Curriculum Guide תוכנית הלימודים

Arabic–Grade 10

Intermediate Arabic 2 will build upon the skills acquired in Intermediate Arabic 1, advancing student proficiency in both formal and spoken Arabic.

Using the Al-Kitab text and printed Arabic media sources, students will significantly expand their vocabulary and improve their reading and writing skills through the study of complex grammatical structures including past and future tenses, superlatives, comparatives, negations, and construct phrases. The use of Arabic root-based dictionaries will also be taught and students will begin to use them in class. Students will advance their listening comprehension skills using Al-Kitab sound and video files as well as selections of Arabic audio media.

Significant attention will also be given to developing and practicing oral communication skills. Upon completion of the course, students will have the basic critical skills necessary to manage in Arabic-speaking environments including asking for directions and assistance, purchasing goods, and discussing basic political ideas.

Arabic–Grade 9

Intermediate Arabic 1 will build upon the basic skills acquired in Beginning Arabic, advancing student proficiency in both formal and spoken Arabic. Through exposure to Israeli and other Middle Eastern news sources, students will be introduced to complex grammatical structures, expand their vocabulary, and advance their listening and reading comprehension skills. Students will continue to practice and develop their oral communication skills and gain greater exposure to Arab society, culture and history.

The class will continue to draw upon students’ prior knowledge of Hebrew, Israeli culture and Middle Eastern current events.

Upon completion of the course students will be able to understand the main points of short news broadcasts and newspaper articles, construct more complex sentences (written and spoken) and converse more fluidly with Arabic speakers about themselves, their families, their surroundings, and travel. They will also be familiar with basic political vocabulary.

Chumash –Grades 9, 10, 11, 12

All classes study the same text on a four-year cycle. Two years is devoted to the study of Bereishit, with one year each for the study of Shemot and Bamidbar. Students hone their skills at reading and understanding the text, and then learn to analyze the commentaries of Rashi, Rambam, and other classical commentaries. Relevant source material is presented from Talmud and Midrash to round out the students' understanding of the topic.

This material is taught in increasing depth and sophistication in the upper grades. The degree of complexity with which it is presented and developed depends on the specific grade and section. As a general rule, ninth grade aims to consolidate the study skills developed in the Middle School grades. These include: mechanical reading, acquisition of a core vocabulary, and exposure to the commentary of Rashi and occasionally other meforshim. Tenth grade studies the commentary of Rambam and other meforshim. Students discover the textual and/or logical bases for the different viewpoints of meforshim. Eleventh grade deals with the role of Midrashic interpretation of the text, and analyzes the text in a more sophisticated manner. The twelfth grade consolidates these skills, with students expected to engage in independent Chumash study on a relevant topic.

English - AP English Literature–Grade 12

An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use languageto provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.Qualified students are considered for this section based on their previous grades and writing samples. Students taking this course should be prepared to present independent work in one-on-one conferences with the instructor and will be prepared to take the AP English Literature exam in May.

English I–Grade 9

Building on the literary skills introduced in the Middle School, the ninth-grade English course develops and enhances the students' ability to read and analyze literature, and to express ideas with logic and clarity both verbally and in writing. Freshmen study mythology, the Greek epic poem, and contemporary literature, and chart the evolution of tragedy as genre through their study of Greek, Elizabethan, and modern drama. Emphasis is placed upon the stylistic and thematic influences of Homer, Sophocles, and Shakespeare, upon the far-reaching influences of mythology on both traditional and contemporary literature, and upon overarching themes—such as the hero's journey—from the classical to the modern period. In composition, priority is given to the formulation of the thesis paper in which students support a literary argument. Other assignments stress research skills. In-class, timed writing exercises help students learn to think and to write under pressure. Grammatical topics covered include verb tense, subject-verb agreement, pronoun-antecedent agreement, and phrases. (Various topics covered in the freshman English course are coordinated with those studied in social studies.)

English II–Grade 10

Sophomore English is designed to introduce students to a wide variety of literature and to instill an intellectual appreciation of such major writers as William Shakespeare, Jonathan Swift, Zora Neale Hurston, and J.D. Salinger. Emphasis is placed upon the influences such authors have had on world literature via their thematic and stylistic methods. Tenth graders study many literary genres, including satire, poetry, comedy, and tragedy. They are exposed to an array of social, political, and thematic issues, and examine their evolution. Close attention is paid to the wide spectrum of literary devices employed by various writers, in addition to understanding the literary periods from the Elizabethan Age to the modern day.

English III–Grade 11

The scope of the eleventh-grade course, with the exception of Shakespeare's Hamlet, is American literature, with the study of works by F. Scott Fitzgerald, Flannery O'Conner and T.S Eliot, to name just a few.

We also work on continuing mastery of the expository essay form by exploring compelling thesis positions, use of specific examples and the vocabulary of literary analysis.

Students will write several rough drafts of a paper to revise clarity and depth of content or to edit style and mechanics and will learn how to provide thoughtful, insightful peer feedback using descriptive rubrics.

In addition, students will be able to practice the essay section of the SAT.

English Literature–Grade 12

The primary goal of the senior course is to prepare students for the demands of college level writing, reading, and analytical thinking. The syllabus includes works which are some of the major building blocks of Western literature: Kafka's Metamorphosis, Bronte's Jane Eyre, Shakespeare's King Lear, and many others. Particularly close attention is paid to analyzing texts in a sociopolitical and philosophical context. Moving beyond the confines of classroom analysis, students are exposed to literary criticism and to the works of contemporary essayists. By year's end, students will be expected to read with a broader critical understanding and to have furthered their abilities to write with clarity and economy. This course is offered at the CORE college preparatory and Accelerated levels. Qualified students are also prepared for the Advanced Placement Examination in English.

Environmental Science–Grade 12

This course explores the multidisciplinary science of the environment with an emphasis on green chemistry and remediation techniques. We will focus on contemporary issues such as air and water pollution, global climate change, ozone depletion, acid rain, hazardous and solid waste, alternative energy, soils, deforestation, over-fishing, biodiversity and endangered species, and their ecological, economic and human health impacts. This course is offered at the CORE college preparatory level.

French - Grade 11–Grade 11

The fourth year French course marks the beginning of upper level studies in French. Students review the present and passé composé of the major verbs, and study the imparfait and the simple future tense. Students also examine other new tenses such as the conditional and the past conditional tenses, including their use in "si" clause sentences. DVDs and videos provide exposure to native speakers as well as insights into contemporary French culture.

French - Grade 12–Grade 12

This course is the culmination of five years of French language and culture study. Students are finally able to read a piece of serious French literature. The choice of the piece of literature varies from year to year according to the tastes and interests of each class. Recent choices have included L'Hôte by Camus, Les Précieuses Ridicules by Molière, and La Guerre de Troie n'aura pas lieu by Giraudoux. Students also may view films, DVDs, and videos, do literary analysis, and face the challenge of literary translation.

Geometry –Grade 10

Students study geometric figures, geometric proofs, and the application of arithmetic and algebra to solve geometric problems. Topics covered include basic geometric vocabulary and notation, two column proofs, congruent triangles, parallelism, perpendicularity, polygons, similarity, the Pythagorean Theorem, circles, area and volume. Some classes also study loci and construction problems.

Hebrew (Gr. 9-11)–Grades 9, 10, 11

Beginning in sixth grade, students study the innovative NETA curriculum that was developed by Hila Kobliner of Hebrew College in Newton, MA and generously funded by the Avi Chai Foundation.

Students are grouped by levels, based on a placement exam that tests for Hebrew language proficiency. The course, which is taught in Hebrew, meets four times each week.

In some classes, students are “introduced” to Israeli teenagers by watching them in specially made educational movies that are part of the NETA curriculum. It is interesting to see Jewish life of Israelis, based on vocabulary and grammatical structures dealt with in the book. The program incorporates both traditional, as well as Modern sources. For example, students study Midrashim and Perakim from the Tanach, discussing various ideas from each chapter. The curriculum integrates themes from Torah, Medinat Yisrael, and Israeli culture. Freshman are grouped into three levels based on proficiency.

Beginner Students who complete this level will be able to:

  • Speak: in short dialogues about daily life or customs (acquaintances, school, schedule of the day, Shabbat, Holidays)
  • Write: a paragraph on a personal topic (description, information, impression, a memo, an assertion of opinion)
  • Read: a paragraph of information or a description, a story or a folk tale
  • Listen: comprehend a short dialogue about daily life, summarize a short informative lecture on places, customs, groups of people and social phenomena

Advanced Beginners Students who complete this level will be able to:

  • Speak: in dialogues about school, family, entertainment, personal preference, the weather, or place description; ask questions in an interview, answer and report; express an opinion and support the opinion with reasons
  • Write: short notes (greeting, apology, thanks, invitation), a personal letter, an impersonal letter (announcement, request, report)
  • Read: comprehend an informative paragraph; an opinion supported by reasons; a short story, general comprehension of a simple poem, or a few biblical verses
  • Listen: comprehend a short dialogue about daily life; generally comprehend a simple song; comprehend a short informative lecture about modern life, tradition and habits

Intermediate Students who complete this level will be able to:

  • Speak: in conversation on any topic
  • Write: forming tables from text, personal or historical chronological report, theoretical analysis of reasons, results, and purposes
  • Read: Press releases and articles in journalistic style in elementary Hebrew, short story partially adapted to elementary Hebrew, general comprehension-based on key words, syntactic structures, and morphology-of poetry, midrashim, or biblical verses
  • Listen: Listen: general understanding of simple TV or radio news, comprehension of dialogue in standard Hebrew, comprehension of the main ideas of a simple song based on a single hearing

Hebrew IV–Grade 12

Readings are assigned from recent newspaper articles and students are asked to write a critical summary about the issues being addressed in these articles. Piyyutim (religious poems) from the liturgy are studied, and short stories written by such authors as Yehuda Amichai, Amnon Shamosh, and Yehuda Borla are discussed. Issues facing Israelis are researched and discussed in class. Students prepare presentations to their junior classmates on Yom HaShoah, Yom HaZikaron, and Yom HaAtzmaut.

History - AP U.S. Government (Political Science)–Grade 12

This course will provide an advanced understanding of how today’s American government functions. This will not only include its formal structure, but also the impact of political parties, media, electorate and interest groups on policy — both domestic and foreign.

Before beginning studying contemporary politics, students will read selections from the works of John Locke and other political philosophers who were major influences on the Founding Fathers. To understand the premises which guided the Framers of the Constitution, students will also read selections from the Federalist Papers.

Wherever possible, the class will have the opportunity to compare American politics with relevant aspects of Jewish law and history (as for example, Constitutional Law and the <em>Halachic</em> process).  The second semester will provide opportunities to compare the American system of government with that of other countries including Israel.

Student projects during the year will include:

  1. Analyzing data on the relative weights of the individual states in the Electoral College and developing a winning strategy for a hypothetical candidate
  2. Developing a case for specific legislation on behalf of an interest group
  3. Analyzing significantly differing accounts of the same public policy issue in two publications.

 

History - AP U.S. History–Grade 11

This course covers the period of time from the American colonial settlement until the “Reagan Revolution” in the 1980s. It is a historiographical survey of the major events of this time period.  As such, we will study how historians have looked at the events of this time period from cultural, economic, ideological angles. We will be evaluating their approaches, arguments, and methodology debate the interpretation of each period.

We will also reviewing and practicing strategies for the AP exam, which is a requirement for this course.

History - United States History–Grade 11

The course covers the development of the United States from the thirteen colonies to the present. The course proceeds in chronological order, although a major focus is the recognition that all members of American society did not always experience the same major events in the same way. The primary goal for the course is to have students see the connection between the past and present, how contemporary issues reflect long standing historical causes. Students study major current events to facilitate this understanding. Other goals include learning about the study of history. A recounting of the past is never a simple linear story. Explanations for historical events must account for a variety of factors and while the course separates these individual strands, it is important to see how forces worked together to produce this nation's story. Major political events form the basis for each unit but each includes relevant and crucial economic, social, and intellectual issues. Students examine the major 'myths' of American history, explore their persistence, and try to understand why these exaggerations, half-truths, and outright lies have secured their place in our national psyche. Finally, students will explore those themes that pervade American history. Students work to master the expository analytic essay and complete a major research paper (Core and Honors). Students read a variety of primary and secondary sources, including a brief introduction to the major historical scholarship of each era.

History - Western Civilization I (to 1500)–Grade 9

This survey course traces the rise and fall of the major civilizations of the ancient world through the European Renaissance. It is a chronological and conceptual course focusing on common concepts of history such as government, the individual versus the group, cultural exchange and the expulsion/dispersal of people. Skill development includes the use of primary source material, independent research, and analytical thesis writing. The text, supplementary sources and special projects deepen the understanding of past and present events, and promote critical thinking. The course is coordinated with Jewish History I in terms of content, skills, and assignments to develop a more complete understanding of the place of Jewish history within Western Civilization.

History - Western Civilization II (1500 to the present)–Grade 10

This course is a continuation of the ninth grade course, beginning with the Reformation and continuing to the present. Essential to this study is the rise of Western Europe into a position of global dominance through trade as well as the exploration of the decline of the church and rise of the nation state. Students study the major developments in Science, Religion, Economics, Politics, Philosophy, and International Relations to see how these forces worked together to bring historical change. Thematic issues of social change, the role of the individual, the rise of mass movements, and the link between past and present will inform the chronological progression of the course material. Students will read widely in secondary, primary and literary sources to enhance their understanding of the material. They will continue to work to refine research and writing skills. The course is coordinated with Jewish History II in terms of content, skills, and assignments to develop a more complete understanding of the place of Jewish history within Western Civilization.

History through the Arts–Grade 12

This course, offered at the Honors level, is designed as a seminar in which students will gain an appreciation for the ways in which various art forms provide resource materials for the study of history and culture. The class will focus on understanding the artist as a representation of, as well as a reaction to, his/her society. Students will be exposed to a variety of creative media and use their knowledge and research skills from previous years to create theories about specific artists and art forms. This course focuses on aspects of US history.

Students are expected to take an active role in the presentation of course material.

Jewish History I (to 1500)–Grade 9

This course is a survey of Jewish history during the Rabbinic and Medieval periods. The central focus of the course is the experience of the Jews during the period in Christian Europe and in areas under Muslim domination. Major social, economic, intellectual, and political developments are examined as are the contributions of major personalities such as Saadiah Gaon, Rashi, Rambam, Maharam of Rothenberg.

In addition to the transmission of the history of this period, other goals include: the development of historical thinking, which involves an appreciation of continuity and change, an acquaintance with concepts important to historical thinking, and an appreciation of the impact of human decision-making on history. Other important goals include the development of an understanding of how the historian works and the communication of values and attitudes.

Elements of this course include lecture, class discussion, library research, role-playing, and analysis of primary source texts.

Jewish History II (1500-present)–Grade 10

This course is a survey of the history of the Jews during the modern period. After some preliminary discussion of major developments from 1492-1750, the course will be divided into two sections. The first section deals with the period from 1750 to the Balfour Declaration, including Emancipation and the Haskalah, movements for religious reform, the emergence of Hasidism, modern anti-Semitism, and Zionism. The second section deals with the Holocaust including European Jewry between the wars, the Jew in Nazi ideology, stages of Nazi anti-Jewish policy, emigration, ghettoization, extermination, the Judenrate, Jewish resistance, the Allied reaction to the Holocaust and Faith after the Holocaust. Students will complete a joint research project for these two courses and produce a term paper.

Jewish Thought and Prayer–Grade 11

We will examine for the first half of the year the underlying dynamics and philosophies of Tefillah (praying.) In conjunction with the course, Biurei Ha’Tefillah (Clarifications of Prayer), we will read various rabbinic scholars who will challenge our sensibilities about how we perceive the world and discover how prayer can deeply affect our perceptions on various levels. Traditional and modern scholars will be discussed during the first semester. This course is designed to engage the student to delve deeper into the nature of prayer and each student is encouraged to bring their passion for learning into every classroom discussion.

For the second half of the year we will explore how the halachic system was developed in a way, that at first glance seems counter-intuitive, that helps us merge our personal and communal obligations and desires with the Almighty. Relying mostly on Rav Soloveitchik’s writings, we will analyze the beauty and complexity of the halachic system and how we can engage it in a meaningful way for our times. There is a sourcebook that is required reading for our class that was masterfully composed by Rabbi Dovid Shapiro. This class meets once a week for the entire year.

Justice–Grade 11

This course will explore the complexities of fairness through the lens of key court cases and recent legal controversies. Our goal is to identify the core values that underlie seemingly intractable legal positions by making connections with students' experiences as young adults. In addition, students will develop expertise in a number of areas of the law and will share with their peers as well as other audiences.

Mathematics - Algebra 1–Grade 9

This course is a continuation of eighth grade Algebra I, for those who need it.

Mathematics - Algebra 1/II–Grade 9

This course completes the study of Algebra I and starts the study of Algebra II.

Mathematics - Algebra II–Grade 11

The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the students' knowledge in such topics as properties of real numbers, polynomials, solutions of simultaneous equations, radicals, quadratic equations, complex numbers, inequalities, exponential equations, and a wide spectrum of algebraic word problems. In some classes, trigonometry, logarithms, conic sections, matrices, sequences and series, and solving higher order equations are also covered.

Mathematics - Algebra II–Grade 9

The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the students' knowledge in such topics as properties of real numbers, polynomials, solutions of simultaneous equations, radicals, quadratic equations, complex numbers, inequalities, exponential equations, and a wide spectrum of algebraic word problems. In some classes, trigonometry, logarithms, conic sections, matrices, sequences and series, and solving higher order equations are also covered.

Mathematics - AP Calculus AB/BC–Grade 12

This is a college level mathematics course that is equivalent to the first course in calculus offered in colleges. This course is intended for students who have a thorough knowledge of college preparatory mathematics, including algebra, geometry, trigonometry and properties of functions as studied in a pre-calculus course. Topics include: properties of elementary functions—algebraic, trigonometric, exponential and logarithmic; limits; differential and integral calculus. All theorems are proven and many problems of a practical and theoretical nature are solved.Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics.

Mathematics - AP Calculus BC–Grade 12

This college level course is equivalent to the first year of college calculus. All topics covered in Calculus AB are also covered here. Additional topics covered include: sequences and series, parametric equations, polar functions and differential equations. This course is considerably more rigorous and theoretical than the AB course. This course is given only when there are sufficient numbers of qualified students.

Mathematics - Calculus–Grade 12

This course is designed for students who have completed Algebra II and Trigonometry and who want to continue traditional mathematics without taking an AP course. The course takes up the essentials of differential and integral calculus, with emphasis on techniques and applications rather than theory.

Mathematics - Pre-Calculus–Grade 11

This course develops a thorough understanding of functions, sequences and series. The emphasis is on developing the concepts which form the foundations of calculus, such as the concepts of limits and continuity, with substantial practice in the development and understanding of ä - å proofs. There is a careful study of polynomials, with real as well as complex coefficients, supported by the use of graphing calculators. Probability, matrices, transformational geometry, and logarithmic functions are other topics dealt with during the course.

Mathematics -- Discrete Mathematics–Grade 12

Discrete mathematics involves the study of countable objects. It typically addresses real-world problems that call for the determination of whether a solution exists, and, if so, whether there is more than one solution and which one is optimal. Discrete mathematics is essential to fields such as operations research, resource optimization, group decision-making, and computer science. The major topics covered in this course will be election theory, fair division, graph theory, game theory, and combinatorics. 

Navi–Grade 10

This is the first class in which our students encounter Biblical poetry in a significant way with Sefer Yishayahu. An introductory unit highlights the structure and method of such poetry. Sefer Yishayahu is also our students’ first serious foray into N’vi’im Acharonim. Thus, another introductory unit focuses on the multiple roles of a prophet, and an exploration of classical Jewish texts on the nature of prophecy.

Yishayahu served during the reigns of four kings of Judah. Accordingly, the historical Tanach texts which treat this era (Melachim Bet and Divrei HaYamim Bet) are examined in tandem with- and to shed light upon- the richness of Yishayahu’s prophetic message. Students learn to recognize repeating themes in the text, and gain understanding of such critical topics as Social Justice, Repentance, Divine Providence, Reward and Punishment, and the Messianic Age.

Navi–Grade 11

Texts: Yirmiyahu, Tzefaniya, Eicha and Tehillim 137. The choice of texts will span from a few years before Yirmiyahu begins his career as a prophet, to the devastation of the Churban and the first glimpses of Bnei Yisrael arriving on the shores of their new home in Bavel.

The goal of this course is to continue to develop the students' exegetical and literary skills in Navi study. This is the first time our students will encounter one of the major Nevi'im Achronim which is a unique mix of prose and poetry. Some time is spent introducing our students formally to the beauty of biblical poetry. This is the basis for the next two years of study of Classical Prophets. The nature of prophecy is explored in a more sophisticated manner than they have studied until now. Yirmiyahu's very personal portrayal of the suffering and joys of prophecy engage the students to explore the complex role of classical Navi. The relevance of the prophetic message to our time is addressed in the courses in themes such as spiritual alienation, over emphasis of ritual. The students read Eicha with an eye to understanding the grieving process that the nation is going through and how through this sefer they emerge religiously intact and ultimately stronger. The genre of Kinnah is learned as well as an example of a more in depth look at biblical poetry.

Navi–Grade 12

This course focuses on the book of Ezra-Nechemia which discusses the return of the Jews to their land after the destruction of the 1st Temple and their efforts to rebuild the Temple and the land. We fill out the larger picture of the time period by studying the works of the prophets of this time period -- Chagai and Zecharia. We delve into the struggles and triumphs of the people of this generation -- both physical ones and spiritual ones. We reflect upon the challenge and decision of many who returned to the land of Israel, and discuss the relevance of this model to the modern state of Israel. The text in general beocomes the start of a conversation about religious obstacles that students will face as they encounter the world around them, and ways to stay strong and connected through those challenging circumstances, as the Jewish people of this time period.

 

Navi–Grade 9

Texts: Yona, Melachim Beit, select passages from Divrei HaYamim, Megillat Ruth and Megillat Esther. Students study the narrative of the events leading up to the destruction of the first Beit HaMikdash. The goal is to introduce the students to the text of nevi'im achronim (the later prophets), and to provide them with the historical foundation for such study. Students are assigned to translate and explain some of the comments of the meforshim.

Philosphy of Maimonides–Grade 12

This course will examine the Rambam's philosphy and approach to the world through a close inspection of his writings. Students will consider both the approach of Maimonides to a wide variety of questions and also whether those approaches reflect a consensus of Jewish scholars or not. Topics to be studies include: creation, miracles and nature, prophecy, the afterlife and the world to come, reading the Bible as literature, anthropomorphism, tradition, Noachide law, the purpose of Mitzvot, Jewish political theory and other topics.

Psychology–Grade 12

This course provides an overview of the art and science of psychology.  In the first semester, students will survey all aspects of basic psychology: from the neurons of the brain to the memory of the mind; from the developmental psychology that relates to children, to the social psychology that is crucial to teenagers, to the psychopathologies that afflict the old.  In the second semester, the class will give more time to in-depth discussion and consideration of issues in psychology that are of special interest to the students including topics like the psychology of religion, psychology of happiness, and freedom of choice.

Science - AP Biology–Grade 12

The Advanced Placement Biology course is designed to be the equivalent of an introductory biology course taken by biology majors during their first year of college. The topics covered are similar to those covered in ninth grade biology. AP biology differs significantly with respect to the range and depth of these topics, the kind of textbook used, and the kind of laboratory experiments that are done. As an example, both courses have a laboratory studying photosynthesis. Ninth grade biology assesses photosynthesis qualitatively, using the change of color of a pH indicator. AP biology assesses photosynthesis quantitatively, using a spectrophotometer to measure color changes of a reducing agent. Permission of the instructor is required for enrollment.

Science - AP Chemistry–Grade 12

This course is designed to investigate advanced topics in chemistry. Students wishing to take this course must demonstrate honors-level work in biology and chemistry. Students who do honors-level work in the course may take the Advanced Placement examination in May. Specific topics include: classification of matter; chemical reactions; thermo-chemistry; atomic structure; periodic property of elements; chemical thermodynamics and others. Permission of the instructor is required for enrollment.

Science - Biology–Grade 9

This course provides students with a working knowledge of biological processes and principles. Areas covered include the major concepts of biology:

  • Basic chemistry, organic chemistry, metabolism, and enzymes.
  • Cell anatomy, osmosis, photosynthesis, cell respiration, cell reproduction, genetics, and protein synthesis.
  • Evolution and classification.
  • Survey of microorganisms, fungi, plants, and animals.
  • Human biology. 
  • Ecology

Laboratory work emphasizes the concepts introduced in class and the scientific method.

Science - Chemistry–Grade 10

Through discussion and laboratory experiences, the course exposes students to concepts in matter and energy: bonding; molecular and atomic structure; the periodic tables; solids, liquids and gases; kinetics and equilibrium; electrochemistry; organic chemistry and the application of principles of reaction. The laboratory program is used to demonstrate physical properties and introduces students to quantitative chemical measurements and analyses. The course emphasizes scientific reasoning and its exploratory processes.

Science - Physics –Grade 11

This advanced course conveys the basic concepts of classical and modern physics. The student is made aware that there are unifying principles in mechanical and nuclear physics, electricity and magnetism, light, sound and thermodynamics. Other topics include: measurement, force, energy, motion, heat and wave motion.

Seminar Course: Life Issues–Grade 12

This seminar, which meets once weekly over the course of the senior year, introduces the students to halakhic and aggadic (legal and philosophical) texts pertaining to the following themes: husband-wife relationships, generally; taharat ha-mishpacha, specifically; death and mourning; the quest for taamei mitzvot (seeking personal meaning and fulfillment in the observance of mitzvot). The sources serve as a springboard for discussion; questions are encouraged, and characteristically determine ad hoc modifications to the syllabus.

Spanish –Grade 10

Beginner-intermediate level course which builds on the skills learned in 9th grade. Sophormore Spanish focuses still on building vocabulary but also requires the students to use the target language more in class. The language skills of reading, writing, speaking, and listening continue to be taught, but writing longer thematic pieces and comprehending material in context take a more prominent role.

At the end of the course, students will be able to converse, ask and answer questions about classroom rules and behaviors, good study habits, extra-curricular activities, special events and celebrations, the family and daily routines, etc. They will be able to discuss and compare tastes in clothing and talk about shopping, fashion, styles, and trends.

Students will be capable of giving and taking directions to get to places; they will be able to discuss good driving habits.

The fundamentals of grammar continue to be introduced, so students will be able to converse using the present and preterit tense of regular and irregular verbs. They will be able to discriminate between ser and estar correctly. They will be able to use possessive and demonstrative adjectives, the present progressive, direct object pronouns, and affirmative commands in their conversation and written work.

By the end of this course, students will be able to read, comprehend, and learn historical and cultural facts from beginner-intermediate level short stories in the target language. They will come out with a greater understanding of the Hispanic culture.

Spanish–Grade 11

This intermediate level course builds on the skills learned in past grades. Junior Spanish focuses less on building vocabulary and more on learning to use that vocabulary in real life situations. The language skills of reading, writing, speaking, and listening continue to be taught.

At the end of the course, students will be able to converse, ask and answer questions about holiday celebrations and family traditions. They will be able to discuss and compare their childhood memories, likes and dislikes.

Students will be capable of describing people, places, and situations in the past; they’ll be able to talk about emergencies, including accidents, injuries, and treatments, rescues and heroes. They’ll feel comfortable discussing TV shows, movie plots and characters. They will come out with a greater understanding of the Hispanic culture and what it has to offer.

Grammar continues to play an important role, so students will be able to tell stories using and discriminating between the preterite tense, including irregular and stem-changing verbs, and the imperfect tense. They will be able to talk about reciprocal actions correctly; they’ll feel comfortable using direct and indirect object pronouns and the present perfect tense.

Spanish –Grade 12

This intermediate-advanced level course builds on the skills learned in past grades and focuses much more on fluency and speaking. The language skills of reading, writing, speaking, and listening continue to be taught with a bigger emphasis on conversation, practicality and every day life.

At the end of the course, students will be able to converse, ask and answer questions about the arts and artists, including musicians, actors, painters, and sculptors. They will be able to discuss the lives and work of various Hispanic artists and famous personalities.

Students will be capable of narrating an event in the past in detail. They’ll feel comfortable talking about emotions, and giving advice about health and nutritional practices; they’ll be able to talk and express opinions about symptoms and consider remedies.

By the end of this course the students will be able to talk about many topics of interest, even if they can’t use the specific vocabulary; by now they will have the confidence and enough resources to be able to explain themselves, either by finding synonyms or in some other way.

Grammar takes a secondary role to conversing and writing proficiency, but it still plays an important part in the course. Students will be able to converse more confidently using the Present, but also the Imperfect and the Preterit correctly when telling a story in the past; they will also be able to use the Past participle, and give and respond to affirmative and negative commands. The Subjunctive mode will be introduced, so students will be able to talk about wishes, dreams, etc.

By the end of the year the students will have an appreciation for the Hispanic culture and everything it has to offer. They will also be closer to becoming better citizens of the world.

Spanish–Grade 9

This course builds on the skills learned in 8th grade. Spanish 9 focuses still on building vocabulary but also requires the students to use the target language more in class. The language skills of reading, writing, speaking, and listening continue to be taught.

At the end of the course, students will be able to converse, ask and answer questions about school and extra-curricular activities, the community, family, places and leisure activities, colors, etc. They will be able to communicate some of their feelings and needs and understand others.

Students will be capable of extending, accepting/declining invitations, describing events and family celebrations, their house and household chores to others. They will feel comfortable ordering a simple meal in a restaurant.

The fundamentals of grammar continue to be introduced, so students will be able to converse using the present tense of regular verbs, including some stem-changing and some irregular verbs. They will be able to use possessive adjectives and affirmative tú commands in their conversation. Students will also be able to use and distinguish between ser/estar correctly. Students will have a greater understanding of Hispanic culture.

Studio Art–Grades 9 & 10

Fundamentals of two-dimensional art including form, color, line, composition and balance will be explored through use of different media and subject matter. There will be weekly homework assignments in a sketchbook.

Studio Art -- Independent Study–Grades 11 & 12

Students will be required to submit proposals of works that they would like to create over the course of the year. Students will have access to the art room and materials and will receive mentoring. Works will be critiqued as a group. Juniors may use this class as an opportunity to create a portfolio for submission to post-grad art programs while seniors may do their senior thesis as part of this class. Weekly entries in a sketchbook will be expected.

Talmud–Grade 10

The entire Upper School learns the same Mesechet in a given year. The Mesechet is chosen by the Talmud department and each grade learns it with a different focus. There is general and consistent skill development in the areas of reading, translating, and comprehension. In addition to the Gemarathat each class will cover, each grade has an individual focus for the year.

In 10th grade, students explain the path of the Halacha from the Gemara to the Shulchan Aruch and will be able to identify and navigate the Shulchan Aruch and the Mishnah Torah.

Talmud–Grade 11

The entire Upper School learns the same Mesechet in a given year. The Mesechet is chosen by the Talmud department and each grade learns it with a different focus. There is general and consistent skill development in the areas of reading, translating, and comprehension. In addition to the Gemarathat each class will cover, each grade has an individual focus for the year.

In 11th grade, students develop the necessary skills to learn key Rishonim. Students will be able to read, translate and explain 10 selections from key Rishonim such as the Ritva and Rashba.

Talmud–Grade 12

The entire Upper School learns the same Mesechet in a given year. The Mesechet is chosen by the Talmud department and each grade learns it with a different focus. There is general and consistent skill development in the areas of reading, translating, and comprehension. In addition to the Gemarathat each class will cover, each grade has an individual focus for the year.

In 12th grade, students develop the necessary skills to learn She'alot and teshuvot and will be able to read, translate and explain four.

Talmud–Grade 9

The entire Upper School learns the same Mesechet in a given year. The Mesechet is chosen by the Talmud department and each grade learns it with a different focus. There is general and consistent skill development in the areas of reading, translating, and comprehension. In addition to the Gemara that each class will cover, each grade has an individual focus for the year.

In 9th grade, students learn the necessary skills to learn Tosefot and will be able to read, translate and explain 10 Tosefot.

The Minority Experience in America–Grade 12

This course will look at the wide and varied experiences of both ethnic and economic minority groups in American History. Among the groups to be studied will be women, African-Americans, Irish, Mexican-Americans, Japanese-Americans, Chinese, Hmong, homeless and the working poor. This class will be reading-intensive due to the numerous historical sources used.