexity and paradox of the human experience and inner workings of the psyche like none other. In addition to reading four or five plays in and outside of class, we will also compare film adaptations and discuss issues of staging and performance. Students can expect analytical essay assignments along with experimental projects, dramatic readings, and text/image presentations. Expect to discuss topics such as justice, reparations, mercy, gender fluidity, social status, code-switching, identity as performance, masculinity, and the uses and abuses of power. This course will be offered in the Spring semester. 1048 ENGLISH: TASTE: THE LITERATURE OF AESTHETICS (! credit) “You are what you eat,” the saying goes. If we’re to take this at face value, it might be easy for us to see that other things we like– Taylor Swift, James Baldwin, The Golden Bachelor– mean something about who we are. Only, what exactly is happening to you when you decide to like something? Is it a conscious decision at all? Why doesn’t everyone love the things you love? What, ultimately, does our taste in movies, in literature, and in art say about us? In 8

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this class, we will investigate the history of aesthetics, the branch of philosophy associated with artistic beauty and taste, in the hopes of discovering the answers to some of these questions. You will become well-versed in defending your emotional connections to certain pieces, in articulating exactly why other people need to go out and read this author or see that movie. In addition to a number of smaller readings, you will have an opportunity to fill our reading list with things that you’re obsessed with, whether that is the novels of Sarah J. Maas, the extended world of Harry Potter fanfiction, or the philosophically hefty tomes of Thomas Mann. By the end of the course, you will have developed a sense for what is happening to you when you enjoy–or when you hate–a piece of art. This course will be offered in the Fall semester.

1049 ENGLISH: MARTIANS AND MACHINES: THE LITERATURE OF SCIENCE FICTION (! credit) Frequently described as the “literature of ideas,” the Literature of Science Fiction deals with possibility … the “what ifs.” Considered a thought experiment about the future, Science Fiction concerns itself with what happens as human beings encounter changes in science, technology, society, and the world. This literature imagines the possible future speculating what we might experience and the challenges we might face. Sci-fi presents us with characters who try to navigate change, inviting readers to interrogate the degree of grace and integrity with which they are able to do so. Sci-fi explores serious philosophical questions about the future of humanity while embedding these questions in relationships, scientific curiosity, and - let’s be real - some pretty cool technology. Warp drive? Transporters? Oh, and I’ll take my jetpack now, please! This course will introduce students to the genre of Science Fiction beginning with Mary Shelley’s Frankenstein arguably the first science fiction novel. We will explore genre classics in addition to more recent fiction, television, and film. This course will be offered in the Spring semester. English

1050 ENGLISH: WRITING AND PICTURING MEMOIR (! credit) A memoir is creative nonfiction that relies on memories from your own experiences. The course asks the question: how do authors shape their personal experiences into compelling narratives? What can we learn about ourselves by reading someone else’s life story? What role does truth play in storytelling? This course allows students to read sample narratives, develop their own unique voice in their writing, create a variety of “memoir” pieces, and develop critical responses. Through reading works by authors from various backgrounds and time periods, students will examine themes such as identity, memory, resilience, and self-discovery. Students will explore texts such as Jeanette Walls’ The Glass Castle, Tara Westover’s Educated, or Jean-Dominique Bauby’s Diving Bell and The Butterfly. Ultimately, we see this class as a way to not only get students to write better–with an authentic and powerful voice–but to give proper closure to the many years they have come to know as their “Collegiate journey.” This course will be offered in the Spring semester. 1052 ENGLISH: AMERICAN PASTORAL (! credit) Traditional pastoral literature looks at life in the fields — our field is going to be the baseball field. Baseball is America’s national pastime, a sport that has been part of American culture for more than 150 years and a game where the individual fails more than he succeeds. As Ted Williams once said, “Baseball is the only field of endeavor where a man can succeed three times out of ten and be considered a good performer.” We will look at the spiritual and physical struggles of this particular field, celebrating the paradox of failure as a path to success. We will also seek to meditate upon our own ambitions and struggles–even and especially those not related to baseball or sports. We will spend time analyzing both classic and contemporary texts and films including but not limited to Bernard Malamud’s The Natural, W.P. Kinsell’s Shoeless Joe, Rick Ankiel’s The Phenomenon, pertinent excerpts from Ken Burns’ “nine-inning” documentary, Baseball, and 42: The Jackie Robinson Story. This course will be offered in both the Fall and Spring semesters. 1058 ENGLISH: MODERN WORLD LITERATURE (! credit) Modern World Literature is your passport to the human experience, bridging the gap between legendary “classics” and the modern voices influencing global culture today. By diving into the heart of different societies, we will encounter the fears and the values that drive humanity. Our languages differ, but some of our questions are the same. Along the way, we will read and think about the challenges of individual responsibility, the reality of global change, and the resilience of the human spirit. In reading and writing about wide-ranging texts, you will grow your communication skills and gain a deeper understanding of our interconnected world. This course will be offered in both the Fall and Spring semesters. 1072 ENGLISH: RUSSIAN LITERATURE (! credit) While a crackpot visionary labors over his unpublished masterpiece, Satan comes to town with his talking tomcat, predicting beheadings and sending half of Moscow fleeing to a lunatic asylum. A feverish entrepreneur enacts a plan to buy the “souls” of dead peasants in the ultimate version of a Russian getrich-quick scheme. A philosophy student’s random killing of a defenseless bystander sets in 10

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motion a bizarre tale of crime and punishment. A father struggles for the heart and mind of his son, who has fallen under the sway of a dangerously nihilistic physician. Only in Russian literature! In this course, we will tackle some of Russia’s most wondrously bizarre writers: Pelevin, Gogol, Dostoevsky, Turgenev, and Chekhov. Veering wildly between hopped-up hyperrealism and satirical farce, Russian literature is engaging, moving, and unforgettable. And just think of how many “coolness” points you’ll amass at some future dinner party as you ramble eloquently about Satan’s talking tomcat. This course will be offered in the Spring semester. 1076 ENGLISH: BRITISH LITERATURE AND CULTURE (! credit) [This course is also known as DisUnited Kingdom: Anarchy and Class in Postwar England.] In the years after World War II, as Great Britain struggled to rebuild itself from devastation, a newly empowered group of English writers, intellectuals, filmmakers, and musicians gave voice to the nation’s sadness and rage. Refusing to surrender to what one critic has called “a bad case of post-Imperial melancholy,” these artists crafted narratives with an anarchic energy, fueled by a desire to create new modes of expression. In addition to addressing a radically changed circumstance – Great Britain’s new powerlessness on the world stage – these artists exposed the effects of the long-standing imbalances between classes. In this elective, we will focus on the fiction, drama, and culture of contemporary England. We will examine the surrealist and satirical phase of English drama; and we will look at the ways in which recent British writers have attempted to blend the personal and the political. We will view a selection of films by established and emerging British directors and survey the jagged landscape that gave rise to seminal punk and post-punk bands. This course will be offered in the Spring semester. 1079 ENGLISH: THE FINE ART OF ANARCHY (! credit) In contemporary cultural representations, anarchists are often portrayed as brooding harbingers of malice adorned with hand-drawn emblems of destruction. But there is a healthy and vibrant tradition of anarchy and subversion in Western literature and art. Some of the most memorable artists, writers, and directors are the most “lawless”: they are intent on radically rewriting the rules of the aesthetic forms which they practice. These creators–like novelists Lucy Ives and Jennifer Egan, playwright Sam Shepard, theorist Greil Marcus, director Richard Kelly, and actor/writer/songwriter Bo Burnham–participate in a form of anarchy as they seek memorably new literary and visual languages in which to speak. Students who enroll should have a high tolerance for mature themes and experimental trends in fiction, drama, and film. This course will be offered through Summer Quest and in the Fall semester. 1080 ENGLISH: LITERATURE AND FILM CLASSICS (! credit) Just as enduring works of literature continue to shape readers long after the final page, classic films often resonate with audiences long after the credits roll. This course explores why certain books and films persist across generations, cultures, and changing artistic movements. Students will read literary works and view films widely regarded as influential or exemplary within their genres, selected for their lasting critical and cultural significance. Drawing from a range of periods English

and styles—from early cinematic milestones to later iconic and genre-defining works— students will analyze how stories are shaped across media. The course emphasizes close reading, visual analysis, and critical discussion of artistic choices made by writers, actors, directors, and designers. Through comparative study, students will consider how narrative, character, theme, and style function differently in print and on screen, and why certain works continue to invite reinterpretation and debate. This course will be offered in the Spring semester.

1083 ENGLISH: LIVING EPIC IN LITERATURE (! credit) In Emily Wilson’s translation of The Odyssey (the first full translation in English by a woman), Homer implores his Muse to “tell the old story for our modern times.” The epics are some of our oldest stories. They tackle the big stuff: love and honor and pity and pride and sacrifice. In a way, they streamed live on HBO to millions of fans (Game of Thrones), found their way to Broadway (Hadestown), and were made and remade again and again on screens and on tables in World of Warcraft and Dungeons & Dragons. They have been held captive and reinterpreted by storytellers for as long as we can remember. Small wonder, then, that Homer’s name comes from the Greek word for “hostage.” This class will ask you to free the epic. By encountering translations from female translators (Stephanie McCarter’s Metamorphosis, Emily Wilson’s The Odyssey, and Jean & Robert Hollander’s Inferno), we will see how the epics have been freed– or kept captive– by their modern interpretations. Expect to encounter films, tv shows, songs, and video games of the epics along the way: some campy and some compelling. While this class will challenge you to consider some of the oldest forms of storytelling available, it will ask you to do so in light of your own day-to-day experiences. This course will be offered in the Spring semester. 1084 ENGLISH: SATIRE (! credit) Dave Barry defines a sense of humor as “a measurement of the extent to which we realize that we are trapped in a world almost totally devoid of reason. Laughter is how we express the anxiety we feel at this knowledge.” One half creative writing workshop, one half literary analysis, and one half rhetorical study, 12

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the Satire course will continue the tradition of recognizing the hypocrisies and vices of human society. You’ll be writing essays, skits, parodies, and other creative and literary work throughout the semester. Scholars, journalists, and artists have been mocking social norms and human folly since ancient Greece, and satire comes in many forms: printed word, image, and modern visual media. Jonathan Swift, Mark Twain, David Sedaris, and Joseph Heller are just a few of the masters of wit and acerbic sarcasm you’ll meet. This course won’t make you funnier, but at least you’ll know why. Students taking this course for Honors credit will complete an additional independent writing project. This course will be offered through Summer Quest and in the Spring semester. 1085 ENGLISH: LITERATURE OF CONFLICT (! credit) The last 20 years of U.S. involvement in conflicts around the globe have fundamentally changed our perspectives of war and those who fight it. At this pivotal juncture in American history, we will explore the literature that has been written about conflict and its effects on those in the battle and beyond. We will read and watch depictions of and reactions to warfare, ranging from ancient warfare to our most recent conflicts in Iraq and Afghanistan. Texts will include poetry, fiction, nonfiction, and film, including work from Kevin Powers, Erich Maria Remarque, Art Spiegelman, and military blogs written directly from the field. The graphic nature of the subject matter will require a serious and thoughtful approach to a topic that has been a persistent presence in society. Students taking this course for Honors credit will complete an additional independent writing project. This course will be offered through Summer Quest and in the Fall semester. 1087 ENGLISH: THE POSTMODERN NOVEL (! credit) For my money, David Foster Wallace’s Infinite Jest (1996) is the greatest novel of the 20th century. A sprawling book -- 1100 pages (2.4 pounds) -- it takes the reader on “a long, strange trip.” The near future. The United States has merged with Canada and Mexico; northern New England has become a toxic waste dump and palmed off on the Canadians. Quebecois separatists -- many of them in wheelchairs -- prowl the lower states, performing terrorist acts. The calendar has been sold to the highest corporate bidder, giving us the Year of the Whopper, the Year of the Tucks Medicated Pad, and so on. Citizens spend their time watching entertainment cartridges. One of these cartridges produces in its viewer a state of blissful, and fatal, catatonia. Set largely at a Massachusetts tennis academy founded by a mad genius and at a residence for recovering addicts just down the hill, the novel explores the price we pay for our frantic pursuits. We meet intellectual tennis prodigies and wayward teenagers, professional football players, avant-garde filmmakers, and middle-aged people struggling to find a community that will change their lives. Infinite Jest has achieved a cult-like status; one recent essay is called “Infinite Jest Changed My Life.” The novel veers from imaginative satire to gritty realism. It challenges and provokes; it delights and depresses. It takes you places you have never been, some of which you would rather not go. It is not for the faint of heart, the easily discouraged, or the dictionary deprived. For the fully engaged and openminded readers, the novel provides a literary experience like no other. This course will be offered in the Fall semester. English

1094 ENGLISH: WRITING FOR PUBLICATION (! credit) This course, offered both fall and spring semesters, is a writing-intensive English and journalism class focused on non-fiction and journalism writing for a public audience. Almost all of the students’ work is published publicly on Collegiate’s student news site, The Match, for the Collegiate community and beyond. Students write columns, essays, reviews, and articles on a regular basis, on a wide variety of topics. Peer editing and workshop-style review are an integral part of the class, and audience, voice, tone, argument, style, and objectivity are all developed and analyzed. We also discuss media literacy, bias, reliable sources, and understanding how those issues affect the modern media and journalism landscape. Students taking the class for Honors credit will complete an additional researched feature article on a chosen topic. This course will be offered in both the Fall and Spring semesters. 1096 ENGLISH: LITERATURE OF THE APOCALYPSE (! credit) Through film and novel, this course asks the question: In a world that, indeed, is changing so quickly in the electronic, technological, and scientific realms, where are we going as a world society? What will happen to us, and how will we treat and value each other in a time (now and in the future) when we are capable of such great discovery as well as such massive destruction? The course will ask: In this always increasingly “mechanistic world” so much alluded to in describing the literature that has emerged from the industrial, scientific, and technological revolutions, will we still be able to be human? The course delves into the dark corners of human imagination, as we examine how authors from various time periods and cultures have grappled with themes of impending cataclysm, societal collapse, and the human condition in the face of impending doom. We will also investigate dystopian and postapocalyptic narratives, shedding light on the genre’s evolution over time. Students will explore the historical and cultural contexts that gave birth to these narratives by engaging in close reading, discussion, and written assignments. Naturally, literary science fiction will be a part of this course, including The Handmaid’s Tale by Margaret Atwood, and Station Eleven by Emily St. John Mandel. The course will be offered in the Fall semester.

MATHEMATICS All Upper School students must complete three years of Math. Students in Honors or AP classes are expected to maintain a minimum average of a B in order to continue at this level. 2104 ALGEBRA I (1 credit) This is the beginning Algebra course in which functions are introduced, using tables, graphs and equations. Solving, along with graphing and writing linear equations and inequalities in one and two variables is a common thread throughout the course. 2113 ALGEBRA II (1 credit) The topics of Algebra I are expanded and extended to include analysis of polynomial, exponential, logarithmic, rational and inverse functions and their transformations and applications. Topics in Algebra II are dealt with in more depth and emphasis is placed on problem solving. Prerequisite: Algebra I. 2114 HONORS ALGEBRA II (1 credit) The same topics as Algebra II are covered in greater depth and at a significantly faster pace. Several additional topics, such as sequences and series and probability, may also be covered. Prerequisite: Algebra I. Selection for Honors Algebra II will be determined by the Math Department Chair. In most cases, students will be recommended for Honors Algebra II by their 8th grade teacher. The Department Chair will determine final approval for enrollment in this course. 2122 GEOMETRY (1 credit) Through deduction and logical reasoning, students are encouraged to investigate and then formalize their ideas relating to plane and spatial relationships. Concepts of congruence, similarity, proof, right triangle ratios, area and volume are applied to polygons, circles and three-dimensional figures. Using coordinate geometry, proportional reasoning, and congruence relationships, students are encouraged to make connections between Algebra and Geometry. Prerequisite: Algebra II. 2132 HONORS GEOMETRY AND TRIGONOMETRY (1 credit) HGT is an accelerated Geometry course that requires motivated work at a fast pace. The course is a problembased course where the course material is largely presented through problems that students solve each day. Most of the same topics as Geometry are covered, with an emphasis on coordinate geometry and vectors. In the spring, in addition to right triangle trigonometry, students will study trigonometric and periodic functions. Prerequisite: Honors Algebra II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 2140 PRE-CALCULUS (1 credit) This course will cover a thorough exploration of polynomial, rational, exponential, logarithmic and trigonometric functions, with an emphasis on real-world applications. A thorough study of trigonometry will be a major focus of the spring semester. Students may also be introduced to statistics, matrices, and

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sequences, time permitting. Prerequisite: Geometry and Algebra II. 2126 HONORS PRE-CALCULUS (1 credit) Honors Pre-Calculus is an accelerated Pre-Calculus course that requires motivated work at a fast pace. The course extends the analysis of power, polynomial, rational, exponential, logarithmic and trigonometric functions. Sequences, series, polar functions, conics, and matrices will also be explored. Prerequisite: HGT. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 2148 CALCULUS (1 credit) The purpose of this introductory Calculus course is to establish a firm understanding of the fundamental ideas of calculus. The course will include differentiation and integration techniques for the toolkit functions and applications of these techniques in real-world problems. This course is not designed to prepare the student for the AP test. Prerequisite: Pre-Calculus. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

2155 HONORS LINEAR ALGEBRA (! credit) This course is an introductory course in Linear Algebra for students interested in math, science and engineering. Topics will include systems of linear equations, matrices, determinants, networks, vector spaces, linear transformations, Eigenvalues, and Eigenvectors. Prerequisite: Completion or concurrent enrollment in AP Calculus BC. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. 2156 HONORS MULTIVARIABLE CALCULUS (! credit) This course will cover topics in multivariable calculus including vector-valued functions and motion in space, derivatives and integrals of multivariable functions, and integration in vector fields. Prerequisite: Completion or concurrent enrollment in AP Calculus BC. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Spring semester.

2151 AP CALCULUS AB (1 credit) This Calculus course follows the Advanced Placement syllabus and students are required to take the AP Calculus AB examination at the end of the year. This course is designed to be roughly equivalent to an introductory college course in Calculus and covers topics in differential and integral calculus. Prerequisite: Honors Pre-Calculus or successful completion of Calculus. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 2153 AP CALCULUS BC (1 credit) This course will emphasize applications of Calculus including differential equations, integration techniques, indeterminate limits, improper integrals, parametric and polar calculus applications, infinite series and vectors. The students will be required to take the AP Calculus BC exam. Prerequisite: Open to students who have received a 3 or higher on the AP Calculus AB exam. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

ELECTIVE COURSES IN MATHEMATICS: 2146 STATISTICS (1 credit) This course is designed to provide an introduction to the world of statistics. Students will be introduced to the elementary principles of descriptive and inferential statistics, experimental design and probability. The use of applied mathematics and statistics in everyday life and in research will be explored in detail. The course includes projects that require students to demonstrate statistical understanding through data-driven applications. This course is intended for students not planning to take AP Statistics. Prerequisite: Algebra II and Geometry. Your current teacher’s recommendation is required.

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2159 HONORS MATHEMATICAL MODELING (! credit) This course will focus on creating substantial mathematical models to solve real world problems. It will be a projectoriented course with problems taken from a wide variety of fields including science, history, economics, and mathematics. A major focus will be participating in an international modeling competition in which teams will be presented with a problem and given 36 hours to produce a solution. Prerequisite: Completion or concurrent enrollment in AP Calculus AB. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. Mathematics

2162 HONORS FINANCIAL ANALYSIS (! credit) In this semester-length Honors course, students will learn about the financial system, different investment tools, and mathematics-based skills and concepts that inform sound financial analysis in a variety of contexts. Topics include the time value of money, capital budgeting, financial reporting (understanding income statements, cash flow statements, and balance sheets), equity investments (stocks), fixed-income securities, derivatives, alternative investments, ethics in finance, and personal finance. Spreadsheets will be used throughout the course, but prior familiarity with spreadsheets is not required. Prerequisite: B or higher in any honors course or an A- or higher in Pre-Calculus or Calculus. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in both the Fall and Spring semesters. 2144 AP STATISTICS (1 credit) This course is designed to be roughly equivalent to an introductory college course in Statistics. Topics include descriptive statistics, examining relationships in data, experimental design and sampling methods, probability, and inference. The course follows the Advanced Placement syllabus and students are required to take the AP examination at the end of the year. Prerequisite: a B or higher in any honors course or an A- or higher in Pre-Calculus or Calculus. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

COMPUTER SCIENCE 7005 PROGRAMMING FOR MOBILE DEVICES (! credit) In this course, students will design and implement a variety of programs to be used on Android mobile devices using MIT App Inventor. Students will design user interfaces, develop code, and test programs on mobile devices. This course will introduce students to programming concepts including the use of variables, lists, mathematical and logical operations, iteration and decision structures, functions as well as topics specific to mobile apps, such as graphic interface components, event-based programming, and sensor data. Students will work individually and collaboratively to plan and program mobile apps, including apps for entertainment and functionality. Students will also learn the process of publishing apps for use by the public, the value of apps, and regulations regarding the sharing and selling of programs. This course is open to all grade levels. This course will be offered in the Spring semester.

computer hardware and machine-level representation of data, the development and analysis of algorithms, communication, the Internet and the global impact of computers on society. Students will create programs utilizing different data types, lists, mathematical and logical operations, iteration and decision structures, search and sort algorithms and the use of procedures and functions. All students enrolled must take the AP Computer Science Principles Exam. This course is open to sophomores, juniors, and seniors. Prerequisite: Successful completion of either Honors Algebra II or PreCalculus. Your current math teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 7007 AP COMPUTER SCIENCE A (1 credit) Following the AP Computer Science A curriculum, this course is designed to be equivalent to a first-semester college programming course in Java. Fundamental topics in this course include design strategies and methodologies, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming through the implementation of classes. Students will write programs that utilize selection, iteration and recursion, procedural abstraction and data abstraction in the form of arrays and lists. It is recommended that a student in the AP Computer Science A course has successfully completed Honors Algebra II with a strong foundation of linear functions, a Cartesian (x, y) coordinate system, and problem-solving strategies that require multiple approaches and collaborative efforts. This course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course. All students enrolled must take the AP Computer Science A Exam. Prerequisite: Successful completion of either Honors Algebra 2 or PreCalculus. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. Note: Students wishing to take both AP Computer Science Principles and AP Computer Science A should take APCSP first. Students can, however, take APCSA without having APCSP first. Students can, however, take APCSA without having APCSP first.

7002 AP COMPUTER SCIENCE PRINCIPLES (1 credit) Following the AP Computer Science Principles curriculum, this course is designed to be equivalent to a first-semester introductory college computing course. In this course, students will develop computational thinking skills vital for success across all disciplines. Students will work individually and collaboratively to solve problems and consider the importance of these problems and the societal and economic impacts on the world. This course will introduce students to fundamental topics that include abstraction, data analysis, data security and storage, 18

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WORLD LANGUAGE All Upper School students must complete either three years of one language or two years each of two different languages.

CHINESE 3281 MANDARIN CHINESE II (1 credit) This course builds on the student’s previous Chinese knowledge by introducing new vocabulary, characters, grammar, structure usage, and relevant cultural studies. Students will continue to develop their skills of listening, speaking, reading, and writing through various interactive tasks, real-life simulations, and projects. The course will further emphasize Chinese pronunciation, the Chinese character writing system, and incorporate computer skills with Chinese language input and output. Students are required to write approximately 140 characters from memory and begin writing short essays on topics relevant to their daily lives and immediate social networks. The cultural components of this course focus on the geography of China, traditional festivals and leisure activities, as well as Chinese food and dining etiquette. Prerequisite: Mandarin Chinese I. 3285 HONORS MANDARIN CHINESE II (1 credit) This is an advanced-level II course that builds on and expands from the previous Chinese language skills and cultural knowledge. This course fosters speaking confidence, accuracy, and fluency; engages listening skills on topics related to curriculum content; challenges reading and comprehending skills in essays embedded with Chinese idioms, and develops basic writing skills with formative structure in targeted topics. The content of this course transitions from personal narrative to social/community life. The course will introduce nearly 300 new words and phrases. Students are required to memorize characters from the Mandarin Writing booklet. Themes and topics covered at this level include school life, making friends, culturally appropriate introductions about self and others, the relationship between hosts and guests, organizing events, and fundraising through charitable activities like performances and such. Students will be engaged in a variety of learning activities such as interactive group tasks/interviews, real-life simulations, projects, and independent tasks. By the end of the year, students are expected to be able to handle a variety of communicative, interpretive, and interpersonal tasks, and write short messages and simple letters/emails. Prerequisite: Mandarin Chinese I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3282 MANDARIN CHINESE III (1 credit) This level III course introduces more than 500 words and phrases. Students will continue to develop basic skills and proficiency in listening, speaking, reading, and writing through various interactive games, reallife simulations, cultural projects, and video projects. The course will focus on more sophisticated pronunciation and grammar rules of Mandarin Chinese. Students are required to compose correct sentences and perform them in high quality. At the end of the semester, 20

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students should be able to write invitation letters, notes, and postcards. Moreover, the course will enhance computer skills in typing Chinese characters. Chinese cultural topics such as Chinese medicine, Chinese painting, famous attractions, etc. are incorporated into the curriculum. Prerequisite: Mandarin Chinese II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3286 HONORS MANDARIN CHINESE III (1 credit) This is an advanced course that expands knowledge of the Chinese language and civilization learned in previous years. It provides more extensive development and practice in listening, speaking, reading, writing, and awareness of Chinese culture. This course introduces more than 700 words and phrases. The topics for this level include weather, dining, asking for directions, dating, sports, and many more. Students will study these topics through interactive games, language lab activities, authentic materials, various projects, and interactions with native speakers. Students are required to comprehend conversations and narratives on given topics, read and write paragraphs containing the characters required in the textbook, initiate and carry on spontaneous dialogues to exchange information and express opinions, and tell stories based on the pictures that reflect familiar daily contexts. Moreover, the course will focus on more sophisticated pronunciation and grammar rules of Mandarin Chinese. Prerequisite: Honors Mandarin Chinese II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3283 MANDARIN CHINESE IV (1 credit) The Chinese IV course is an advancedlevel curriculum in which students will shift their learning to community concerns of environmental protection, actions and proposed actions one can take to protect the environment, part-time employment in communities, extended family relationships, social networks and communications. Students will be introduced to a variety of methods to gain real-life listening, speaking, reading, and writing skills. Students will review and continue to develop basic skills and proficiency. Elements of syntax, grammar, and other language structures are studied more carefully. More advanced historical highlights are taught. At the end of the course, students should be able to describe various events, express personal opinions on different topics, and be proficient in using Chinese idioms learned in this course. Prerequisite: Mandarin Chinese III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3287 HONORS MANDARIN CHINESE IV (1 credit) This is an advanced Pre-AP course to prepare students for the AP Chinese Language & Culture exam. It expands knowledge of the Chinese language and civilization learned in previous years. It aims to develop a higher language proficiency in interpersonal, interpretive, and presentational skills. More than 800 words and phrases will be introduced this year. The topics of this level include parents and children, environmental protection, making plans for a trip, computers and cell phones, and many more. Students will study these topics through student-centered classes, language lab activities, authentic materials, various projects, and interactions with native speakers. Students are required to comprehend conversations and narratives, read and write essays World Language

containing the characters and the key structures required in the textbook, conduct spontaneous dialogue, and present on given topics. Moreover, the course will focus on more sophisticated pronunciation and grammar rules of Mandarin Chinese. Prerequisite: Honors Mandarin Chinese III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3288 HONORS MANDARIN CHINESE V (1 credit) Honors Chinese V is an advanced curriculum designed for students who have completed Chinese IV, and those who completed Honors Chinese IV and wish to continue their Chinese studies at an honors level. In this course, students will learn content regarding technology, E-commerce, affordability of housing, news and current events, social identity, and global responsibility. The course includes a wider range of vocabulary, phrases, and popular expressions, paving the linguistic foundation for advanced studies in college. Students will hold descriptive and detailed conversations, express their opinions on topical issues, and communicate in a variety of real-life scenarios both verbally and in writing. Elements of syntax, grammar, and other language structures are studied more carefully. Cultural topics will be studied at a more in-depth level. Prerequisite: Mandarin Chinese IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3284 AP CHINESE LANGUAGE AND CULTURE (1 credit) This elective course is designed for students who wish to prepare for the Advanced Placement Chinese Language and Culture Exam, a level comparable to second-year (or equivalent) college/university courses in Mandarin Chinese. The course focuses on language proficiency while dealing with level and age-appropriate content such as global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Students will practice all aspects of the five micro-skills of listening, speaking, reading, writing, and typing. The expectation is that all communication in the classroom takes place in the target language. By the end of the year, students will be able to understand different types of spoken language (dialogue, lectures, news, etc.); talk about daily topics with a partner and describe events appropriately; and write journals with a logical flow, appropriate grammar, and comprehensive vocabulary. Prerequisite: Honors Mandarin Chinese IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

FRENCH 3202 FRENCH I (1 credit) First year French is a course designed for students beginning their study of French. In this course, students will acquire the necessary listening, speaking, reading, and writing skills to facilitate basic communication in a variety of social and cultural contexts. By the end of the year, students should be able to use complete sentences in speaking and writing to describe themselves, others, and the world in which 22

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we live, to express likes and dislikes, and to narrate past, present, and future experiences, all in a variety of thematic contexts such as family, school, friends, travel, and daily life. Students should also be able to read and respond to a range of cultural artifacts related to the themes covered during the year. Additionally, this course will familiarize students with France as a society and culture, as well as the more populous and influential Francophone countries throughout the world. French I will be taught when there is sufficient interest and enrollment. 3205 FRENCH II (1 credit) French II is a continuation of the proficiency-based program. Emphasis is communication and proficiency with accuracy. Students at this level reinforce fundamental grammar concepts, verb tenses, and vocabulary before learning skills to elaborate and vary their communicative skills. Students read or view authentic sources and then discuss and interpret them using their emerging vocabulary. Each unit covers a different theme, explores a francophone country, and compares cultural products, practices, and perspectives. Students use all of these elements to create their own brochures, menus, stories, and scenes in order to show their mastery. Prerequisite: French I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3266 HONORS FRENCH II (1 credit) Students in this class will complete the second year curriculum as well as learn supplementary vocabulary, advanced grammar concepts and additional verb tenses. The approach will emphasize oral proficiency skills both in conversation activities and stories in class and in independent assignments. Students will read or view authentic sources such as magazine articles, advertisements, advice columns, and short films. They will respond to these sources by describing, interpreting, and adapting them using their emerging vocabulary. Each unit covers a different theme, explores a francophone country, and compares cultural products, practices, and perspectives. Students create their own brochures, menus, stories, and scenes in order to show their mastery and creativity with the skills acquired in class. Honors students will also enhance their comprehension skills with selections from authentic sources such as Tintin and Petit Nicolas. They will create their own stories and scenes to demonstrate the communicative skills that they gain throughout the year. Prerequisite: French I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3207 FRENCH III (1 credit) In French III, students will continue to perfect their language skills in reading, writing, listening, and speaking. The year will begin with a review of present and past tense verb conjugations and implementation. The students will then learn to form and use the remaining tenses of the indicative mood (future, future perfect, conditional). Although review and expansion of other grammatical concepts will take place, this is definitely the year of the verb! Each unit is presented in a thematic approach, including topics such as personal relationships, rites of passage, plans for the future, identity, and the environment. Authentic films, short films, and texts accompany each unit, providing World Language

an opportunity to study the language in a cultural context relative to that particular theme. The students will discuss in both written and oral format the events of the film and their observations about the various cultural elements presented. The course is supplemented with podcasts, short texts, infographics, and realia in order to further the students’ exposure and understanding of the French and Francophone cultures. Prerequisite: French II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

3268 HONORS FRENCH III (1 credit) In French III, students will continue to perfect their language skills in reading, writing, listening, and speaking. The year will begin with a review of present and past tense verb conjugations and implementation. The students will then learn to form and use the remaining tenses of the indicative mood (future, future perfect, conditional). Although review and expansion of other grammatical concepts will take place, this is definitely the year of the verb! Each unit is presented in a thematic approach, including topics such as personal relationships, rites of passage, plans for the future, identity, and the environment. Authentic films, short films, and texts accompany each unit, providing an opportunity to study the language in a cultural context relative to that particular theme. The students will discuss in both written and oral format the events of the film and their observations about the various cultural elements presented. The course is supplemented with podcasts, short texts, infographics, and realia in order to further the students’ exposure and understanding of the French and Francophone cultures. Prerequisite: Honors French II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

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3210 FRENCH IV (1 credit) French Language and Culture through Cinema is the fourth-year course designed to develop students’ spoken and written communication through a cinematic exploration of French and Francophone language and culture. Films chosen for their rich thematic and cultural content will be studied from a variety of cultural perspectives, giving students the opportunity to express themselves on and through different points of view in role play, oral exposés, essays, and creative writing, among other communicative activities. Opportunities to engage with the films will be facilitated by a thorough review of grammar, giving students the structures necessary to speak and write with increasing sophistication. By the end of the course, students should be able to speak and write fluidly on a wide array of topics and themes presented through the films. They should also be able to assess films critically as works of cultural significance and to articulate their understanding of individual films’ meaning as it pertains to their own experience in the world. Prerequisite: French III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3211 HONORS FRENCH IV (1 credit) French Language and Culture through Verbal, Visual, and Digital Media is the fourth-year honors course designed to guide students toward increasingly abstract and sophisticated uses of language in preparation for the AP Language and Culture course. Students will encounter, interact with, and react to a variety of French and francophone perspectives and themes presented in verbal, visual, and virtual media (personal accounts, audio recordings, short stories, poems, plays, songs, as well as paintings, films, print and digital media culled from a range of authentic sources). In the spring semester, students will also read one major prose work (such as Camus’s L’Étranger, Duras’s Moderato cantabile, or Flaubert’s Un Cœur simple). Prerequisite: Honors French III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3213 HONORS FRENCH V (1 credit) “Language as Culture: patrie, patrimoine et pratiques culturelles.” This is an elective course designed for students who wish to continue studying French in their senior year. Together, we will explore the question of how language shapes culture and how culture, in turn, shapes language. The course provides a survey of French cultural history through the lens of language. Readings in literature (a novel, short stories, poems, and essays), history, viewings of films, and studies of visual art will serve to advance proficiency with the language as well as to give a deeper understanding of and appreciation for French and Francophone cultures. In addition, advanced language structures will be reviewed and introduced to further enhance accuracy and sophistication of oral and written expression. Prerequisite: French IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3214 AP FRENCH LANGUAGE AND CULTURE (1 credit) This elective course is designed for seniors who wish to prepare for the Advanced Placement Language and Culture Examination. It will incorporate interdisciplinary topics and feature the following World Language

themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Students will take on a variety of tasks in order to demonstrate their skills in Interpersonal communication, Interpretive communication, and Presentational communication. Students will demonstrate their ability to understand and synthesize information from a variety of authentic audio, visual, audiovisual, written, and print resources. They will also be expected to demonstrate their proficiency in spoken and written forms as they present research on various topics and argue their points of view in written argumentative essays. The class will incorporate a variety of authentic audio and video recordings as well as news articles and literary texts. Students will have frequent opportunities to delve into francophone cultures outside of France, to discover how different cultures organize and interpret the world, and to compare those cultural perspectives to their own. Prerequisite: Honors French IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

LATIN Latin is only offered at the Honors level in the Upper School. Students enrolled in any Honors Latin course will require his or her current teacher’s recommendation in order to advance. The Department Chair will determine final approval for enrollment in any Honors Latin course. 3274 HONORS LATIN II (1 credit) This course is a continuation of Latin I and emphasizes competence in reading Latin. Over the course of the year, students will read and discuss longer Latin texts requiring familiarity with the primary tenets of grammar. A general survey of the major figures of Greco-Roman mythology, Roman history and Latin literature is presented, and students begin to read original passages from such Latin authors as Caesar, Eutropius, Pliny, et al. The study of both English and Romance-Language words derived from Latin, with a particular focus on bases and prefixes, is an integral component of the course. Students in this Honors course are expected both (i) to become conversant with all grammatical and morphological features of Latin and (ii) to develop a solid proficiency in their ability to read original Latin works. Prerequisite: Latin I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3276 HONORS LATIN III (1 credit) This course is the first step in the pre-AP curriculum. The revamped AP Exam, debuting in Spring 2026, has a clear focus: reading Latin literature. For the first time, the exam does not require absolute knowledge of the intricacies of Latin grammar. As such, this course will center on three pedagogies preparing students for the new, far more holistic exam: focus on its required 1,000 vocabulary words; review of the grammar conducive to facility in reading comprehension; discussion of the works of various authors, with the goal of chipping away at the 1,600 words of reading required by the preAP syllabus. Prerequisite: Honors Latin II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 26

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3277 HONORS LATIN IV (1 credit) The course is designed to prepare students for success in AP Latin the following year. Students will intensively review and study Latin grammatical structures, as well as the list of 1000 Latin vocabulary words from the AP Latin syllabus. Students will practice reading comprehension skills through Latin readings on mythological stories such as Prometheus, Jason and Medea, and the Trojan War. The year will culminate with the students reading a prose version of Vergil’s Aeneid, one of the two texts that are on the AP Latin syllabus. Prerequisite: Honors Latin III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3249 AP LATIN (1 credit) The AP Latin course focuses on continued acquisition of Latin, with the inclusion of textual analysis and contextualization skills. The course centers around selections from two influential works of Latin literature: Vergil’s Aeneid and Pliny the Younger’s Letters. Time is also dedicated to the reading of non-syllabus texts through the project passages provided by the College Board each spring. Students will prepare and translate the readings and thus further refine their knowledge of the Latin language. Students will also place these texts in a meaningful cultural, historical, and literary context. Throughout the course, students will consider the main ideas, effects or purposes, and points of view expressed in these works in order to gain a deeper understanding of them and the culture in which they were created. Prerequisite: Honors Latin IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

SPANISH 3224 SPANISH I (1 credit) An introductory course for students beginning the study of the Spanish language, this course emphasizes the four communicative skills of listening, reading, writing, and speaking. Essential vocabulary and grammar structures are presented through the exclusive use of the target language by both the teacher and the students. An online homework, audio, and video program accompanies the textbook to provide extra practice for listening, reading, and writing. Students will work both independently and in group activities to role-play situations. Additionally, they will learn to perform a variety of language functions such as asking questions, describing situations, and expressing opinions. Students will learn how to read passages in Spanish and write paragraphs. Cultural topics of both Spain and Latin America will also be introduced and discussed. 3227 SPANISH II (1 credit) This course builds upon the foundation from the first-year level, as more verb tenses, grammatical structures, cultural units, and a greater base of vocabulary are introduced. To demonstrate their knowledge, students will complete in-class projects applying the four language skills in authentic contexts and participate in interactive activities to practice speaking and listening. Students will complete writing assignments in short and long formats, expanding their ability to express deeper ideas using more complex structures. Students will also be introduced to and experience various aspects of culture, World Language

including music, readings, and traditions, while learning about Spanish-speaking countries. Students are expected to speak in Spanish at all times. Prerequisite: Spanish I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3228 HONORS SPANISH II (1 credit)Honors Spanish II students will complete the second-year curriculum, continuing to build their proficiency in all four language areas (reading, writing, speaking, and listening comprehension). Honors Spanish II is an accelerated, immersive course for students who excelled in Spanish I, have mastered foundational concepts, and are highly motivated to communicate exclusively in Spanish. The course offers increased complexity in grammar, expanded vocabulary, and deeper exploration of Spanish and Latin American cultures. Students engage in frequent classroom discussion, read and analyze intermediate-level texts, complete projects and presentations, and write short and long-form compositions. Students are expected to communicate in Spanish at all times, with an emphasis on oral proficiency and use of the target language. Prerequisite: Spanish I. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3230 SPANISH III (1 credit) At the Spanish III level, students continue to hone their grammar skills through review of major concepts along with increased detail and difficulty. By the end of the course students are expected to proficiently use the tenses of the present indicative, the preterite and the imperfect, the subjunctive mood, the future, conditional, and perfect tenses. Thematic vocabulary topics are more sophisticated and continue to build on the themes and concepts of Level II. Continued emphasis is placed on the four skills of listening, speaking, reading, and writing. Cultural knowledge is enhanced through the use of readings, music, and authentic resources from a wide variety of Spanishspeaking countries including Spain and those in Latin America. Prerequisite: Spanish II. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3232 HONORS SPANISH III (1 credit) Honors Spanish III continues to develop all four language skills (reading, writing, speaking and listening comprehension) in preparation for Honors Spanish IV and AP Spanish Language. Students will read short fiction and nonfiction texts. Students will do a variety of writing-related activities including free writing and formal compositions. Student devices and textbook content will be used to improve listening comprehension as well as to develop speaking proficiency. By the end of the year, students will be able to conjugate Spanish verbs proficiently in the subjunctive mood, the future, conditional, and perfect tenses. The vocabulary themes are more sophisticated than Spanish I or II and include topics such as nature and the environment, health and well-being, art, and current events. Cultural awareness will be incorporated throughout the year both through textbook content and timely cultural lessons. Beyond preparation for the higher levels of Spanish, the main goal of the class is to create opportunities for students to use the language in meaningful ways. Prerequisite: Honors Spanish II. Your current 28

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teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3234 SPANISH IV (1 credit) The level IV program emphasizes an expansion and refinement in proficiency in the four major skills of listening, speaking, reading, and writing. Students will work to further master the essential grammar structures in the target language and to expand their vocabulary, while applying both in authentic communicative activities. As a means to improve students’ cultural and linguistic competence, important global issues such as the media, the environment, social justice, human rights, and immigration are presented. Students will be given frequent opportunities to read, research, watch short films and discuss these topics in the target language. Students will be expected to be active participants in class discussions, while also applying their knowledge of grammar and vocabulary to these cultural topics through journal writing, compositions, oral presentations, and videos. Prerequisite: Spanish III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3235 HONORS SPANISH IV (1 credit) This elective course is designed for those who wish to continue intensive Spanish language studies. Equal emphasis is placed on all skills: oral communication, literary and non-literary reading, advanced composition writing, and listening comprehension at a native level. Students add substantially to their grammatical base with exposure to the nuances of advanced Spanish grammar, and are expected to master a significant amount of new vocabulary. Authentic readings and auditory materials focus on various aspects of Spain and Latin America including: history, culture, literature, art, music, and current events. Requirements for this class that are not included in the regular Spanish IV course are: frequent formal compositions, pronunciation evaluations, improvisational dialogue exams, and the ability to correctly utilize advanced grammar and vocabulary within a wide variety of contexts in preparation for the AP Spanish Language class. Students must attend some type of activity connected to the Spanish/Hispanic culture. Prerequisite: Honors Spanish III. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

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3236 HONORS SPANISH V (1 credit) This Honors elective course is designed for seniors who wish to continue advanced language studies, perfect their communication skills, and learn more about Latin American and Spanish cultures. The course presents a broad overview of the Spanish language, including studies of art, music, history and politics sparked by films, documentaries, or current events. Students will use these topics as a springboard to produce papers and oral presentations. The structure of this course is different from previous years. There is a significant speaking and listening component to the course, practiced through group projects, Socratic seminars, and situational dialogues. The class is conducted in Spanish and will include an extensive grammar review. Prerequisite: Spanish IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 3238 AP SPANISH LANGUAGE (1 credit) This elective course is designed for seniors who wish to prepare for the Advanced Placement Spanish Language Exam. It will incorporate interdisciplinary topics and feature the following themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Students will demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, audiovisual, written, and print resources. They will also be expected to demonstrate their proficiency in spoken and written Presentational Communication. We will incorporate a variety of authentic audio and video recordings as well as newspaper articles and literary texts. Prerequisite: Honors Spanish IV. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

HISTORY AND SOCIAL SCIENCES All Upper School students must complete World History, Contemporary World History, Comparative World Religion, and either United States History Survey or AP United States History. 4336 WORLD HISTORY (1 credit) This requirement for ninth graders provides an introduction to inquiry-based historical thinking in the context of world history. The first semester begins with an overview of Africa, the Americas, and Europe pre-1500 C.E. We then move on to study the Renaissance, Reformation, Scientific Revolution, Age of Exploration, and Gunpowder Empires. During the second semester, areas of study will include: Absolutism, the Age of Enlightenment, Revolutions, Nationalism and Imperialism, and World War I. While focusing on the political, economic, social, and intellectual developments in Africa, Asia, Europe, and the Americas, students will continue to develop critical thinking, writing, and research skills, culminating in a researched analysis centered on evaluating the historical impact of a significant figure, event, or place in our world’s history. 4318 CONTEMPORARY WORLD HISTORY (! credit) This is a required course for all students during their Sophomore year. It will concentrate on 20th century world history and focus on such topics as the Russian Revolution, World War II and the Holocaust, Cold War, Decolonization, tensions in the Middle East, Globalization, non-state actors, and human rights issues. In addition to the 20th century, students will be required to engage with current events on a regular basis and will continue to develop critical thinking, writing, and research skills in preparation for their junior year courses. Students may request a particular semester; however, placement may be in either semester. This course will be offered in both the Fall and Spring semesters. 4309 COMPARATIVE WORLD RELIGION (! credit) This course introduces students to the academic study of religion and surveys various topics within the historical, literary, and philosophical traditions of the world’s major religions. It emphasizes the reading of sacred texts and other critical primary source material, including portions of the Hebrew Bible and the New Testament. This course meets for one semester, fulfills the religion requirement, and may be taken in 10th, 11th, or 12th grade. Students may request a particular semester; however, placement may be in either semester. This course will be offered in both the Fall and Spring semesters. 4315 UNITED STATES HISTORY SURVEY (1 credit) This course fulfills the U.S. History requirement and is normally taken during the Junior year. Key areas of study include: Colonial America, the Revolutionary War, the framing of the Constitution, the Jeffersonian and Jacksonian eras, the Civil War, Reconstruction, the Gilded Age, America during World War I and II, and the Cold War. Current events are also incorporated during the year. Throughout the course, students will hone essential competencies such as: primary source

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analysis, research skills, effective historical writing, and public speaking. Students develop their skills through a variety of assignments including in-class essays, document-based questions, project-based learning, and daily class discussion. Students will complete a document-based essay to conclude the fall semester and sit for a final exam in the spring. 4311 AP UNITED STATES HISTORY (1 credit) This course fulfills the U.S. History requirement and is normally taken during the Junior year. This course is an in-depth, analytical survey of the social, political, economic, cultural, and intellectual history of the United States from the settlement of North America to the present. Throughout the course, students will hone essential competencies such as: primary and secondary source analysis, analytical historical writing, argumentation, effective discourse and public speaking. This course will prepare students for the Advanced Placement exam, which will be taken in May. Your Contemporary World History teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

Life imitate Art? (Oscar Wilde: definitely the latter!) Open to students in grades 10-12, this course will be offered in both the Fall and Spring semesters. 4321 HISTORY: MODERN DICTATORSHIPS (! credit) This semester-length course will investigate modern-day dictatorial regimes. It will examine the conditions that allow such regimes to rise and gain power, the methods in which they maintain power, and the legacies of such regimes. Through research and document-sourced readings, students will uncover parallels and commonalities among regimes across the globe. We will comb through firsthand accounts from victims, enforcers, and rulers to gain historical perspective of the time and place. Students should expect to work independently as well as collaboratively on various projects throughout the course of the semester. Open to students in grades 10-12, this course will be offered in the Spring semester. 4325 AMERICA IN THE 60’S (! credit) Adopting an expanded timeline that begins in 1955, the course provides a survey of the United States with an emphasis on several interrelated themes: the rise of rock ‘n roll, the War in Vietnam, the Civil Rights Movement, the Counterculture, Domestic Politics, and the Demise of Liberalism and the Watergate Scandal. By tracing these movements from the mid-fifties, students can better understand the radical social and political transformations that defined the era. Open to students in grades 10-12, this course may be offered both semesters.

ELECTIVE COURSES IN HISTORY AND SOCIAL SCIENCES: 4314 A HISTORY OF ENGLAND, 1901-1936 (! credit) This course will examine the history of England in the contexts of both domestic and international affairs between the years 1901 (the accession of Edward VII) and 1936 (the death of George V). The BBC series Downton Abbey would serve as the departure point for our inquiries into the salient issues and events of that era. Topics will include, but not be limited to: the sinking of the Titanic, the outbreak of the Great War and its effects on the home front, the women’s suffrage movement, the emergence of socialism, the question of Irish independence, the rise of new technologies into daily life (electricity, phone, car, etc.), and the dismantling of the traditional class system. This subject matter will further allow the consideration of related philosophical questions: What is the relationship between fact and fiction? What role does the imagination play in historical study? Can drama or fiction or art convey Truth? Or, is Truth the dominion of the natural and social sciences alone? Does Art imitate Life or does 32

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4330 HONORS HISTORY: THE MIDDLE EAST (! credit) In this semester-length Honors course, students will explore the field of Geopolitics in the modern era. Geopolitical conflict is a core theme of the class and will be examined through the lens of international relations theory. Modern conflict in Eurasia, potential conflict in East Asia, and other geopolitical trends will also feature in the class. In our examination of the modern Middle East, we will focus on six primary factors that have shaped it: Islam, the Ottoman Empire, European colonialism, Israeli statehood, oil, and the impact of America’s 20th Century History and Social Sciences

interventionism. Daily class participation and a general understanding of current events are expectations of the class. Students should keep up with the news and take an active interest in analyzing consequential events as they arise. Students will also regularly explore and analyze demographic, economic, and geographic data in the form of maps, charts, graphs, tables, and other visuals. Students should have a general interest in political science, history, geopolitics, and economics. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. 4331 HONORS HISTORY: THE HIDDEN HISTORY OF RICHMOND (! credit) Explore your city’s unique history! Investigate Richmond’s story through virtual and in-person field trips. See revolutionary Richmond, Patrick Henry’s “Give me liberty!” speech, visit Gilded Age Richmond’s Old City Hall and Maymont, and experience the Golden Age of the Harlem of the South through this elective. In this course, students will visit points of interest, discover primary sources, and work in collaboration with each other and academic contacts within our community, while learning about Richmond’s history. Research will be a major component of the course. Students will finish the semester exploring Richmond through the experience of others; an Oral History will be the final project of the semester. Through expeditions, projects, and conversations, students will uncover and share the hidden history of Richmond with their community. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Spring semester. 4334 HONORS HISTORY: GENDER AND SOCIETY (! credit) “Man Up”, “Girl Power”, gender reveal parties, Barbie dolls, and GI Joe: gender is everywhere! This course studies the ways in which gender matters in history and culture with a particular emphasis on the United States. Societal definitions of masculinity and femininity have helped shape events, behaviors, beliefs, cultural products, and social norms. Ideas about what it means to be a man or a woman have, therefore, been extraordinarily powerful in our culture and can be seen in both the historical narrative and in everyday pop culture representations such as films, literature, and consumer products. In this course, we will consider the interconnections between varied categories of identity like race, ethnicity, and socioeconomic status as we study the definitions of gender in the past and present. The course will be discussion and writing focused culminating in a student-selected final project or paper on a related topic of women’s history or gender studies. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. 4335 HONORS HISTORY: RACE, CULTURE, & SPORT (! credit) Sports explain the contours of race, gender, and economic struggles in U.S. History; they reflect patterns and changes in American culture. Any scholar who probes into, for instance, the 1947 Major League baseball season, uncovers societal issues that cut deeper than the drama of individual athletic contests. Students of United States history are all familiar with the Jackie 34

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Robinson story, and how Robinson’s 1947 breaking of the color line was as powerful as the Montgomery Bus Boycott in launching the Civil Rights Movement. In this course, students examine how changes in American sports are connected to an evolving American society. They start the year by examining secondary treatments of the subject; they later study primary sources. As they reflect on popular figures like Jesse Owens, Muhammad Ali, and Mia Hamm, they contrast academic versions of history with popular versions: film, novels, and documentary histories. This course is a writing course. Students expand and refine their writing skills as they produce compositions based on the course content. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in both semesters.

4344 HONORS HISTORY: THE 21st CENTURY WORLD STAGE (! credit) In the midst of social and governmental change, turmoil in the Middle East, and climate change; it is an interesting time to consider what is happening in the news and how we got here. This course is for students interested in taking a deep dive into all aspects of the economy, politics, and social change that is occurring in the United States and around the world. Students will consult domestic and international media sources to examine a variety of perspectives. A significant emphasis will be placed on developing digital literacy and identifying media bias. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in both semesters. 4345 HONORS HISTORY: CIVICS AND THE RESPONSIBLE CITIZEN (! credit) Students who enroll in Civics and the Responsible Citizen will explore the foundations and evolution of, as well as the current status of government in both the Commonwealth of Virginia and various localities throughout the Commonwealth. Students will consider the role of both the government and the governed; explore the inner workings of the Virginia government; engage with current hot topics facing our Commonwealth; and learn what it History and Social Sciences

takes to be a conscientious, informed, and active citizen. In addition, students will engage with current lawmakers to learn about current issues facing our community, explore the root causes, seek to understand the stakeholders involved, and recommend a course of action. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course may be offered in either semester. 4347 HONORS HISTORY: LENSES OF THE COLD WAR (! credit) This semester-length course will explore how different mediums depict the history of the Cold War. It will begin with an enhanced study of the events that shaped the Cold War. The following units will then more specifically move to examine the impact of art and music on society, the historical accuracy and authenticity of literature and film, and how advancements in science and technology all contribute to our understanding of the significance of this global event. Students will work to pursue answers to the questions of how and why the Cold War was more than just Capitalism vs. Communism, and how tensions between the United States and the Soviet Union extended far beyond the political borders of each country. Through class discussion, debate, in-class assessments, and the use of current events, students will further their understanding of the importance of viewing history through multiple perspectives, or lenses. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. 4349 HONORS HISTORY: DIPLOMACY AND INTERNATIONAL RELATIONS (! credit) This semester-long course introduces students to the key ideas, actors, and issues shaping today’s global political landscape. Students examine how countries interact, why conflicts and cooperation occur, and how international organizations respond to global challenges. With support from the Powell Institute for Responsible Citizenship, the course offers unique opportunities to engage with active diplomats and foreign service professionals and includes visits to an embassy or consulate. Emphasis is placed on core diplomatic skills such as communication, negotiation, conflict resolution, and emotional intelligence. Through case studies, current events, and research, students analyze multiple perspectives on issues like security, human rights, globalization, and climate change. The skills and content of this course are especially relevant for students interested in international relations, the foreign service, public policy, as well as international business and law. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester. 4312 AP U.S. GOVERNMENT & POLITICS (! credit) This course provides a collegelevel, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other sources to gain an understanding of the relationships and 36

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interactions among political institutions, processes, and behaviors. They will also engage in debates, discussions, presentations, and writing exercises that will require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. By the end of the course, students will have a strong understanding of how our government works and, thus, will be better-informed citizens. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in both semesters. 4319 AP COMPARATIVE GOVERNMENT & POLITICS (! credit) This course reflects a college-level introductory course in Comparative Government & Politics. By taking on this challenge, students will achieve a better understanding of their own political system by comparing it to others. Specifically, students will study China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. These six case studies will give students concrete examples of comparative political concepts. Examples of concepts include political theory, ideology, civil society, government institutional structure, democratization, and globalization. Additionally, students will be required to engage regularly with current events. This course is of particular interest to students who have a love of current events or Model United Nations, and those who plan on majoring in fields related to political science or international relations. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Spring semester. 4332 AP MICROECONOMICS (! credit) AP Microeconomics gives students a thorough understanding of economic principles that apply to individuals and their decision-making, both in their roles as consumers and producers. Microeconomics places primary emphasis on the nature and function of product markets, and includes the study of factor markets and the role government plays in promoting greater efficiency and equity. The object of this course is to help students understand the way in which firms and people interact with one another and to prepare them for the decisions they face as individuals in global market economies. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester and may be offered in the Spring semester. 4333 AP MACROECONOMICS (! credit) AP Macroeconomics is about the behavior of economic systems at the national and international levels. Topics include the methodology of economics as a social science, supply and demand, definition and measurement of important macroeconomic variables and theoretical models of growth, inflation, interest rates, unemployment, business cycles, stabilization policy, exchange rates and the balance of payments. The object of this course is to provide students with a general introduction to the study of economics, and to equip them with a responsible, participating citizen’s knowledge of macroeconomic theory and policy. Prerequisite: AP Microeconomics. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Spring semester. History and Social Sciences

4350 AP HUMAN GEOGRAPHY (! credit) Why might China invade Taiwan? Why is India poised to become the next global superpower? Why are the “Great Powers” willing to fight for the Arctic and its resources? These are all questions of geography. A.P. Human Geography explores how and why people shape the world and why it matters today. Students investigate global patterns of population, culture, economics, politics, and urban development through a spatial, problem-oriented lens, asking core geographic questions: What’s Where?, Why There?, Why Care? Using modern real-world case studies students will critically analyze how systems and processes produce varied and often unequal outcomes across the planet. Emphasis is placed on critical thinking, map and data analysis, and understanding globalization, human–environment interactions, and cultural landscapes. The course builds geographic literacy, global awareness, and analytical skills while preparing students for the national A.P. Human Geography exam in the Spring. Prerequisite: World History. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. This course may be offered in either semester.

SCIENCE All Upper School students must complete either Chemistry or Honors Chemistry and either Biology or Honors Biology. Most Upper School students will take either Physics or AP Physics I. The only students who are exempt from taking Physics are those who, by the end of their Junior year, will have completed the math sequence of Algebra 1, Algebra 2, and Geometry only. These students may, of course, take Physics as juniors or as seniors pending a conversation with and the approval of their Sophomore year science and math teachers. All other students must take a year-long Physics class.

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Students may not bypass any level of Physics for an AP Science during Junior year. Students who wish to take an AP Science during Junior year must have completed or be concurrently enrolled in Physics, AP Physics I, or AP Physics C. All courses include laboratory work and may include summer reading. 5411 CHEMISTRY (1 credit) What’s so important about water? Why is petroleum so essential to our everyday lives? Where do the raw materials to make an iPhone come from? These are a few of the questions students will consider in this course. Through a broad overview of topics in the field, students will explore the uses and hazards of chemical processes in industry and manufacturing, energy production, health and medicine, and the environment. Inquiry-based laboratory investigations will emphasize mathematical relationships and the conceptual understanding of chemical processes. 5412 HONORS CHEMISTRY (1 credit) Chemistry is the study of matter and all of its changes. Students who pursue Honors Chemistry will go beyond the fundamentals making in-depth explorations of matter, atomic and chemical structure, reactions, and matterenergy relationships. Teachers will also emphasize the roles that chemicals and chemistry play in everyday life. Honors Chemistry is a rigorous, inquiry-based course in which laboratory work, observational skills, critical thinking, the defending of arguments related to specific chemistry content, and clearly written explanations of technical processes and experiments are developed and refined by building an excellent foundation for further science exploration. Students should possess a strong independent work ethic, deep intellectual curiosity, the ability to follow instructions, a respect for safety when working with chemicals, and a knowledge of fundamental mathematics including basic Algebra; enrollment in Honors Algebra II or higher Math level is strongly recommended. Prerequisite: Admission into this course is by teacher recommendation only. 5420 BIOLOGY (1 credit) In this course, students will tackle such fascinating topics as: cellular organization; biological diversity; biochemical processes in plant and animal systems; and interdependence in population genetics and ecosystems. Students will also examine gene pools and evolution. Students will refine their skills designing experiments, analyzing data, and interpreting findings using peer-reviewed journal articles and reputable online sources. Students will write and present on biology topics to bring a deeper understanding of such areas as current events, climate change, biodiversity and conservation, medical advances, and justice issues. Prerequisite: Chemistry or Honors Chemistry. 5422 HONORS BIOLOGY (1 credit) This course introduces students to the study of life and will cover a range of topics, including biochemistry, cellular processes, heredity, evolution, and ecology. Concepts will be explored through experimental design, data analysis, modeling, lab activities, case studies, and projects. This course will strive to develop independent learners with strong critical thinking and scientific analysis skills Science

in order to prepare for upper level science courses. Prerequisite: Chemistry or Honors Chemistry. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

5430 PHYSICS (1 credit) “You can’t fully enjoy a game unless you know its rules. Whether it’s a ball game, computer game, or party game - if you don’t know the rules, it can be boring. You miss out on what others enjoy. In Physics, we begin by looking at some of nature’s most basic rules.” This is a quote by Paul Hewitt, the author of the popular textbook, Conceptual Physics. In this first course in Physics, with just a few laws, we will be able to tie together a wide variety of phenomena and see physics behind everything. The course can be broken into three segments: Mechanics, Dynamics, and Electricity. Mechanics explores how things move, including one-dimensional, two-dimensional, and projectile motion. Dynamics shows why things move; including Newton’s Laws of motion, circular motion, gravity, and planetary motion. Electricity studies force fields, current, resistance, voltage, and the connection between magnetism and electricity. Laboratories occur regularly, and lab activities conducted during class reinforce the concepts and improve our reasoning skills. Prerequisites: Proficiency in Algebra and Geometry. The Department will place students in Physics, AP Physics 1: Algebra Based Mechanics, or AP Physics C according to their math experience and departmental recommendations. 5433 AP PHYSICS 1: ALGEBRA BASED MECHANICS (1 credit) The course will follow the national curriculum guide. AP Physics 1 is an algebra-based, introductory, collegelevel physics course. Students cultivate their understanding of physics through classroom study, in-class lectures, and activities, as well as hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, and conservation. The college-level digital textbook and homework program are required resources that students will use to master the content throughout the year. Laboratories occur regularly, and lab activities conducted during class reinforce the concepts and improve students’ reasoning skills. Engineering projects are added to each semester as research components. Some topics will involve videos and note-taking at home so that class time can be used for deeper 40

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discussions of the topics and for assisted practice. Because this is an AP course, students should be independent learners, highly motivated, and have excellent study habits. All students enrolled must take the AP Physics 1 Exam in the spring. Prerequisites: Completion or concurrent enrollment in Honors Pre-Calculus or an AP Calculus course. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. The Department will place students in Physics, AP Physics 1, or AP Physics C according to their math experience and departmental recommendations. 5450 AP PHYSICS LEVEL C: MECHANICS (1 credit).The course will follow the national curriculum guide, while sprinkling in a few modern physics topics along the way. Specific topics include three-dimensional vectors, kinematics, statics, dynamics including rotational dynamics, oscillatory systems, drag forces, gravity, Kepler’s Laws, linear and angular momenta, special and general relativity, an intro to nuclear and particle physics, work, energy and power. Calculus skills include differentiation, integration, partial derivatives, and solving some 1st and 2nd order differential equations. Laboratory work will be incorporated. Compared to the first-year Physics course, the approach in this course is more mathematical and offers significantly more challenges in problem solving and derivation of formulae. All students enrolled must take the AP Physics C Exam in Mechanics. Prerequisite: Completion or concurrent enrollment in AP Calculus AB. Your current Science teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

ELECTIVE COURSES IN SCIENCE: 4348 ARCHAEOLOGY (! credit) New discoveries await! Excavate the unseen history beneath our feet, and tell the hidden stories of the past. This class will cover the basics of archaeology, with a focus on Colonial American Archaeology. We will discuss the interdisciplinary theories, methods, and techniques that guide the study of the past and learn how archaeological research is conducted and interpreted. This will be a hands-on class driven by labs and activities, readings, site visits, guest lectures, and participation in excavations at local historic sites. One Saturday during the semester will be requested for this course. After this class, students will be eligible to participate in further digs, teaching/ mentoring middle school students during local digs. Open to students in all grades, this course will be offered in the Fall semester. 5449 EXPEDITIONS: ASTRONOMY & HISTORY (! credit) For thousands of years, we have explored humanity’s relationship to the universe, and our observations about the sky have helped to guide our societies and cultures. Scientific discoveries and technological advancements have progressed our understanding of space; from Ptolemy to Kepler to NASA’s new Webb Space Telescope to the observations of exoplanets around other stars. In this course, we will explore the progression of these astronomical discoveries and their impact on our world. Students will complete research reports and projects on astronomical progress through the centuries and current explorations and expeditions across the Science

universe. There will be optional evening star viewings at the Robins Campus as well as an overnight trip to an observatory in Virginia or West Virginia. Open to students in all grades, this course will be offered in the Fall semester.

5453 PALEOGEOLOGY: THE FIRST 4.5 BILLION YEARS (! credit) Did you know that photosynthetic plants have controlled the composition of Earth’s atmosphere for the last 3 billion years? Or that the oxygen plants produce was created in stars that lived and died perhaps billions of years before our solar system formed and millions of light-years away? What is the Snowball Earth Theory and how could the planet have gone from ice covered to entirely tropical forests and swamps? Why are there marine fossils in Wyoming and at the top of Mt Everest? This is a geology course that will cover the origins of the Earth and life and how each has influenced the other over their 4.5-billion-year history. Through the lens of the immense length of geologic time, students will explore changes in the Earth’s surface and interior, the oceans and atmosphere, and life on this unique Blue Planet. Open to students in all grades, this course will be offered in the Spring semester. 5454 PHYSICAL GEOLOGY: THE WORLD BENEATH OUR FEET (! credit) Where does all the lithium for batteries actually come from? How was the Grand Canyon formed and what can it tell us about the Earth’s past? Did you know that processes that created the beautiful Appalachian Mountains were once as violently explosive as Mt. St. Helens and Mt. Vesuvius? From the rare and precious minerals used in modern battery technology to the mundane gypsum board and cement used for construction, modern life requires resources from the Earth. The same processes that create these materials also shape the land into both familiar and fantastical forms. Using examples from Virginia, North America, and beyond, students in this introductory geology course will explore the forces that shape the landscape, as well as create the natural resources we use every day. Open to students in all grades, this course will be offered in the Fall semester.

Science

5483 SUSTAINABILITY SCIENCE: CLIMATE CHANGE (! credit) In this hands-on exploration of climate change science, student interests will use purpose-driven inquiry to explore causes and impacts of global warming with laboratory and outdoor field experimentation, including overnight camping trip during the school week and regular in-school field excursions. Synthesizing evidence from atmospheric, geological, oceanic, and biological sciences, students will formulate a deeper understanding of the complexities of climate change. In addition, students will design and implement science-informed community projects to mediate disproportionate impacts of climate change and/or to tackle lowering carbon emissions from farming, transportation, and/or industrial processes. Using primary experimental results (including thermal drone data), students will learn how to apply their analyses to design long-term solutions. Students are encouraged to submit successful projects to science competitions. Open to students in all grades, this course is offered in the Fall of 2027 and every other year. 5484 SUSTAINABILITY SCIENCE: BIODIVERSITY & CONSERVATION (! credit) In this hands-on exploration of the causes and effects of our current, global mass extinction crisis, students will use purpose-driven inquiry to explore diversity at the genetic, species, habitat, and ecosystem levels with laboratory and outdoor field experimentation, including overnight camping trip during the school week and regular in-school field excursions. Students will formulate a deeper understanding of how to protect the ecosystems services of biologicallyrich communities. In addition, students will design and implement science-informed community projects to address bioremediation, endangered species protection, and habitat fragmentation. Students will learn how to analyze and model data while presenting scienceinformed solutions to the Collegiate community and beyond. Open to students in all grades, this course will be offered in the Fall of 2026 and every other year. 7008 INTRODUCTION TO ENGINEERING DESIGN (! credit) In this course, Design thinking will be introduced as a tool to explore potential problem areas in and around Collegiate. Students will go through the process of identifying a project to work on and narrow down solutions until a single solution is justified. Students will then engineer their design by integrating content of other courses (Science, Mathematics, and Arts & Humanities) and iterate through prototypes to take the design as far as they can go in the semester. Students will be expected to produce one or more design products and give presentations periodically. Prerequisites: Course 7003 Steam Collaboratory or 7009 Intro Robotics course. This course will be offered in the Fall semester. 7009 INTRODUCTION TO ROBOTICS (! credit) In this course, students will be introduced to different technical skills required to design and build a robot. At the end of the course, students should feel comfortable with joining a competitive robotics team, such as Collegiate’s First Robotics Competition (FRC) team 5804, Torch. Students will be taught how to use subtractive manufacturing tools (bandsaw, table saw, and mill) and additive manufacturing tools (3d printer) to fabricate parts. Designing parts will be accomplished with Computer Aided Design (CAD) softwares. Robotic electronic systems will be taught Science

using the control system used on FRC teams. Programming with Java will be introduced as a way to integrate the mechanics and electronics of the robot to accomplish predefined tasks. Depending on time, data analysis tools such as Tableau and/or an overview of marketing strategies may also be introduced as supplementary material. Open to all grade levels, this course is offered in the Spring semester. Students wishing to supplement and/or get a head start on material learned in this course can consider joining Collegiate’s FRC team which meets year round. 5448 ORGANIC CHEMISTRY (! credit) How does aspirin work? Are artificial sweeteners bad for you? Is there an efficient way to recycle and reuse plastics? These are a few of the questions students will consider in this course. Organic chemistry is the study of carbon containing molecules. Carbon is unique in that it can form chains and rings with other carbon atoms, and it is essential to life as it forms the backbone of DNA, RNA, sugars, lipids, and proteins. This course will cover nomenclature, reactions, and organic mechanisms through a variety of modalities including problem-solving, case studies, and laboratory investigations. This course may be helpful for those interested in medical, pharmaceutical, dental, veterinary, or nursing careers. Prerequisite: Chemistry or Honors Chemistry. This course will be offered in the Fall semester. 5447 MARINE BIOLOGY (! credit) This course will introduce students to the study of marine organisms and their behaviors and interactions with the environment. The study of life in the sea combines chemical, geological, and physical oceanography so that students may best understand how the ocean’s ecosystems function. Marine Biology is the application of different specialties in biology and is not a separate discipline. The instructor will guide the course based on four specialties: oceanography, marine ecology, the biology of invertebrates/fishes, and the analysis of ocean ecosystems and their conservation. Concepts will be taught through lectures, inquiry, dissection, and field trips. An Upper School student who shows interest in the life sciences, imagines a future career or study in biology, or a student who is simply interested in broadening their knowledge of the Earth’s biodiversity would find great interest and meaning in this course. Prerequisites: Chemistry or Honors Chemistry; the course may be taken concurrently with Biology or Honors Biology. This course will be offered in both semesters.

5481 FORENSICS (! credit) This course will introduce students to Forensic Science, which applies the knowledge and technology of science to criminal investigations and legal aspects. The purpose of this course is to provide students with a fundamental understanding of modern criminalistics and scientific processes related to this field of study through hands-on activities. Students will focus on basic concepts in this field, learn how to assess measurable evidence, create hypotheses, and make decisions based on facts. Laboratory investigations are an integral part of this course and include the use of scientific research, measurement, laboratory technologies, and safety procedures. Case studies, which include real-life examples of criminal investigations, will be reviewed to apply concepts learned in class. Prerequisites: Biology or Honors Biology. This course will be offered in the Fall semester and may also be offered in the Spring. 5445 HUMAN ANATOMICAL SYSTEMS I (! credit) This course offers an introductory study of the human body and several systems. Students will begin with an introduction to anatomy, divisions, and anatomical terminology. The class will progress to study the following systems: integumentary (skin), musculoskeletal including the skeleton, cartilage, joints, and muscle, as well as the lymphatic, and endocrine systems. Conditions and diseases related to the specific systems will be discussed in synchronization with the system of focus. Concepts will be taught through lecture, inquiry, and by use of animal dissections and anatomical virtual reality. This course is intended for students with future interest in the health sciences and medical field. Prerequisites: Biology or Honors Biology. This course will be offered in the Fall semester. 5446 HUMAN ANATOMICAL SYSTEMS II (! credit) This course offers a continued study of the human body and several systems. Students will pursue the study of the following systems: nervous, cardiac, respiratory, digestive, urinary, and reproductive. Conditions and diseases related to the specific systems will be discussed in synchronization with the system of focus. Concepts will be taught through lecture, inquiry, and by use of animal dissections and anatomical virtual reality. This course is intended for students with future interest in the health sciences and medical field. Students may take this course without completion of Anatomy I. Prerequisites: Biology or Honors Biology. This course will be offered in the Spring semester. 5452 NEUROSCIENCE (! credit) Why do some memories last forever and others just a few seconds? Why do we dream? What is the science behind addiction? How does our perception of the world differ from how animals like bees, snakes, owls and more sense the environment? These are just some of the questions students tackle in Neuroscience, an introductory course designed to explore the brain basis for animal behaviors. Students examine the anatomy of the nervous system, sensory and motor systems, brain plasticity (or rewiring), the biopsychology of motivation (eating, sex, sleep, and drug use), and disorders of cognition and emotion. Course content is presented through a variety of readings, guest speakers, inquiry projects and case study discussions. Prerequisites: Biology or Honors Biology. This course will be offered in the Spring semester.

Science

5435 PHYSICS II: LIGHT & SOUND (! credit) This course aims to broaden and deepen students’ understanding of how the universe works through the study of topics not covered in the first-year Physics course, at a mixed regular/honors level depending on the unit. The core of this course is centered on understanding electromagnetic radiation from both the classical and quantum perspectives, and hence this course will give students a very solid introduction to quantum theory that will complement that covered in AP Chemistry. In addition to the interactions of light with matter, we will look at wave motion in general and apply wave theory to sound, hearing, and musical instruments. Additionally, we will discover the physics of things like the eye, lasers, fiber optic cables, and rainbows. A student can elect to do a special project in an area of light or sound in which they are especially interested. Prerequisites: Completion or concurrent enrollment in Physics or AP Physics I. This course will be offered in the Spring semester. 5425 HONORS SCIENTIFIC RESEARCH (! credit) Honors Scientific Research is a unique opportunity for students to experience the rigor and rewards of scientific investigation while still in high school. This course is designed to provide student-driven opportunities in experimental design and data analyses with original written and oral scientific presentations of their work. The program is directed to those students who have a keen interest in science and who would like to pursue excellence and progress into areas of original research. Students must be highly motivated and able to work independently. Emphasis is on both practical investigations and on scientific literature research. Students are taught the protocols for written communication of results and are able to access various peer-reviewed scientific databases. Students’ initiative, perseverance and creativity are fostered through thoughtful scientific iterations of their data collection with close mentorship of the science faculty. Students are expected to work toward completing a project of substantial quality with an eye toward submission in the Virginia Junior Academy of Science competition in the Spring or for publication in a juried journal. Prerequisites: Chemistry or Honors Chemistry. Your current teacher’s recommendation is required, and students may repeat this course. The Department Chair will determine final approval for enrollment in this course. This course will be offered in the Fall semester.

5418 AP CHEMISTRY (1 credit) How can you determine the formula of a new chemical you have made? What keeps your blood at the correct pH level? Why does iron rust but chromium does not? Students will explore the concepts and theories that control the substances of our world. AP Chemistry is a college-level laboratory science class based on the current national curriculum. Students will learn how to use probe-ware and instruments to record and analyze experimental data. Since problem solving requires a highly mathematical approach, preference will be given to those who are in or beyond Honors Pre-Calculus. All students enrolled must take the AP Chemistry Exam. Prerequisites: Chemistry or Honors Chemistry. Your current science teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 5428 AP BIOLOGY (1 credit) AP Biology is a college-level course centered around four big ideas, including evolution, energy, heredity, and biological systems. From the molecular interactions happening within a cell to the species interactions happening in an ecosystem, students will develop a greater understanding of how the biological world functions on different levels. Students will explore these ideas through laboratory work, data analysis, case studies, and other hands-on activities. This course is fast–paced and will rely on a student’s foundational knowledge from their previous Biology course. In order to prepare for college-level science, students will spend the year honing their critical thinking and scientific analysis skills. All students enrolled must take the AP Biology Exam. Prerequisites: Biology or Honors Biology. Completion or concurrent enrollment in Physics or AP Physics I is required. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 5439 AP ENVIRONMENTAL SCIENCE (1 credit) Is global warming real? How does access to fresh water in Africa and the Middle East threaten our national security? How is air and water pollution increasing rates of diseases such as cancer and asthma around the world? How is industrial growth changing the quality of life in developing countries? Will polar bears really be extinct in 100 years? AP Environmental Science will explore the intersection between science, government, economics, and society through this interdisciplinary college-level laboratory science class based on the national curriculum. Students will study natural trends and changes in the Earth’s global environment through laboratory exercises and group projects, as well as studying and debating controversial issues surrounding human exploration and use of natural resources. Because this is an AP course, students should be independent learners, highly motivated, and have excellent study habits. There is summer work for this course. All students enrolled must take the final year-end exam and the national AP Environmental Science Exam. Prerequisites: Chemistry and Biology or concurrent enrollment in Honors Biology. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 5451 AP PHYSICS LEVEL C: ELECTRICITY & MAGNETISM (1 credit). This C-level AP Physics course covers electricity and magnetism. The course will follow the national

Science

curriculum guide. Specific topics include magnetic and electric fields and forces, AC and DC circuits, capacitors, resistors and inductors, electromagnetic waves, and many laws in E&M, including those of Coulomb, Gauss, Ampere, Faraday, Maxwell, and Biot-Savart. Calculus skills include differentiation, integration, partial derivatives, and solving some 1st and 2nd order differential equations. Laboratory work will be incorporated. Compared to the first-year Physics course, the approach in this course is more mathematical and offers significantly more challenges in problem solving and derivation of formulae. This course uses the same textbook used for the mechanics AP-level course. All students enrolled must take the AP Physics C Exam in Electricity and Magnetism. Prerequisite: Successful completion of AP Physics I or AP Physics C: Mechanics. A student may enroll both in Mechanics and E&M. Successful completion or concurrent enrollment in AP Calculus AB or BC. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

The Capstones at each division share some common elements and have some distinct developmentally appropriate components. Common to Capstones at All Divisions: • Responsible Citizenship Focus • Collaboration • Leadership • Design-Thinking • Experiential • Public Sharing The themes of the Capstones at each level will also build upon each other. Lower School (4th Grade): Envision Collegiate – focus on campus and Collegiate community Middle School (8th Grade): Envision Richmond – focus on Richmond region Upper School (12th Grade): Envision Your World – focus on student contribution and connection to world Senior Year Capstone: Envision Your World Each Capstone will have at its core an essential question or challenge, and will empower students to use their cumulative learning to engage with this challenge. Students will be able to choose from a variety of Capstone experiences each embedded in a one-semester course, each with a curricular focus on one or more of the areas of Responsible Citizenship - Global Engagement, Inclusion, Economic Literacy, Entrepreneurship, Civic Engagement, Ethics and Sustainability. All senior Capstones emphasize collaborative leadership through partnerships beyond the Collegiate community. For Capstone placement, students rank preferences for all Capstones. While there are course-specific assessments rooted in a commitment to project-based learning, Capstones share assessments focused on compassionate leadership, collaboration, public sharing, and responsible citizenship.

SENIOR CAPSTONE All Upper School students must complete a one semester Capstone course in their Senior year. The Capstone Program brings to life students’ classroom learning in a real-world context. Capstones in each division are guided by the school’s commitment to Responsible Citizenship, which empowers engaged, contributing citizens by nurturing students’ compassion, creativity and purpose. The Capstone programs in the final year of each division embody this vision – creating space, opportunity, and challenge for our students to help prepare them for their futures. 48

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4401 SENIOR CAPSTONE: ETHICS AND THE ENGAGED CITIZEN (! credit) How can we best engage in thoughtful civil discourse and dialogue around some of the most challenging issues facing our society today? This Capstone pairs the study of ethics with a focus on developing skills of civil discourse and deliberative discussion so that students are better able to engage in their communities as informed, participating citizens. Citizenship requires engaging in the problems of the world, listening to the reasoning of others, and seeking to articulate what we ought to do so that we all may benefit. Pairing classical philosophical dilemmas about issues of political and economic justice with those found in the media, we’ll consider what is right and how we ought to live. Truth can be stranger than fiction, though, and so we’ll explore case studies ripped from the headlines, study ethics in the public sphere to consider modern problems in our personal and public lives, and consult the masters of ethical reasoning to root our Senior Capstone

practice, and compete to focus on making moral choices in a complex world. This class prepares students for Collegiate’s Ethics Bowl, and the winning team will compete in the Virginia High School Ethics Bowl, which is the culminating event of the Capstone. Because students apply their skills of civil discourse and dialogue in the Collegiate Ethics Bowl, they refine skills of respectful, deliberative argumentation in a community dedicated to preparing the next generation of dynamic, creative thinkers. This course will be offered in the Fall semester. 4402 SENIOR CAPSTONE: MAPTIVISM - THE POWER OF PLACE (! credit) How can we leverage geospatial technology to unlock the power of data to tell a compelling place-based narrative to advocate for change? Some of the world’s most pressing challenges, as well as the vulnerable communities impacted by them, are hard for most of us to see. In order to consider how best to make a positive impact on the world, we first must find tools to make these challenges visible. In this Capstone, students will learn to recognize geographic patterns and processes in their community and ultimately visually represent local and global challenges through the combined power of data analysis and place-based storytelling. This course is designed to introduce the basic principles and techniques of mapping centering on GIS (Geographic Information Systems), a computer-based tool that uses spatial (geographic) data to analyze and advocate for paths forward. Students who are equally curious about data analysis and technology as well as the social sciences will be a strong fit for this collaborative, creative course. This course may be offered in the Fall or Spring semester.

4404 SENIOR CAPSTONE: THE RIVER CITY (! credit) How might a shared understanding of Richmond’s evolving history empower Richmonders to reconcile our past, live our present, and envision our future? In this Capstone, using Richmond as a second classroom, we seamlessly blend experiential learning, historical exploration, and civic engagement against the backdrop of the James River and the city. As we navigate historical complexities, asking critical questions about how the city’s past is etched into today’s landscape, students delve into Richmond’s indigenous roots, confront the legacy of the trade of enslaved people, and navigate the city with an eye towards the future. Using the power of public art, partnerships with esteemed historians, visits to sites of significance alongside future-focused initiatives, we aim to vividly tell the story of a place. We’ll identify challenges and opportunities in order to foster connections and actively engage with organizations committed to responsible development while preserving our unique story. This course will be offered in the Spring semester.

4403 SENIOR CAPSTONE: GLOBAL PUBLIC HEALTH (! credit) In our interconnected world, how can we improve public health by understanding and addressing the unique cultural, economic, environmental, and political factors influencing well-being? The main mission of public health is to promote health, eradicate diseases, and, in turn, protect human populations around the globe. Given this goal, what should we do? Students will learn in partnership with guest speakers and local healthcare organizations. In this Capstone, we navigate the intricate factors shaping healthcare access and quality of life. Drawing inspiration from the World Health Organization’s global concerns, including health security, infectious disease control, maternal and child health, mental well-being, among others, we delve into the complexities of Social Determinants of Health. Despite global progress, persistent healthcare access inequalities pose challenges. Join us in unraveling the dynamic interplay of these factors, confronting global health complexities, and exploring strategies for a more equitable world. Through a comparative study of international healthcare systems, including the United States’ system, we will adopt a datadriven approach to understand how governments tackle human well-being. This journey invites you to explore innovative strategies making a difference globally and locally, offering valuable insights to envision strategies for improving health outcomes. This course will be offered in the Spring semester. 50

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4405 SENIOR CAPSTONE: INTERNATIONAL EMERGING LEADERS: GLOBAL CONFERENCE (! credit) How can a truly global collaboration challenge me to grow as a leader, and how will these skills prepare me for an engaged future? The International Emerging Leaders Conference (IELC), now in its fourteenth year, is a global conference focusing on Designing for a Sustainable Future. This Capstone is unique in its support for conference participants both in preparing for the conference, immersion within it, and application of the skills developed within it. Students will develop cross-cultural communication and civil discourse skills while also studying the various nations represented at the conference and their relationships with the United States. With a focus on environmental sustainability and human-centered problem-solving, IELC fosters collaboration among students from around the world using aspects of IDEO’s and Stanford University’s Design Thinking process. You will collaborate with students from our international partner schools in small multinational teams on projects addressing an environmental challenge faced by these nations. Together, you will discover key insights Senior Capstone

leading to a potential solution and then take it from an idea to a design pitch. During the conference you will also hear from prominent scholars and business leaders who will share ideas and perspectives. This year the conference will take place from Saturday, October 3 through Friday, October 9; attendance for all 7 days is required. After IELC, students in the Capstone will relay the skills developed during the conference into critically examining the broader context of international relations and current events from around the globe as well as their local communities with a heavy emphasis on the study of the UN Sustainable Development Goals. This course will be offered in the Fall semester.

4407 SENIOR CAPSTONE: STEM LEADERSHIP & COMMUNITY IMPACT (! credit) How can contributing to an international STEM program challenge me to grow as a leader and technological innovator, and how can I leverage those skills to create opportunities for others to engage in STEM? The acceleration of change in humanity’s technological landscape will continue to impact humanity in unimaginable ways. This capstone strives to build the mindsets and skills necessary to develop into a STEM leader and innovator while designing and implementing opportunities for others to learn about and get involved in STEM-connected industries and careers. In this capstone, students will focus on the outreach and community-building opportunities embedded in FIRST Robotics, a global STEM organization that uses robotics as a vehicle for leadership, innovation, and public impact. Rather than building robots or competing on a team, students will explore how strong STEM programs expand access through mentorship, education, events, and partnerships. Students will design and support outreach initiatives that strengthen STEM engagement locally and beyond, offering a variety of pathways for growth as a leader and innovator. No robotics experience is required; students should bring an interest in STEM fields, mentorship, and program development. This course will be offered in the Spring semester. 4409 SENIOR CAPSTONE: CURIOSITY AT WORK (! credit) What do wicked problems have in common with seemingly simple products, and how might a single shift in production or consumption patterns have a far reaching impact?

4406 SENIOR CAPSTONE: TEDxYOUTH@RVA (! credit) What are the “ideas worth spreading” that matter to Richmond’s youth, and how can this add to a global movement devoted to curiosity, reason and imagination? What if you joined a group of students who listen to your ideas, even the outlandish ones? What if you had the opportunity to build skills as a curator, event manager, media producer, designer, or marketing director? And what if you had the chance to create a community event filled with new voices, unexpected performances, and playfulness? Then you’d be in this Capstone to create an officially licensed TEDxYouth event. You’ve probably heard of TED, a gathering for the world’s thinkers and doers to share ideas. TED is on a mission to discover and spread ideas that spark imagination, embrace possibility and catalyze impact; TED welcomes people from every discipline and culture who seek a deeper understanding of the world and connection with others and invite everyone to engage with ideas and activate them in their own community. TEDxYouth has the same spirit, but it’s planned entirely by students who believe in ideas worth spreading. To plan a day like this, you’ll learn about the greater Richmond community—what’s happening, who’s out there, and what kind of music and noise are they making. You’ll discover people who dream big or think about wild ideas; people who find small ways to make a difference in the lives of others; maybe even people who fail big and learn from that failure. The event will be held in November. This course will be offered in the Fall semester. 52

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Economists are inclined to see patterns in information, ask questions and recognize opportunities. Entrepreneurs are creative thinkers who use their imagination in multiple ways to explore new possibilities, generate connections and express original ideas. When economic understanding, entrepreneurial thinking, and creativity converge - magic happens. Rockets are launched into space, new technology platforms surface, and cities are powered by windmills in the sea. In the Curiosity at Work Capstone, we explore seemingly simple products whose creation is complex by learning how to map systems making relationships and connections visible. Students harness their curiosity to unearth patterns in information and ultimately visualize a web of global resources being combined to make consumer products - the impact of which can be far reaching. This capstone asks students to apply what they have learned in history, art, and science classes and engages students’ critical thinking and analytical skills while stressing the importance of listening, reflection, dialogue, and collaboration. This course will be offered in the Fall semester. 4410 SENIOR CAPSTONE: PSYCHOLOGY & SCIENCE OF ENVIRONMENTAL ACTION (! credit) How can we leverage human psychology to motivate behavioral changes for environmental protection? Caring deeply about any cause can bring a heavy and overwhelming weight. With knowledge comes great responsibility, but how do we help ourselves and others do something that can Senior Capstone

make a real difference? Exploring psychology principles of illusion, top-down processing, bias, and neural plasticity, students will capitalize on their creative and analytical strengths to address real-world challenges of climate change, environmental justice, and species conservation through purpose-driven legacy projects for Earth Action Month. Why do our friends, family, school, and larger communities make choices that both protect and damage the environment? Motivating shifts in human decision-making at different scales of relationships invites students to ask better testable questions, to listen more openly, and to address their own emotional and intellectual responses to environmental issues. The class will explore innovative approaches to sustainable resource use with in-class outdoor field excursions and with an overnight camping trip during the school week. This course will be offered in the Spring semester. 4411 SENIOR CAPSTONE: SUSTAINABLE SOLUTIONS TO THE FUTURE OF FOOD (! credit) How can we ensure that people have access to safe, healthy, affordable food in a way that can be both environmentally and economically sustainable? In order to consider how we might feed over 9 billion people by 2050, this Capstone considers what the future of food might be. First, we start with the contents of the food on our plates, and we’ll work backwards to understand its origin and effects and how the food system has developed up until this point. What are the implications for local and global economies, workers, the environment, animals, our health, and the health care system? What responsibility, if any, do consumers have to “vote with their dollars” to change it, and what should be the government’s role in our food system? Is environmental sustainability compatible with economic sustainability? We’ll optimize learning in and outside of the classroom whenever possible with guest speakers and learning from organizations dealing with issues related to food insecurity and sustainability. Students will learn the principles of design thinking in order to address local challenges in Richmond. This Capstone dives deeply into sustainability and civic engagement. This course will be offered in the Spring semester. 4412SS SENIOR CAPSTONE: COCHRANE SUMMER ECONOMIC INSTITUTE (! credit) What is the impact of growth and change on Richmond’s community and how are citizens part of the conversation? As Richmond accelerates into the future as a hub of innovative industries and cultural diversity, the landscape and economy are being reshaped. Our Virginia city now ranks fourth nationally for economic growth potential among mid-sized cities, as recognized by Business Facilities Magazine. Richmond’s growth is driven by local talent and resources producing global products. In Richmond City, CoStar’s expanded headquarters and life-sciences research and development strengthen innovation and jobs. Chesterfield County benefits from Commonwealth Fusion Systems’ plans for a multibillion-dollar fusion power plant and LEGO’s $1 billion carbon-neutral factory. Henrico County’s economy is boosted by Startup Virginia’s new Innovation Hub, showcasing the region’s economic 54

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vibrancy. During CSEI, students explore systems impacting organizations and citizens in our community. Through field exploration and citizen engagement, they gain awareness of the community’s interconnectedness and challenges. Participation is by application only, with students applying in November through February of their Junior year. Accepted students may register for Capstone credit through Summer Quest. This course will be offered in the Summer semester.

VISUAL ARTS All Upper School students must complete one Arts credit. This requirement may be satisfied by completing any of the courses either in Visual Arts or in Performing Arts. DIGITAL MEDIA: 6651 DIGITAL PHOTOGRAPHY I (! credit) Students will explore art through the use of digital cameras to produce original photographically-based artwork. This course is designed for those who are interested in learning photography and in improving their visual communication skill. Using the Adobe Creative Suites, students will use photography as a medium to hone their artistic voices by employing the elements of art and design to craft original digital compositions of both real and imagined spaces. Through various class projects, students will gain a solid understanding of various photographic techniques and learn to use those techniques effectively to express their personal visual ideas. Class critiques and the study of contemporary artists’ work will help promote discriminating technical and artistic judgment. Students will be provided digital cameras for use during class and will be allowed to use their personal devices (phones, tablets or cameras) when homework is assigned. This course is appropriate for any student that has taken Fundamentals, Intermediate or Honors Photography. Open to all grade levels, this course may be offered in either semester. 6672 DIGITAL PHOTOGRAPHY II (! credit) This is an advanced studio course designed for students to transition from single-image mastery to the creation of cohesive, thematic bodies of work. Building upon the core mechanics of Digital Photography I, this course introduces professional studio lighting, advanced color management, and sophisticated post-processing techniques in Adobe Lightroom and Photoshop. Students will engage in rigorous critical discourse through advanced critiques and the study of contemporary global issues in photography. The course culminates in the production of a professional digital portfolio and a physical exhibition-quality series. Prerequisite: Digital Photography I. The Department Chair will determine final approval for enrollment in this course. This course may be offered in either semester.

Senior Capstone

6701 GRAPHIC DESIGN (! credit) This course will introduce students to the art and technique of digital art and design through Adobe Illustrator and Photoshop. In this course, digital art is defined as a distinctly human practice and, as such, a vessel for communication, design, and visual literacy. Students will be equipped with technical, buildable skills in graphic design and digital art as both a fine and commercial art by participating in projects such as designing album covers, visualizing the shapes and colors of sound, and concept branding for businesses. Students will explore the technical aspects of creative design, digital art making, and editing, and will be encouraged to both define and refine their aesthetic impulses and visual preferences in the digital space. Open to all grade levels, this course may be offered in either semester. 6622 DESIGN FOR PUBLICATION: TORCH YEARBOOK (! credit) This semester course is designed to introduce the principles and production skills needed for students to document a year in the life of Collegiate through graphic design, photography, and copywriting for the school’s yearbook, Torch. Students are introduced to the basic principles of publication production; areas of emphasis include graphic design, event photography and photo management, interviewing, copywriting, organizational and management skills. The class works collaboratively to produce a 320-page full color publication while maintaining deadlines and working within a budget, and then manages distribution during post-production. Post-production class time will study best practices and trends in student and professional publications, partnering with professional artists, writers, and journalists when possible. Students repeating the course are eligible for editorial positions, and honors status may be awarded to upperclassmen holding board positions upon approval. Open to all grade levels, this course will be offered in both semesters. 6715 ANIMATION (! credit) In this course, students will explore the creation of both digital animation and video projects with the use of the Adobe Creative Suite, Cap Cut, and other digital programs. Students will learn to animate their drawings, photographs, and objects in both a three-dimensional and a digital space. Students will generate original scripts and storyboards to craft narratives and complete both individual and collaborative projects. Part of the course will also include the opportunity to view and discuss various forms of animation and its history. Open to all grade levels, this course may be offered either semester. 2-D MEDIA: 6606 DRAWING I (! credit) This semester-length class will teach basic drawing skills that will allow students to render faithfully what they see in front of them. Students will also explore the more abstract side of drawing, ascertaining the visual design elements that underscore the most powerful pieces. Finally, students will learn how to express symbolically their unique perspective of the world. This class gives exposure to a variety 56

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of materials including pencil, colored pencil, charcoal, pastels, water media, and collage. All work will be done on paper, derived from the still life genre. Open to all grade levels, this course will be offered in the Fall semester.

6618 DRAWING II (! credit) This semester class, which builds on the skills learned in Drawing I, will enable students to create work that is accurate and meaningful. Students will continue to explore the visual principles derived from still life, while focusing more specifically on realistic depiction (it looks like what it is) and figurative content. Towards these ends, students will draw from a clothed model and create three different selfportraits. This class will teach students to draw in ways most view as masterful and impressive. Prerequisite: Drawing I. This course will be offered in the Spring semester. 6619 PAINTING I (! credit) This class is intended to be an introduction to acrylic paint as a process, technique, and content. Specific topics covered include paint handling and brush technique, mark-making, color theory, the difference and relationship between drawing and painting, and the genres of still life, abstraction, and symbolic self-portraiture as they apply to the paint medium. It also examines specific artists’ work as a springboard to most of the projects covered. As this class is only one semester, its pictorial language is directed to the recognizable (though non-figurative) aspects of the world. Students will be finding ways to express ideas they have through painting objects, colors, and textures that might stand for themselves. Open to all grade levels, this course will be offered in the Fall semester. 6637 PAINTING II (! credit) This class is intended to extend the technical knowledge gained in Painting I by applying it to more figurative subject matter. In this way, it is the painting equivalent of Drawing II. Students initially revisit the still life genre, but will quickly move to their peers’ faces and their own face as content. Self-portraiture is a recurring Visual Arts

theme and content in the class. Students will also paint from a live model and from photographs throughout the semester so that they are ultimately able to depict realistic, figurative form in a variety of color palettes and relationships. Prerequisite: Painting I. This course will be offered in the Spring semester.

6600 WOODWORKING I (! credit) This semester-length woodworking course provides the foundational skills needed to safely and confidently work with wood. Through handson projects, students will learn essential woodworking techniques, including measuring, cutting, shaping, joining, and finishing. Emphasis will be placed on the proper use of hand tools and basic power tools, as well as shop safety procedures. Throughout the course, students will complete a series of projects that build technical skills and encourage creativity. In addition to gaining practical experience, students will develop problemsolving abilities, attention to detail, and an appreciation for craftsmanship. By the end of the course, students will have a solid understanding of woodworking fundamentals and the confidence to take on more advanced projects in future courses. Safety equipment and materials will be provided. No prior woodworking experience is required. Open to all grade levels, this course will be offered in the Fall semester and may be offered in the Spring semester.

3-D MEDIA: 6627 CERAMICS I (! credit) This ceramics course provides students with the fundamental skills and techniques needed to create functional and artistic clay pieces. Students will explore hand-building methods such as pinch, coil, and slab construction, as well as an introduction to wheel-throwing. Emphasis will be placed on proper clay handling, surface decoration, glazing techniques, and kiln firing processes. Through hands-on projects, students will develop their creativity, problem-solving abilities, and an understanding of the elements and principles of design. Additionally, students will study historical and contemporary ceramic art to inspire their own work. All materials will be provided. Open to all grade levels, this course will be offered in both the Fall and Spring semesters. 6634 CERAMICS II (! credit) This ceramics course builds upon the foundational skills learned in Level I, allowing students to refine their techniques and explore more advanced methods of clay construction. Students will further develop their hand-building and wheel-throwing skills while learning about more complex forms, surface treatments, and glazing techniques. Through student-directed and teacher-guided projects, students will experiment with form, function, and decorative elements to create unique, refined ceramic pieces. Emphasis will be placed on craftsmanship, creativity, and the development of a personal artistic style. Museums, galleries, books and films will supplement class work. This course prepares students for advanced ceramics study and offers valuable experience for those interested in pursuing the arts. Prerequisite: Ceramics I. This course may be offered in both semesters. 58

6703 SCULPTURE: MIXED MEDIA AND CONSTRUCTION (! credit) This course focuses on the process of constructing (assembling) as a means for art making. We will create artwork with various materials ranging from cardboard and recyclables to wood and clay. Sculptures in both single material format and multiple materials will be options. A significant opportunity in this course is student direction of the sculptures created within general project prompts. Open to all grade levels, this course may be offered in either semester.

Visual Arts

MIXED MEDIA COURSE: 6707 THE SEWN WORLD (! credit) This class is an introduction to the ways in which sewing manifests as both medium and content in the applied and fine arts. Students will focus specifically on thread—its use in machine and hand-sewing— to create pieces that explore pure craft but also work with a more expressive intention. Basic machine sewing, hand embroidery, visible mending, quilting, and soft sculpture are some of the units we will explore in this project-based, semester-long class. Concurrently, students will consider the history of the fiber arts, Feminism, and the intersection of craft with modern and contemporary art. This class is a logical continuation of any interest a student formed in the MS Makers Space but equally open to students with no sewing experience. The ideal student is a curious problem-solver with a tangible desire to slow down. Open to all grade levels, this course is offered in the Spring semester. 6630 HONORS STUDIO ART & PORTFOLIO (1 credit) This year-long course is for the serious art student who is not only visually skilled, but curious, ambitious and independent. It offers students the opportunity to develop both a greater proficiency in a chosen medium while learning to articulate what their work is actually about. Projects operate as prompts that require self-direction and diligence and emphasize the conceptual more than the technical. Critical thinking through writing and formal critique is a significant part of this class. The year culminates with each student presenting a one-person exhibition that Visual Arts

proffers a unified body of work alongside his or her peers. Students may elect to pursue an AP art portfolio but it is not required. Prerequisite: At least four prior semesters of art courses with one of those being a level two course. The Department Chair will determine final approval for enrollment in this course. This class is for seniors only.

6648 TECH THEATER (! credit) Theater technicians are the invisible heroes behind the scenes of any production. In this one-semester course, students will explore the world behind the curtain, learning how to operate sound, lighting, special effects, scenery, and props. Students will apply their skills and knowledge to Collegiate’s main-stage theatrical productions and a collaborative final design project. Open to all students, this course will be offered in the Fall semester.

PERFORMING ARTS All Upper School students must complete one Arts credit. This requirement may be satisfied by completing any of the courses either in Visual Arts or Performing Arts. 6644 ACTING I (! credit) Acting I is a hands-on, experiential course that introduces beginning performers to the fundamentals of acting. With a focus on the development of the physical, vocal, and improvisational skills required to create believable characters, Acting I explores the work of the actor through exercise, creative play, script analysis, and scene work and emphasizes the importance of self-knowledge, imagination, and creative impulse. Open to all grade levels, this course will be offered in the Fall semester. 6646 ACTING II (! credit) With a continued emphasis on developing self-confidence and self-awareness for the performer, Acting II offers the intermediate acting student the opportunity for a more in-depth study of the acting process. The class will continue work on voice, improvisation, and concentration through ongoing and more intensive scene study. Prerequisite: Acting I. This course will be offered in the Spring semester. 60

6662 ACTING III (! credit) Acting III offers the more advanced acting student a chance to further their study of the acting process. While continuing the physical, vocal, and improvisational work begun in Acting I and II, Acting III also examines different theatrical styles by exploring the techniques and skills used by actors in period and non-realistic plays through ongoing and intensive scene study. Prerequisite: Acting II. This course will be offered in the Spring semester.

Visual Arts

6650 THEATER PRODUCTION: DIRECTION AND DESIGN (! credit) How does a theatrical production move from the scripted page to the stage, and what makes theater successfully come to life? Theater Production explores the collaborative art of theater from all angles and examines the diverse and sometimes-conflicting roles of the many artists involved in creating, producing, and maintaining a live theatrical performance. Theater history, script analysis, stagecraft, design, direction, and performance all come together as we explore the process of creating theater from first thought to final strike. Prerequisite: Acting I or Tech Theater. This course will be offered in the Spring semester. 6652 HONORS THEATER (1 credit) In collaboration with the instructor, advanced theater students will design a year-long course of study focusing on one of the following areas: acting, directing, playwriting, theatrical design, or technical theater. This specialized course carries a rigorous workload that includes reading and reporting on one play each week, studying different theatrical styles, traditions, and theorists, and preparing a final research project that will culminate in a public performance. Eligible students must have completed four semesters of any combination of the following courses: Acting I-III, Visual Arts

Technical Theater, or Theater Production. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 6708 CONTEMPORARY DANCE I (! credit) This course is open to all students regardless of experience. Students are introduced to concepts in various modern and contemporary forms; using improvisation, choreography, movement analysis, specific technique-based fundamentals, and anatomy to establish sound technical skills. The course combines theory and practice through reading, writing, viewing, and choreographic studies. The class culminates with a group dance to be performed in the Fall Upper School Dance Showcase. Open to all students, this course will be offered in the Fall semester. 6709 CONTEMPORARY DANCE II (! credit) This course is offered to students who have completed Contemporary Dance I. Contemporary Dance II is a semester-long course that is a progression of modern and contemporary forms with a significant focus on performance through learning and rehearsing faculty work while building a thorough movement foundation. This course culminates with a group dance to be performed in the Spring Upper School Dance Concert. Prerequisite: Contemporary Dance I or Dance Technique. This course will be offered in the Spring semester. 6676 THE DANCE COMPANY (1 credit) This year-long course offers students a deeper understanding of modern and contemporary dance theories and practices. Emphasis will be on the discovery of skills to develop the articulation, alignment, and expressiveness of the body; by furthering dance experiences through reading, writing, viewing, and choreographic studies. Students will learn and rehearse faculty and guest artist work to be performed in the Fall Upper School Dance Showcase and the Spring Upper School Dance Concert. Students who have previously taken Course 6674 Dance Technique or Course 6675 Dance Performance are encouraged to take this course. Prerequisite: Contemporary Dance I or one semester of Special Topics Dance.

6677 THE HONORS DANCE COMPANY (1 credit) This year-long course aims to enrich students’ knowledge about the craft of choreography and performance. Through the creative process, students will explore components of composition used in solo and group works. Emphasis will be placed on applying tools for identifying, selecting, and utilizing a variety of source materials through the use of choreographic devices, structures, and improvisation for generating movement and creating meaning based on elements of the body, energy, space, time, and weight. Students will perform a solo in the fall semester and have the opportunity to present group-choreographed works in the annual Upper School Dance Concert. Prerequisite: At least three prior semesters of dance courses with one of those being a level two course. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course. 6658 SPECIAL TOPICS DANCE: JAZZ DANCE (! credit) With its roots in the African Diaspora, Jazz Dance emphasizes self-expression through physical movement. Since the 1800s, this combination brought the dance form to a formal art on the concert stage. Connection to the vernacular has been maintained in the Jazz dance idiom. Its progression in social dances, minstrel shows, vaudeville, Broadway, and television continued to perpetuate this style of movement. Students are introduced to a variety of contemporary and vernacular Jazz movement styles, rhythms, phrasing, and dynamics. The course combines theory and practice by contextualizing Jazz history and culture through reading discussions, writings, viewings, and choreographic studies. Students will learn and perform a dance to be presented in the Fall or Spring Semester. Open to all students, this course may be offered in the Fall or Spring semester. 6661 SPECIAL TOPICS DANCE: HIP-HOP DANCE (! credit) Born in the Bronx in the early 1970s, Hip-Hop has become a cultural phenomenon. Through music, dance, art, literature, and fashion, Hip-Hop continues to hold meaning and value, informed by personal, social, cultural, and environmental experiences. This course is open to all students regardless of experience. Students are introduced to a variety of movement styles, rhythms, phrasing, and dynamics. Students will explore various street styles: popping, locking, house, and breaking as well as social dances to emphasize self-expression through physical movement. The course combines theory and practice by contextualizing Hip Hop history and culture through reading discussions, writings, viewings, and choreographic studies. Students will learn and perform a dance to be presented in the Fall or Spring Semester. Open to all students, this course may be offered in the Fall or Spring semester. 6711 UPPER SCHOOL MUSIC ENSEMBLE (1 credit) The Upper School Music Ensemble full-year course is for singers and instrumentalists that offers participation in the Collegiate Chorus, Camerata (auditioned), Orchestra, Viradaur String Ensemble (auditioned), Jazz Band (auditioned), or Guitar Ensemble, with placement based on interest, proficiency, and—when required—audition. Students rehearse and perform a broad range of repertoire spanning Classical, Baroque, Romantic, Contemporary, Jazz, Musical Theatre, Rock, and Pop, while developing ensemble skills, musical technique, and, when

Performing Arts

applicable, improvisation and playing by ear. All ensembles represent the school at major performances, making full attendance essential. Ensembles meet four days per week. Open to all grade levels for both Fall and Spring semesters.

6710 UPPER SCHOOL MUSIC ENSEMBLE (! credit) The Upper School Music Ensemble is a semester course for singers and instrumentalists that offers participation in the Collegiate Chorus, Camerata (auditioned), Orchestra, Viradaur String Ensemble (auditioned), Jazz Band (auditioned), or Guitar Ensemble, with placement based on interest, proficiency, and—when required—audition. Students rehearse and perform a broad range of repertoire spanning Classical, Baroque, Romantic, Contemporary, Jazz, Musical Theatre, Rock, and Pop, while developing ensemble skills, musical technique, and, when applicable, improvisation and playing by ear. All ensembles represent the school at major performances, making full attendance essential. Ensembles meet four days per week. Open to all grade levels, this course may be offered in the Fall or Spring semester. 6714 UPPER SCHOOL MUSIC ENSEMBLE ($ credit) The Upper School Music Ensemble is a semester course for singers and instrumentalists that meets two class periods a week for one of the following ensembles: Collegiate Chorus, Orchestra, Band, or Guitar Ensemble. Students rehearse and perform a broad range of repertoire spanning Classical, Baroque, Romantic, Contemporary, Jazz, Musical Theatre, Rock, and Pop, while developing ensemble skills, musical technique, and, when applicable, improvisation and playing by ear. All ensembles represent the school at major performances, making full attendance essential. Ensembles meet two days per week. Open to all grade levels, this course may be offered in the Fall or Spring semester. 6694 PRIVATE LESSONS ($ credit per year) Private lessons are offered in piano, voice, guitar, and all string, wind, percussion, and brass instruments, upon availability. Curriculum includes theory, technique, and repertoire from Baroque, Classical, Romantic, and Contemporary periods. Upper School students taking private lessons for credit must either perform a solo in a student recital or present two pieces before a faculty jury. In addition 64

Performing Arts

to registering for credit to receive private lessons, you must also register online in order to receive a teacher assignment. You can do this by visiting the “Arts” page on the school website PawNet or sending an email to Mrs. Tuttle or Mrs. Jones.

6696 HONORS MUSIC (CHORAL or INSTRUMENTAL) (1 credit) This course is open to Junior or Senior vocal or instrumental students planning to enroll in a choral and/or instrumental performing group four class periods per week all year. To receive Honors credit, students will have additional practice requirements, attend and evaluate one college-level or professional concert, perform a solo for a Collegiate concert or event, and audition for appropriate regional honors ensembles. Your current teacher’s recommendation is required. The Department Chair will determine final approval for enrollment in this course.

HEALTH and WELLNESS & DRIVER EDUCATION All students must complete two semesters of Health and Wellness. This requirement is satisfied by completing both Health and Wellness I and II. Students may request a particular semester for H&W I; however, placement may be in either. Students will be placed in H&W II according to their birth dates. 7800 HEALTH AND WELLNESS I (! credit) GIRLS NINTH GRADE This semester course is required of all ninth grade girls and includes units on Human Sexuality, Substance Use/Abuse, Mental Health including Mindfulness, basic CPR and Community First Aid, and Digital Citizenship. This course may be taken through Summer Quest in the summer preceding ninth grade or during the school year in either the fall or the spring of the ninth grade year. Performing Arts

7803 HEALTH AND WELLNESS I (! credit) BOYS NINTH GRADE This semester course is required of all ninth grade boys and includes units on Human Sexuality, Substance Use/Abuse, Mental Health including Mindfulness, basic CPR and Community First Aid, and Digital Citizenship. This course may be taken through Summer Quest in the summer preceding ninth grade or during the school year in either the fall or the spring of the ninth grade year. 7806 HEALTH AND WELLNESS II, NINTH (! credit) COED NINTH GRADE This required co-educational course is offered during the spring only to those ninth graders with birthdays before September 1, 2011. Units include Classroom Driver Education and the Science of Well-Being. 7807 HEALTH AND WELLNESS II, TENTH (! credit) COED TENTH GRADE This required co-educational course is offered during the fall and spring semesters. Units include Classroom Driver Education and the Science of Well-Being. Any student who completes a driver’s education program off-campus will be placed in a study hall for the first nine weeks and will then rejoin the class to complete the Science of Well-Being portion of the curriculum. Students are placed in H&W II by semester according to their birth dates. DRIVER EDUCATION There are four components of Driver Education mandated by the state of VA: 1) obtain a learner’s permit from the DMV, allowable at fifteen years and six months; 2) complete 36 periods of classroom coursework; 3) drive 45 supervised hours (15 hours at night); 4) complete 14 sessions of Behind-The-Wheel training.*

*4) BEHIND-THE-WHEEL DRIVER EDUCATION There are a number of Behind the Wheel companies in the Richmond area. The students can be scheduled during a study hall or lunch period, and the fourteen lessons of the state requirement should be completed before the student’s eligibility date to obtain his/her 120-day temporary license. Questions may be directed to Mark Palyo at mpalyo@collegiate-va.org or at 740-5319.

INDEPENDENT STUDY Definition of Independent Study: Occasionally, a student will exhaust the curricular offerings in a given discipline or will wish to pursue an academic interest that falls outside of the offered curriculum. In these cases, the student may propose to conduct an independent study for credit. Such studies must be academic in nature and may include research, writing, reading, intensive study in a performing or visual art, and other similar endeavors. Performance and skill refinement uncoupled from academic coursework with a Collegiate faculty member falls outside of the parameters of an independent study at Collegiate.

Course Credit and Reporting: Independent studies are semester-long .25 or .5 credit courses conducted during the school year and are reflected on a student’s transcript with the course title “Independent Study” followed by the department sponsoring the study (e.g., “Independent Study: History”). No additional titling, leveling, or credentialing is appended. Independent studies may not count toward graduation requirements, nor can they count toward a student’s total required number of classes in a given semester.

Proposal Process: Students are encouraged to apply for independent study approval by the end of the semester that precedes the one for which the study is proposed; however, should circumstances necessitate, students may apply as late as two weeks after the start of the semester for which the study is proposed. Proposals should be submitted to the Assistant Head of Upper School, who will share them with the department chairs. The department chairs will consider each proposal and will approve or deny the student’s enrollment in the study.

Proposal Content: An independent study proposal must contain the following elements: • a completed cover sheet; • a timeline that specifies when student-faculty sponsor meetings will occur and how they will be used; • a description of the skills that the study will cultivate; 66

Health & Wellness and Driver Education

Independent Study

• a description of the product that the student will create; • a description of the methods that the student will use to create this product; • a description of how the study will be assessed and assigned a grade; • a list of scholarly sources that the student will use while engaged in the project. Students may submit these responses in a single document sent to the Assistant Head of Upper School, or they may ask the Assistant Head for the link to a Google-form that includes these questions.

Final Presentation: At the conclusion of the semester in which the independent study takes place, the student must make a final presentation to the department chairs. This presentation should include the following: • a description of the final product; • an explanation of the methods used in creating the product; • a reflection on how the study cultivated the skills that the student identified in the proposal; • a discussion of any ways in which the actual study diverged from the planned study; • a final list of scholarly sources used during the study. The sponsoring faculty member will determine the final grade; however, if the department chairs do not feel that the final presentation and/or product demonstrate learning, mastery, or growth at a level commensurate with the originally approved proposal, they may deny credit for the study.

Faculty Sponsor Responsibilities: Faculty who agree to sponsor students in independent studies agree to do the following: • review the proposal prior to its submission to ensure its adherence to the guidelines detailed above; • meet with the student according to the schedule outlined in the proposal; • prepare grade reports and compose a narrative comment according to the standard grade reporting schedule at Collegiate; • attend the final presentation the student makes to the department chairs. Students interested in pursuing an Independent Study should initiate the process with the Assistant Head of the Upper School.

Independent Study

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